Middle School Components

Components of the Gifted and Talented Identification Process in Middle Schools

How are students identified for Middle School GT Services?

 

Individual Student Profile

Identification is based on multiple data points compiled into an Individual Student Profile for each nominated student.  All data in each of the following areas are rated as strong, moderate, or weak evidence that gifted education services are needed or appropriate.

Multiple Date Points:

The middle school student profile contains the same variety of data points as the elementary profile with age-appropriate additions and substitutions.

  • Teacher Observation Checklist - includes characteristics of gifted students as seen by the teacher
  • Parent/Guardian Observation Checklist - includes characteristics of gifted students as seen by the parent
  • Student Observation Checklist - includes characteristics of gifted students as seen by student
  • Academic placement for content (honors/academic)
  • Content specific checklists - observations from teachers on content specific behaviors of gifted students
  • Production data - work samples provided by teacher and/or parent
  • Cognitive Ability Test (CogAT)
  • Maryland School Assessment and/or PARCC Assessment - achievement tests taken by all middle school students
  • SRI assessment for reading
  • Summative assessment for ELA and/or mathematics
  • Report card grades and work habits

Possible Recommendations:

Once all of the data has been reviewed by the Gifted and Talented Referral and Review Team, one or more of the following recommendations are made in order to differentiate instruction.

  • ELA/Mathematics enrichment intervention services provided by GT resource teacher
  • No Gifted and Talented interventions needed at this time.   

 

Gifted and Talented Services in the Middle Schools

In the middle school level, accelerated courses are offered at each site to select students. Within each course, students are required to use higher level thinking skills and be more independent, creative, and extensive in the pursuit of topics and concepts. The differentiation is achieved by modifying the content selected, the process emphasized, and the product developed. The accelerated courses differ in at least four ways: rate, depth, breadth, and methodology. In addition, information/professional development on differentiation for gifted and talented/highly able students is a continued system focus.