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Identification “Identification of the gifted and talented is related not only to systematic observation and intelligent interpretation of test and observational data, but to the creation of the right kinds of educational opportunities which facilitate self-identification — identification by performance and product which results in the manifestation of gifted or talented behaviors.”  Harry Passow Passow. A.H. (1981). The nature of giftedness and talent. Gifted Child Quarterly, 25(1), 5-10. Why Identify Gifted Students? It is important to identify gifted students so that teachers and staff can properly meet their educational needs. We recognize the unique abilities and interests of all children.  While some children require ESL services, some literacy support, gifted students require instruction at a different level and pace as their age mates.  By identifying gifted students, we are able provide for their special needs.  Identification is actually a needs assessment so that we can provide proper opportunities to help students develop their gifts and talents. Overview of the typical Identification Process Many schools use a nomination process, which means a teacher, parent, other adult may recommend a student for assessment for possible gifted and talented identification and services. Parent and teacher checklists or inventories of the characteristics of student characteristics are collected along with achievement data and other relevant assessment information such as examples of student work, teacher observations and recommendations. A ptitude testing and evaluation with district-approved and provided materials will be conducted. If psychological assessment by a licensed psychologist is available, that will usually take precedence over district TAG assessments.  The Advanced Academic Services committee, comprised of teachers from various grade levels and disciplines, the Advanced Academic Services Educational Advisor, and principal will review all of the collected data and make a determination of identification as a TAG student.   The Advanced Academic Services committee typically meets in early January and notification is given to parents in January or February. Please remember the purpose of this process is to identify those students whose abilities are such that the standard curriculum does not meet their needs.  Teacher Assessment Teachers assess children’s academic performance in many ways.  These may include anecdotal evidence from classroom observation or a portfolio of student work which may include: Written Work:  including creative writing and analytical writing Art work or musical demonstrations Science Projects Mathematical Projects and Problem Solving Examples of creative or critical thinking Theories| Characteristics|   Identification|  Instruction|  Social and Emotional

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