1. Gifted Learners: Identification 1

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

3. Complete Identification Plan 3 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:  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. 4

5. 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. 6 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 7 Can be operationalized Inclusive of all populations Consistent with state definition Reflects domains recognized and served

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. 8

9. 9 Services 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? Or, Work Backward:

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

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

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 12

13. 13 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 Needed when entire student body does not take reliable and valid, norm-referenced measures of achievement and ability

14. 14 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. 15 Using Qualitative Indicators Educate teachers on characteristics of gifted Target domains that will be served Consider strength of evidence Use multiple raters

16. 16 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 Verbal 30%–40% Quantitative 17

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

19. 19 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 20

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