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Mississippi Gifted Education Programs

Program Standards

Evaluation & Monitoring

Approved by the State Board of


Education

November 19, 2004


The Mississippi Department of Education (MDE), Office of Gifted Education Programs, constituted a steering committee in 2002 to
begin the process of developing Mississippi Gifted Education Standards that were based upon the national standards published by the
National Association for Gifted Children (NAGC). The effort was done in collaboration with the Mississippi Association for Gifted
Children (MAGC).

Members of the steering committee chaired a working committee for each of the seven standards that had been published by NAGC.
The committees were comprised of representatives from MDE, MAGC, teachers of the gifted, district administrators, parents, college
and universities, and gifted students.

PURPOSE: The gifted program standards have been developed for the following purposes:

1. Provide guidance to district personnel in the development and conduct of the local gifted programs,

2. Provide districts with an instrument to be used in the evaluation of the local gifted program so that periodic
modifications can be incorporated into the local program to best meet the needs of gifted students,

3. Provide an instrument to be used by MDE personnel when monitoring district gifted programs, and

4. Provide data to personnel within MDE to assist in reviewing gifted program proposals submitted by local districts and
determine if proposal approval, conditional approval, or non-approval should be recommended to the State Board of
Education (SBE).

Judy Couey Trecina Green Conrad Castle, Ph.D.


Director Director Gifted Program Specialist
Bureau of Curriculum & Instruction Division of Curriculum Office of Gifted Education Programs
Mississippi Gifted Program Standards Committee

Carole Armstrong MDE


Phyllis Bishop Teacher, Yazoo City Schools
Amy Bisland Doctoral Student, USM
Carolyn Bramlett Teacher, Oxford City Schools
Conrad Castle, Ph.D. MDE
Leslie Churchwell Gifted Student
Pam Datlof Teacher, Harrison County Schools
Pam Dearman Teacher, Harrison County Schools
Jane Everly Gifted Program Director, Jackson Public Schools
Frances Gaddis Assistant Principal, Vicksburg-Warren Schools
Melissa Grantham Gifted Program Director, Madison County Schools
Gail Hammond Teacher, Rankin County Schools and NAGC Board of Directors
Anna Hurt Superintendent, Ocean Springs Schools
Frances Karnes, Ph.D. Director, Frances Karnes Center for Gifted Studies and NAGC Board of Directors
LaGatha Kay Teacher, Smith County Schools
Janet Kennedy MDE
Roun McNeal Gifted Student
Lynn Morris Teacher, Lamar County Schools
Linda Mucha, Ed.D. Gifted Program Director, Harrison County Schools
Tawanda Nichols Teacher, Jackson Public Schools
Carol Paola Teacher and Gifted Program Director, Long Beach Schools
Jean Prather Executive Director, MAGC
Theresa Rea Teacher, Harrison County Schools
Melissa Rogers Teacher, Covington County Schools
Marla Rutland Teacher, Petal Public Schools
Elizabeth Shauhessy, Ph.D. USM
Mary Webb President, MAGC
Sue Willoughby Parent, Ocean Springs Schools
Kathy Wilson Principal, Lauderdale County Schools
L.D. Young, III Parent,Quitman City Schools
Gifted Education Programming Criterion I: Curriculum and Instruction
Description: Gifted education services shall include curricular and instructional opportunities directed to the unique needs of the gifted students.

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

1. The local gifted education 1.1 The gifted education 1.2 The gifted education 1.3 In addition to level 2, 1.4 In addition to level 3, the
program shall provide a program does NOT provide to program provides to there is evidence that information collected is
qualitatively different identified gifted students a identified gifted students a identified gifted students shared with all school
educational experience in qualitatively different qualitatively different individual needs, interests, personnel responsible for the
addition to and different from learning experience designed learning experience designed and learning styles have been appropriate education of the
the regular program of to meet the special needs of to meet the special needs of determined and that individual students.
instruction. gifted students. gifted students. curriculum and instruction
have been modified
accordingly.

