麻豆社事件

The Referral to Placement process explains the referral process in full for the 麻豆社事件 Public Schools Gifted Department. McWillie follows this process and adheres to the guidelines from the District and MDE. Please see below.

Student Identification Process

The student identification process is separated into six stages, which include referral, LSC review of referral data, parental permission for testing, assessment, assessment report, and the LSC eligibility determination stage.

The identification process consists of a combination of subjective and objective measures to determine eligibility for the gifted education program and includes an equitable opportunity for the inclusion of students who are culturally diverse, underachieving, disabled under the Individuals with Disabilities Act (IDEA) guidelines, physically handicapped, or ADD/ADHD, as well as students who exhibit classroom behavior such as extreme shyness, short attention spans, disruptiveness, continual questioning, and anxiety. Throughout the identification process, district personnel are careful to select measures that target the student's strengths.

The Family Educational Rights and Privacy Act (FERPA) protects all data collected as part of the identification process. Access to this information is restricted to those personnel working directly with the identification process, working directly in the gifted education program, or that have a documented need to access. Parents will be informed of the information/data collected and may gain access to their child’s record by written request to the school’s gifted education personnel at any time. Upon completion of the identification process, the results of the Assessment Team Report can be explained to the parents, and a copy of the assessment report provided.

STAGE 1: Referral

Referral for the gifted education program is based on consideration of performance in the regular classroom, potential ability, test performance, intellectual characteristics, creativity and/or leadership potential. While grades and/or achievement test scores might be an indicator of giftedness, by MDE Regulations, neither classroom behavior, grades, nor achievement test scores may be used to eliminate a student from the identification process.

As mandated in the MDE Gifted Regulations, the 麻豆社事件 Public School District follows the state minimal scale/percentile score criteria on all referral measures.

There are two types of gifted referral processes:

· Type One - Mass Screening Referral Process addresses those students who are mass screened for gifted eligibility.

· Type Two - Individual Referral Process addresses those students who are individually referred for gifted eligibility.

Type One - Mass Screening Referral Process

A normed group measure of intelligence to all first and third grade students in the mass screening referral process used to assist in identifying students in underrepresented populations. All students who obtain a full scale/composite score at or above the 90th percentile 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.

In addition to the normed group measure of intelligence obtained in mass screening, a student shall satisfy two of the following criteria before moving forward to Stage 2 of the identification process, LSC Review of Referral Data:

1. a score at or above the superior range on a normed published characteristics of giftedness checklist,

2. a score at or above the superior range on a normed published measure of creativity,

3. a score at or above the superior range on a normed published measure of leadership,

4. a score at or above the 90th percentile on total language, total math, total reading, total science, total social studies, or the composite on a normed achievement test,

5. a score at or above the 90th percentile on a normed measure of cognitive ability,

6. a score at or above the 90th percentile on an existing measure of individual intelligence that has been administered within the past twelve months, and/or

7. other measures that are documented in the research on identification of intellectually gifted students.

Type Two - 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. Students participating in the Individual Referral Process shall satisfy three of the following criteria before moving forward to the LSC Review of Referral Data Stage:

1. a score at or above the 90th percentile on a group measure of intelligence that has been administered within the past twelve months,

2. a score at or above the superior range on a normed published characteristics of giftedness checklist,

3. a score at or above the superior range on a normed published measure of creativity,

4. a score at or above the superior range on a normed published measure of leadership,

5. a score at or above the 90th percentile on total language, total math, total reading, total science, total social studies, or the composite on a normed achievement test,

6. a score at or above the 90th percentile on a normed measure of cognitive ability,

7. a score at or above the 90th percentile on an existing measure of individual intelligence that has been administered within the past twelve months, and/or

8. other measures that are documented in the research on identification of intellectually gifted students.

Stage 2: Lsc Review of Referral Data

Once the referral data have been collected, the LSC shall review all data and make one of the following recommendations:

1. the student has satisfied minimal criteria on at least three measures and should move forward to the assessment stage, or

2. the student has not satisfied minimal criteria on at least three measures, however, the LSC feels strongly that additional data should be collected and the student reconsidered at that time, or

3. the student has not satisfied minimal criteria on at least three measures and the identification process should stop.

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.

Stage 3: Parental Permission for Testing

If a student meets the criteria for referral, the Gifted Local Survey Committee will recommend individual assessment to determine eligibility for an “Intellectually Gifted” ruling. Written parental permission for testing must be obtained before any individual testing is initiated and parents will be notified in writing of their rights under FERPA.

Stage 4: Assessment

Once the LSC has determined that a student has satisfied minimal referral criteria in order to move forward to the assessment stage, district personnel shall review and compile all data available on the student. This data shall also be made available to a licensed examiner who will administer an individual test of intelligence.

In no case will the examiner be related to the student being tested. The examiner shall review all available data on the student to select the most appropriate test of intelligence. Standard operating procedures should be followed during the selection and administration of all assessments as reflected in the examiner’s manuals.

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. A student must score at or above the 91st percentile composite/full scale or the 91st percentile on approved subtests (as per publisher) in order to satisfy eligibility criteria.

Identification criteria, as approved by the MDE on the 麻豆社事件 Public School District Gifted Education Program Proposal, must be satisfied for a student to be ruled eligible by the LSC for the intellectually gifted education program.

