Identification in Gifted and Talented Education

					  Identification in
Gifted and Talented

           EDPS 540
        Rebecca L. Mann
The most important question…
        Identification for what?
•Make sure that your identification process matches your program goals.
   If you identify mathematical giftedness, the child should be participating
   in a math based program. Often, we identify students with very diverse
   talents and then expect them to excel in one kind of program.

•If you have an academic gifted program, your identification process should
look for students with academic strengths.

•If you have a program that stresses creativity, your identification process
should look for highly creative students. Most of these students will be
overlooked if you use test scores as your main means of selection.
Identification Principles
•   The identification process should never be
    finished; it should be flexible and
•   Use information from a variety of sources.
•   Make sure that your identification process
    has provisions for locating gifted students
    from underserved populations.
              Identification Process

Screening tools used for identification:
   Testing - make sure the tests are:
      Valid – Is the test valid? Does it measure what
      you want it to measure?
      Reliable – Is the test reliable? Are scores
      consistent? Will you likely get a similar score for
      an individual on repeated administrations of the
Nominations – Teacher, Parent, Self, Peer
Product Evaluations – portfolios
Rating Scales – i.e. SRBCSS
Matrix i.e. Baldwin Identification Matrix
Talent Pool – multiple criteria – safety valves
               NAGC - Five Guiding Principles
                     of Student Identification

•   A comprehensive and cohesive process for student nomination
    must be coordinated in order to determine eligibility for gifted
    education services.
•   Instruments used for student assessment to determine
    eligibility for gifted education services must measure diverse
    abilities, talents, strengths, and needs in order to provide
    students an opportunity to demonstrate any strengths.
•   A student assessment profile of individual strengths and needs
    must be developed to plan appropriate intervention.
•   All student identification procedures and instruments must be
    based on current theory and research.
•   Written procedures for student identification must include at
    the very least provisions for informed consent, student
    retention, student reassessment, student exiting, and appeals
Renzulli Identification System

                                                                             Total Talent Pool Consists of Approximately 15 % of the General Population
  (Approximately 50% of

    Test Score Criteria

     the Talent Pool)
                                           Test Score Nominations
                              Step 1   (Automatic, and Based on Local
  (Approximately 50% of the

                                            Teacher Nominations
                                        (Automatic Except in Cases of
      Non-Test Criteria

                              Step 2
                                       Teachers Who Are Over or Under
        Talent Pool)


                              Step 3 Alternative Pathways   --> Case Study

                              Step 4 Special Nominations --> Case Study

                              Step 5        Nominations of Parents

                              Step 6   Action Information Nomination

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