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Programs for Gifted Students: IHBB-R

  • Instruction: I
Programs for Gifted Students: IHBB-R
Updated

Referral-First Level Assessment

A. Initial information

1. Obtain names of students referred

  • a. Old students -- names of students will be obtained from parents, students (peers and self), teacher(s)/staff and/or community members at designated times.
  • b. New students -- students new to the district (after the initial evaluation effort) - referral information will be obtained from the parent and/or student at the time of registration.

2. Conference with groups of parent/student (elementary) and student/parent (secondary) to explain:

  • a. That the student has been referred.
  • b. What to expect from the process.
  • c. What the possibilities in programming are relative to student interest/needs.

B. Collection of Follow-up Data

1. Collect data on referred students who are still interested based on a checklist including a combination of items from all six areas of giftedness. Data will be collected from:

  • a. Teacher(s)/staff
  • b. Parent(s) and
  • c. Student (self)

2. Evaluate the data to determine:

  • a. In which of the six areas to collect further assessment data.
  • b. For which students further assessment data will probably not indicate an identifiable area of high interest/high ability and for whom the referral process will be terminated. Decisions of either type will be based upon review committee findings after analysis of patterns of results.

C. Allow for exceptions

If a student/staff member is convinced that a specific student should be identified as having high interest/high ability and so requests, the student should be continued through the identification process.

Second Level Assessment

At level two, information will be collected within the area(s) of high interest/high ability identified as appropriate for each student using multiple assessment techniques or data sources which may include the following:

1. General intellectual ability

  • a. Teacher rating scale
  • b. Parent rating scale
  • c. Self-rating scale
  • d. Results of individual intelligence testing (permission to be obtained from parents in accordance with Superintendent policy)
  • e. Structured student interview

2. Specific academic aptitude

  • a. Parent inventory
  • b. Teacher inventory
  • c. Self-rating scale
  • d. Results from most recent norm-referenced achievement test
  • e. Results of criterion referenced achievement measures
  • f. Student interview

3. Creative and/or productive thinking

  • a. Parent inventory
  • b. Teacher inventory
  • c. Student inventory
  • d. Student interview

4. Leadership and human relation skills

  • a. Parent inventory
  • b. Teacher inventory
  • c. Student inventory
  • d. Student interview

5. Visual and performing arts

  • a. Parent inventory
  • b. Teacher inventory
  • c. Student inventory
  • d. Student interview

6. Psychomotor abilities

  • a. Parent inventory
  • b. Teacher inventory
  • c. Student inventory

The analysis of the information will be made by a review committee and will be based upon examination of patterns of ratings or other data. The review committee will make decisions as to appropriateness of high interest/high ability programming for each student considered.

If a student/staff member/parent is convinced that a specific student should be identified as having high interests/high abilities and so requests, the student should be continued through the identification process and receive programming.

Programming

Programming for high interest/high ability students will be individualized to the greatest extent possible within the combined resources of the school, home and community. Programming resources may include but not be limited to:

  1. Enrichment within the classroom
  2. Mentors/facilitators
  3. Compacting curriculum/advance placement
  4. Independent study
  5. Seminars
  6. Special grouping(s)
  7. Learning centers
  8. Off-campus courses/credit