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District Curriculum Gifted & Talented Program Identification Process

Identification Steps – Grades K-3

Services will be based on flexible groupings with students identified twice a year.  Once an academic need has been identified in math, ELA, or both, students will attend the appropriate class(es) as scheduled for the grade level.  This is identified through the scoring matrix that includes multiple data pieces, both qualitative and quantitative.  If evidence indicates the child has a greater need for service than what the enrichment course offers, other options may/will be available or created.

Program Process:

There is a specific process that students will go through to identify a need for services.

  1. FAST scores will be used as objective screening data.
  • Different point values are given based on their district percentile
  • The past three scores are taken into consideration
  • Different point values are given based on the teacher survey
  1. Students perform a task to obtain additional information.
  • Students complete an ELA and Math task
  • Tasks are scored using a performance rubric
  1. Teacher observation survey is completed.
  • Teacher observations responses are converted to a score.
  1. These three scores are used to identify those who will be served for that semester.

Identification Steps – Grades 4-6

  • Step 1 – Recommendation/Input
    • The recommendation can be made to the Gifted and Talented teacher by a classroom teacher, parent or student.
  • Step 2 – Considered Screening Elements
    • Previous identification in another school system
    • Evidence of thinking that represents the characteristics of giftedness
    • Observation
    • Teacher Survey that shows a need of gifted service
    • Consistently high performance on standardized test scores
      • 90th + percentile on Star Test
      • 90th + percentile on FastBridge
      • 90th + percentile on ISASP
  • Step 3 – Determination of Services
    • The Gifted and Talented teachers and a team that may include, the building principal, Director of K-12 Instruction, instructional coaches, and classroom teachers will work with students and parents to determine the appropriate programming for the child.
  • Step 4 – Programming
    • Students who receive services from the Gifted and Talented teachers may be involved in various programming which could include:
      • Group enrichment opportunities
      • Individualized enrichment opportunities

Identification Steps – Grades 7-12

  • Step 1 – Recommendation
    • A recommendation can be made to the Gifted and Talented teacher by a classroom teacher, parent or student.
  • Step 2 – Considered Screening Elements:
    • Previous identification in another school system
    • Evidence of thinking that represents the characteristics of giftedness
    • Observation
    • Student interview
    • Consistently high performance on standardized test scores
    • ISASP
      • Reading Comprehension
      • Writing
      • Math
  • Step 3 – Determination of Services
    • The Gifted and Talented teachers and a team that may include, the building principal, Director of K-12 Instruction, and classroom teachers will work with students and parents to determine the appropriate programming for the child.
  • Step 4 – Programming
    • Students who receive services from the Gifted and Talented teachers may be involved in various programming which could include:
      • Group enrichment opportunities
      • Individualized enrichment opportunities
      • Identification with Personalized Education Plans targeted to meet the long-term needs of the individual students.