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Gifted Identification Mayfield City School District

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					GIFTED IDENTIFICATION
MAYFIELD CITY SCHOOL
DISTRICT
ch
INITIAL GIFTED SCREENING
 TO RETURN TO THIS SCREEN AT ANY TIME, CLICK ON THE MAYFIELD ICON
KINDERGARTEN PLACEMENT

                • Contact Student Pupil Services for packet of
                  information and to schedule an initial assessment.
   Early        • Adhere to the deadlines for application if you are
                  considering Early Entrance for your child.

  Entrance      • The State of Ohio requires districts to follow their
                  Board adopted Acceleration Policy when considering
                  a child for Early Entrance to Kindergarten.
                • Click on the icon to the left to continue with next
                  steps.




                • A referral must be submitted by either the parent,
                  teacher (preschool/kindergarten), or Gifted
                  Intervention Specialist.

 Kindergarten   • Mayfield follows the RTI process for acceleration.
                  Several interventions will be initiated prior to

 Acceleration
                  considering a student for acceleration.
                • Initial assessments will be conducted and submitted
                  to the AEP Coordinator for review.
                • Click on the icon to the left to continue with next
                  steps.
EARLY ENTRANCE TO KINDERGARTEN
 Packet of information is received and completed from
Student Pupil Services. Child passes initial screening for
                Kindergarten Readiness


  School Psychologist administers the WISC-IV Test for a
  Superior Cognitive Identification. (Needs to be 127 or
                         Above.)


   The Gifted Intervention Specialist or AEP Coordinator
   will administer the Woodcock Johnson Achievement
   Test for a Specific Academic Identification.
   (Identification-95% or higher in either Math/Reading.)
      The AEP Coordinator will administer the Iowa
      Acceleration Scale to candidates for Early Entrance. A
      team meeting will take place where all of the data will be
      presented to determine if a candidate should be enrolled
      for Early Entrance.               TEAM MEETING PROCESS
              ACCELERATION PROCESS

A Referral is made for Acceleration to the AEP Coordinator by either the
current Teacher, Parent, or Gifted Intervention Specialist. A Permission to
Test form must be signed and returned prior to any further testing
or data collection.




                                                         .
TESTS ADMINISTERED FOR ACCELERATION


   WISC_IV                        Woodcock Johnson
                                  Achievement Test
  By School Psychologist          By GIS/AEP Coordinator




                Iowa Acceleration
                      Scale
                By AEP Coordinator
                           BACK
                     TEAM MEETING PROCESS
                                  Initial Team Meeting
 Mayfield follows the RTI process for acceleration. Several interventions will be initiated prior to
                              considering a student for acceleration.
   Team Members included: Parents, Building Administrator, AEP Coordinator,
                     Teacher(s), GIS, School Psychologist




                                  Second Meeting
  Presentation of data collected, proposed placement discussed, plan for
     implementation, transition period set. Instructions for Appeal.




                    Progress Monitoring Meeting
Discussion of process, student progress, (if appropriate) finalize placement
FIRST GRADE PLACEMENT

                   • Regular Classroom Teachers will consult with the
                     building Gifted Intervention Specialist. Enrichment
                     and Extension activities will be collaboratively
                     collected and/or created to provide appropriate
                     academic rigor.
 Differentiation




                   • A referral must be submitted by either the parent, a
                     teacher, or Gifted Intervention Specialist.
                   • Mayfield follows the RTI process for acceleration.
                     Several interventions will be initiated prior to

  Acceleration       considering a student for acceleration.
                   • Initial assessments will be conducted and submitted
                     to the AEP Coordinator for review.
                   • Click on the icon to the left to continue with next
                     steps.
SECOND GRADE PLACEMENT
                   • Regular Classroom Teachers will consult with the
                     building Gifted Intervention Specialist. Enrichment and
                     Extension activities will be collaboratively collected
 Differentiation     and/or created to provide appropriate academic rigor.




                   • A referral must be submitted by either the parent, a
                     teacher, or Gifted Intervention Specialist.
                   • Mayfield follows the RTI process for acceleration.
  Acceleration       Several interventions will be initiated prior to
                     considering a student for acceleration.
                   • Initial assessments will be conducted and submitted to
                     the AEP Coordinator for review.
                   • Click on the icon to the left to continue with next steps.


                   • District Wide Testing will be administered to collect data
 District Wide       for possible Gifted Identification.
                   • Click on the icon to continue with next steps.
    Testing
THIRD GRADE PLACEMENT
                   • Regular Classroom Teachers will consult with the
                     building Gifted Intervention Specialist. Enrichment and
                     Extension activities will be collaboratively collected
 Differentiation     and/or created to provide appropriate academic rigor.




