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Identifying Students

A four-step process is used to identify talent pool (highly-capable) and gifted students in FFC8. A student may be referred for consideration by a parent/guardian, teacher, peer, previous district identification, self-referral, or assessment data. A student new to FFC8 who was previously identified gifted in another district/state will automatically be referred for the screening process. A body of evidence is collected for an identification process. Based on the student’s learning profile, an educational team, containing at least one member trained in gifted identification, will convene to analyze the data and determine the level of appropriate identification. If a parent/guardian, student, or teacher does not agree with the identification decision, he/she has the right to an appeal.

Screening Process

Step I - Referral

A student may be referred for the identification process by:

  • Parent/Guardian
  • Teacher
  • Assessment Results
  • Previous Gifted Identification
  • Self
  • Peer

Step II—Collection of Body of Evidence

An educational team consisting of the classroom teacher, school gifted coordinator, building administrator, and possible additional staff will collect and review a body of evidence for the referred student. This includes assessment results, class work, family input, teacher observations, performance evaluation, and/or portfolio review.  The identification committee will make a recommendation for identification.

Step III—Identification

The screening committee will recommend one of the following levels of identification:

Grade Level Learner:  Body of evidence suggests the student is performing successfully on current grade level standards.
Talent Pool (Highly-capable) Learner:  Evidence suggests the student demonstrates potential and/or ability above grade level standards. The student may require differentiated teaching strategies or curriculum to ensure academic growth.
Gifted Learner: Evidence strongly indicates the student demonstrates exceptional potential and/or ability. The body of evidence aligns to Colorado criteria for gifted identification in one or more areas and meets the criteria for portability. The student is identified as a gifted learner and an Advanced Learning Plan (ALP) will be developed to ensure academic growth and achievement.

Step IV—Appeal Process

A parent/guardian, student, or teacher has the right to appeal the identification decision. To initiate an appeal process the appellant should contact the building principal and complete the necessary documentation.

Characteristics of Gifted Children

While it is rare for a gifted child to exhibit all of these characteristics, it is common for a gifted child to manifest many of the following:

  • Exceptional memory
  • Extensive vocabulary
  • Ability to learn new material rapidly
  • Intense imagination
  • Long attention span and ability to focus
  • Enjoys number puzzles or mazes
  • Learned to read at an early age and loves books
  • Preference for older playmates and company of adults
  • Mature sense of humor
  • Compassionate for the feelings of others
  • Insatiable curiosity and persistence
  • Perfectionist 
  • High expectations for self and others
  • Ability to think abstractly
  • Learns a new language quickly and easily
  • High levels of energy
  • Concerned with global issues
  • Interest in experimenting and taking risks
  • Mature for age

Challenges may include:

  • Impatient with others
  • Bored with routine tasks
  • Strong-willed
  • Overly sensitive
  • Difficulty with peers
  • Sensitive to criticism: overreacts
  • Nonconforming, stubborn
  • Not concerned with details; messy work
  • Disagrees vocally
  • Domineering
  • Humor may be misunderstood