ABSTRACT
In assessing gifted students for identification purposes, authors need to be aware of three levels of concern. One such level of concern is the screening level, where both verbal and nonverbal measures should be considered to ensure that a wide net of possible candidates is procured. Use of a teacher rating scale at this stage also may be desirable. Any tool may include students in a pool for further assessment, and the score on any of these measures does not exclude them. The program level should represent a multidimensional approach to ensuring that all gifted learners are appropriately served within the school system. The curriculum level of planning requires a framework of goals and learner outcomes to be developed that addresses the aspects of differentiation required for these learners in key areas of the curriculum.
