Identification Proceedures & Implementation
Academically gifted and talented students must be given educational experiences appropriate to their level of ability if they are to reach their potential. Appropriate rigor and challenge in the curriculum may include, but not be limited to, acceleration, advanced content, a higher degree of complexity, flexible grouping, curriculum compacting, in-depth studies, enrichment opportunities, flexible pacing, and differentiated content, process, and / or products.

All children in 1st, 2nd, and 4th grade are given a cognitive ability test. Based on results, a nationally normed, standardized achievement test may also be given at those grade levels. From these scores, along with other identification data, qualification decisions are made. Parents are notified, teachers are informed, and the focused differentiation process begins in. Level I children get additional attention through differentiation in the classroom. Level II children (in addition to differentiation in the regular classroom) receive direct service from the GTD. Direct services in the elementary buildings are provided to identified students in grades three through five.

Again, the above process takes place in 1st, 2nd, and 4th grade. However, there are alternate qualification procedures for all children. These procedures include:

• A teacher may recommend a child for identification testing.
• Once the request has been made, academically gifted and talented program questionnaires will be given to the child’s teacher and parent.
• After the questionnaires have been returned to the Academically Gifted and Talented through Differentiation Teacher at your child’s local school, arrangements will be made to administer the first round of testing.
• During the first round of testing, your child will be given a cognitive ability test.
• The cognitive ability test will be scored. The GTD will notify the parent and the school as to whether the student will proceed to the second round of testing. This decision is determined by your child’s cognitive ability test results.
• The next level of testing will include a nationally normed, standardized achievement test. The parents and teacher will have been contacted by the GTD in order to establish a time for additional testing (if the child proceeds to round two).
• After a child has completed the second round of testing, the school and parent will be notified as to which level of services will be provided. The GTD will provide support to all children (regardless of identification) through differentiation strategies. Additionally, in kindergarten, 1st and 2nd grade, the GTD will work with the classroom teacher to deliver a “flexible” model of academically gifted instructional programming. The GTD will not directly work with identified K-2 children. However, the GTD and the regular classroom teacher will have opportunities to provide fluid experiences for all children including those identified through testing.
• For children in 3rd through 5th grade, the identified students will receive Level I services (instruction through differentiation - delivered by the classroom teacher) or Level II (direct instruction - delivered by the GTD).
• Middle School academically gifted programming focuses primarily on mathematics. Instruction is delivered to identified students through the implementation of an accelerated mathematics framework in 6th through 8th grade.

Inclusive identification procedures using multiple criteria are used to ensure that all students are identified and nurtured in the program. The learning model is tiered through two levels. Level I is designated as those students who will be receiving differentiated services by the classroom teacher. The GTD will provide support to that teacher in this process. The students in Level II will receive direct services through the Academically Gifted and Talented through Differentiation Program. Differentiated services can begin at either of the two levels. Identification and services are designed as a collaborative process among the classroom teacher, the GTD resource teacher, parent, and if necessary, principal, to meet a student’s instructional needs.

In order to meet the needs of students in underrepresented groups (race, gender, socioeconomic); students who are members of that group will be considered for participation in the program based on test results, classroom performance, or teacher recommendation. This will be done to better reflect the demographic of the local school.

Students who are considered twice exceptional, those children who exhibit the characteristics of giftedness as well as face the challenge of learning disabilities, will be considered for participation in the GTD program based upon need as stated in their IEP and / or by meeting the criteria as specified for the GTD program.