ACTION TO BE TAKEN: OUTCOME NEEDED RELATED ACTIVITIES PERSON(S) RESPONSIBLE COMPLETION DATE CRITERIA STATEMENT Level of Implementation EVIDENCE 1.4. Screening Procedure A district's nomination procedure for students who are highly capable may include screening procedures to eliminate students who, based on clear, current evidence, do not qualify for eligibility under WAC (WAC 392-170-045) Partial Complete Exemplary STANDARD 2: ASSESSMENT Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains. STUDENT OUTCOMES EVIDENCE-BASED PRACTICES 2.1. Identification. All students in grades have equal access to a comprehensive assessment system that allows them to demonstrate diverse characteristics and behaviors that are associated with giftedness. 2.1.1. Educators develop environments and instructional activities that encourage students to express diverse characteristics and behaviors that are associated with giftedness. 2.1.2. Educators provide parents/guardians with information regarding diverse characteristics and behaviors that are associated with giftedness. IF ….. RESOURCES TO CONSIDER PARTIAL IMPLEMENTATION COMPLETE IMPLEMENTATION EXEMPLARY IMPLEMENTATION
assessed by qualified district personnel (WAC 392-170-055) STANDARD 2: ASSESSMENT Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains. STUDENT OUTCOMES EVIDENCE-BASED PRACTICES 2.2. Identification. Each student reveals his or her exceptionalities or potential through assessment evidence so that appropriate instructional accommodations and modifications can be provided.. 2.2.1. Educators establish comprehensive, cohesive, and ongoing procedures for identifying and serving students with gifts and talents. These provisions include informed consent, committee review, student retention, student reassessment, student exiting, and appeals procedures for both entry and exit from gifted program services. 2.2.4. Educators have knowledge of student exceptionalities and collect assessment data while adjusting curriculum and instruction to learn about each student’s developmental level and aptitude for learning. 2.2.5. Educators interpret multiple assessments in different domains and understand the uses and limitations of the assessments in identifying the needs of students with gifts and talents. IF ….. RESOURCES TO CONSIDER PARTIAL IMPLEMENTATION COMPLETE IMPLEMENTATION EXEMPLARY IMPLEMENTATION ACTION TO BE TAKEN: OUTCOME NEEDED RELATED ACTIVITIES PERSON(S) RESPONSIBLE COMPLETION DATE
EXEMPLARY IMPLEMENTATION ACTION TO BE TAKEN: OUTCOME NEEDED RELATED ACTIVITIES PERSON(S) RESPONSIBLE COMPLETION DATE CRITERIA STATEMENT Level of Implementation EVIDENCE 1.8. Assessment (continued) 3) Districts shall have a clearly defined and written assessment process. (WAC 392-170-055) Partial Complete Exemplary STANDARD 2: ASSESSMENT Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains. STUDENT OUTCOMES EVIDENCE-BASED PRACTICES 2.2. Identification. Each student reveals his or her exceptionalities or potential through assessment evidence so that appropriate instructional accommodations and modifications can be provided.. 2.2.1. Educators establish comprehensive, cohesive, and ongoing procedures for identifying and serving students with gifts and talents. These provisions include informed consent, committee review, student retention, student reassessment, student exiting, and appeals procedures for both entry and exit from gifted program services. 2.2.6. Educators inform all parents/guardians about the identification process. Teachers obtain parental/guardian permission for assessments, use culturally sensitive checklists, and elicit evidence regarding the child’s interests and potential outside of the classroom setting. IF ….. RESOURCES TO CONSIDER PARTIAL IMPLEMENTATION COMPLETE IMPLEMENTATION
IF ….. RESOURCES TO CONSIDER PARTIAL IMPLEMENTATION COMPLETE IMPLEMENTATION EXEMPLARY IMPLEMENTATION ACTION TO BE TAKEN: OUTCOME NEEDED RELATED ACTIVITIES PERSON(S) RESPONSIBLE COMPLETION DATE CRITERIA STATEMENT Level of Implementation EVIDENCE 1.12. Process for appeal Each district shall adopt a procedure for appealing the multidisciplinary selection committee's decision and disseminate this procedure to the public. (WAC Partial Complete Exemplary STANDARD 2: ASSESSMENT Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains. STUDENT OUTCOMES EVIDENCE-BASED PRACTICES 2.2. Identification. Each student reveals his or her exceptionalities or potential through assessment evidence so that appropriate instructional accommodations and modifications can be provided.. 2.2.1. Educators establish comprehensive, cohesive, and ongoing procedures for identifying and serving students with gifts and talents. These provisions include informed consent, committee review, student retention, student reassessment, student exiting, and appeals procedures for both entry and exit from gifted program services. IF ….. RESOURCES TO CONSIDER PARTIAL IMPLEMENTATION
