This document discusses identifying gifted and talented students. It begins by summarizing key definitions of giftedness, such as Gardner's multiple intelligences, Sternberg's triarchic theory, and the US Department of Education definition. It then discusses identification procedures, noting that definitions should guide identification and not discriminate against certain groups. The document outlines Renzulli's identification system in particular, which uses a three-step process involving test scores, teacher nominations, and alternative pathways to identify gifted students. It emphasizes the importance of identifying students from diverse backgrounds and avoiding an over-reliance on any single identification method or instrument.

1. Identifying
Gifted and Talented Students
Angela M. Housand
University of North Carolina, Wilmington
housanda@uncw.edu
West Chester Area School District
West Chester, PA

2. angelahousand.com

3. Average Ranking
Sam Edder
Mary Hall
Bill Ridell
Elaine Hawkins
Albert Wright
Sarah Lang
Mike Grost

5. Sam Edder
=
Albert
Einstein

7. Mary Hall
=
Eleanor
Roosevelt

9. Bill Ridell
=
Thomas Edison

11. Elaine
Hawkins
=
Isadora
Duncan

13. Albert Wright
=
Abraham
Lincoln

15. Sarah Lang
=
Sarah Lang
A Terman Study
Participant
IQ = 180+
Kindergarten
Teacher

17. Mike Grost = Mike Grost

18. Definition
 There is no universally accepted
definition for gifted, talented, or
giftedness

19. Gardner’s Multiple Intelligences
• Linguistic
• Logical-Mathematical
• Spatial
• Musical
• Bodily-kinesthetic
• Interpersonal
• Intrapersonal
• Naturalist

20. Sternberg’s Triarchic Theory
• Analytical Giftedness
• Synthetic Giftedness
– Creativity
– Insightfulness
– Intuition
– Ability to cope with novelty
• Practical Giftedness
– Apply first two in pragmatic situations
– Wisdom – concerns about needs and welfare of
others

21. U.S. D.O.E Definition
Children and youth with outstanding talent perform or
show the potential for performing at remarkably high
levels of accomplishment when compared with others
of their age, experience, or environment. These
children and youth exhibit high performance capability
in intellectual, creative, and/or artistic areas, possess
an unusual leadership capacity, or excel in specific
academic fields. They require services of activities not
ordinarily provided by the schools. Outstanding
talents are present in children and youth from all
cultural groups, across all economic strata, and in
all areas of human endeavor (Department of
Education, 1993).

22. PA State Definition
• Mentally Gifted
Outstanding intellectual and creative ability
the development of which requires specially
designed programs or support services, or
both, not ordinarily provided in the regular
education program.

23. Definition
 The particular definition adopted by a
school district will:
 Guide the identification process
 Consequently determine who is selected for
services

24. Definition
 DANGER!
 If a definition to narrow, identification
methods may discriminate against low SES,
minority, disabled, underachieving, and
females

25. 3 Ring Conception of Giftedness

29. Gifted Behaviors NOT Gifted People!

30. Use “defining” terms as adjectives:
Gifted Artist
Talented Mathematician
Talented Musician
Gifted Writer

31. Personality Factors
Influencing Gifted Behavior
Charm/Charisma
Need for
Achievement
Ego Strength
Energy
Sense of Destiny
Perception of
Self, Self-Efficacy
Courage
Character
Intuition
Personal
Attractiveness

32. Environmental Factors
Influencing Gifted Behavior
» SES
» Parental
Personalities
» Education of
Parents
» Stimulation of
Childhood
Interests
» Family Position
» Formal Education
» Role Model
Availability
» Physical Illness
and/or Well
Being
» Chance Factors
» Zeitgeist

33. Creative Giftedness
School House Giftedness

34. Evil Genius
Teacher Pleaser

35. Identification Considerations
There is no perfect identification
system!
Match identification procedures to the
services provided

36. Identification Considerations
High performance vs. high potential
May require different kinds of
programming options
Establish local norms using
Grade level
Similarity of learning opportunities
Background characteristics

37. Identification Considerations
Avoid designations or “rubber stamp”
Identification procedures select students
who would benefit from supplementary
services
Label the services, not the students

38. Identification Procedures Answer
Who are the gifted and talented
students?
Why are we striving to identify
them?
How do we find them?

