Gifted And Talented Identification Process
Gifted and Talented Identification ProcessOak Ridge SchoolsGifted Education304 New York AvenueOak Ridge, TN 37831(865) 425-90272017-2018
Table of ContentsDefinition of Gifted and Talented .3District Philosophy for Gifted and Talented Education .3Program Goals .3Child Find .3Data Review .4Individual Screening .4Comprehensive Evaluation .5Criterion #1: Cognition .5Criterion #2: Educational Performance .6Criterion #3: Creative Thinking/Characteristics of Gifted .6IEP Meeting.7Gifted Assessment Flowchart .8Re-evaluation for Students Receiving IEP Services .10Rescreening by the Oak Ridge Gifted Program .10Students Transferring into Oak Ridge Schools .10K-12 Gifted Services and Opportunities .11P a g e 2 11
Definition of Gifted and Talented“Intellectually Gifted” means a child whose intellectual abilities, creativity, and potential for achievementare so outstanding that the child’s needs exceed differentiated general education programming, adverselyaffects educational performance, and requires specifically designed instruction or support services. Childrenfrom all populations (e.g., all cultural, racial, and ethnic groups, English Learners, all economic strata, twiceexceptional, etc.) can be found to possess these abilities.District Philosophy for Gifted and Talented EducationOak Ridge Schools is committed to providing a world-class educational environment to all students. Weoffer an extraordinary portfolio of advanced courses, and we hire teachers who are highly qualified in thesubjects they teach.Our first priority is to serve the needs of gifted and talented students in the general education classroomthrough differentiation and advanced coursework. As is mentioned in the State of Tennessee IntellectuallyGifted Evaluation Guidance (p. 10), “It should be noted that giftedness (and characteristics associated withgiftedness) is a concept not reserved for special education. Gifted students can be served in generaleducation settings, which is where they are most often served nationally.”For students who have an “adverse affect” and require additional services beyond what can be offered inthe general education classrooms, then the focus of gifted and talented education in Oak Ridge is tosupport the student in order to maximize their learning success towards attainment of the Seven Keys toCollege and Career Readiness.Program Goals1. Support gifted and talented students through the offerings and differentiation available in thegeneral education program.2. Build a supportive relationship between home and school of gifted and talented students.3. Ensure the academic success of all gifted and talented students.4. Serve as resource for professional developmentChild FindBrochures about high intellect potential students will be reproduced and available in community locations,including medical centers, public libraries, community centers, and central office. Child find also includes areview of school-wide, universal screener and state assessment data.Child find procedures must include a universal screening process for all students to be completed yearly.The screening process should include a review of multiple sources of data that provides a body ofsupporting evidence to help teams determine the need for further individual screening and/orcomprehensive evaluation. Examples of materials that may be included in the universal screening processinclude TNReady scores, STAR data, teacher checklists of characteristics of giftedness, and generalP a g e 3 11
education interventions completed or needed. When assessing traditionally underrepresented youth,alternate measures must be used in order to reduce potential cultural and linguistic bias. It is veryimportant that English language skills are not the sole factor in determining if an English Learner will bereferred for gifted services.Based on universal screening results, school teams should determine if further individual screening isneeded.Data ReviewThe process for identifying gifted students begins when a student is referred for the program throughuniversal screening or direct referrals by a teacher or parent. The school screening team will meet toconsider and recommend students who would benefit from enrichment, as well as who should beindividually screened. In Oak Ridge, the school screening team will be composed of the building Responseto Intervention (RTI) team in partnership with the gifted education teacher.Individual ScreeningIndividual screening requires parent permission in the parents’ dominant language. Individual screeningincludes the Tennessee Parent Information Form (TnPIF), the Tennessee Teacher Observation Checklist(TnTOC), General Education Interventions Form B, and other individual achievement, creative thinking oracademic performance assessments determined necessary by the school screening team.Each school must identify a key contact responsible for conducting the individual screening. This personmay not be the gifted education teacher. This key contact does not, however, make the outcomedetermination after individual screening.The Tennessee Assessment Team Instrument Selection Form is to be completed for every student who willbe assessed. The purpose of this form is to ensure that assessments consider the cultural-linguisticbackground of the students, socio-economic factors relevant to the student, potential learning, expressive,sensory or processing speed limitations that might impact performance, the likely educational interventionsand usefulness of relevant tests for possible academic placement, potential test ceiling effects, recent testresults, calculated statistics of the student’s academic performance, and products for possible inclusion in aportfolio.After individual screening, the school screening team meets to review individual screening results. Twooutcomes are possible:1) The student is referred for a comprehensive evaluation. This is recommended only if:a. The student’s education performance is adversely affected in the general educationclassroom; orb. The student may be twice exceptional.2) A determination is made that the student’s needs can be met in the general education classroom.P a
1. Support gifted and talented students through the offerings and differentiation available in the general education program. 2. Build a supportive relationship between home and school of gifted and talented students. 3. Ensure the academic success of all gifted and talented students. 4. Serve as resource for professional development Child Find
the Education of Gifted/Talented Students (19 TAC §89.5). 1.2 Gifted/talented education policies and procedures are reviewed and recommendations for improvement are made by an advisory group of community members, parents of gifted/talented students, school staff, and gifted/talented education staff,who meet regularly for that purpose.
development of gifted and talented children; 2) Assemble people from all over the world who are interested in gifted and talented children for an exchange of ideas and experiences; and 3) Persuade governments to recognize gifted and talented children as a category for special attention in educational programs. 1977-1979
in developing programs for gifted and talented students. The NAGC standards establish requisite and exemplary gifted program standards and can be accessed at NAGC Standard. Each curriculum framework developed by the department provides general as well as content-specific information on gifted education (e.g., terminology, examples of
schools' provision for gifted and talented students. ERO evaluated the provision for gifted and talented students in 315 schools reviewed in Terms 3 and 4, 2007. Of the schools reviewed, 261 were primary schools, and 54 were secondary schools. National Administration Guideline (NAG) 1 (iii)(c) requires boards of trustees, through
A Gifted IEP is a written plan describing the specially designed instruction to be provided to a gifted student. The initial Gifted IEP shall be based on and responsive to the results of the evaluation and shall be developed and implemented in accordance with Chapter 16 (22 Pa. Code§16.31(a)) Gifted IEP's are reviewed/revised at least annually.
Guidance and Counseling for the Gifted INTRODUCTION This notebook provides a guide for instructors and participant materials for the gifted endorsement course titled Guidance and Counseling for the Gifted. BACKGROUND The original Guidance and Counseling of the Gifted course development took place in 1992.
Some parents marvel that such a complex, precocious child was born to them. But most gifted children come from gifted parents, and lots of gifted parents don’t realize they’re gifted until they discover it in their children. “But I used to be exactly the same way,” they protest. And then it hits them. Ohhhhh.
N. Suttle 2010. Mineral Nutrition of Livestock, 4th Edition (N. Suttle) 1 1 The Requirement for Minerals Early Discoveries All animal and plant tissues contain widely vary-ing amounts and proportions of mineral ele-ments, which largely remain as oxides, carbonates, phosphates and sulfates in the ash after ignition of organic matter. In the .
