{"id":4024,"date":"2017-11-03T17:08:28","date_gmt":"2017-11-03T17:08:28","guid":{"rendered":"http:\/\/jbold.badgerbraves.org\/?page_id=4024"},"modified":"2017-11-03T17:16:21","modified_gmt":"2017-11-03T17:16:21","slug":"gifted-services","status":"publish","type":"page","link":"https:\/\/jbold.badgerbraves.org\/?page_id=4024","title":{"rendered":"Gifted Services"},"content":{"rendered":"JOSEPH BADGER LOCAL SCHOOL DISTRICT POLICY AND PLAN<\/i><\/b><\/p>\n
FOR THE IDENTIFICATION AND SERVICE <\/i><\/b><\/p>\n
OF CHILDREN WHO ARE GIFTED<\/i><\/b><\/p>\n
<\/p>\n
Definition<\/strong><\/p>\n \u201cGifted\u201d means students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience or environment and who are identified under division (A), (B), (C), or (D) of section <\/span>3324.03<\/span> of the Ohio Revised Code.<\/span><\/p>\n <\/p>\n
District Identification Plan<\/strong><\/p>\nThe district accepts referrals, screens and identifies, or screens and reassesses students who perform or show potential for performing at high levels of accomplishment in the areas of superior cognitive ability, specific academic ability, creative thinking ability, and\/or visual and\/or performing arts. The district must follow policy and procedures established in Ohio Administrative Code 3301-51-15. \u00a0These rules specify that assessment instruments must come from the list approved by the Ohio Department of Education.<\/span><\/p>\n <\/p>\n
\n- Superior Cognitive Ability<\/b><\/li>\n<\/ul>\n
Assessments the district administers that provide for superior cognitive identification:<\/b> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/b><\/p>\n\n\n\nCognitive Abilities Test (CogAT), Form 7: grades K-1 ID 127, SCREEN 120; grades 2-12 \u00a0ID 128, SCREEN 120<\/span><\/td>\n<\/tr>\n\nIowa Assessments, Form E, Complete Battery: grades K-12 ID 95%ile Composite, SCREEN 90%ile<\/span><\/td>\n<\/tr>\n\nOtis Lennon School Ability Test, 8<\/span>th<\/span> Edition: grades K-12 ID 126; SCREEN 120<\/span><\/td>\n<\/tr>\n\nStanford-Binet Intelligence Scales, 5<\/span>th<\/span> Edition: ages 2-85 ID 127; SCREEN 121<\/span><\/td>\n<\/tr>\n\nWechsler Intelligence Scale for Children, 5<\/span>th<\/span> Edition (WISC-V): ages 6-16 ID 127; SCREEN 121<\/span><\/td>\n<\/tr>\n\nDas-Naglieri Cognitive Assessment Systems (CAS): ages 5-17.5 ID 126; SCREEN 121<\/span><\/td>\n<\/tr>\n\nDifferential Ability Scales, 2<\/span>nd<\/span> Edition: ages 2.6-17.11 ID 126; SCREEN 121<\/span><\/td>\n<\/tr>\n\nKaufman Assessment Battery for Children, 2<\/span>nd<\/span> Edition (KABC-II): grades K-12 ID 127; SCREEN 121<\/span><\/td>\n<\/tr>\n\nLeiter International Performance Scale, Revised (Leiter-R): ages 2-10 ID 125; ages 11-20 ID 126, SCREEN 121<\/span><\/td>\n<\/tr>\n\nUniversal Nonverbal Intelligence Test (UNIT): grades K-12 ID 127; SCREEN 121<\/span><\/td>\n<\/tr>\n\nWechsler Adult Intelligence Scale, 4<\/span>th<\/span> Edition (WAIS-IV): ages 16-90.11 ID 127; SCREEN 121<\/span><\/td>\n<\/tr>\n\nWechsler Preschool & Primary Scale of Intelligence, 4<\/span>th<\/span> Edition: ages 2.5-7 ID 126; SCREEN 121 <\/span><\/td>\n<\/tr>\n\nWoodcock-Johnson IV (WJIV), Tests of Cognitive Abilities: ages 2-90 ID 127; SCREEN 121 <\/span><\/td>\n<\/tr>\n\n| Woodcock-Johnson IV Tests of Early Cognitive and Academic Development: ages 2-4 ID 127; SCREEN 121<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n \n- Specific Academic Ability<\/b><\/li>\n<\/ul>\n
