Creative-Productive Thinking Talent Area

Creative-productive thinking can manifest in a variety of ways. High levels of creativity may be demonstrated not only in products but in the process of developing those products.

Creative-productive thinking can be related to, but is not necessarily the same as specific talent aptitudes such as art and music. Families should carefully consider if their student is exhibiting high levels of creativity, or if a specific talent area would be a more appropriate identification area.

Types of evidence

There are hundreds of definitions of creativity and creative thinking. Jeffco Public Schools is looking for evidence throughout the process of five main components: 

• Fluency: The ability to generate quantities of ideas

• Flexibility: The ability to create different categories of ideas and to perceive ideas from different points of view

• Originality: The ability to generate new, different and unique ideas

• Elaboration: The ability to expand on ideas, create a plan or to enhance upon initial iterations

• Persistence: The ability to persevere through mistakes, discouragement or roadblocks

The Colorado Department of Education has approved different types of qualifying information for a body of evidence in dance aptitude within Jeffco.

Performance, portfolio and product evaluation

• Top place or ranking at a state or national contest related to creative-productive thinking (such as Destination Imagination or a STEM competition)
• Expert-juried performance at the advanced or distinguished level
• Portfolio or product review at the advanced or distinguished level

Norm-referenced observation

• 95th percentile or above on a norm-referenced observation scale in the area of creativity (SIGS, GRS or others)

Criterion or norm-referenced test

• 95th percentile or above on an approved norm-referenced or criterion-referenced test for creativity (Torrance Test of Creative Thinking or PCA, for example)
• 95th percentile or above on an approved cognitive assessment (such as KBIT, CogAT, WISC, WPPSI or others)

1. Fill out the creative productive thinking identification referral form.
   • Formulario de referencia de identificación GT de Pensamiento creativo y productivo (Spanish)
   • Направление на определение способностей креативно-продуктивного мышления (Russian)
   • 创意/创造性思维天资鉴定转介表 (Simplified Chinese)
   • Biểu mẫu Giới thiệu Xác định Tư duy Sáng tạo/Hiệu quả (Vietnamese)
2. Review the creativity portfolio rubric.
3. Assemble the portfolio.
4. Submit the portfolio by the deadline on the timeline for talent identification.
5. GT resource teachers will evaluate the portfolio and build a body of evidence.
6. A GT resource teacher, classroom teacher or other appropriate personnel may interview the student.
   • Download the Kindergarten to Third-Grade Interview Questions
   • Download the Fourth-Grade to High-School Interview Questions
7. A GT resource teacher may perform cognitive-creative testing with the student.
8. The GT review team will review the body of evidence and inform parents of the status or decision within 30 school days of the review.

Assemble the portfolio

Portfolios must be electronic and submitted online. Submissions can be annotated to help the review team understand the student’s thinking and process.

Portfolios could include:

• Products (unique, original and elaborate artifacts).

• Projects (STEM, PBL, unique, social action).

• Collections (journals, sketchbooks, inventions).

• Evidence of state or national ranking in competitions and events related to creative thinking.

• Other evidence that may show creative thinking and processes.