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
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