Identification and Evaluation
Indicators of Giftedness
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Referrals for Gifted and Talented Identification
All MCSD RE-3 students receive consideration for gifted identification through the Universal Screening Process, which begins when students take the CogAT in both 2nd and 6th grade. The CogAT (Cognitive Abilities Test) is used to measure reasoning skills with verbal, quantitative, and nonverbal questions. Students also take the NWEA MAP assessment in the fall, winter, and spring beginning in 1st grade, as well as the CMAS state assessment starting in the spring of their 3rd grade year. Additionally, the gifted education team screens all test scores at least twice per year and works closely with district staff members to identify gifted students. A referral for gifted education can be initiated by teachers, parents, and students. Referrals for gifted identification are accepted September-March of each school year. After March, the gifted education director will screen spring norm-referenced assessment scores and if necessary, will initiate a referral based on screened data. Any formal referrals within schools should be made after an initial data collection meeting has been held to discuss instructional support and gather data to build the body of evidence for identification. When starting a formal referral process acquire a copy of the gifted referral form off the MCSD’s gifted education website. The completed and signed referral must be submitted to the district Gifted Coordinator via email or interdepartmental mail. Per CDE requirements, the MCSD gifted education department will notify parents/guardians of the next steps of the identification protocol within 30 days of reception of initial referral. Protocols include but are not limited to further testing, further utilization of the multi-tiered system of support, examination of bodies of evidence, and gathering observation data from classroom teachers.
Students may be referred in grades K-12 on the basis of:
• Observation
• Performance
• Achievement
• Aptitude
Any student may be recommended for gifted assessment by:
- Parents
- Teachers
- Counselors
- Administrators
- Peers
- Self
Referrals should be accompanied by evidence of above grade level performance and/or gifted characteristics/behaviors. With each referral, a letter is sent to the student’s legal guardians explaining the referral, the assessment process, and requesting formal permission to test the student.
Areas of Identification
ECEA Rules, revised in 2015, specify the areas for gifted identification in Colorado. A student may be identified in one or more of these domains (areas):
General Intellectual Ability
Intellectual ability is exceptional capability or potential recognized through cognitive processes (e.g., memory, reasoning, rate of learning, spatial reasoning, ability to find and solve problems, ability to manipulate abstract ideas and make connections).
Specific Academic Aptitude
Specific academic aptitude is exceptional capability or potential in an academic content area(s) (e.g., a strong knowledge base or the ability to ask insightful, pertinent questions within the discipline). Academic areas include but are not limited to: Reading, Writing, Mathematics, Science, Social Studies, and World Languages.
Specific Talent Aptitude in Visual Arts, Performing Arts, Musical, Dance or Psychomotor Abilities
Visual arts, performing arts, musical, dance or psychomotor abilities are exceptional capabilities or potential in talent areas (e.g., art, drama, music, dance, body awareness, coordination, and physical skills).
Creative Ability
Creative or productive thinking is exceptional capability or potential in mental processes (e.g., critical thinking, creative problem solving, humor, independent/original thinking, and/or products).
Leadership Ability
Leadership is the exceptional capability or potential to influence and empower people (e.g., social perceptiveness, visionary ability, communication skills, problem solving, inter-/intra-personal skills, and a sense of responsibility).
Identification Process
To qualify for gifted education services, the student needs at least one qualifying score on an accepted data indicator that is supported by a robust body of evidence which further suggests giftedness. Three pieces of data are required for an identification, but only one must be qualifying. The body of evidence is essential to the identification process that includes both qualitative and quantitative pieces of data used to build a better understanding of a student’s ability and identify a strength area. The body of evidence will be evaluated with great care by the identification team when making identification decisions. The Body of Evidence Review sheet provided by the Colorado Department of Education will be utilized during the date collection, MTSS, and Identification processes. See the Body of Evidence Review Sheet, Qualifying Data Points and the Qualitative vs. Quantitative charts below for further reference.
