Identification
“Until every gifted child can attend a school where the brightest are appropriately challenged in an environment with their intellectual peers, America can’t claim that it’s leaving no child behind.” -Jan & Bob Davidson with Laura Vanderkam, in Genius Denied
8 Reasons You Should Label Kids as Gifted - You should label kids as gifted if the label fits. This is a shockingly controversial statement. Read on to find out more…
How are gifted students in the Telluride School District identified?
The Telluride School District identification process is aligned with state guidelines for identifying students eligible for gifted education and advanced learning services. These guidelines support the approach of looking at a variety of information for each student based on a “Body of Evidence.” This evidence will determine if a student needs programming beyond that offered in the regular classroom or curriculum.
Gifted students usually fall within the top 3-7% of the general student population in terms of potential abilities.
How can parents, teachers, students and community members be involved in the identification process?
Identification of a gifted child begins with a referral initiated by a parent, teacher, self, peer, or community member. Referrals are received by a teacher, principal or the gifted coordinator. In the initial stages of identification, parents may be asked to fill out an inventory of gifted behaviors they observe at home. Parents are also asked to give permission for specific tests to be given. After testing is completed, parents review the results with the gifted and talented facilitator, teachers, and principal.
When does the identification process begin?
Teachers and staff are trained to recognize gifted behaviors and student strengths and use to refer students of all grade levels, K-12. They use a variety of tools such as test data, observations, and universal screeners to help seek out and refer students for further assessments and possible identification. Parents, students, and community members may also initiate a referral by contacting their child’s classroom teacher, principal, or district gifted and talented coordinator. In addition, all students are given an intellectual screening test (CogAT Test) in 3rd grade and 6th grade. Those who score above a threshold are referred for further evaluation and a Body of Evidence is collected.
What is the Body of Evidence?
A body of evidence is built to determine if a student meets the criteria for gifted identification. Evidence of exceptional ability is collected in four areas: aptitude, achievement, performance, and behavior. Evidence is examined against qualifying criteria. To be formally identified in Telluride School District, a student must qualify in at least two of the four areas, and have 3 pieces of supporting data. The four areas are listed below, along with possible data that may be collected in each. Tests listed by name are the ones most commonly used in the District.
• Aptitude: Cognitive Abilities Test (CogAT), Naglieri Nonverbal Ability Test (NNAT-2), Kaufman Assessment Battery for Children (KABC-ll)
• Achievement: Partner for Assessment Readiness for College and Careers (PARCC), Colorado Measures of Academic Success (CMAS) at the exceeds expectations level, ACT, Northwest Evaluation Association (NWEA), PSAT, SAT
• Demonstrated Performance or Portfolio: portfolios, student products, contests and competitions, and/or performance tasks judged by experts in that field
• Behaviors and Characteristics: Scales for Identifying Gifted Students (SIGS)
A body of evidence should consist of quantitative and qualitative measures to determine if a student meets the criteria for gifted identification and to build a student profile of strengths and interests.
What is the criteria used to identify a student gifted in a specific area?
Telluride School District uses a process and criteria developed by CDE for identifying students who meet the definition specified in section 12.01(16) and for identifying the educational needs of gifted students. 12.02(2)(c)
● Reading
● Writing
● Mathematics
● Science
● Social Studies
● Creative or Productive Thinking
● Leadership Abilities
● Visual and Performing Arts
● Music
● Dance
● Psychomotor
If a child is not identified during the 3nd grade or 6th grade screening process, can he be identified in another grade?
Yes, there is no “window” for identifying gifted behaviors. Identification for gifted and talented services is an ongoing process using multiple criteria. No single factor can eliminate a student from consideration. Teachers review assessment results and other data throughout the year(s) to get a complete picture of students’ strengths, needs, and abilities. There are several types of evidence that may be used to identify a student.
Can a child with a disability be identified as gifted?
Yes, a student can be twice-exceptional – that is, identified as eligible for special services in more than one area.
Does Telluride School District consider areas of giftedness other than academics?
Yes, all learners are considered regardless of academic achievement. Parents are invited to provide evidence of student strengths and talents in areas like art, music, creativity, and leadership. Teachers also may recognize these strengths and talents and may refer students based on their observations.
Will students identified in another district continue to be served in Telluride School District?
The Exceptional Children’s Educational Act (ECEA) requires that a student who moves from one district in Colorado to another district in the state retains his/her gifted identification. This concept is referred to as “portability.” If a child comes from another Colorado public school district with complete identification, and he/she is identified according to state rules and regulations the child’s Advanced Learning Plan (ALP) from the former district will be recognized and followed in Telluride School District, although ALPs often look different from district to district.
The rule for portability does not apply to students moving into Colorado from another state. However, the Telluride School District gifted education coordinator will review the student’s records for evidence of giftedness, and then determine whether additional assessment is necessary to confirm if the student meets Colorado criteria for gifted identification.
How can an identification decision be appealed?
In the event that a parent or teacher feels that an error has been made in the identification process, appeals shall be made in writing and given to the principal of their child’s school. The principal will meet with the BOCES gifted coordinator to review all documents and decisions. This review will be presented to the district superintendent. The district's superintendent will make the final determination.
