Identification
Identification
When students are screened for gifted and talented intervention, outstanding academic ability and certain characteristics, behaviors, and thought processes are observed and documented. Teachers look for students who possess a wealth of information about selected topics and/or are able to grasp information quickly and remember it with little practice. Teachers also look for students who are able to understand general concepts, recognize abstractions, and make connections between seemingly unrelated topics and ideas. If a student possesses some or all of these abilities, he or she can be screened for identification.
Evaluation for gifted and talented intervention begins in the spring of second grade and throughout the school year for grades 3, 4, and 5. Click on the link to view the chart that illustrates the sequence of steps involved in the screening process.
How are students identified for elementary gifted and talented services?
Should you have any additional questions, please contact your school's Gifted and Talented Resource Teacher.
Components of the Gifted and Talented Education Program in Elementary Schools
Individual Student Profile
All data in each of the following areas are rated as strong, moderate, or weak evidence that gifted education services are needed or appropriate.
Multiple Data Points:
- Teacher Observation Checklist - includes characteristics of gifted students as seen by the teacher
- Parent/Guardian Observation Checklist - includes characteristics of gifted students as seen by parent
- Primary Education Thinking Skills (PETS) Individual Checklist - includes data from second grade thinking skills program
- Content specific checklists - observations from teachers on content specific behaviors of gifted students
- Production data - work samples provided by teacher and/or pa
rent - Cognitive Abilities Test (CoGAT)
- Maryland School Assessment - achievement tests taken by 3rd, 4th, and 5th grade students
- Academic instructional reading level
- Academic instructional mathematics level
- Report card grades and work habits
Possible Recommendations:
Once all of the data has been reviewed by the Gifted and Talented Referral and Review Team, one or more of the following recommendations are made in order to differentiate instruction:
- ILA/Math enrichment services
- Provisional placement in ILA/math enrichment services (re-evaluation of placement to occur after each unit or mid-year)
- Accelerated Mathematics (above-grade level grouping)
- Differentiated support services (classroom teacher receives resources from Gifted and Talented Resource Teacher to help meet the needs of students in regular classroom)
- Monitoring and annual review (student is reviewed again mid-year and end of year or when new data is available)
- No Gifted and Talented interventions needed at this time
Gifted and Talented Services in the Middle Schools
In the middle school level, accelerated courses are offered at each site to select students. Within each course, students are required to use higher level thinking skills and be more independent, creative, and extensive in the pursuit of topics and concepts. The differentiation is achieved by modifying the content selected, the process emphasized, and the product developed. The accelerated courses differ in at least four ways: rate, depth, breadth, and methodology. In addition, information/professional development on differentiation for gifted and talented/highly able students is a continued system focus.
Gifted and Talented Services in the High Schools
At the high school level, the continuum of services extends to gifted and talented students. Students take Honors and Advanced Placement classes, dual enrollment courses, and participate in a variety of courses, activities, and/or clubs to address their individual gifts and talents. These opportunities include, but are not limited to, student government, fine arts and foreign language clubs, (music, art, and dance), and internships within the community. Data is available for school-based leaders and program supervisors to monitor performance of students enrolled in selected courses.
