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A Case Study of a Highly Gifted Child
Acclaimed Literature on Gender in Gifted Education
Alabama to California
Annotated Bibliography for Highly Gifted
Annotated Bibliography of Gifted Students with Disabilities
Annotated Bibliography on Gender
Book Review for Gifted Children with Disabilities
Book Review for Highly Gifted Group
Book Review on Gender
Case Studies on Gender
Case Study of Culturally Diverse
Characteristics and Concerns
Characteristics and Concerns about Gender
Characteristics of Gifted Students with Disabilities
Colorado to Florida
Gender Females and Males
Alabama to California
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Kansas to Maryland
Kansas to Maryland
"Gifted" as defined in K.A.R. 91-40-1(cc) means performing or demonstrating the potential for performing at significantly higher levels of accomplishment in one or more academic fields due to intellectual ability, when compared to others of similar age, experience and environment.
Kansas state statute requires Special Education services be provided through the development and implementation of individualized education plans (IEPs) for eligible students identified as gifted and needing special instructional support.
Students are screened for the gifted program through the Student Improvement Team (SIT) process and using the following criteria:
Communication between staff and the gifted coordinator
Review of records
Additional IQ/achievement testing
Use assessment and evaluation materials tailored to assess specific areas of educational need – not merely those designed to provide a single, general intelligence quotient (IQ) score.
Use assessment tools/strategies that provide relevant information that directly assists in determining the educational needs of the child.
Review, document and consider existing evaluation data on the child, including evaluations and information provided by parents.
Review, document and consider current classroom-based assessments and observations.
Review, document and consider teacher and related services providers’ observations.
for Eligibility Determination
Aptitude and achievement tests
Social or cultural background
A pupil identified as possessing demonstrated or potential ability to perform at an exceptionally high level in general intellectual aptitude, specific academic aptitude, creative or divergent thinking, psychosocial or leadership skills, or in the visual or performing arts
For a student in grades four (4) through twelve (12), a local school district's procedure for identifying and diagnosing gifted and talented behaviors, and the level of services needed, shall include:
(a) A valid and reliable combination of measures to identify strengths, gifted behaviors and talents which
indicate a need and eligibility for service options;
(b) At least three (3) of the following recognized or acceptable assessment options for identification and diagnosis:
1. A collection of evidence from portfolios demonstrating student performance;
2. Inventory checklists of behaviors specific to gifted categories;
3. Continuous progress data;
4. Anecdotal records;
5. Peer nominations;
6. Formal testing data specific to gifted categories;
7. Parent interview or questionnaire;
8. Primary review committee recommendation for those entering the fourth grade;
9. Self-nomination or petition system;
10. Student awards or critiques of performance or products specific to gifted categories; and
11. Other valid and reliable documentation;
To qualify as a gifted and talented student in grades four (4) through twelve (12), the following criteria shall be met in one (1) of these gifted and talented categories:
(a) General intellectual ability shall be determined by a student score within the
ninth stanine on a full scale comprehensive test of intellectual ability.
If a student scores low on formal group measures of intellectual ability, yet other documentation shows potential, the district shall administer an individual mental ability test. Evidence of general intellectual ability also may include:
1. High performance on additional individual or group intellectual assessment;
2. Observation of applied advanced reasoning ability; or
3. Checklist inventories of behaviors specific to underachieving or disadvantaged gifted learners.
(b) Specific academic aptitude shall be determined by
composite scores in the ninth stanine
on one (1) or more subject test scores of an
If a student scores low on a formal group measure of academic strength, yet other documentation shows potential, the district shall administer another
standardized normed achievement
test. Evidence of specific academic aptitude also may include:
1. High performance on an additional individual or group test of academic aptitude;
2. Student awards or critiques of performances;
3. Off-level testing;
4. Portfolio of high academic performances; or
5. Student progress data.
Creativity shall be determined through the use of formal or informal use of assessment measures of a child's capacity for originality of thought, fluency, elaboration, and flexibility of thought. Documented evidence of creative thinking may include:
1. Creative writing samples;
2. High scores on tests of creative ability (e.g., Williams or Torrance, etc.);
3. Behavioral checklists or observations specific to creative behavior; or
4. Observation of original ideas, products or problem-solving.
(d) Leadership or psychosocial abilities shall be determined by a variety of informal measures and the documentation of the willingness of a student to assume leadership roles in class, in a student organization, and in a community activity. Evidence of psychosocial or leadership ability also may include:
1. Sociograms (i.e., questionnaires designed to assess leadership characteristics);
2. Peer recommendations;
3. Behavioral checklists or observations specific to leadership behavior;
4. Portfolio entries which display leadership qualities; or
5. Offices held by student in extracurricular activities and class government.
(e) Visual and performing arts talent shall be determined through evidence of performance which may include auditions, letters of recommendations, or product or portfolio assessment by specialists or professional artists. Evidence of visual or performing arts also may include:
1. Awards or critiques of performance; or
2. Portfolio of visual or performing arts ability.
“Gifted children and youth are students who demonstrate abilities that give evidence of high performance in academic and intellectual aptitude.”
(Louisiana Admin. Code title 28, § 909.)
There are different criterion that must be met for gifted and for talented eligibility. Both are listed below:
Preschool and Kindergarten: A student at the preschool or kindergarten level must meet criterion 1 or 2. The student shall:
Obtain a score at least three standard deviations above the mean on an individually administered test of intellectual abilities appropriately standardized on students of this age and administered by a certified school psychologist or licensed psychologist.
