1. Gifted Learners:
Identification

2. Identify students with advanced potential
Provide appropriately differentiated curriculum and instruction
Collect data to assess program effectiveness

3. Complete Identification Plan
Timeline
Appeals/exit procedures
Multifaceted identification process
Program goals and description of services
Mission statement and definition

4. Identification Looking for students with abilities that are: and
comparatively rare;
emerge considerably earlier; and
significantly more advanced than others of their same age, experience, or environment (Rogers, 2002).
and
students who can benefit from the specific services able to be provided.

5. Gifted: Students With Advanced Potential
Demonstrated high
performance
Prodigies
Creative producers
Above grade achievers
Underdeveloped performance
Twice-exceptional
Low-SES
Culturally/ linguistically diverse
Underachievers
Supports (self, family, school)
Inhibitors (self, family, school)

6. Match Definition, Identification, and Services
Define
Specifically define giftedness for your school district
Identify
Identify those who exhibit advanced potential in domains specified in your definition
Serve
Design services to develop the talent of the students you have identified

7. Definition Consistent with state definition Can be operationalized
Reflects domains recognized and served
Inclusive of
all populations

8. Jacob K. Javits Gifted and Talented Students Education Act Definition
Children or youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their same age, experience, or environment.
Exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields.
Require services or activities not ordinarily provided by the schools.
Found in all cultural groups, across all economic strata, and in all areas of human endeavor.

9. Services Identify Define Or, Work Backward:
For what domains can you provide services?
Identify
What procedures will best identify talent in those domains?
Define
Based on the services you can offer and the identification process you created, how is giftedness defined?

10. Multifaceted Identification
Performance and potential
Qualitative and quantitative
Guideline: three measures
Avoid use of matrices to sum scores

11. Identification Measures
Screening Measures
Shorter
Weaker reliability and validity
Identification Measures
Longer, more in-depth
Strong reliability and validity

12. Identification Process: One Step
No screening measure is needed if all students already are assessed with a measure that has strong enough reliability and validity to accurately identify students with advanced potential

13. Identification Process: Two Steps
Needed when entire student body does not take reliable and
valid, norm-referenced measures of achievement and ability
Screener
All or most students may be given screening measures
Top 20%–25%
Top 20%–25% given identification measures
Identified
Top scorers on identification measures are designated as gifted

14. Avoid Cut-Off Scores
Standard Error of Measurement (SEM) = Statistic that estimates the amount of error associated with a test score
Example: Aptitude Test A has an SEM of 4.
Child’s score: 128
Guidelines for Inclusion: 130
Should child be included?

15. Using Qualitative Indicators
Educate teachers on characteristics of gifted
Target domains that will be served
Consider strength of evidence
Use multiple raters

16. Identifying Underrepresented Populations
Verbal and quantitative reasoning abilities are the best predictors of academic success for all populations of students.
ELL and minority children need the same skills, abilities, interests, motivation, and perseverance as their nonminority peers to be successful.

17. Types of Reasoning
Nonverbal
30%–40%
Quantitative
Verbal

18. Underrepresented Populations
Consider different norms rather than additional assessments
Common norms are only appropriate if experiences are similar

19. Underrepresented Populations
Third-grade English language learner: 80th percentile on verbal reasoning  
Score can be interpreted differently depending on context
Need to provide range of services

20. Identifying K–2 Importance of aptitude measures and authentic tasks
Caution with teacher referral

21. Identifying at Middle and High School
Reexamine before middle school
Orleans-Hanna Algebra Prognosis
Middle School
PSAT, SAT, ACT scores
Teacher/self-nomination
AP Potential tool
High School