39. Identification Procedures Answer
What are the most appropriate tools
for identifying students’ gifts and
talents?
How are data from various tools
analyzed and interpreted?
Who is responsible for identifying
students’ gifts and talents?

40. Identification Procedures
Should:
Be provided in multiple languages
reflect the dominant student and
parent populations
Reflect the student population and
demographics of the district

41. Identification Procedures
Should:
Reflect students’ needs
Be defensible and inclusive
Include students
with disabilities
who are English language learners
economically disadvantaged

42. Identification Procedures
Should:
Be flexible
Be communicated
teachers
parents
administrators
students
Be updated at regular intervals to
reflect changing demographics

43. 3 Things to Avoid
Pitting parents of advantaged children
against parents of disadvantaged
children
Leading people to believe that any one
instrument is the answer to identification
Proliferating the amount of paperwork

44. Don’t go! I’m sure page 3 of Billy’s Gifted Matrix
Checklist No. 5.3 (a) is in here somewhere.

45. Renzulli’s Identification System
 Based on the 3-Ring Conception of Giftedness &
The Enrichment Triad Model
 Strives for equity, excellence, and economy
 Designed to be flexible
 Based on research into the behavioral
characteristics of highly creative & productive
people

46. The 3 Goals of
Renzulli’s Identification System
#1
Develop creativity and/or task commitment in
students who may come to an educator’s attention
through alternate means of identification.

47. The 3 Goals of
Renzulli’s Identification System
#2
Provide learning experiences and support systems
that promote interaction of creativity, task
commitment, and above average achievement.
(Bringing the “rings together!)

48. The 3 Goals of
Renzulli’s Identification System
#3
Provide opportunities, resources, and
encouragement for the development and
application of gifted behaviors.

49. Internal Consistency
• Develop
criteria for
identification
that matches
the program!

50. Internal Consistency
Abilities and
Interests of
Students
Characteristics
of Students
Identification
of interests
and needs
Services
and
Programs
Provided

51. Total
Talent
Pool
Consists
of
Approximately
15%
of
the
General
Population
Renzulli Identification System
Step 1
99th
%ile
92nd
%ile
Test Score
Nominations
[Automatic, and Based on
Local Norms]
Step 2
Teacher Nominations
[Automatic Except in Cases of Teachers
Who Are Over or Under Nominators]
Step 3 Alternative Pathways Case
Study
Special Nominations
Step 4 Case
Study
Notification of Parents
Step 5
Action Information Nominations
Step 6

52. Step 1: Test Score Nomination

53. Achievement Tests
Iowa Tests of Basic Skills
 Riverside Publishing Company
 www.riversidepublishing.com
 Measures students’ academic skills in several
content areas: reading, mathematics, social
studies, science, and information sources

54. Achievement Tests
Metropolitan Achievement Test
 Harcourt Brace Educational Measurement
 www.harcourtassessment.com
 Focuses on reading, mathematics, language,
writing, science, and social studies

55. Achievement Tests
Stanford Achievement Test
 Harcourt Brace Educational Measurement
 www.harcourtassessment.com
 Assesses reading, mathematics, language,
spelling, study skills, science, social studies,
and listening

56. Achievement
Aptitude

57. Achievement
Something accomplished…

58. Aptitude
A readiness to learn or to perform well
in a particular situation; requires a
match between the situation demands
and what the person brings to it.

59. Intelligence/Ability Tests
Cognitive Abilities Test Form 6 (CogAT)
 Riverside Publishing
 www.riverpub.com/
 Measures both general and specific reasoning
abilities in three areas: verbal, quantitative,
and nonverbal

60. Intelligence/Ability Tests
Naglieri Nonverbal Ability Test
 Harcourt Brace Educational Measurement
 www.harcourtassessment.com
 Measures nonverbal reasoning and problem-
solving abilities. Reading and math skills are
not required to respond to each set of
patterns.