Emerging Potential for Gifted

Students who have satisfied criteria on the Emerging Potential for Gifted Checklist who did not satisfy minimal acceptable criteria on an individual test of intelligence, but, did score at least at the 85th percentile or have a scale score that falls within the range of the 90th percentile confidence interval of the state minimum scale/percentile score, may be administered one of the following additional measures to determine eligibility:

1. A test of cognitive abilities with a minimal score at the 90th percentile,

2. A group intelligence measure with a minimal score at the 90th percentile, or

3. 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. At the end of that year, the student’s teacher of the gifted shall meet with the review committee to discuss the student’s performance in the program. 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.

Stage 5: Assessment Report

District personnel shall write an Assessment Report, which must contain the following components:

1. Student’s name,

2. Name of at least three measures from Stage 1: Referral that were used to determine the need to

administer an individual test of intelligence,

3. Results of each measure,

4. Name of individual who administered or completed each measure and the date administered or

completed,

5. Test behaviors for any individually administered test(s),

6. Interpretation of the results of each individually administered test(s),

7. Name of the person who administered the individual test of intelligence and date test was

administered,

8. Qualifications of the individual who administered the individual test of intelligence,

9. Results of the individual test of intelligence to include scores on all subtests and, identified

strengths and weaknesses,

10. Name of the person responsible for writing the Assessment Report, his/her signature, and

position, and

11. Date of the Assessment Report.

Stage 6: LSC Eligibility Determination

Once the Assessment Report has finalized, the LSC shall meet to review all data and determine if eligibility criteria have or have not been satisfied. The LSC shall rule that the student is or is not eligible for the intellectually gifted program.

Parental Notification

Parents of each student tested will be notified in writing about the results of their child’s assessment for the intellectually gifted education program and their rights under the Family Education Rights and Privacy Act (FERPA). District personnel shall offer to explain any of the results in which the parents have questions.

Out-of-state Gifted Eligibilities

As each state has a unique set of eligibility criteria for placement in the gifted education program, a student moving to Mississippi with a gifted eligibility from another state must satisfy Mississippi eligibility criteria before being considered for placement in the gifted program. The eligibility ruling from another state may be used to initiate the referral to placement process. There is no temporary placement in the gifted program while the student goes through the eligibility process within the district.

Placement in ALPHA

Once a student is determined eligible for the gifted program in Mississippi, no reevaluation testing is required to remain in the program. Although criteria may vary from district to district, an eligible determination is accepted by all school districts within the State of Mississippi.

Access to Records

All data collected as part of the identification process are protected by the Family Educational Rights and Privacy Act (FERPA). Access to this information is restricted to those personnel working directly with the identification process, working directly in the gifted education program, or that have a documented need to access. Parents requesting access to their child’s gifted records shall make such a request in written form to the Gifted Education Program Coordinator. A mutually agreed upon time will be set for a review of the child’s records. Such records will be viewed at the location in which the records are maintained. Test protocols will not be available for review by the parent.

Annual Reassessment for Continued Placement

The LSC committee shall meet at least annually to reassess each gifted student’s continuation in the gifted program. The committee must include at least the student’s teacher of the gifted and a designated administrative representative.

As stated in the MDE Gifted Education Regulations, “since participation in the gifted program is an entitlement under the law, the students should remain in the gifted program as long as they are being successful in the program. Grades and/or success in the regular education program are the responsibility of the regular classroom teachers and should not be considered as a reason for removal from the gifted program.”

In the event a student fails to make progress or exhibits unsatisfactory participation in the gifted program, a meeting of the reassessment committee will be held to consider the student’s performance. If the committee determines that the student is failing to make progress in the program, the student will be placed on probation in the gifted program for the next 9-weeks term. The parents will be notified and given an opportunity to meet with the committee to discuss the decision and develop a plan of action. During this time, the student will continue to participate in the gifted program. If at the end of the period of probation, the student’s performance improves to a satisfactory level, the student will be removed from probation and recommended for continued placement. If at the end of the 9-weeks term the student has failed to improve his/her performance to a satisfactory level, the reassessment committee can recommend the student be removed from the program. Documentation of all reassessment committee meetings must be maintained.

If the committee determines that the student should exit the gifted education program due to lack of progress and/or unsatisfactory participation in the program, the student’s parents will be notified and given the opportunity to discuss the decision with the committee before the student is removed. Should the parents not agree to the removal of the student from the program, the district shall grant the parents a hearing.

Hearing Process

Parents who are not in agreement with the school-based committee decision to remove a student from the gifted program will present their concerns, orally or in writing to the principal of the school. The principal and parent will attempt to resolve the matter informally.

If the parents are not satisfied with the action taken by the principal, the parents shall, within five (5) school days after the meeting with the principal, put their concerns in writing and present them to the 麻豆社事件 Public School District Gifted Education Program Coordinator. The Gifted Coordinator will schedule a meeting of the District Student Assistance Team (D-SAT) within five (5) school days or a timeframe agreed upon by the parents. Parents will be extended an invitation to attend the D-SAT meeting. The D-SAT will render a written decision based on information shared during the meeting.

Reinstatement Procedures

Students will be considered for reinstatement in ALPHA at the request of the parents and with the recommendation of classroom teachers. Consideration and arrangements for reinstatement in the program will be made through the Local Survey Committee and documented in the minutes. Written notification of the student’s eligibility for reinstatement will be forwarded to the parents and teachers of the student. Written parental permission must be obtained before the student can be placed in the program.