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still creeps into evaluation. These concerns are valid and must be acknowledged. Yet,
this proposal focuses not just on more data but on better data rooted in community
context and inclusive of diverse forms of intelligence.
Additionally, stakeholder buy-in is crucial. Families, educators, and administrators
must understand and support the shift toward equity. Transparent communication
and consistent professional development will ease the transition and ensure fidelity
to the new model.

Implementation Plan and Process Overview
The recommended process (see Table 2) would include seven steps and involve
varied measures and tools, culminating in consideration of a full matrix of qualifiers
(see Figure 2).

Table 2
Visual Overview of Steps in Implementing an Equity-Based Identification System

Step Action Tools/Instruments

1 Universal Screening in 2nd, 4th, i-Ready (Reading & Math)
6th Grades

2 Local Norm Filtering (Top 5%) Site-based Demographic
Comparison
3 Teacher Nomination (Structured) HOPE Scale, GRS

4 Cognitive Testing CogAT

5 Achievement Testing Academic Measures
(district-approved)

6 Holistic Review Cultural, Linguistic, and OTL
Considerations

7 Matrix-Based Decision Weighted Matrix (can create
unintentional bias)

Notes. i-Ready diagnostic assessments in reading and mathematics (see: https://www.
curriculumassociates.com/programs/i-ready-assessment/diagnostic).

HOPE Teacher Rating Scale (https://www.routledge.com), which includes 11 items that help
teachers identify academic and social components of giftedness.

Gifted Rating Scale (GRS) is similar to the HOPE scale and can be used by both educators and
parents to help identify children who may benefit from gifted services.
Cognitive Abilities Test (CogAT) assesses students’ verbal, quantitative, and nonverbal reasoning
and problem-solving abilities (see https://riversideinsights.com/cognitive_abilities_test).

OTL is an acronym for “opportunity-to-learn.”

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