Identifying Gifted Students

An Easy to Follow Guide for Teachers and Parents

Created By:

Carolyn Bellotti

Identification Basics

0 Identification is critical to ensuring that children receive the services they need to thrive in school

0 Identification is the means to securing appropriate services to meet the needs of the student—it is not an end in itself

Multiple Types of Information

• Cognitive indicators• Academic achievement• Performance in a variety of settings• Interests• Creativity• Motivation

Multiple Sources of Information

• Test scores• School grades• Comments by classroom teachers, counselors,

parents, peers, and students themselves

Multiple Time Periods

• Ensures that students are not missed by “one shot” identification procedures

Appropriate Identification Practices

Other Considerations

0 Measures must be appropriate to the students being tested, taking into account factors such as ethnicity, language, or the presence of a disability

0 No single criterion should prevent a student’s identification as gifted; however, any single criterion, if strong enough, can indicate a need for services

Steps in the Identification Process

1. Nomination—Indicates a request that the student be considered as a potential candidate and initiates the process of compiling information about the student.

2. General Screening or Student Search—Establish a pool of students who might qualify for services. This screening should also include invitations to teachers, parents, and students to suggest names of individuals who might need services.

3. Review of Students for Eligibility—Review the students, determining which students would benefit from formal identification and services.

4. Services Options Match—Use the data to determine the best match for services. Some students may have special considerations.

Determining Eligibility for Gifted Services Flow Chart

Step 1: Nominatio

n

Step 2: Screening

Student does not achieve screening criteria measures.

Parent is notified student did not meet screening

criteria.

Student meets screening criteria.

Step 3: Referral

Step 4: Intellectual Evaluation

Phase 1: Nomination

0A parent/guardian, teacher or other school personnel, a community members or student may nominate a candidate.

0This initiates the process of compiling information to determine eligibility.

Phase 2: Screening

0The purpose of screening is to identify a pool of potentially gifted students.

0The identification process must be both quantitative and qualitative.

Phase 2: Screening

0Administration of instruments should assess a wide variety of capabilities, aptitudes, or scholastic abilities including:

0Abstract Thinking Skills0Academic Skills0Artistic Ability0Leadership0Motivation0Nonverbal/Verbal Reasoning0Problem Solving Ability

Screening by District0The district has discretion in determining the

screening process. Screening is likely to include a checklist of gifted characteristics.

0The screening process may include one of the following as determined by district policy:

Test of intellectual ability. Review of school, district, or state assessments.

Review of grades over a period of two or three years.

Student interview.

Formal or informal observation of demonstrated performance.

Gifted characteristics/behaviors checklists.

Review of portfolio of student class work and/or achievements.

VPK assessment or school readiness screenings.

Common Characteristics of Gifted Learners

0 These are some qualities to look for when determining whether a student might need gifted services. Gifted learners should not be confused with high achievers. Before referral and when filling out checklists, look for some of the following characteristics.

Asks divergent questions.

Often gets bored with repetition.

Will challenge authority.

Demonstrates perseverance.

Advanced verbal skills.

Broad base knowledge for

age.

Advanced moral for ethical

sense.

Highly inquisitive.

Needs few repetitions.

Prefers company of

intellectuals.

Initiates projects or extensions.

Guesses and infers well.

Phase 3: Review of Students for Eligibility

0The purpose of this phase its to review the students to determine which students would benefit from formal identification and services.

0Data is reviewed to look for indicators that show a need for services.

0Three possible outcomes:

A student may be designated as

clearly needing or not needing

services.

A student may be potentially

eligible at a later review.

A student may be tentatively

placed to see whether available

services are a good match.

Phase 3: Review of Students for Eligibility

0“No single piece of evidence should disqualify a student, but any single piece of evidence that is strong enough can reveal a need for services.”

Review of Students for Eligibility by District

0An individual intellectual evaluation is required to determine eligibility for gifted service.

0A school psychologist will provide an individually administered, intellectual evaluation.

0Private Testing0 The parent or guardian

may choose to have the independent intellectual evaluation administered by a private licensed/certified psychologist at his/her own expense.

Review of Students for Eligibility by District

0 No decisions about services can be made until the individual evaluation is completed and reviewed.

0 Some districts have a policy regarding re-testing if the student is determined ineligible and may require a specified waiting period before repeating the process.

Evaluation Instruments

0 Individually administered intellectual evaluation (type may vary by district)

0 Standard gifted characteristic checklist to be completed by a teacher

0 Checklist may also be done by parent/guardian/others as directed by district policy

0The team may also wish to consider other factors including0 Review of state or

district assessments0 Student interview0 Formal or informal

observation0 Review of student

portfolio

What is Plan B?

0 If a student does not meet eligibility as required in state rule, the team of professional might then consider whether the student might be eligible under their alternative plan (Plan B).

Plan B Considerations

0 Plan B is designed to increase representation of students who are considered under-represented in gifted

0 The rule currently defines under-represented groups as those who are:0 Limited English Proficient0 English-Language Learners0 From a low socio-economic

status family

Phase 4: Services Options Match

0Once a student has been determined eligible for gifted services, the best match for services can then be made.

0These services should be determined based on a comprehensive review of the student’s strengths and and needs.

Services Options Match by District

0School systems must survey the possibilities they can offer students, both in regular classrooms and special classrooms, so that it can set the stage for matching students with their best option.

0Options may include:0 Differentiated

experiences in the regular classroom

0 Various method of acceleration

0 Cluster grouping0 Pull-out0 Self-contained special

classes0 Independent study

Final Thoughts

0 Identification is a first but critical step in the process of ensuring that students who need a gifted education are recognized and matched with appropriate services so they can thrive in school.