Handbook for Gifted
Education Programs
2023-2024
Oconee County Gifted Program’s Mission and Goals
The Oconee County Schools’ Gifted Program recognizes that our students have unique needs
and that it is our responsibility to help them maximize their potential and prepare them to
become successful, contributing members of society.
The mission of the Gifted Program is to maximize the potential of gifted students by providing
programs and services that accommodate these differences, including curriculum responsive
to individual learning rates, styles, and complexity.
Program Goals
Oconee County Schools strives to:
● Meet the learning needs of gifted students through use of a curriculum that provides
opportunities for research and the development of critical and creative thinking skills
● Identify and nurture strengths and potential in our students through the use of a continuum
of services
● Enhance the skills of teachers who work with gifted children in order to provide for their
needs more fully
Student Goals
Students who participate in the Oconee County Gifted Program will experience opportunity for
growth in:
● Creative Problem Solving
● Logical Problem Solving
● Research Skills
● Communication Skills
● Critical Thinking
● Self-Directed Learning
● Collaboration with Others
Professional Learning
Oconee County Schools offers a yearly Gifted Cohort for gifted endorsement through
NEGARESA. The gifted endorsement program follows the PSC state and local regulations.
Additional professional learning opportunities are offered throughout the school year.
Communication
Through its website and through student handbooks that are distributed to all families, OCS
notifies the parents and/or guardians of all students about the eligibility criteria for
participation in the Gifted Program, the referral process for determination of program
eligibility and descriptions of program services.
Parents or guardians of students who are nominated for possible gifted program placement,
will receive the following information:
❐ Notification of consideration for receiving gifted services;
❐ Eligibility status following assessment, including the opportunity to discuss student
eligibility criteria and placement.
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Parents and/or guardians of students who are determined to be eligible for the Gifted Program
placement also receive the following:
❐ Continuation criteria for students identified and placed in the Gifted Program
❐ Program description, including the delivery model, the teaching strategies and the allotment
of time eligible students will be receiving gifted services
❐ Guidelines regarding probation and criteria to be met for reinstatement to regular gifted
status
❐ Notice of withdrawal and time procedures for reentry
❐ Progress reports/grades earned in Gifted Program classes
❐ Annual review of gifted program performance
❐ Determination of continuous/withdrawal
Gifted Program Evaluation
System-wide and school-site personnel evaluate the Gifted Program by meeting throughout the
year to evaluate the effectiveness of the program. Topics include: the identification process,
including referral, assessment and eligibility determination; curriculum effectiveness; delivery
models/site schedules; strengths/weaknesses of gifted services.
The Gifted Program teachers continually evaluate student progress and adjust educational
plans as needed with improvement plans being drawn up in accordance with the Gifted
Program Continuation Policy.
All teachers who provide gifted education services are evaluated annually by building-level
administrators and supervisors. Professional learning opportunities are provided for all
teachers and participants are evaluated through course observation, document review and
classroom observation as they demonstrate the utilization of newly acquired skills and
techniques.
Annually, district personnel keep records of: the number of students referred, the sources of
referrals, the number of students referred who qualify for gifted services and the number of
students served in the gifted program. Data are kept by grade level, gender and ethnicity. In
addition, OCS files its LEA Gifted Education Self-Assessment Report with the Gifted Education
Specialist at the Georgia Department of Education as required.
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State Regulations
Definitions……………………………………………………………………………………………………………………...6
Requirements………………………………………………………………………………………………………………...6
Reported Referral…………………………………………………………………………………………………………..7
Automatic Referral……………………………………………………………………………………………………….. 7
Initial Eligibility………………………………………………………………………………………………………………. 8
Continuation Criteria…………………………………………………………………………………………………….10
Reciprocity……………………………………………………………………………………………………………………. 11
Curriculum and Services……………………………………………………………………………………………..11
Data Collection……………………………………………………………………………………………………………..12
Gifted Eligibility Chart…………………………………………………………………………………………………..13
Delivery Models………………………………………………………………………………………………….………...15
Gifted Education Curriculum……………………………………………………………………………………….20
Multi-Tiered System of Supports Guidance……………………………..……………………………….21
Tools
MTSS Status of Candidate for Gifted Testing…………………………………………………………. 26
MTSS Status of Candidate for Gifted Testing Tier 2……………………………………………… 27
TABs Observation Form……………………………………………………………………………………………...28
MTSS Status of Candidate for Gifted Testing Tier 3……………………………………………….29
Tier 2/3 Meeting………………………………………………………………………………………………………….. 30
Parent Nomination……………………………………………………………………………………………………….31
Self-Nomination Response………………………………………………………………………………………... 32
Peer-Nomination Response………………………………………………………………………………………..33
Gifted Education Eligibility Screening Committee………………………………………………….. 34
Screening Committee Notification……………………………………………………………………………. 35
Notification of Consideration and Permission to Evaluate…………..…………………………36
Eligibility Status Notification……………………………………………………………………………………….37
OCS Gifted Continuation Criteria………………………………………………………………………………..38
Notification of Ineligibility………………………………………………………………………………………….. 39
Gifted Eligibility Report………………………………………………………………………………………………..40
Transfer Student Letter………………………………………………………………………………………………. 41
Change in Status……………………………………………………………………………………………………….... 42
Plan of Improvement Contract………………………………………………………………………………….. 43
Successful Completion of Gifted Probation……………………………………………………………. 44
Request for Voluntary Inactive Status……………………………………………………………………... 45
Re-Entry Request………………………………………………………………………………………………………....46
Cluster Model/Tier 3 or 4 Individual Student Contract…………………………………………...47
Collaborative Model Planning Contract…………………………………………………………………….48
Collaborative Model Individual Student Contract…………………………………………………….49
Mentorship/Internship Contract……………………………………….………………………………………. 50
Appendix A: Gifted Evaluation Process/Testing……………………………………………………...51
Appendix B: Acceleration………………………………………………………………..………………………….56
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Tools (Alphabetically)
Change in Status……………………………………………………………………………………….………………….42
Cluster Model/Tier 3 or 4 Individual Student Contract……………………………………………47
Collaborative Model Individual Student Contract…………………………………………………….49
Collaborative Model Planning Contract…………………………………………………………………….48
Eligibility Status Notification……………………………………………………………………………………….37
Gifted Education Eligibility Screening Committee………………………………………………….. 34
Gifted Eligibility Report………………………………………………………………………………………………..40
Mentorship/Internship Contract……………………………………………………………………………….. 50
Notification of Consideration and Permission to Evaluate…………………………………….36
Notification of Ineligibility………………………………………………………………………………………….. 39
OCS Gifted Continuation Criteria………………………………………………………………………………. 38
Parent Nomination……………………………………………………………………………………………………….31
Peer-Nomination Response………………………………………………………………………………………..33
Plan of Improvement Contract………………………………………………………………………………….. 43
Quarterly Student Evaluation K-5………………………………………………………………………………. 42
Re-Entry Request…………………………………………………………………………………………………………. 46
Request for Voluntary Inactive Status……………………………………………………………………….45
MTSS Status of Candidate for Gifted Testing…………………………………………………………. 26
MTSS Status of Candidate for Gifted Testing Tier 2……………………………………………….27
MTSS Status of Candidate for Gifted Testing Tier 3……………………………………………….29
Screening Committee Notification……………………………………………………………………………. 35
Self-Nomination Response………………………………………………………………………………………... 32
Successful Completion of Gifted Probation……………………………………………………………. 44
TABs Observation Form……………………………………………………………………………………………...28
Tier 2/3 Meeting……………………………………………………………………………………………………………30
Transfer Student Letter………………………………………………………………………………………………. 41
Appendix A: Gifted Evaluation Process/Testing……………………………………………………...51
Appendix B: Acceleration………………………………………………………………..………………………….56
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State Policies
and Regulations
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Georgia Department of Education
160-4-2-.38 EDUCATION PROGRAM FOR GIFTED STUDENTS. Code: IDDD
(1) DEFINITIONS.
(a) Differentiated Curriculum - courses of study in which the content, teaching strategies, and
expectations of student mastery have been adjusted to be appropriate for gifted students.
(b) Georgia Department of Education – (GaDOE) the agency charged with the fiscal and administrative
management of certain aspects of K-12 public education including the implementation of federal
and state mandates.
(c) Gifted Student - a student who meets the eligibility criteria as identified in this rule and as defined in
the GaDOE Resource Manual for Gifted Education Services.
(d) Local Board of Education (LBOE) – agency charged with adopting policies to govern educational
entities within the local educational agency.
(e) Local Educational Agency (LEA) – local school system pursuant to LBOE control and management.
(f) Panel of Qualified Evaluators - experts in relevant fields appointed by the LEA who evaluate student
products/performances to determine gifted program eligibility.
(g) Qualified Psychological Examiner - a psychologist licensed by a state licensing board in the United
States and having training and experience in school psychology or child psychology.
(h) State Board of Education (SBOE) – the constitutional authority which defines education policy for
public K-12 education agencies in Georgia.
(2) REQUIREMENTS.
(a) Notification. The LEA shall notify parents and guardians of identified gifted students being
considered to receive gifted education services in writing of information related to the gifted
education program including, but not limited to the following:
1. Referral procedures and eligibility requirements adopted and applied by the LEA.
● Information on the referral process/eligibility is included in all elementary students’
handbooks which is available on the system website. Information on the referral
process/eligibility is also available on the system website.
2. Notification of initial consideration for gifted education services.
● Parent Notification of Meeting
3. Evaluation guidelines and documentation of training procedures utilized and maintained by the
LEA.
● Director of Assessment and Gifted Program Director coordinate and maintain
documentation of all training procedures.
4. The type(s) of gifted services to be provided, academic standards to be met, the teaching
methods employed, and the manner in which students will be evaluated annually.
● Annual Review
5. Performance standards gifted students are to meet to maintain their eligibility and
receive continued services in the program.
● Continuation Criteria
6. A description of the probationary period applied to students in jeopardy of losing their eligibility
for services. The description shall include the length of the probationary period and the criteria.
● Continuation Criteria
● Parent Notification of Meeting
● Plan of Improvement Contract
7. Termination of services when students on probation have failed to meet criteria for
continuation of services.
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(b) Referrals. The consideration for gifted education services may be repor ted or automatic as defined
in the GaDOE Resource Manual for Gifted Education Services.
1. Reported Referral. A student may be referred for consideration for gifted education services by
teachers, counselors, administrators, parents or guardians, peers, self, and other individuals with
knowledge of the student’s abilities.
● Parent Nomination
● Self Nomination Response
● Peer Nomination Response
2. Automatic Referral. Students who score at specified levels on a norm-referenced test as defined
in the GaDOE Resource Manual for Gifted Education Services, for further assessment to
determine eligibility for gifted program services. Automatic referrals are used to assist in the
identification of students for possible evaluation for gifted eligibility. The information can be
used in two ways: 1. to assist a gifted referral/eligibility committee during the decision process
or 2. a qualifying NRT score(s) may be used as part of a student’s placement in a gifted
education program.
(i) The LBOE shall establish the criterion score needed on norm-referenced tests for automatic
consideration for further eligibility assessment.
