Matrix of Commonly Used Assessments for Gifted Identification

Office of Gifted Education

The Office of Gifted Education at CDE has developed a resource matrix describing the most common assessments used in Colorado for the purpose of gifted identification. It is important to note that the matrix is intended for informational purposes as CDE does not approve specific identification instruments. An AU must consider the purpose, reliability and validity of a specific test to guide appropriate instrument selection for the purpose of identification. The scope of the assessment should include items to measure exceptional ability and not just grade-level, foundational skills or behaviors. As a general rule of thumb, tests that are based on constructs associated with giftedness and/or normed on samples that include exceptional students working above grade-level are valid for identification. It is recommended to use the latest edition of an assessment.

Cognitive Measures Most cognitive assessments may be used for gifted identification purposes as long as they claim to measure general intellectual ability (“g”) up to three standard deviations above the mean. If they are designed for a smaller range, many gifted children will “top out” on such tests. Also, Administrative Units and gifted educators should make sure that norms for the test are up-to-date. Norms older than 7-10 years do not reflect today’s demographics in their sampling.

Academic or Achievement Measures Achievement tests that may be considered as qualifying evidence contain one or more of the following attributes:  Provides a national percentile ranking (NPR) score from a large, normative sample population within the last 5 – 8 years;  Questions that are adaptive in order to measure above, at or below grade-level abilities;  Items that measure a broad range of skills and standards within a content domain; and/or  Summative assessments that measure the mastery level of content skills/standards.

It is important to note that when identifying a student for a specific academic aptitude without a cognitive score, multiple assessment scores over a period of time are considered valid and reliable data. Examining trends over time, especially for primary students, is important when reviewing qualifying data for a specific academic aptitude identification.

Assessments used for grade-level benchmark screenings, to progress monitor a student’s attainment of a specific standard or diagnose a subject-area deficiency are defined as diagnostic or inventory instruments. Diagnostic assessments or skill inventories measure proficiency of grade-level foundational skills. Although these assessments may include an NPR, diagnostic and inventory assessments are not intended to measure exceptional abilities in a specific content area. Because of this narrow focus, these instruments are not used as qualifying data. An example of this type of assessment might include a diagnostic test to identify a reading deficiency or a skills inventory to measure how rapidly a student can compute math facts.

Matrix of Commonly Used Assessments for Gifted Identification, 2020 2

Formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Formative assessments that are short, periodic and often informal measures of how a student is progressing through a specific lesson or content standard are not used as qualifying evidence.

State assessment data are used to measure student achievement and growth. The performance level of “Exceeds Expectations” is used as qualifying data for gifted identification for specific academic aptitudes in the content areas assessed. Growth or state percentile data are not used for identification purposes. A 95th state percentile is not the same as a 95th national percentile ranking. The state percentile means the student scored at the 95th percentile compared to other students in the state. This percentile may or may not equate to “exceeds expectations” depending on the scaled score for all participating students.

Observation Scales Observation scales are qualitative measures that depend on the observation of and judgment about student behaviors by professionals who deal with the student on a regular basis and/or the student’s parents. Normed observation scales designed specifically to examine behaviors associated through research with giftedness may be used for identification. Observation scales that are designed to diagnose attention deficits and other specific conditions may not be used for identification. Observation scales that are not normed referenced, but provide informative data on exceptional abilities, such as the Kingore Observation Inventory (KOI), may be used as an indicator to move the student to the gifted identification assessment process. An exception to this standard is the use of research-based scales developed for Specific Talent Aptitudes. Talent scales developed through analysis and research of the discipline may be considered as qualifying evidence for dance, music, performing arts and visual arts. Two examples include the observation scales developed by Dr. Haroutounian or the CDE Talent Observation Scales created by content experts.

Identification Resources When selecting nationally normed, standardized instruments for the identification of gifted and talented students, educators should consider the following questions:  What is the purpose for the assessment?  Is the assessment valid for its purpose?  Is the assessment reliable?  Does the assessment measure exceptionality?  What is the age of the assessment?  When was the assessment last normed?  How large was the norming sample?