2. Differentiated curriculum 2.1 No differentiated 2.2 The districts Instructional 2.3 In addition to level 2, the 2.4 In addition to level 3,
shall be provided for curriculum is provided for Management Plan for gifted Instructional Management gifted students, parents, and
identified gifted students.. gifted learners. students provides for Plan is reviewed and updated community leaders are
differentiated curriculum that annually based upon the involved in the development
is in compliance with State results of the gifted program of the Instructional
Board of Education policy evaluation. Management Plan.
and state law.

Curriculum and Instruction Standards


Page 1
Gifted Education Programming Criterion I: Curriculum and Instruction

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

3. The local district shall 3.1 The district does not 3.2 The district publicizes 3.3 In addition to level 2, 3.4 In addition to level 3, all
provide opportunities for high publicize options for high options for high ability school personnel approach of the stated options for high
ability learners that include ability students and does not students and gives parents of individual students ability students are publicized
grade acceleration, subject consider parental requests. consideration to parental suggesting one or more of the and available within the
acceleration, curriculum requests for such on a options. district, and students are
compacting, mentorships, student-by-student basis. considered based on
and/or concurrent enrollment. individual needs and
strengths.

4. The program of instruction 4.1 The districts Instructional 4.2 The district has developed 4.3 In addition to level 2, the 4.4 In addition to level 3,
provided to gifted students Management Plan is not and implemented an program of instruction is students demonstrate
shall be based on the mastery based on the mastery of MDE Instructional Management regularly modified to meet continual growth toward
of the MDE gifted program gifted program outcomes. Plan that includes a scope and the individual needs of the mastery of the process skills
outcomes. sequence of process skills as gifted students. in the Instructional
defined in the MDE gifted Management Plan, and are
program outcomes. able to appropriately apply
the process skills to real life
situations/problems.

Curriculum and Instruction Standards


Page 2
Gifted Education Programming Criterion I: Curriculum and Instruction

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

5. Career exploration and life 5.1 Career exploration and 5.2 Career exploration and 5.3 In addition to level 2, 5.4 In addition to level 3,
skills shall be an integral part life skills are NOT included life skills are included in the personnel in the gifted internships are facilitated at
of the differentiated program in the districts Instructional districts Instructional education program assist in an appropriate age in order to
of instruction for all gifted Management Plan for gifted Management Plan for gifted establishing contacts for provide career exploration
students. students. students. mentorship experiences for experiences based on the
gifted students. specific needs and interests of
gifted students.

6. Visual and performing arts 6.1 Visual and performing 6.2 The districts Instructional 6.3 In addition to level 2, the 6.4 In addition to level 3, the
shall be included in the arts are NOT included in the Management Plan for the visual and performing arts are program provides
differentiated program of program of instruction for gifted program includes a an integral part of the opportunities for students to
instruction for gifted students. gifted students. differentiated program of instruction. analyze and appropriately
instruction that exposes apply components of the
students to the visual and visual and performing arts.
performing arts.

Curriculum and Instruction Standards


Page 3
Gifted Education Programming Criteria II: Program Administration and Management
Description: Appropriate gifted education programming must include the establishment of a systemic means of developing, implementing, and managing
services.

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

1. Appropriately qualified 1.1 The districts designated 1.2 The districts designated 1.3 In addition to level 2, the 1.4 In addition to level 3, the
personnel shall direct services gifted education contact gifted education contact gifted contact person or gifted contact person or
for the education of gifted person or coordinator does person or coordinator holds a coordinator possesses a coordinator has completed an
students. not hold a gifted gifted endorsement. minimum of three years advanced degree program in
endorsement. teaching experience in an gifted education and/or holds
approved gifted education an administrative
program. endorsement.

2. Gifted programming shall 2.1 Gifted students do NOT 2.2 Gifted students receive a 2.3 In addition to level 2, 2.4 In addition to level 3, the
be an integral part of the receive a minimum of 5 hours minimum of 5 hours per week there is evidence of local school board has
districts overall educational per week of services from an of services from an collaboration among building adopted a policy reflecting
offerings and gifted students appropriately endorsed appropriately endorsed administrators, gifted support of gifted education as
receive a minimum of 5 hours teacher in an approved gifted teacher in an approved gifted program teachers, and general an integral part of the
per week of services in an education program. education program. education teachers to identify districts overall educational
approved gifted education and make curricular offerings.
program. modifications that address the
specific needs of gifted
students.

