This version of the Brilliant Behaviors was developed by Judy Rogers through her work with the Tucson School District. It provides observers a scale on which the frequency of each behaviour is rated. This is useful in schools where referrals are being made to the school-based team for the selection of high ability students for special programs and experiences that accommodate their needs and interests. Whenever possible, observers should discuss the meaning of the points on the rating scale before beginning to observe students. This will reduce the variability in their interpretations of what they see. Again, it is very important that the student’s strength or strengths be indicated on the form as well as the activity or activities during the observation(s).

A support or resource teacher can distribute this form to a teacher who is more familiar with a group of students. You may want to distribute the Descriptions and some of the activities recommended to stimulate Brilliant Behaviours along with it. Offer the activities as options and examples of the types of low-floor/high-ceiling, open-ended tasks that provide opportunities to be brilliant. Teachers may have favourites of their own. If they do, ask for copies and add them to your collection.

Any behaviour given a rating of “5” can serve three purposes.

• It may be transferred to the Teacher’s Guide for Selecting Differentiation Strategies and used to select the most appropriate curriculum differentiation strategies for the student.
• It may be transferred to the Individualized Educational Plan for use in the IEP development.
• It can also be included in the student’s referral file for consideration in any process to select students for placement in special programs.

Download the Teacher Checklist of Student Behaviour as a pdf in English, French, and Spanish.