Rockford Area Schools Home Page

EXCEL PROGRAM GIFTED IDENTIFICATION PROCESS

Identification Measures

Classroom Measures - potential to perform, referral for cluster grouping

  • Kingore Observation Inventory (KOI): six-week observation protocol with holistic rubric
  • Kingore Planned Experiences (KPE): 3-4 critical thinking classroom activities​
  • Classroom Teacher Screening Form
  • Grade 3-8: SRBCSS Screener: Learning, Creativity, & Motivation Scales Scales for Rating the the Behavioral Characteristics of Superior Students, Renzulli, Smith,  White, Callahan, Hartman, & Westberg​
  • Peer Evaluation Form: MUFFS Instrument, Delisle, Gubbins, Ciabotti, Salvatore & Brucker

Parent Survey - school and home connection

  • “Things My Child Likes to Do,” James Delisle, Revolving Door Identification Model,  Renzulli, Reis & Smith

Ability Testing - measure of abstract, critical and logical reasoning - test thinking and reasoning power

  • Cognitive Ability Test (CogAT-7), Verbal & Quantitative/Nonverbal Domains​ 
    • Screener Form-7, local norms​
    • Full Battery Form-7, national norms

Achievement Testing - measure of academic learning related to a specific school subject area

  • NWEA - Measures of Academic Progress (MAP) scores, national norms​
  • Minnesota Comprehensive Assessment (MCA) scores, state norms

Self-Evaluation 

  • Student Interest Survey, Teaching Gifted Kids in the Regular Classroom, Susan Winebrenner​
  • Student Perspective Survey, locally-created

Frequently Asked Questions and Answers about the 
EXCEL Gifted and Talented Program Identification Process

Why do we need a multi-grade level plan? 
The practice of administering only one broad cognitive screen at 3rd grade is too late for some students and too early for others.

EARLIER NEED: It’s important to recognize giftedness in precocious young children to nurture their abilities and avoid frustration. Dr. Frances Karnes recognized that, “Early identification and appropriate programming can foster habits and attitudes towards learning and toward the self that may prevent the gifted child from becoming an underachiever,” (Karnes, 1983).

LATER NEED: Gifted potential does not follow the typical stages of human development. Life conditions can either assist or block personal growth. If potential is blocked early on, and school opportunities fill in the gap, later screening could reveal more gifted potential missed by early testing (Daniels & Piechowski, 2009).

Why are there so many different elements of the identification plan?
Giftedness is a developmental construct that appears in many different ways and dimensions. There is no one standard other than the fact that the gifted student dramatically differs from his or her age-peers in one or more domains. To identify this difference and serve the need that occurs because of it, we must have a flexible approach to both the identification process and the programming model. We hope that by including multiple sources of data, both objective and subjective, we will be able to recognize more potential in more students. 

National Association for Gifted Children (NAGC) Program Standards, 2010, require a multiple-measures approach to identification which allows students to demonstrate diverse characteristics and behaviors associated with giftedness. (Identification Standards 2.1, 2.2, 2.3)

Why do you use the CogAT-7 test?
The general reasoning abilities measured by the CogAT show the cognitive process and strategies that help a student learn new tasks or solve problems. The high ceiling on CogAT, its ability to make reliable discriminations among the top ten percent of scores in all age groups, and its broad sampling of cognitive skills make this a great assessment to use for our gifted programs. Reasoning skills develop gradually throughout a person’s lifetime and at different rates for different individuals. Using the CogAT allows to us to find the students who have developed these skills at a faster rate than peers.

Why do you use the Kingore Observation Inventory / Kingore Planned Experiences
We need a way to identify which of our youngest students have academic needs that the core curriculum does not meet. The Kingore Observation Inventory is a way to measure gifted characteristics without relying solely on standardized assessments. The Kingore Assessment System:

  • Encourages teachers to be ‘kid watchers’ who respond to and extend what students try to do
  • Increases teachers’ insights about gifted potentials​
  • Allows teachers to assess the process involved in students’ learning​
  • Provides opportunities for minority, economically disadvantaged, bilingual, learning-disabled, and other special population students to exhibit advanced potentials​
  • Increases the possibility that the identification process is useful for the entire class​
  • Assesses students’ potentials over an extended period of time​
  • Decreases the likelihood that assessment is overly influenced by test-taught behaviors or splinter skills​
  • Integrates well with other alternative assessment processes

Can I see copies of the teacher/parent/student forms you use?
All forms used at various points of the identification process are available on the EXCEL program website.


Visual Representation of Formal Gifted Identification Process

Beginning in 3rd grade, the formal identification process uses a student profile approach. Profiles are created with all data and need for program services are determined by a committee. Decisions are made in alignment with district definitions and services offerings as well as the “Core Attributes of Giftedness” as identified by Sally Krisel in Identification: Theory and Practice (Hunsaker, 2012).





 

 

 
Last Updated: 10/29/14
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