Program Administration and Management Standards


Page 1
Gifted Education Programming Criterion II: Program Administration and Management

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

3. Gifted education 3.1 There is no established 3.2 There is evidence of 3.3 In addition to level 2, an 3.4 in addition to level 3, the
programming shall include means of communication established means of active local parent advocacy established advocacy groups
positive working with constituency groups, communication with group has been established. are included/consulted in
relationships with advocacy groups, and constituency groups, program design, evaluation,
constituency and advocacy compliance agencies. advocacy groups, and and improvement.
groups, as well as compliance compliance agencies.
agencies.

3.2.1 The gifted program staff 3.2.2 There is evidence that 3.2.3 In addition to level 2, 3.2.4 In addition to level 3,
has NOT established on- the gifted program staff has parents of gifted students the gifted program staff has
going communication with established on-going have regular opportunities to established and utilized a
parents. communication with parents. share input and make parent advisory committee.
recommendations about
program operations.

Program Administration and Management Standards


Page 2
Gifted Education Programming Criterion II: Program Administration and Management

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

3. Continued 3.3.1 There is NO evidence of 3.3.2 There is evidence of 3.3.3 In addition to level 2, 3.3.4 In addition to level 3,
regular communication regular communication there is an established the gifted contact person or
between gifted program staff between gifted program staff procedure that allows for the coordinator makes an annual
and other instructional and and other instructional staff gifted contact person or presentation to the local
administrative district and administrative district coordinator to be actively school board concerning the
personnel. personnel. involved in the districts status of the gifted education
administrative planning and program.
decision-making process in
order to ensure that the needs
of gifted students are
addressed.

4. Requisite resources and 4.1 Gifted program teachers 4.2 The local district has 4.3 In addition to level 2, 4.4 In addition to level 3,
materials shall be provided to do NOT have adequate ensured that gifted program there is evidence at the plans for acquisition of new
adequately support the efforts resources to support and teachers have available district and school level that instructional and library
of gifted education sustain the goals and adequate resources to support educators share resources in materials address the needs of
programming. objectives of the gifted and sustain the goals and order to meet the needs of gifted students in all
program and/or these objectives of the gifted gifted students in all educational settings.
resources are NOT equitable program and these resources educational settings.
compared to other district are equitable compared to
programs. resources for other district
programs.

Program and Administration Standards


Page 3
Gifted Education Programming Criterion III: Program Design
Description: The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical, and
empirical support.

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

1. Rather than any single 1.1 NO services for gifted 1.2 Gifted program services 1.3 In addition to level 2, 1.4 in addition to level 3, a
gifted program, a continuum students exist. are available to all intellectually gifted students continuum of service options
of programming services intellectually gifted students are served in a gifted program is provided at each grade
shall exist for gifted learners. in grades 2-6. in additional grade levels level permissible in all areas
and/or services are provided of giftedness. Levels of
to gifted students in other service are matched to the
areas of giftedness. individual needs, interests,
and abilities of each gifted
student.

2. Gifted education shall be 2.1 The district does not 2.2 The district makes 2.3 In addition to level 2, 2.4 In addition to level 3, the
adequately funded. utilize available state funds to appropriate use of available local funds are used to local gifted supplement is no
satisfy the programming state funds to satisfy the supplement appropriate less than that of other locally
needs of the districts gifted programming needs of the services for the districts supplemented programs of
students. districts gifted students. gifted students. similar size and scope.