61. Intelligence/Ability Tests
Otis-Lennon School Ability Test
 Harcourt Brace Educational Measurement
 www.harcourtassessment.com
 Measures reasoning skills, including verbal
comprehension, verbal reasoning, pictorial
reasoning, figural reasoning, and quantitative
reasoning.

62. Intelligence/Ability Tests
Cornell Critical Thinking Tests
 Critical Thinking Books & Software
 www.criticalthinking.com
 Measures students’ ability to think critically
when analyzing premises and conclusions,
judge the reliability of information, and
identify assumptions.

63. Intelligence/Ability Tests
Kuhlmann-Anderson Tests
 Scholastic Testing Service
 www.ststesting.com
 Assesses verbal and nonverbal abilities.
Measures academic potential or school
learning ability.

64. Intelligence/Ability Tests
Universal Nonverbal Intelligence Test (UNIT)
 Riverside Publishing
 www.riverpub.com
 Assessment of general intelligence, measured
nonverbally.

65. Intelligence/Ability Tests
Stanford-Binet, Fifth Edition
 Riverside Publishing
 www.riversidepublishing.com
 Measures fluid reasoning, knowledge,
quantitative reasoning, visual-spatial
processing, working memory.

66. Intelligence/Ability Tests
Wechsler Nonverbal Scale of Ability
 Pearson
 www.pearsonassessments.com
 Measure of ability; especially designed for
culturally and linguistically diverse groups.

68. Multiple Norm Groups
Put data in spreadsheet
Include an “opportunity-to-learn”
index
 (e.g. ELL status)
Sort data by percentile rank or SAS
 Provides Local Rank

69. Multiple Norm Groups
Sort data again by “opportunity-to-
learn” then percentile rank or SAS
Provides list divided into two groups
Identifies most talented ELL students
and most talented native-speaking
students

70. Multiple Score Review
Avoid using composite scores – look at
subtests individually
Review the appropriate information
 Do not compare score with average
children
 Look at the discrepancy between
strengths and weaknesses

72. Multiple-Criteria Eligibility
1997 to 2005 Gifted Program
 African-American: 200% increase
 Hispanic: 570% increase
2002 to 2006 Advanced Placement Courses
 African-American: 71% increase
 Hispanic: 180% increase

73. Step 2: Teacher Nomination
All Teachers need to be informed
Procedures for nomination
Students who have gained access
through test scores
AVOID NEEDLESS PAPERWORK!

74. Step 2: Teacher Nomination
Allows identification of students who
exhibit behaviors not determined by
tests
High levels of creativity
Task commitment
Unusual or intense interests
Unusual talents

75. Step 2: Teacher Nomination
Acceptance equal to test scores with
one exception…

76. Step 2: Teacher Nomination
Acceptance equal to test scores with
one exception…
Teachers who over-identify

77. Teacher Rating Scales
GATES Gifted and Talented Evaluation Scales
 Pro-ed
 www.proedinc.com
 Teachers rate intellectual ability
academic skills, creativity, leadership,
and artistic talent

78. Teacher Rating Scales
GRS Gifted Rating Scales
 Pearson
 www.pearsonassessments.com
 Teachers rate intellectual ability
academic skills, motivation, creativity,
leadership, and artistic talent

79. Teacher Rating Scales
Tracking Talents
 Prufrock Press
 www.prufrock.com
 Used to screen and identify multiple
talents: cognitive abilities, academic
talents, social & physical abilities, and
technological & artistic talents through
peer, teacher, and self-nomination.

80. Teacher Rating Scales
CAB Clinical Assessment of Behavior
 PAR
 www4.parinc.com
 Assesses teachers’ and parents’
perceptions of students’ behavioral
functioning including important
behaviors associated with giftedness.

