Skip to main content
Try Wikispaces Classroom now.
Brand new from Wikispaces.
Pages and Files
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
Colorado to Florida
Georgia to Iowa
Kansas to Maryland
Massachusetts to Missouri
Montana to New Jersey
New Mexico to Ohio
Oklahoma to South Carolina
South Dakota to Vermont
Virginia to Wyoming
Add "All Pages"
South Dakota to Vermont
South Dakota to Vermont
a child whose intellectual abilities and potential for achievement are so outstanding the child’s educational performance is adversely affected. “Adverse affect” means the general curriculum alone is inadequate to appropriately meet the student’s educational needs.
The following guidelines are essential in making sure the Tennessee Intellectually Gifted criteria are met:
Total Score Requirements
A total of 50 or more points are required to satisfy Tennessee’s Intellectually Gifted criteria, which must include the following:
a) a Second or Third Range score (20 or 30 points) on at least one Target Instrument from any of the 3 Assessment Categories (Educational Performance, Creativity/ Characteristics of
b) a First Range score (10 points) on a Target Instrument in both Educational Performance
(Assessment Option 1, 2 or 3) and Cognition (Assessment Option 14) Categories.
Target Instrument Requirements – 2 nd or 3 rd Range Scores
Target Instruments are designated for each Assessment Category on the TN K12
Intellectually Gifted Assessment Scoring Grid (Educational Performance,
of Gifted, Cognition). A student must earn points in the Second or Third Range on
at least one
Target Instrument in order to satisfy eligibility criteria.
Target Instrument Score Requirements – 1 st Range Scores
A score must be obtained in at least the First Range on a Target Instrument in both Educational Performance (Assessment Option 1, 2, or 3) and Cognition (Assessment Option 14) Categories.
If a First Range score in Educational Performance (Assessment Option 1, 2, or 3) is used to
satisfy this criterion, a Second or Third Range score in Educational Performance may be used to
acquire a better score for Category Points.
Assessment Category Points
Only one instrument may be used for the calculation of Category Points in each category.
Points earned for a Product/Portfolio may be scored in either the Educational Performance or the Creativity/Characteristics of Gifted Assessment Categories, but not both.
Scoring Requirements – TN Teacher Observation Checklist (TnTOC, TnTOC+) and TN
Supplementary Performance Checklist (TnSup)
If the TnTOC or the TnTOC+ is used to meet eligibility criteria in the Creativity/ Characteristics of Gifted Category, the TnSup cannot be used to meet eligibility criteria in the Educational
"Gifted and talented student" means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who:
exhibits high performance capability in an intellectual, creative, or artistic area;
possesses an unusual capacity for leadership; or
excels in a specific academic field.
School districts shall develop written policies on student identification that are approved by the local board of trustees and disseminated to parents.
Assessment instruments and gifted/talented identification procedures provide students an opportunity to demonstrate their diverse talents and abilities.
Options that are in compliance with state regulations:
1.1C Written policies on student identification for gifted/talented services are approved by the district board of trustees and disseminated to all parents.
1.3.1C Provisions for ongoing identification of students who perform or show potential for performing at remarkably high levels of accomplishment in each area of giftedness served by the district are included in board-approved policy.
1.3.2C Assessment opportunities for gifted/talented identification are made available to students at least once per school year.
1.5.1C Data collected from multiple sources for each area of giftedness served by the district are included in the assessment process for gifted/talented services.
1.5.2C Students are assessed in languages they understand or with nonverbal assessments.
1.5.3C At the kindergarten level, as many criteria as possible, and at least three (3), are used to assess students who perform at remarkably high levels of accomplishment relative to age peers.
1.5.4C In grades 1 – 12, qualitative and quantitative data are collected through three (3) or more measures and used to determine whether or not a student needs gifted/talented services.
1.5.5C If services are available in leadership, artistic areas, and creativity, a minimum of three (3) criteria are used for assessment.
1.7C Final determination of students’ need for gifted/talented services is made by a committee of at least three (3) local district or campus educators who have received training in the nature and needs of gifted/talented students and who have met and reviewed the individual student data.