On an annual basis, the following assessment results are reviewed. All students who meet the
following criteria are automatically referred to the Gifted Screening committee for further
consideration.
● Most recent Spring administration MAP results at or above 95
th
percentile on Reading or
Mathematics measures
● CogAT results within the last school year at or above 99
th
percentile on Composite, Verbal,
Quantitative, or Non-Verbal measures for K-2 students; at or above 96
th
percentile on
Composite, Verbal, Quantitative, or Non-Verbal measures for 3-12 students
(ii.) The LBOE shall ensure that tests or procedures used in the referral process and to determine
eligibility for gifted education services meet standards of validity and reliability for the purpose
of identifying gifted students and shall be non-discriminatory with respect to race, religion,
national origin, sex, disabilities, and economic background.
Mental Abilities Test
Cognitive Abilities Test
CogAT
Achievement Tests
Measures of Academic Progress
MAP
Creativity
Torrance Test of Creative Thinking
TTCT
Motivation
Gifted Evaluation Scale 3 (motivation) K-8
GES-3
GPA 6-12 (only)
Top 10% NGA
The administration of additional assessments should be considered only under special circumstances.
Circumstances that might warrant the administration of additional assessments are (1) the student is
very close to the qualifying score (within one standard error of measurement); (2) there is evidence of
illness which may have negatively impacted student performance; (3) all available evaluation data does
not present a clear picture of student functioning and the need for additional information to establish
eligibility is evident. With approval of the Assistant Superintendent of Teaching and Learning, alternate
tests may be administered for Mental ability, Achievement, Creativity, and/or Motivation. The choice of
alternate assessments must be approved by the Coordinator for Gifted Education Services. All
alternative assessments must meet the requirements set by State Board Rule.
(c) Consent. The LEA shall obtain written consent for testing from parents or guardians of students
who are being considered for referral for gifted education services. The LEA shall obtain written
consent from parents or guardians before providing gifted education services to students
determined to be eligible for services.
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● Notification of Consideration and Permission to Evaluate
● Eligibility Status Notification
(d) Eligibility. The LBOE shall adopt eligibility criteria that are consistent with this rule and as defined in
the GaDOE Resource Manual for Gifted Education Services.
Following an evaluation, data is reviewed by the Gifted Eligibility Committee which consists of gifted
program teachers and other personnel as appropriate in each school. The function of this
committee is to review all eligibility data to determine eligibility for gifted education services.
Appeals by parents of eligibility committee decisions may be directed to the Assistant
Superintendent of Curriculum and Instruction.
● Parents/Guardians of students who are eligible for service are given written notification including
copies of their student’s eligibility report and a Consent for Placement form to be signed and
returned to the school.
● Parents/Guardians of students who are not eligible for service are given written notification,
including copies of the student’s eligibility report and evaluation summary. In addition, parents
are offered an opportunity to meet and discuss the evaluation results. (Parental Notification of
Meeting) If the evaluation data indicates a need for instructional modifications, suggestions are
given to the classroom teachers and the parent/guardian.
1. To be eligible for gifted education services, a student must either (a) score at the 99th
percentile (for grades K-2) or the 96th percentile (for grades 3-12) on the composite or full
scale score of a norm-referenced test of mental ability and meet one of the achievement
criteria described in paragraph (2)(d) 5.(ii) Achievement, or (b) qualify through a
multiple-criteria assessment process by meeting the criteria in any three of the following four
areas: mental ability, achievement, creativity, and motivation.
● Parent Notification of Meeting
● Gifted Eligibility Report
● Appendix A - Testing
2. To be eligible for gifted education ser vices, a student must meet the criterion score on a norm-
referenced test and either has observational data collected on his or her performance or
produce a superior product as described below. Information shall be collected in each of the
four areas: mental ability, achievement, creativity, and motivation.
3. Test scores used to establish eligibility shall have been administered within the past two
calendar years.
4. Any data used in one area to establish a student’s eligibility shall not be used in any other data
category.
5. Data shall be used for eligibility in the four areas according to the following:
(i) Mental Ability. For Option A, students in K-2 shall score at or above the 99th percentile on
a composite or full- scale score, and students in grades 3-12 shall score at or above the
96th percentile on a composite or full-scale score on a norm-referenced test of mental
ability. For Option B, students in grades K-12 shall score at or above the 96th percentile on
a composite or full-scale score or appropriate score, as defined in the approved list of
assessments, on a norm-referenced test of mental abilities shared by the GaDOE
a. Mental ability tests shall be the most current editions, or editions
approved by GaDOE, of published tests that measure intelligence or cognitive ability,
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which have been reviewed for bias and are normed on a nationally representative sample
with respect to race, religion, national origin, sex, disabilities, and economic background
within a 10-year period prior to administration.
b. Mental ability tests that were designed to be administered individually
shall be administered by a qualified psychological examiner.
(ii) Achievement. Students shall score at or above the 90
th
percentile on the total battery,
total math or total reading section(s) of a norm-referenced achievement test or have
produced a superior student-generated product or performance, where the superior
performance is one that can be translated into a numerical score at or above 90 on a 100
point scale as evaluated by a panel of qualified evaluators.
a. Norm-referenced achievement tests shall be the most current editions of
tests, or editions approved by GaDOE, that measure reading skills, including
comprehension, and shall yield a total reading score and/or a total mathematics score
based upon a combination of scores in mathematics concepts and applications. These
tests shall have been reviewed for bias and are normed on a nationally representative
sample with respect to race, religion, national origin, sex, disabilities, and economic
background within a 10-year period prior to administration.
b. Performances and products shall be assessed by a panel of qualified
evaluators and must have been produced within the two calendar years prior to
evaluation.
(iii) Creativity. Students shall score at or above the 90
th
percentile on the total battery
score of a norm-referenced test of creative thinking, receive a score at or above
the 90
th
percentile on a standardized creativity characteristics rating scale, or
receive from a panel of qualified evaluators a score at or above 90 on a 100 point
scale on a structured observation/evaluation of creative products and/or
performances.
a. Norm-referenced tests of creative thinking shall be the most current
editions of tests, or editions approved by GaDOE, that provide scores of fluency,
originality, and elaboration. These tests shall have been reviewed for bias and are
normed on a nationally representative sample with respect to race, religion,
national origin, sex, disabilities, and economic background within a 10-year
period prior to administration.
b. Rating scales used to qualify creativity shall differentiate levels
such that judgments may equate to the 90
th
percentile. If a rating scale is used to
evaluate creativity, a rating scale shall not be used to evaluate motivation.
c. 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 or
performances submitted shall be reviewed by a panel of qualified evaluators.
(iv) Motivation. Students shall receive a score at or above the 90
th
percentile on a
standardized motivational characteristics rating scale, receive from a panel of
qualified evaluators a score at or above 90 on a 100 point scale on a structured
observation or evaluation of student-generated products and/or performances, or
for grades 6-12 a numeric grade point average (NGA) of 90 percent on a 100
point scale where 100 = A and a 89 = B. The standard must be set at a level
which is achieved by no more than 10% of the students in each grade level.
Grades used to determine the GPA or NGA must be a two-year average of regular
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school program core subject grades in mathematics, English/language arts,
social studies, science, and full year world languages.
a. Rating scales used to qualify student motivation shall differentiate
levels such that judgments may equate to the 90
th
percentile. If a rating scale is
used to evaluate motivation, a rating scale shall not be used to evaluate
creativity.
b. 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 or performances
submitted shall be reviewed by a panel of qualified evaluators.
c. GPAs of students are determined by calculating the grades earned
during the two years prior to evaluation in the subjects of mathematics, science,
English/language arts, social studies, and full year world language, if such
language study is included in the student’s records.
6. Assessment data that were gathered and analyzed by a source outside the student’s school
or LEA shall be considered as part of the referral and evaluation process. External evaluation
data shall not be substituted for or used as the sole source of data the school generates
during the initial eligibility process. External evaluations shall have been reviewed for bias
with respect to race, religion, national origin, sex, disabilities, and economic background.
(e) Continued Participation. The LBOE shall have a continuation policy for students identified
as eligible for gifted services to continue to receive such services. The LEA shall review the
progress of each student receiving gifted education services each year. Any student who
receives gifted education services shall continue to receive services, provided the student
demonstrates satisfactory performance in gifted education classes, as described in the
LBOE continuation policy and stated in the continuation policy.
1. The LBOE continuation policy shall include a probationary period in which a student
who fails to maintain satisfactory performance in gifted education classes shall continue to
receive gifted education services while attempting to achieve satisfactory performance
status. The length of this probationary period shall be determined by the LBOE.
2. The LBOE continuation policy shall provide for a final review prior to discontinuing
gifted education services for students who fail to demonstrate satisfactory performance in
gifted education classes during the probationary period and criteria for resuming gifted
education services for such students.
OCONEE COUNTY SCHOOL SYSTEM GIFTED PROGRAM CONTINUATION CRITERIA
Any student who receives gifted education services shall continue to receive services, provided
that the student demonstrates satisfactory performance in gifted classes.
(a) Students must maintain a passing grade in all gifted education courses to remain
eligible for services. Therefore, at the end of each nine weeks grading period (K-8) or
semester (9-12), the gifted teachers will formally review student grades to determine
status of each student (continuation, probation, or inactive status).
(b) Students who do not maintain the required performance will be placed on probation
at the beginning of the next grading period (K-8) or semester (9- 12). Parents will be
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notified in writing and via conference of the status of the probation. Students will be
given one grading period (K-8) or semester (9-12) to achieve satisfactory
performance status. Student performance will be reviewed after the probationary
period by the gifted teacher to determine student continuation status.
(c) Students who demonstrate satisfactory achievement during the time of probation
will be removed from probationary status. Students will re-enter the gifted program
on probation for one grading period.
(d) Students who do not demonstrate satisfactory achievement during the time of
probation will be placed on inactive status. Parents will be notified in writing and
offered an opportunity to conference on the status. School team will meet to discuss
next steps.
A student who meets or exceeds the continuation criteria is removed from probation
and continues to receive gifted services; a student who does not meet the
continuation criteria will be withdrawn from gifted services but continues to remain
eligible for gifted services.
(f) Reciprocity. Any student who meets the initial eligibility criteria in this rule for gifted
education services in one LEA shall be considered eligible to receive gifted education
services in any LEA within the state. As described in the section on Reciprocity in the GaDOE
Resource Manual for Gifted Education Services, a student transferring from one LEA to
another within the state shall meet the criteria for continuation of gifted services
established by the LBOE of the receiving school system. There is no mandated reciprocity
between states unless the student is a dependent of military personnel as provided in
O.C.G.A. § 20-2-2140 et. seq.
(g) Curriculum and Services to Be Provided.
1. The LBOE shall develop curricula for gifted students that incorporate SBOE approved
curriculum. LBOE curricula for gifted students shall focus on developing cognitive learning,
research and reference, and metacognitive skills at each grade grouping, using principles of
differentiation, in one or more of the following content areas: mathematics, science,
English/language arts, social studies, world languages, fine arts, and career, technical and
agricultural education. LEAs shall make available to the public and the GaDOE a description
of the differentiated curricula used for instruction of gifted students. The LEA shall review
and revise, if revisions are needed, its curricula for gifted students at Georgia Department of
Education annually.