81. Teacher Rating Scales
SRBC
SS
Scales for Rating the Behavioral
Characteristics of Superior Students
 Creative Learning Press
 www.creativelearningpress.com
 Teachers assess students on 10
dimensions: learning, motivation,
creativity, leadership, art, music,
dramatics, planning, communication
(precision), and communication
(expressiveness)

82. Step 3: Alternate Pathways
 Defined locally
 Allows program to reflect
 Needs of student population
 Demographics of district population
 Allows for non-traditional students
to receive services

83. Step 3: Alternate Pathways
 Examples
 Self-nomination
 Parent nomination
 Peer nomination
 Tests of Creativity
 Product evaluation

84. Step 3: Alternate Pathways
 Leads to initial consideration by a
screening committee
NOT AUTOMATIC!

85. Step 3: Alternate Pathways
 Screening evaluation based on:
 Previous school records
 Interviews with students, teachers,
& parents
 Administered individual assessments
recommended by committee
 Placed in program on trial basis.

88. Creative Thinking Skills
Torrance Tests of Creative Thinking
Scholastic Testing
www.ststesting.com
Figural and Verbal tests assess fluency,
flexibility, and originality. The figural test also
assesses elaboration.

89. Creative Thinking Skills
Group Inventory for Finding Creative Talent
Educational Assessment Service
www.sylviarimm.com
Focuses on creativity via imagination,
independence, and multiple interests.

90. Why Creative Thinking Skills
Assessments?
Intelligence measures are predictive of
academic or school success.
Creativity measures are predictive of creative
activities and accomplishments later in life.
Better predictor of future success.

91. Talent Hidden by Underachievement
• Low self-esteem or
Low self-efficacy
• Feelings of pessimism
• Anxious, impulsive, or
inattentive
• Aggressive, hostile
• Depressed
• Socially immature

92. Talent Hidden by Underachievement
• Lack goal-directed
behavior
• Poor coping skills
• Poor self-regulation
• Defense mechanisms

93. Not all bad…
• Demonstrate honesty and integrity when
rejecting inappropriate school work
• Intense outside interests
• Creative

94. What about these
characteristics?
Inability to master certain academic
skills
Lack of motivation
Disruptive classroom behavior
Failure to complete assignments
Lack of organizational skills
Poor listening and concentration skills
Unrealistic self-expectations

95. • Gifted with Learning
Disability
• May also demonstrate
– Learned helplessness
– Perfectionism
– Supersensitivity
– Low self-esteem
Twice-Exceptional

96. Look For:
• Advanced
vocabulary use
• Exceptional
analytic abilities
• Divergent thinking
• High levels of
creativity
• Spatial abilities
• Advanced problem-
solving skills
• Specific aptitude
• Good
memory

97. • Spirituality
• Harmony
• Movement & Verve
• Affect
• Communalism
• Expressive
Individualism
• Oral Tradition
• Social Time Perspective
Cultural Influence

98. • Seek structure and
organization in required
tasks
• Be slow to motivate in
some abstract activities
• Have large vocabulary,
but one inappropriate for
school
• Makes up games or
activities
African American
MAY…

99. • Have extremely strong
concentration
• Express displeasure in
having to stop certain
activities
• Be very independent
• Neglect school work due
to other interests
• Not show expected
achievement
African American
MAY…

100. • Express leadership
collaboratively rather
than competitively
• Demonstrate intensity
through “Abrazo”
(an index of personal
support)
Hispanics

101. Hispanic White
25+ years old with a HS Diploma 57% 88.7%
Only a 9th grade education 27% 4%
Managerial or Professional
Occupations
14.2% 35.1%

102. American Indian & Alaska Native
• Not be assertive
• Ask few questions
• Be a more concrete
learner
• Be humble, quiet
• Not be competitive
• Not openly express
feelings
MAY…

103. American Indian & Alaska Native
• Not challenge incorrect
statements
• Not look a teacher in
the eye
• Consider family &
religious activities
more important than
school
MAY…

104. American Indian & Alaska Native
• Not have a strong home
reading environment
• Have more developed
aural/oral memory
• Not be comfortable
speaking in public
• Be fluently bi- or tri-
lingual
MAY…

105. Step 4: Special
Nominations
Safety Valve No.1

106. Step 4:
Special Nominations
• Circulate a list to ALL past and
present teachers
– Allows resource teachers to
nominate
– Allows override of current
teacher if necessary

107. Step 5:
Notification & Orientation of Parents
Letter of Notification
Comprehensive description of
Program
Focuses on child placement in
program or Talent Pool
Not certification of giftedness

