Outside Test Data

Any assessments approved by the GaDOE may be considered for gifted eligibility if the following applies: less than 2 years old and administered by a certified school-based educator or a school-based psychologist.  Assessments administered by a private-practice psychologist can be considered as part of the body of evidence but cannot be a reported score in any of the 4 criteria areas for determining gifted eligibility.

Likewise, assessments administered by a private-practice psychologist can be considered as part of the body of evidence for purposes of whole grade and/or content acceleration but cannot be a reported score used for final whole grade and/or content acceleration determination.

Test Preparation

Gifted eligibility assessments measure four different areas of a student’s abilities: mental ability, achievement, motivation, and creativity. Only one of these areas, achievement, is the actual result of content learned and measured in the school setting.  The other three areas are typically innate abilities and traits that a student possesses at varying levels. If your child has been referred, and you have been notified by the school that eligibility testing will take place, the best preparation available is to make sure your child gets a good night’s rest on the nights prior to testing and a good high-protein breakfast on the days of testing prior to coming to school.  You should also encourage perseverance, but not to the point of inducing stress.

Score Validity Period

Gifted eligibility scores are valid and applicable for two full years after administration.  Students with valid scores will not be re-tested prior to the end of the validity period.

Gifted Education Curriculum Overview

Curricula for gifted education learners must incorporate the SBOE approved curriculum. Local BOE curricula for gifted students shall focus on developing cognitive learning, research and reference, and metacognitive skills at each grade grouping using principles of differentiation. 

Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2011). The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum (Hall, 2011). 

A differentiated curriculum for gifted learners includes the following expectations: 

Content: Complex and challenging subject matter that:  

• Requires intellectual struggle 
• Utilizes primary documents  
• Integrates research skills and methods 
• Incorporates relevant and real-life experiences 
• Integrates interdisciplinary connections 

Process: Instructional strategies are designed to:  

• Emphasize higher-order thinking, problem-solving and communications skills  
• Foster self-initiated and self-directed learning  
• Promote creative application of ideas  
• Model and encourage academic discussion 

Product: Gifted student products should demonstrate a developmentally appropriate capacity for:  

• Self-directed learning  
• Meaningful collaboration  Effective problem-solving of challenging and complex issues 
• Effective communication  
• Social and emotional understanding of self relative to community, culture, and physical environment 

Environmental: Physical setting and work conditions to:  

• Change the actual place where students work 
• Allow flexible time 
• Provide opportunities for independent study and in-depth research 
• Provide opportunities for mentorship 

Assessment: Gifted learners need various methods and opportunities to document mastery of the curriculum, such as:  

• Pre/post tests  
• Self assessment through rubrics  
• Creation of goal-based checklists  
• Conferencing, commentary, and qualitative feedback (Cobb, 2012) 

Resources