2. Students identified as gifted and whose participation has received parental consent shall
receive at least five segments per week (or the yearly equivalent) of gifted education
services, using one of the approved models described in the GaDOE Resource Manual for
Gifted Education Services.
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(h) Data Collection.
1. The LBOE shall collect and maintain statistical data on the number of students referred
for evaluation of eligibility for gifted education services, the number of students determined
eligible for services, and the number of students actually served during the school year.
These data shall be archived and maintained by subgroups, which shall include at least the
grade level, gender, and ethnic group of the students.
2. The LEA shall evaluate its gifted program at least every three years using criteria
established by GaDOE.
(i) Public Review. The LBOE shall make available for review by the public and by GaDOE a copy
of its administrative procedures for the operation of its gifted education program and the
LEA’s gifted education curricula.
Authority O.C.G.A. § 20-2-151; 20-2-152; 20-2-161.
Adopted: May 10, 2012 Effective: May 30, 2012
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Rule 160-4-2-.38 Education Programs for Gifted Students
Evaluation and Eligibility Chart
● In option A and B, information shall be gathered in each of the four categories.
● At least one of the criteria must be met by a score on a GaDOE approved nationally norm-referenced test.
● Any data used to establish eligibility in one category shall not be used to establish eligibility in another category.
● If a rating scale is used to evaluate creativity, a rating scale shall not be used to evaluate motivation. If a rating
scale is used to evaluate motivation, a rating scale shall not be used to evaluate creativity.
● Any piece of information used to establish eligibility shall be current within two years.
● Local school systems must establish policies in regards to the use of data gathered and analyzed by private entities.
Category
Option A
Student must have a qualifying
score in the mental ability AND
achievement categories.
Option B
Student must quality in three of the four categories.
Mental Ability
● Grades K-2: 99th% percentile
composite score on a
nationally age normed mental
ability test
● Grades 3-12: ≥96th%
percentile composite score on
a nationally age normed
mental ability test
Grades K-12: ≥96th% percentile composite score on a nationally age
normed mental ability test OR 96th percentile on a component score on a
nationally age normed mental ability test
Achievement
Grades K-12: ≥90th% percentile
Total Reading, Total Math, or
Complete Battery on a
nationally normed achievement
test
● Grades K-12: ≥90th% percentile Total Reading, Total Math, or Complete
Battery on a nationally normed achievement test
● Grades K-12: Superior product/performance with a score ≥90 on a scale
of 1-100, as evaluated by a panel of three or more qualified evaluators
Creativity
Evaluation data required
● Grades K-12: ≥90th% percentile on composite score on a nationally
normed creativity test
● Grades K-12: Rating scales used to qualify student creativity must equate
to the 90th percentile
● Grades K-12: Superior product/performance with a score ≥90 on a scale
of 1-100, as evaluated by a panel of three or more qualified evaluators
Motivation
Evaluation data required
● Grades 6-12: Two-year average of a 3.5 GPA on a 4.0 scale in a regular
core subject of mathematics, English/language arts, social studies,
science, and full year world languages (see page 30 of manual for add’l
info.)
● Grades K-12: Rating scales used to qualify student motivation must
equate to the 90th percentile
● Grades K-12: Superior product/performance with a score ≥90 on a scale
of 1-100, as evaluated by a panel of three or more qualified evaluators
Identification of gifted students shall be nondiscriminatory with respect to race, religion, national origin, sex, disabilities or economic background.
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Referral and Eligibility Process Chart
14
SECTION V: GIFTED EDUCATION SERVICE DELIVERY MODELS
Students identified as gifted and whose participation has received parental consent shall
receive at least five segments per week (or the yearly equivalent) of gifted education services,
using one of the following Georgia Department of Education (GaDOE) approved models.
Local Education Agencies (LEA) shall make available to the public and the GaDOE a
description of the differentiated curricula and delivery models used for instruction of gifted
students. In forming classes, please keep in mind that Federal law prohibits discrimination on
the basis of race, religion, national origin, sex, disabilities, and economic background.
A differentiated curriculum is defined as courses of study in which the content, teaching
strategies, and expectations of student mastery have been adjusted to be appropriate for
gifted students. In the delivery models described below, the instruction must be based on the
Georgia curriculum standards. These regulations also describe the requirements that must
be met in order to count the instructional segments provided by any of these models at the
gifted weight in full time equivalency (FTE) reporting. The Georgia Professional Standards
Commission (GaPSC) requires that gifted education teachers have a gifted education
endorsement attached to their Georgia Teaching Certificate. Unless noted otherwise, the
total class size specified by the Georgia State Board of Education (GaBOE) Rule 160-5-1-.08.
Direct Services
Resource Class (K-12)
1. All students must have been identified as gifted by GaBOE criteria.
2. The curriculum must have an academic content foundation based on the Georgia
curriculum standards, but it should focus on interdisciplinary enrichment activities and not
any one content area.
3. The content and pacing should be differentiated to the degree that the activities are clearly
not appropriate for more typical students at that grade level.
4. Gifted students may receive no more than 10 gifted FTE segments per week of resource
class service.
Advanced Content (K-12)
1. Students are homogeneously grouped on the basis of achievement and interests (Career,
Technical and Agricultural Education, English language arts, fine arts, mathematics,
science, social studies, and world languages).
2. The district may elect to include students who are not identified as gifted, but who
demonstrate exceptional ability and motivation in a particular content area.
3. The local district must establish criteria and guidelines that identify gifted and regular
education students who will be successful in advanced content classes.
4. The local board of education must maintain a description of the course curriculum which
very clearly shows how the advanced course content, teaching strategies, pacing, process
skills, and assessments differ from courses more typical for students at that grade level.
5. Identified gifted students in the advanced content course may be counted at the gifted FTE
weight. Students who are not identified as gifted must be counted at the regular education
FTE weight.
15
6. In grades K-5, gifted students may receive no more than two gifted FTE segments per day
of advance content service in the same content area.
7. Gifted FTE segment(s) may not be earned in the K-5 advanced content service model, if a
gifted student is already receiving a cluster or collaborative gifted FTE segment in the same
content area. For example, a student could not earn a gifted FTE segment in advance
content mathematics and earn a gifted FTE segment in the cluster or collaboration model
in mathematics.
Advanced Content Classes: Advanced Placement (AP) College Courses (9-12) and
International Baccalaureate Courses (IB):
Students are homogeneously grouped on the basis of achievement and interest in a specific
academic content area (Career, Technical and Agricultural Education, English language arts,
fine arts, mathematics, science, social studies, and world languages). The district may elect
to include students who are not identified as gifted but who have demonstrated exceptional
ability and motivation in a particular content area.
1. The local board of education must maintain a description of the course curriculum which is
based on the College Board or the International Baccalaureate Organization (IBO)
framework. These frameworks very clearly show how the AP and IB advanced course
content, teaching strategies, pacing, process skills and assessments differ from the
courses more typical for students at that grade level.
2. The total class size specified by the SBOE is 21 at the high school level.
3. In order to count the gifted students in AP (grades 9-12) and IB (grades 11 and 12) classes
at the gifted FTE weight, the teacher must have the following qualifications:
1. Advanced Placement (AP) Courses:
a. Appropriate content area GaPSC approved certification in the specific content area.
b. Appropriate training by the College Board in that specific AP course and must have
completed a 10 clock hour professional development course in characteristics of
gifted learners and curriculum differentiation for gifted students; or
c. The teacher has a current GaPSC issued gifted endorsement.
2. International Baccalaureate (IB) Diploma Courses:
a. Appropriate content area GaPSC approved certification in the specific content area.
b. Appropriate authorized training by the IBO in the specific IB diploma course, and must
have completed a 10 clock hour professional development course in characteristics of
gifted learners and curriculum differentiation for gifted students; or
c. The teacher has a current GaPSC issued gifted endorsement.
3. Gifted Advanced Content and IB Middle Years Programme (IBMYP) Courses:
a. The teacher must have the appropriate content area Georgia Professional Standards
Commission approved certificate in the specific honors course.
b. The teacher has a current GaPSC issued gifted endorsement.
c. In addition to a Georgia Teaching License and gifted endorsement, the IBMYP
teachers must complete the appropriate professional development courses required
by IBO.
16
Cluster Grouping (K-12)
Identified gifted students are placed as a group (recommended 6-8 students) into an otherwise
heterogeneous classroom, rather than being dispersed among all of the rooms/courses at that
grade level.
1. The regular classroom teacher must have a current GaPSC approved gifted endorsement.
2. A maximum of two gifted FTE segments per day may be counted at the gifted weight. The
teacher must document the curriculum modifications made for the gifted student(s) by
completing individual or group contracts which include the following requirements:
a. A description of the course curriculum which is based on Georgia standards that very
clearly show how the advanced course content, teaching strategies, pacing, process
skills and assessments differ from courses more typical for student(s) at that grade
level.
b. Separate lesson plans which show reason(s) why the gifted student(s) needs an
advanced curriculum in the content areas of English language arts, mathematics,
science, social studies, and world languages;
c. Dates and amount of time (in segments) the student(s) will be engaged in the
higher-level activities; and how students will be evaluated
Indirect Services
Collaborative Teaching (K-12)
A maximum of eight identified gifted students are placed as a group into an otherwise
heterogeneous classroom. Direct instruction is provided by the students’ regular classroom
teacher who collaborates with a designated gifted teacher. There must be substantial, regularly
scheduled collaborative planning between the regular classroom teacher and the gifted
teacher. The following requirements must be met to earn at the gifted FTE weight:
1. The collaborating gifted teacher must have a clear renewable GaPSC approved gifted
education endorsement.
2. The gifted teacher, the regular classroom teacher, and the gifted student(s) (when
appropriate) collaborate and document the development of differentiated instructional
strategies, Georgia standards based curriculum, and evaluations practices.
3. The collaborating regular classroom teacher and gifted teacher must be provided adequate
planning time which must be documented and approved by the LEA.
4. The gifted education teacher must be given one full period each day or its weekly
equivalent during which he/she has only gifted education collaborative planning
responsibilities (as determined by the local system) for every three classes in which he/she
has collaborative teaching responsibilities.
5. The total number of gifted students whose instruction may be modified through this
collaborative approach may not exceed eight per class. For example, if the gifted program
teacher is working with three classroom teachers during the first period of the school day,
there may be no more than 24 gifted students (for whom curriculum is being differentiated
divided among the three classes).
