Critical Action 2: Equitable Identification Practices

Utilizes local norms within universal screening practices, which includes: - Conducting aptitude testing for all fourth and seventh graders; and - Requiring each school’s AIG team to consider the top 20% of each subgroup (ethnicity, EL, EC, and ED), based on standardized achievement scores. *

•Provides multiple intentional opportunities for review of qualitative and quantitative student data by: - Conducting universal screening in both 2nd and 6th grades; - Reviewing top 10% of students in each subgroup at each grade level; - Including a performance task option to demonstrate achievement; and - Working towards collecting twice-exceptional referrals based on indicators from MTSS Team. *

• Screens all second grade students using qualitative and quantitative data by: - Including both observation scales and aptitude assessment; - Considering students performing at the 7th stanine (77th percentile and higher) for further data collection; and - Implementing standardized portfolio process for students with the following considerations: + factors which show a demonstrated strength in a subtest score of the ability test used as the universal screener, + EL, EC, or McKinney Vento status, +high rate of absenteeism or multiple entry points within 24 months, + enrollment at Title 1 or Low performing school. *

• Utilizes trend data to inform identification process at schools with disproportionality issues by: - Developing an identification pathway which involves school-based norms in schools where fewer than 10% of the grade level population is identified as AIG; - Conducting quarterly checks with EL teachers to recognize students who are acquiring language quickly or exiting from services at a rapid pace; and • Responded to data by designing a STEM-focused talent development program for students already identified as intellectually gifted (primarily underrepresented students) with outstanding problem solving skills and visual-spatial reasoning abilities. This program resulted in 30% of these students meeting criteria for identification in academic areas as well. *

• Provides multiple opportunities for a student to show strengths within the categories of aptitude, achievement, and supplemental evidence for identification by: - Including the top 10% of scores from an aptitude and an achievement assessment from student subgroups; and - Using portfolios of supporting evidence, which may include a student interview, and/ or various checklists for observation of gifted characteristics. *

• Analyzes data with an intentional focus on disproportionality to inform an equitable identification process. • Implements a pilot program to utilize local school norms at the Title 1 middle school with the historically lowest number of students identified as AIG based on trend data across the district’s middle schools during the 2019-2022 plan cycle. *

• Gathers both traditional and non-traditional available data for screening and referral regarding underrepresented student groups by: - Reviewing top 10% of each student subgroup on standardized tests, including universal screeners; - Monitoring ESL students’ progression rates; and - Collaborating with EC teachers to determine need for student referral. • Considers referrals made by the student, parent, teacher, administrator, or other staff members throughout the year. *

• Incorporates non-traditional evidence for eligibility in the identification process including: - Work samples, authentic assessments, research projects demonstrating above grade level performance, - Student interview with the AIG Specialist, - AIG lesson/student observation, - Academic contests and awards, competitions related to area of identification, - Community service/ student leadership, and - Specialized expertise acquired by a student outside of the school setting. *