Assessments the district administers that provide for specific academic identification:<\/b><\/p>\n\n\n\nIowa Assessments, Form E, Complete Battery: ID 95%ile; SCREEN 90%ile<\/span><\/td>\n<\/tr>\n\nIowa Assessments, Form E, Core Battery (Reading and Math only): ID 95%ile; SCREEN 90%ile<\/span><\/td>\n<\/tr>\n\nACT Assessment Program (AAP): ID 95%ile; SCREEN 94%ile<\/span><\/td>\n<\/tr>\n\nSAT Test: ID 95%ile; SCREEN 94%ile<\/span><\/td>\n<\/tr>\n\nPreliminary SAT\/National Merit Scholarship Qualifying Test (PSAT\/NMSQT): ID 95%ile; SCREEN 94%ile<\/span><\/td>\n<\/tr>\n\nTerraNova Third Edition, Complete Battery: ID 95%ile; SCREEN 90%ile<\/span><\/td>\n<\/tr>\n\nWoodcock-Johnson IV (WJ-IV) Tests of Achievement: ID 95%ile; SCREEN 90%ile<\/span><\/td>\n<\/tr>\n\nKaufman Tests of Educational Achievement, 3<\/span>rd<\/span> Edition (KTEA-III): ID 95%ile; SCREEN 90%ile<\/span><\/td>\n<\/tr>\n\n| Wechsler Individual Achievement Test (WIAT), 3<\/span>rd<\/span> Edition: ID 95%ile; SCREEN 90%ile<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n \n- Creative Thinking Ability<\/b><\/li>\n<\/ul>\n
Assessments the district administers that provide for creative thinking identification:<\/b><\/p>\n Part 1 – Intelligence Assessment Tools:<\/b><\/p>\n\n\n\nCognitive Abilities Test (CogAT), Form 7: grades K-1 score 111; grades 2-12 score 112<\/span><\/td>\n<\/tr>\n\n| Otis Lennon School Ability Test \u2013 8<\/span>th<\/span> Edition: grades K-12 score 110<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n Part 2 \u2013 Creative Behaviors:<\/b><\/p>\n\n\n\nScales for Rating the Behavior Characteristics of Superior Students (SRBCSS) (Part II Creativity): ID 51; SCREEN 50<\/span><\/td>\n<\/tr>\n\n| Gifted and Talented Evaluation Scales 2 (GATES 2) – (Creative Thinking Section, #21-30): ID 111; SCREEN 110<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n \n- Visual and Performing Arts<\/b><\/li>\n<\/ul>\n
Assessments the district administers that provide for visual and performing arts identification:<\/b><\/p>\n\n\n\nOhio Department of Education Rubric for Scoring Visual Art Display of Work: ID 21; SCREEN 16<\/span><\/td>\n<\/tr>\n\nOhio Department of Education Rubric for Scoring Drama\/Theatre Performance Evaluation: ID 20; SCREEN 16<\/span><\/td>\n<\/tr>\n\nOhio Department of Education Rubric for Scoring Music Performance Evaluation: ID 18; SCREEN 14<\/span><\/td>\n<\/tr>\n\nOhio Department of Education Rubric for Scoring Dance Performance Evaluation: ID 26; SCREEN 20<\/span><\/td>\n<\/tr>\n\n| Gifted and Talented Evaluation Scales 2 (GATES 2) (Artistic Talent Section, #41-50): ID 111; SCREEN 110<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n Identification Process<\/strong><\/p>\nThe district shall provide at least two opportunities each year for assessment in the case of children requesting assessment or recommended for assessment by teachers, parents or other children.<\/span><\/p>\nThe district ensures there are ample and appropriate scheduling procedures for assessments and reassessment using:<\/span><\/p>\n <\/p>\n \n\n\n| Type of Assessment<\/b><\/td>\n | Content Area(s)<\/b><\/td>\n | Grade Level(s)<\/b><\/td>\n<\/tr>\n\n| Whole-grade tests<\/span><\/td>\n | SC, SA, CT<\/span><\/td>\n | 1, 2, 4, 6, 11<\/span><\/td>\n<\/tr>\n\n| Individually-administered tests<\/span><\/td>\n | SC, SA, CT<\/span><\/td>\n | K-12<\/span><\/td>\n<\/tr>\n\n| Audition, performance<\/span><\/td>\n | VPA<\/span><\/td>\n | K-12<\/span><\/td>\n<\/tr>\n\n| Display of work<\/span><\/td>\n | VPA<\/span><\/td>\n | K-12<\/span><\/td>\n<\/tr>\n\n| Exhibition<\/span><\/td>\n | VPA<\/span><\/td>\n | K-12<\/span><\/td>\n<\/tr>\n\n| Checklists<\/span><\/td>\n | VPA, CT<\/span><\/td>\n | K-12<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n Referral<\/strong><\/p>\nChildren may be referred in writing on an ongoing basis, based on the following:<\/span><\/p>\n\n- Child request (self-referral);<\/span><\/li>\n