6. Instructional segments that have been modified for gifted learners may be counted at the
gifted FTE weight if the gifted education teacher, and regular education teacher document
the curriculum modifications made for the gifted students in the following way:
a. Separate lesson plans which show the reason(s) why any student whose instruction is
counted at the gifted F TE weight needs an advanced curriculum in that particular
17
content area (e.g., National norm reference tests and/or benchmark tests)
b. A time and discussion log of the collaborative planning sessions between the teachers
c. Individual or small group contracts indicating the differentiated learning standards for
the gifted student(s) and the alternative instructional strategies in which the gifted
student(s) will be engaged
Table 1: Planning Time for Gifted Program Specialist in the Collaborative Teaching Model
Number of classes within which the
gifted specialist collaborates
Number of segments that can be
counted as the gifted weight
Number of minutes allotted for
collaborative planning
1-3
1-24
45-60
4-6
25-48
90-120
7-9
49-72
135-180
10-12
73-96
180-240
13-15
97-120
225-300
16-18
121-144
270-360
Internship/Mentorship (9-12)
Gifted students collaborate with a mentor to explore a profession of interest. The district may
include students who are not identified as gifted, but who demonstrate exceptional ability and
motivation in a particular content area. The local district must establish criteria and guidelines
that identify gifted and regular education students who will be successful in
internship/mentorship classes.
A gifted student works with a mentor to explore a profession of interest. The gifted program
internship teacher assigned to supervise the internship/mentorship program maintains close
contact with both the participating student(s) and the selected mentor(s) to ensure acceptable
progress toward the student’s individual learning goals which are based on the approved
Georgia standards based curriculum. One or two instructional segments per day may be
counted at the gifted FTE weight for students participating in the gifted internship/mentorship
program if an individual student contract which document the work to be done, the learning
goals for the gifted student, the dates and amount of time the student will be participating in
the internship/mentorship, the means by which the gifted student’s learning will be evaluated,
and the responsibilities of the gifted program internship teacher and the mentor.
To ensure adequate time for the gifted program internship teacher to monitor and assist gifted
students participating in internships/ mentorships, he/she must be given one full period each
day or its weekly equivalent during which he/she has only gifted education internship/
mentorship responsibilities (as determined by the local system) for every 15 gifted students
for whom he/she is supervising the internship/mentorship experience.
Innovative Models
GaDOE encourages the development of innovative programs for gifted students which are
clearly in accordance with the needs of the gifted learners and the philosophy of the district.
School districts implementing a gifted program delivery model other than one of the models
described above need to keep on file a plan that clearly describes the rationale for the special
18
model, the goals and objectives for the program, the advanced nature of the curriculum which
will be provided to gifted learners, how the model’s effectiveness will be evaluated, how gifted
FTE funding will be generated and documented, and the anticipated fiscal impact of the model
(i.e., how many FTEs will be generated).To ensure appropriate development of the innovative
programs for gifted students, school districts may contact the College Readiness and Talent
Development unit for guidance.
19
SECTION VI GIFTED EDUCATION CURRICULUM
Curricula for gifted education learners must incorporate the SBOE approved curriculum. Local
BOE curricula for gifted students shall focus on developing cognitive learning, research and
reference, and metacognitive skills at each grade grouping, using principles of differentiation.
Differentiated instruction is a teaching theory based on the premise that instructional
approaches should vary and be adapted in relation to individual and diverse students in
classrooms (Tomlinson, 2011). The model of differentiated instruction requires teachers to be
flexible in their approach to teaching and adjust the curriculum and presentation of information
to learners rather than expecting students to modify themselves for the curriculum (Hall,
2011).
A differentiated curriculum for gifted learners includes the following expectations:
Content: Complex and challenging subject matter that:
● Requires intellectual struggle
● Utilizes primar y documents
● Integrates research skills and methods
● Incorporates relevant and real-life experiences
● Integrates interdisciplinary connections
Process: Instructional strategies are designed to:
● Emphasize higher-order thinking, problem-solving and communications skills
● Foster self-initiated and self-directed learning
● Promote creative application of ideas
● Model and encourage academic discussion
Product: Gifted student products should demonstrate a developmentally appropriate capacity for:
● Self-directed learning
● Meaningful collaboration
● Effective problem solving of challenging and complex issues
● Effective communication
● Social and emotional understanding of self relative to community, culture, and physical
environment
Environmental: Physical setting and work conditions to:
● Change the actual place where students work
● Allow flexible time
● Provide opportunities for independent study and in-depth research
● Provide opportunities for mentorship
Assessment: Gifted learners need various methods and opportunities to document mastery of
curriculum such as:
● Pre/post tests
● Self assessment through rubrics
● Creation of goal-based checklists
● Conferencing, commentary, and qualitative feedback (Cobb, 2012)
20
SECTION VIII Multi-Tiered System of Supports (MTSS) AND THE GIFTED LEARNER
GUIDANCE
How does gifted education fit into the Multi-Tiered System of Supports?
All identified gifted education students are on Tier IV in the general education MTSS progress. The
following information relates to the tiers within the gifted education program.
Advanced learning needs for the majority of students can be addressed in a general education
classroom which offers a quality learning environment by providing instructional interventions prior to,
or in lieu of, identifying students for specialized educational services. By documenting instructional
interventions, the MTSS process allows gifted and high-achieving students access to a differentiated
curriculum, flexible pacing, cluster grouping, and other universal interventions. The MTSS policies for
referral, evaluation, eligibility, and instruction of gifted education students is set by the State Board of
Education and defined in the Georgia Department of Education Resources Manual for Gifted Education
Services.
When should students be considered for gifted education services?
If there is evidence that instructional modifications have not met a student’s needs, local school
districts should follow the student nomination and decision-making process outlined in the Georgia
Gifted Education Resource Manual. Factors to be considered in the nomination process should include
evidence of the student’s advanced learning needs and the regency and performance levels of any
previous gifted program referrals or placements.
The term differentiation is used quite often in education. What is differentiation and when should
differentiation be used in the classroom?
Differentiated instruction is a teaching theory based on the premise that instructional approaches
should vary and be adapted in relation to individual and diverse students in the classrooms (Tomlinson,
2011). The model of differentiated instruction requires teachers to be flexible in their approach to
teaching and adjust the curriculum and presentation of information to learners rather than expecting
students to modify themselves for the curriculum (Hall, 2011).
Differentiation of curriculum for gifted learners is the process of adapting and modifying curriculum
structures to address these characteristics and needs more optionally. Thus curriculum goals,
outcomes, and activities may be tailored for gifted learners to accommodate their needs. Typically, this
process involves the use of the strategies of acceleration. Acceleration is a broad term used to describe
ways in which gifted student learning may occur at a faster more appropriate rate throughout the years
of schooling. It refers to content acceleration through compacting and reorganizing curriculum by unit
or year, grade skipping, telescoping two years into one, dual enrollment in high school and college or
university, as well as more personalized approaches such as tutorials and mentorships that also would
be sensitive to the advanced starting level of these learners (NAGA, 2011)
Additional information regarding Gifted Education can be found on the Georgia Department of
Education website.
21
Instructional Options for Gifted and High Ability Students
The needs of gifted and high-ability students vary widely: therefore, an array of instructional
modification options should be available for all grade levels and content areas. Specific learner
objectives are developed on a case-by-case basis. Tier 1, 2, 3, and 4 options to consider include, but are
not limited to, the following:
Acceleration (subject and whole grade)
An individual student moves to a higher grade, for instruction in one or more subject areas or a student
skips a grade level to move to a higher grade than one more typical for the student’s age group.
Assessments
Assessment measures should document where the student is in relation to normative expectations
when compared with others of his or her same age and/or in relation to curriculum mastery for
grade-level expectations. Early mastery of content may require the use of off-grade-level measures to
accurately capture the child’s learning levels. (Coleman, M:R. & Hughes, C., 2009).
Cross-Age Grouping/Multi-Age Grouping
Students of different ages/grades are grouped together for instruction for all or part of a day.
Curriculum Compacting
Curriculum a student has already mastered is eliminated. The student is then allowed to pursue
alternative curriculum options.
Gifted Resource Classes/Enrichment Clusters
Students are grouped according to achievement levels for instructional purposes. The instructional
focus is on an interdisciplinary curriculum
Graduated Rubrics
The standard and level of student proficiency and accomplishments designed for students and
teachers to measure learning outcomes are increased. Graduated rubrics offer clear expectations for
quality and increasing levels of excellence to encourage optimum performance among high-ability
learners.
Independent/Directed Study
A student participates in a self-initiated, teacher directed, and approved course of study in an area of
interest as described in a written contract which is based on curriculum standards, research, and
planned presentations. Independent study encourages student autonomy in planning, research, and
problem-solving.
Internship/Mentorships
A student works with a mentor to explore a potential career choice. The internship/mentorship teacher
maintains close contact with both the participating student and the selected mentor to ensure
acceptable progress towards the student’s individual career goals.
Interest Centers
Centers placed within the classroom that link curriculum topics to areas of student talent and interest in
depth and breath.
Subject Grouping Within Class/Gifted Cluster Classes
Students are grouped/clustered according to achievement, within a regular education classroom, for
instruction in one or more subjects.
22
Subject Grouping across Teams/Classes
Students are grouped according to achievement and go to a different classroom or team, within the
same grade level, for instruction in one or more subjects.
Subject Advancement across Grades
Students are grouped according to achievement, in a higher grade level, for instruction in one or more
subjects.
Tiered Assignments
Assignments are designed to meet the varying ability levels of students.
Tiered Products
Products are designed to meet the varying ability levels of the students.
Instructional Modification Options for Gifted and High Ability Students
In a differentiated classroom, teachers differentiate content, process, product, and assessments
according to a student’s readiness, interest, and learning profile.
● Content – The State Board of Education adopted curriculum standards the student is expected to
master and related support materials.
● Process – Instructional strategies designed to ensure that students acquire a deep understanding
of the curriculum standards.
● Products – Vehicles through which students demonstrate and extend what they have learned.
● Assessment – Formative and summative on and off-grade-level monitoring to document students
mastery of curriculum standards and learning levels.
● Readiness – A student’s entry point relative to a particular understanding or skill.
● Learning Profile – How an individual student learns.
