Formal test results as indicators of ability and aptitude (standardized cognitive assessment.information forms (self, peer, parent, teacher).checklists and inventories of characteristics of gifted children.observation of classroom performance, cumulative school history and student portfolios.Multiple criteria from the following should be used to establish entry into services for gifted students: Identification procedures should include both subjective and objective measures of general intellectual ability, creativity and the personal characteristics of gifted learners. curriculum compacting/telescoping/tiered assignments and other differentiation strategies. ![]() The well-established district professional development program, SHARP (students of High Ability in the Regular Ability in the Regular Program) focuses on cluster groupings in participating elementary and middle schools
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