- Teacher recommendation;<\/span><\/li>\n
- Parent\/guardian request;<\/span><\/li>\n
- Child referral of peer; and<\/span><\/li>\n
- Other (e.g., psychologist, community members, principal, gifted coordinator, etc.)<\/span><\/li>\n<\/ul>\n
Upon receipt of a referral, the district will:<\/strong><\/p>\n\n- Follow the process as outlined in this policy; and<\/span><\/li>\n
- Notify parents of results of screening or assessment and identification within 30 days.<\/span><\/li>\n<\/ul>\n
<\/p>\n Screening<\/strong><\/p>\nThe district ensures equal access to screening and further assessment of all district children, including culturally or linguistically diverse children, children from economically disadvantaged backgrounds, children with disabilities, and children for whom English is a second language.<\/span><\/p>\n <\/p>\n Identification<\/strong><\/p>\nWhen the screening assessment has been completed, if the data obtained is from an approved identification instrument and the score meets cut-off scores specified in department of education guidance, the identification decision is made and student\u2019s educational needs are determined. \u00a0Identification scores remain in effect for the remainder of the student\u2019s K-12 school experience.<\/span><\/p>\n <\/p>\n Reassessment<\/strong><\/p>\nWhen the screening assessment has been completed, if the data is from an approved screening instrument or from an identification instrument on which the student is within a district-specified range below the identification score, re-assessment for possible identification occurs.<\/span><\/p>\n <\/p>\n Out of District Scores<\/strong><\/p>\nThe district accepts scores, completed within the preceding 24 months on assessment instruments approved for use by the Ohio Department of Education, provided by other schools and\/or trained personnel outside the school district.<\/span><\/p>\n <\/p>\n Transfer<\/strong><\/p>\nThe district ensures that any child transferring into the district will be assessed within 90 days of the transfer at the request of the parent. Parents shall contact the building principal.<\/span><\/p>\nAppeal Procedure<\/span><\/p>\nAn appeal by the parent is the reconsideration of the result of any part of the identification process which would include: <\/span><\/p>\n\n- Screening procedure or assessment instrument (which results in identification);<\/span><\/li>\n
- The scheduling of children for assessment;<\/span><\/li>\n
- The placement of a student in any program; and<\/span><\/li>\n
- Receipt of services.<\/span><\/li>\n<\/ul>\n
Parents should submit a letter to the superintendent or designee outlining the nature of the concern. The superintendent or designee will convene a meeting with the parent\/guardian, which may include other school personnel. The superintendent or designee will issue a written final decision within 30 days of the appeal. This written notice should include the reason for the decision(s).<\/span><\/p>\n <\/p>\n District Service Plan<\/strong><\/p>\nThe district ensures equal opportunity for all district students identified as gifted to receive any services offered by the district for which the student meets the criteria. Gifted services may include:<\/span><\/p>\n <\/p>\n \n\n\n| District Name for Service<\/b><\/td>\n | Service Setting<\/b><\/td>\n | Grade Level<\/b><\/td>\n | Criteria for Service<\/b><\/td>\n<\/tr>\n\n | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |