Screening and Identification
After the screening, what’s next?
Once the student or students have passed this level, another set of papers (possibly including a Renzulli Rating Scale) is given to the classroom teacher for completion. At the same time, the child is referred to the school psychologist for a battery of psychological tests to determine whether he/she meets the intelligence requirements for the program. (Generally an IQ of 130 or two standard deviations above normal [100].) The Stanford-Binet Intelligence Scale, the Wechsler Intelligence Scales for Children (WISC) and the Differentiated Aptitude Tests (DAS) are some of the more commonly used testing instruments. Each has slightly different features to best meet the needs of diverse students. For example, the DAS is often used to test second language learners or other students who are less verbal. If the student meets the criteria (the required IQ) he/she is then eligible for placement in the gifted program offered by the district.
Once the process has been completed and the student has qualified for a gifted program – how do you establish this program? How do you make sure the student’s individual needs are being met? How do you guarantee the quality of education that is required by law?
Now we're ready for the eligibility determination meeting
One of the most important steps is to meet officially to review the test results and develop either an Educational Plan (EP) or an Individual Educational Plan (IEP) for the student. The official committee generally consists of a school psychologist who will review the test results, the LEA representative who runs the meeting and completes the paperwork, the regular education teacher who reviews the student’s current performance, the ESE (gifted) teacher who explains the school’s program, and the parents who love and admire their child. In some instances the child is also present, this is an option preferred by some and rejected by others!
An EP is for students who are gifted only and is generally good for two or more years. If a gifted child receives any other ESE services such as speech, occupational therapy, etc. an IEP will be written with different pages addressing the different areas, including gifted. An IEP comes up for review every year.
The educational plan will set measurable goals for the student based on areas of strength and areas that need additional development using higher level critical and creative thinking skills. This will serve as the foundation of the student’s education for the duration of the plan.
When developing the EP it is important to ask appropriate questions about how the student is gifted, where his or her strengths lie, and what the student needs to ensure appropriate educational gains. Involving parents in the creation of the EP provides the opportunity for them to share information about their child that may not be known at school. Developing goals and objectives with parents’ input makes them part of their child’s learning and mastery of critical concepts.
Below is a sample of the EP form used in Broward County. The County meets the standards set by both the federal and the state governments and then develops the form to meet its needs as well.
Print a copy of the Broward County EP form. (This is a former version being used for demonstration purposes only.) Please compare the copy of this form to the one from your district. Notice the similarities. Both call for a present level of performance, short and long term goals, a plan for accomplishing those goals and/or demonstrating mastery, and places for signatures of all parties present. It is also extremely important to make sure all the required dates are correct and in compliance, the goals written are measurable, and that all parties present have signed.