Program Design Standards


Page 1
Gifted Education Programming Criterion III: Program Design

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

3. Gifted education shall 3.1.1 Gifted education 3.1.2 Gifted education 3.1.3 In addition to level 2, an 3.1.4 In addition to level 3,
evolve from a comprehensive programming is NOT programming is reviewed and external review/audit is recognized experts in the field
and sound base. reviewed and evaluated on a evaluated annually by a conducted at least every three of gifted education
regular basis. variety of local stakeholders. years. periodically review and
The results are reported and evaluate the effectiveness of
used for strategic planning. the school or districts
program design in
comparison with best
practices in the field.

3.2.1 The district does NOT 3.2.2 Gifted programming is 3.2.3 In addition to level 2, 3.2.4 In addition to level 3,
have a mission/philosophy guided by a clearly the mission/philosophy, the mission/philosophy, goals,
statement that addresses the articulated goals, and objectives are and objectives are an integral
need for gifted education mission/philosophy statement publicly available and are part of staff development and
programming. and accompanying goals and distributed to parents of are updated annually based on
objectives. eligible gifted students. the program evaluation.

Program Design Standards


Page 2
Gifted Education Programming Criterion III: Program Design

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

4. Flexible grouping of 4.1 Gifted students are never 4.2 Gifted students are 4.3 In addition to level 2, 4.4 In addition to level 3,
students shall be developed in grouped together for grouped together for a flexible grouping grouping arrangements that
order to facilitate instruction. minimum of 5 hours a week arrangements based on meet the needs of gifted
differentiated instruction and in an approved gifted interests are an integral part students and high ability
curriculum. education program. of gifted education learners are provided in all
programming. educational settings within
each school in the district.

5. Policies for adapting and 5.1 No district policies relate 5.2 Existing local school 5.3 In addition to level 2, 5.4 In addition to level 3, all
adding to the nature and to gifted education in the district policies include policies are reviewed with local school board policies
operations of the general general education program. provisions for the needs of local administrators and that impact the instructional
education program are gifted students. school faculties on a regular program are appropriate for
necessary for gifted basis. gifted students and high
education. ability learners.

Program Design Standards


Page 3
Gifted Education Programming Criterion IV: Program Evaluation
Description: program evaluation is the systematic study of the value and impact of services provided.

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

1. An evaluation shall be 1.1 The evaluation is NOT 1.2 The evaluation is based 1.3 In addition to level 2, the 1.4 In addition to level 3, the
purposeful. based on the accomplishment on the accomplishment of data collected are analyzed to analysis of the data is used to
of stated program stated program determine strengths and determine goals and
goals/outcomes. goals/outcomes. weaknesses of the program. objectives for the following
year.

2. An evaluation shall be 2.1 No program evaluation is 2.2 A program evaluation is 2.3 In addition to level 2, 2.4 In addition to level 3,
conducted competently and conducted, or the evaluation conducted regularly and program evaluations are input is solicited from the
ethically and shall solicit is not designed to solicit solicits relevant information conducted on an annual basis. community served by the
information from all information from students, from students, parents, school.
stakeholders. parents, teachers, and teachers, and building
building administrators. administrators.

2.2.1 Individual data are not 2.2.2 Individual data are held 2.2.3 N/A 2.2.4 N/A
held confidential. confidential.

Program Evaluation Standards


Page 1
Gifted Education Programming Criterion IV: Program Evaluation

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

3. The evaluation shall be 3.1 No written evaluation 3.2 A written evaluation 3.3 In addition to level 2, the 3.4 In addition to level 3, the
made available through a report is presented. report is made available. report presents the evaluation report is designed to
written report. in a clear and cohesive format encourage follow-through by
to all stakeholders. all stakeholders.

Program Evaluation Standards


Page 2
Gifted Education Programming Criterion V: Socio-Emotional Guidance and Counseling
Description: Gifted education programming must establish a plan to recognize and nurture the unique socio-emotional development of gifted learners.

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

1.Gifted students shall be 1.1 Differentiated guidance 1.2 The gifted program 1.3 In addition to level 2, 1.4 In addition to level 3,
provided differentiated efforts are NOT provided for teacher provides specific school counselors receive school counselors provide
guidance efforts to meet their gifted students. activities that address the specific training in the services to gifted students
unique socio-emotional socio-emotional needs of characteristics and socio- including those who are
development. gifted students and is emotional needs of gifted underachieving, twice
available to provide students and are available to exceptional, and from diverse
individual counseling to provide some specialized populations.
gifted students. services pertaining to gifted
students.

