Identify

The purpose of identification is to ensure that appropriate programming meets the needs of identified gifted students. Identification may be initiated at any time by teachers, support staff, parents. In DCSD we use a body of evidence to determine a need for gifted programming. While the CogAT may be a piece of that body of evidence, it need not be the determining factor in the identification process.

Identification for gifted programming must be a team decision. This might mean the Response to Intervention (RtI) team, or a team created for gifted education (more than one person). Parents and students should be involved and included in communication about identification from the first step!

“The identification process must be dynamic with both formal identification checkpoints and ongoing opportunities for students to be identified as their needs are recognized.”

~ Mary Ruth Coleman

Criteria for Identification:

In order to be identified for gifted programming, a team must review a body of evidence (BOE) that includes:

• Three or more pieces of qualifying evidence

• Data from more than one source

• All data points aligned to one or more areas of strength

• Both quantitative and qualitative data

• All assessments and instruments reliable and valid

• All assessments and instruments culturally fair

Identification Presentation - DCSD

Identification Areas

  • General or Specific Intellectual Ability
    • Reading
    • Writing
    • Math
    • Science
    • Social Studies
    • World Language
  • Creative or Productive Thinking
  • Leadership Abilities
  • Visual Arts, Performing Arts, Dance, Music or Psychomotor Abilities
  • Specific Academic Aptitude