For additional information on Colorado guidelines for gifted identification, access the Gifted Identification Handbook at: http://www.cde.state.co.us/gt/identification

Matrix of Commonly Used Assessments for Gifted Identification, 2020 3

Cognitive Assessments Assessment Content Age Time Administration Considerations Contact Batería III Measures general 2:0 – 90+ Varies Individually Spanish version of the Houghton Mifflin Harcourt Woodcock intellectual ability depending on administered Woodcock Johnson III Tests of http://www.hmhco.com/c Muñoz and specific test, Cognitive Abilities; Summary lassroom/classroom- (Cognitive) cognitive abilities approximately 5- report available in English and solutions/assessment in Spanish 10 minutes per Spanish speaking test individuals Battelle Developmental Birth to 7:11 Complete BDI-2: Individually Available in Spanish; The BDI-2 Houghton Mifflin Harcourt Developmental assessment for 1-2 hours; administered Spanish can be administered http://www.hmhco.com/c Inventory, early childhood; Screening Test: entirely in Spanish or English, or lassroom/classroom- Second Edition Personal-Social, 10-30 minutes combinations of Structured solutions/assessment (BDI-2) Adaptive, Motor, items, completed by the child in Communication, either language, can be and Cognitive interspersed with the dominant ability language of the adult caregiver Bilingual Verbal Provides measure 5:0 – Adult 30 minutes Individually Assessment available in 17 Houghton Mifflin Harcourt Abilities Test of overall verbal administered languages; Any item that is http://www.hmhco.com/c (BVAT) ability skipped or answered incorrectly lassroom/classroom- is administered in native solutions/assessment language Cognitive Reasoning and K-12 30-60 minutes Group Research studies show Houghton Mifflin Harcourt Abilities Test Full Problem Solving per session administered sensitivity to ELL and minority http://www.hmhco.com/c Battery Form 7 or using verbal, depending on students; The new Form (7) will lassroom/classroom- 8 (CogAT) quantitative, grade level include a Spanish Form solutions/assessment nonverbal symbols Differential Measures verbal, 2:6‐17:11 Core battery 45‐ Individually Spanish supplement available; Pearson Ability Scales‐II nonverbal, and 60 minutes; administered works well http://www.pearsonclinic (DAS-II) spatial reasoning Diagnostic with twice‐exceptional or al.com abilities; potentially twice-exceptional

Matrix of Commonly Used Assessments for Gifted Identification, 2020 4

Assessment Content Age Time Administration Considerations Contact subtests 30 students minutes

Kaufman Various cognitive 3:0-18 25 to 55 minutes Individually More culturally and Pearson Assessment abilities based on (core battery, administered linguistically responsive http://www.pearsonclinic Battery for CHC or Luria Luria model), 35 (although contains verbal al.com Children, Second models to 70 minutes administration items), Edition (KABC-II) (core battery, Administration prompts CHC model) translated into Spanish Kaufman Brief Measures verbal 4:0 -90:0 20 minutes Individually Correct responses in other Pearson Intelligence Test and nonverbal administered languages are accepted, the http://www.pearsonclinic 2nd Edition intelligence Riddles subtest has Spanish al.com (K-BIT2) answers printed on the form for easy scoring Naglieri Screens for K-12 30 minutes Group or Reliable tool for screening Pearson Nonverbal Ability general nonverbal individual individuals from diverse cultural http://www.pearsonasses Test, Second or ability administration and linguistic backgrounds sments.com/learningasses Third sments Edition(NNAT2) (NNAT3) Screening Measures Elementary Each subtest Individual or Prufrock Press Inc, Assessment for aptitude and and Middle requires group http://www.prufrock.com Gifted achievement – School aged approximately administration Elementary and language arts, students 20 minutes Middle School social studies, Students (SAGES math, science, and 2) nonverbal ability Stanford Binet Fluid reasoning, 2 to 85 + Takes Individually Houghton Mifflin Harcourt Intelligence knowledge, years approximately 5 administered http://www.hmhco.com/c Scales, 5th quantitative minutes per lassroom/classroom- Edition (SB 5) reasoning, visual- subtest solutions/assessment spatial processing,

Matrix of Commonly Used Assessments for Gifted Identification, 2020 5

Assessment Content Age Time Administration Considerations Contact and working memory

