GT+Memo+2+GT+Identification


 * 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 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//
 * __Cognitive Ability Measures__**


 * 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.)

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//
 * __Achievement in the Curriculum__**


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

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.
 * __Additional Indicators__**

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.

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
 * __Creative Thinking__**

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 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
 * __ Requirements for Gifted and Talented Identification __**
 * __ Requirements for Gifted and Talented Creative Thinker Identification __**