Identifying Gifted Learners
- 2. 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
- 3. 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
- 4. 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
- 5. 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.
- 6. Determining Eligibility for Gifted Services Flow Chart Step 1: Nomination 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
- 7. Phase 1: Nomination 0 A parent/guardian, teacher or other school personnel, a community members or student may nominate a candidate. 0 This initiates the process of compiling information to determine eligibility.
- 8. Phase 2: Screening 0 The purpose of screening is to identify a pool of potentially gifted students. 0 The identification process must be both quantitative and qualitative.
- 9. Phase 2: Screening 0 Administration of instruments should assess a wide variety of capabilities, aptitudes, or scholastic abilities including: 0Abstract Thinking Skills 0Academic Skills 0Artistic Ability 0Leadership 0Motivation 0Nonverbal/Verbal Reasoning 0Problem Solving Ability
- 10. Screening by District 0 The district has discretion in determining the screening process. Screening is likely to include a checklist of gifted characteristics. 0 The 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.
- 11. 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.
- 12. Phase 3: Review of Students for Eligibility 0 The purpose of this phase its to review the students to determine which students would benefit from formal identification and services. 0 Data is reviewed to look for indicators that show a need for services. 0 Three 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.
- 13. 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.”
- 14. Review of Students for Eligibility by District 0 An individual intellectual evaluation is required to determine eligibility for gifted service. 0 A school psychologist will provide an individually administered, intellectual evaluation. 0 Private Testing 0 The parent or guardian may choose to have the independent intellectual evaluation administered by a private licensed/certified psychologist at his/her own expense.
- 15. 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.
- 16. 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 0 The team may also wish to consider other factors including 0 Review of state or district assessments 0 Student interview 0 Formal or informal observation 0 Review of student portfolio
- 17. 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).
- 18. 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 Proficient 0 English-Language Learners 0 From a low socio- economic status family
- 19. Phase 4: Services Options Match 0 Once a student has been determined eligible for gifted services, the best match for services can then be made. 0 These services should be determined based on a comprehensive review of the student’s strengths and and needs.
- 20. Services Options Match by District 0 School 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. 0 Options may include: 0 Differentiated experiences in the regular classroom 0 Various method of acceleration 0 Cluster grouping 0 Pull-out 0 Self-contained special classes 0 Independent study
- 21. 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.