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GIFTED EDUCATION PLAN

 

In accordance with McGuffey School Districtís school board philosophy to develop the special abilities of each student and the districtís mission for all students to reach their full potential, the district shall ensure the support and implementation of gifted education services designed to meet the individual needs of each eligible student.

 

 

I.  PROCEDURES FOR THE IDENTIFICATION OF GIFTED STUDENTS   (SCREENING PROCESS)

 

Students are referred for evaluation to determine eligibility for gifted support programming in one of three ways:

1.      Parent Referral

2.      Teacher Referral

3.      Administrative Referral or Guidance Referral: Results from screening measures indicate a need for further testing to determine need and eligibility for Gifted Education.

 

  1. Parent Referral:

The school district will accept a written parent request for multidisciplinary evaluation to determine if a student is eligible and in need of gifted services.  Parents are asked to complete input forms documenting why they believe their child may need gifted programming (includes input on studentís strengths, expertise in a specific area, higher level thinking skills, creativity, leadership skills, communication skills, foreign language skills, and technology expertise.) The district reserves the right to limit parent requests for gifted multidisciplinary evaluation to one request per school term as outlined in 16.22.

           

Upon the districtís receipt of a parental request for evaluation, a Permission to Evaluate form will be prepared and mailed to the parent, along with the Procedural Safeguard Notice.  The Permission to Evaluate will contain the reason for referral, assessments to be utilized, and time frame for completion of the evaluation.  Upon the districtís receipt of the signed Permission to Evaluate form, the student will be scheduled for an individual psychoeducational evaluation with a certified school psychologist.  The psychologist will review information gathered from the parents, teachers, and record review and incorporate those findings along with individual psychoeducational evaluation results into the Gifted Written Report.

 

            2.  Teacher Referral:

A referral for a gifted multidisciplinary evaluation will be made when the student, regardless of disability, is suspected by teachers of being gifted because the student demonstrates high potential consistent with the definition of mentally gifted or a performance level which exceeds that of other students in the regular education classroom.

Teachers are asked to complete rating scales and input forms documenting the studentís high level of performance (includes input on studentís strengths, expertise in a specific area, higher level thinking skills, creativity, leadership skills, communication skills, foreign language skills, and technology expertise).  The guidance counselor will send a permission form to the parents/guardian so that the Kaufman Brief Intelligence Test, Second Edition (KBIT-2) can be administered as part of the screening process.

Guidance counselors will complete the gifted screening matrix by reviewing teacher input and information gathered in a review of the studentís educational records (including information regarding student performance throughout educational career, i.e., grades, state and local assessment scores, scores from group achievement and ability tests).  If the student profile suggests exceptional academic abilities, the student will be referred for a gifted multidisciplinary evaluation.

 

Prior to conducting a gifted multidisciplinary evaluation, the district will have informed parental consent through the issuance of a Permission to Evaluate form.  A Procedural Safeguards Notice will be issued to parents with the Permission to Evaluate. Upon the districtís receipt of the signed Permission to Evaluate form, the student will be scheduled for an individual psychoeducational evaluation with a certified school psychologist.  The psychologist will review information gathered from the parents, teachers, and record review and incorporate those findings along with individual psychoeducational evaluation results into the Gifted Written Report.

 

3.  Administrative Referral or Guidance Referral:

Student group achievement results (Terra Nova) are screened at the following grade levels (K, 1, 2) by the building guidance counselor.  Students scoring at or above the 90th percentile or higher in the basic academic areas (Total Reading, Total Math, Total Language, and/or Battery Composite) are thought to be strong candidates for further evaluation to determine giftedness.

 

Student performance on the local assessments (4Sight) are screened after the first test in the fall, at the following grade levels (Grades 3-12) by the building guidance counselor. Student performance on the state assessments (PSSA) is screened in the fall, at the following grade levels (Grades 3-12) by the building guidance counselor.  Students scoring at the ďAdvancedĒ level in reading and math tests will be referred for the gifted building screening to determine giftedness.

 

Teachers are asked to complete rating scales and input forms on students identified through this screening process to be candidates for further gifted evaluations.  Input forms are reviewed by building guidance counselors along with information gathered in a review of the studentís educational records.   If the student profile suggests exceptional academic abilities, the student will be referred for a gifted multidisciplinary evaluation.