The assessment process recognizes a student’s exceptional abilities or potential, interests, and needs in order to guide student instruction and individualized planning and programming. Scores at the 95th percentile or above are considered within the range of giftedness. Scores within the exceptional/distinguished range are also considered within the range of giftedness. In traditionally underrepresented student groups and visual/performing arts student groups or talent pools, identification may require the collection of student information over time, using additional data points from a response to intervention approach.
Upon referrals in the talent areas, students receive documentation regarding portfolio requirements and rubrics to be used in portfolio evaluation. Identification in the talent areas is addressed via portfolio reviews by local artists and/or musicians or other experts in the field with the use of a rubric to determine advanced or distinguished ability or talent. The Gifted Services department uses rubrics supplied by the Colorado Department of Education Gifted Education Department. The identification team will also take into account top ranking at state or national contests or a distinguished juried performance. Cognitive and creativity assessments are also administered as part of the body of evidence.
Not meeting criteria on a single assessment tool shall not prevent further data collection or consideration for gifted identification, if other indicators suggest exceptional potential as observed in a body of evidence.
Once a student has been identified, programming continues through graduation. Instead of eliminating gifted students who underachieve from gifted programming, efforts are made to target the source(s) of the students’ underachievement and develop individualized interventions based on this information (Rubenstein, et al., 2012).
If the identification team determines that a child is not eligible for gifted services and the child’s assessment scores are above 85th percentile, the child will be placed on Watch & Enrich, a talent pool designation. Students who are designated in this way will continue to be monitored and provided enrichment opportunities in regular and/or ability grouped classrooms.
Body of Evidence
A body of evidence should consist of quantitative and qualitative measures to determine if a student meets the criteria for gifted identification and to build a student profile of strengths and interests.
Quantitative assessment provides numerical scores or ratings that can be analyzed or quantified. Qualitative assessment provides interpretive and descriptive information about certain attributes, characteristics, behaviors or performances. The former is considered objective, while the latter is considered subjective.
CDE Body of Evidence Review Sheet
Quantitative vs. Qualitative Data
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While some of the data in a body of evidence will be used to meet the criteria for gifted identification, other data or information may be used to build a learner profile for the purpose of developing appropriate programming options.
Criteria are the rules for evaluating a level of exceptionality for identification assessment. The 95th percentile ranking and above describes the rule for demonstration of exceptionality on a norm- referenced standardized test. Distinguished/advanced performance levels may describe exceptionality on qualitative tools, portfolios, performance assessment, and criterion-referenced tests.
Criteria are not cut-off scores. Typically, cut-off score terminology is used in reference to practices that eliminate students from access to further identification assessment because a single test result or score did not provide evidence at the exceptional level. Colorado does not adhere to cut-off score practices. Review teams should continue to explore additional data to reveal student strengths.
A variety of measures are contained within a body of evidence. A measure is the tool; a metric is the numeric result of using that measure. A cognitive test is an example of a measure that assesses general intelligence. This test provides a metric to express a level of cognitive ability.
Although the criteria for identification maybe met by cognitive assessment data, a comprehensive body of evidence is still collected and examined to determine a student’s strength area, affective needs and appropriate programming option.
Four Areas of Qualifying Data Points:
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Note: The assessments listed are not an exhaustive list but are the most common ones used in screening and referrals.
Collection of data for a body of evidence (BOE) includes, but is not limited to assessment results from multiple sources and multiple types of data (i.e., qualitative and quantitative data about achievement, cognitive ability, performance, parent and teacher input, motivation and observations of gifted characteristics/behaviors). The body of evidence contains data to identify the strength area(s) according to the definition of gifted children, and also determines appropriate programming services. A body of evidence may consist of the following assessments:
Cognitive Tests
Cognitive tests are designed to measure a student’s general intellectual ability. Such tests do not measure specific academic aptitude in various content areas such as reading or math. Many general intelligence tests and checklists include items that assess both fluid reasoning, such as analogies, block designs, and pattern arrangements, and crystallized abilities, such as mathematics problems, vocabulary, and comprehension of reading passages (Johnsen, 2004).
