District Curriculum Gifted & Talented Program Identification Process

Identification Steps – Grades K-3:

Mrs. Clark will be serving K-3 students who are showing an advanced need in math and/or ELA.  Services will be based on flexible groupings with students identified twice a year.  Once an academic need has been identified in math, ELA, or both, students will attend the appropriate class(es) as scheduled for the grade level.  This is identified through the scoring matrix that includes multiple data pieces, both qualitative and quantitative.  If evidence indicates the child has a greater need for service than what the enrichment course offers, other options may/will be available or created.

Program Process:

There is a specific process that students will go through to identify a need for services.

1. Students who score 90% or higher on FAST will be entered into the matrix by G&T staff after screening windows

• Different point values are given based on their district percentile 
• Math and ELA are calculated separately
  • This means that some students may qualify for both and some may qualify for one or the other
• The past three scores are taken into consideration
• Different point values are given based on the teacher survey

2. G&T staff will formally identify students using the cutoff score

• This will be communicated to teachers and parents by the G&T staff
• Schedules are predetermined for each grade level
• The cutoff score takes into account both the survey score as well as the math and/or ELA district percentile scores. 

3. G&T staff will review roster at semester

• New test scores will be added to the matrix and G&T staff will review
• Changes will be communicated with teachers and parents

Identification Steps – Grades 4-6

• Step 1 – Recommendation/Input
  • The recommendation can be made to the Gifted and Talented teacher by a classroom teacher, parent or student.
• Step 2 – Considered Screening Elements
  • Previous identification in another school system
  • Evidence of thinking that represents the characteristics of giftedness
  • Observation
  • Teacher Survey that shows a need of gifted service
  • Consistently high performance on standardized test scores
    • 90th + percentile on Star Test
    • 90th + percentile on FastBridge
    • 90th + percentile on ISASP
• Step 3 – Determination of Services
  • The Gifted and Talented teachers and a team that may include, the building principal, Director of K-12 Instruction, instructional coaches, and classroom teachers will work with students and parents to determine the appropriate programming for the child.
• Step 4 – Programming
  • Students who receive services from the Gifted and Talented teachers may be involved in various programming which could include:
    • Group enrichment opportunities
    • Individualized enrichment opportunities

Identification Steps – Grades 7-12

• Step 1 – Recommendation
  • A recommendation can be made to the Gifted and Talented teacher by a classroom teacher, parent or student.
• Step 2 – Considered Screening Elements:
  • Previous identification in another school system
  • Evidence of thinking that represents the characteristics of giftedness
  • Observation
  • Student interview
  • Consistently high performance on standardized test scores
  • ISASP
    • Reading Comprehension
    • Writing
    • Math
• Step 3 – Determination of Services
  • The Gifted and Talented teachers and a team that may include, the building principal, Director of K-12 Instruction, and classroom teachers will work with students and parents to determine the appropriate programming for the child.
• Step 4 – Programming
  • Students who receive services from the Gifted and Talented teachers may be involved in various programming which could include:
    • Group enrichment opportunities
    • Individualized enrichment opportunities
    • Identification with Personalized Education Plans targeted to meet the long-term needs of the individual students.