Phase II of Identification Process

Phase II: Identification Process

 Grade K:

Students in grade K who demonstrate higher level thinking, problem solving skills, strengths in intellectual ability, and creativity are identified for additional differentiation programs within the classroom environment.   Classroom teachers will nominate students in the second trimester for enrichment opportunities during W.I.N period.

 Grades 1-2:

First and second grade students are selected to participate by the classroom teacher and the gifted and talented teacher based on observation and student classroom performance and Development Reading Assessment (DRA) reading level for the reading program, Curriculum Based Assessment from District Math Program, checklists/assessments that are sensitive to culturally and linguistically diverse students, and the GATES questionnaire completed by the classrooms teacher.  Parents are notified of student participation

 Grades 3-5:

Parents of potential candidates are notified in writing that their child(ren) is/are being evaluated for participation in the T.E.A.M. program.  At that time parents will also receive program information outlining program goals, activities and procedures. 

 Gifted and Talented Evaluation Scales (GATES-2)

 Teachers are notified as to which students in their classes have been selected for further consideration and are asked to complete and return a rating scale of learning characteristics for each student (GATES-2). The GATES-2 provides a rating scale that identifies intellectual ability, academic ability, and creativity.  This is a norm-referenced rating procedure that helps identify gifted and talented students. Reliability and validity rating are strong and support the use as a diagnostic instrument.

 Screening Assessment for Gifted Elementary and Middle School Students (SAGES-3):

 The SAGES-3 is a norm-referenced group administered instrument used to identify students ages 5 to 14 who are potentially gifted in academics (achievement) and reasoning (aptitude).  

DRA and i-Ready Reading and Math (incoming third and fifth graders only):

The Developmental Reading Assessment (DRA) is a standardized reading test used to determine a student’s instructional level in reading. The DRA is administered individually to students by teachers and/or reading specialists. Students read a selection (or selections) and then retell what they have read to the examiner. As the levels increase, so does the difficulty level for each selection.  Math Inventory is an adaptive, research-based assessment that reliably measures math ability and progress from Kindergarten to Algebra 2.  Students in grades 3 through 8 take the Math Inventory in the beginning of the first trimester. 

Checklists/Assessments that are sensitive to Culturally and Linguistically Diverse students 

Grades 6-8

At the end of Grade 5, students may be nominated for advanced classes in the areas of Mathematics and/or English Language Arts Literacy by their fifth grade teacher or parent. Student readiness and grades are assessed for the initial nomination as well as checklists sensitive to CLD students. Multiple measures including grade average and common assessment average are used for both Math and ELA. In addition, the i-Ready (grade 5) level is used for Math placement determination. For ELA placement, the i-Ready (grade 5) or Achieve 3000 (grades 6-8) levels are used, in conjunction with assessment of the student's writing portfolio and an independent writing sample.