For example, the Cognitive Abilities Test (CogAT) is divided into three batteries: Verbal, Quantitative, and Nonverbal. An exceptional score on the nonverbal battery does not mean the student should be identified as gifted in the area of nonverbal. “Nonverbal” is not one of the categories for identification. An exceptional score on the nonverbal battery indicates a student demonstrates a strong command in general or fluid reasoning and can conceptualize at an advanced level using the format of pictures and images.
When only cognitive ability assessment data meets criteria in a body of evidence (95th percentile or above), the review team may determine that the student is identified with general or specific intellectual ability. This exception to the typical body of evidence is critical in identifying students with exceptional ability who may not yet be performing academically or demonstrating strong interests in the school environment. This student might lack motivation or have gaps in learning thereby requiring additional guidance and educational support services. Although the criteria for identification may be met by cognitive assessment data, a comprehensive body of evidence is still collected and examined to determine a student’s strength area and academic and affective needs for goal setting and programming as recorded on an Advanced Learning Plan (ALP). This general intellectual identification meets the condition of portability.
Creativity Tests
Assessment data from standardized, norm-referenced creativity tests are used to determine if a student demonstrates gifted ability in the area of creativity. Creative aptitude is demonstrated by a student scoring 95th percentile or above on norm-referenced creativity tests (e.g., Torrance Tests of Creative Thinking [TTCT], Profile of Creative Abilities [PCA]).
Some students who do not achieve qualifying scores on cognitive or achievement tests may still demonstrate many characteristics of giftedness. Many gifted traits and behaviors are evidence of the high level of creativity typical of many gifted students. To aid in identifying students who do not score at or above the 95th percentile on cognitive or achievement measures, creativity tests may be useful in building a body of evidence for formal identification, because these tests add validity to the observed creative characteristics.
Achievement Tests
Assessment data from standardized, criterion- and norm-referenced tests are utilized to determine if a student demonstrates gifted ability in a specific academic area. Specific academic aptitude areas include reading, writing, math, science, social studies, and world language. Specific talent aptitude areas include visual arts, performing arts, music and dance. Specific academic and talent aptitude is demonstrated by a student scoring at the advanced/distinguished level on criterion-referenced assessments and/or 95th percentile or above on norm-referenced achievement tests. Districts may use alternative achievement tests to determine advanced academic competence.
If a student does not demonstrate exceptional general intellectual ability from a cognitive assessment, but does demonstrate exceptional abilities in a specific academic area, best practice recommends observing and collecting data over time and not moving to formal gifted identification based on achievement data collected from just one grade level. Typically, students who are identified as gifted in the Specific Academic Aptitude area who do not demonstrate exceptional general intellectual ability are not identified until multiple achievement data points support the academic determination.
When a young child (kindergarten-third grade) demonstrates specific academic potential without a qualifying cognitive score, differentiated pace and depth of instruction can be used to build additional data over time to identify exceptionality. The Colorado READ Act requires that teachers assess the literacy development of all kindergarten-third grade students. Data from these reading competency tests are used to determine if a student has a significant reading deficiency and may be included in a student learning profile, but are not used as qualifying data for gifted identification.
Behavior Observation Scales
Gifted students often demonstrate characteristics that lead to a referral for the gifted identification process. Through the use of these scales, educators and parents can identify outstanding talent by observing students in one or more settings that enable them to display their abilities. Characteristics such as leadership, motivation, memory, reasoning, creativity and sense of humor become a focus rather than academic aptitude measured by many of the more traditional tests students encounter in school.
Norm-referenced observation scales are used as qualifying data for gifted identification. These scales are a valid and reliable way for educators and parents to evaluate gifted behavior characteristics. Examples of qualifying measures are the Scales for Identifying Gifted Students (SIGS), Gifted Evaluation Scale (GES), and the Gifted Rating Scales (GRS). However, other methods of obtaining information on gifted characteristics may also be utilized to develop a student profile. Informal tools, such as an interview or questionnaire, can provide beneficial information to better understand a student’s strengths and interests. These tools provide parents the opportunity to give important input about their child during the assessment process.
Districts may use quantitative and qualitative measures to collect behavioral data. Certain observation scales have been very successful in recognizing students with potential from under-represented populations. Examples of such scales are the Kingore Observation Inventory (KOI) or Teacher Observation of Potential in Students (TOPS).