                   • A referral must be submitted by either the parent, a
                     teacher, or Gifted Intervention Specialist.
                   • Mayfield follows the RTI process for acceleration.
  Acceleration       Several interventions will be initiated prior to
                     considering a student for acceleration.
                   • Initial assessments will be conducted and submitted to
                     the AEP Coordinator for review.
                   • Click on the icon to the left to continue with next steps.


                   • District Wide Testing will be administered to collect data
 District Wide       for possible Gifted Identification.
                   • Click on the icon to continue with next steps.
    Testing
FOURTH GRADE PLACEMENT
                • Direct Gifted Service begins in Fourth grade.

   Gifted       • The Gifted Intervention Specialist is responsible for
                  creating a Written Education Plan (WEP). This form
                  will focus on specific goals and objectives that the GIS
   Service        and Regular Classroom Teacher will carry out
                  throughout the school year.




                • A referral must be submitted by either the parent, a
                  teacher, or Gifted Intervention Specialist.

 Acceleration
                • Mayfield follows the RTI process for acceleration.
                  Several interventions will be initiated prior to
                  considering a student for acceleration.
                • Initial assessments will be conducted and submitted to
                  the AEP Coordinator for review.
                • Click on the icon to the left to continue with next steps.




District Wide
                • District Wide Testing will be administered to collect data
                  for possible Gifted Identification.
                • Click on the icon to continue with next steps.
   Testing
FIFTH GRADE PLACEMENT
                • The Gifted Intervention Specialist is responsible for

   Gifted         creating a Written Education Plan (WEP). This form
                  will focus on specific goals and objectives that the GIS
                  and Regular Classroom Teacher will carry out
   Service        throughout the school year.




                • A referral must be submitted by either the parent, a
                  teacher, or Gifted Intervention Specialist.

 Acceleration
                • Mayfield follows the RTI process for acceleration.
                  Several interventions will be initiated prior to
                  considering a student for acceleration.
                • Initial assessments will be conducted and submitted to
                  the AEP Coordinator for review.
                • Click on the icon to the left to continue with next steps.




District Wide
                • District Wide Testing will be administered to collect data
                  for possible Gifted Identification.
                • Click on the icon to continue with next steps.
   Testing
SIXTH GRADE PLACEMENT
                •The Gifted Intervention Specialist is responsible for

   Gifted        creating a Written Education Plan (WEP). This
                 form will focus on specific goals and objectives that

   Service
                 the GIS and Regular Classroom Teacher will carry
                 out throughout the school year.




                • A referral must be submitted by either the parent, a
                  teacher, or Gifted Intervention Specialist.

 Acceleration
                • Mayfield follows the RTI process for acceleration.
                  Several interventions will be initiated prior to
                  considering a student for acceleration.
                • Initial assessments will be conducted and submitted to
                  the AEP Coordinator for review.
                • Click on the icon to the left to continue with next steps.




District Wide
                • District Wide Testing will be administered to collect data
                  for possible Gifted Identification.
                • Click on the icon to continue with next steps.
   Testing
SEVENTH GRADE PLACEMENT

                • The Gifted Intervention Specialist is
                  responsible for creating a Written
   Gifted         Education Plan (WEP). This form
                  will focus on specific goals and
   Service        objectives that the GIS and Regular
                  Classroom Teacher will carry out
                  throughout the school year.




                • A referral must be submitted by either the parent, a
                  teacher, or Gifted Intervention Specialist.
                • Mayfield follows the RTI process for acceleration.
                  Several interventions will be initiated prior to

 Acceleration     considering a student for acceleration.
                • Initial assessments will be conducted and submitted
                  to the AEP Coordinator for review.
                • Click on the icon to the left to continue with next
                  steps.
EIGHTH GRADE PLACEMENT

                • The Gifted Intervention Specialist is
                  responsible for creating a Written
   Gifted         Education Plan (WEP). This form
                  will focus on specific goals and
   Service        objectives that the GIS and Regular
                  Classroom Teacher will carry out
                  throughout the school year.




                • A referral must be submitted by either the parent, a
                  teacher, or Gifted Intervention Specialist.
                • Mayfield follows the RTI process for acceleration.
                  Several interventions will be initiated prior to

 Acceleration     considering a student for acceleration.
                • Initial assessments will be conducted and submitted
                  to the AEP Coordinator for review.
                • Click on the icon to the left to continue with next
                  steps.
HIGH SCHOOL PLACEMENT

                • The Gifted Intervention Specialist is
                  responsible for creating a Written
   Gifted         Education Plan (WEP). This form
                  will focus on specific goals and
   Service        objectives that the GIS and Regular
                  Classroom Teacher will carry out
                  throughout the school year.




