Leading from Strength to Elevate Learning and Achievement - Strength-Based Differentiated Instruction

Oct 5, 2026

Strategies for using testing data to improve GT identification and program placement while elevating learning and achievement for all students through strength-based differentiated instruction. The session outlines learning objectives for interpreting ability and achievement scores individually and combined, implementing a strengths-based instructional model, and partnering with educators to build buy-in. It contrasts ability vs. achievement and uses universal screening with multiple screening points and re-screening to better capture diverse student strengths over time.

LanguageEnglish

CategoryExam

FormatPDF

Pages59

Reading Time2 h 29 min

AccessFree to download

Learning Objectives

ICEBERG

Why Measure Ability?

Ability vs. Achievement

Identification Strategies

Remove Obstacles to Identification with Universal Screening

Multiple Screening Points

Changes Over Time and the Value of Re-screening

Leading from Strength to Elevate Learning and Achievement Vickie Driver, MBA / M. Ed. 11/6/2023 © Riverside Insights 2023 CogAT -Winner of the 2022 Excellence in Equity Award! 11/6/2023 © Riverside Insights 2023 2 In this session, we will provide strategies for using testing data more efficiently for GT identification and program placement, while elevating learning and achievement for all students through strength-based differentiated instruction. Students typically prefer working in their areas of strength rather than addressing their weaker areas. Learn how to compare demonstrated achievement with the student’s potential for learning and leverage this information to see student strengths and use them to boost growth in learning for all students – not just those identified for GT. 11/6/2023 © Riverside Insights 2023 3 Learning Objectives 1. Understand how to view and use ability and achievement scores both singly and in combination for student placement. 2. Learn how to implement and support a strengths-based model to differentiate instruction to achieve academic gains for all students. 3. Hear strategies for partnering with other educators to gain buy-in and increase the scope and reach of programs for those with less opportunity to participate. © Riverside Insights 2023 ICEBERG @rob Why Measure Ability? Achievement Reading fluency/comprehension Executive functions-Planning Short term/long term memory Fluid reasoning Working memory Attention Knowledge & Skills Motivation Sequential Reasoning Deductive Reasoning Inductive Reasoning Ability vs . Achievement Ability • Influenced by all learning opportunities • Requires novel problem solving and reasoning processes Achievement • Influenced more by formal education • Requires well-practiced skills and crystallized knowledge © Riverside Insights 2023 \#1 Remove obstacles to identification with universal screening Compared diversity of identified students in a large Florida school district that moved from a referralled process to a universal screening program. Card, D. , & Giuliano, L. (2016) . Universal screening increases the representation of low-income and minority students in gifted education. Proceedings of the National Academy of Sciences , 113(48), 13678-13683. © Riverside Insights 2023 7 Chapter 16-Universal Screening § 16 .21. General. (a) Each school district shall adopt and use a system to locate and identify all students within that district who are thought to be gifted and in need of specially designed instruction. \#2 Multiple screening points • Provide students more opportunities to be identified, demonstrate growth in response to effective teaching • Early identification is useful, but some students may excel in later grades • Test scores are less diagnostic overtime © Riverside Insights 2023 9 Changes over time and the value of re-screening Lohman, D. F., & Korb, K. (2006) . Gifted today but not tomorrow? Longitudinal changes in ITBS and CogAT scores during elementary school. Journal for the Education of the Gifted, 29, 451‐484. © Riverside Insights 2023 10

FAQs

How should educators use ability and achievement scores for student placement?

View and use ability and achievement scores both singly and in combination to make placement decisions.

What is the core principle of the strengths-based model for instruction?

Implement and support a strengths-based model to differentiate instruction so academic gains occur for all students, leveraging demonstrated strengths.

Why use universal screening and multiple screening points for GT identification?

Universal screening reduces obstacles to identification and improves representation, while multiple screening points give students more opportunities to demonstrate growth and allow later-excelling students to be identified.

Oct 5, 2026

Uploaded by Guten Appetit_Joghurt