The nomination and screening process for DoDEA's Gifted Education Program.
General characteristics most often found in gifted children:
• Rapid learning
• Extensive stores of information
• Strong problem-solving abilities
• Long attention span
• Sensitivity
• Perfectionism
• High degree of energy
• Wide range of interests
• Preference for older companions
• Well-developed sense of humor
• Early reading; avid reading
• Ease with puzzles and mazes
• Maturity in judgment, at times
• Perseverance
• Imagination/creativity
(Rogers, 1986; Silverman, Chitwood, & Waters, 1986)
• Rapid learning
• Extensive stores of information
• Strong problem-solving abilities
• Long attention span
• Sensitivity
• Perfectionism
• High degree of energy
• Wide range of interests
• Preference for older companions
• Well-developed sense of humor
• Early reading; avid reading
• Ease with puzzles and mazes
• Maturity in judgment, at times
• Perseverance
• Imagination/creativity
(Rogers, 1986; Silverman, Chitwood, & Waters, 1986)
Process
To begin the process, parents and or guardians should print, complete, and return to school the Parent Permission to Test form, the Parent Rating Scale that is appropriate for the child's grade level, and the Student Rating Scale. If your child is not reading, you may read the question to them and record their responses. After all of these forms are returned, the teacher will complete and return an Educator Rating Scale. You are encouraged to add any information and or examples of your child's strenghths.
To begin the process, parents and or guardians should print, complete, and return to school the Parent Permission to Test form, the Parent Rating Scale that is appropriate for the child's grade level, and the Student Rating Scale. If your child is not reading, you may read the question to them and record their responses. After all of these forms are returned, the teacher will complete and return an Educator Rating Scale. You are encouraged to add any information and or examples of your child's strenghths.
Purpose
The purpose of identification for gifted program services is to find students whose potential and/or performance is so extraordinary that they require differentiation in their instructional program.
Note: Underachieving gifted students should be considered because they meet the criteria of having the potential for extraordinary performance.
The purpose of identification for gifted program services is to find students whose potential and/or performance is so extraordinary that they require differentiation in their instructional program.
Note: Underachieving gifted students should be considered because they meet the criteria of having the potential for extraordinary performance.
Goals for Identification
♦ Identification of students in grades K–12 with extremely strong learning profiles in these areas:
• Intellectual ability
• Academic achievement (general or specific)
♦ The use of multiple criteria for eligibility
♦ Alignment of program services with student needs
The InView Cognitive Abilities Test and the Naglieri Nonverbal Abilities Test (NNAT) may be used as part of the data collection phase of student profile development. These assessments of ability may support the data received from other measures such as rating scales, anecdotal information, observations, performance assessments, and tests of achievement. These ability tests are administered on a case-by-case basis.
Other Assessment Options:
Criterion-referenced tests Record of accomplishments
Grades Product/project reviews
Group (or individual) ability tests
Portfolios
Group achievement tests Rating scales
Individual achievement tests
Narratives
Record of observations Individual IQ tests ( if scores are available)
♦ Identification of students in grades K–12 with extremely strong learning profiles in these areas:
• Intellectual ability
• Academic achievement (general or specific)
♦ The use of multiple criteria for eligibility
♦ Alignment of program services with student needs
The InView Cognitive Abilities Test and the Naglieri Nonverbal Abilities Test (NNAT) may be used as part of the data collection phase of student profile development. These assessments of ability may support the data received from other measures such as rating scales, anecdotal information, observations, performance assessments, and tests of achievement. These ability tests are administered on a case-by-case basis.
Other Assessment Options:
Criterion-referenced tests Record of accomplishments
Grades Product/project reviews
Group (or individual) ability tests
Portfolios
Group achievement tests Rating scales
Individual achievement tests
Narratives
Record of observations Individual IQ tests ( if scores are available)
Eligible students demonstrate more than one of the following indicators:
- Qualitative data (observations, anecdotal evidence, narratives, interviews) indicative of highly unusual ability or
achievement
- A total battery score at or above 97th percentile on a nationally normed achievement test
- A total score at or above 95th percentile on a group ability test
- An average rating scale score of 40 or higher from two or more educator raters and specific evidence of gifted
behaviors in written narratives
- Very strong indicators of gifted behaviors as noted in parent or self ratings and narratives
- Qualitative data (observations, anecdotal evidence, narratives, interviews) indicative of highly unusual ability or
achievement
- A total battery score at or above 97th percentile on a nationally normed achievement test
- A total score at or above 95th percentile on a group ability test
- An average rating scale score of 40 or higher from two or more educator raters and specific evidence of gifted
behaviors in written narratives
- Very strong indicators of gifted behaviors as noted in parent or self ratings and narratives
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