This practicum report describes an identification prototype used by a large metropolitan school district (Gwinnet County, Georgia) to identify giftedness in black and limited English speaking students. Underrepresentation of these groups in gifted programs is seen to result from: teacher reluctance to refer students from the target populations; the inappropriateness of conventional assessment measures for evaluating the intellectual ability of these students; and the problem of a narrow definition of giftedness mandated by state regulations. Five pilot schools across three instructional levels were used to evaluate the intervention. A three step solution strategy included: (1) staff development for classroom teachers; (2) an expanded evaluation sequence using nontraditional subjective and objective evaluation instruments; and (3) the use of multiple criteria for making gifted program placement recommendations. Implementation of the procedures reduced the underrepresentation of target populations in gifted programs in the five pilot schools. Forty-two appendices provide project details, assessment forms used in the gifted program, letters, data tables, and other supporting material. (Contains 46 references.) (DB)