2. Gifted students shall be 2.1 Career guidance services 2.2 The gifted program 2.3 In addition to level 2, 2.4 In addition to level 3,
provided with career are NOT provided for gifted teacher provides career school counselors receive gifted students are provided
guidance services especially students. guidance specific to the needs specific training on providing career guidance consistent
designed for their unique of gifted students. appropriate career counseling with their unique strengths
needs. services for gifted students and interests at all levels of
and are available to provide their education.
these services.

Socio-Emotional Guidance and Counseling Standards


Page 1
Gifted Education Programming Criterion V: Socio-Emotional Guidance and Counseling

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

3. Gifted at-risk students shall 3.1 Guidance and counseling 3.2 The gifted program 3.3 In addition to level 2, 3.4 In addition to level 3, a
be provided with guidance services are NOT provided teacher provides counseling school counselors have had continuum of specialized
and counseling to help them for gifted at-risk students. services to address the needs special training in providing counseling services are
reach their potential. of at-risk gifted students. appropriate counseling provided for gifted at-risk
services for gifted at-risk students. These include
students and are available to interventions for
provide these services. underachievement and
overcoming barriers of low
income, socio-emotional
issues, twice exceptional
students, and cultural
differences.

4. Gifted students shall be 4.1 Affective curriculum is 4.2 The gifted program 4.3 In addition to level 2, the 4.4 In addition to level 3, the
provided with affective NOT provided for gifted teacher provides a curriculum affective curriculum follows a gifted program teacher
curriculum in addition to students. that addresses the affective well-defined scope and modifies the scope and
differentiated guidance and needs of gifted students. sequence. sequence for the affective
counseling services. curriculum in order to address
the individual needs of each
gifted student.

Socio-Emotional Guidance and Counseling Standards


Page 2
Gifted Education Programming Criterion V: Socio-Emotional Guidance and Counseling

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

5. Underachieving gifted 5.1 Gifted underachieving 5.2 Gifted underachieving 5.3 In addition to level 2, 5.4 In addition to level 3, a
students shall be identified students are NOT served in students are identified and faculty and staff receive team that includes the gifted
and served rather than the gifted education program served in the gifted program. specific training in the program teacher works with
omitted from differentiated because they are perceived identification of gifted underachieving gifted
services. not to benefit from traditional underachieving students and students to help reverse
gifted services. refer them for assessment. patterns of underachievement.

Definitions
Twice exceptional student: A student who is gifted and meets one or more of the requirements for eligibility for services under the federal criteria for Individuals
With Disabilities Act (IDEA).

Gifted underachiever student: A gifted student whose performance is below their potential level.

Forced underachiever student: A student who is not provided a curriculum at an appropriate level for their abilities.
Socio-Emotional Guidance and Counseling Standards
Page 3
Gifted Education Programming Criterion VI: Professional Development
Description: Gifted students are entitled to be served by professionals who have specialized preparation in gifted education, expertise in appropriate differentiated
content and instructional methods, involvement in ongoing professional development, and who possess exemplary personal and professional traits.

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets minimum Standard Above Standard Exemplary

1. A comprehensive staff 1.1 The district does NOT 1.2 Gifted program teachers 1.3 In addition to level 2, 1.4 All school staff members
development program and provide staff development are required to attend other school staff members are provided ongoing
materials shall be provided regarding the education of professional development are invited to attend the professional development
for all school staff involved in gifted students or does not provided by the district professional development regarding the nature and
the education of gifted require gifted program regarding the appropriate provided for gifted program needs of gifted students and
students. teachers to participate. education of gifted students. teachers. appropriate instructional
strategies.

