Academic journal article North American Journal of Psychology

An Interview with Geoffrey Moon: The Frasier Talent Assessment Profile 2

Academic journal article North American Journal of Psychology

An Interview with Geoffrey Moon: The Frasier Talent Assessment Profile 2

Article excerpt

NAJP: Currently there are only two alternative protocols (DISCOVER assessment and the Frasier Talent Assessment Profile; FTAP) which have been approved for New Mexico public schools to evaluate students who have been determined to have socioeconomic disadvantages, disabilities, cultural differencces, or language barriers that would interfere with their ability to perform on individually administered tests. Are there other alternative protocols which have been used in the past or are there any other possible protocols that could also be considered in the future that might also accomplish this task?

GM: Reduced cutoff scores on verbal or full-scale IQ tests, purely nonverbal reasoning tasks, multiple criteria, portfolio review, and locally normed IQ tests were used prior to the FTAP and DISCOVER. Performance tasks, biographical inventories, and grade review were all parts of the FTAP that have now been deprecated. The future could bring some kind of radically different, much better test, but the lesson of the last few decades of gifted identification has been that as no one test is perfect, and gifted students have a range of profiles, multiple data points must be considered.

NAJP: What are the necessary criteria for a protocol to be considered to evaluate students who have been determined to have these factors?

GM: The protocol needs to find students who have high intellectual potential as compared to students with similar backgrounds. Success is ultimately measured by comparing the proportions of students from various backgrounds who are qualified by the protocol, and by whether the protocol-identified students develop in a way that reflects intellectual potential.

NAJP: Are there determination guidelines for making decisions about which students are allowed to qualify for gifted education services through the usage of alternative protocols? (For example, what are the cutoff points for socioeconomic disadvantage? What disabilities will be allowed? How are cultural differences determined?)

GM: New Mexico Rules, or Administrative Code, empower the user of the alternate protocol to make that determination. Since the risks involved in identifying a student for gifted education and talent development are low, and the risks involved in failing to identify are comparatively high, I think a relatively small burden of proof should be applied.

NAJP: Is the determination of any given factor subjective or objective?

GM: They are all subject to the decision of the protocol administrator. For FTAP users, I suggest use of a two-tier system for determining Cultural, Linguistic, and Economic Disadvantage or Disability (CLEDD). In stage one, the student's school records are researched for flags, such as home language other than English and ELL status (language differences), race/ethnicity (potential cultural differences), free or reduced lunch qualification (economic differences), and section 504 or IDEA qualification (disability). In stage two, qualitative data, primarily from a parent questionnaire, are reviewed for signs like lack of parental education, home stress, and lack of exposure to language, which may indicate the student has had a reduced opportunity to learn.

NAJP: Who will need to be trained in the usage of the FTAP?

GM: Anyone wishing to use the process must be trained. Only licensed educators or psychological/diagnostic professionals can participate in the administration of the process, though anyone in New Mexico can refer a student for testing. It is recommended that all school staff receive some training in the nature and needs of gifted students, the differences in gifted students with CLEDD, and the identification process. For a new FTAP evaluator, it takes three working days or about 20 hours. After one year, a one-day follow-up. After that, one day every three years.

NAJP: How many school personnel are needed to conduct the FTAP? …

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