GIFTED IDENTIFICATIONMAYFIELD CITY SCHOOL DISTRICT
INITIAL GIFTED SCREENINGTO RETURN TO THIS SCREEN AT ANY TIME, CLICK ON THE MAYFIELD ICON
K 1 2 3
54 6 7
8 9 10 11
KINDERGARTEN PLACEMENT
• Contact Student Pupil Services for packet of information and to schedule an initial assessment.
• Adhere to the deadlines for application if you are considering Early Entrance for your child.
• 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.
Early Entrance
• A referral must be submitted by either the parent, teacher (preschool/kindergarten), or Gifted Intervention Specialist.
• 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 building Coordinator for review.
• Click on the icon to the left to continue with next steps.
Kindergarten
Acceleration
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 building Coordinator will administer the Woodcock Johnson Achievement Test for a Specific Academic Identification. (Identification-95% or higher in either Math/Reading.)
The AEP building 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 building 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.
Testing is Administered.
Click to see requirements
Referral
Team Meeting
Click to see outcomes
TESTS ADMINISTERED FOR ACCELERATION
WISC_IVBy School Psychologist
Woodcock Johnson Achievement TestBy GIS/AEP Coordinator
Iowa Acceleration
ScaleBy AEP
CoordinatorBACK
TEAM MEETING PROCESS
Progress Monitoring Meeting
Discussion of process, student progress, (if appropriate) finalize placement
Second Meeting
Presentation of data collected, proposed placement discussed, plan for implementation, transition period set. Instructions for Appeal.
Initial Team MeetingMayfield 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
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 considering a student for acceleration.
• Initial assessments will be conducted and submitted to the AEP building Coordinator for review.
• Click on the icon to the left to continue with next steps.Acceleration
SECOND 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.Differentiatio
n
• 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 considering a student for acceleration.
• Initial assessments will be conducted and submitted to the AEP building Coordinator for review.
• Click on the icon to the left to continue with next steps.
Acceleration
• District Wide Testing will be administered to collect data for possible Gifted Identification.
• Click on the icon to continue with next steps.District Wide Testing
THIRD 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.Differentiatio
n
• 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 considering a student for acceleration.
• Initial assessments will be conducted and submitted to the AEP building Coordinator for review.
• Click on the icon to the left to continue with next steps.
Acceleration
• District Wide Testing will be administered to collect data for possible Gifted Identification.
• Click on the icon to continue with next steps.District Wide Testing
FOURTH GRADE PLACEMENT• Direct Gifted Service begins in Fourth grade.• 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 and Regular Classroom Teacher will carry out throughout the school year.Gifted
Service
• 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 considering a student for acceleration.
• Initial assessments will be conducted and submitted to the AEP building Coordinator for review.
• Click on the icon to the left to continue with next steps.
Acceleration
FIFTH GRADE PLACEMENT• 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 and Regular Classroom Teacher will carry out throughout the school year.
Gifted Service
• 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 considering a student for acceleration.
• Initial assessments will be conducted and submitted to the AEP building Coordinator for review.
• Click on the icon to the left to continue with next steps.
Acceleration
SIXTH GRADE PLACEMENT
• The Gifted Intervention Specialist is responsible for creating a Written Education Plan (WEP). This form will focus on specific goals and objectives staff will carry out throughout the school year.
Gifted Service
• 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 considering a student for acceleration.
• Initial assessments will be conducted and submitted to the AEP building Coordinator for review.
• Click on the icon to the left to continue with next steps.
Acceleration
SEVENTH GRADE PLACEMENT
• The Gifted Intervention Specialist is responsible for creating a Written Education Plan (WEP). This form will focus on specific goals and objectives that staff will carry out throughout the school year.
Gifted Service
• 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 considering a student for acceleration.
• Initial assessments will be conducted and submitted to the AEP building Coordinator for review.
• Click on the icon to the left to continue with next steps.
Acceleration
EIGHTH GRADE PLACEMENT
• The Gifted Intervention Specialist is responsible for creating a Written Education Plan (WEP). This form will focus on specific goals and objectives that staff will carry out throughout the school year.
Gifted Service
• 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 considering a student for acceleration.
• Initial assessments will be conducted and submitted to the AEP building Coordinator for review.
• Click on the icon to the left to continue with next steps.
Acceleration
HIGH SCHOOL PLACEMENT
• 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 and Regular Classroom Teacher will carry out throughout the school year.
Gifted Service
• 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 considering a student for acceleration.
• Initial assessments will be conducted and submitted to the AEP building Coordinator for review.
• Click on the icon to the left to continue with next steps.
Acceleration
DISTRICT WIDE TESTING
Second Grade students take the Cognitive Abilities Test. (CogAT).Score requirements
Third GradeStudents will take the IOWA Achievement Test. (Complete Battery) Score requirements
Students who miss the District Wide Testing or students new to the district will be administered the Woodcock Johnson Achievement TestScore requirements
SCORE REQUIREMENTS FOR DISTRICT TESTING
IOWAAchievement Test95% + is required in any
subject area for identification.
Cognitive Abilities TestA Cognitive Skills Index (CSI) of 127 + (K-2) and
128+ (3-12) for Superior 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
Direct service is focused in the subject of Math as students have the option of participating in accelerated math classes.
Service delivery may be in the form of: differentiation of curriculum, social/emotional support, subject acceleration, and whole grade acceleration.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 BRENDA HARPER, AEP COORDINATOR [email protected]