1.2.1 Gifted program teachers 1.2.2 The local school district 1.2.3 In addition to level 2, 1.2.4 In addition to level 3,
are NOT provided the allows gifted program gifted program teachers are gifted program teachers
opportunity to attend non- teachers to attend at least one allowed to attend state and/or continue to be actively
district professional non-district professional national gifted education engaged in the study of gifted
development regarding gifted development activity per year conferences. education through
education. that is designed specifically professional development
for teaching gifted students. and/or graduate degree
programs.
Professional Development Standards
Page 1
Gifted Education Programming Criterion VI: Professional Development

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

1. Continued 1.3.1 No professional 1.3.2 Professional 1.3.3 In addition to level 2, a 1.3.4 In addition to level 3,
development materials development materials procedure is in place that the materials are updated on
pertaining to gifted education pertaining to gifted education allows all school personnel an annual basis.
are available within the are available in the district. ready access to the materials
district for teacher pertaining to gifted education.
use/reference.

1.4.1 The district does not 1.4.2 The district provides 1.4.3 In addition to level 2, 1.4.4 In addition to level 3,
provide training to enable training to enable teachers to the training includes the the training enables teachers
teachers to develop an develop an appropriate appropriate implementation to modify differentiated
appropriate differentiated differentiated curriculum that of the differentiated curriculum based on the
curriculum for the gifted is in compliance with the curriculum. results of the annual gifted
program that is in compliance local gifted programs program evaluation.
with the local gifted Instructional Management
programs Instructional Plan.
Management Plan.
Professional Development Standards
Page 2
Gifted Education Programming Criterion VI: Professional Development

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

2. Only properly endorsed 2.1 The gifted program 2.2 The gifted education 2.3 In addition to level 2, the 2.4 In addition to level 3,
personnel shall be involved in teacher is NOT endorsed in teacher is endorsed in gifted gifted program teacher gifted program teachers
the gifted education program. gifted education. education. continues to pursue training actively participate at the
to update skills in working state and/or national level in
with gifted students. professional organization for
gifted education.
Professional Development Standards
Page 3
Gifted Education Programming Criterion VII: Student Identification and Assessment
Description: Potentially gifted students must be assessed to determine appropriate educational services. In order to help districts accomplish this effectively, the
following guiding principles have been established.

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

1. District guidelines shall 1.1.1 No information about 1.1.2 Written information 1.1.3 In additional to level 2, 1.1.4 In addition to level 13,
outline a coordinated, referral and assessment for about the districts gifted professional development on written information about the
comprehensive, and coherent gifted students is education program, including characteristics of giftedness is districts gifted education
process for student referral disseminated to school staff how to refer and identify provided to school staff. program is provided to
and assessment in order to members. students, is available to all Teachers are encouraged to parents and the community at
determine eligibility for school faculty members and refer students based on those large.
gifted services. the community at large. characteristics.

1.2.1 Only high performing 1.2.2 All students comprise 1.2.3 In addition to level 2, 1.2.4 In addition to level 3,
students are screened for the initial screening pool of blanket screening occurs at the local school board has
possible gifted education potential recipients for gifted one or more grade levels approved a policy requiring
services. education services. annually. blanket screening.
Student Identification and Assessment Standards
Page 1
Gifted Education Programming Criterion VII: Student Identification and Assessment

Guiding Principle Level 1 Level 3 Level 3 Level 4


Does Not Meets Standard Meets Minimum Standard Above Standard Exemplary

1. Continued 1.3.1 Referrals are accepted 1.3.2 Referrals are accepted 1.3.3 In addition to level 2, 1.3.4 In addition to level 3,
from classroom teachers only. from anyone who believes the written procedures are in the local school board has
student might be eligible for place for soliciting referrals approved a policy regarding
gifted program services. from multiple sources and the referral process for the
those procedures are gifted education program
distributed. from multiple sources.

