Identification

Describe how your referral process for identification involves parents and staff.

  • Recommendations from parents/staff
  • Review of records and answers on transfer forms • Announcements/newsletters to parents
  • Referrals from counselors, administrators or support staff
  • In-service training for all staff and parents
  • Program description provided to all stakeholders

Inservice on gifted characteristics and the referral process is give to staff. Presentations to parents are given at open houses/ orientation nights during the first weeks of school. Program and referral information is included in student and staff handbooks at each school, as well as on the district website. A scope and sequence packet is available at each school office.

ROUTINE SCREENING FOR GIFTED STUDENTS: Standardized achievement test scores and local achievement measures are scanned each semester. Students scoring in the top fifteen percent are referred for further evaluation. Informal classroom observations are also utilized as a source for referrals, especially at the lower grade levels where little or no standardized achievement data exists.

Describe how your referral process for identification involves parents and staff.

  • Recommendations from parents/staff
  • Review of records and answers on transfer forms • Announcements/newsletters to parents
  • Referrals from counselors, administrators or support staff
  • In-service training for all staff and parents
  • Program description provided to all stakeholders

Inservice on gifted characteristics and the referral process is give to staff. Presentations to parents are given at open houses/ orientation nights during the first weeks of school. Program and referral information is included in student and staff handbooks at each school, as well as on the district website. A scope and sequence packet is available at each school office.

ROUTINE SCREENING FOR GIFTED STUDENTS: Standardized achievement test scores and local achievement measures are scanned each semester. Students scoring in the top fifteen percent are referred for further evaluation. Informal classroom observations are also utilized as a source for referrals, especially at the lower grade levels where little or no standardized achievement data exists.

Describe your process for the identification of K-12 gifted students, including how your process addresses the variety of student environmental backgrounds.

  • Use a matrix for under-represented students including at risk, ELL and equity compared to school population
  • Aims Scores
  • Use of non verbal tests
  • Multiple measures
  • Personal interviews
  • Performance in honors/AP/IB classesService 97%, but what about 96,95, 94 and others

A student may be referred through routine screening by the gifted coordinator; through referral by a teacher, an administrator, a parent, a peer, or a community member; through self-referral; through referral from an evaluator in the special education identification process. A Gifted Referral Form document must be filed with the coordinator of gifted education services.Once referred, parents are requested to provide more information about the child’s development, characteristics, and interests on the Parent Inventory document, and to provide permission to perform psychological testing on the Permission to Test document. All documents for referral and placement are available through the front office of each of the district’s schools, from the gifted education coordinator’s office, and from the Tuba City Unified School District 15 website. Parents have the option to refuse evaluation. There is no requirement of high achievement on standardized tests. This assists in identifying at-risk and ELL students.

When permission has been obtained, a testing battery including evaluations in verbal, nonverbal, and quantitative intelligence is scheduled. More than one test may be given in the evaluation, and other aspects of intelligence, such as creativity, may be evaluated to design the most appropriate education program for the student.

Every effort will be made to provide testing for individuals at other times, especially for transfer students with need for immediate services. Students who transfer from other public school districts within Arizona and who were identified as gifted using state procedures and measures will be placed without any immediate further testing. Transfers from other jurisdictions, including Bureau of Indian Affairs schools, will need to complete testing required by the Arizona Department of Education. Each student must have a score on file with an evaluation of Verbal Intelligence, Nonverbal Intelligence and Quantitative Intelligence to establish a need for gifted education.

Please list all the testing instruments and data points you use for gifted student identification and explain why you chose these instruments.

  • CogAT, Raven, Naglieri
  • Students grades
  •  Gifted Characteristics Checklists
  • Student, teacher, parent input
  • State approved testing list
  • Standardized Testing results

We selected the CogAt because it tests all required areas and we have been successful in identifying students in reflective numbers from all segments of our population. When the test changed, our scores decreased, so we use the old form. The Woodcock Johnson and the WISC IV are used in identifying our twice exceptional students in the special education testing arena. The Raven was incorporated to save time in identifying nonverbal intelligence. The Naglieri was added as a third option for those students. We use achievement data for screening because it tends to select high ability students. It is never used to exclude. Observation, teacher and parent information and student interview may assist in placing a student below the 97th percentile. The Renzuli Scales may be used.

How do you inform parents and staff of your referral and identification process?

  • Formal letters to parents
  • Parent informational meetings, conferences
  • School newsletters/website

Information is available at each school office and on the district website. Information is given at Parent Orientation Meetings, and in school handbooks

Once eligibility is determined, how do you inform parents of the decision and then handle an appeal of that decision?

  • Formal letters
  • Focus on data
  • Parent meetings
  • Meeting with teacher. Principal and Gifted Director

The parents meet with the gifted coordinator to discuss the results and options for services. Follow-up meetings may occur with the principal, teacher, and other stakeholders