Identification

Identification: Overview

Conceptions and definitions of “giftedness” have varied over time. Historically, the term “gifted” was assigned to students who performed two standard deviations above the norm on standardized assessments. Decades of research and accompanying literature have enhanced the understanding of giftedness and expanded the definition to include the identification of exceptional abilities in five unique areas: Specific Academic, General Intellectual, Creativity, Leadership, and Visual and Performing Arts.

As shared in our Philosophy and Principles,  the focus has shifted to identifying exceptional abilities and ensuring that we are meeting the unique needs of our gifted learners.  Identification is a continuous and systematic process that will be revisited periodically. Effective identification draws upon data from a variety of sources. Data sources leading to identification may include standardized screener and assessment scores, individualized testing, district assessments, and/or student portfolios. Qualitative data from teacher/parent/student observations may also be used to develop a profile of a student.

Schools then utilize the data to identify advanced learners as well as students who are gifted and in need of advanced intervention.  Following decisions, timely communication with the parent is made and meetings to discuss differentiation and/or interventions will be held, as needed.

Identification Process

The identification of K-12 students as gifted and talented can begin through (1) the annual district universal screening process, (2) individual teacher recommendation, (3) school-based data team recommendation, or (4) educator, parent or student recommendation.

The Whitnall School District will conduct an annual screening process in the fall at third grade using the Cognitive Abilities Test [CogAT].  All students are included in the screening process to ensure that we recognize all potentially gifted students.  This process will be communicated in greater detail to all families.  Following the screening process, the identification process may proceed. Additionally, the Measures of Academic Progress [MAP] test is administered as a screener multiple times a year in kindergarten through eighth grade. 

Identification Flowchart

The following flowchart outlines the general identification process for students within the Whitnall School District.

Transfer Student Identification

Those students who transfer to the Whitnall School District may experience an alternate  identification process.  

• Students who transfer prior to the administration of the CogAT universal screener at third grade will adhere to the general identification process outlined above.
• Students who transfer after the administration of the CogAT universal screener and prior to the end of the administration period in fifth grade will take the CogAT and adhere to the general identification process outlined above.
• Students who transfer after the administration of the CogAT universal screener period (fifth grade or later) will be screened via MAP, Forward, PreACT, and/or another measure.
• Students who transfer with a GT identification from their prior district will be referred to the GT Liaison for review.  These students are subject to the qualifying criteria set forth by the Whitnall School District.

Criteria for Identification

Identification criteria are set locally by school districts.  Below is an outline for each of the areas of giftedness.  Each outline includes: a definition of the area, common characteristics of a student gifted in this area, the criteria for identification in the Whitnall School District, a list of potential evidence sources, and a list of potential programming implications.  The characteristics listed are based on information shared by the National Association of Gifted Children.

• General Intellectual
• Specific Academic
• Creativity
• Leadership
• Visual and Performing Arts

Gifted & Talented Recommendation Forms

The purpose of identification is to locate students who need adjustment to or work beyond the core curriculum, and to determine the types of services required to ensure a minimum of a year’s worth of growth in a one-year timespan.  Identification is not a singular event.
After reviewing the definitions of giftedness as well as the Gifted & Talented Identification Process at the Whitnall School District, if you would like to nominate a student to be evaluated for gifted education, please select and complete the appropriate form below.

• Gifted & Talented Recommendation Form - Educator
• Gifted & Talented Recommendation Form - Parent
• Gifted & Talented Recommendation Form - Student

The completed and signed recommendation form should be returned to the WSD Gifted and Talented Liaison.  This can be facilitated by returning the form to the main office at your child’s school.