● Gifted Education Tier 1, 2, 3, and 4 – Instructional and management opportunities with varying
degrees of preparation might include. (Table 2, page 24)
23
Table 2: Differentiation Table
Tier 1:
Tier 2:
Flexible – Learning Groups by Readiness,
Interest, Learning Profiles
Gifted Education Cluster Classes
Choice of Books
Gifted Education Collaboration Classes
Homework Options
Tiered Activities and Products
Use of Reading Buddies
Use of Literature Clubs
Various Journal Prompts
Multiple Testing Options
Student/Teacher Goal Setting
Multiple Texts
Varied Pacing with Anchor Options
Alternative Assessments
Work Alone or Together
Subject Advancement Within Class
Flexible Seating
Curriculum Compacting
Varied Scaffolding
Tiered Centers
Varied Computer Programs
Spelling by Readiness
Design-A-Day
Varying Organizers
Varied Supplemental Materials
Community Mentorships
Computer Mentors
Stations
Think-Pair-Share by Readiness, Interest,
Learning Profiles
Group Investigations
Open-Ended Activities
Students are Assessed in Multiple Ways
Explorations by Interest
Student Choice in Selecting Learning Activities
Options for Competition
Simulations
Tier 3:
Advanced Content English/Language Arts,
Mathematics, Science and/or Social Studies
Courses
Above grade level accelerated English/Language
Ar ts, Mathematics, Science and/or Social Studies
Courses
Resource Classes
Advanced Placement Classes
Independent/Directed Study
International Baccalaureate Classes
Socratic Seminars
Internship/Mentorships
Whole Grade Acceleration
24
Tools
25
MTSS Status of Candidate for Gifted Testing
Checklist for Gifted Referral Process
To Be Completed By Classroom Teacher:
❐ Start a Gifted Referral Folder
❐ Print Student’s Full Name on Tab of Folder (Last, First)
❐ Page 1: Tier 2 -Biographical Information, Interventions, Strategies
❐ Page 2: Tier 2- TABS Traits, Aptitudes, and Behavior Observation Sheet
❐ Page 3: Tier 3- Screening Committee Meeting - Testing Information, Work Sample Analysis,
Meeting Notes OR
❐ Referral Form if Parent, Peer or Self Nomination
To Be Completed By Teacher of the Gifted:
❐ Parent Notification of Consideration and Permission to Evaluate
❐ Hearing and Vision Screening (within last year)
❐ Gifted Eligibility Report
❐ Eligibility Status Notification/Consent for Placement/Continuation Criteria Notice
❐ Notice of Ineligibility
❐ Continuation of Placement (see report card)
❐ End-of-Year Gifted Report Card
❐ Any change in status, probation notification, plans of improvement, discontinuation
notifications, inactive status, cluster model contracts
26
Tier 2- MTSS Status of Candidate for Gifted
Testing Tier 2 Screening/Referral Date ___________
Biographical Information
Student Name: ____________________________________________________________ Gender: ❐M ❐F
Last First Middle
Date of Birth: _____________________________ DOB: _______________ Grade: _________
Ethnicity: ❐ Hispanic ❐ Not Hispanic
Race: ❐ American Indian ❐ Asian ❐ Black ❐ Pacific Islander ❐ White
Referral Source: ❐ Auto ❐ Teacher ❐ Parent ❐ Self ❐ Peer
Tier 2 Interventions/Strategies
Reason(s) for Referral:
❐ Need for Differentiated Instruction (Academic/Mental Ability)
❐ Motivation
❐ Creativity
Area(s) of Strength:
_____________________________________________________________________________________________
Tier 2 Advanced Intervention(s)/Differentiation Strategy(ies):
_____________________________________________________________________________________________
How did the intervention(s) work?
_____________________________________________________________________________________________
Please complete the TABs Observation and attach to the Tier 2 forms.
27
TABs Classroom Observation Checklist
Modified to be used in conjunction with Academic Scholars Rubric
DIRECTIONS: While observing your class, please consider the following traits, aptitudes, and behaviors (TABs) associated with above-average
ability, creativity, and task commitment. Use the scale below to summarize your evaluation and enter into the table provided.
Student Name: ___________________________ Evaluator Initials: _______ Form Completion Date: _____________
This checklist includes both typical and atypical behaviors.
1 - Developing 2 - Weak 3 - Average 4 - Above Average 5 - Superior
Motivation: Evidence of desire
to learn. Student may:
● demonstrate persistence in
pursuing and/or completing
self-selected tasks (tasks
may be culturally influenced)
● focus motivation on
non-school activities rather
than school activities
● be an enthusiastic learner of
non-school or school subject
matter
● aspire to be somebody, do
something
● be easily bored with routine
assignments and repetitions;
learn at a faster pace
● find it difficult to wait for
others
● want to do things his/her
own way
● sometimes not want to stop
one project to start the next
● dislike interruptions
● be overly aggressive
● challenge authority
● refuse to do assignments
because “I already know it”
Rating: 1 2 3 4 5
Interests: A feeling of
intentness, passion,
concern, or curiosity
about something. Student
may:
● demonstrate unusual or
advanced interests in a
topic or activity
● be a self-starter
● pursue an activity
unceasingly
● be beyond age group in
activities/interests
● show concern for local
and global issues
● read constantly, often at
inappropriate times
● dominate discussions;
extend comments with
details beyond the
comprehension of
age-mates
● go on tangents with no
follow-through
● lose other students by
explaining or
over-analyzing issues
● neglect other
responsibilities
Rating: 1 2 3 4 5
Insight: Quickly grasps
new concepts and makes
connections; senses
deeper meanings. Student
may:
● show sudden discovery
of correct solution
following incorrect
attempts based primarily
on trial and error
● display high ability to
draw inferences
● appear to be a good
guesser
● possess heightened
capacity for seeing
unusual and diverse
relationships
● integrate ideas and
disciplines
● overlook details
● be out-of-sync with
classmates
● appear to be showing off
or make students feel
inadequate
● impolitely correct adults
Rating: 1 2 3 4 5
Humor: Brings two
heretofore unrelated ideas
or planes of thought
together in a recognized
relationship. Student may:
● have keen sense of
humor which could be
gentle or hostile
● have exceptional sense
of timing in words or
gestures
● demonstrate unusual
emotional depth
● be out-of-sync with
classmates and become
socially isolated
● make jokes at adults’ or
classmates’ expenses
● play cruel tricks on
others
● be the class clown
Rating: 1 2 3 4 5
Imagination/Creativity:
Produces many ideas;
highly original. Student
may:
● show exceptional
ingenuity in using
everyday materials
● have wild, seemingly silly
ideas
● solve problems through
non-traditional patterns
of thinking
● produce ideas
fluently/flexibly
● be highly curious
● display figural or verbal
creativity
● get lost in own thoughts
● appear to be
daydreaming or
inattentive
● not follow-through
● constantly doodle or
draw
Rating: 1 2 3 4 5
Problem-Solving Ability:
Effective, often inventive,
strategies for recognizing and
solving problems. Student
may:
● be able to change strategies
if selected solution doesn’t
work
● create new designs, invent
● use this ability in or out of
the classroom
● interfere with others
● be perfectionistic
● avoid reflective, divergent
responses
● sometimes be too innovative
● be stubborn
● unwilling/unable to show
work or details
Rating: 1 2 3 4 5
Leadership: Displays
leadership among his/her
peers. Student may:
● be quick to help others
● carr y out
responsibilities well
● lead others on the
playground or in other
unstructured situations
(could be in a negative
or positive way)
● become “bossy”
● be unwilling to listen to
classmates
● lead others into
negative behavior
● be too authoritative
● be impatient with others
Rating: 1 2 3 4 5
Inquiry: Questions,
experiments, explores.
Student may:
● ask unusual questions
for age
● play around with ideas
● demonstrate extensive
exploratory behaviors
directed toward eliciting
information about
materials, devices, or
situations
● go on tangents; can be
obnoxious with
questions
● like to “stump” people
with hard questions
● dominate discussions
● become a “pest”
Rating: 1 2 3 4 5
Communication Skills:
Highly expressive and
effective use of words,
numbers, symbols.
Student may:
● demonstrate unusual
ability to communicate
verbally, physically,
artistically, or
symbolically
● use particularly apt
examples, illustrations,
or elaborations
● use this ability in or out
of the classroom
● show off
● invoke peer resentment
● constantly talk to and
monopolize the time of
the teacher
● lose or “turn off”
students with high level
of vocabulary
Rating: 1 2 3 4 5
Reasoning: Logical
approaches to figuring out
solutions. Student may:
● make generalizations
● use metaphors and
analogies
● think things through in a
logical manner
● think critically
● think things through and
come up with a plausible
answer
● notice too much in
classroom; may appear
off-task
● not follow directions
readily
● overlook details
● tell teacher better ways
to do things
● unwilling/unable to show
work or details
Rating: 1 2 3 4 5
28
Tier 3 - MTSS Status of Candidate for Gifted
Student Name: _________________________________________ Testing Tier 3 Referral Date: ________________
Testing Information (only if applicable)
Possible scores from Benchmarks, MAP, GA Milestone, CogAT, ITBS, other
Test Name
Testing Date(s): Month, Year
Testing Results
Work Sample Analysis Date: _______________________
Please attach one example of student work completed at school. The work sample should be
collected in the student’s area of strength and demonstrate higher order thinking skills.
Possibilities include, but are not limited to: a story, play, poetry, report, journal, book, speech,
project, assignment, or invention.
What is the assignment?
What was the student
expected to do?
How does the student’s work
on this task compare to the
work of a typical student of
the same age?
Describe any special
observations made while the
student was completing this
task.
Is this sample typical of the
student’s work?
29
Tier 2/3 Meeting Minutes
Student Name: ________________________________________________ Date: _______________________
Attendees:
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
Notes: ______________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
30
Parent Nomination
Date of Referral: _____________________ Parent Name: ________________________________________
Student Name: _____________________________________________________________________________
Last First Middle
Grade: _______________________ Date of Birth: ________________________ School: ________________
1. Tell us why you feel that your child should participate in the gifted program.
2. Tell us about your child’s talents or things your child is good at doing.
3. Tell us about your child’s interests or things your child likes to do.
4. Is there anything else the school should know about your child in considering the
need for gifted services?
31
Self-Nomination Response
To be filled out at school. Children in grades K-3 may dictate this response to an adult.
Name: ______________________________________________________________________________________
Last First Middle
Referral Date: ____________________ Grade: _______ Date of Birth: ______________ School: ________
1. Tell us why you feel that you should participate in the gifted program.
2. Tell us about your talents or things you are good at doing.
3. Tell us about your interests or things you like to do.
Name of Adult Recorder: ________________________________ Relationship to Student: ________________________
32
Peer-Nomination Response
To be filled out at school. Children in grades K-3 may dictate this response to an adult.
Name of Nominated Student: _______________________________________________________________
Last First Middle
Referral Date: ____________________ Grade: _______ Date of Birth: ______________ School: ________
Your Name: _________________________________ Relationship to Student: _______________________
1. Tell us why you feel that your classmate should participate in the gifted program.
2. Tell us about your classmate’s talents, or things he or she is good at doing.
3. Tell us about your classmate’s interests, or things he or she likes to do.
Name of Adult Recorder: ________________________________ Relationship to Student: ______________________________
33
GIFTED EDUCATION ELIGIBILITY SCREENING COMMITTEE
Student Name: __________________________________________ Meeting Date: _____________________
Grade: ___________ School: ______________ Sex: ❐ M ❐ F Ethnicity: _________________________
Committee Members Present:
Printed Name Signature Date
______________________________________ _______________________________________ ____________
______________________________________ _______________________________________ ____________
______________________________________ _______________________________________ ____________
______________________________________ _______________________________________ ____________
Source of Nomination: ❐ Automatic ❐ Teacher ❐ Parent ❐ Self ❐ Peer
Minutes: __________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Recommendations:
❐ The referral narrative, achievement data, and student work samples may suggest that either the
student has a high degree of intellectual activities and/or that the student is a high achiever, but is not
in need of a specialized instructional program at Tier 4 in order to achieve at levels commensurate with
his/her abilities. Therefore, the screening committee is not recommending further testing. However, we
do recommend:
___________________________________________________________________________________________
___________________________________________________________________________________________
❐ The referral narrative, achievement data, and student work samples do suggest that the student
has a high degree of intellectual abilities and may be in need of a specialized instructional program
in order to achieve at levels commensurate with his/her abilities. Therefore, the screening
committee is recommending further testing.
