71    

 

 

Identifying the Gifted and Talented

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TEACHER  REFERRAL

PARENT  REFERRAL

• Complete  the  parent  referral  page  (see  appendix).    

• If  you  would  like  to  provide  more  information,  complete  the  parent  survey  (see  appendix).  

• Begin  collecting  a  body  of  evidence  (could  be  from  extra-­‐curricular  activities,  work  done  outside  school,  etc.)  

 

ENGLEWOOD SCHOOLS

Gifted Services Referral Process Who Can Refer

Students?

A  teacher,  a  parent/guardian,  

a  peer,  the  student  support  

team,  the  student,  or  any  

person  who  has  knowledge  of  

the  student’s  abilities  may  

initiate  a  referral.    Referral  

forms  may  be  obtained  from  

your  child’s  teacher  at  

his/her  school.  

• Complete  the  teacher  referral  form  (see  appendix).  

• Provide  the  parent  with  the  parent  survey.  

• Begin  collecting  a  body  of  evidence.  

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Classroom  teacher  or  parent/guardian  obtains  a  referral  form  and  a  parent  survey,  completes  the  teacher  information  form,  and  uploads  it  into  Enrich

Parents/guardians  and/or  the  referral  source  receive  

notification  of  the  decision  by  the  classroom  teacher  and  the  

Student  Services  Coordinator

Student’s  teacher  compiles  all  forms  and  forwards  them  to  Student  Services  

Coordinator

Parent  signs  parent  information  form  and  returns  it  to  

teacher

 Student  Services  Coordinator  notifies  parents/guardians  of  the  date  that  they  will  administer  any  tests.

Classroom  teacher  sends  home  a  

parent  letter  and  parent  information  

form

The  Gifted  Education  Team  reviews  all  information,  and  makes  eligibility  

decisions.

Gifted Services Referral Process  

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Step  1:  Referral  Teacher/parent/universal  screener  

Step  2:  Identification  Process  Begins  with  a  collection  of  a  body  of  

evidence  and  a  student  profile  

Parent  permission  to  screen  

Universal  screening  administered  to  all  2nd  and  6th-­‐grade  students  in  the  fall    

Body  of  evidence  reveals  the  need  for  cognitive  testing  

Student  Services  coordinator  administers  cognitive  testing  

Student  scores  above  95th  percentile  

Student  scores  below  95th  percentile  

 

Step  3:  Programming    Gifted  education  review  team  

Gifted  education  review  team  examines  BOE  and  qualifying  data  

for  identification  and  programming  

Gifted  education  review  team  examines  BOE  and  non-­‐  qualifying  data  and  places  student  in  talent  pool  

Stakeholders  develop  an  advanced  learning  plan  (ALP)  

Teachers,  students,  and  parents  progress  monitor  the  ALP  

throughout  the  year  

Gifted  education  review  team  evaluates  talent-­‐pool  students’  

end  of  year  growth  and  achievement    

Parent  declines  screening  

Gifted  education  committee,  teachers,  and  principal  monitor  

talent-­‐pool  students    

Englewood  Schools  

 Gifted  

Education  (GE)  

Identification  Matrix  

Flowchart    

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BODY  OF  EVIDENCE    

The  purpose  of  formally  identifying  students  is  to  plan  for  and  monitor  programming  to  ensure  the  appropriate  academic  growth  for  each  learner.    Englewood  School  District  uses  a  framework  including  both  quantitative  and  qualitative  data  in  building  a  body  of  evidence  to  support  a  student’s  need  for  specifically  targeted  or  intensive  programming.      According  to  the  Colorado  Department  of  Education,  school  leaders  need  to  build  the  body  of  evidence  from  four  areas:  aptitude,  achievement,  performance,  and  behavior—  Children  reveal  their  exceptionalities  or  potential  through  a  variety  of  assessment  tools.    See    the  chart  on  the  following  page    for  details  on  the  four  areas  considered  for  the  BOE.    Not  all  of  the  assessments  under  each  category  may  be  gathered  or  used.    See  Colorado’s  requirements  for  a  body  of  evidence.  

