Gifted and Talented Memo 2: GT Identification

11/30/10

To: Parents and Guardians

From: Michelle Miller, Gifted and Talented Specialist, Denver Public Schools

Gifted and Talented Identification Criteria

Formal Gifted and Talented identification begins in second grade. In order for a student to be identified as Gifted and Talented, a body of evidence must be collected and must include qualifying data from several sources. Students will be assessed for Gifted and Talented identification with at least four criteria. The assessment criteria may include:

Formal identification requirements are listed after the assessment criteria section

Cognitive Ability Measures
Cognitive Abilities Test (CogAT) - 90th percentile and above
Kingore Observation Index – 90th percentile and above
Raven’s Progressive Matrices - 90th percentile and above
Weschler Pre-school Intelligence Scale (WPSI) – Score of 116 and above
Weschler Intelligence Scales IV (WISC) – Score of 116 and above

DPS assesses all students in grades two and four with the Raven’s Progressive Matrices. The other assessments may be given under special circumstances (HGT testing, Special Education screening, psychological evaluation, etc.)

Achievement in the Curriculum
CSAP Proficiency Level – Advanced in Reading, Writing, Science, and/or Math
CSAP Proficiency Level – Proficient in Reading, Writing, Science, and/or Math
IF the student fits “Underrepresented Populations” criteria
Developmental Reading Assessment (DRA-2) – Two or more grade levels above current grade placement
Developmental Reading Assessment (DRA-2) – At least one grade level above current grade placement
IF the student fits “Underrepresented Populations” criteria
Evaluation de Desarrollo de la Lectura (EDL) – Two or more grade levels above current grade placement
Scholastic Reading Inventory (SRI/Middle School) – Advanced Range

Underrepresented Populations criteria is determined by CELA (Colorado English Language Acquisition) scores and/or participation in the free and reduced lunch program.

Additional Indicators
Parent Inventory – 10 or more checks in the “Very Much” column
Teacher/Specialist Checklist – 10 or more checks
Other: Self-Nomination, Interview, Product or Performance, etc.

Gifted and Talented identification for creative thinking stands alone as a separate GT identification category. Students will be assessed for Creative Thinking GT identification with at least four criteria.

Creative Thinking
Divergent Thinking Activity - Must have two categories with a “3” on rubric
Humor Activity - Must have two categories with a “3” on rubric
Circles/Lines Activity - Must have two categories with a “3” on rubric
Parent Creativity Checklist - 10 or more checks in the “Very Much” column
Teacher Creativity Checklist – 10 or more checks in the “Very Much” column
Product or Performance


Requirements for Gifted and Talented Identification
For a student to be formally identified as GT:
1. A total of three indicators must be recorded.
2. At least two indicators must come from the Cognitive Ability and/or Achievement in the Curriculum categories of assessment criteria.
3. CogAT subtests can be used as separate indicators
4. Each CSAP assessment can be used as a separate indicator

Requirements for Gifted and Talented Creative Thinker Identification
For a student to be identified as GT in Creative Thinking:
· A total of three indicators must be recorded from the Creative Thinking category of assessment criteria