(a)

1. (1) The purpose of careful and comprehensive identification procedures is to find and serve as many students as possible who need special programs to develop their exceptional abilities.
2. (2) It is important to identify students with potential for outstanding achievement.
3. (3) The emphasis in identification should be on student need for qualitatively differentiated educational services beyond what is provided through the classroom curriculum.

(b)

1. (1) A comprehensive identification plan should be based on the:

   1. (A) Best available research; and
   2. (B) Recommendations of experts in the field.
2. (2) It must take into account the local student population and should ensure inclusion of potentially gifted and talented students from all cultural and economic backgrounds.

3. (3) The list of nominated students must be representative of the entire student population in terms of:

   1. (A) Race;
   2. (B) Sex; and
   3. (C) Economic status.

(c) Each district’s written identification procedures must include the following:

1. (1) Students must be identified as gifted and talented according to this part;

2. (2) A process to:

   1. (A) Explain the nomination procedure; and
   2. (B) Seek nominations from:

(i) Parents;

1. (ii) School personnel;

   1. (iii) Students; and

      1. (iv) Community members;

2. (3)

   1. (A) An identification committee of at least five (5) members, made up of professional educators, chaired by a trained specialist in gifted education.

   2. (B) This committee can be:

      1. (i) Per-campus within the district; and/or
      2. (ii) District-level with representatives at each campus;

3. (4) Provision for:

   1. (A) Review of school records of nominated students; and
   2. (B) The gathering and compilation of additional data where needed;

4. (5) Parental consent in writing should be obtained:

   1. (A) After a referral for the gifted program is made; and
   2. (B) Before evaluation/assessment proceeds;
5. (6) Assurance of confidentiality of records;
6. (7) A policy for placement decisions based on multi-criteria including both objective and subjective data, with the stipulation that no single criterion or cutoff score is used to include or exclude a student;
7. (8) Use of at least two (2) objective and two (2) subjective measures, one (1) of which must assess creativity, chosen from the following: OBJECTIVE SUBJECTIVE Standardized mental ability test Behavioral checklists (Parent Standardized achievement test and/or teacher) Test of creative ability Rating Scales Evaluations of products Student interviews Biographical inventories Grades Auditions;
8. (9) Assurance that procedures are nondiscriminatory;
9. (10) Provision that educationally useful, student-specific information obtained in the identification process is communicated to the appropriate instructional staff;

10. (11) A process by which parents:

    1. (A) Are informed of placement decisions;
    2. (B) Give permission for their child to participate; and
    3. (C) Have the opportunity to appeal a decision with which they disagree; and

11. (12) Provisions for continuous evaluation of the identification process:

    1. (A) Opportunity for consideration for placement at any time;
    2. (B) Annual review of students’ placement;
    3. (C) Policies for exit from a program;

    4. (D) Maintenance of records of placement decisions and data on all nominated students for:

       1. (i) A minimum of five (5) years; or
       2. (ii) As long as needed for educational decisions; and

    5. (E) Appropriate, confidential destruction of records at the end of at least five (5) years.

       1. (d) Standards. STANDARD EVIDENCE VERIFYING COMPLIANCE
12. (1) The process for identifying Copy of written procedures students has several stages.
13. (2) Identification procedures are Copy of written procedures clearly stated, uniformly implemented, and communicated to the entire school staff.
14. (3) A committee of at least five List of members members chaired by a trained specialist in gifted education and including administrators, teachers, and/or counselors collects and analyzes data, maintains appropriate records, and makes professional decisions on placement of students. This committee can be per campus within the district and/or district level with representatives of each campus involved.
15. (4) The identification process List of instruments and yields information obtained procedures for use through a variety of procedures and from multiple independent sources.
16. (5) Student placement decisions Copy of written procedures and are based on multiple criteria. data on nominated students No single criterion or cut-off score is used to include or exclude a student.
17. (6) Procedures used in the List of procedures identification process are non-discriminatory with respect to race, cultural or economic background, religion, national origin, sex, or handicapping condition.
18. (7) Instructionally useful Copy of procedures for information about individual students dissemination of information obtained during the identification process is communicated to the instructional staff regardless of final placement decisions.
19. (8) Written identification and Copies of consent forms placement procedures include Written appeals procedures parental involvement.
20. (9) Identification of gifted/talented Copy of written procedures students is an ongoing process Records of placement extending from school entry through grade 12.