Gifted Referral Process and Other Important Information

1. Gifted Referral Process and Other Important Information Jessica Webb Gifted Education Teacher Leeds Elementary School

2. What Does “Gifted” Mean? Intellectually gifted children and youth are those who perform or who have demonstrated the potential to perform at high levels in academic or creative fields when compared with others of their age, experience, or environment. (Source: Alabama State Department of Education. 2009)

3. Who can refer a student? A student may be referred for consideration for gifted services by teachers, counselors, administrators, parents or guardians and other individuals with knowledge of the student’s abilities.

4. Notification and Consent • If a student is referred for consideration for the gifted program, his/her parents must give consent for screening. • If a student is found eligible, parents must also give consent for placement and a GEP (gifted education plan).

5. Teacher Input Required teacher input for any gifted referral includes: • Part of the Referral Form • TAB’s Form • Work Samples

6. Check anything that applies in the “Aptitude Test Selection Box.” The “Gifted Referrals Screening Team” (GRST) will use this information to determine if the student needs both verbal and nonverbal assessments. GRST members are: General Ed. Teacher, Gifted Ed. Teacher, LEA Referral Form

7. The TAB’s, or traits, aptitudes and behaviors are a representation of the basic characteristics associated with giftedness. The teacher must give the referred student a rating in each area of the TAB’s. Rating Scale: 5 Superior 4 Above Average 3 Average 2 Weak 1 Developing Change for the 2010- 2011 school year: Total TAB’s score must be used on Matrix. Only one subscale from the TABs can be used on the Matrix. TAB’s Form

8. Work Samples • The teacher will need to provide 3 or more (above average) work samples for your referred student. • The samples should demonstrate different abilities.

9. Testing • The student will have his/her hearing and vision tested. • The student will receive a screener test from the gifted teacher (OLSAT scores can be used as a screener test). • Some students may be tested by the school psychometrist.

10. State Gifted Eligibility Matrix Aptitude Test(s) Scores Behavioral Characteristics – Total From the TAB’s rating form Teachers provide this score based upon the students classroom performance NNAT= Non-verbal Screener OLSAT= Verbal and Non-verbal Screener RIAS= Verbal and Non-verbal Aptitude Test. A student must score 17 points or higher to be determined eligible for the gifted program. Indicators – The students best performance indicators: behavioral characteristics (only one), classroom products, work samples.

11. Gifted Service Delivery Options at Leeds City Schools • Grades K-2 – regular classroom accommodations with consultations from the gifted teacher as needed. • Grades 3-5 – resource room pull-out. • Grades 6-8 – differentiation in the general education classroom. • Grades 9-12 – advanced classes in core content areas.

12. Why Should Gifted Students Attend Gifted Classes? • Curriculum in gifted classes includes reading, writing and thinking at high levels. • Students are often reading and writing in their interest areas to complete a project of choice – this motivates students to read, write and research. • Gifted classes meet social-emotional needs of gifted learners. • Attending gifted classes can maintain a desire for the student to come to and remain in school. From: Alabama State Department of Education – Gifted Regional Training 2010

13. Other Important Info. • According to the Alabama State Department Gifted Code accommodations must be provided for the times that gifted students are in pull-out classes: • Students will not be required to make up missed class work. • If new material is introduced, students will be instructed by peer or teacher in small group or one-on-one setting. • If tests are administered, students will take the test when he or she returns to the classroom or at a mutually agreed upon time.

14. Acceleration Procedures • Level One: Differentiation in the regular education classroom Important things to remember when differentiating: • Don’t give more of the same • Use Bloom’s Taxonomy to add depth and complexity. • Give student choice in assignment when possible. * I will send out some differentiated lessons later this school year.

15. Acceleration Procedures • Level Two: Subject acceleration May Include the following: • Child remains in classroom and works from textbook & or computer based instruction for next higher grade level • Instruction with higher grade level class • Independent study • Interest Centers

16. Acceleration Procedures • Level Three: Grade Acceleration Pre-requisites • Above grade-level achievement test • End of year Math, Reading, Language Arts Tests • Intellectual assessment • Interview with child • Meeting with present teacher, receiving teacher, GT Specialist, Administrator, Counselor to discuss data

17. Professional Development • The state department will be presenting a webinar series on differentiation. • 14 Differentiation Strategies • Each strategy consists of two webinars • Elementary & Secondary • Sessions separated • Recorded