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Missy Rankin

June 8th, 2016

Self-Assessment for Course III: Identification and Assessment

Part I: B. What have you learned about yourself as a teacher as you have analyzed
your implemented lessons and worked on your performance task and rubric
assignment? What have you learned your students as a result of their responses to
your assessments and lessons? What is working and is most effective? What do you
plan to change?
Through my implemented lessons, I have learned that I created some incredibly positive
relationships with my students. Anytime I tried something new, my students were open to
the challenge. They were always willing to try their best and be excited for the
opportunity to try something new. Even when it was snowing and my students wanted to go
outside and play, they tried their best to give their all to my three implemented lessons. I
have learned that my students are more willing to try out new ideas than I initially thought
they would be. I always have this idea that the students will not engage in certain
activities, but this year I learned to give it a chance and it may surprise you. I have also
learned that the students are willing to give any feedback and ideas for changes to the
lessons. When I asked my students for their thoughts, they felt more connected and
engaged in my class. One thing that I believe is working well, is the use of differentiation
throughout my TAG lessons. I can tell that the students respond to these activities and
get more out of them. I plan to continue to improve implementing the TAG standards into
each of my lessons.

Part II: II. Of the selected essential questions listed below, what would you say are
two strengths of your understanding of the identification and assessment process for
gifted/advanced learners and what is one area of weakness on which you need more
information. Explain each choice in detail.

1. What is the process for referral and eligibility in my district?

There are two different ways all students in Fulton County are screened for
eligibility for the TAG Program. The first is an automatic screening in the fall using
test data from the previous year. The second screening is through a referral using
the CISS process. CISS stands for Characteristics Instruments for Screening
Students. Through this process, teachers are looking for any students who display
any of 10 specific characteristics within a 10 day period of time. All teachers
complete these forms and turn them in to the eligibility team. The eligibility team
will then meet and look for any students who displays 5 of the 10 characteristics.

Missy Rankin
June 8th, 2016
The team will then look for a piece of supporting data to supplement the teacher
screening. Once tested (a student can be tested every two years), there are two
different ways a student can qualify. Option A, a student has a qualifying score in
mental ability and achievement. Option B, a student has a qualifying score in three
of the four areas.
2. How do we evaluate Mental Ability, Achievement, Motivation, and Creativity
for eligibility?
Mental ability is evaluated with a score greater than or equal to the 96%tile in
grades 3 through 12 (option A) or greater than or equal to the 96%tile on a
composite score or appropriate component score on aa nationally normed test
(Option B). Achievement is evaluated with a score in the 90%tile tile in total
reading, math, or a complete battery on a national normed exam (option A). They
may also qualify through option B which has the same component as option A or in
grades 6 8 if they have a cumulative average that is greater than 90 on a 100
point scale in an above level course. Creativity is evaluated through data that is
gathered (option A) or through option B which in k 12 if they have a 90th %tile
composite score on a national normed creativity test or are a winner of a district
competition. Motivation is evaluated through gathered data in option A or in option
b by these methods: superior scored by 3 or more evaluators with a score greater
than 90 on a 100 point scale, k 12 district level competition, k -5 greater than
90th %tile on a standardized motivational characteristics rating scale, or 6 8
cumulative average greater than 90 on a 100 point scale in an above level course.

3. What are the unique aspects of some evaluation instruments for special
I believe this is one of my areas of weakness, because there are so many special
population groups of students. I do not feel 100% comfortable identifying all the
groups of special populations and coming up with evaluation instruments for all of
them. I will continue to learn more about the special population groups through the
presentations that the groups will be presenting during the last class meeting. I can
also continue my investigation of these special population groups using the textbook
provided, and by conducting my own research. I think my knowledge and
understanding will continue to increase throughout the next year.

Part III: As a concluding synthesis, please answer the crucial question below in one of four
Write your response including anecdotal evidence

Missy Rankin
June 8th, 2016

Chart or draw your response

Write a story or parable or poem or song in response

Design your own creative way to answer this question.

QUESTION: How is my new understanding of assessments, and lesson analysis impacting

my students?
I created a wordle of words that defined this class for me. Through the use of this
wordle, I can be reminded of what I learned and what I committed to do this coming year
in the classroom. I think this visual defines my understanding of assessments and analysis
of lessons.