Service Delivery Components related to Identification
Total Talent Portfolio
Expanded identification opportunities include a larger, more diverse group of students in enrichment programs.
Students identified for the talent pool through Type I and Type II enrichment activities are eligible for special services. Students receive interest and learning styles assessments using formal and informal methods to develop a Total Talent Portfolio for each student.
Major goals of the Total Talent Portfolio:
1. Collect information about students' strengths.
2. Classify this information into the general categories of abilities, interests, and learning styles.
3. Review and analyze the information to make shared decisions about talent development opportunities.
Classification of abilities, interests, and learning styles:
1. Abilities may be determined using tests, product evaluations, level of participation in activities, etc.
2. Interests include all areas of human endeavor (academic and extracurricular), such as literature, history, mathematics, science, athletics, arts, drama, music, etc.
3. Learning style preferences instructional style preferences, learning environment preferences, thinking style preferences, and expression style preferences.
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Identification using Technology:
Renzulli Learning (TM) is "an interactive online program that aids in the implementation of SEM by matching student interests, expression styles and learning styles with a vast array of enrichment educational activities and resources, designed to enrich gifted and high potential students' learning process" (Reis and Renzulli, 2009, p. 336).
The Renzulli Profiler is a computerized assessment tool that determines the classification information listed above (i.e. abilities, interests, and learning styles).
Expanded identification opportunities include a larger, more diverse group of students in enrichment programs.
Students identified for the talent pool through Type I and Type II enrichment activities are eligible for special services. Students receive interest and learning styles assessments using formal and informal methods to develop a Total Talent Portfolio for each student.
Major goals of the Total Talent Portfolio:
1. Collect information about students' strengths.
2. Classify this information into the general categories of abilities, interests, and learning styles.
3. Review and analyze the information to make shared decisions about talent development opportunities.
Classification of abilities, interests, and learning styles:
1. Abilities may be determined using tests, product evaluations, level of participation in activities, etc.
2. Interests include all areas of human endeavor (academic and extracurricular), such as literature, history, mathematics, science, athletics, arts, drama, music, etc.
3. Learning style preferences instructional style preferences, learning environment preferences, thinking style preferences, and expression style preferences.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Identification using Technology:
Renzulli Learning (TM) is "an interactive online program that aids in the implementation of SEM by matching student interests, expression styles and learning styles with a vast array of enrichment educational activities and resources, designed to enrich gifted and high potential students' learning process" (Reis and Renzulli, 2009, p. 336).
The Renzulli Profiler is a computerized assessment tool that determines the classification information listed above (i.e. abilities, interests, and learning styles).
Supporting Research
- Reis (1981) found that "students in the expanded talent pool (5-20%) produced products of equal quality to the top 3-5% of the population" (as cited in Reis & Renzulli, 2009, p. 347).
- Heal (1989) found that "SEM was associated with a reduction in the negative affects of labeling" (as cited in Reis & Renzulli, 2009, p. 349).
- Baum (1985) recommended SEM as a model to meet the unique needs of gifted students with learning disabilities because of its emphasis on strengths, interests, and learning styles (as cited in Reis & Renzulli, 2009, p. 348).