Obtain a combined score of at least ten when scores are entered into the cells of the Standard Matrix with at least four points earned on the aptitude/intelligence test.
Grades 1-12 Criterion 1, 2, or 3 must be met. The student shall:
Obtain a score of at least two standard deviations above the mean on an individually or group administered test of intellectual abilities appropriately standardized on students of this age and administered by a certified school psychologist or licensed psychologist, OR
Obtain a score of at least seven when scores are entered into the cells of the Standard Matrix, at least two points of which are earned on the aptitude/intelligence test, OR
Obtain a score of at least six when scores are entered into the cells of the Standard Matrix, and a Recommendation for classification as gifted from the pupil appraisal personnel who conducted the evaluation of the student in accordance with the evaluation procedures.
:Criteria A and B must be met.A. The student must meet all screening criteria.
Creative abilities in visual and/or performing arts grades K-12 must be demonstrated.
Music: Criteria a or b, plus c and d, or e must be met for grades K-6. Criteria c plus d or e must be met for grades 7-12. The student must:a. Obtain a score of 35-40 on the state approved music evaluation instruments for grades K-3.b. Obtain a score of 30-35 on the state approved music evaluation instrument for grades 4-6.c. Obtain a score of 18-20 on the music interview scale.d. Obtain a score of 27-30 on the instrumental music audition scale, if performing prepared selections, or a score of 23-25 if performing improvisations for grades K- 1 2.e. Obtain a score of 33-35 on the vocal music audition scale for grades K-6 or score 47-50 on the vocal music audition scale for grades 7-12.
Theater: Criteria a and b, or a and c must be met. The student must:Obtain a score of 13-15 on the theater interview scale.a. Obtain a score of 42-45 on the theater audition scale for grades K-6.b. Obtain a score of 47-50 on the theater audition scale for grades 7-12.
Visual Arts: Criteria a and b, or c and d must be met. The student must:. Obtain a score of 12-15 on the Art Recognition Test for grades K-6.a. Obtain a score of 26-30 on the Narrative Drawing Test for grades K-6.b. Obtain a score of 26-30 on the Design Test for grades 7-12.c. Obtain a score of 42-45 on the Drawing Test for grades 7-12.
State approved art, music, and theater screening instruments and evaluation instruments, are located in the Talent Evaluation Kit.
(Louisiana Departement of Education)
Gifted and talented behavior consists of behaviors that reflect an interaction among three basic clusters of human traits: above average general and/or specific abilities, high levels of task commitment, and high levels of creativity. Individuals capable of developing gifted behavior are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance. Persons who manifest or are capable of developing an interaction among the three clusters require a wide variety of educational opportunities and services that are not ordinarily provided through regular instructional programs."
"The screening procedure shall include objective and subjective assessment methods selected from the following:
Individual achievement or aptitude tests
Group achievement or aptitude tests
ades K-2, existing formal and informal assessments
Teacher referral based on an appropriate screening checklist
Referral by parent/guardian
Student work products, performance, or record of past performance
Other appropriate methods that have received prior approval from the Commissioner
3.Classroom Assessments, including grades and teacher observations
If the results of any one of these methods show high achievement or aptitude (in the top 1-3%), a referral to the SAT shall be made and the SAT shall serve as the identification team and make a determination regarding services under the Gifted and Talented Plan.
A.The team shall include, but not be limited to, the following staff:
1. 2. 3. 4.???? Any other individual as appropriate, who may be a school employee or another person,
who would aid the selection procedure.
B.The responsibilities of the team are as follows:
Review the information collected on students who have been referred after the screening procedures.
Collect additional information when appropriate, such as results of tasks, grades and/or parent/guardian information.
Select students for services under the gifted and talented plan based upon in-depth assessment of the collected information.
Oversee the annual review of the selection process and the selected students’ Enhanced Learning Plans (ELPs).
Assure that the selection process is equitable."
A gifted and talented student means an elementary or secondary student who is identified by professionally qualified individuals as:
(1) Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment;
(2) Exhibiting high performance capability in intellectual, creative, or artistic areas;
(3) Possessing an unusual leadership capacity; or
(4) Excelling in specific academic fields.
(Maryland Annotated Code
Although there is a state definition of giftedness, all districts are not required to follow the same definition. The state requirements are listed below, but keep in mind that districts within the state are not required to follow the same identification guidelines or uniform identification process.
Maryland State Requirements:
The identification process uses multiple indicators of giftedness with information obtained through a balance of valid and reliable qualitative and quantitative assessment methods from a variety of sources.
1) Procedures for obtaining information about students include quantitative or objective assessment methods such as verbal and nonverbal tests of general intellectual ability, achievement, specific aptitudes, and creativity.
2) Procedures for obtaining information about students include qualitative or subjective assessment methods such as nominations, observations, student product evaluations, auditions, checklists or rating scales, biographical data, and interviews.
3) Information about students is obtained from multiple sources who have first-hand knowledge of the student’s performance or potential including teachers, counselors, peers, parents, community members, subject area experts, and the students themselves.
4) Instruments and procedures used in the identification process are as non-biased as possible with respect to race, cultural, ethnic, socioeconomic background, religion, national origin, gender, or handicapping condition.
Decisions regarding placement in gifted and talented education programs and services are based upon multiple criteria. A single criterion (i.e. test score or other measurement, teacher recommendation, or nomination) should not determine these decisions. Students should be recommended for programs and services based on demonstrated performance or potential.
(Maryland Department of Education)
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