It’s been a hot minute since I posted in my Gifted Identification Series (actually, it’s been more than that – it’s been since April 25th, 2025). The last post I shared discussed how to compile all of the data collected on the referred student. Now, I share who partakes in reviewing that data and making a determination…
When putting together a Gifted Identification/Placement Committee, schools must either follow the mandates of their state department of education or school division. Typically, Identification/Placement Committees have at least three members on the team, made up of gifted personnel, teachers, administrators, or other professionals who either tested the referred student or has worked with the referred student. Unlike special education, parents are not usually a part of the committee, though their input is shared with the committee through parent rating scales or parent input forms (see my prior posts about parent input, Part 1 and Part 2). As an example, The State Code of Virginia that governs gifted programs details who should be on the committee:
If the referred student happens to also be a special education student or an English Learner, it is very important for the facilitator of the Identification/Placement Committee to include the specialists who work with that student on the committee. They have unique insight into these students as learners and can share in-depth information on the student’s strengths and needs.
So, we have our data assembled and we have our committee assembled. It’s finally time to make a determination on gifted eligibility! In the next post, I’ll share about the decision-making process for determination for gifted eligibility and placement as well as parent notification of determination. Before then, who is involved in your school division’s Gifted Identification/Placement Committee?
Teaching for Talent 