In my many years of coaching gifted and talented coordinators and working with districts as they develop and refine their programming for advanced learners, there are often many questions specifically about the identification process. What measurements should be used? What norms should be used? How do we keep parents and caregivers informed? And then, of course, what do we do for students after they have been identified?
As you probably know, Wisconsin is a "local control" state. Though
Wisconsin State Statutes define gifted and talented pupils, they do not specifically address which measurements to use for identification. Individual school districts may (and do) exert local authority over this.
Best practice in gifted education suggests that we use
universal screening,
local norms, and
culturally responsive multiple measures when prospecting for advanced learners.
Universal screening is a proactive process in which a school district assesses every student in a specific grade level using the same test or evaluation tool. Some common universal screenings in Wisconsin include the Wisconsin Forward Exam, iReady, Measurement of Academic Progress (MAP), or Student Testing and Reporting (STAR). Using universal screening tools assures that districts are initially examining
all students and can be used to spot advanced learning needs.
Many districts then use other
multiple and culturally responsive follow-up instruments such as the Cognitive Abilities Test (COGAT), the Naglieri Nonverbal Ability Test (NNAT), or others to continue the screening process. The CogAT is a K–12 assessment that measures a student's learned reasoning and problem-solving skills using verbal, quantitative, and nonverbal batteries. The NNAT is a nonverbal, puzzle-based cognitive assessment that is often used to find students from diverse backgrounds.
State law also mandates that "The identification process shall result in a pupil profile based on multiple measures, including, but not limited to standardized test data, nominations, rating scales or inventories, products, portfolios, and demonstrated performance. Identification tools shall be appropriate for the specific purpose for which they are being employed." These measures assure we are finding students who exhibit gifts and talents in areas such as creativity, the visual and performing arts, and leadership, not simply in academics or general intelligence.
An equally important best practice is the use of
local (or even campus) norms. Local/campus norms in gifted education involve comparing student performance against peers within a specific school or district rather than using national averages. Many Wisconsin districts are increasingly using local norms to address systemic underrepresentation of children in diverse or lower-income neighborhood schools, students who could be missed by using national standardized cutoff scores.
Universal screening does not require specific parental/caregiver permission, as it is administered to all students. However, when additional testing is done, it is advisable to get permission from parents and caregivers. This serves to alert them that their child may need advanced educational services, and that additional steps are being taken to assess the child. In my many years working with families of advanced students, I have found it important to have a conference with parents and caregivers to share the outcome of additional assessments and future plans.
State law requires this by asserting that
"the school district board shall provide an opportunity for parental participation in the identification and resultant programming."
Working with parents and caregivers assures the best possible educational outcome for the student.
After testing is complete, the team decides what level of service a student requires. Some students will have their needs met in their regular education classrooms (with differentiation provided), while others will need additional support(s) to maximize their potential. A small percentage of students may need some intensive options. Again, this may look different from district to district, but in all cases, follow-up and evaluation are imperative. Are the services effective? Is the student making progress? Are the needs being met?
While the entire identification process for gifted students may seem complex, I have often made this my mantra:
See a need, serve a need.
While the testing process may be necessary, it is most important that we as educators are trained to spot educational needs and serve them. Every student deserves to learn new things, receive a challenge, and make educational progress every school day.
As always, I welcome your thoughts. Together we grow.
- Jackie Drummer, Past President and Current WATG Board Advisor
Thank you to Esther Vazquez of the Appleton School District for the translation of this article for our Spanish-speaking educators and families.
