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Complete Identification Plan

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IdentificationIdentification

Looking for students with abilities that are: comparatively rare; emerge considerably earlier; and significantly more advanced than others of their

same age, experience, or environment (Rogers, 2002).

andstudents who can benefit from the specific

services able to be provided.

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Can be operationalized

Inclusive of all populations

Consistent with state definition

Reflects domains recognized and served

Jacob K. Javits Gifted and Talented Students Education Act Definition

• Children or youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their same age, experience, or environment.

• Exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields.

• Require services or activities not ordinarily provided by the schools.

• Found in all cultural groups, across all economic strata, and in all areas of human endeavor.

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Or, Work Backward:

Avoid use of matrices to sum scores

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Identification Process: One Step

No screening measure is needed if all students already are assessed with a measure that has strong enough reliability and validity to accurately identify students with advanced potential

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Needed when entire student body does not take reliable and valid, norm-referenced measures of achievement and ability

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Standard Error of Measurement (SEM) = Statistic that estimates the amount of error associated with a test score

Example: Aptitude Test A has an SEM of 4. Child’s score: 128Guidelines for Inclusion: 130Should child be included?

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Using Qualitative Indicators

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Types of Reasoning

Nonverbal

Verbal

30%–40%

Quantitative

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Underrepresented Populations

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Need to provide range of services

Identifying K–2

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Identifying at Middle and High School

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