Test of The TOMAGS K-6 Not timed Individual or *May also be used as a qualifier Prufrock Press Inc, Mathematical measures group for math achievement for http://www.prufrock.com Abilities for students' ability to administration specific academic aptitude and Gifted Students use mathematical count as qualifying evidence for (TOMAGS)* reasoning and a norm-referenced mathematical achievement test. problem solving. Test of Nonverbal General cognitive 6:0 – 89:11 15 to 20 minutes Individually Completely language free or Pearson Intelligence, ability administered also has directions in Spanish, http://www.pearsonclinic Fourth Edition French, German, Chinese al.com (TONI-4)

Universal Measures general 5:0 – 17:11 Depends on Individually Provides an assessment that Houghton Mifflin Harcourt Nonverbal cognitive ability in battery given – administered neutralizes the impact of http://www.hmhco.com/c Intelligence Test a completely 10-45 minutes language on cognitive processes lassroom/classroom- Second Edition nonverbal manner and abilities; Examiners use 8 solutions/assessment (UNIT2) universal hand gestures to explain tasks Wechsler Measures a child’s 6:0 – 16:11 Varies Individually Complimentary subtests can Pearson Intelligence Scale intellectual ability depending on administered also measure academic http://www.pearsonclinic for Children, 5th including visual age, between 1 achievement in reading, writing al.com Edition (WISC-V) spatial and fluid hour and 1.5 and math reasoning hours Wechsler General cognitive 2:6 – 7:3 Core subtests: Individually Pearson Preschool and ability Ages 2:6–3:11, administered http://www.pearsonclinic Primary Scale of 30–45 minutes; al.com Intelligence, 4th Ages 4:0–7:3, 45–60 minutes

Matrix of Commonly Used Assessments for Gifted Identification, 2020 6

Assessment Content Age Time Administration Considerations Contact Edition (WPPSI- IV)

Woodcock Verbal Ability, 2:0 – 90+ BIA testing time Individually Spanish version (see Bateria) Houghton Mifflin Harcourt Johnson Tests of Thinking Ability, – 10-15 minutes administered http://www.hmhco.com/c Cognitive and Cognitive lassroom/classroom- Abilities Fourth Efficiency solutions/assessment Edition

Matrix of Commonly Used Assessments for Gifted Identification, 2020 7

Achievement Tests Assessment Content Age Time Administration Considerations Contact Aprenda: La Reading, Lexile, K-12 Testing time Individual Modeled after Stanford 10. Pearson prueba de logros Math, Language, depends on administration Measures http://www.pearsonclinic en espanol, Spelling, Listening, grade/age or Spanish speaking students’ al.com Tercera edicion Social Science, group. Multiple abilities in (Aprenda 3) Science choice, untimed their native language. Reports are available in English and Spanish ACT Consists of subject High School Actual testing Group The test is offered in English Registration online area tests in: time is 2 hours only. Extended time testing is http://www.act.org/ English, and 55 minutes available only for students with Fee required Mathematics, (plus 30 minutes diagnosed disabilities and is not Reading, Science if taking the ACT available solely on the basis of and optional Plus Writing). limited English proficiency. Writing ACT Aspire Summative 3-High Full battery, 4- Group Vertically articulated, ACT Aspire Summative assessment School 4.5 hours Online or Paper- standards-based assessment https://www.discoveracta Assessment measures math, pencil linked to ACT spire.org/ English, reading, science and writing

Acuity Measures student Grades K‐12 Less than one Group CTB/McGraw‐Hill growth and class period http://www.mheducation. progress within per Performance com/prek- and across grades. Task in 12/platforms/acuity.html English Language Arts and Math

Matrix of Commonly Used Assessments for Gifted Identification, 2020 8

Assessment Content Age Time Administration Considerations Contact Batería III Measures 2 to 90+ Achievement Individual Access to all the tests and Houghton Mifflin Harcourt Woodcock- academic Standard 11 interpretative options of the WJ http://www.hmhco.com/c Muñoz achievement tests (55–65 III® for Spanish dominant lassroom/classroom- (achievement levels of Spanish minutes) individuals solutions/assessment tests) speaking individuals

