THE IDENTIFICATION PROCESS

THE
IDENTIFICATION
PROCESS
PRESENTED BY:
TERESA ROGERS
How Does One Determine
Giftedness?
According to Joseph Renzulli
(1986)
Gifted behavior reflects an
interaction among three
clusters of human traits:
The First Component
Above-Average
General
and/or
Specific
Abilities
Second Component
High Levels of
Task
Commitment
Third Component
High Levels of
Creativity
According to Renzulli,
Gifted and Talented children are
those who possess or are
capable of developing this
composite of traits and applying
them to any potentially valuable
area of human performance.
Nomination
Nominations are sought from a wide
variety of sources to ensure that
all potentially gifted and talented
students have an opportunity to be
considered.
A Nomination Can Be
Submitted By:
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•
Teacher
Parent
Student
Self
Other
Letter Sent to Parent
After the nomination has been
completed, a letter is to parent(s)
to inform them of the nomination
along with a permission slip from
parent to gather information. The
permission slip must be returned
before data is collected.
Data Collection
Data are collected (on the
nominated student) to aid in
making decisions for selection
of students who are in need
of special education services.
Parent Inventory
Parents are requested to fill out a
Parent Inventory of their child.
This enables the decision committee
to establish strengths and
weaknesses parents have recognized
in their child.
Current Achievement
Test Scores
Data is then collected on a student’s
current achievement test.
Examples include Iowa Basic Skill
Test and Benchmark.
Permission slips must be signed by
parents before the administration of
the K-BIT or any other assessment.
Creativity Test
The Torrance Test of Creative
Thinking is then administered to
the student. It is very time
consuming to score but has proven
to be one of the best instruments
in measuring potential creativity.
What the Torrance Test of
Creative Thinkers Measures
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Fluency
Originality
Abstractness of Titles
Elaboration
Resistance to Premature Closure
Renzulli/Hartman
Behavior Rating
Teachers are then asked to complete
the Renzulli/Harman Behavior
Rating. This gives students a
rating in four areas.
Four Areas Renzulli/Hartman
Checklist
Measures
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Learning Scale
Motivational Scale
Creativity Scale
Leadership Scale
Writing Sample
We often have a student respond
to one of fifteen writing
prompts. Each student is given
10 minutes to respond. This
provides the decision committee
to not only see strengths in
mechanics but in creativity as
well.
Student Interview
This is a form that allows the
student to share information with
the decision committee about
his/her need for GT and how being
in the program will benefit them.
Students are asked to submit a portfolio to reflect a different
way to assess your child’s performance. It is a way for the
student to select pieces they are proud of completing. Items
should include:
. Copies of achievement awards, such as Science Fair, AR reading
awards, End-of-the-Year awards, etc.
. Copies of original poetry, journal writings, essays. (not spelling or
penmanship.)
. Pictures of projects or you playing a musical instrument, etc.
. Anything out of the ordinary!
Please cover your name or any identity, cover picture of yourself.
Remember. . . Items will become the property of the G.T. dept.
THANK YOU!
Committee Meeting
Once all the proper data is
collected and composed, the
committee of five meet and go
over all nominations. All data
is combined on a “Composite
Student Profile”.
Composite Student
Profile
This profile not all includes
all the previous data
mentioned, but the students
grades in all core subjects.
Who is on the
Committee?
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Administrator(s)
Teacher
Counselor(s)
Gifted and Talented
Instructor & Coordinator
• Test Coordinator
The Committee Decision
The decision committee then
collects and analyzes data,
maintains appropriate
records, and makes
professional decisions on
placement of students.
Inform of Committee Decision
A letter is then sent
home to inform the
parent of the
committee decision
whether the student
was recommended for
placement or not.
Since scoring of the
Benchmark and
achievement scores are
not received until fall,
letters will be sent at
the beginning of the
following school year,
usually around Sept.
1st. THANK YOU!
Parents May Appeal
Committee Decision
The parents may appeal a
placement in which they
disagree. Parents should meet
with the GT Coordinator 5 days
after the postmarked letter
has been sent.
What Standards for
Gifted Education
Require?
The process for identifying
students has several stages
1. Nominations are sought from a wide
variety of sources to ensure that all
potentially gifted students have an
opportunity to be considered.
2. Date are collected to aid in making
decisions for selection of students
who are in need of special education
services.
3. Placement of students is made in an
appropriate program option.
Identification Procedures
Identification procedures are clearly
stated, uniformly implemented, and
communicated to the entire staff.
Decision Committee
A committee chaired by a
trained specialist in gifted
education and including
administrators, teachers,
and/or counselors.
Identification Process
Yields Information
Obtained Through a Variety
of Procedures and from
Multiple Independent
Sources.
1.
2.
3.
Procedures for obtaining information about
students include at least two objective
assessment methods such as group and
individual tests of ability, achievement, and
creativity.
Procedures for obtaining information about
students include at least two subjective
assessment methods such as checklists, rating
scales. Biographical data, product evaluations,
auditions, interviews, and grades.
Information about students is obtained from
multiple sources, which may include teachers,
counselors, parents, community members, peers,
and students’ themselves.
Student placement decisions are
based on multiple criteria. No single
criterion or cut-off score is used to
include or exclude a student.
Procedures used in the identification
process are non-discriminatory with
respect to race, cultural, or economic
background, religion, national origin,
sex, or handicapping condition.
Instructionally useful information
about individual students obtained
during the identification process is
communicated to the appropriate
members of the instructional staff
regardless of final placement.
Written identification and placement
procedures include parental
involvement.
1.
2.
3.
4.
Parents grant permission for individual testing.
Parents are informed of the criteria for
placement in a program for the gifted.
Parents give written permission for child’s
participation in the gifted program.
Parents may appeal a placement with which they
disagree.
Identification of gifted and talented
students is an ongoing process
extending form school entry through
grade twelve.
1.
2.
3.
4.
Opportunities are provided for students to be
considered for placement in gifted/talented
programs throughout their school experience.
A review of students’ placement in the gifted
program is made at least annually.
Written policies for exit from a program are
developed and implemented.
Records of placement decisions and data on all
nominated students are kept on file for a
minimum of 5 years.
Food for Thought…
“ The kind of intelligence a genius
has is a different sort of
intelligence. The thinking of a
genius does not proceed logically.
It leaps with great ellipses. It
pulls knowledge from God knows
where.”
-Dorothy Thompson