EXEMPLARY IMPLEMENTATION ACTION TO BE TAKEN: OUTCOME NEEDED RELATED ACTIVITIES PERSON(S) RESPONSIBLE COMPLETION DATE 2.2 Program services. Once services are started, a continuum of services shall be provided to the student from K-12. Districts shall periodically review services for each student to ensure that the services are appropriate. WAC Partial Complete Exemplary STANDARD 1: LEARNING AND DEVELOPMENT Description: Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes. STUDENT OUTCOMES EVIDENCE-BASED PRACTICES 1.4. Awareness of Needs. Students with gifts and talents access resources from the community to support cognitive and affective needs, including social interactions with others having similar interests and abilities or experiences, including same-age peers and mentors or experts. 1.4.1. Educators provide role models (e.g., through mentors, bibliotherapy) for students with gifts and talents that match their abilities and interests. 1.4.2. Educators identify out-of-school learning opportunities that match students’ abilities and interests. 1.8. Cognitive and Affective Growth. Students with gifts and talents identify future career goals that match their talents and abilities and resources needed to meet those goals (e.g., higher education opportunities, mentors, financial support). 1.8.1. Educators provide students with college and career guidance that is consistent with their strengths. 1.8.2. Teachers and counselors implement a curriculum scope and sequence that contains person/ social awareness and adjustment, academic planning, and vocational and career awareness.
OUTCOME NEEDED RELATED ACTIVITIES PERSON(S) RESPONSIBLE COMPLETION DATE F. PROGRAM AREA: PARENT/COMMUNITY COMPONENT The involvement of parents is essential to the success of each student identified as highly capable. In addition, including aspects of community involvement emphasizes the values of such resources and their importance in positively impacting the commitment of each student to becoming a contributing member of the community. CRITERIA STATEMENT Level of Implementation EVIDENCE 5.1. Annual Notification. Annual public notification of parents and students shall be made before any major identification activity. The notice shall be published or announced in multiple ways in appropriate languages to each community in school and district publications or other media, with circulation adequate to notify parents and students throughout the district. (WAC 392-170-042) Partial Complete Exemplary 5.2. Nomination process for highly capable students. Each school district shall adopt procedures for the nomination of students to participate in programs for highly capable students. Such procedures shall permit referrals based on data or evidence from teachers, other staff, parents, students, and members of the community. Partial Complete Exemplary
Higher Order Thinking Skills: questioning in discussions or providing activities based on processing that requires analysis, synthesis, valuation, or other critical thinking skills. PM Intuitive Expression Practice: Providing tasks in which students put themselves “in the shoes of” another person, situation, object through guided imagery, role-playing, etc. PM Personal Goal Setting: Teaching students to identify personal goals and how to prioritize time and activities to reach those goals. ID/PM Problem-Solving Skills Training: Providing students with problem-solving strategies matched to differing problem types. PM Proof and Reasoning: Requiring students to cite their evidence to support ideas or concepts they generate. PM Systematic Feedback: Consistent, regular evaluations of student’s products, performance, knowledge acquisition for both corrective and reinforcement purposes. PM Visualization Techniques: Providing students with role-play scenarios or guided imagery that encourages them to create images in their minds. PM 5. Product Modifications (PrM) options: Flexible Tasks: Allowing students to structure their own projects and investigations according to their strengths and interests. ID/PrM Open-Ended Assignments: Providing students with tasks and work that do not have single right answers or outcomes. The task may have timelines and a sequence of activities to be accomplished, but outcomes will vary for each student. PrM “Real Audience” Feedback: Using out-of-school experts to evaluate student work in a specialized area of study. PrM Real Life/”Real World” Learning Experiences: Provision of tasks, projects that relate to current issues and problems in society or student’s own world. PrM Talent Exhibition: Providing the venue in which a student may demonstrate individual talents (academic or artistic), such as concert, show competition, fair, etc. PrM Transformational Products: Requiring students to show how to use what they have learned by creating a “product” in a nontraditional, often visual medium. PrM From Re-Forming Gifted Education: How Parents and Teachers Can Match the Program to the Child, by Karen Rogers. Reproduced by permission of Great Potential Press, APPENDIX C RESOURCES C-1. Selected Resources C-2. Professional Publications C-3. Organizations C-4. Publishers