Greeley-Evans School District 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 accompolishment are so outstanding that they require special provisions in the form of appropriately challenging programming to meet their educational 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 Math (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

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 consists 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) evidence for each piece of data. 

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 Scales (DAS)

Achievement

• 95th percentile and above on norm referenced standardized tests or advanced on standards-based test
  • Examples:
    • NWEA
    • CSAP

Behaviors/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

Demonstrated Performance

• Distinguished Level of Performance
  • Examples:
    • Juried performances
    • Advanced Portfolio