This manual is designed to assist Nebraska school districts in identifying high-ability students. Chapter 1, "Philosophy Regarding High-Ability Learners," explores characteristics of high-ability learners, the unique needs of high-ability learners, roadblocks to meeting student needs, the need for staff development, the importance of school climate, identification of student needs in the classroom, recognizing leadership potential in gifted students, and promoting intellectual development. Chapter 2, "Identification of High-Ability Learners," discusses available means for identification of high-ability learners and how a school district can use its resources within classrooms to help identify high-ability learners. Chapter 3, "Identification Procedures for High-Ability Learners: Applications for Underserved Populations," takes the approaches suggested in the previous chapter and applies them to underserved populations, particularly minority students, limited-English-proficient students, females, rural students, students with disabilities, socioeconomically disadvantaged students, and students with creative and artistic talents rather than academic talents. The final chapter, "Evaluation of the Identification Process," summarizes principles in identification and helps schools and districts evaluate their effectiveness in identifying students as high-ability learners and in staff development in the use of identification procedures. Appendices include identification forms and forms for evaluating identification procedures. (Contains 53 references.) (CR)