Research-based practices have been created for teachers to implement when observing student behaviors during specific planned experiences. Data from these scales are used to determine students who might require additional assessments and/or to develop a talent pool. Data collected from a KOI or TOPS provide information for the student profile but are not used as qualifying data for identification.
It is important to note that some educators have particular stereotypical expectations of how gifted students should perform, therefore, [eliminating] certain students who do not demonstrate the more typical gifted characteristics (Johnsen, 2004). If these types of data are collected, it is important that one recognize that different genders, cultures, races, ethnicities, and social classes have different ways of communicating that may impact an observer’s/ interviewer’s perspective on what behaviors constitute giftedness (NAGC, 2008).
Performance Evaluation
Gifted ability is often not measured on a specific assessment, but rather demonstrated through some type of performance. Identifying a student with exceptional abilities in a content area or a talent area such as art, music, dance, psychomotor, creativity or leadership requires an evaluation of performance. There are many types of performance data that might be utilized to develop a body of evidence. These may include:
- Juried Performance: Students often participate in events within school or outside of school that are judged and evaluated. Students receive some type of rating based on their performance. Data from a valid and reliable juried performance may be considered as qualifying evidence if the jury consists of a team of experts in their field. An example of such a performance would be a student selected for a statewide choral group or debate team.
- Contest/Competition: Many contests and competitions are available to students within school or outside of school. Top placement in a regional, state or national competition may be considered as a qualifying measurement for gifted identification. An example of such a performance would be a student finishing first in a state science fair or Future Business Leaders of America (FBLA) categorical competition.
- Portfolio: Over time, some students develop a portfolio of work that might be evaluated by a team of experts in the field. The advanced/distinguished rating of a portfolio may be considered as qualifying evidence for gifted identification. A valid and reliable rubric is used in the evaluation of a portfolio to ensure consistency and equal opportunity. An example would be a collection of a student’s art work throughout elementary school and the portfolio being evaluated by a committee of district art teachers and local artists.
Classroom Performance: Classroom teachers are often critical in providing qualitative data about a student’s performance within the classroom. As the curriculum experts, teachers can identify those students working above their same-age peers. Evidence of above grade-level performance builds a student’s profile. An example of this might be a fourth-grade student who has already demonstrated mastery of fourth and fifth grade math standards and has successfully completed all the pre-algebra modules from an online math program. Advanced classroom performance must be measured through examples of above grade-level work. Earning an “A” in a class does not necessarily indicate exceptional performance. Grades lack standardization and are influenced significantly by students' motivation, classroom behavior, personal appearance, and study habits. Further, teachers' knowledge of students' IQ scores, income, SES, area of residence, and family structure contribute to stereotypes by teachers that are frequently characterized by low and negative expectations (Ford, 2013).
Gifted Identification Criteria: General Intellectual Ability
Portability of Gifted Identification
The Exceptional Children’s Education Act (ECEA) requires that a student who moves from one district in Colorado to another district in the state retains his/her gifted identification. This concept is referred to as “portability.”
Portability means that a student’s identification in one or more categories of giftedness transfers to any district in the state. Gifted programming must continue according to the receiving district’s programming options. Portability of identification is a part of the student’s permanent record and Advanced Learning Plan. AUs will determine the process and procedure used to ensure the appropriate and timely transfer of a student’s Advanced Learning Plan that includes the student’s gifted identification profile (body of evidence). The transfer process may include secure electronic file transfers or mailing of the student’s record to the new district/school. When a student transfers from one district to another, it is important that the sending district include gifted education records with all other student records sent to the receiving district. Names and contact information of AU Gifted Directors/ Coordinators may be found on the CDE Gifted Education website.
Administrative units are encouraged to have a process to notify the appropriate gifted educator in a district of a newly enrolled gifted student. This may occur with a review of an incoming student’s records and through the registration process when parents indicate their child has a gifted identification.
The rule for gifted portability means districts shall develop identification processes that are aligned to identification procedures defined by the Colorado Department of Education. Common guidelines support a universal and consistent practice for recognizing students with exceptional ability and potential.
