SCREENING AND EVALUATION PROCESS (GIFTED SUPPORT)
LEVEL 1: INFORMAL/SCREENING
Salisbury Township School District maintains an on-going system to locate, identify, and evaluate students thought to be gifted and in need of specialized instruction. The principal will facilitate the screening and evaluation process within each respective school building. Typically, the bulk of the screening and initial identification for gifted support takes place in the primary grades or within the first nine weeks of school. However, it may occur at any time throughout the year as the teacher becomes familiar with the student and recognizes the need to refer the student for evaluation.
As part of the child-find process, the teacher should confer with the principal, guidance counselor, gifted support teacher, and the child's former teacher(s) when a) high potential is demonstrated and b) when the student's performance level exceed the other non-exceptional students in the class. The principal and the gifted support teacher will review the results of the standardized achievement testing given in the Spring.
A parent may request an evaluation. This request must be in writing and should state the reason(s) why the parent feels the student is exceptional and may be in need of special education.
Part 1 - Teacher Information
The student's classroom teacher/teachers supplies the following information:
- statement/recommendations addressing the need to conduct a
multidisciplinary evaluation
- rating scale comparing student's academic performance to that of other
students within the classroom with regards to his/her academic ability, task commitment, motivation, creativity, and intellectual curiosity
- checklist of any applicable physical or affective difficulties
along with a description of any other relevant factors that should be given consideration
- checklist of interventions/modifications already used or attempted to meet the needs of this student
Part 2 - School Information
The building principal, or designee, gathers background information and fills out district form Part 2. This information includes:
-demographic information
- background information regarding student services or special programs previously
provided
- grades
- standardized test results
- history of previous school enrollment and attendance
-review of health records to include screening results
Part 3 - Student Support Committee Report
Under the coordination of the building principal, the principal, school psychologist, and classroom teachers meet to discuss information gathered from Parts 1 and 2. At the discretion of the principal, other individuals knowledgeable about the student may also be included. Based on this preliminary information, the committee decides if there is a need to go on to level 2 (formal evaluation). This decision is documented on district form Part 3.
If the student is suspected of being exceptional, he/she will be recommended for a formal gifted multidisciplinary evaluation (GMDE). A determination is made under the psychologist's guidance as to the types of evaluations that are needed. These are then listed on the Permission to Evaluate form.
If the student is not recommended for a formal GMDE, recommendations are made for adaptations to be implemented in the student's current program.
MINIMUM CRITERIA:
- a strong case for referral based on teacher information
providing superior ratings of student's classroom performance
as indicated by a score of 80 or above on district’s teacher rating scale (rating scales will be filled out by the classroom teacher and the gifted support teacher, as applicable)
- for students in Grade 3 and above - at least 1 out of 3 of the following: achievement tests scores at the 95% tile on the (1) total language (2) total reading and/or (3) total math batteries. Other achievement test scores will be used as supportive data
- review of records and discussion to determine any medical, adaptive, or behavioral concerns which may impact the student's performance (particularly when there is a significant discrepancy between the student's potential versus his/her achievement and performance)
LEVEL 2: FORMAL GIFTED MULTIDISCIPLINARY EVALUATION (GMDE)
Determination of mentally gifted shall include a full assessment and comprehensive report by the school psychologist specifying the nature and degree of the ability. Each participant in this comprehensive process contributes to the report and its recommendations.
Members involved in the MDE will include: school psychologist, the building principal, the current classroom teacher(s), and the student’s parent(s). Other individuals who are either knowledgeable in the area of giftedness or who are knowledgeable about the student may also be included.
These might include the Director of Special Education, former teachers, guidance counselor or other school personnel. When warranted, a person who is familiar with or understands the potential effects of the student's background on the results of the evaluation may also be included (i.e., a caseworker, a therapist or medical professional involved with the student, or someone sensitive to the student’s cultural background). The parents may also choose to involve others of their choice.
Tests evaluations materials used to determine exceptionality are:
- Selected and administered in a manner that is free from racial and
cultural bias.
- Administered in the native language or mode of communication of the child, unless it is
clearly not feasible to do so.