108. Step 5:
Notification & Orientation of Parents
Meeting to explain ALL program
policies, procedures, & activities
How admission to program was
determined
Additions may be made during
year
Invite further interactions

109. Step 5:
Notification & Orientation of Parents
Similar orientation for
students!
Not told they are gifted
Focus on the opportunities
available to develop gifted
behaviors

110. Step 6: Action
Information
Nominations
Safety Valve No.2

111. Step 6:
Action Information
Nominations
• The dynamic interactions that occur
when a student becomes extremely
interested in or excited about a particular
topic, area of study, issue, idea, or event.

112. Step 6:
Action Information
Nominations
• Any enrichment opportunity (whether
school or non-school) that might turn a
student onto learning or causes them to
express gifted behaviors.

114. Two Types of Information
Leading to Identification
Status Information
Anything you can put down on
paper beforehand that tells you
something about the student.
Action Information
Things that you can only
document when they are
happening or after they
happen.

115. Status Information
 Grades
 Test scores
 Student work samples
 Surveys
– Interest
– Learning Styles
– Expression Styles

116. Status Information
 Teacher input
 Parent input
 Students’ Self-nomination
 Peer Nominations

117. Renzulli Identification System: Information Summary Form
Name:______________________________ Date:_________________________
School:_____________________________ Grade:________________________
I. Academic Performance
A. Achievement Test Scores (Most Recent Ac hievement Test Sc ores
Test Date Raw
Score
Grade
Equiv.
Local
%ile
Verbal
Numerical
Non-verbal
B. End of Year Grade s for Past 2 Years
Subject Year 1 Year 2 Subject Year 1 Year 2
Reading Music
Mathematics Art
Language Arts/English Foreign Language
Social Studies Other:
Scienc e Other:
II. Te acher Ratings[Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) ]
Scale Score Group
Mean
Scale Score Group
Mean
Learning Technology
Motivation Artistic
Creativity Musical
Leadership Dramatic
Reading Communication I
Mathematics Communication II
Scienc e Planning
III. Alte rnative Pathways
Scale Summary of Strengths
Parent Rating
Peer Rating
Product Rating
IV. Special Nominations
Teacher:__________________________ Grade:__________________________
Attach a brief description from the nominating teacher about why this student was nominated
and enter the SRBCSS ratings in Part II above.

118. Action Information
 Teacher observations
• Work habits
• Thinking
• Questioning
• Leadership Qualities
• Peer Interactions
• Skill Development
 Conversations
 Interviews
 Video/audio recordings

120. Interest-A-Lyzer

121. Sample Items…
Imagine that you can spend a week job shadowing any
person in your community to investigate a career you
might like to have in the future. List the occupations
of the persons you would select.
1st choice ______________________
2nd choice______________________
3rd choice ______________________

122. Sample Items (Secondary Interest-A-Lyzer)…
If you could conduct an interview with a man or
woman you admire, past or present, who would it
be? What 3 questions would you ask him or her?
1. ____________________________________
2. ____________________________________
3. ____________________________________

136. Learning Styles Inventory
Sample Items (Renzulli & Smith)…
Really Dislike……..Really Like
Being a member of a panel that 1 2 3 4 5
is discussing current events
Working on your own to prepare 1 2 3 4 5
material you will discuss in class

140. What differentiates gifted
learners from high achievers?

141. Bright
Knows the Answers
Gifted
Asks the Questions

142. Bright
Is Attentive
Gifted
Is Intellectually Engaged

143. Bright
Has Good Ideas
Gifted
Has Original Ideas

144. Bright
Absorbs Information
Gifted
Manipulates Information

145. Bright
Top Student
Gifted
Beyond Her Age Peers

146. Bright
Repeats 6-8 Times for Mastery
Gifted
Repeats 1-2 Times for Mastery

147. Bright
Understands Ideas
Gifted
Constructs Abstractions

148. Bright
Grasps the Meaning
Gifted
Draws Inferences

149. Bright
Is a Technician
Gifted
Is an Inventor

150. Questions?

151. Thank You!