Gifted Referral Procedures and Eligibility Requirements

Phase One: Talent Identification

Reported Referral: Nominations can be made by classroom teachers, counselors, administrators, parent or guardian, peers, the student himself/herself, or any other responsible person who has knowledge of the student’s intellectual function. Nomination guidelines and appropriate forms are available from each school’s gifted specialist.
Automatic Referral: Students who score at specified levels on a norm referenced test or criterion referenced test will be considered. These automatic referrals will be made based on any one of the following criteria:
- Students who have a composite score at or above the 80th percentile on an achievement test;
- Students who have a component score at or above the 80th percentile in reading or math on a system wide achievement test;
- Students who have a composite score at or above the 80th percentile or a component score at or above the 90th percentile on a mental ability test;
- Students who score in the “distinguished” category of the Georgia Milestones Assessment System and or a state or local formative end-of-grade/course assessment.

Gifted Review Committee

A gifted review committee will consist of the in-school gifted specialist, another teacher of the gifted, and/or a regular education teacher, counselor, or administrator. The committee will have several purposes but are not limited to the following:

To determine if gifted evaluation is needed;
To determine if further testing is warranted after testing procedures have been followed and data is reviewed;
To determine if probation or withdrawal is necessary for a gifted student;
To determine specific gifted service options for a student.

Phase Two: School Level Screening (Tier 3)

Once a gifted review committee has received all information and data on a student, a determination will be made on whether to proceed with formal evaluation of the individual for gifted services or to cease consideration at that time.

Phase Three: Evaluation for Services (Tier 3)

If a decision is made by the gifted review committee to formally evaluate the student, a gifted specialist will then secure proper consent for testing and begin the evaluation process. Data will be collected in all four multiple criteria areas: achievement, mental ability, creativity, and motivation. A student can be deemed eligible for gifted services based on either Option A or Option B in accordance with Georgia Rule 160-4-2-.38 Education Program for Gifted Students.

Option A:

The student is declared eligible for gifted services based on mental ability and achievement scores which meet the following state criteria:
Grades K-2: 99th percentile composite or full scale and 90th percentile total reading, total math, or composite
Grades 3-12: 96th percentile composite or full scale and 90th percentile total reading, total math, or composite

Option B:

The student is declared eligible for gifted services based on multiple criteria assessment – meeting three of the four criteria of the following: mental ability, achievement, creativity, or motivation.

Mental Ability. Students shall score at the 96th percentile or higher on a composite or full scale score or appropriate component score, as defined in the Georgia Department of Education Resource Manual for Gifted Education Services, on a standardized test of mental ability. Mental ability tests shall be the most current editions of published tests that measure intelligence or cognitive ability, have been reviewed for bias and based upon norms on a nationally representative sample that included minority representation within a 10-year period (group tests) prior to administration. These tests shall yield percentile rankings by age(s).
Mental ability tests that were designed to be administered individually must be administered by a qualified psychological examiner. (See Rule 160-4-7-.07)
Achievement. Students shall (a) score at the 90 the percentile or higher on the total battery, total math or total reading section(s) of a standardized achievement test; or (b) have produced a superior student-generated product or performance, where the superior performance is one that can be translated into a numerical score at the 90th percentile or higher on a scale of 1-100 as evaluated by a panel of three or more qualified evaluators. Standardized achievement tests shall be the most current editions of tests that measure reading skills, including comprehension, and shall give a total reading score and/or a total mathematics score based upon a combination of scores in math concepts and applications. These tests shall have been reviewed for bias and based on norms on a nationally representative sample that included minority representation within a 10-year period prior to administration. These tests shall yield percentile rankings by age(s) or grade(s).Performances and products shall be judged by a panel of three or more qualified evaluators and must have been produced within the two years prior to evaluation.
Creativity. Students shall (a) score at the 90th percentile or higher on the total battery score of a standardized test of creative thinking, or (b) receive a score at the 90th percentile or higher on a standardized creativity characteristics rating scale, or (c) receive from a panel of three or more qualified evaluators a score 90 or higher on a scale of 1-100 on a structured observation/evaluation of creative products and/or performances. Standardized tests of creative thinking shall be the most current editions of tests that provide scores of fluency, originality, and elaboration. Minimum requirements also include: (1) outside empirical support for the test; (2) long-term follow-up studies; and (3) comparison measures against other recognized measures of creativity. These tests shall have been reviewed for bias and based upon norms on a nationally representative sample that included minority representation. These tests shall yield percentile rankings by age(s) or grade(s). Rating scales used to evaluate creativity shall relate to the construct of creativity and differentiate levels such that judgments equivalent to the 90th percentile are possible. As evidence of creativity, students or individuals on behalf of students may submit products or evidence of outstanding performances completed during the two calendar years prior to evaluation. The products/performances submitted shall be reviewed by a panel of three or more qualified evaluators as part of a comprehensive portfolio of creative productivity.
Motivation. Students shall (a) receive a score at the 90th percentile or higher on a standardized motivational characteristics rating scale, or (b) receive from a panel of three or more qualified evaluators a score at 90 or higher on a scale of 1-100 on a structured observation/evaluation of student-generated products and/or performances, or (c). have a grade point average (GPA) of at least 3.5 on a 4.0 scale (as defined in Appendix A of the Georgia Department of Education Resource Manual for Gifted Education Services), where a 4.0 = A and 3.0 = B, using an average of grades from the regular school program over the previous two school years if the student is in grades 3-12. Rating scales used to evaluate student motivation shall relate to the construct of motivation and differentiate levels such that judgments equivalent to the 90th percentile are possible. As evidence of motivation, students or individuals on behalf of students may submit products or evidence of outstanding performances made during the two calendar years prior to evaluation. The products/performances submitted shall be reviewed by a panel of three or more qualified evaluators as part of a comprehensive portfolio that demonstrates a high degree of motivation and consistent productivity. GPAs of students are determined by calculating the grades earned during the two years prior to evaluation in the subjects of mathematics, science, language arts, social studies and foreign language, if such language study is included in the student’s records.

