Gifted Education Program Referral

Gifted Education Program Referral
To refer a student for the Baird Gifted Education Program, please complete this form by Friday, December 13, 2024.

Characteristics of Bright Children vs. Gifted Learners:

Bright Child

Gifted Learner

What is your relationship to the child being referred for evaluation?*

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Characteristics of Gifted Children
Verbal Proficiency	large vocabulary expressive voice reader from a young age
Abstract Thinking	problem solver high level of conceptual understanding enjoys intellectual activity
Intellectual Curiosity	interest in a wide range of things willingness to think complexly persistent in setting and accomplishing goals
Retaining Information	intense attention easily retains information applies information long attention span
Independent Goal Directed	pursues individual interests self-motivated finishes class work quickly drawn to challenges
Critical Thinking	excellent in analyzing strengths and weaknesses self-critical inquisitive
Sensitivity/Intuition	high level of awareness in current issues concerned with justice observant emotional
Creative	inventive generates unique ideas (originality) generates multiple ideas (fluency) generates different ideas (flexibility) generates detailed ideas (elaborates)
Versatile	different interests and abilities many hobbies

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Student's Name:*

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Student's Grade Level:*
Name of Student's Parent(s)/Guardian(s):*

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Student's Address*
Please briefly explain why you believe that the academic needs of this student would best be met by inclusion in the Gifted Education Program. You will have an opportunity to complete an evaluation providing additional information later.*

	Seldom or Never	Occasionally	Most of the Time	All of the time
Imagine things to be different than the way they actually are. “Wonders what if?” or “What would happen if?”
Has self-stimulated curiosity; shows independence in trying to learn more about something.
Chooses difficult problems over simple ones.
Adapts readily to new situations; flexible in thought and action; not disturbed if the normal routine is changed.
Organizes and brings structure to things, people and situations.

	Seldom or Never	Occasionally	Most of the Time	All of the time
Uses unique and unusual ways to solve problems.
Displays a great deal of curiosity about many things, often going beyond known or conventional limits.
Possesses a large storehouse of information about a variety of topics beyond the usual interests of this age.
Reasons things out, thinks clearly, and comprehends meaning.
Possesses the interest of an older child or adult in games and reading.

	Seldom or Never	Occasionally	Most of the Time	All of the time
Is alert and keenly observant and responds quickly.
Strives toward perfection, is self-critical, is not easily satisfied with own speed or products.
Makes generalizations and draws conclusions that summarize complex information easily.
Can perform more difficult mental tasks than peers.
Tends to direct others in activities.

	Seldom or Never	Occasionally	Most of the Time	All of the time
Is able to work through frustration and maintain focus.
Sees flaws in things, including own work, and can suggest better ways to do a job or reach an objective.
Has many different ways of solving problems.
Challenges authority when sense of justice is offended, structures alternative approaches.
Displays a mature sense of humor.
Has unusually advanced vocabulary for age level, uses terms in a meaningful way.

Teacher Referral