Identification
Identification/Placement Procedures
Identification of gifted and talented students is an ongoing process extending from kindergarten through grade 12 and may occur at any time. Identification data is collected during K-6 enrichment classes and classroom teacher observation. Formal identification of gifted students is initiated generally at the end of second grade or later and will begin with the referral of students. Referrals may be submitted by parents, teachers, students, or community members. These referrals do not guarantee placement in the program. Students will be recommended to receive services through the Gifted and Talented program if a case study reveals their needs are not being met in the regular classroom and are in need of qualitatively differentiated instruction.
After a referral is received and parental permission to collect data is granted, information from multiple sources, such as state achievement tests, tests and tools that are specifically designed and administered for the purpose of the identification of gifted and talented students, and information shared by parents and teachers will be compiled in a case study. All case studies will be screened by an Identification Committee, made up of at least 5 educators and chaired by the Gifted and Talented Coordinator. The function of this committee will be to determine if students’ needs are being met in the regular classroom setting and make a recommendation for placement or non-placement based on that determination.
The following steps will ensure each student’s rights and provide a guide for the referral and evaluation of gifted and talented students:
Referral Procedure:
When a student is referred, a Permission to Test form is sent to the parent/guardian before any further action is taken. No child will be tested without parental consent to test is on file. Referral forms can be located by contacting the GT Coordinator, classroom teacher, or on the school’s website. Students may be referred for the Gifted and Talented Program by one or more of the following: teacher, parents, students, community members, or self
When the Permission for Data Collection form is signed and returned, a battery of tests will be given. Those test scores, as well as achievement test scores, grade reports, teacher and parent rating scales and anecdotal information, will be compiled in a portfolio. Data collection shall consist of at least two objective and two subjective measures (one of which must assess creativity), chosen from the following:
Objective: Standardized mental ability test, standardized achievement test, tests of creative ability. Subjective: Behavioral checklists, rating scales, evaluation of products, student interviews, biographical inventories, grades, auditions, and observations.
Instruments and procedures used in the identification process are non-discriminatory with respect to race, cultural or economic background, religion, national origin, sex, or handicapping condition.
After portfolios are completed, the Identification Committee will meet, review each portfolio, and make a recommendation for placement or non-placement. The committee will consider objective criteria and subjective criteria in selection. Although there is no single cut-off score for placement, the committee will consider placement for those students scoring above average in several areas, including academics, creativity and/or task commitment.
Parents and teachers will then be notified about the recommendation made by the Identification Committee. If a student is not placed, a conference may be requested by the parent.
If there is a disagreement with the placement decision of the Identification Committee, an appeal may be initiated and the following guidelines shall be followed: