IDENTIFICATION OF

CHILDREN WHO ARE

GIFTED IN MUSIC

Implementation
Handbook
For Educators

Columbus, Ohio

July, 2009

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OHIO DEPARTMENT OF EDUCATION CONTRIBUTING STAFF
Eric Calvert, Consultant, Office for Exceptional Children
David Ehle, Consultant, Office for Exceptional Children
Jeanie Goertz, Consultant, Office for Exceptional Children
Ray Lowther, Arts Consultant, Office of Curriculum and Instruction
Stephanie Metzger, Assistant Director, Office for Exceptional Children
Nancy Pistone, Arts Consultant, Office of Curriculum and Instruction

CONTRIBUTING EDUCATORS
Susan Amidon, Westerville City School District
Gary DeVault, Tri-County Educational Service Center
Susan Faulkner, Educational Consultant
Janet Fedorenko, Principal, Hanby Arts Magnet School
Donna Ford, The Ohio State University
Sue Heckler, West Carrollton City School District
Mary Landrum, Kent State University
Roberta Newcomer, Music Consultant
Lea Pearson, Ohio Alliance for Arts Education
Jane Piirto, Ashland University
Carol Robinson, Warren County Educational Service Center
Rachel Smethers-Winters, Portage County Educational Service Center
Ann Winer, Portage County Educational Service Center
Susan Witten, Franklin County Educational Service Center

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 Table of Contents

Table of Contents ...................................................................................................................................... 3

Introduction............................................................................................................................................... 4
Related Ohio Law and Rule ...................................................................................................................... 4
Overview of Screening and Identification Procedures in Music .............................................................. 6
Sample Identification Process Decision Flowchart – Part 1 ..................................................................... 7
Sample Identification Process Decision Flowchart – Part 2 ..................................................................... 8
Nomination Component............................................................................................................................ 9
Visual and Performing Arts Nomination Form .................................................................................. 10
Behavioral Checklist Component ........................................................................................................... 11
Approved Behavioral Checklists and Cutoff Scores .......................................................................... 11
Performance Evaluation Component ...................................................................................................... 12
Identification Criteria.......................................................................................................................... 12
Definitions of Rubric Criteria ............................................................................................................. 13
Approved Performance Evaluation Instruments and Cutoff Scores ................................................... 13
Guidelines for Trained Individuals Assessing Performance .............................................................. 14
Visual and Performing Arts Student Profile Sheet ............................................................................. 15
Rubric for Scoring Music Performance Evaluation for Grades K-12 ................................................ 16

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Introduction
Identification of Children Who Are Gifted in Music: Implementation Handbook for Educators provides
arts specialists and gifted coordinators with procedures for identifying students who are gifted in
music. All personnel who are developing district identification procedures and trained individuals who
will be involved in the screening and identification of gifted children in the area of music should read
this handbook.

To be effective, the screening and identification process requires participation by personnel with
expertise in the characteristics of gifted students, assessment, and music. Therefore, the involvement
of the gifted coordinator and district arts specialists in identifying students gifted in music is highly
recommended.

The handbook begins with an overview of the law and how it relates specifically to the visual and
performing arts. The next section provides an overview of screening and identification procedures in
music. The final section of the handbook explains the identification procedures in detail, including
instructions for the use of the Ohio Department of Education (ODE) performance evaluation rubric.

Related Ohio Law and Rule

State law requires school districts to identify gifted students in grades K-12 in the visual and
performing arts.

Ohio Revised Code (ORC) 3324.01(B) states:

“Gifted” means students who perform or show potential for performing at remarkably high
levels of accomplishment when compared to others of their age, experience, or environment
and who are identified under division (A), (B), (C), or (D) of section 3324.03 of the Revised
Code.

Division (D) of ORC 3324.03 addresses the identification of students gifted in music, and states:

(D) A student shall be identified as exhibiting “visual or performing arts ability” superior to
that of children of similar age if the student has done both of the following:

(1) Demonstrated through a display of work, an audition, or other performance or

exhibition, superior ability in a visual or performing arts area;

(2) Exhibited sufficient performance, as established by the Department of Education, on an

approved checklist of behaviors related to a specific arts area.

ORC Section 3324.02 relates to screening and assessment instruments and practices, and states:

(A) The Department of Education shall construct lists of existing assessment instruments it
approves for use by school districts, and may include on the lists and make available to
school districts additional assessment instruments developed by the Department. Wherever
possible, the Department shall approve instruments that utilize nationally recognized
standards for scoring or are nationally normed. The lists of instruments shall include:

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 (1) Initial screening instruments for use in selecting potentially gifted students for further
assessment;

(2) Instruments for identifying gifted students under section 3324.03 of the Revised Code.

(B) The Department, under Chapter 119 of the Revised Code, shall also adopt rules for the
administration of any tests or assessment instruments it approves on the list required by
Division (A) of this section and for establishing the scores or performance levels required
under Section 3324.03 of the Revised Code.

Section 3301-51-15 of the Ohio Administrative Code defines the term “trained individual” as follows:

(A)(4) "Trained individual" means a person who by training or experience is qualified to

perform the prescribed activity, e.g., educator, private teacher, higher education faculty
member, working professional in the field of visual or performing arts or a person trained to
administer assessments/checklists to identify gifted ability in creative, visual or performing
arts.

Section 3301-51-15 of the Ohio Administrative Code also provides the following definition of “visual
or performing arts ability”:

(A)(5) "Visual or performing arts ability" means ability in areas such as drawing, painting,
sculpting, music, dance, drama.

Gifted coordinators and others involved in developing screening and identification procedures are
encouraged to review OAC 3301-51-15 and ORC 3324, both of which are available from the Ohio
Department of Education Web site at:

http://www.ode.state.oh.us/exceptional_children/gifted_children

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Overview of Screening and Identification Procedures in Music
The screening and identification process for identifying students gifted in music includes the following
components:

1. Nomination of the student for screening/assessment (except when every student in a given
grade will be screened)
2. Evaluation of the student using an approved behavioral checklist (see page 10)
3. An evaluation of the student on a performance evaluation using an approved scoring rubric (see
pages 12-17).

A graphical representation of a possible screening and identification process is provided on pages 7-8
of this handbook. The diagram assumes school districts will complete the behavioral checklist process
before moving to the performance evaluation. However, school districts may choose to reverse this
order.

The decision flowcharts show each step in the process of screening and identification that should be
followed, depending on the outcome of each prior step of the process.

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Sample Identification Process Decision Flowchart – Part 1

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Sample Identification Process Decision Flowchart – Part 2

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Nomination Component
Typically, a nomination triggers the screening and identification process. A student may nominate him
or herself, or be nominated by an educator, parent, or peer. School districts are strongly encouraged to
make special efforts to solicit nominations of students from populations that are underrepresented
among students identified as gifted.

Please note that a nomination is required to start the process only if the school district is not conducting
“whole grade” screening efforts. Because the outcome of all screening and identification assessments
must be reported to parents and because student interest and ability in music varies widely, most
school districts will choose to follow a nomination-based screening process rather than conducting
whole grade screening.

After a student is nominated, permission should be obtained from the student’s parents to screen the
student before beginning the behavioral checklist and performance evaluation. If a student is
nominated by his or her parent, permission for the school district to screen/assess the student in this
area is implied. If a parent signs the nomination form, a separate permission form is not required.

A sample nomination form is provided on the next page of this handbook. School districts may also
develop their own forms for this purpose.

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 Visual and Performing Arts Nomination Form
Instructions: Circle the area (or areas) of the visual and performing arts in which you believe the student should
be screened for possible gifted identification. Then place a checkmark in the box next to each behavior or
attribute you have observed in the student nominated. Write additional observations you think may be relevant
on the back of this form or attach additional pages.

VISUAL ART
Elaborates on other people’s ideas and uses them as a jumping off point as opposed to copying from
others
Shows unique selection of art media for individual activity or classroom projects
Has unusual and richly imaginative ideas
Composes with unusual detail and skill
Displays compulsive artistic pursuit
MUSIC
Matches pitches accurately
Is able to duplicate complex rhythms correctly
Demonstrates unusual ability on an instrument including voice
Has a high degree of aural memory/musical memory
Displays compulsive musical pursuit
DRAMA/THEATRE
Readily shifts into the role of characters, animals or objects
Communicates feelings by means of facial expression, gestures and bodily movements
Uses voice expressively to convey or enhance meaning
Easily tells a story or gives a vivid account of some experience
Regularly seeks performance opportunities
DANCE
Demonstrates exceptional physical balance
Performs sequences of movement easily and well
Communicates meaning and feeling with movement
Uses his/her body as an instrument of expression
Volunteers to participate in movement activities and dances

Date Submitted Student Name

District Building Grade
Name of Person Referring
Relationship to Student Parent Teacher Peer Self

Permission to Screen/Assess (Complete only if nominator is a parent of the nominated student)

I give permission for my child ________________________ to participate in screening/assessment for possible

identification of giftedness in the visual and performing arts.
Parent Name:______________________ Parent Signature: ___________________________ Date:_________

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Behavioral Checklist Component
To be identified as gifted in music, a student must score in the identification range on an approved
behavioral checklist and on a performance evaluation. Consult the publisher’s instructions regarding
the appropriate use of the behavioral checklist.

If a student scores in the identification range on his or her first evaluation using the behavioral
checklist, multiple evaluations using the checklist are not required.

If a student scores below the screening score range on the behavioral checklist, the student will not be
identified and the school district may stop the screening/assessment process for the student. However,
the school district must provide two opportunities for screening each year, and must re-screen the
student if he or she is nominated again.

If a student scores within the screening score range on his or her first evaluation using the behavioral
checklist, the student should be evaluated a second time by a different rater using the same behavioral
checklist, or be evaluated a second time by the same rater using a different behavioral checklist. If the
student scores in the identification range on the second evaluation, he or she has satisfied this
requirement for identification, and must be identified if he or she also scores in the identification range
on the performance evaluation. If the student scores in the screening score range or below the
screening score range on the second evaluation using the behavioral checklist, he or she will not be
identified and the school district may stop the screening/assessment process for the student. However,
the school district must provide two opportunities for screening each year, and must re-screen the
student if he or she is nominated again.

Approved Behavioral Checklists and Cutoff Scores

ODE has approved two instruments for use as behavioral checklists for screening and identification of
giftedness in the area of music:

Instrument Name Publisher Information Screening Score Range Identification Score Range
Gifted and Talented Pro-Ed 57-77 on Section 5, items 78 and above on Section 5,
Evaluation Scales (GATES) 8700 Shoal Creek Blvd. 41-50 items 41-50
Austin, TX 78757-6897
Scales for Rating the Creative Learning Press 37-38 on Part VI 39 and above on Part VI
Behavior Characteristics of P.O. Box 320
Superior Students Mansfield Center, CT 06250
(SRBCSS)

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Performance Evaluation Component
ODE has developed a performance evaluation rubric that may be used to identify students who are
gifted in the visual and performing arts. The rubric is provided at the end of this handbook, and may
be photocopied. The Music Talent Assessment Process (MTAP), published by Arts Connection, is
also an ODE approved assessment instrument that may be used instead of the ODE rubric for the
performance evaluation. The remainder of this handbook discusses use of the ODE rubric for
screening and assessing students. For information on using the MTAP, review the publisher’s
instructions.

The ODE rubric contains evaluation criteria for the performance evaluation. It is the responsibility of
the school district to develop appropriate protocols for the performance evaluation. Because of the
wide range of age, experience and environments among students in K-12 schools, districts will need to
develop flexible protocols so that evaluation activities will be appropriate for each student. School
districts should not include elements in the protocols that require students to be able to sight read
music to limit the risk of excluding students with high potential, but little training or experience,
from possible identification.

The protocols should include an opportunity for the student to give a prepared or rehearsed
performance, either solo or in a small group or ensemble. Scoring criteria should be shared with
students before the performance evaluation. Younger or less experienced students may need assistance
selecting an appropriate musical composition for this part of the performance evaluation. The
protocols should also include other activities designed to afford the rater opportunities to fairly
evaluate the student on the criteria on the rubric. An effective protocol is one that allows the rater to
observe a student performing to the best of his or her ability on each criterion on the rubric.

Screening/assessment activities may include (but are not limited to):

o Solo or small group performances (in formal or informal settings);
o Free improvisation;
o Structured audition activities (for example, asking a student to listen to a few measures of music
and then replicate the rhythm or improvise a few measures);
o Workshop activities observed by the rater; and
o Small group activities.

It is acceptable to include formal performances, such as concerts, competitions and recitals in the
performance evaluation. Judges at interscholastic rated competitions should not be asked to complete
rubrics for the performance evaluation. However, these individuals may serve as raters for the
performance evaluation in another venue.

Identification Criteria
To be identified as gifted in the area of music, a student must receive a qualifying score on an
approved behavioral checklist, and score in the “identification” range on the performance evaluation.

Students who score below the “screening” range on the performance evaluation should not be
identified as gifted. These students should be considered “screened” in the school district’s gifted
screening data.

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Students who score within the screening range on the performance evaluation should be given a second
opportunity to complete the performance evaluation. The second performance assessment may be
rated by the same individual who rated the first performance evaluation, or by a different trained
individual. The second performance assessment should be conducted within a reasonable time
following the first performance evaluation.

Definitions of Rubric Criteria

Expressiveness: the degree of sensitive response displayed to the requirements of music.

Engagement: The degree of involvement displayed by the student during the performance as
indicated by energy, focus and confidence.

Technique: The degree of technical skill displayed considering the student’s age and training

Overall Performance: The degree of effectiveness of a prepared piece when compared to children
of the same age and training.

Rhythm: The degree of ability displayed to maintain a steady beat and replicate complex rhythmic
patterns.

Melody: The degree of ability displayed to replicate new melodic phrases at graduated levels of
assistance.

Improvisation: The degree of effectiveness of a rhythmic and/or melodic improvisation when

compared to children of similar age, training, and environment.