 

Prior to conducting a gifted multidisciplinary evaluation, the district will have obtained informed parental consent through the issuance of a Permission to Evaluate form.  A Procedural Safeguards Notice will be issued to parents with the Permission to Evaluate. Upon the districtís receipt of the signed Permission to Evaluate form, the student will be scheduled for individual psychoeducational evaluation with a certified school psychologist.  The psychologist will review information gathered from the parents, teachers, and record review and incorporate those findings along with individual psychoeducational evaluation results into the Gifted Written Report.

 

II.  GIFTED MULTIDISCIPLINARY EVALUATION PROCESS

 

  1. McGuffey School District sends Procedural Safeguards Notices with all Permissions to Evaluate.
  2. The district obtains a signed Permission to Evaluate form from the parent.
  3. The districtís gifted multidisciplinary team (GMDT) is minimally composed of the studentís parents, the studentís teachers, a certified school psychologist, and the student (if appropriate).
  4. The GMDT conducts an evaluation that is sufficient in scope to investigate information relevant to the studentís suspected giftedness, including academic functioning, learning strengths, rates of acquisition/retention and educational needs.  The GMDT will review all information provided throughout the screening process, information given to the GMDT by the parents, information given to the GMDT by the teachers or others who interact with the student on a regular basis.
  5. The GMDT will also review results of the individual psychoeducational evaluation.  Individual evaluations will adhere to all protection-in-evaluation measures outlined in Chapter 16.  Individual psychoeducational evaluations will minimally include scores from individual nationally-normed intelligence tests and individual nationally-normed achievement tests.
  6. The GMDT prepares a Gifted Written Report that summarizes information and findings from the evaluation concerning the studentís educational needs and strengths.  The report will make recommendations as to whether the student is gifted and in need of specially designed instruction.  The report will also indicate the basis for those recommendations, and include recommendations for the studentís programming and list the names and positions of the members of the GMDT.

 

 

The GMDT evaluation will be completed and a copy of the Gifted Written Report presented to the parents no later than 60 calendar days after the district receives written parental consent for the evaluation.

 

 

III.  GIFTED INDIVIDUAL EDUCATION PLAN PROCESS (GIEP)

 

  1. The district will develop a GIEP for a student who has been found, through multidisciplinary evaluation, to meet eligibility criteria for identification as mentally gifted and to be in need of specially designed instruction.
  2. The GIEP Team will be comprised of the studentís parents, the student (if appropriate), a representative of the district who is knowledgeable about the availability of resources in the district, one or more of the studentís teachers, a teacher of the gifted, and other individuals at the discretion of the parent and district.
  3. Team members will be sent an invitation to participate in the GIEP meeting and parents will receive another copy of the Procedural Safeguards Notice.  The invitation will state the purpose, time, and location of the meeting and the names of the persons expected to attend.
  4. The GIEP shall be based upon the GMDTís written report and will contain:  a statement of the studentís present levels of educational performance; a statement of annual goals and short-term learning outcomes which address the learning needs identified in the evaluation report; a statement of specially designed instruction and support services to be provided to the student; projected dates for initiation, anticipated frequency, location and anticipated duration of gifted education; appropriate objective criteria, assessment procedures and timelines for determining (on at least an annual basis) whether the goals and learning outcomes are being achieved; and the names and positions of the GIEP team participants and the date of the meeting.
  5. The district will provide the parent with a copy of the GIEP along with a Notice of Recommended Assignment (NORA).
  6. The district will notify teachers who work with a student who has been identified as gifted and in need of specially designed instruction of their responsibilities under the studentís GIEP.
  7. The district will base educational placement decisions on the gifted studentís needs. Parents also have the right to have their gifted children educated at private schools completely at private expense.

 

IV.  CASELOADS AND CLASS SIZES FOR GIFTED STUDENTS

 

The district limits the total number of gifted students that can be assigned to an individual gifted teacherís caseload to 65.

 

The district limits the total number of gifted students that can be on an individual gifted teacherís class roster to a maximum of 20 students.

 

V. THE GIFTED PROGRAM OPTIONS ARE:

 

  • Acceleration in depth includes application, extension, and enrichment activities that replace and/or supplement work in grade-level courses.

 

  • Acceleration in pacing is defined as instruction at an advanced level. A student must demonstrate the skills necessary for placement at an advanced level in reading and/or math.

 

Note: Gifted Individualized Education Programs may contain any or all of the options depending on the studentís needs. 

 

VI. PDE REPORTING REQUIREMENT

 

The McGuffey School District Special Services Office shall provide, as the Pennsylvania Department of Education may require, all required data relevant to the delivery of gifted education.