Tag Archives: Gifted Testing

It goes without saying that schools must keep meticulous records for students who go through the gifted identification process, just as they would for students who are connected to other specialized programs such as special education or English Learner programs (though, admittedly, those two programs are federally mandated, whereas gifted programs are only state mandated).Continue reading “Gifted Identification Series #14: Record-Keeping”

Imagine this: you open up your monthly water bill and see that your bill is inexplicably $555.93 when normally it’s around $30 a month. (By the way, I didn’t just make up this amount. This ACTUALLY happened to me when I opened my mother’s water bill one month last year- ugh!) What is the firstContinue reading “Gifted Identification Series #13: The Appeals Process”

Last time, we talked about who sits on the committee that makes the determination of a student’s gifted eligibility. But, what do they do? The Identification/Placement Committee has two main functions (I bet you can guess what they are from the title of this committee 😊): Usually, the gifted staff member assigned to the committeeContinue reading “Gifted Identification Series #12: Determination of Gifted Eligibility, Gifted Services, and Parent Notification”

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 makingContinue reading “Gifted Identification Series #11- The Identification/Placement Committee”

Chances are, there are multiple documents, test booklets, and notes containing all of the data on the referred student that you have been collecting over the weeks. Most school divisions require that all of the documents be kept together in a file folder (often called a “working folder”). However, during the eligibility meeting, you don’tContinue reading “Gifted Identification Series #10: Gifted Eligibility- Putting it all Together”

In order to help find and identify more gifted and potentially gifted students from underrepresented populations (CLD- Culturally and Linguistically Diverse students, Special Education students, Economically Disadvantaged students, etc.), we should also consider extenuating factors for the student and alternative data for the student. Extenuating Factors– Documented factors that can impact the student and hisContinue reading “Gifted Identification Series #9: Additional Data for Gifted Identification”

Remember back in Post #2 when I shared that one of the three things I remembered from my experience with gifted testing as an 11th grader was my parents’ response(s) on the questionnaire about their observations of me at home? What I remember was that other than my demographic information, they could only answer oneContinue reading “Gifted Identification Series #8: Parent Insights, Part 2”

So far, we’ve collected several data points for our referred student to consider his or her eligibility for an academic gifted program: nationally-normed and standardized ability and achievement tests, a gifted behavioral checklist, and gifted products or performance tasks such as writing samples, math problem-solving activities, etc. Another thing to consider collecting is parent input.Continue reading “Gifted Identification Series #7: The Importance of Parental Insights in Gifted Education”

I used a common memory trick to remember the difference between quantitative and qualitative research/data in my doctoral stats classes: QUANTITATIVE data used quantities (or numbers) to represent the data and QUALITATIVE data used qualities (or descriptions) to represent the data. What are some common types of qualitative data we could collect on students weContinue reading “Gifted Identification Series #6: Key Qualitative Data for Identifying Gifted Students”