(Retrieved from: https://www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals)

Because gifted children are so diverse, not all exhibit all characteristics all of the time. However, there are common characteristics that many gifted individuals share:

• Unusual alertness, even in infancy
• Rapid learner; puts thoughts together quickly
• Excellent memory
• Unusually large vocabulary and complex sentence structure for age
• Advanced comprehension of word nuances, metaphors and abstract ideas
• Enjoys solving problems, especially with numbers and puzzles
• Often self-taught reading and writing skills as preschooler
• Deep, intense feelings and reactions
• Highly sensitive
• Thinking is abstract, complex, logical, and insightful
• Idealism and sense of justice at early age
• Concern with social and political issues and injustices
• Longer attention span and intense concentration
• Preoccupied with own thoughts—daydreamer
• Learn basic skills quickly and with little practice
• Asks probing questions
• Wide range of interests (or extreme focus in one area)
• Highly developed curiosity
• Interest in experimenting and doing things differently
• Puts idea or things together that are not typical
• Keen and/or unusual sense of humor
• Desire to organize people/things through games or complex schemas
• Vivid imaginations (and imaginary playmates when in preschool)

(Retrieved from:https://www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals/traits)

No gifted individual is exactly the same, each with his own unique patterns and traits. There are many traits that gifted individuals have in common, but no gifted learner exhibits traits in every area. This list of traits may help you better understand whether or not your child is gifted.

All gifted assessments in the Fayette County School District adhere to the rules and regulations established by the Georgia Department of Education. There are three steps in the process of identification and placement of students into the gifted program: referral, assessment, and determination of eligibility.

Referral 

The referral process is the first step of the gifted services eligibility process. A referral may come from teachers, parents, students, or as the result of system-wide testing. To refer a student for gifted testing, complete an Observation Notes Sheet for Gifted Referral and return it to the teacher of the gifted at the student’s assigned school.

Assessment 

Students are assessed in four areas: mental ability, achievement, creativity, and motivation. Instruments include nationally normed tests, rating scales, and other approved measures. All assessments comply with state rules and regulations. Once the assessment is completed, the data is evaluated for determination of eligibility.

Determination of Eligibility

Eligibility may be established in one of two ways:

• Option A: The student must meet eligibility requirements in both Mental Abilities and Achievement:

  • Mental Ability: 99th percentile (K-2) or 96th percentile (3-12) on a standardized test of mental ability - Composite Score only 
  • Achievement: 90th percentile in total battery, total reading, or total math section of a standardized achievement battery

• Option B: The student must meet eligibility requirements in three of the four following areas: 

  • Mental Ability: 96th percentile on a standardized test of mental ability –approved component or composite score
  • Achievement: 90th percentile in total battery, total reading, or total math section of a standardized achievement battery 
  • Creativity: 90th percentile / 90 percent on a creativity assessment or rating scale
  • Motivation: 90th percentile / 90 percent on a motivation evaluation or rating scale, OR for grades 7-12 only, a GPA equivalent to a 3.5 on a 4.0 scale

Georgia Department of Education 

Rule 160-4-2-.38 Education Programs for Gifted Students 

Evaluation and Eligibility Chart 

• In options A and B, information shall be gathered in each of the four categories. 

• At least one of the criteria must be met by a score on a GaDOE approved nationally normed reference test.  

• Any data used to establish eligibility in one category shall not be used to establish eligibility in another category.  

• If a rating scale is used to evaluate creativity, a rating scale shall not be used to evaluate motivation. If a rating scale is used to evaluate motivation, a rating scale shall not be used to evaluate creativity.  

• Any piece of information used to establish eligibility shall be current within two years.  

• Local school systems must establish policies in regards to the use of data gathered and analyzed by private entities.

Identification of gifted students shall be nondiscriminatory with respect to race, religion, national origin, gender, disabilities, or economic background.

• In-State Transfers: Any student who meets the eligibility criteria for gifted education services in Georgia is considered eligible to receive gifted education services in Fayette  County upon verification of records. 

• Out-of-State Transfers: There is no mandated reciprocity between states for gifted eligibility. Outside data must be considered when determining eligibility but does not automatically supplant school-generated data.

Evaluation for Gifted will only be completed on students enrolled in and attending a Fayette County School. Private testing will not be considered for gifted placement; however, it might be used to refer a student for gifted testing.

All schools may not offer all the options listed below - contact your local school for more information on course offerings and placement requirements.

In grades K-5, gifted students are served in a resource model, either for a full day or each day for an instructional block. The resource program features an interdisciplinary exploration built on significant thematic issues and the investigation of complex questions.  Student tasks require critical thinking and problem solving, and the development of advanced research and communication skills. When not receiving resource services, gifted students receive differentiated instruction geared to challenge their specific instructional needs. 

In grades 6—12, gifted students study in specific academic areas of interest and expertise. All gifted classes are taught by teachers who are specialists in their thinking skills. In some cases, summer reading is also a required part of the program.

A student’s performance in all gifted classes is reviewed at the end of each semester, earlier if difficulties become evident. Continuation requires a student to meet criteria-specific performance requirements in classes for the gifted, as evidenced by participation, completion of assignments, and the maintenance of an average of 80 or better in each gifted class and/or a 70 or better in each Advanced Placement or accelerated math class. 

If a student fails to meet the performance requirements in a gifted class, the student will be placed on gifted probation the following semester for that department’s gifted courses. Failure to meet the performance requirements in the same academic area for two consecutive semesters will result in the student being declared ineligible for gifted courses from that department for the entirety of the following semester and placed in a non-gifted core course in the same academic area. The student may regain gifted placement in that department after meeting all continuation requirements. Re-entry may occur only at the beginning of the next 18-week semester. The student is allowed to remain in all other gifted classes as long as all continuation requirements are met.

Parents are notified in writing at the end of each semester of changes in placement status.