Developing and

Identifying Student
Potential
Gifted Program at Claremont
Inclusion Activity

● Think of a teacher who made a difference in your life.

● Share that experience with a partner.
APS Definition of Giftedness
APS identifies learners within the school population who demonstrate or
have the potential to demonstrate exceptional aptitude and talent in
specific academic areas

● English, Mathematics, Science or Social Studies in grades K-12

and/or
● Visual and Performing arts (Vocal or Instrumental) in grades 3-12.

These students have needs that necessitate systematic, continuous

services through appropriately differentiated curricula responsive to the
individual student’s learning readiness, strengths and interests.
Which student would you recommend?
Look at the three students. You can only recommend one student for the
program. Which one will you choose and why?

PERCENTILE RANKING
Why is focusing on potential important?

● Many gifted students are not always high achievers and may
be easily overlooked

● Gifted children’s characteristics can lead to both positive and

negative behaviors in the classroom

● We seek to identify a diverse population of students from all

socioeconomic, language, and cultural backgrounds, as well
as unique cognitive and artistic needs.
Mind Shift

“Providing appropriately challenging instruction for all

children who might benefit from enrichment or acceleration
requires a re-thinking of the purpose of the gifted program...
so that it encourages talent identification and development
rather than simple certification of giftedness” (Callahan,
2005).
Gifted Demographics 2019-2020
 How do we move towards equity while still
developing excellence?

We use a multiple criteria approach in the identification process.

1. Mass Screeners
a. Naglieri Nonverbal Ability Test , Cognitive Abilities Test (CogAT)
2. School-based Achievement
a. SOLs, formative and summative assessments, exemplars
3. Student Behaviors
a. Gifted Behavior Commentary Form, Parent Information Sheet
Providing Access

● Who in your class is a Michael Grost, Mary Hall, Sam Edder?

● Start thinking about how you can set up your classroom to

provide access to all students and how we can collaborate in
providing resources.