34
SCREENING COMMITTEE NOTIFICATION
Parent Referral
Date: ______________________
Dear Parent(s) or Guardian(s) of ____________________________________________:
In response to a referral of your child for gifted services consideration, a review of your child’s
records and school performance to determine educational needs has been completed. Based
on all available data such as norm-referenced test scores, grades, work samples, differentiated
instruction/assignments, and teacher observations, the Screening Committee has determined
that your child does not need further evaluation at this time, but will continue in Tier 2 of the
Pyramid of Intervention.
You are invited to participate in a meeting designed to plan for your child’s educational needs.
Please return the enclosed Parent Notification of Meeting to inform us of your intent to
participate. It is our sincere desire to provide the most rigorous curriculum and maintain high
expectations for your child in order to meet the needs that he or she has.
If you have any questions regarding this recommendation, please contact ____________________
at _______________________________ (phone number and extension).
Sincerely,
Screening Committee Representative
35
Notification of Consideration and Permission to Evaluate
Date: ______________________
Dear Parent(s) or Guardian(s) of ____________________________________________:
Your child is being considered for gifted services based upon data such as norm-referenced
test scores, grades, work samples, differentiated instruction/assignments, and teacher
observations.
To determine your child’s eligibility for gifted services, the Screening Committee needs your
consent to proceed with the formal evaluation process as established by the Georgia
Department of Education. Your child will be evaluated in the areas of mental ability,
achievement, creativity, and motivation.
When the evaluation has been completed, you will be notified in writing of your child’s
eligibility status and service recommendations and given an opportunity to discuss this
status and these recommendations at that time.
This process is an opportunity for the school to determine your child’s special needs and
serve him/her appropriately. If you have any questions, please call the school at
____________________.
Sincerely,
Screening Committee Representative
Please indicate your response below, sign, date, and return to me.
❐ Yes, I do agree for this evaluation process to proceed, including the administration of any
necessary tests.
❐ No, I do not agree for this evaluation process to proceed.
______________________________________________________________________________________________________________
Signature of Parent/Guardian Date
36
Eligibility Status Notification
Date: ______________________
Dear Parent(s) or Guardian(s) of ____________________________________________:
Your child meets the eligibility criteria for gifted services for the ______________ school year.
No further evaluation will be needed.
Your child’s progress in the gifted program and in regular educational classes will be reviewed
at each grading period to determine whether continuation in the program is advisable. For a
child to continue in the gifted program after initial placement, he/she must meet the
continuation criteria for the program. You will be informed if your child’s placement is in
jeopardy.
Because no change can or will be made in your child’s schedule without your consent, we
are informing you that your child may receive the following services for the time period
indicated.
Delivery Models may include one or more of the following: Resource, Clusters,
Advanced Content Class, Collaborative Teaching, Mentorship/Internship.
Contact Hours: Service is a minimum of five segments per week.
__________________________________ __________________________________
Teacher of the Gifted Principal or Assistant Principal
Please indicate your consent or decline consent and check that you have received the
Continuation Criteria for Gifted Program.
❐ I agree with the proposed placement of my child into the gifted program.
❐ I disagree with the proposed placement of my child into the gifted program.
❐ I received the Continuation Criteria for Gifted Program.
______________________________________________________________________________________________________________
Parent Signature Date
37
OCONEE COUNTY SCHOOLS
GIFTED PROGRAM CONTINUATION CRITERIA
Any student who receives gifted education services shall continue to receive services, provided that
the student demonstrates satisfactory performance in gifted and regular education classes.
(a) Students must maintain a “B” average in their course work in all gifted education courses in grades
5-12 to remain eligible for services. Students in K-4 must maintain performance in the gifted
program so that no more than two NP’s per grading period are demonstrated. Therefore, at the end
of each nine weeks grading period (K-5) or semester (6-12), the gifted teachers will formally review
student grades to determine status of each student (continuation, probation, or inactive status).
(b) Students who do not maintain the required performance will be placed on probation at the
beginning of the next grading period (K-5) or semester (6-12). Parents will be notified in writing
and via conference of the status of the probation. Students will be given one grading period (K-5)
or semester (6-12) to achieve satisfactory performance status. Student grades will be reviewed
after the probationary period by the gifted teacher to determine student continuation status.
(c) Students who demonstrate satisfactory achievement during the time of probation will be removed
from probationary status.
(d) Students who do not demonstrate satisfactory achievement during the time of probation will
be placed on inactive status. Parents will be notified in writing and offered an opportunity to
conference on the status.
(e) Teachers, parents, and/or students may formally request voluntary inactive status for gifted
program services. Requests will be granted at the discretion of the school administrator for
extenuating circumstances.
(f) Guidelines for regaining eligibility and active status.
● Parents, teachers, students, or a school administration may request in writing that the inactive
student be re-enrolled in gifted education classes. (Re-Entry Request Form)
● A student must be inactive for a minimum of one grading period (K-5) or one semester (6-12)
before consideration for re-entry. A student remaining on inactive status for one school year or
more will be fully withdrawn from the gifted program.
● Students placed on inactive status due to a failure to meet probationary terms of continuation or
who were previously approved for voluntary inactive status may regain eligibility for gifted
services by (1) being referred to the screening committee if test scores are more than 24 months
old and meeting initial eligibility requirements through an evaluation or (2) being referred to the
screening committee if test scores are less than 24 months old and the student has maintained
a satisfactory achievement according to (a).
● A student who is removed from inactive status and re-enrolled in gifted education classes will be
placed on probation for one grading period (K-5) and one semester (6-12) and must meet the
continuation criteria specific to the grade span by the end of the probationary period in order to
maintain eligibility to receive gifted services.
● A student who meets or exceeds the continuation criteria is removed from probation and
continues in the gifted education program; a student who does not meet the continuation criteria
will be withdrawn from the gifted program.
38
Notification of Ineligibility
Date: ______________________
Dear Parent(s) or Guardian(s) of ____________________________________________:
Your child was referred for evaluation for gifted services. The Eligibility Committee has
completed that process, and according to the Georgia Department of Education guidelines, he
or she does not currently meet the eligibility requirements.
However, your child will continue to receive differentiated instruction as appropriate.
This current decision does not preclude consideration for this program at a later date.
Please encourage your child to continue the excellent academic achievement that
contributed to the original decision to refer him or her to the gifted program for
consideration.
Sincerely,
Screening Committee Representative
_____________________________________________________________________________________________________
Parent Signature Date
If you would like a conference, please contact _______________________________________________
Name/Title
at ___________________________________ or ___________________________________________________.
Phone # Email Address
39
Gifted Eligibility Report
Date: _____________________________ ❐ Eligible for Services ❐ Not Eligible for Services
Name:_________________________________________________________ Date of Birth: _______________
Last First Middle
Grade: __________ School: __________________________________ School Year: ____________________
Referral Type:
❐ Parent ❐ Teacher ❐ Automatic ❐ New to System ❐ Transfer w/in GA: _______________
County
Data Considered
Dates
Std. Score/Scores/Percentile
Criteria
Eligible
Mental
Abilities
CogAT
_____________________
________________
________________
V______ Q______ NV______ C______
V______ Q______ NV______ C______
96%ile
99%ile
❐ No
❐ Yes
Achieve-
ment
ITBS
MAP
_____________________
________________
________________
________________
R________ M________ Tot_________
R________ M________ Tot_________
R________ M________ Tot_________
90%ile
❐ No
❐ Yes
Creativity
TTCT
_____________________
________________
________________
Percentile ____________
Percentile ____________
90%ile
❐ No
❐ Yes
Motivation
GES-3 (K-8)
_____________________
NGA (6-12 only)
Yr. I ___________
Yr. II ___________
_________________________________
Yr. I ___________ Yr. II ____________
90%ile
Top 10%
of core
classes
NGA
❐ No
❐ Yes
Eligibility Decision
❐ Student is not eligible.
❐ Student is eligible through multiple criteria (3 of 4 categories must be YES).
❐ Grades 3-12: Student is eligible through mental ability at 96-99%ile (composite only), plus
achievement.
❐ Grades K-2: Student is eligible at 99% (composite only), plus achievement.
❐ Reciprocity data from another Georgia county.
Eligibility Team
Members: ___________________________________________________________________________________________
Administrator: ______________________________________________________ Date: __________________________
Services Begin: Month: __________________________________ Day: _____________ Year: __________________
_____________________________________________________________________________________________________
Parent Signature Date
40
TRANSFER STUDENT LE TTER
Date: ______________________
Dear Parent(s) or Guardian(s) of ____________________________________________:
Your son/daughter has enrolled in our school system. As we were reviewing school records,
it was brought to our attention that your child had been receiving instructional services
through a gifted education program in his/her former school. This letter explains our
reciprocity policy for transfer students.
Any student who meets the state eligibility criteria for gifted education services shall be
considered eligible to receive gifted education services in any school system within the state.
However, a student transferring from one school system to another within the state shall
meet the continuation criteria for the Oconee County School System. Transfer students within
the State of Georgia, who have been identified per state criteria, are eligible for services
without further evaluation provided adequate documentation of eligibility is available and/or
verifiable and the student meets local continuation criteria. Parents are notified to provide
consent for placement. Parents are also offered the opportunity to meet to discuss
appropriate Service Delivery Options and the local continuation criteria.
Transfer students from outside the State of Georgia, private schools, non-accredited schools
and home schools may be referred to the gifted program teacher for consideration as soon
as records and classroom work samples are available. There is no reciprocity between
states. Regular referral procedures are followed to determine the need for evaluation and/or
eligibility for service. Any test score used to establish eligibility shall be current and within
two-calendar years. If you have any test data or other information that could assist the
eligibility committee, please provide these materials to the committee.
We welcome your involvement and look forward to hearing from you. If you have any
questions or would like to schedule a conference, please do not hesitate to contact the
school at __________________________________.
Sincerely,
Screening Committee Representative
41
Change in Status
Name: ______________________________________________________________________________________
Last First Middle
Grade: ____________ School: ______________________________ Date: _____________________________
❐ Moving - Student is moving from __________________ County Schools to ____________________.
❐ Re-Entering - Student is re-entering the gifted program, and has met eligibility criteria.
These areas will always require a parent or guardian signature:
❐ Voluntary Inactive Status: Student is temporarily leaving the gifted program. This student
will remain enrolled in the program but on inactive status for at least a grading period and
no more than a school year. Student must meet eligibility criteria to re-enter the program
according to the county gifted continuation policy. Attach Approved Request for Gifted
Program Inactive Status.
❐ Inactive Status: Student is temporarily leaving the gifted program due to failure to meet
terms of probation and the continuation criteria. This student will remain enrolled in the
program but on inactive status for at least a grading period and no more than a school
year. Student must meet eligibility criteria to re-enter the program according to the county
gifted continuation policy.