- Selected and administered so that the test results accurately reflect the student’s aptitude,
achievement level or whatever other factor the tests purports to measure, rather than the
student's impaired sensory, manual or speaking skills, except if those skills are the factors
which the test purports to measure.
- Professionally validated for the specific purpose for which they are used.
- Administered by certified professional employees under the instructions provided by the
producer of the tests and sound professional practice.
- Selected and administered to assess specific areas of educational need and ability and not
merely a single general intelligence quotient (IQ).
Procedure:
(a) Permission to Evaluate (along with Notice of Parental Rights for Gifted) is sent to parents. The formal evaluation process as proposed on the permission slip may not begin without parental approval.
(b) Part 4 - Parent/Guardian Information
Information is gathered from using district form Part 4.
This information includes:
- background information
- developmental history
- school performance
-parental opinion of why their child is mentally gifted and in need of special education
services
- parent form of rating scale
(c) Psychological / Instruction Evaluation -
The school psychologist administers a measure of general intellectual ability. An individual achievement test will be administered by the gifted support teacher. Under the direction of the school psychologist, additional curriculum-based assessments and/or a behavioral assessments may also be conducted in order to appropriately evaluate the student's strengths and needs.
(d) Classroom Observation -
The school psychologist and/or the gifted support teacher will observe the student within the classroom.
(e) Teacher Rating Scale -
Using the Hawthorne Gifted Scale-2, the classroom teacher, in collaboration with the gifted support teacher, will rate the student in the following categories: intellectual, creativity, specific academic aptitude, leadership ability, and performing/visual arts.
MINIMUM CRITERIA USED IN RECOMMENDING WHETHER THE STUDENT IS EXCEPTIONAL AND IN NEED OF SPECIALLY DESIGNED INSTRUCTION:
- performance in the very superior range (130 or above with consideration given to the standard error of measurement) on the measure of overall intelligence, and at least 2 of the following 3 indicators:
- achievement testing indicating very superior performance at the 97%tile
in at least one of the following composites: reading, mathematics, writing, or a score at the 95%tile or above on the total composite
- scores in the very superior range on the teacher rating scale of gifted characteristics as indicated by a score of 16 or above in at least 3 out of the 5 areas
- a strong parent recommendation based on parent ratings of at least 54
on the parent rating scale
- additionally, an academic performance statement within the Comprehensive Evaluation Report that would suggest a specified need for specially designed instruction that is not ordinarily provided in the regular education classroom
LEVEL 3: INDIVIDUALIZED EDUCATIONAL PLANNING (IEP)
Based on the recommendations of the MDE, the IEP team determines if the student is 1) exceptional and 2) in need of specially designed instruction.
· A GIEP is a written individualized education plan created for your child and his/her unique learning needs as identified during the evaluation or re-evaluation process. The IEP document sets forth a commitment of resources in writing. It becomes a management tool and an evaluation device to ensure that each child found to be exceptional is provided with a free appropriate special education.
· The purpose of the GIEP team meeting is to prepare and record the GIEP document. This conference serves as a communication vehicle between parents and school personnel enabling them, as equal participants, to decide what the child's needs are, what services will be provided to meet those needs and what the anticipated outcomes may be. It is the cornerstone of the special education process and the key to the services your child receives.
· PA Special Education Regulations (Chapter 16) require that the IEP be developed at a conference and be reviewed at least once a year.
· Parents must be invited to attend the IEP conference.
· The GIEP Team shall include parents, student (if parents choose to have the student participate), district representative, and one or more of the child’s current teachers.
· The conference must be scheduled at a time and place convenient for both parents and school personnel.
· Parents must be notified in writing of the purpose, time and location of the conference and the other people who are invited to attend. Parents may request that other school personnel be invited. The notice must be in the language used at home and must be sent early enough so that there is an opportunity to make arrangements to attend the conference.
· Parents must be notified of all their rights.
· Parents must receive a written copy of the educational report at least 10 days prior to the IEP conference. The report shall make recommendations as to whether the student is gifted and in need of specially designed instruction, the bases for those recommendations, and the names/ positions of the GMDT members.
