To ensure procedures are consistent across the region and reflect our target to identify students in traditionally underserved populations and from all categories of outstanding potential, all districts agree to meet the following standards for identification.

Districts may have their own identification procedures and processes customized for their particular stakeholder groups. All districts are encouraged to maintain a website with information about gifted education identification processes and/or to provide a link to the BOCES Gifted Education website.

Identification Process

Referral Procedures and Sources of Referrals:

Students may be identified through Professional Learning Communities (PLC), a universal Response to Intervention (RtI) screening process and/or oral or written referral from classroom teacher, administrator, community member, parent or student at any time during the school year.




• Screening Procedures and Tools used for Grade Level Screening:

All districts will screen all students at one or more grade level using behavioral inventories/checklists, the Naglieri (NNAT), Cognitive Abilities Test (CoGAT) and/or Torrance Test of Creative Thinking, depending on the population in the district. Districts should also develop a talent pool for identifying students with potential who may benefit from enhanced programming options in the regular classroom.

• Primary Tools for Identification and Description of the Required Body of Evidence

Quantitative and qualitative data comprise the body of evidence. A body of evidence, organized on the SJBOCES or district Student Profile, may include but is not limited to behavioral checklists, grade level screening data, formal and informal classroom and district assessments, portfolio documentation, parent and teacher checklists, student self-assessments, and anecdotal records. All districts will use a team approach to review student evidence. The team determines if a student requires additional testing. Both qualitative and quantitative data is required and considered. Available testing materials include the Torrance, Test of Creative Thinking, CoGAT, NNAT and in rare cases, the WISC III, administered by a School Psychologist.


The Student Profile has space to collect data in four areas: Characteristics & Behavior, Intellectual Ability, Demonstrated Performance, and Achievement. It also includes an area for “special considerations”. Some students may have unique needs such as English as a Second Language , Special Education, 504, Twice Exceptional, and those students who may have limited experiences due to culture or poverty. Students must achieve at or above the ninety-fifth percentile on a standardized test in their area(s) of exceptionality. Some students may have such strong evidence of superior abilities that further testing is unnecessary (such as the case in students with strengths in the performing and/or visual arts or psychomotor areas.) These students require evidence of ability and growth on a rubric in their area of strength.




• Review Team Procedures:

Students considered for identification are brought to the attention of the Gifted Student Support Team/Intervention Team or Child Study Team at the Tier I Level. (Districts have various names for their review committee.) Universal interventions for advanced learners are implemented and monitored. These include strategies such as differentiated curriculum, instruction and assessment, vertical progression on skill continuums, flexible pacing, pre-assessment, and independent projects.

If progress monitoring indicates that more intensive interventions are required, the Gifted Student Support/Intervention Team or Child Study Team, under the guidance of the gifted education facilitator or school psychologist, will meet and discuss student needs. During this meeting the "body of evidence" is reviewed and organized on the SJBOCES or district Student Profile document. A student may be formally identified at this point in time or a decision may be made to continue to monitor the student over time. These students may make up the district “talent pool” and these students are monitored, but do not require the development of an Advanced Learning Plan.

Identification Communication Standards

Equal and equitable access to identification:

All parents are notified in advance of grade level screenings, are made aware of identification procedures, how outcome information will be communicated, and appeals process.

Parent engagement in the identification process, notification of determination, and development and review of the student’s ALP:

Districts will communicate with parents so they are aware and are offered an option to participate, in the gifted identification process.

Before any additional testing begins parents are notified and permission for further testing is obtained in writing.

Parent checklists are completed in the home language.

Once written parent permission is received, the formal process does not take more than 30 days so parents and educators may be kept informed and involved. Possible decisions communicated to parents and teachers in person and/or in writing are:

To flag a student as gifted in one or more areas, identify strengths and interests, collaborate with classroom teachers, parents and the students, design an Advanced Learning Plan and begin gifted education programming;

Delay identification indefinitely in order to gather more documentation through progress-monitoring over time and place student in a “talent pool” or,

Decide that there is insufficient evidence that the student has outstanding strengths requiring gifted education programming. Should a student not be identified, collaborative discussion and planning need to occur to identify classroom programming modifications for student strength/interest area(s).

Parents are notified of the decision of the Gifted Student Support Team/Intervention Team in a timely manner. Districts are strongly encouraged to include parents at all meetings during the formal identification process.

If a student is identified, an ALP is written at the time of placement. This plan includes a description of programming designed to meet the student’s identified strengths and interests. Parents are given an opportunity for input during the development and annual review of the plan. This plan must be reviewed at least annually with parents (and students when appropriate) and a signature page is kept on file. Districts are strongly encouraged to include parents at all meetings during the development and on-going review of the ALP.

It is recommended that individual student need for special programming, strengths and interests be reviewed by a committee every three years (or at transitions) and prior to I-CAP development. Special programming may include content or grade level acceleration, concurrent enrollment and other post-secondary options.

Equal and Equitable Access:

Special considerations are necessary when identifying students from less-represented groups. The SJBOCES has assembled examples and posted them on the web site for parent and teacher review when considering eligibility of students from poverty, those with high mobility rates, linguistically and culturally diverse learners, underachieving gifted learners, visual-spatial learners, and twice-exceptional learners.