Using Enrichment Clusters for Performance Based Identification

Abstract

One of the continuing problems facing programs and services for the gifted and talented is how to identify at risk students and students who ordinarily do not show up well on test scores and other traditional identification procedures. Although ‘performance based identification’ is frequently discussed in the literature, there is limited use of this practice, and very few systematic vehicles have been created to screen general populations for unidentified or under identified students who may benefit from the types of services ordinarily provided by special programs. The enrichment cluster approach described below was designed to create highly challenging learning opportunities that, in a certain sense, allow high potential students to identify themselves! This approach works well with traditionally identified students as well as those who may be overlooked through test oriented identification procedures. The key to successful use of this approach is that whenever a student shows remarkably high interest, expertise, and creative productivity in an enrichment cluster, resource specialists, mentors, or other teachers with advanced level expertise should be available to provide the kinds of follow-up experiences that will sup-port the student's advance work.