Screening/Identification/Placement Process Step I Establishing the talent pool ongoing process during the school year Public awareness

ss campaign to inform multiple audiences of the gifted program and its services Nomination by parent, teacher, self-nomination, and/or community member Entry through yearly analysis of achievement and aptitude test scores with a stanine 8 and EOG test scores with a 93% or higher Request parent permission to assess/test Step II Screening process grades 3-12 in Fall and K-2 in Spring Individualized or small group assessments are administered with respect to student disabilities Collect data from multiple sources to include some or all of the following: portfolio of student work samples from nurturing programs and the regular classroom, achievement and aptitude scores, student performance evaluations, observational checklists, parent/teacher inventory, student interviews, and other outside classroom activities Compile results/scores, notify parents, complete candidate sheet for each nominee Quantitative criteria includes IOWA, NNAT, CogAt, SAGES II, ITED Qualitative criteria include Scale for Identifying Gifted Students (SIGS), interviews, products, portfolios, etc. Step III Identification process a district wide committee determines need for services using the variety of instruments recommended by the most current research in gifted education Unbiased blind identification procedure is used to find compelling evidence with at least three appropriate criterion including both qualitative and quantitative measures Identification for need of direct services from the AIG Program are: Formal Identification in Math or Reading requires at least three qualifying stanine 8 or greater range criteria with one in each of the quantitative and qualitative areas OR three or more qualifying scores in one area (qualitative or quantitative) Provisional Placement in Math or Reading for up to three semesters if there is one qualifying stanine 8 or greater criteria in each quantitative and qualitative area, OR strong evidence (more than one) in one area Combination of Formal and Provisional Placement if there is a combination of the above qualifying situations

No Services Needed if less than two qualifying criteria but student will continue to be monitored for further needs assessment Step IV Placement ongoing system matching student needs to program service options A Gifted Educational Plan (GEP) is developed for each student determined to need direct services from the gifted program An informational meeting is held with parents to discuss service options and obtain required signatures Copy of students plan for services is given to parents, their classroom teacher, and housed in the AIG office AIG Support Team will conduct continuous reviews of each students Gifted Educational Plan implementation with input from teachers, parents, and/or students An annual review is conducted with teachers, students, and parents to determine the continuation or revision of services stipulated in the Gifted Educational Plan (GEP). Certain circumstances may arise that require changes in services during a school year