Colorado Standards-based Grades 3-10 55-80 minutes Group Accommodations available for Colorado Department of Measures of summative per section administered students with IEP, 504 or Education Office of Academic Success assessment of NEP/LEP only, in U.S. 3-years of Assessment (CMAS) English Language less http://www.cde.state.co. Arts (ELA), us/offices/assessmentunit Mathematics, Social Studies and Science Galileo K‐12 K‐8 online test to K‐12 Math, Individual online Assessment Technology Online assess student reading/English Incorporated progress in Language Arts, http://www.ati- reading, math, writing, online.com/ writing science and science. It provides a predictive analysis of student performance. Gates‐ Reading K‐Adult Time varies Group Alternate Forms for pre and Houghton Mifflin Harcourt MacGinitie, depending on administration. post testing http://www.hmhco.com/c Forms S & T level Teacher lassroom/classroom- 4th Edition administered, administered solutions/assessment ranges from 55‐100 minutes

Matrix of Commonly Used Assessments for Gifted Identification, 2020 9

Assessment Content Age Time Administration Considerations Contact iReady Reading and math Grades 2-8 Adaptive and Group *Use the iReady Comprehensive Curriculum Associates Diagnostic* user controlled Online Diagnostic Test covering all http://www.curriculumass Although strands of the content area. ociates.com/products/irea assessment name This test provides qualifying dy/i-ready-standards- states “diagnostic” evidence when the student mastery.aspx this is an adaptive scores at the 95th national test that measures percentile ranking (NPR) or above grade-level above. When identifying a performance and provides a national student for specific academic percentile ranking. aptitude without a qualifying Technology ability test score, look for a enhanced items for trend in qualifying NPR over constructed time. response, open- ended response, and selected response. Iowa Comprehensive K-High Core: 2 hours, 35 Group, online or Spanish language assessment Houghton Mifflin Harcourt Assessments assessment of School minutes paper-pencil Logramos http://www.hmhco.com/c Form E student progress (depending Complete: 3 lassroom/classroom- in major content on content hours, 55 solutions/assessment areas area) minutes

Kaufman Test of Measures Ages 4-6 Pre-K: 30 Individual Pearson Educational academic through 25-0 minutes; Grades http://www.pearsonclinic Achievement, achievement in 1-2: 50 minutes; al.com (KTEA-3) Third reading, math, Grades 3: 80 Edition written and oral minutes language

Matrix of Commonly Used Assessments for Gifted Identification, 2020 10

Assessment Content Age Time Administration Considerations Contact NWEA-Measures Computer Grades 2-12 Untimed, but a Individually Spanish version for Math. If Northwest Evaluation of Academic adaptive interim typical student administered on circumstances necessitate non- Association Progress (MAP) assessment of completes in computer standard accommodations https://www.nwea.org/ Reading, Language under 60 (such as an Individualized Usage and minutes /subject Education Plan, 504 plan, or Mathematics area English for Speakers of Other (additional Languages program), the MAP Science test is test does not preclude districts available) from making those accommodations. PSAT The PSAT Subject Grades 9-11 3 hours; Group Documented disabilities may be The College Board Tests are designed Grade 8 for Assigned dates Colorado PSAT eligible for accommodations National Office to assess Rocky by College Board 10 is https://www.collegeboard academic Mountain administered to .org/?navId=aru-cb readiness for Talent Search all 10th graders college in areas of Grade 10 for for state Reading, Writing state assessment and Math assessment Renaissance Computerized K‐12 20 minutes Individually Standards-based, adaptive Renaissance Learning Learning STAR screening and administered on assessment providing a national https://www.renaissance. Assessments progress the computer percentile ranking com/products/assessment monitoring /star-360/star-reading- assessment of skills/ Reading and Math skills SAT College placement Grades 11-12 3-4 hours Group Documented disabilities may be The College Board test to assess SAT is eligible for accommodations National Office critical reading, administered to 45 Columbus Avenue writing and math all 11th graders New York, NY 10023 for state Phone: 212-713-8000 assessment

Matrix of Commonly Used Assessments for Gifted Identification, 2020 11

Assessment Content Age Time Administration Considerations Contact Stanford 10 Reading, Lexile K‐12 30 minutes per Individual Modifications for LEP students Pearson Measure, subtest, administration report on http://www.pearsonclinic Mathematics, abbreviated or website al.com Language, version also group. Multiple Available in Spanish Spelling, available choice, untimed Listening, Science, Social Science Scantron Online, adaptive Math K-12 Adaptive Group Some items include audio Scantron Performance assessment to Reading K-12 20 – 60 minutes support http://www.scantron.com Series measure LA 2-8 / achievement and Science 2-8 growth in reading and math TerraNova, 3rd Reading, Math, K‐12 (some Time depends Group or SUPERA is the Spanish version DRC Assessment Solutions Edition Language, subject areas on subject Individual. of the http://www.datarecogniti Science, are not and grade level, Teacher TerraNova series of oncorp.com/Pages/defaul Social Studies available for time limits administered assessments t.aspx all apply grade levels)

