It may include regular education teachers, school psychologists or psychometrists, and parents. It should include a special education teacher when a student is being considered for an eligibility under the twice-exceptional criteria. The LSC may be a building level committee which is responsible for students enrolled at that school, a district level committee which is responsible for students enrolled in the entire district, or a combination of the two.
Type Two - Individual Referral Process addresses those students who are individually referred for gifted eligibility. Mass Screening Referral Process This process requires all Mississippi districts to screen all students in at least one grade level each year. Districts should use a normed group measure of intelligence in the Mass Screening Referral Process. This process should assist in identifying students in underrepresented populations.
Students who obtain a full-scale score at or above the 90th percentile on the normed group measure of intelligence shall move forward in the referral process.
Students who scored at or above the 85th percentile but lower than the 90th percentile on the normed group measure of intelligence shall be subjected to an Emerging Potential for Gifted Referral Checklist. If these students meet the criteria on the checklist, they shall move forward in the referral process.
The next step in the process will consist of the collection of substantiated student data obtained through the use of other objective and subjective measures. District personnel shall make decisions as to which measures will be used during this step of the Mass Screening Referral Process.
Individual Referral Process This process involves students who are individually referred for gifted eligibility. A student may be referred by a parent, teacher, counselor, administrator, peer, self, or anyone else having reason to believe that the student might be intellectually gifted.
The person initiating the referral shall sign the referral form and date it. Once the student is referred, the district personnel shall collect the data required to satisfy the referral criteria.
Once a referral form has been initiated, signed, and dated, only the LSC or parents can stop the identification process. This document shall be distributed to district administrators, school counselors, and teachers and shall be available to parents at each school site. NOTE: Any student who does not meet the minimum acceptable criteria score in the 90th percentile on the normed group measure of intelligence during the Mass Screening Referral Process and does not qualify for the Emerging Potential for Gifted criteria, can be referred for the Individual Referral for Screening Process by anyone.
The individually referred student shall not be excluded from the referral process by their performance on the normed group measure of intelligence. Provisions for Emerging Potential for Gifted Populations At this point the LSC shall make the decision as to the possibility that the student could be eligible for consideration as a candidate for an emerging potential for gifted assessment. If it is believed that the student might have emerging gifted potential, then the Emerging Potential for Intellectually Gifted Assessment Checklist should be completed for possible use during the assessment process.
The Emerging Potential for Gifted category makes provisions for certain factors that exist that may put the student at a disadvantage when inappropriate instruments are used during the assessment process. This data shall also be made available to a licensed examiner. The assessment stage is the individual test of intelligence, which shall be administered by a licensed examiner. In no case will the examiner be related to the student being tested.
The examiner shall review all available data on the student, whether or not it satisfies minimal identification criteria, and use that information to select the most appropriate test of intelligence.
The examiner shall provide a signed and dated report of the test administration to include testing conditions, scores on all subtests or subscales, and the strengths and weaknesses of the student. District personnel shall make decisions as to whether the minimal acceptable criteria set in regulations will be used, or if a higher minimal acceptable criteria will be used.
Included in the justification must be documentation that the district continuously addresses the Emerging Potential for Gifted guidelines as outlined in the regulations. A district-developed matrix approved by the MDE. Potentially Twice-Exceptional Students Students who already have an eligibility ruling under IDEA and are being assessed for an intellectually gifted eligibility, and who did not satisfy all of the required minimal acceptable referral criteria but did meet at least one referral criterion shall have their results reviewed by the LSC and a licensed examiner.
If the student scores at or above the 91st percentile on the individual test of intelligence composite score or approved subtest score or in the opinion of the reviewing committee, would benefit from participation in the intellectually gifted program, the student may be granted a provisional eligibility for the intellectually gifted program for a period of one year.
If the student has demonstrated success in the program, the LSC shall change the eligibility status from provisional to regular eligibility. If the student has not been successful in the program, the provisional eligibility shall be revoked.
Name of at least three measures from Stage 1: Referral that were used to determine the? Date of the Assessment Report. The LSC shall rule that the student is or is not eligible for the intellectually gifted program. Parental Notification District personnel shall notify in writing the parents of each student tested for the intellectually gifted program about the assessment results.
District personnel shall offer to explain any of the results about which the parents have questions. Program Options. Elementary Schools Elementary gifted students are offered a range of programs from part-time to full-time. These programs, strategically located throughout the district, are provided through the Resource Room Model or The Gifted Center Model.
Middle Schools Middle School students may choose appropriate gifted education courses from those available at their home schools. If the home school does not provide gifted services, the students are transferred to the gifted Middle School Center that is geographically closest to their home. High Schools High Schools offer a number of options for high-ability students. Gifted education classes vary among schools.
Advanced Placement and Honor Level classes are also available throughout the county. The rigor of some of these programs presents educational opportunities for the gifted learner. Curriculum and Instruction Students identified as being eligible to receive gifted services each have an Educational Plan EP that is developed to foster both their strengths and areas of need. This plan is developed at the conclusion of the consent for eligibility meeting, with the parent, teacher of the gifted, and ESE contact, and is updated to reflect the successful completion of goals or to express the need for continued support in specific areas.
Goals may include both academic and social and emotional objectives for the gifted student. Differentiation To provide appropriate and challenging educational experiences for gifted students, differentiation of instruction is implemented. Differentiation may include:. A qualitatively, differentiated curriculum for gifted students consists of carefully planned, coordinated, learning experiences that meet the specific learning needs of the student.
Curriculum Compacting Curriculum compacting is used continually to negate repetition of material already known and understood by the student. Acceleration Acceleration is also implemented, on an individual basis, when necessary to meet the needs of a gifted learner.
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