____________________________________________________ ______________________
Signature of Parent or Guardian Date
____________________________________________________ ______________________
Signature of Gifted Teacher Date
____________________________________________________ ______________________
Signature of School Administrator Date
42
Plan of Improvement Contract (K-8)
Name: ______________________________________________________________________________________
Last First Middle
Date of Birth: __________________ Grade: ____________ School: _________________________________
Subjects/Classes Involved: _____________________ _____________________ _____________________
Due to your child’s unsatisfactory performance in the classroom, continuation in the gifted program is
in jeopardy. During this probationary period, your child will have the opportunity to demonstrate
improvement in the area(s) identified in this contract as well as establish the continuation criteria for
the gifted program. The contract will be in effect from ______________________ to ______________________,
at which time the undersigned will meet to determine the student’s future placement.
Descriptors of Unsatisfactory
Performance
Date: __________________________
Indicators of
Improvement/Goals
Results
Date: __________________________
❐ Goals Achieved
❐ Goals Not Achieved
Comments:
Additional Comments or Recommendations: ________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________ ______________________________ ______________________________
Student Parent/Guardian Parent/Guardian
______________________________ ______________________________ ______________________________
Classroom Teacher Classroom Teacher Classroom Teacher
______________________________ ______________________________ ______________________________
Teacher of Gifted School Administrator Date
43
SUCCESSFUL COMPLETION OF GIFTED PROBATION
Date: ______________________
Dear Parent(s) or Guardian(s) of ____________________________________________:
We are pleased that your child met the terms of his or her Plan of Improvement Contract as
well as the continuation criteria for gifted services and is no longer on probation. The
improved work habits and performance demonstrated throughout the probationary period
should continue so that your child’s gifted program placement will not again be placed in
jeopardy.
For your future reference, the continuation policy has been attached to this letter. Thank
you very much for the support you have shown your child at the school. Working together,
we can certainly expect to see continued success.
Sincerely,
Teacher of Gifted Students
School Administrator
Attachments: Continuation Criteria
44
REQUEST FOR GIFTED PROGRAM VOLUNTARY INACTIVE STATUS
Name: ______________________________________________________________________________________
Last First Middle
Date of Birth: __________________ Grade: ____________ School: _________________________________
1. Person requesting voluntary inactive status: ______________________________________________
2. Relationship to student: ❐ Parent ❐ Classroom Teacher ❐ Teacher of the Gifted
3. Briefly describe the extenuating circumstances leading to this request.
4. How would inactive status resolve this situation?
5. Has this child been on any kind of inactive status at any time in the past? ❐ Yes ❐ No
If yes, list dates: ________________________________ to ________________________________
From To
❐ Inactive Status is denied.
❐ Inactive Status is granted for the period from _____________________ to _____________________.
______________________________________________ ______________________________________________
Classroom Teacher Teacher of the Gifted
______________________________________________ ______________________________________________
Parent School Administrator
Attachments: Continuation Criteria
Change in Status Form (If Needed)
45
Re-Entry Request Form
Name: ______________________________________________________________________________________
Last First Middle
Date of Birth: __________________ Grade: ____________ School: _________________________________
Parent/Guardian Name(s): _________________________________ _________________________________
Cell Number: _______________________________ Other Number: _________________________________
Directions:
Please complete the following questions. Attach a copy of the most recent report card as
well as documentation from your child’s classroom teacher that substantiates your request
for review. Classroom teacher(s) must provide documentation in writing. Classroom teacher
may provide documentation directly to the Teacher of the Gifted. Return completed review
packet (Re-entry request form, copy of repor t card, and classroom teacher documentation) to
the Teacher of the Gifted at the child’s zoned school. The Screening Committee will review all
information. You will be notified in writing of the decision.
1. What are your reasons for requesting a review of your child for re-entry into the
gifted program?
2. List specific changes in your child’s performance/attitude in school that would affect
his/her consideration for participation in the gifted program. You may attach an
additional sheet or use the back of this form.
______________________________________________________________________________ ________________________________
Parent/Guardian Signature Date
46
OCSS Cluster Model Individual Student Contract
Student Name: _____________________________________________________________________________
Grade: ____ School: _________ School Year: _____________ Classroom Teacher: _________________
Cluster is a gifted service model in which a gifted certified classroom teacher plans extension and
enrichment activities for your child within their regular classroom. When your child demonstrates
proficiency in the skill or concept being studied, enrichment or extension activities will be provided for
him/her individually or in a small group.
CLUSTER STUDY INDICATORS:
❐ Pre-Assessment: _________________________________________________________________________________
❐ Consistently scores high on assessments related to modified field: ________________________________
❐ Needs oppor tunity to explore interest areas.
❐ Needs differentiated curriculum to stimulate motivation
❐ Other: ____________________________________________________________________________________________
GENERAL AREA(S) OF STUDY (max of 2):
❐ Language Ar ts
❐ Science
❐ Social Studies
❐ Mathematics
❐ Other: _____________________________________
ASSESSMENT PROCEDURES:
❐ Rubrics
❐ Conferences
❐ Tests
❐ Self Assessment
❐ Observation
❐ Daily Work
❐ Checklists
❐ Journals
❐ KWL Charts
❐ Presentation
❐ Portfolio
❐ Other: ___________________
SKILL DEVELOPMENT AREA(S):
❐ Independent Inquiry
❐ Creative Thinking
❐ Critical Thinking
❐ Written Expression
❐ Problem Solving
❐ Communication
❐ Research
❐ Other: ___________________
STRATEGIES FOR ENRICHMENT/EXTENSIONS TO SUPPORT STUDY AREAS:
❐ Compacting
❐ Tiered Assignments
❐ Jigsawing
❐ Independent Study
❐ Learning Centers
❐ Web Quests
❐ Cooperative Teams
❐ Renzulli Project
❐ Competition
❐ Most Difficult First
❐ Cubing
❐ Differentiated Menu
❐ Boards
❐ Personal Agendas
❐ Research
❐ Literature Study
❐ Multi Media
❐ Tic Tac Toe Boards
❐ Simulations
❐ Other: ___________________
____________________________________________________________________________ _______________________
Classroom Teacher Signature Date
_____________________________________ _______________________________________ _______________________
Student Signature Parent Signature Date
47
Collaborative Model Planning Contract
Name: _________________________________________
Grade: ________ School: ________________________
Teacher: _______________________________________
Beginning Date: _____________________________
Estimated End Date: _________________________
Progress Reports Due on the Following Dates:
______________ ______________ _____________
EVIDENCE OF NEED FOR COLLABORATIVE STUDY: (Ex. Pretests, standardized test scores, etc.)
GENERAL AREA OF STUDY (Check all that apply.)
❐ Arts
❐ Social Studies
❐ Mathematics
❐ Science
❐ Other: ________________________________________
SPECIFIC AREA OF STUDY
Write a brief description of the problem that you
plan for the student to investigate.
SPECIFIC STANDARDS FOR STUDY:
(T)=Classroom Teacher
(G)=Gifted Program Teacher
SPECIFIC INSTRUCTIONAL ACTIVITIES:
(T)=Classroom Teacher
(G)=Gifted Program Teacher
Unit/Lesson Plan may be attached showing differentiation.
DATES OF LESSONS:
AMOUNT OF TIME
SERVED (In segments):
ASSESSMENT PROCEDURES:
Classroom Teacher Signature: ________________________________________ Date: _________________
Teacher of the Gifted Signature: _______________________________________ Date: _________________
Adapted from Renzulli and Smith’s “Management Plan for Individual and Small Group Investigations”, Curriculum Compacting, Copyright 1977.
48
Individual Student Contract Collaborative Model
This contract is being established to adapt/modify curriculum to meet the educational needs of:
_______________________________________________________________________________
Student’s Name School Grade Qtr/Smtr/Yr
For the following reasons:
❐ Consistently scores high in tests related to modified field.
❐ Needs opportunity to explore interest areas.
❐ Needs differentiated curriculum/instruction to stimulate motivation.
OBJECTIVES
To develop skills in:
❐ Communication ❐ Research ❐ Independent Inquiry ❐ Creative/Critical Thinking
Duration (Contact Time) of this Course: _____________________________________________________
Content:
❐ Language Arts/ English ❐ Math ❐ Science ❐ Social Studies ❐ Foreign Language
In his/her study of __________________________________________________________________________,
the student will use what he/she has learned to ______________________________________________
_____________________________________________________________________________________________
and share the results using a ________________________________________________________________
____________________________________________________________________________________________.
Evaluation Procedure: ❐ Peer Observation ❐ Teacher Observation ❐ Presentation ❐ Exam
__________________________________________________________________ _________________________
Regular Classroom Teacher Signature Date
__________________________________________________________________ _________________________
Classroom Room Teacher Signature Date
__________________________________________________________________ _________________________
Student Signature Date
__________________________________________________________________ _________________________
Parent/Guardian Signature Date
49
Oconee County School System
Gifted Mentorship/Internship Student Contract
Date: ________________________________
Student Name: _________________________________________ School: _____________ Grade: ________
Model Type: ___________________________________________ Number of Credits: _________________
Provide a brief description of the mentorship/internship.
What learning goals/objectives will be achieved in the mentorship/internship?
Provide a proposal for the final product/project, including a plan for professional presentation
of the product and evaluation criteria.
We agree that the above named student will complete all requirements for this
mentorship/internship as described in order to receive high school credit.
_________________________________________________ _________________________________________________
Student Parent
_________________________________________________ _________________________________________________
Mentor School Official (Gifted Teacher or Administrator)
_________________________________________________
System Gifted Coordinator
50
(Appendix A)
Gifted Evaluation Process
When the Screening Committee has made a referral(s) for further testing and parental Consent has
been obtained, the Lead Teacher of the Gifted/Gifted Coordinator or designee(s) in each school
should complete the identifying information sections of the Gifted Referral Spreadsheet that is
provided by the System Test Coordinator. This includes filling in the cells to indicate the school,
grade, first and last name, gender, race, and referral source for each student who is to be evaluated.
The spreadsheet should also be completed to include assessment data that is currently available
to establish eligibility. This spreadsheet should be electronically forwarded to the System Test
Coordinator by a date to be specified. Using this information, the System Test Coordinator will
provide testing materials to each school as needed. The primary formal assessment instruments
used to establish gifted eligibility for referred students are as follows:
Eligibility Area
Assessment Instrument
Mental Ability
Cognitive Abilities Test (CogAT)
Achievement
Iowa Test of Basic Skills (ITBS)
Measures of Academic Progress (MAP)
Motivation
Gifted Evaluation Scale -3 (GES-3)
NGA Top 10% of core classes (6-12)
Creativity
Torrance Test of Creative Thinking (TTCT)
The evaluation process should proceed as outlined within the Phase 3/Tier3 Gifted Evaluation Flow
Chart and as described below. Refer to the table titled Criteria for Initial Eligibility for Gifted
Education Services as a guide to the specific requirements of gifted eligibility using the
Psychometric and Multiple Criteria eligibility approaches.
For those students who do not have a current mental abilities assessment (within two years of the
date on which eligibility is anticipated to be established), the process begins by first administering
the CogAT. After administration of this assessment, one of the following four scenarios will apply.
1. The student’s scores in the areas of mental ability and achievement eliminate the possibility of
his/her eligibility for gifted services using either the Psychometric or Multiple Criteria
approaches. [i.e. The student scores below the 96
th
%ile on overall ability and each of the ability
components (verbal, nonverbal, & quantitative) and scores below the 90
th
%ile on total battery,
total reading, and total math.] In this case, it is unnecessary to administer additional
assessment measures. However, data collected during the referral process in the areas of
creativity and motivation should be documented on the eligibility form.