1.4.1 Information about 1.4.2 Parents are provided 1.4.3 In addition to level 2, 1.4.4 In addition to level 3,
characteristics of giftedness is information regarding school libraries or district the districts informational
NOT provided to parents. characteristics of giftedness parent centers provide parents meetings about the diverse
and gifted programming with materials specifically nature of giftedness and the
options offered by the district. related to giftedness and/or meeting times are well
special needs of gifted publicized.
students.
Student Identification and Assessment Standards
Page 2
Gifted Education Programming Criterion VII: Student Identification and Assessment

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

2. All student identification 2.1.1 Instruments and 2.1.2 The student assessment 2.1.3 In addition to level 2, 2.1.4 In addition to level 3,
procedures and instruments identification procedures used process utilizes multiple flexibility is used in selecting the assessment and placement
shall be based on best are NOT based upon best assessment measures that the most appropriate process is done in a timely
practices and research. practices and research. include both objective and measures to be used for each manner.
subjective instruments. student.

2.2.1 Assessment instruments 2.2.2 Assessment instruments 2.2.3 NA 2.2.4 NA


used are NOT reliable and used are reliable and valid for
valid for identifying gifted identifying gifted students
students. and are in compliance with
MDE requirements.
Student Identification and Assessment Standards
Page 3
Gifted Education Programming Criterion VII: Student Identification and Assessment

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

3 Written procedures for 3.1.1 No written procedures 3.1.2 The district has written 3.1.3 In addition to level 2, 3.1.4 In addition to level 3,
student identification shall for student identification procedures for student the district provides parents individual conferences are
include provisions for exist. identification, informed with information regarding all held with parents to review
informed consent, notification consent, notification of phases of the referral and the assessment team report,
of results, student results, student reassessment, assessment process and the requirement for annual
reassessment, and student and student exiting. results. reassessment of the students
exiting. progress in the program, and
the process for students
entering and exiting the
program.

3.2.1 No written guidelines 3.2.2 The district has written 3.2.3 In addition to level 2, 3.2.4 In addition to level 3,
exist for entering and exiting procedures for entering and these guidelines are available these guidelines are reviewed
the gifted program or for exiting the gifted program as to district personnel and the on an annual basis and
parent appeals. well as guidelines for parent public, and are implemented revised as necessary.
appeals. on a consistent basis.
Student Identification and Assessment Standards
Page 4
Gifted Education Programming Criterion VII: Student Identification and Assessment

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets minimum Standard Above Standard Exemplary

4. Student assessment 4.1.1 The assessment 4.1.2 The assessment 4.1.3 In addition to level 2, 4.1.4 In addition to level 3,
instruments used to determine instruments selected do not instruments selected do make the selection of instruments the selection of instruments is
eligibility for gifted education make provisions for students provisions for students with takes into account other based upon a comprehensive
services shall be selected with limited English limited English proficiency. factors that influence student student profile for each
based on the strengths of the proficiency. comprehension and use of the student that takes into account
individual student. English language. multiple factors.

4.2.1 All potentially gifted 4.2.2 Licensed examiners 4.2.3 In addition to level 2, 4.2.4 In addition to level 3, all
students are assessed with the review all individual student the district provides personnel responsible for
same instrument regardless of data in order to select and use assessment personnel with a assessing potentially gifted
cultural differences, the most appropriate variety of appropriate students have been trained to
economic conditions, primary assessment instrument for instruments for possible use choose and administer the
language, environmental each individual student being by examiners during the most appropriate instrument
factors, achievement levels, evaluated, based upon assessment process. for each student.
or disabilities. individual student strengths.
Instruments selected are
culturally fair.
Student Identification and Assessment Standards
Page 5
Gifted Education Programming Criterion VII: Student Identification and Assessment

Guiding Principle Level 1 Level 2 Level 3 Level 4


Does Not Meet Standard Meets Minimum Standard Above Standard Exemplary

4. Continued 4.3.1 No professional 4.3.2 The district provides 4.3.3 In addition to level 2, 4.3.4 In addition to level 3,
development is in place for professional development for the districts gifted contact training occurs on an ongoing
personnel involved in the all personnel involved in the person or coordinator and basis.
assessment and identification assessment and identification licensed examiners have
of potentially gifted students. of potentially gifted students. successfully completed MDE
approved training regarding
the assessment and
identification of potentially
gifted students.
Student Identification and Assessment Standards
Page 6