The Texas State Plan for the Education of Gifted/Talented Students
, The operational definition of assessments that are in compliance with state regulations (listed to the left), along with additional examples of recommended and exemplary assessments can be found here.
“Gifted and talented students” means children and youth whose superior performance or potential for accomplishment requires a differentiated and challenging education program tomeet their needs in any one or more of the following areas:(1) general intellectual: students with high aptitude for abstract reasoning andconceptualization, who master skills and concepts quickly, and who are exceptionally alert andobservant;(2) specific academic: students who evidence extraordinary learning ability in one or morespecific disciplines;(3) visual and performing arts: students who are consistently superior in the development of aproduct or performance in any visual and performing arts;(4) leadership: students who emerge as leaders, and who demonstrate high ability toaccomplish group goals by working through and with others;(5) creative, critical, and productive thinking: students who are highly insightful, imaginative,and who consistently assimilate and synthesize seemingly unrelated information to create new
and novel solutions for conventional tasks.
The Utah Administrative Rule for Gifted and Talented Education requires that “each district … have a process for identifying students in one or more areas” as listed in the definition section of the rule. In addition, each district is to have “a process for appropriately placing students identified as gifted and talented” (R277-711-3.B-C).
There are generally four broad stages for identifying students as gifted and talented. Thestages described here should be seen as a skeletal outline only. Details of the stages willvary, and perhaps even overlap, depending on local circumstances, including the scope of13the identification (e.g., school or district level), the type of program (e.g., pull-out ormagnet), and the focus of planning (e.g., child or program). Typically, each of the stagesis overseen either by a small committee that includes individuals with expertise in gifted
and talented education, test interpretation, or school administration, or by a gifted and talented program coordinator.
consists of referral, screening, or nomination. Referral occurs when teachers
observe students in their classrooms to suggest who should be further considered in the identification processes. To do this well, teachers usually need training in the state’s definition of gifted and talented and the characteristics of gifted and talented learners.The referral usually works best when teachers are given a checklist or rating scale on
which to report their observations. Screening involves an inspection of census norm referenced testing done in the district. Generally a cutoff is set (e.g., the 85
and any student who meets or exceeds the cutoff on the total battery or a predetermined sub-score (e.g., total reading, total math) is automatically advanced in the process for further consideration. Nomination gives an opportunity for non-educators to recommend
students for consideration. Four types of nominations are usually taken: self, peer, parent, and community member. Usually the nominator is asked to provide evidence concerning why the nomination is being made. Some schools formalize this process by requiring the nominator to complete a checklist, rating scale, or open-ended questionnaire.
is the data-gathering stage. At this point in the process, the committee or
coordinator will review the records of all students whose names were received from
Stage 1. Applying a specific set of criteria—usually a
preponderance of evidence
standard is set; sometimes specific cutoffs are used—a determination is made about whom to gather further information on. Parental permission is obtained; then the needed information is gathered through additional testing, observation, or other means. This stage is necessary for at least two reasons. First, gathering additional information is not an inexpensive proposition, so it is important to expend scarce resources where they are most likely to be well used. Second, it is important, in the name of fairness, to make sure that the data on each student is as equivalent as possible. (This does not imply that data gathered must necessarily be identical for each child.)
,decision making, begins once all the data is gathered. At this stage, the data are
usually synthesized in some fashion and a decision is reached regarding services for the child. Several data synthesis methods have been employed by school districts, including matrix displays, case study summaries, admissions formulas, and statistical analyses.There is not space to describe each of these here. Exploring the possibilities mentioned
here with experienced gifted leaders or experts is strongly recommended. However, in developing decision-making strategies, it is important to remember that any system used has its advantages and disadvantages.
, service planning, requires that a specific course of action be taken relative to the
student’s participation in various service options. The most basic action taken at this stage is placement in a specific service, such as a magnet classroom or pull-out program.Beyond this, information gained through the identification process should be used to make recommendations to teachers about how a child’s learning experiences may be differentiated, regardless of placement. In any case, parents must be informed, usually by
letter, of the specific actions to be taken (e.g., placement or not) and, perhaps, of recommendations for differentiation.
help on how to format text
Turn off "Getting Started"