This report describes a model demonstration project in Upper Arlington, Ohio, schools which developed a multifactored approach to the identification of creative thinking ability. The project focused on determining the characteristics and needs of creatively gifted children in a process which included research-based activities, standardized and performance-based assessment, and multiple resources and forms. This report first describes the project goals and activities, a literature review, the central questions of creativity research, and major research traditions. Then the planning process is detailed including identification of critical factors, selection of guiding parameters, and steps in designing the identification system based on a model relating four elements of creativity: person, process, product, and environment. Strategies for identifying creative thinking ability are then detailed. These include performance based assessment and behavioral observations. The final section focuses on the critical role of teacher development. It outlines steps in implementing a teacher development program, describes a sample training program, and identifies steps in problem solving. An epilogue identifies major issues noting the need to adopt one theoretical viewpoint as the underlying program rationale and the critical importance of the teaching staff's ability to recognize and teach the creative thinking process. (DB)