Test of Early Measures Ages 3-0 40 minutes Individual Studies included show the PRO-ED, Inc., 8700 Shoal Mathematics mathematics through 8-11 absence of bias based on http://www.proedinc.com Ability-Third performance in gender and ethnicity /customer/default.aspx Edition (TEMA) multiple domains

Matrix of Commonly Used Assessments for Gifted Identification, 2020 12

Assessment Content Age Time Administration Considerations Contact Test of Early Assesses mastery Ages 3-6 30 minutes Individual Studies included show the PRO-ED, Inc., 8700 Shoal Reading Ability- of early through 8-6 absence of bias based on http://www.proedinc.com Third Edition developing gender and ethnicity /customer/default.aspx (TERA-3) reading skills

Test of Early Two subtests Ages 4-0 30-50 minutes Individual Characteristics of the normative PRO-ED, Inc., 8700 Shoal Written Language measure Basic through 11- group correspond to those for http://www.proedinc.com (TEWL-3) Writing and 11 the 2010 census data relative to /customer/default.aspx Contextual geographic region, gender, Writing ethnicity, Hispanic status, household income, educational attainment of parents, and exceptionality status. Test of Language Measures Ages 4-0 30 -60 minutes Individual PRO-ED, Inc., 8700 Shoal Development semantics and through 8-11 http://www.proedinc.com Primary Edition grammar; (Primary) /customer/default.aspx and Intermediate listening, Ages 8-0 Edition (TOLD- organizing, through 17- P:4) speaking; and 11 (Inter. overall language Edition) ability - Specifically designed to identify students who are significantly below their age range in development and to progress monitor remedial instruction

Matrix of Commonly Used Assessments for Gifted Identification, 2020 13

Assessment Content Age Time Administration Considerations Contact Test of Reading Measures word Ages 7-0 45 minutes or Individual PRO-ED, Inc., 8700 Shoal Comprehension identification and through 17- less http://www.proedinc.com (TORC-4) contextual 11 /customer/default.aspx meaning - Specifically designed to identify students who are significantly below their age range in development and to progress monitor remedial instruction Wechsler Paper and pencil PreK through Varies by grade Individual or Pearson Individual or online grade 12, level and group http://www.pearsonclinic Achievement Test achievement test and for ages number of al.com - Third Edition identifies 4:0–50:11 subtests academic administered strengths and weaknesses in 16 subtests Woodcock- Standard Battery Ages 2 to 90+ Varies, about 5 Individual Houghton Mifflin Harcourt Johnson - IV measures reading, minutes per test http://www.hmhco.com/c writing and math, lassroom/classroom- the Extended solutions/assessment Battery includes reading, writing, math, science and social studies

Matrix of Commonly Used Assessments for Gifted Identification, 2020 14

Norm-referenced Observation Scales Assessment Content Age Time Administration Considerations Contact Gifted Evaluation Scales measure 5:0-18:0 15 minutes Teacher rating Hawthorne Educational Scale, 3rd Edition intellect, form Services, Inc, (GES-3) creativity, specific https://www.hawthorne- academic ed.com/pages/gifted/g1.h aptitude, tml leadership ability, and performing and visual arts – the motivation scale is optional Gifted Rating Scales designed GRS-P: 4:0 5-10 minutes Teacher rating Pearson Scales (GRS) measure general through 6:11 form http://www.pearsonclinic intellectual ability, years GRS-S: al.com language arts, 6:0 through mathematics, 13:11 years science, social studies, creativity; and leadership. Scales for Home Rating Scale Ages 5 Home Rating Spanish version available Prufrock Press Inc, Identifying Gifted and School Rating through 18 Scale and http://www.prufrock.com Students (SIGS) Scale work Teacher Rating together to Form measure general intellectual ability, language arts, mathematics, science, social studies, creativity, and leadership.

