• Students can be identified as potential candidates for the gifted and talented program by classroom teachers, parents, or other school personnel. Referrals are made by written request to the building principal, who will acknowledge the referral in writing and send a letter to the parents explaining the gifted screening process, including procedural safeguards. Screening then proceeds through three levels:

    Level 1:
    The school counselor reviews standardized test score information, when available; if none is available, the counselor administers the Kaufman Brief Intelligence Test (K-BIT), a short-form IQ test, and achievement tests. If the student's measured IQ is 125 or above, and the reading or math achievement tests are in the 95th percentile or above, the student proceeds to Level II screening. If these criteria are not met, a letter is sent to the parents explaining the decision and the procedures for contesting it.
     
    Level II:
    Parents complete a Parent Input Form, describing the student's perceived strengths and needs. The student's regular classroom teacher completes a Gifted/Talented Evaluation Scale - Teacher Form and submits a work sample or portfolio suggesting gifted potential. This form contains both numerical and narrative components. If the total score on the Teacher Form is 25 points or more, the student proceeds to Level III screening: the Multidisciplinary Evaluation (MDE). If this criteria is not met, a letter is sent to the parents explaining the decision and the procedures for contesting it.
      

    Level III: MDE

    The MDE follows state guidelines for assessment and eligibility; see the "Parent Guide to Special Education for the Gifted" for details. The MDE includes administration of a Full Scale IQ test by a district school psychologist. If the student scores a Full Scale or Composite IQ greater than or equal to 126 and exhibits multiple criteria of giftedness (as shown in the Parent and Teacher Input Forms), then the student is deemed Mentally Gifted. A Gifted Individualized Educational Plan (GIEP) is then developed by the multidisciplinary team.

     

    If wide discrepancies exist between verbal and spatial scores on the IQ subtests, or if there is evidence that other factors (such as English as a second language) are masking the student's aptitude, the evaluation team considers the other criteria for giftedness more closely before making a decision.

     

    If the student is not eligible for gifted programming by these criteria, an IEP team convenes to determine if the student should be considered Academically Talented and provided with pertinent programming.  

    Parents are kept informed at every stage of the screening process, and their input is actively sought. Parents also have the right to contest the decisions made, as outlined above and explained more fully in the "Parent Guide to Special Education for the Gifted."
Last Modified on June 15, 2016