Districts are responsible for selecting appropriate tools that will support identification of students from underrepresented populations. Although rules require portability, districts have the autonomy to select the specific instruments and procedures that will be utilized for gifted identification. These assessment tools may vary across districts but the criteria do not vary. If the receiving district’s gifted review team determines the previous district identified the student using criteria not aligned to state guidelines, the rule for portability does not apply. If this is the case, it is the responsibility of the receiving district to consult with the former district, parents and students to re-evaluate the identification determination.
The rule for portability does not apply to students moving into Colorado from another state. However, the receiving school should review the student’s records for evidence of giftedness, and then determine whether additional assessment is necessary to confirm if the student meets Colorado criteria for gifted identification. Districts should also be aware of the parameters within the Military Compact Agreement for identified gifted students moving to Colorado as a result of a military transfer.
The Interstate Compact on Educational Opportunity for Military Children created legislation to ease school-to-school transfers for military children. The intent of the Compact is to minimize the disruption in education when a military child is forced to move as a result of a transfer or deployment. The Compact states: The receiving state school shall initially honor placement of the student in educational programs based on current educational assessments conducted at the school in the sending state or participation/placement in like programs in the sending state. Such programs include, but are not limited to: 1) gifted and talented programs; and 2) English as a second language (ESL). This does not preclude the school in the receiving state from performing subsequent evaluations to ensure appropriate placement of the student.
Early Recognition
Fewer students are identified as gifted in K-2 than in the upper elementary grades, but many students perform at high levels of academic achievement. These students will be tracked on a watch and enrich list through Infinite Campus. This is not an identification of giftedness. This list recognizes the potential in students and suggests to teachers to watch and nurture these students as they grow and learn.
These high potential students will be engaged in experiences and activities that enrich and challenge them primarily in the classroom by the classroom teacher. They may be invited to enrichment opportunities outside the classroom as appropriate or afterschool activities as available. Classroom teachers will save samples of work that show exceptional ability and will file them with the building coordinator. This portfolio will be updated each year and may be used as part of the body of evidence in identification.
In addition, teachers may file the results of assessments such as DIBELS, reading and math inventories and unit tests, observation checklists, etc.
Programming Strategies and Options
Explanation of Advanced Learning Plan
The Advanced Learning Plan (ALP) is a legal document outlining programming for identified gifted students and is used to guide educational planning and decision-making. The Exceptional Children’s Educational Act (ECEA) [22-20-R-12.00, C.R.S.] is Colorado’s primary law with requirements for the implementation of specific elements and procedures for ALPs. (Colorado Department of Education, 2023) The MCSD ALPs are stored within the district wide student data system. ALPs stay in the data system year to year so records are not lost.
An ALP is…
- A purposeful document developed for each gifted student, according to the student’s determined area(s) of giftedness, interests, affective and instructional needs.
- A record of possible programming options implemented for overall success and achievement of goals.
- An account of accountability showing short-term and long-term collaborative efforts.
- A flexible document created and reviewed through collaboration with the District AU, student, teachers, and parents.
- A goal plan based on Colorado Academic Standards and the NAGC Affective Standards
ALP Elements:
- Student Information: student strengths, interest, achievement data, and affective records
- Collaborative Goal Setting: The student, parents, District AU, and teacher give input and/or feedback on the appropriate goals that will motivate the student towards advanced achievement and personal growth
- Interventions/Services: Acceleration, ability/cluster grouping, curriculum compacting, differentiation, flexible pacing, and gifted independent study are the instructional supports that are offered at MCSD per the MCSD Gifted and Talented Handbook, updated August of 2023. (Pg. 24)
- Evidence Driven Decisions:
- Student information at annual review guides decisions for implementation of instructional supports and programming
- Standards-based goals supported by instructional supports and programming are written to be specific and measurable
- The ALP aligns with the MTSS (Multi-Tiered System of Supports) process as it addresses the specific needs of gifted students by utilizing student data, district curriculum, and the learning environment to support student success.
The MCSD recognizes that students’ goal setting needs will differ between educational levels. The goal is to increase independence and self-advocacy as gifted students advance through their education. As the needs of students change with maturity and ability-level, so will the process of writing and evaluating that student’s ALP. Below is an overview of how ALPs are created and utilized at different levels within MCSD.
