ABSTRACT
The purpose of student identification is to identify students for a specific program or intervention. The first thing to consider is the role of identification. Formalized assessment, consisting of the administration of objective intelligence tests, achievement tests, or other related measures, was required in order to identify the gifted. The fundamental nature of the identification process in advanced academics is that it is predictive. The goal of the assessment is to predict success in a program rather than to attach a label to a student. The most common alternative to formalized identification is open enrollment or self-identification. This chapter presents an example that highlights how a system might work in a real school. It draws the connections between advanced academics and the Response to Intervention model. The chapter discusses the concept of potential risk and how to weigh it.
