GIFTED AND TALENTED IDENTIFICATION
The Cherry Creek School District defines gifted and talented as:
*Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, and/or environment.
*These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, may possess an unusual capacity for leadership, or excel in specific academic fields. These students require services beyond the rich and varied services normally provided by the regular classroom.
*Outstanding talents are present in children and youth from all cultural groups, across all economic strata and in all areas of human endeavor.
Cherry Creek Schools has adopted a process for identification of gifted students that can involve the input of students, parents, teachers, and other education professionals, and considers a variety of sources for meeting the required criteria. The established guidelines for identifying students eligible for gifted education and advanced learning support the approach of looking at a variety of information on a student, both quantitative and qualitative, in building a “body of evidence.” In building the body of evidence, information is gathered in four areas: aptitude, achievement, performance, and behavior.
Jolene Oborn, the GT Facilitator, and the classroom teachers collect and compile student data to create a body of evidence on those students being considered for identification. The Cognitive Abilities Test (CogAT) is looked at as a possible source for evidence of exceptional aptitude, the MAP test and CSAP/TCAP looked at for evidence of exceptional achievement; products, grades, and proficiency ratings looked at for evidence of exceptional performance, and behavioral checklists and ratings looked at for evidence of exceptional behavior. Parents are invited to fill out the "Things My Child Likes to Do" inventory to provide further insight into the strengths, interests and needs of your child. The questionnaire contains fourteen items. Each of the items deals with a general type of interest or activity that you may or may not have seen in your child. The interests or activities might be the result of school assignments or extracurricular activities such as Girl Scouts, 4-H projects or other activities in which your child has developed an interest. To help clarify the fourteen items, an example is provided. Please keep in mind that each example is included only to help clarify the meaning of the item. In other words, you should remember that you are rating your child on each of the fourteen general items rather than the specific example. It will, of course, be helpful if you can share a specific example of your child's interest or activity in the right-hand column of the questionnaire. Please send the completed questionnaire electronically to firstname.lastname@example.org or print it out and send it to the Creekside office addressed to Jolene Oborn.
Formal identification occurs following the collaborative effort and discussion with the school’s GT facilitator, classroom teachers with current and former knowledge of a student’s performance and characteristics, as well as other staff members in the building. Upon consensus regarding a student, a determination is made regarding appropriateness of formally identifying the student as gifted and talented in the area(s) of reading, writing, and/or math. Written notification of identification is sent to parents along with an explanation of programming for the student. An advanced learning plan is also created and is shared with parents.
Gifted and talented behaviors may surface at different times and under certain circumstances; therefore, informal observation, identification, and evaluation occur on a continuing basis and a child’s body of evidence is always kept up to date.
If you have any questions regarding the identification process, please contact your child’s classroom teacher or Mrs. Oborn.