Identification

Principles of Identification 

• The purpose of identification is to enhance learning by identifying and meeting needs. 

• Identification of student needs is systemic and ongoing. 

• Identification is not a destination, it is a continuous process.  

• Students' interests and abilities are constantly changing, so teachers need to be alert to emerging abilities and talents.

• Effective identification draws upon data from a variety of sources. 

• Identification ought to reflect the demographic of the district or school population.  

• Identification is a means to an end, not an end in itself. 

In the Delavan-Darien School District, identification of Advanced Learning needs is based on longitudinal student profile data (qualitative and quantitative), gathered from a variety of sources, to provide a holistic  view of student performance and needs. (Borland & Wright, 1994). 

Identifying Advanced Learning Needs 

Students will be identified with Advanced Learning Needs when they exhibit high capability AND unmet  needs in their current educational placement. The student data profile, in conjunction with information  and data related to a student’s current classroom functioning, shall be used to determine when the  identification of advanced learning needs is warranted. When the preponderance of evidence indicates a  need that cannot be met in the student’s current classroom or grade level, a Differentiated Education Plan  shall be constructed to document the need and outline the services required to meet the identified need.  

Identification of advanced learning needs is warranted, per WI statute and WI DPI guidelines, when a  student exhibits needs that cannot be met within the regular education classroom or current grade level  curriculum standards. Students who show evidence of high capability or performance through  standardized assessments will undergo a needs assessment to make this determination. The needs  assessment will consider previous interventions, extensions, and differentiation strategies and their  effectiveness, as well as anecdotal information about student engagement, adjustment, persistence, and  motivation. Needs may be identified in the areas of general intellectual, academic, leadership, creativity,  fine and performing arts. Needs also may be identified in the social emotional domain, based on the  significant evidence base linking social emotional learning and achievement across domains. During the Universal Screening Process, if the team determines that there are unmet instructional needs as determined by the process, the student will be referred onto Advanced Learning/GT Coordinator, and Building Principal to conduct a full GT identification process.  

The purpose of identification is to locate students who need more than the core curriculum and determine what  types of services are needed to ensure a minimum of a year’s worth of growth in a year’s worth of time. The  district will focus on providing services for all students regardless of identification. Identification is an ongoing  and continuous process to develop awareness of student capabilities and needs. All students are considered for  identification with a culturally responsive lens in kindergarten through twelfth grade. 

The Delavan-Darien School District uses multiple criteria, in accordance with the Wisconsin  Department of Public Instruction, to identify highly capable students in the five areas. Multiple criteria  used for identification of advanced learners may include standardized test scores, individualized testing,  parent/guardian nominations, teacher nominations, student nominations, and district assessments. 

It is important to note that while students in early elementary school are considered for identification, it is  difficult to make accurate determinations on true ability in young children. The Delavan-Darien School District will work to ensure there is a match between a young student’s curricular needs and their educational  experience, regardless of formal identification. This process is ongoing and embedded into core instruction  and RtI practices at the elementary school. Typically, formal identification processes become valid in late elementary school and are conducted within the framework outlined in this guide. 

As part of the District RtI process, extensive student data is systematically reviewed  in grade-level/content area intervention team meetings. This process facilitates a continuous review of student  progress, which in turn fosters an advanced learner identification approach that is responsive to student need. 

Initial consideration for advanced learners services usually come from the grade-level/content area intervention  team meetings or the classroom teacher, who has in-depth knowledge and understanding of a student’s  abilities. Principals, other educational staff, or parents may nominate students for identification using the Parent or Teacher Nomination Forms. The decision to refer a student for identification may be  based on universal screeners from district and state assessments.  

District staff looks at multiple data points measuring performance, aptitude, and achievement. When gathering  information to inform decisions about students’ need for challenge beyond the core curriculum, we consider  standardized assessments (objective, norm-referenced assessments of academic or intellectual skill),  performance data, certain selected grade-level classroom common formative/summative assessments, and  nomination forms (rating scales and narrative information from teachers and parents). 

Identification Assessment Tools 

The Advanced Learner/GT Program Coordinator will facilitate data collection with teacher peers in order to compile a Student Learning Profile to include assessments, inventories, checklists, and classroom data  in combination with anecdotal information. Using a wide variety of assessments will allow the intervention team to make determinations to best meet the needs of advanced learners. Results from the combination of data gathered will allow the intervention team to determine for what level of advanced learner services each student will qualify. The following is a process which will be followed to identify appropriate services:

Step 1: Initial Phase

    During this phase, a child is brought to the attention of the GT program through one of the following methods:

●      Monitoring of MAP testing, standardized test scores, and other school data. (Most common)

●      Nominations: Teachers are asked to nominate children every year as a part of their job duties.  (This nomination often identifies “Advanced Learners”)

●      Parent Nomination: Parents contact the GT program to request screening for their child.

●      Student Nomination: Infrequently, a student will ask to be evaluated for GT screening.

Step 2: Screening Phase 

During this phase, the GT Coordinator will determine if more data is needed to provide services.

If needed, one or more of the following tools may be used:

●      Additional MAP testing (Or first-time MAP testing K-1)

●      CoGat - this assessment is designed to measure students’ learned reasoning abilities in the three areas most linked to academic success in school: Verbal, Quantitative and Nonverbal. Only used in cases where more diagnostic information is needed to best service the student’s needs.

●      Teacher/Parent Rating Scales: When a child cannot be rated by traditional models, this may be used to give an alternative picture of strengths and weaknesses

●      Other screeners/tests as available and needed.

    What are we looking for? Scores in the 95th percentile or higher, for 2-3 years, 5 of the last 6 scores of 95+ are      required in one area. 

Step 3: Services 

     Each child is looked at individually when determining services.  Services and placement are dependent on teacher            observation (does the child currently need more challenge?), scores in the 95th percentile or above on items in                  “Step 2”, and observations of how the student performed in previous GT challenges.  It is not unusual for a child to be in       varied programs until we find a “good fit”. 

    Parents are given opportunities to meet with the GT Coordinator to explain services.

    Participation in a program one year does not mean automatic qualification for that program the next year - we                      reevaluate student academic need each year. 

      FLEX: If there is space open in a program, consideration will be given to children who score below the 95th percentile,       and they may be flexed into a program for one year/season only.  Parents of flexed children will be notified that it is a         flex situation and will be asked to approve their child’s short-term participation with a permission slip.