EDIT MAIN
Plus_blue

TAG News 


Changing GEAR: Gifted Education at Riverside

Colorful Brain Talented and Gifted Education Update

TAG Identification Process


7A Student Identification for Gifted Education Services

The Process (see flow chart):

  1. Student nomination (self, parent, teacher, peer or data or products/performances)
  2. The student profile is developed (data is collected, additional assessment or data collection takes place, as needed)
  3. The student profile is assessed to determine the need for services. The guiding question: Are the needs of this student best met via the classroom curriculum? OR Does this student need a curriculum that is different?
  4. The student plan is written and evaluated annually, or as needed, to determine a need to exit, suspend or continue in the program. Parents have the right to appeal decisions.

Identification Criteria for Reading Services

A building-level committee will determine, based on the following criteria, if there is a need for differentiated services for an individual student. The student must indicate a willingness to participate, and the parent/guardian will need to give approval before services begin.

  • Aptitude:
    - Cognitive Abilities Test, Verbal Standard Score: 116+
    - Other measure of verbal cognitive ability
  • Achievement:
    - ITBS Reading Total: 90%ile +
    - BRI Instructional Level: 2-grade levels above the majority of classmates,
    - EXPLORE
    - PSAT
    - ACT/SAT
    - Classroom Reading Assessments: 80% mastery +
    - Other indicators, not used as identification criteria: DIBELS, STAR
  • Qualitative/Subjective Data:
    - Renzulli Behavioral Characteristics: Reading Scale

If numerical evidence is not present due to student underachievement, a cultural bias of test instruments, at-risk factors, low-SES and/or twice-exceptionality, other evidence will be given consideration by the committee.

Identification Criteria for Math Services

A building-level committee will determine, based on the following criteria, if there is a need for differentiated services for an individual student. The student must indicate a willingness to participate, and the parent/guardian will need to give approval before services begin.

  • Aptitude:
    - Cognitive Abilities Test, Verbal Standard Score: 116+
    - Another measure of verbal cognitive ability
  • Achievement:
    - ITBS Reading Total: 90%ile +
    - BRI Instructional Level: 2-grade levels above the majority of classmates,
    - EXPLORE
    - PSAT
    - ACT/SAT
    - Classroom Reading Assessments: 80% mastery +
    - Other indicators, not used as identification criteria: DIBELS, STAR
  • Qualitative/Subjective Data:
    - Renzulli Behavioral Characteristics: Reading Scale

If numerical evidence is not present due to student underachievement, a cultural bias of test instruments, at-risk factors, low-SES and/or twice-exceptionality, other evidence will be given consideration by the committee.

Identification Criteria for Interest-Based Study

A building-level committee will determine, based on the following criteria, if there is a need for differentiated services for an individual student. The student must indicate a willingness to participate, and the parent/guardian will need to give approval before services begin.

Using the Renzulli Model, criteria will include above-average ability, creativity and task commitment (specific to the area of interest):

  • Above Average Ability
    - Standardized Achievement Score in Specific Area(s) or
  • Composite Score
    - Classroom Assessments
    - Cognitive Score(s)
    - Renzulli Behavioral Characteristics in Specific Area(s)
    - Work Products
    - Performances
  • Creativity
    - Renzulli Behavioral Characteristics, Creativity Scale
    - Product(s)
    - Performance(s)
  • Task Commitment (specific to the area of interest)
    - Student Interview
    - Student Product(s)
    - Renzulli Behavioral Characteristics, Motivation Scale

If numerical evidence is not present due to student underachievement, the cultural bias of test instruments, at-risk factors, low-SES and/or twice-exceptionality, other evidence will be given consideration by the committee.

Riverside Gifted and Talented Program Goals

Programming Goals:

  • Riverside Community School’s Gifted Program will use valid and systematic procedures, including multiple selection criteria, for identifying gifted and talented students from the total student population
  • RCS Gifted Program will provide a qualitatively differentiated program to meet the students’ cognitive and affective needs.
  • RCS Gifted Program will include an in-service design for classroom teachers and those responsible for the gifted program, based upon the assessed needs of that personnel.
  • RCS Gifted Program will include a review and evaluation of its gifted and talented programming.

Student Goals as Aligned with Iowa Core Content Area and 21st Century Skills:
  • To develop critical, creative, and evaluative thinking processes within the areas of reading, math, and interest-based study, so that students will be able to address complex issues with the necessary tools of problem-solving.
  • To develop in students a love of lifelong learning by giving them the technical and personal skills necessary to achieve success, both inside and outside the classroom.
  • To provide students with opportunities to “learn how to learn,” which require organizational skills, study skills, and persistence in the face of difficulty.
  • To develop positive self-concepts and an appreciation of giftedness, which will enable the students to be successful in their interactions with others.
Performance Measures Relating to Student Goals:

Student growth toward these goals will be measured in a variety of ways, including, but not limited to, the following:

  • Classroom assessments such as pre-and post-tests, rubrics, teacher observation, end of unit/level assessments, portfolio products and/or performances.
  • Journal entries, writing samples, teacher anecdotes, small-group discussions, counselor visit documentation, parent communication and/or peer communication.
  • Standardized grade-level assessments like the Iowa Assessments, ICAM and CogAT, and above-level assessments such as ACT/SAT, PSAT and EXPLORE.
  • Self-assessment, peer assessment, and gifted coordinator observations.