Elementary
- Elementary ALPs are written within 45 school days of a new identification, and within the first semester of returning GT students.
- Elementary ALPs are one-year plans and will be rewritten each year to accommodate the changing needs and schedule of the student.
- Elementary students are asked to work collaboratively on their goal with stakeholders to address their academic/affective needs.
- APLs are stored in Infinite Campus and parent signatures are required in person or electronically.
Middle School
- Students become more involved with their goal development.
- Goals are written annually with an emphasis on High School goals that students may have.
- Monitoring of these goals are ongoing or as needed and conducted via site based methods.
- APLs are stored in Infinite Campus and parent signatures are required in person or electronically.
High School
The High School utilizes a tiered, or leveled, system for developing and writing ALPs. An in depth explanation of the levels are explained in the table below.
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Housing of the ALP and Transition
Advanced Learning Plans are accessible by teachers via the schools electronic databases, while testing records and hard copies of ALPs are housed in the Gifted Services Department. A summary sheet is included in each child's cumulative file to inform receiving schools about the student's area of giftedness and date of identification as well as the gifted coordinators contact information. Gifted education records are maintained, retained, and destroyed in a manner consistent with that of the Special Services Department. Teachers are informed at the beginning of each school year via staff meeting regarding the gifted students they will be serving in their classroom. They are invited to review the past years ALP and discuss possible accommodations at this time.
In order to provide the best possible educational opportunities to gifted children, Morgan County School District advocates a variety of gifted best practices. Each of the following instructional strategies/programs is designed to promote the District goals which are to distinguish between general enrichment and gifted activities, and increase the emphasis on individualizing instruction to meet the needs of gifted students within the regular classroom’s instruction and through providing special programming options for gifted learners. Instructional strategies and enrichment options are chosen for or self-selected by students based on their area(s) of identification and Advanced Learning Plan goals.
Instructional Strategies
- Acceleration: Acceleration offers standard curricular experiences to students at a younger-than-usual age or lower-than usual grade level. Acceleration includes grade-level acceleration or subject-based acceleration in which a student enters a higher grade level part of the day to receive advanced instruction in one more content areas. These determinations are made collaboratively with the student, parents, teachers, building administration, and the gifted coordinator. The Iowa Acceleration Scales are typically administered to determine if a student is a suitable candidate for grade or subject-based acceleration.
- Ability Grouping/Cluster Grouping: Ability grouping is defined as using assessment and progress monitoring scores and school records to assign same-grade children to classes or instructional groups that differ markedly in characteristics affecting school learning. Cluster grouping is a form of ability grouping in which 3 to 6 students are clustered according to their identified strength areas in a mixed-ability classroom.
- Curriculum Compacting: A systematic procedure for modifying or streamlining the regular curriculum to eliminate repetition of previously mastered material, upgrading the challenge level of the regular curriculum, and providing time for appropriate enrichment and/or acceleration activities.
- Differentiation: A means of addressing the particular characteristics and promoting the continual growth of students in an environment that is respectful of individual differences through modification of pace, depth, and complexity of curriculum and instruction.
- Flexible Pacing: A form of “acceleration” in which the pace at which material is presented and/or expected to be mastered has been sped up.
- Guided Independent Study: A process through which student and teacher identify problems or topics of interest to the student, plan a method of investigation, and identify a product to be developed.
Programming Options Across the Grades
Programming options are subject to change as budget and personnel changes. Not all buildings offer the same services and support at all grade levels.
Elementary
- In-class differentiated instruction
- Ability grouping
- Enrichment pull-out groups
- Destination Imagination
Middle School
- In-class differentiated instruction
- Ability grouping
- Accelerated math courses
- Advanced language arts and literacy courses
- Electives in arts and technology
- Lunch bunch opportunities
- Destination Imagination
High School
- Advanced Placement: (AP) Advanced and challenging courses designed to foster the critical skills of thinking, analyzing, and problem solving. AP prepares students for specific content area examinations that may award credit to be applied toward college.
