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Lower Merion School District Gifted Identification Process

Lower Merion School District Gifted Identification Process. Ellen Braffman Committee for Special Education Meeting November 30, 2010. Characteristics of Gifted Students***. *** Adapted from LMSD Checklist for Gifted Traits. For a complete checklist contact your school office.

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Lower Merion School District Gifted Identification Process

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  1. Lower Merion School District Gifted Identification Process Ellen Braffman Committee for Special Education Meeting November 30, 2010

  2. Characteristics of Gifted Students*** • *** Adapted from LMSD Checklist for Gifted Traits. For a complete checklist contact • your school office. • Learns new materials faster and earlier • Comprehends in-depth, complex ideas • Deals with complex, abstract concepts • Infers and connects concepts • Operates on higher levels of thinking • Ponders with depth and multiple perspectives • Asynchronous development, emotional intensity, can be highly self-critical, & perfectionistic, may lack organization/study skills

  3. Bright Child Gifted Learner Knows the answers Asks the questions Works hard Plays around yet tests well Answers the questions Discusses in detail, elaborates Top group Beyond the group Learns with ease Already knows Enjoys peers Prefer adults Grasps the meaning Draws inferences Completes assignments Initiates projects Enjoys school Enjoys learning Pleased with own learning Is highly self- critical

  4. The district recognizes that these gifted individuals exhibit special strengths in problem solving and/or thinking skills. This demands special instruction to foster divergent thinking which is abstract, complex and multifaceted.

  5. Identifying the Gifted Student: • Parent Request in Writing or • Teacher Request in Writing or • Achievement Team review of records • Parent Checklist/Teacher Checklist • Prescreening • K-BIT • TOMAGS • CBA • School Team reviews results and makes recommendationaboutfurther testing: classroom teacher, guidance counselor, principal, psychologist, content specialist • Permission to Evaluate signed by Parents

  6. Identifying the Gifted Student • Assessment by School Psychologist • WISC IV Evaluation and Review of Multiple Criteria • 60 Calendar days for completion of testing and GWR (Gifted Written Report)

  7. Identifying the Gifted Student • A score of 130 or meeting multiple criteria cited in Chapter 16 • Screening measures • Record of Review-Student Portfolio • Standardized Tests • Multiple criteria which includes intervening factors masking giftedness • If data supports evidence of giftedness a GWR is written by the School Psychologist

  8. Is the child eligible for gifted support and in need of Specially Designed Instruction (SDI)? In other words… does the student need more than the regular classroom? • If Yes, a Gifted Individual Education Plan (GIEP) is developed and a Notice of Recommended Assignment (NORA) is issued for parent signature • The GIEP is in effect for a year and reviewed annually by team: parents, Gifted Support and/or classroom teachers

  9. ??? QUESTIONS ????

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