Lower Merion School District Gifted Identification Process

Ellen BraffmanCommittee for Special Education MeetingNovember 30, 2010

Characteristics of Gifted Students***

*** Adapted from LMSD Checklist for Gifted Traits. For a complete checklist contact your school office.

Learns new materials faster and earlier Comprehends in-depth, complex ideas Deals with complex, abstract concepts Infers and connects concepts Operates on higher levels of thinking Ponders with depth and multiple perspectives

Asynchronous development, emotional intensity, can be highly self-critical, & perfectionistic, may lack organization/study skills

Bright Child Gifted Learner Knows the answers Asks the questions Works hard Plays around yet tests well Answers the questions Discusses in detail,

elaborates Top group Beyond the group Learns with ease Already knows Enjoys peers Prefer adults Grasps the meaning Draws inferences Completes assignments Initiates projects Enjoys school Enjoys learning Pleased with own learning Is highly self- critical

The district recognizes that these gifted individuals exhibit special

strengthsin problem solving and/or thinking

skills.This demands special instruction to

fosterdivergent thinking which is abstract,

complex and multifaceted. 

Identifying the Gifted Student: Parent Request in Writing or Teacher Request in Writing or Achievement Team review of records

Parent Checklist/Teacher Checklist

Prescreening K-BIT TOMAGS CBA

School Team reviews results and makes recommendation about further testing: classroom teacher, guidance counselor, principal, psychologist, content specialist

Permission to Evaluate signed by Parents

Identifying the Gifted Student

Assessment by School PsychologistWISC IV Evaluation and Review of Multiple

Criteria

60 Calendar days for completion of testing and GWR (Gifted Written Report)

Identifying the Gifted Student

A score of 130 or meeting multiple criteria cited in Chapter 16

Screening measures Record of Review-Student Portfolio Standardized Tests Multiple criteria which includes intervening factors masking giftedness

If data supports evidence of giftedness a GWR is written by the School Psychologist

Is the child eligible for gifted support and in need of Specially Designed Instruction (SDI)? In other words… does the student need more than the regular classroom?

If Yes, a Gifted Individual Education Plan (GIEP) is developed and a Notice of Recommended Assignment (NORA) is issued for parent signature

The GIEP is in effect for a year and reviewed annually by team: parents, Gifted Support and/or classroom teachers

??? QUESTIONS ????