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The identification process here does include both teacher and parent input. However, I agree that it seems to be geared more towards students who are gifted academically. I also have seen students that have entered our district and were identified as gifted in another district, but not ours. This seems to be a crush to the students self-esteem. I would also like to see the assessment be more diversified and include multiple areas/formats to identify multiply ranges of possible gifted-ness.

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I have little experience/exposure to the assessment process. I think that there are students that don''t get identified and they are gifted.

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I have been in several districts and I must admit, the identification process is different for each district.  I feel like it is geared more towards those students that show high test scores on cognitive tests...some students that teachers see as atypical gifted students may not qualify based on poor test scores.  There needs to be alternative path for identification. Teachers need to be more of an advocate for these students when told, "test scores are just not there."

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I don't know much about our assessment process, but I see it being based on how the students do on assessments and compliance.  Most of our students in the program are well behaved and "smart" students, if that is the criteria that is great but smart doesn't mean gifted.

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I think it is flexible. There is teacher and parent input when it comes to testing. Teachers have to be student advocates.

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As a first year teacher, I am also still learning about the GT identification process. However, based upon my observations and my reading, I think that it is flexible in that students and parents are both involved in the process. In that way, no gifted student should be left behind. However, that being said, I do believe that the GT assessment only really tests for one type of "thing" - so to speak. I agree with others with the idea that what if students are really gifted in other areas, such as P.E., art, or music? I wonder if there is a way for those students to be identified so they may have the proper creative outlets as well.

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I do think our process is flexible (parent and teacher input is valued) but I do wonder what can be done to access students that may be gifted in other areas such as fine arts or athletics.   What would then be put in place to help them excel?  Also, what about the students that simply don't test well?  Are we placing too much emphasis on a test?   We tend to do that... I don't think there is an easy solution since there has to be some cut and dry score at some level for a comparison between students.

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I feel that our assessment process is geared more towards identifying students who are gifted intelligently and/or academically. To my knowledge the main mode of identifying gifted students is through the student's achievement on cognitive assessments. Atypical gifted students may not qualify based on cognitive achievement scores - not because they aren't cognitively advanced, but because they are not "good" test-takers.

Ideally, giftedness would be assessed through a variety of methods that have a range of formats.

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Being that I am a P.E. teacher and very unfamiliar with the identification process, I wonder how do things like ADHD and other factors effect the test results of those students? How do we ensure that a student's giftedness only is being assessed, rather than their attention or reading difficulties getting in the way and not revealing their true abilities.

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BROOKS  I feel like our identification process is flexible...there is teacher input, parent input  combined with the testing.  But, I have seen in our district a student not be accepted into the GT program(not on our campus) because of personal issues between the parent and the school.  I feel that no child should have to suffer through that.  Not to mention how nice it would have been for him (that student) who struggled through everyday class to have that GT outlet.  I love to see that we are changing the criteria for what is actually GT.  As a side note that student is now in 5th grade in Dallas ISD and was retested last year.  He not only got into the GT program he was also invited to a specialized math and science magnet school in Dallas because of his outstanding achievement on the STAR test.

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BROOKS  I feel like our identification process is flexible...there is teacher input, parent input  combined with the testing.  But, I have seen in our district a student not be accepted into the GT program(not on our campus) because of personal issues between the parent and the school.  I feel that no child should have to suffer through that.  Not to mention how nice it would have been for him (that student) who struggled through everyday class to have that GT outlet.  I love to see that we are changing the criteria for what is actually GT.  As a side note that student is now in 5th grade in Dallas ISD and was retested last year.  He not only got into the GT program he was also invited to a specialized math and science magnet school in Dallas because of his outstanding achievement on the STAR test.

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As a teacher who is new the the district and to our school , I am still learning many things about the nomination and identification process here. From what I understand, there is an identification assessment that is completed by the time that a student reaches third grade, the grade level I teach. Although I believe that this assessment is completely necessary and appropriate, I hope that is is accompanied by teacher and parent input as well. This is what it would take for it to be well-rounded, in my opinion. Throughout the chapter, the author of our book repeats the sentiment that often students who are GT are misidentified because they are bored by simple tasks in class, which proves that classroom observation isn't enough to warrant an ID. She also explains that assessments are not fail proof and students sometimes need a second chance. This proves that a one-time assessment isn't enough to warrant an ID either. It is the marriage of the two that would create a flexible identification process. I look forward to learning more about our own process.

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To me, I think we have a well-rounded approach with testing and nominations/observations.  I just wish it could be a little more like Tannenbaum's idea where we  provide opportunities for all students in multiple disciplines and find the students who naturally rise to the top in those disciplines on their own volition and accord.  I am not sure how logistic it would be, but for me our current system is too biased towards intellect, IQ  and the traditional academic ideals.  When I have found a child who has a potential gift in art, I have been told they have it "only" in that area.  Well then we should provide them with more opportunities in that area.  We should not ignore the students who are only talented and gifted in art, music, poetry, theatrics etc. We are doing a disservice to our students and our own culture. Cultures are defined by such talents as these. Also, I think it is a big mistake to tell the kids they are talented and gifted and not that they have the potential to become talented and gifted and actually use their abilities to affect the world. What is there to learn and work from if you already are at the end They need to be told they have potential in the areas they have potential so they have a goal and an understanding that those natural abilities need to be capitalized on and developed. Like my daughter told me when experiencing a GT English class and regular English class in High school. She said the only difference was you were expected to work hard in the regular English class and in the GT class you were allowed to explain away wrong answers so in actuality less was expected from you. She stated that GT students get a crippling "we are smarter than every one else" complex which made them not develop a good work ethic or a growth mindset. How sad, and no wonder they do not grow up to be talented and gifted adults. They had been told since they were young hat they already reached the talented and gifted stage. no more effort required. .