                • A referral must be submitted by either the parent, a
                  teacher, or Gifted Intervention Specialist.
                • Mayfield follows the RTI process for acceleration.
                  Several interventions will be initiated prior to

 Acceleration     considering a student for acceleration.
                • Initial assessments will be conducted and submitted
                  to the AEP Coordinator for review.
                • Click on the icon to the left to continue with next
                  steps.
 DISTRICT WIDE TESTING
Second Grade students take the Cognitive Abilities
Test. (CogAT).
Score requirements


 Third and Fifth Grade Students will take the IOWA
 Achievement Test. (Complete Battery)
  Score requirements


   Fourth and Sixth Grade Students will take the
   Cognitive Abilities Test (CogAT).
   Score requirements


      Students who miss the District Wide Testing or
      students new to the district will be administered
      the Woodcock Johnson Achievement Test
      Score requirements
SCORE REQUIREMENTS FOR DISTRICT TESTING

                                 Cognitive Abilities Test
  IOWAAchievement Test
                                  A Cognitive Skills Index
   95% + is required in any
                                  (CSI) of 127 + (K-2) and
      subject area for
                                  128+ (3-12) for Superior
       identification.
                                  Cognitive identification.



                     Woodcock Johnson
                     Achievement Test
                 95% + is required in Math
                 and/or Reading for
                 identification.
                    WISC-IV Assessment
                 A score of 127 + is required
                 for identification.
APPEAL PROCESS

     An appeal must be made in writing to
     the Superintendent within thirty (30)
     calendar days of the parent/guardian
      receiving the committee’s decision.
        The Superintendent or his/her
     designee shall review the appeal and
     notify the parent/guardian of his/her
      decision within fifteen (15) calendar
       days of receiving the appeal. The
     Superintendent or his/her designee’s
             decision shall be final.
  GIFTED SERVICE - ELEMENTARY
Gifted Intervention Specialists (GIS) are available at the
Elementary level to provide services to teachers and students in
grades K-5. The GIS provides consultation services to Regular
Classroom Teachers in grades K-3.
Direct service with the GIS, begins in 4th grade and continues
through 5th.
Service delivery may be in the form of: differentiation of
curriculum, co-teaching, social/emotional support, subject
acceleration, whole grade acceleration, or pull-out/resource
room.
Opportunities to participate in contests and enrichment
activities are also provided.
  GIFTED SERVICE - MIDDLE SCHOOL
A Gifted Intervention Specialist (GIS) is available at the
Middle School level to provide services to teachers and
students in grades 6-8. The GIS provides consultation services
to Math and Language Arts Teachers through common
planning.
Direct service with the GIS is focused in the subject of Math
and the GIS co-teaches with the Regular Classroom Teacher to
provide appropriate curriculum.
Service delivery may be in the form of: differentiation of
curriculum, co-teaching, social/emotional support, subject
acceleration, whole grade acceleration, or pull-out/resource
room.
Opportunities to participate in contests and enrichment
activities are also provided.
  GIFTED SERVICE – HIGH SCHOOL


A Gifted Intervention Specialist (GIS) is available at the High
School level to provide guidance services to students in grades
9-12. The GIS coordinates NHS, informational seminars,
Practice ACT, AVIS assemblies, Honor assemblies, and college
entrance guidance. The GIS develops a GSAP with each
student to set goals for each 9 weeks. These goals are revisited
through meetings with the students. The GIS is also a faculty
advisor to the Academic Boosters.
 DIFFERENTIATION
Differentiation is defined as classroom
instruction that modifies the current
curriculum content, the teaching process, or
the student product according to the
individual student’s readiness, needs,
and/or interest.

CONTENT        PROCESS        PRODUCT
 CONTENT DIFFERENTIATION
Content Differentiation could include:
curriculum compacting, adjusting the pace of
instruction, increasing the complexity of learning,
pre-assessing skills and knowledge to match
students with activities based on readiness, need,
or interest, providing choices to allow for greater
depth of learning and advanced exploration,
selection of resources at varying levels.

                       BACK
 PROCESS DIFFERENTIATION


Process Differentiation could include: teaching
to the readiness, need, or interest of students,
critical and creative thinking activities, layered
lessons, tiered assignments, learning centers,
contracts, projects, technology, independent study.


                      BACK
 PRODUCT DIFFERENTIATION


Product Differentiation is the “End Results”
of teaching topics, concepts, or themes to
students. Differentiation of Products refers
to any product that differs and consists of
depth of subject matter already mastered.


                   BACK
FOR ADDITIONAL INFORMATION CONTACT

CARRIE HEATH, AEP COORDINATOR
995-7486
CHEATH@MAYFIELDSCHOOLS.ORG

				
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