Outside Testing Data

Assessment data that are gathered and analyzed by a source outside the McDuffie School District must be considered as part of the nomination and evaluation process; however, these outside data shall not be substituted for data the school generates during the testing/evaluation process and may never be the sole source of assessment data. Instead, outside test data may be used as part of a comprehensive profile of test and non-test evidence of advanced instructional needs.

Phase Four: Eligibility Determination

The gifted review team will review data, determine eligibility for services, document status, determine service delivery, and notify parents.

Continuation Criteria

Any McDuffie student who receives gifted education services shall continue to receive services provided the student demonstrates satisfactory performance in gifted education classes. Each gifted student should maintain a cumulative grade point average of 85 or higher each grading period in their gifted classes continue participation in the gifted program. The gifted specialist will check gifted students’ grades at the end of each grading period to determine each student’s status.

In individual cases where a student does not meet the 85 cumulative average, a review committee, consisting of a gifted specialist, a classroom teacher, and the student’s parent(s), will meet to determine the best course of action to meet the individual student’s needs. Gifted students who do not meet the 85 may be placed on probation for one grading period but will be allowed to continue gifted services, OR may be placed on an individualized plan for the student. The committee will review the individual student’s situation/circumstance to determine the best course of action for the student.

Parents will be notified and encouraged to attend a review committee meeting when a student is placed on probation and in the event of withdrawal from gifted services. The progress of all students enrolled in the gifted program and the need for continuation of services is reviewed annually or more frequently based on individual circumstances. Recommendations for continuation or termination of services are based on students’ performance in gifted education classrooms, as well as, current state eligibility criteria. Students who are performing satisfactorily continue to receive services unless parents/guardians request withdrawal from the gifted program. Such withdrawal requests should be submitted in writing, including the reason for the request. Withdrawal requests and reasons for the requests are documented in department and students’ files.

Parents of students experiencing difficulty are contacted and offered the opportunity for a conference to discuss problem areas and suggested intervention strategies. Documentation of contacts/ conferences is maintained in students’ gifted education files. Based on information provided, additional intervention strategies, revisions to the student’s probation, and/or reevaluation of services may be recommended.

Probationary Provisions:
Parents/Guardians are contacted and offered the opportunity to participate in a team conference which may result in revisions to the student’s services. A review of services is completed, documenting specific probationary criteria; a copy is provided to the parents/guardians. Students will continue to receive gifted education services while attempting to achieve satisfactory performance. At the end of the designated probationary period (no less than one grading period), a final review of the student’s progress is conducted by the team. The committee will also review the individual student’s situation/circumstance to determine the best course of action for the students

Withdrawal Provisions:
Students who do not meet the established probationary criteria may be withdrawn from the program. Parents/guardians are notified of their child’s withdrawal in writing. In compliance with Rule 160-4-2-.38, a student may resume receiving gifted education services upon meeting the established probationary criteria of an 85 average in gifted education classes. (Once a student is dismissed from the gifted program, it is the responsibility of the gifted program teacher to monitor the student’s grades and when the student’s grades are up to standards to notify the parent that he/she is once again eligible for entry into the gifted program.)

Reciprocity

Any student who meets the state eligibility criteria for gifted education services shall be considered eligible to receive gifted education services in McDuffie County. Proper documentation from the gifted student’s former Georgia school or district verifying his/her eligibility for services must be received before any type of programming can be established for the student. Scheduling of gifted services must not begin until this evidence is filed with the Department of Student Services and Support.

There is no reciprocity between another state and Georgia unless the student is a dependent of military personnel as provided in O.C.G.A. § 20-2-2140 et. seq..

However, if a transferring student participated in gifted services in his former state, he/she may provide evidence of this eligibility to a review committee who will determine whether further evaluation is needed for determining Georgia eligibility or whether the student is eligible for gifted services.

Maintaining Diversity

(Identification)

McDuffie County recognizes the need for gifted program diversity, and the method of identification and types of tests reflect this. Establishing a baseline score in achievement, mental ability, and creativity that allows the student to be tested with a second test in each area assures program diversity.

Students who score at the 80th percentile or higher on an achievement, mental ability, or creativity assessment will be given an alternate assessment in that area.

To address motivation, the GES-3 is completed by one of the student’s classroom teachers. In some cases, other teachers are given a scale to complete.

In the case of a student with limited English proficiency, gifted services can enlist a translator to work directly with the gifted specialist to administer tests.