BODY  OF  EVIDENCE:  TALENT  POOL  STUDENT  

It  is  the  responsibility  of  the  general  education  teacher  to  develop  a  body  of  evidence  (BOE)  for  talent  pool  students.  The  gifted  education  liaison,  Gifted  Education  Committee,  and  the  Student  Services  Coordinator  will  provide  any  necessary  support  and  guidance.      Students  within  the  talent  pool  should  receive  appropriate  programming  options  and/or  interventions  to  address  strength  or  areas  of  potential.    The  gifted  education  committee  will  work  with  the  talent  pool  teachers  to  schedule  additional  assessments,  collect  appropriate  data  and/or  continue  to  review  the  student’s  data,  and  to  determine  if  gifted  identification  is  appropriate  at  a  later  date.        

Gifted  identification  should  never  be  just  a  moment  in  time  during  the  educational  path  of  a  student.    Identification  is  fluid  and  continuous  throughout  

the  school  years  (Medina,  2016,  pg.  18).    

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         Building a Body of Evidence:

Four Areas to Consider

77    

                             

 Englewood  School  District  administers    the  following  standardized  tests  for  students  to  demonstrate  academic  achievement:    ACUITY  STATE-­‐ALIGNED  SOLUTIONS  For  Grades  3-­‐6,  this  acuity  assessment  diagnoses  student  strengths  and  areas  for  growth  relative  to  the  Common  Core  State  Standards.    Teachers  use  scores  above  95%,  showing  content  mastery,  as  BOE  for  talent  pool  students.    COLORADO  MEASURES  OF  ACADEMIC  SUCCESS  (CMAS)  is  the  state’s  large  scale  assessment  designed  to  measure  student  performance  in  the  Colorado  academic  standards  in  science  and  social  studies.    PARTNERSHIP  FOR  ASSESSMENT  OF  READINESS  FOR  COLLEGE  AND  CAREERS  (PARCC)  is  administered  in  language  arts  and  math  each  year  in  grades  3  through  9  (qualifying  scores  are  in  the  exceeds  standards  range).    ACT  ASPIRE  is  a  computer-­‐based  test  linked  to  College  and  Career  Readiness  Benchmarks  and  the  Common  Core  State  Standards.    Aspire  predicts  performance  for  early  high  school  students  on  the  ACT.  

CONTENT-­‐BASED  MEASURES  

● Bridges  Math  Assessment  scores—at  current  grade  level  or  above.  Students  receiving  a  score  of  85%  or  above  on  a  ‘grade  level  above’  Bridges  math  assessment  are  considered  performing  at  an  advanced  level.  

● Evaluating  a  student’s  writing  using  the  ‘grade  level  above’  rubric.  

● Evaluating  a  student’s  reading  comprehension  using  the  ‘grade  level  above’  rubric  

 

STUDENT  WORK  Portfolio—Students  develop  a  portfolio  of  work  that  can  be  evaluated  by  the  Gifted  Education  committee.    Valid  and  reliable  rubrics  are  used  to  evaluate  a  portfolio  to  ensure  consistency  and  equal  opportunity.    An  example  would  be  a  collection  of  a  student’s  written  work  across  several  weeks/months.    The  GE  committee  or  a  group  of  highly  qualified  teachers  evaluate  the  portfolio.   ● Student  journals—math,  reading,  writing,  science,  etc.  

● Performance  tasks  ● Problem  based  learning  experiences  ● Tests  ● Reports  

 

CLASSROOM  PERFORMANCE  Classroom  teachers  are  instrumental  in  providing  qualitative  data  regarding  students’  performances  within  the  classroom.    As  experts  in  content  and  curriculum,  teachers  are  able  to  identify  those  students  who  are  working  above  their  same-­‐age  peers.    Evidence  of  above  grade-­‐level  performance  builds  a  student’s  learning  profile.        

STUDENT  BEHAVIOR    ● Parent  checklists  ● Teacher  checklists  ● Observation  scales—Kingore  Observation  Inventory