2. The student’s scores meet eligibility criteria in both ability and achievement using the
Psychometric Approach. In this case, it is unnecessary to administer additional formal
measures of creativity and motivation. However, for these eligible students, you will need to
document collection of data in the areas of creativity and motivation. Appropriate data collected
during the referral process will suffice but must be described on the eligibility form.
3. The student’s scores do not meet eligibility criteria using the Psychometric Approach, but
he/she does receive qualifying scores in both ability and achievement using the Multiple
Criteria Approach. In this case, proceed with formal assessment of motivation using the GES-3.
(All GES-3 items should be completed by a teacher using his/her knowledge of the student.
Direct input from more than one teacher/school personnel should not be used to complete a
single GES-3. The GES-3 is not normed for such use.) Based on the results of the GES-3, one of
the following will apply.
51
a. The student receives a qualifying score on the Motivation section of the GES-3. In this
case, gifted eligibility criteria have been met and administration of the TTCT is unnecessary.
However, for these eligible students, collection of data in the area of creativity will need to
be documented. At this step, GES-3 data and/or appropriate data collected during the
referral process may be used and documented on the eligibility form.
b. The student does not receive a qualifying score on the Motivation section of the GES-3. In
this case, administer the TTCT. Based on the results of the TTCT, one of the following will
apply.
i. The student receives a qualifying score on the TTCT. In this case, gifted eligibility
criteria have been met.
ii. The student does not receive a qualifying score on the TTCT. In this case, gifted
eligibility criteria have not been met.
4. The student’s scores do not meet eligibility criteria using the Psychometric Approach, but the
student does receive a qualifying score in either ability or achievement (not both) using the
Multiple Criteria Approach. In this case, proceed with formal assessments of motivation using
the GES-3 and creativity using the TTCT. (All GES-3 items should be completed by a teacher
using his/her knowledge of the student. Direct input from more than one teacher/school
personnel should not be used to complete a single GES-3. The GES-3 is not normed for such
use.) Based on the results of the GES-3 and TTCT, one of the following will apply.
a. The student receives qualifying scores on both the Motivation section of the GES-3 and on
the T TCT. In this case, gifted eligibility criteria have been met.
b. The student does not receive qualifying scores on one or both of these assessment
measures. In this case, gifted eligibility criteria have not been met.
Completion of the Gifted Evaluation Process should be documented by including newly collected
data in the remaining sections of the Gifted Referral Spreadsheet and by completing individual
student Gifted Eligibility Reports. Test protocols and/or test profile sheets should be also be filled
out to include all appropriate identifying information and all information needed to document
accurate test scoring procedures. The Gifted Referral Spreadsheet should be forwarded
electronically to the System Test Coordinator, and the used test protocols and score profile sheets
should be returned by the date(s) to be specified. In addition, unused test protocols, test manuals,
scoring guides, and directions for administration should be accounted for and returned as
specified to the System Test Coordinator.
52
Criteria for Initial Eligibility for Gifted Education Services
PSYCHOMETRIC
APPROACH
(Both Criteria Must be Met)
MULTIPLE
CRITERIA
APPROACH
(3/4 Criteria Must Be Met)
K- 2
3-12
All Grades
Composite Mental Ability
99
th
%ile
96
th
%ile
Mental Ability
(Composite, Verbal, Nonverbal, or Quantitative)
96
th
%ile
Achievement
(Total Battery, Total Reading, or Total Math)
90
th
%ile
90
th
%ile
90
th
%ile
Creativity
90
th
%ile
Motivation
90
th
%ile
Top 10% of core
classes NGA (6-12)
53
Phase Three / Tier 3 Gifted Evaluation Flowchart
Review of Results of CogAT and MAP
54
Talent Search Flowchart
55
(APPENDIX B)
GRADE ACCELERATION OF ELEMENTARY AND MIDDLE SCHOOL STUDENTS
Acceleration is the promotion of a student by more than one grade beyond the current grade level, or
advancing to the next grade level during a school year. Acceleration should be considered in rare cases
after all differentiation opportunities have been thoroughly explored.
Students will be accelerated if it is expected that the action will be beneficial to the student socially,
emotionally, academically and when there are no other ways to meet the student's needs.
Before considering acceleration, actions such as inclusion in a full or part-time gifted program,
differentiation in the classroom, or other advanced courses should be examined.
Acceleration of a student shall be based on the firm recommendation of the teachers, principal, and
other certified staff in the school, after consideration of a variety of data, including, but not limited to,
these:
• The student’s acquired knowledge, aptitudes, and skills
• The student’s emotional, social, and physical maturity
• The student’s age
• The student’s attendance
• The preferences of the student
• The preferences of the student’s parents
Whole-grade acceleration is a curriculum intervention for capable students who show strong
achievement in the classroom or exhibit potential to do advanced work. The process should be initiated
no later than March 30 of the student’s 1
st
, 2nd, 3
rd
or 6
th
grade years. Oconee County Schools will not
consider whole-grade acceleration in situations where the result would be to accelerate a student from
elementary school to middle school or middle school to high school. The final decision about grade
acceleration shall be made by the school level Acceleration Committee.
PROCESS
Oversight and implementation of the acceleration process rests with the local school administration.
(1) A formal written request for consideration of acceleration may be initiated by a parent or guardian,
teacher, counselor, or local school administrator utilizing the Request for Consideration of
Acceleration form. This form must be submitted no later than March 30
th
of the student’s 1
st
, 2
nd
, 3
rd
or 6
th
grade year. Students in 4
th
, 5
th
, 7
th
or 8
th
grade will not be considered for acceleration because
these grades are transition years for students to middle or high school.
(2) The school gathers and reviews appropriate data from the classroom teacher and other
instructional personnel to determine whether to proceed with further evaluation and the
acceleration process. The decision to proceed with further evaluation shall be made by a committee
composed of classroom teacher(s), teachers of the gifted and administrator.
(3) If a determination is made to proceed with evaluation, the school system will conduct an individual
evaluation that may include assessment of the student’s mental abilities, achievement, and aptitude
(See Whole-Grade Acceleration Flowchar t). The Assistant Superintendent of Instruction will
designate a system and/or local school contact person who shall coordinate the completion of the
Iowa Acceleration Scale.
(4) A committee (consisting of local school administrators and teachers) will review all options and, if
appropriate, will prepare a comprehensive plan for acceleration. The committee decides the type of
acceleration program for the student based on the recommendations of Iowa Acceleration Scale.
(5) A Student Acceleration Instructional Plan will be written. This Plan will be monitored for progress
and the transition at least nine weeks after placement of an accelerated student.
(6) A student may only be tested and considered for acceleration once in a three year period.
56
Request for Consideration of Acceleration
Referred by (print name):
❐ Parent: _________________________________________________
❐ Teacher: ________________________________________________
❐ Other: __________________________________________________
I have reviewed the Oconee County Schools guidelines and procedures for whole grade
acceleration.
Signature: __________________________________________________ Date: __________________________
Student Name: __________________________________________ Date of Birth: _____________________
Homeroom Teacher: ___________________________________________ Grade: _____________________
The above student is referred for possible whole grade acceleration. Rationale:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Current Gifted Education Services/Curriculum Modifications:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Signature: ______________________________________________________ Date: _____________________
57
Acceleration Team Report
Date: ________________________ Student Name: _______________________________________________
Date of Birth: _____________ Homeroom Teacher: ______________________________ Grade: _______
Referred By: _________________________________________
Acceleration Committee Members
Principal: _______________________________ Teacher of the Gifted: ______________________________
Teacher: ____________________________________ Teacher: ______________________________________
Teacher: ____________________________________ Other: ________________________________________
Recommendations
❐ Maintain Grade Level
❐ Subject(s) Acceleration
❐ Refer for Consideration of Whole-Grade Acceleration (Single Grade Only)
Subjects: ___________________________________________________________________________________
Rationale:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Principal’s Signature: _____________________________________________ Date: ____________________
58
Notification of Instructional Plan in lieu of Whole-Grade Acceleration
Date: _______________________
Dear Parents or Guardian of ___________________________________________:
Since your child was referred for consideration for whole-grade acceleration, the Acceleration
Committee has reviewed available information and determined that his/her needs may be best
met by implementing instructional strategies within grade level programs other than
whole-grade acceleration.
Based on this information the Acceleration Committee has developed the following
recommendation of service options to address your child’s strengths.
❐ Differentiation of instruction (response to learner readiness, interest and learning profile by
adapting content, process and products) within the regular classroom.
❐ Curriculum-compacting (compressing the curriculum to eliminate repetition of work that
has already been mastered) within the regular classroom.
❐ Subject-matter acceleration or advancement across grade levels (student utilizes materials
from higher grade placement or goes to another classroom in a higher grade level for a
specific subject—e.g., Mathematics).
❐ Self-paced instruction.
❐ Other (Specify):
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Sincerely,
_______________________________________________________________________________________________________________
Principal’s Signature Date
59
Notification and Permission to Evaluate for Whole-Grade Acceleration
Date: _______________________
Dear Parents or Guardian of ___________________________________________:
Your child is being considered for whole-grade acceleration.
To determine your child’s eligibility, the School Acceleration Committee needs your consent
to proceed with the formal evaluation process as established by Oconee County Schools.
Your child will be evaluated as needed in the areas of mental ability, aptitude and
achievement.
When the evaluation has been completed, you will be notified of the results. If you have any
questions, please call the school administrator at ________________________________________.
Sincerely,
School Acceleration Committee Representative
Please indicate your response below and return to me by ___________________________________.
❐ Yes, I do give consent for the evaluation process to consider whole-grade acceleration for
my child to proceed, including the administration of any necessary assessments.
❐ No, I do not agree for this evaluation process to proceed.
_______________________________________________________________ ____________________________
Signature of Parent/Guardian Date
60
Student Acceleration Instructional Plan
Student Name: _____________________________________________ Date: __________________________
Date of Birth: _____________________ Grade: ______ Homeroom Teacher: _______________________
Acceleration Committee Members
Principal: _______________________________ Teacher of the Gifted: ______________________________
Teacher: ____________________________________ Teacher: ______________________________________
Teacher: ____________________________________ Other: ________________________________________
Whole-grade acceleration (one year) has been recommended. This plan specifies a trial period
of at least nine weeks and outlines how the student’s adjustment, progress and success will be
monitored.
The Student Acceleration Instructional Plan includes:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________ ____________________________
Principal Date
61
Whole-Grade Acceleration Flowchart
62
Gifted Education Organizations
Council for Exceptional Children (CEC)
http://www.cec.sped.org/AM/Template.cfm?Section=Gifts_and_Talents&Template=/Tagged
Page/T aggedPageDisplay.cfm&TPLID=37&ContentID=5628
Georgia Association for Gifted Children (GAGC)
www.gagc.org
National Association for Gifted Children (NAGC)
www.nagc.org
Supporting the Emotional Needs of the Gifted (SENG)
www.sengifted.org
63
