GIFTED IDENTIFICATIONMAYFIELD CITY SCHOOL DISTRICT

INITIAL GIFTED SCREENINGTO RETURN TO THIS SCREEN AT ANY TIME, CLICK ON THE MAYFIELD ICON

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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.

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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.

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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.

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FOR ADDITIONAL INFORMATION CONTACT BRENDA HARPER, AEP COORDINATOR 995-7242BHARPER@MAYFIELDSCHOOLS.ORG