• Identification of Gifted and Talented Students Greeley-Evans School District 6 follows established procedures for the identification of gifted/talented students that align with state guidelines (CDE, 2003). Identification is an ongoing process that is facilitated by the GT teacher in each building. It uses both formal and informal data, and requires the collection of a body of evidence over time to substantiate a student's talent in specific areas. Ultimately, the process guides programming for each identified student. A complete identification kit is available at each school.
  • Purpose To find gifted students whose abilities, talents and potential for accomplishment are so outstanding that they require special provisions in the form of appropriately challenging programming to meet their educational needs.
  • Identification Process Student Search
    Collect Body of Evidence
    Review Body of Evidence
    Identification
    Programming Match (ALP)
    Periodic review of student needs
  • Step One: Student Search GT Teachers collect information on students from a variety of sources which may include:
    Parents
    Self/Peers
    Educational Staff
    Community Members
    Student Work
    Standardized Testing
    Classroom Assessment
  • Step Two: Collect Body of Evidence Data will be collected on students that make them unique from others in these areas:
    Intellectual Ability
    Achievement
    Behaviors/Characteristics
    Demonstrated Performance
  • Step Three: Review Body of Evidence Body of evidence reflects that the student's needs are being met in the classroom. More data is needed to make appropriate decisions. Continue collecting evidence over time.
  • Step Four: Identification Student's body of evidence reflects need for GT programming.
  • Step Five: Programming Match (Advanced Learning Plan (ALP)) Programming decisions made based on Advanced Learning Plan (ALP) recommendations to match exceptional academic, social, and emotional needs.
  • Step Six: Periodic Review
  • Collecting a Body of Evidence for Identification Multiple sources and tools allow children to reveal their exceptionalities or potential. A variety of assessment tools should be used to collect information on a student whose background or talent area makes him/her unique from others. A complete "body of evidence" will consist of data from at least three of the four areas of intellectual ability, achievement, behaviors/characteristics, and demonstrated performance. Identification is based on:
    S (strong)
    M (moderate)
    B (borderline)
  • Intellectual Ability 95th percentile and above on norm-referenced standardized cognitive tests or subtests

    Examples:
    Weschler Intelligence Test for Children (WISC)
    Cognitive Abilities Test (CogAT)
    Nonverbal Analogies Test (NNAT)
    Differential Abilities Scals (DAS)
  • Achievement 95th percentile and above on norm-referenced or criterion referenced standardized tests or advanced on standards based test.

    Examples:
    NWEA
    CSAP
  • Demonstrated Performance Distinguished level of performance

    Examples:
    Juried performances
    Advanced portfolio
  • Behaviors and Characteristics Observation of behaviors or motivation with outstanding or exceptional factors

    Examples:
    Kingore Inventory
    Gifted Evaluation Scale
    Renzull Characteristic Scale
    Torrance Test of Creative Abilities