Gifted children are found in all shapes and sizes, representing every race, ethnicity, economic background, and many exceptionalities. The diversity of students who make up the gifted population, and the range of gifts and talents requiring attention in order to allow students to reach their full potential, create significant challenges to meeting student needs.

Districts must identify and serve students in five categories:

a)   General Intellectual Ability: These are the students who are identified on the basis of an IQ score (9th stanine on a full scale comprehensive test of intellectual ability).

b)  Specific Academic Aptitude: These students are identified on the basis of a 9th stanine on an individual or group test of academic aptitude. (achievement test)

c)  Creativity: These students are identified on the basis of formal or informal measures — creativity tests, creative writing samples, observations of creative problem-solving, or product creation.

d)  Leadership: These students are identified on the basis of informal measures that include demonstrated leadership roles, interviews, observations of leadership, product/portfolio review, or self-reflections.

e)  Visual/Performing Arts: These students are identified based on performance through observations of demonstrated arts ability, portfolio review, and/or audition.