· If a child moves from one school district to another within Pennsylvania, the current IEP is still in effect and generally must be followed by the new school district unless the parent(s), surrogate(s) or guardian(s) and the district agree to a change.
· The GIEP should be based on the most recent evaluation for your child, allow your child to make reasonable progress, guide the staff in providing services, and document the services the school district is committed to provide.
· The IEP is reviewed at least on an annual basis. At any time the parent, or teacher, may reconvene the IEP team to discuss the continued appropriateness of the IEP. Parents may contact the classroom teacher, or principal, to revisit the IEP. The assessment method for each objective should be stated on the IEP.
GIEP Components & Examples
Present Levels of Educational Performance Summary of performance in current program
From most recent evaluation and Instructional levels
other assessments Aptitudes and abilities
Rates of acquisition and retention
Interests/ Strengths/ Needs
Creativity Assessment
Learning Style
Individual or Group Test scores
Annual Goals “Jean will develop independent research skills in Reasonably calculated to yield educational economics.”
benefit in one year’s time “Jean will explore an enriched mathematics
curriculum.”
“Jean will develop critical reading skills.”
Short Term Learning Outcomes “Jean will learn about the stock market through
level or standard for mastery, -She will produce a written analysis and chart
of stock activity.
measurement procedures for evaluation, -Teacher/ Student conferencing, Portfolio Evaluation
timelines for completion or evaluation. -Weekly monitoring”
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Steps that lead to goal, “Jean will design, organize, and write a complete
research project related to an area of economics.
level or standard for mastery, -Include at least 2 media and use at least 5 sources
measurement procedures for evaluation, -Teacher and student developed rubric
timelines for completion or evaluation. -End of semester”
Adaptations to the general curriculum, Individualized Pacing
instructional methods, environment, or Mentorships
materials to in order to tailor varied Distance Learning
approaches to content, process, and products. Enrichment, Acceleration
Special competitions, Projects
Initiation and duration of GIEP
Names & Positions of Participants Parents
To document participation, Student (if deemed appropriate by parents)
not necessarily agreement General education teacher (s)
District Representative
Other Team Members as appropriate
1) Write down your ideas/questions before hand - bring these with you to the meeting - feel free to take notes and ask questions throughout the meeting.
2) Share your observations about your child (his/her educational and physical development history - interests/aspirations, etc.) - you may want to bring work samples.
3) Talk to your child prior to the meeting. Ask him/her for input -(if age appropriate) include child in the planning meeting.
4) If you don't understand something - ASK – educational/psychological jargon can be confusing.
5) It is a parent's option to hold the MDE and the IEP the same day by signing a waiver - or, you may want to schedule these meetings on 2 separate days.
6) Creatively explore options as part of the IEP planning.
7) Remember, the IEP is a working plan - it can be revised and amended at any time.
8) Signing the IEP indicates your participation (not your agreement) - it should be a team effort to develop an appropriate IEP - if you are satisfied with your child's proposed program, say so - if you are dissatisfied or uncertain, express your concerns.
8) Clarify how your child's program will fit into his/her existing schedule - (particularly at the secondary level) Will he/she miss clubs, study hall, come in before or after school, etc.
9) Determine who will insure the necessary resources are available.
10) Check with your child frequently regarding the implementation of the IEP and his/her progress. If you have concerns, contact the teacher and/or principal immediately.
11) If you believe your child's GIEP is not being followed:
· jot down why you believe this is true
· call your child's teacher or principal to share your concern(s)
· discuss possible solutions and plan a course of action
· follow-up with your child and school to see if it's working
· if informal contact has not resolved the issue, contact principal (in writing) to request the GIEP team reconvene.
12) contact building principal, in writing, to request the IEP team reconvene
Ideally, every effort should be made to resolve issue(s) at the building level. If this is not successful contact district administrators, Mrs. Nora Perron-Jones (797-2206), or Dr. Maryanne Wright (797-2062). For a complete description of your parental rights see the attached Notice of Parental Rights for Gifted.