The Gifted Referral Process

What does it mean to be referred for Gifted Services?

In the state of Alabama, all public school districts use the same criteria to identify gifted students. Therefore, if your child was identified as gifted at a public school in Alabama, that eligibility will transfer.*

There is no federal gifted referral process, so if your child was identified as gifted in another state, they will have to complete the process here. If your child was identified as gifted in a private school or homeschool cover, they will also have to begin the process here.

A referral is defined by the state as, "the request by a parent, teacher, student, or someone who knows the child to review data collected to determine if the child requires specialized services."

All of the following information can be found on the Alabama Department of Education website at https://www.alabamaachieves.org/gifted-education/

*Some districts have elected to do the gifted enrichment model, which does not use the same criteria. Students who qualified under the enrichment model will have to go through the complete referral process once enrolled.

How does the referral process begin?

Second grade child find (2GCF)

What is Second Grade Child Find?

Every second grade student goes through 2GCF in their regular classroom. This is the process in which all second-grade students are observed for potential gifted behaviors. Based on the observations, a student may be recommended for a gifted referral.

During the first semester of second grade, the gifted specialist completes six lessons in the 2nd grade classrooms and collects six work samples: three transformations, two writing samples, and one figural analogy.

During the second semester, teachers note gifted characteristics observed in each student. This can include the classroom teacher, gifted specialist, EL teacher, etc. The characteristics are noted on the TABs Classroom Observation checklist (below).

Additionally, every second grader takes an aptitude test, such as the Otis-Lennon School Ability Test (OLSAT) or Cognitive Ability Test (CogAT).

General Referral

Who else can be referred?

Outside of 2GCF, a student may be referred for gifted screening by any teacher, parent, peer, or even themselves. A student can also be referred more than once, however, it is recommended to wait one calendar year between referrals.

After receiving parental consent, the referred student is screened. Screening is defined by the state as the process by which, "the Gifted Referral Team decides if there is enough compelling information to continue the referral. If there is not enough compelling evidence as determined by the screening matrix, students are screened out without the benefit of an individually administered IQ test. In other words, for systems that screen, those referrals with compelling evidence will be passed to a psychometrist for further testing. Those without compelling evidence will not continue (Do Not Pass Screening)."

Notification and Consent for Gifted Screening

Every referral begins with parental consent. The date on which the signed form is received by the gifted specialist is considered the referral date, and begins the 90-day timeline.

When parents sign this form, they are giving permission for any assessments that may be needed, including IQ/aptitude tests.

The sections labeled Box 3, Box 4, Box 5, and Box 6 are for parents to complete. Box 3 asks for demographic information and other data that may be helpful in completing the referral process. Box 4 is a checklist for parents to provide input concerning their child’s characteristics. Box 5 provides parents the opportunity to list on the back of the Notification and Consent for Gifted Screening form any activities in which their child is involved, such as music/art/dance lessons, hobbies, etc., or any other information they think should be considered. Box 6 requires parents to check whether or not they give permission for the child to be screened for the gifted program.

Gifted Eligibility/Screening Determination Form

The Gifted Eligibility/Screening Determination Form (informally known as the matrix) is used for screening and eligibility. The gifted specialist will gather information for the matrix such as: Aptitude test scores, achievement tests scores (Stanford, iReady diagnostic, etc.), behavior rating scales, products/portfolios or work samples showing outstanding or above grade-level work. The data is input on the matrix. From there, one of three outcomes is reached:

The matrix score was less than 14 points, therefore the student does not pass screening and is not eligible for gifted services.
The matrix score fell between 14 points and 16 points (inclusive). The student will then be given an individually administered aptitude test by the school psychologist.
The matrix score was 17 points or greater, therefore the student is eligible for gifted services.

Aptitude

Section I is for Automatic Eligibility (Box 9). Only a Full Scale or Composite score that is two standard deviations above the mean may be used for automatic eligibility, (generally 130 or higher). This assessment must be an individual test of intelligence (IQ) administered by a psychometrist to be considered appropriate for making placement decisions (as opposed to screening instruments like the NNAT2, CogAT, and OLSAT).

Aptitude Tests Administered section (Box 6) is located at the top right of the form. Aptitude tests that demonstrate verbal and nonverbal abilities are recorded. The test that yielded the highest scores will be used. There are ten boxes to record scores because the SB-5 test yields up to ten usable factor scores, but most tests have fewer subtests.

A maximum of 5 points can be earned in this section.

Sample test scores

Characteristics

TABs is an explanation of the ten traits/aptitudes/behaviors that we look for in students. This list contains ten of the most common gifted behavior characteristics. Teachers undergo training annually to familiarize themselves with these characteristics.

In the Characteristics Section of the Matrix, the name of the observation scale instrument is listed at Box 13. Note: Only the total score may be used for the TABs. The score at Box 15 is the sum, from 10-50 points.

The score is translated to "points earned" at Box 16 by rounding to a whole number, e.g.,

45-50: 5 points 35-44: 4 points 25-34: 3 points 15-24: 2 points 10-14: 1 point

A maximum of 5 points can be earned in this section.

Performance/Achievement

In the Performance Section of the Matrix, three indicators are chosen with a score of at least one point. The highest-scoring products are used.

Products: Up to three Products or Work Samples may be used as long as they demonstrate different abilities. For example, two creative writing samples would not be appropriate, but one creative writing sample and one creativity transformation would be acceptable. Appropriate rubrics are used to score products and work samples. These rubrics are attached to the products or work samples used for eligibility and placed in the hard copy folder.

Achievement Test Scores: Only one Achievement Test Score can be used from any standardized achievement test, group or individually administered, (i.e., iReady diagnostic). Acceptable scores are from any major academic area tested (i.e., reading, math, science, social studies, language arts). Achievement test scores are NOT required.

A maximum of 10 points can be earned in this section.

Eligibility Decision

The Eligibility Determination Team spends many hours collecting and carefully reviewing information and assessment results for each student. Data is considered from a variety of sources in the areas of aptitude, characteristics, and performance indicators. According to the state Matrix for Screening/Eligibility Determination, the possible outcomes are as follows:

The student does not pass screening, and therefore does not meet the requirements to warrant further assessment for gifted services.
The student passed screening, but does not meet the requirements at this time to be determined eligible for gifted services.
The student is eligible for gifted services.

Gifted Education Plan (GEP)

Students who are eligible for gifted services have needs that require instruction to take place outside the general education classroom. Research has shown that they usually do not require as much repetition as other students to learn, and already know a substantial amount of grade level work. In addition, the Alabama State Department of Education does not require that a student earn a grade for every subject every day. Many general education teachers use compacting to document that a student has already mastered the material that is going to be covered, but this is not a requirement if the following accommodations are made during the days/hours that the student is out of the general education classroom: 1) Student will not be required to make up missed class work, 2) If new material is introduced, student will be instructed by peer or teacher in a small-group or one-on-one setting, 3) If tests are administered, student will take the test when he/she returns to the classroom or at another mutually agreed upon time.

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