As we look at Gifted and Talented (GT) identification and placement, we must collect a body of evidence. Let me walk you through the process.
Basically, identification begins with determination, which begins upon the receipt of a referral. During the determination and/or identification process we collect a multitude of data points (Body of Evidence) including, but not limited to: observation notes, teacher recommendation, parent recommendation, TCAP (end of year testing, if available), MAPs (a progress monitoring tool), DRA (Reading Assessment), End of level Bridges Math test, CogAT (a cognitive assessment given to all 2nd graders as a screener), and any other data points that might help with determination. These other data points sometimes vary, depending on the needs of the child.
After this data is gathered, it will be presented to a group of educators, including, but not limited to: GT specialist, administration, classroom teacher, psychologist, and any others called to the meeting. This group reviews the data presented and makes a determination regarding GT identification. Regardless if the student is identified, a meeting is set up between the GT specialist, the classroom teacher, and the parent(s). At that meeting, if the student has been identified GT, an Advanced Learning Plan (ALP) is created. If the student will not be identified at that time, data results are explained, focusing on strengths and areas of growth. It is then discussed how differentiation will happen in the general classroom to meet the student's needs.
Rolling Hills Elementary GT