Approved Performance Evaluation Instruments and Cutoff Scores

Instrument Name Publisher Information Screening Score Range Identification Score Range
Music Talent Assessment Arts Connection See publisher’s instructions. See publisher’s instructions.
Process (MTAP) Attn: Barry Oreck
120 West 46th Street
New York, NY 10036
ODE Rubric for Scoring Rubric is included in this 14-17 Points 18-21 Points
Music Performance for handbook. See page 15.
Grades K-12

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Guidelines for Trained Individuals Assessing Performance
Trained individuals should be instructed to score students in comparison to other students of similar
age, training and environment. Therefore, it is recommended that the trained individual(s) evaluating a
performance be provided with relevant background information about the student’s age, training, and
environment. An example of a form that may be used for this purpose is provided on page 15 of this
handbook. School districts may also develop custom forms for this purpose.

It may be helpful to instruct trained individuals evaluating performances/auditions to consider the

following questions:

Am I objective about assessing the natural ability of this student, regardless of my past knowledge
of, or relationship with, the student?
Am I assessing the audition/performance in comparison to others performed by students of a
similar age?
Am I assessing the audition/performance in comparison to others performed by students of similar
experience?
Am I assessing the audition/performance in comparison to others performed by students of similar
environment?
Have I had adequate experience observing student performers to allow me to make valid
comparisons?
Are my written comments legible, clear, and understandable?
Are my comments professional in tone and word choice?
Are my comments and criticisms specific and constructive?

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 Visual and Performing Arts Student Profile Sheet
This form may be completed by the student, teacher, or parent.

Name of Student Age Grade

School District______________________________________ Building _______________________
Completed by (Name) _____________________ Relationship to Student _______________________
Date Completed __________________________
This student is being assessed for ability in (check one):
Dance Drama/Theatre Music Visual Art

1. Has this student taken private lessons in the area(s) checked above?
No
Yes How many years?
Name of studio or teacher
Method

2. Is this student enrolled in a school arts program taught by a specialist?

No
Yes How many years?
How often does the class meet?
How long are the classes?

3. Has this student has had opportunities in class to discuss and critique the art form checked
above?
No Occasionally Often

4. Does this student participate in arts-based extracurricular activities or clubs?

No
Yes How many years?
List them

5. Write additional relevant information on the back of this form or attach additional pages

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 Ohio Department of Education
Rubric for Scoring Music Performance Evaluation for Grades K-12

Student _____________________________________________ Grade ______ Age ______ Date_____________________

School District _______________________________________ Building _________________________

CRITERIA EMERGING TYPICAL ABOVE AVERAGE SUPERIOR

(0 Points) (1 Point each) (2 Points each) (3 Points each)

Rhythm Infrequently able to Occasionally able to Generally able to Consistently able to

replicate complex replicate complex replicate complex replicate complex
rhythmic patterns rhythmic patterns rhythmic patterns rhythmic patterns
while sustaining a while sustaining a while sustaining a while sustaining a
steady beat steady beat steady beat steady beat
Melody Only with considerable With repeated hearing With minimal Without assistance can
assistance can and moderate assistance can independently replicate
independently replicate assistance can independently replicate a new melodic phrase
a new melodic phrase independently replicate a new melodic phrase
a new melodic phrase
Improvisation Spontaneously creates Spontaneously creates Spontaneously creates Spontaneously creates
an ineffective an acceptable an effective a highly effective and
improvisation as improvisation that is improvisation that is innovative
compared to those by typical of students of advanced for students improvisation that is
students of the same the same age or of the same age or extremely advanced for
age or experience experience experience students of the same
age or experience
Expressiveness Occasionally responds Responds to the Generally responds Consistently responds
to the requirements of requirements of the with sensitivity to the with nuances and
the music, but not with music, but not with requirements of the sensitivity to the
sensitivity sensitivity music requirements of the
music

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 CRITERIA EMERGING TYPICAL ABOVE AVERAGE SUPERIOR
(0 Points) (1 Point each) (2 Points each) (3 Points each)
Engagement Performs with little Performs with some Performs with a great Performs with an
energy, focus, and/or energy, focus, and/or deal of energy, focus, unusual amount of
confidence confidence and confidence energy, focus,
intensity, and
conviction
Technique Technique is typical of Technique is typical of Technique is advanced Technique is superior
students of a younger students of the same compared to students compared to students
age or of less training age or training of the same age or of the same age or
training training
Over-All Performance Performance is typical Performance is typical Performance is Performance is
of students of a when compared with advanced when superior when
younger age or students of the same compared with compared with
students with less age or training students of the same students of the same
training age or training age or training
Emerging Typical Above Average Superior
Total Points _________ Total Points _________ Total Points _________ Total Points _________

Scoring Total Points _______________

Screening: 14- 17
Identification: 18 – 21

Rater Name: _________________________ Signature: _____________________________ Date

Comments

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