Identification

Specifically pages 2, 10, 11, 12
 * ** Identification ** || ** Y ** || ** N ** || ** Evidence – ** **See page:** **Identification** ||
 * Does the identification process allow for a variety of strengths and interests to be recognized? || X ||  || On page @GT Identification then “Identification Guidelines”

On page @Tier 1 Goals || Specifically pages 2, 4
 * Does the identification procedure ensure equal and equitable access to identification for all students (e.g., minority students, economically diverse students, culturally diverse students, students with limited English proficiency and children with disabilities) through the use of assessment tools that are unbiased toward the group completing the assessments? || X ||  || On page @GT Identification then “Identification Guidelines”

On page @HGT Identification then “HGT 11-12 Decisions”

On page @Twice Exceptional

On page @Advanced Kindergarten Information || Specifically pages 2-7,13
 * Are the demographics of the gifted population reflective of the district’s overall demographics? || X ||  || On page GT Identification then “DPS GT Diversity” ||
 * Does the administrative unit collect referrals from a variety of sources? || X ||  || On page @GT Identification then “Identification Guidelines”

“Inventories/Checklists/Interviews” Specifically pages 3, 8, 11, 13, 15, 18, 23 || Specifically pgs.4-7
 * Is a screening tool administered to every student at one or more grade levels? || X ||  || On page @GT Identification then “Identification Guidelines”

On page HGT Identification then “Highly Gifted Testing” || Specifically p. 2 On page @HGT Identification then “HGT 11-12 Decisions” || Specifically p. 2
 * Are multiple sources of quantitative and qualitative data in a body of evidence used to make identification decisions for all areas of giftedness? || X ||  || On page @GT Identification then “Identification Guidelines”
 * To determine an area of giftedness do criteria require that the body of evidence demonstrates advanced level on a performance assessment or ninety-fifth percentile and above on a standardized achievement test in the area of exceptionality? || X || X || On page @GT Identification then “Identification Guidelines”

On page @HGT Identification then “HGT 11-12 Decisions”

For highly gifted identification students must have at least one score above the 97th percentile

For gifted identification students must have at least one score above the 90th percentile || Specifically pgs. 2, 4, 8, 9, 13
 * Are well-articulated review team procedures implemented? || X ||  || On page @GT Identification then “Identification Guidelines”

On page @HGT Identification then “HGT 11-12 Decisions” || Specifically pgs. 2-13
 * Are the procedures for identification assessment clearly written and available to all schools? || X ||  || On page @GT Identification then “Identification Guidelines”

“Inventories/Checklists/ Interviews” Specifically pgs. 2, 7, 10, 13, 14, 17, 23

On page @GT Identification then “Creativity Identification” Specifically pgs. 2-4, 6-8

On page @HGT Identification then “Highly Gifted Testing” || “All Letters to Parents” pgs. 2-13
 * Does the administrative unit have a consistent method by which parents are made aware of the assessment process for their student, gifted determination, and development and review of the advanced learning plan? || X ||  || On page @GT Identification then

On page @HGT Identification then “Highly Gifted Testing” ||
 * If the administrative unit permits early entrance of age 4 gifted students into kindergarten, its program plan shall describe the elements of an early access process and how those elements, criteria and components will be implemented. ||  || X || NO EARLY ACCESS ||

@Advanced Kindergarten Information @GT Identification @HGT Identification @Tier 1 Goals @Twice Exceptional