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Defines gifted and talented children, outlines the age range served, and explains how students may be twice-exceptional, reflecting gifts alongside disabilities. Presents identification domains aligned to ECEA rules (revised in 2015), including cognitive ability, specific academic aptitude, creative ability, leadership, and specific talent aptitude such as visual and performing arts, musical, dance, and psychomotor 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and Rationale  \n􀁸 Definition  \n􀁸 Types of Gifted  \n􀁸 Search/Referral/Nomination/  \n􀁸 Gathering BOE/ Review BOE/ID Process  \n􀁸 Program Match  \n􀁸 Identification Process Flow Chart  \n􀁸 Portability  \n􀁸 Collecting a Body of Evidence  \n􀁸 Student Profile Body of Evidence  \n􀁸 Assessments  \n􀁸 Assessments  \n􀁸 Local Norms  \n􀁸 GT determination  \nTypes of Gifted  \n􀁸 General Intellectual Ability  \n􀁸 Specific Academic Aptitude with Cognitive Ability  \n􀁸 Specific Academic Aptitude without Cognitive Ablility  \n􀁸 Specific Talent including Creative, Leadership, Psychomotor,  \nVisual and Performing Arts, Music  \nForms/Letters  \n􀁸 Index  \n􀁸 Question and Answer sheet, both English and Spanish  \n􀁸 Nomination Information letter, both English and Spanish  \n􀁸 Nomination Form, both English and Spanish  \n􀁸 Nomination Search Article  \n􀁸 Nomination Search Note to teachers  \n􀁸 Community Search Plan  \n􀁸 GT Nomination Form for Under-Represented Populations  \n􀁸 Twice Exceptional Teacher Checklist and Student Profile  \n􀁸 Twice Exceptional Parent Checklist and Student Profile  \n􀁸 Twice Exceptional Parent Checklist and Student Profile in Spanish  \n􀁸 Screening Information and Permission, both English and Spanish  \n􀁸 Individual Testing Permission, both English and Spanish  \n􀁸 ID Process parent letter, both English and Spanish  \n􀁸 Qualify letter, both English and Spanish  \n􀁸 Non-Qualify letter both English and Spanish  \n􀁸 Monitor and Program letter, both English and Spanish  \n􀁸 Monitor and Program parent permission letter both English and Spanish  \nPreface  \nLike any field, the field of gifted and talented is always growing and changing with new discoveries and insights into the identification and education of gifted children. The following Identification Handbook is meant to be a living document for growth and change over time as new research refines strategies, and active use of formsshows betterprocesses and communications. Its purpose is to assist with bringing consistency in identification practices across the district. It is intended that all of the forms will be in electronic format for ease of use.  \nThe Identification Handbook contents are a compilation of numerous sources. It has been prepared with documents from Colorado Department of Education/Gifted and Talented, Ohio State Department of Gifted and Talented, Colorado North Central Regional School Districts and neighboring district experts. A huge thankyou goes out toall wholet us “borrow” pieces of their work, especially Greeley/Evans School District 6.  \nRationale  \nThe Exceptional Children’s Education Act (ECEA) requires all administrative units (AUs) in Colorado to identify and serve students between the ages of five and twenty-one, and age four in administrative units with Early Access, whose aptitude or competence in abilities, talents, and potential for accomplishment in one or more domains are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Administrative units include: school districts, Charter School Institute (CSI), multi-district administrative units and Boards of Cooperative Educational Services (BOCES) .  \nDefinition  \n\"Gifted and talented children\" mean those persons between the ages of five and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Children under five who are gifted may also be provided with early childhood special educational services.  \nGifted children represent all cultural, ethnic, linguistic and socioeconomic backgroundsand may demonstrateboth gifts and disabilities. Gifted students include gifted students with disabilities (i. e. twice-exceptional) and students with exceptional abilities or potential fro","cbCaid72AeV439Py","https://ap.wps.com/l/cbCaid72AeV439Py","pdf",2763151,54,"English","# Identification Process\n## Preface and Rationale\n## Definition\n## Types of Gifted\n## General Procedures for Identification\n## Collecting a Body of Evidence\n## Student Profile Body of Evidence\n## Assessments\n## Local Norms\n## GT determination\n## Forms/Letters\n## Index","[{\"question\":\"What does the handbook define as gifted and talented children?\",\"answer\":\"It defines gifted and talented children as those whose abilities, talents, and potential for accomplishment are so exceptional that they require special provisions to meet educational programming needs.\"},{\"question\":\"Which age groups are covered under the identification requirements?\",\"answer\":\"The handbook cites identification and service for students between ages five and twenty-one, and age four in administrative units with Early Access.\"},{\"question\":\"What domains can a student be identified in?\",\"answer\":\"ECEA rules specify domains including general or specific cognitive ability, specific academic aptitude, creative ability, leadership ability, and specific talent aptitude in areas such as visual arts, performing arts, musical, dance, or psychomotor abilities.\"}]","Gifted and Talented Identification - Staff Handbook | PDF",1791179880,136]