1. Baltimore City Schools Definition and Vision
Definition of Gifted
Vision of Gifted Education
Baltimore City Public Schools will provide all gifted students, including twice exceptional populations, with advanced content, curricula, and activities not ordinarily found in the classroom, in order to fully develop their true potential.
A gifted and talented student is identified, using multiple measures, as having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment¹ in intellectual, creative, artistic, leadership capacity, or in a specific academic field when compared with other students and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.²
Slide 8: Review City Schools definition and vision of gifted education (3-4 minutes)
Ask participants to read the definition and vision silently (2 minutes) and ask what stands out.
Popcorn out answers for 1-2 minutes
Focus on:
Definition: Multiple measures; potential; different types of giftedness: intellectual, creative, artistic, leadership; need additional services
Vision: twice exceptional, all gifted students, advanced content
1 Maryland Gifted Definition (Maryland Annotated Code § 8-2)
2 Federal Government Definition No Child Left Behind Act, P.L (Title IX, Part A, Definitions (22) (2002); 20 U.S.C. Sec (22) (2004))

2. Formal Identification: Four Main Components
Recommended identification
measurements 2
Mental Ability
Achievement
Motivation
Creativity
Naglieri Nonverbal Ability Test (NNAT) (Ages 5-17)
The NNAT2 provides a
nonverbal, culturally neutral assessment of general ability that is ideal for use with a diverse student population. With the use of progressive matrices for seven grade-based levels, this versatile test is well-suited for identifying gifted and talented students.
i-Ready (Grades K-12)
MAP Testing (NWEA) (Grades K-12)
Administered online or locally, MAP helps you pinpoint—to the goal—strand level—where your students are ready to advance, and where they need help.
The Partnership for Assessment of Readiness for College and Careers (PARCC)
GES-3 for Motivation
(ages 5-18)
An optional subscale, motivation has been developed to accommodate those states which require documentation of this characteristic in the identification process of gifted/talented students.
Student Interview
Student Portfolio Review
Student Product Assessment (Grades K-12)
The Student Product Assessment Form
can be used in a variety of ways. Individual teachers, resource persons or subject matter specialists can evaluate products independently or collectively as members of a team.
m/pdf/spaf.pdf
Cognitive Abilities Test
(Grades K-12)The Cognitive Abilities Test (CogAT) measures students’ learned reasoning abilities in the three areas most linked to academic success in school: Verbal, Quantitative and Nonverbal.
Otis-Lennon School Ability Test (OLSAT) (Grades K-12)
Stanford 10 – used only for historical purposes
PSAT – (Grades 10-11) (9th grade students are given the option)
SAT (Grades 9-12)
Scholastic and College Ability Test (SCAT)
(Grades 2-12)
WIDA (looking for growth of multiple levels between assessments)
Parent Referral
Teacher Referral
Professional School Counselors Referral
Student Referral
Torrance Tests of Creativity
(Grades K-Adult )
The highly reliable Torrance® Tests of Creative Thinking invites examinees to draw and give a title to their drawings (pictures) or to write questions, reasons, consequences and different uses for objects (words).
Acceptable identification measurements
Students coming from other districts or states with test scores that have been nationally normed or testing conducted by a psychologist will be considered.

3. Formal Identification
How are students identified as gifted or advanced?
Archival test data from nationally standardized tests (e.g. Stanford 10, Terra Nova, PSAT, SAT) were analyzed for students scoring in the 80th percentile or higher during Since 2014, the identification process has included the components below.
Ability
Achievement
Ability
Achievement OR
Motivation
Creativity
2 of 2
3 of 4

4. Formal Identification
Gifted
90-99th percentile Composite Mental Ability
AND
90-99th percentile Achievement
(Mathematics and Reading)
90-99th percentile in three of four areas
Mental Ability Motivation
Achievement Creativity
Advanced
80-89th percentile Composite Mental Ability
80-89th percentile Achievement
80-89th percentile or above in three of four areas
Mental Ability Motivation
Talent Development
75-99th percentile Composite Mental Ability
BUT NOT
80-99th percentile Achievement OR OR
Slide 10: Identification: Proposed Process 2 minutes
The Office of Gifted and Advanced Learning has partnered with the Office of Achievement and Accountability, the Center for Talented Youth, and Ingenuity to use archival achievement/aptitude data for all students currently enrolled in Grades 2-12 to "grandfather-in" gifted and advanced students. Used MSA, SCAT, Stanford 10, MAPS, SAT, PSAT
Using the historical data, 5,074* students were identified as gifted or advanced. Students will be added into SMS as gifted or advanced.

5. Learning Environment: Grades K-5
Schools will identify one or more learning environments to implement based on the size of their gifted and advanced population.
All gifted classroom – all students identified are grouped and taught at an accelerated pace in the same class
Cluster grouping – students in each grade level identified as gifted and advanced are put in the same classroom with mixed-ability students
Cross-grade level grouping – students grouped across grade levels and provided instruction with their ability group (1st/2nd or 4th/5th)
Once a week pull-out program - allows for interaction with like-minded peers, acceleration, and exploratory time
Push- in teacher - allows for collaboration, acceleration, and in-depth studies through a set exploratory time with a gifted specialist
Gifted resource teacher per school for push-in services and collaboration with homeroom teacher
§ Statement of policy. Annotated Code of Maryland
(1) A gifted and talented student needs different services beyond those normally provided by the regular school program in order to develop the student's potential
DRAFT