Screening and Identification

Lastly, it is very important to remember at EPs are time-limited. Your goals, therefore, should be written so that you can monitor the child’s progress throughout. For example: By June, 2007, Marcel will be creating complex multi-media presentations. By the end of the first quarter he will create a presentation of six slides using text only; by the end of the second quarter he will create a presentation of at least 10 slides with text and graphics; by the end of the third quarter he will develop a presentation with a minimum of 10 slides with text, graphics, and music; by the end of the year, Marcel will create a slide show presentation of at least 20 slides using text, graphics, music, and timing it precisely to run automatically.

Using this process to develop EPs, based on the background information you receive on the student, will make this document a very real and useful guide to successfully develop curriculum and monitor progress.

Summing it all up

This week you traveled the path of the identification process from the referral stage to an EP review meeting and have been given resources that will assist you in writing meaningful EPs for your students. As you now know, this is a process that requires investigation, understanding, and the desire to assure that your students participate in a program that sets its goals towards helping each child reach his/her full potential using the strengths (gifts and talents) he/she possesses and helping each child use these to build up areas of lesser strength. Always remember the best resources are your LEA representative, ESE specialist, other teachers of the gifted, and/or the advanced academics department in your district. They will share the requirements and the acceptable language preferred for your specific situation.

You are now a much S.M.A.R.T.-er educator!!

Use the matrix and the assignment checklist as your guides for completing the week's assignments.