Matrix of Commonly Used Assessments for Gifted Identification, 2020 15

Research-based Performance Observation Scales for Talent Areas Assessment Content Age Time Administration Considerations Contact CDE Performance Dance, Music, K - 12 45 minutes – Juried The CDE assessment protocols Office of Gifted Education Assessments for Performing Arts one hour performance may be used as qualifying website for Talent ID Dance, Music, and Visual Arts evidence. Experts complete the https://www.cde.state.co. Performing Arts CDE Talent rubrics to evaluate a us/gt/talentpath and Visual Arts performance. Arts Talent ID by Dance, music, K - 12 15 – 30 minutes Completed by a The person who complete the Royal Fireworks Press Dr. Haroutounian performing arts person scale needs to have a https://www.rfwp.com/ and visual arts knowledgeable sophisticated understanding of of the content the arts. area who works directly with the student

Matrix of Commonly Used Assessments for Gifted Identification, 2020 16

Norm-referenced Assessments for Talent Aptitudes Assessment Content Age Time Administration Considerations Contact Musical Aptitude Seven Grades 4 - 12 The entire test Individual or The test is hand scored and GIA Publications Test components: takes about 3.5 group must have a CD player. https://www.giamusic.co tonal imagery hours to m/products/P- (melody and administer (each musicaptitudeprofile.cfm harmony), rhythm battery takes imagery (tempo about 50 and meter), and minutes) musical sensitivity (phrasing, balance, and style). Profile of Measure of Ages 5 – 30 – 40 minutes Individual or Home rating scale is available PRO-ED, Inc., 8700 Shoal Creative Abilities creative ability 14:11 group Two subtests measure two http://www.proedinc.com (PCA) aspects of divergent production /customer/default.aspx

Torrance Tests of Overall measure K-Adult 30 - 45 minutes Individually The Figural TTCT is available in Scholastic Testing Services Creative Thinking of creativity; depending on administered Spanish http://ststesting.com/ (TTCT) Figural and Verbal test Available in Spanish tests - examinees reflect on their life experiences

Matrix of Commonly Used Assessments for Gifted Identification, 2020 17

Other supportive resources, but cannot be used as qualifying data Assessment Content Age Time Administration Considerations Contact HOPE Teacher Teacher K-12 5 – 10 minutes Paper-pencil or Helpful information for Prufrock Press Rating Scale nomination (more if hand Online screening students to move https://www.prufrock.co instrument with scoring) forward for gifted assessment. m/Default.aspx 11 items that Data may be helpful for measure academic nominating students from and underrepresented populations, social/affective but are not used to qualify for components of formal identification. giftedness. Invariant when used to identify students from low-income and culturally diverse families. Kingore Identifies GT K‐8 Time depends Group Has been used in the US, Professional Associates Observation behaviors in on curriculum administration Canada, Australia, Publishing, Inventory students and usage by (integrated into and Mexico to find students http://www.kingore.com/ 2nd Edition (KOI) provides teacher school with potential differentiation curriculum, instruction to classroom teachers to activities, properly educate literature their GT activities) students Renzulli Hartman 14 scales identify Grades 3‐12 15‐30 minutes Teacher rating Prufrock Press, Scales for students strengths form http://www.prufrock.com Rating the in all academic / Behavior and social learning Characteristics of areas Superior Students

Matrix of Commonly Used Assessments for Gifted Identification, 2020 18

Assessment Content Age Time Administration Considerations Contact Slocumb‐Payne Allows teachers to K‐12 Teacher rating This tool is designed to be used aha! Process, Inc. Teacher rate their form with students in low socio‐ http://www.ahaprocess.c Peceptions perceptions of a economic populations. om/ Inventory student, both positive and negative attributes. TAB (Traits, Teacher Individually http://rda.aps.edu/RDADE Aptitude, observation rating completed V/SAT/docs/G04_Traits_a Behavior) tool for for each student ptitudes_behavior_teache Dr. Mary M. observing core rs.pdf Frasier attributes of giftedness USTARS~Plus, A student K‐3, but may To be used Observations This tool is designed to be used Council for Exceptional TOPS (Teacher's observation tool be used systematically recorded with students in underserved Children Observation of to assist at upper over 3‐6 for all initially populations. https://www.cec.sped.org Potential in teachers in elementary weeks by all and then /Special-Ed- Students) recognizing grades. teachers continued for Topics/Specialty- children with observing all those Areas/Gifted/U-STARS- outstanding students. students as PLUS potential needed, based on gifted potential.