Being gifted involves more than scores on an IQ test; the behaviors of gifted children are also significant and indicative of a child’s high ability. There is a myth that gifted children are obvious because they will show you their talents. While that may be true, more typical gifted children may not be as readily visible or they may hide their talents to ensure they don’t stand out. A child’s giftedness is not always apparent in the classroom and teachers may fail to nominate some bright children for gifted testing. A series of classic studies showed that teacher nominations fail to identify most gifted children (Archambault et al. 1993). The National Association of Gifted Children recommends that schools use more than one criterion to identify children as gifted.
In ACSD#1 the identification process is as follows:
♦ Universal screening - A universal screening tool is administered to all second-grade students in November. The results of this screener are used to recommend students for further assessment.
♦ Parents and teachers may also make referrals to the program. Any student who is referred can complete the assessment process.
Parents have about an 85% accuracy rating on referring children who are gifted.(https://www.gifteddevelopment.com/articles/what-we-have-learnedabout-gifted-children)
♦ Qualification for the program is based on a body of evidence from multiple data points. These include ability testing, achievement/performance data, and behavior inventories completed by parents and teachers. Potential success within the program is also considered.
♦ Anecdotal information from parents and teachers may also be used to help inform placement decisions.