- Honors Program: School-site developed courses taught at an advanced level to promote critical thinking and depth of knowledge.
- Concurrent enrollment options: Classes available through Morgan Community College.
- Variety of elective courses in business, technology, art, music, industrial arts and technology, and more.
Possible School/District Enrichment Opportunities
- Spelling Bee
- Geography Bee
- Science Fair
- Student art shows
- Musical performances/competitions
- Solo/ensemble contests
- Brain Bowl
- Knowledge Bowl
- Destination Imagination
- National History Day competition
- CAGT Legislative Day
- NJC Math and Science Competition
- UNC Math Contest
- Noetic Math Contest
- Various local, state, and national writing competitions
- Mentoring opportunities
- Summer school opportunities such as Kids College
- Guidance and career units
- Guest speakers
- Field trips
- Independent study classes
- After school enrichment
Support Structures
Not all gifted students have emotional problems, and when they do, these problems generally resemble those of their peers. Gifted children usually move through the same developmental stages of typical children, though often at a younger age. This is referred to as asynchronous development in which the child’s intellectual, social and physical development occurs at varying rates. However, gifted children sometimes have special emotional needs that come simply from being intellectually advanced. Some needs and problems do appear more often among gifted children.
Morgan County School District believes that “preventative strategies can be used to address the affective needs of gifted and talented students. Teachers can model kindness, caring, and concern for all students, and maintain high standards for positive behavior such as zero tolerance for any acts of unkindness. Teachers can also give positive feedback and recognition for appropriate behavior, and can provide experiences for students to learn problem solving and how to mediate arguments.” (Reis and Renzulli, 2004) Our district practices this in correlation with the Positive Behavior Support program used with all students.
Research shows “some prevention and intervention approaches have been found useful in supporting the healthy social and emotional development of gifted and talented students. Practices that facilitate positive development include (a) the support and encouragement of accelerative learning experiences; (b) time to learn with others of similar abilities, interests, and motivation; (c) engagement in areas of interest with a variety of peers; (d) mentoring and pragmatic coaching to cope with the stress, criticism, and social milieu associated with high levels of performance in any domain; (e) early presentation of career information; and (f) social-emotional curriculum approaches to help gifted children support one another.” (Reis and Renzulli, 2004)
Any of the following may be used to address these needs as noted above:
Ability grouping/Cluster grouping: Ability grouping or cluster grouping allows for accelerative learning experiences as well as time to learn with peers of similar ability. Students are able to connect daily with others who can relate and appreciate their gifts.
Bibliotherapy: A group of invited students read the same book and meeting over the course of several weeks with an adult facilitator to discuss the book. Books may include fictional accounts of gifted people, biographies of famous gifted people, or nonfiction books written for gifted students.
Lunch Bunch: support group for gifted children in which the students meet monthly for discussion about topics that are unique to gifted children.
Smart Girls/Cool Dudes: Smart Girls and Cool Dudes programs mission is to empower adolescents to make better choices, increase self-esteem, and become more self-reliant. While these programs are not specifically for gifted individuals, many gifted students can benefit from the program‘s curriculum.
Individual Counseling: Individual counseling services are available for gifted children. The therapeutic nature of school counseling is intended to help students become more aware of themselves and others, learn coping skills, establish goals and plans of action, and ultimately become more effective and efficient learners.
Early Recognition
Fewer students are identified as gifted in K-2 than in the upper elementary grades, but many students perform at high levels of academic achievement. These students will be tracked on a watch and enrich list through Infinite Campus. This is not an identification of giftedness. This list recognizes the potential in students and suggests to teachers to watch and nurture these students as they grow and learn.
These high potential students will be engaged in experiences and activities that enrich and challenge them primarily in the classroom by the classroom teacher. They may be invited to enrichment opportunities outside the classroom as appropriate or afterschool activities as available. Classroom teachers will save samples of work that show exceptional ability and will file them with the building coordinator. This portfolio will be updated each year and may be used as part of the body of evidence in identification.
In addition, teachers may file the results of assessments such as DIBELS, reading and math inventories and unit tests, observation checklists, etc.