Gifted Referral Process
RISD Advanced Learning Services
Gifted Referral Process: Kindergarten-6th Grade
Spanish-Para traducir, abra el botón "Traducir periódico" en la esquina superior izquierda del folleto.
Vietnamese- Để dịch, hãy mở nút "Dịch báo" ở góc trên bên trái của tập tài liệu.
Pashto- د ژباړې لپاره ، د کتابچه پورتنۍ کی left کونج کې د "ژباړونکي ورځپا Newspه" ت buttonۍ خلاص کړئ.
Urdu- ترجمہ کرنے کے لئے ، کتابچے کے اوپری بائیں کونے میں "ترجمہ اخبار" ترجمہ کریں۔
Arabic- liltarjamat , qum bitarjama "jridat altarjimata" fi alzzawiat alyusraa aleulwiat min alkatib.
Amharic- letirigumi berarī werek’etu yelayinyawi gira t’igi layi “yetirigumi gazēt’a” yemīlewini yiteregumu።
Thank you for joining us to learn more about the referral process for gifted services in kindergarten through 6th grade. We will share the purpose of gifted services, characteristics of students with GT instructional needs versus high achievement, and the timeline and deadlines for referrals and testing. Please keep in mind that with Covid-19, there is a chance the timelines would change. We will notify you of any changes that impact your child(ren).
Advanced Learning Services Department
Advanced Learning Services is the name of our department. The portion of the department that facilitates gifted services is Advanced Learning Programs and Services. These names were instituted in the 2019-2020 school year.
The Texas State Plan for the Education of Gifted/Talented Students
This document is used to provide guidance to campuses and districts on how to implement gifted services in Texas. It states that gifted services provide "self-directed learning, thinking, research, and communication" and that the students identified for these services are "advanced in relation to students of similar age, experience, and environment." Students must qualify for services based on quantitative data such as test scores as well as qualitative data such as referral information. You may access the State Plan HERE.
"Gifted" vs a need for "Gifted Services"
Gifted is a term used in various settings and contexts so for this conversation we will avoid the term and focus on gifted services. One is not better than the other, much like the ice cream and chocolate cake. Both are delicious desserts but each may fulfill a different need.
Because a school district is tasked with educating students, gifted services are provided to students who have instructional needs beyond the scope of the general education classroom. All sometimes who are identified for gifted services need more complexity or rigor added to the core curriculum like extending a science lesson or unit. Sometimes students have such a need that they receive additional services in a different setting with an Advanced Learning Teacher. These lessons last about two hours each week. Finally, some students need acceleration of up to two years in all the core areas of instruction and they may need Responsive Acceleration Pathways to ensure they are challenged appropriately.
Ability vs Achievement
Michael Phelps won 28 medals at the Olympics and 23 of them were gold. He has set record upon record for swimming and awards. Many attribute his success to four characteristics: exceptional lung capacity, relatively short legs, relatively large wingspan, and a relatively long torso. I'm sure you all agree that he has quite the capacity to do well in swimming because of the way his body was built. However, he also had great coaching and he worked to his capacity.
That's like our most able students. They can have the ability to learn at a faster rate or in a more complex way. Also, their Advanced Learning Teacher is like their coach to ensure they maximize their potential.
What We Assess
- The verbal section measures a child’s ability to remember and transform sequences of words, to understand them and to make inferences and judgments about them.
- The quantitative section measures a child’s understanding of basic quantitative concepts and relationships.
- The non-verbal section measures reasoning using pictures and geometric shapes.
Capacity can vary by person, topic, subject, or skill. We all have different capacities to learn. For example, I may have a larger capacity to grasp complex concepts in math than I do in other areas like English or art.
Qualifying for Services through Multiple Pathways
Students qualify for gifted services using multiple measure of qualitative and quantitative information. For quantitative data, the following district standards apply in the domains Verbal Ability, Quantitative Ability, and Nonverbal Ability Standard Age Scores (SAS) of the CogAT.
They can qualify with:
- Two domain scores of 130 or higher of national norms
Additionally, we have added these other ways to qualify for services:
- Two domain scores in the top 5% of their campus
- Two domain scores in the top 5% of allowable subpopulations
Standard Age Score (SAS) is a normalized standard score, with a mean (average) of 100. Standard Age Scores of 84-116 are all within the average range. For example: A student with an SAS of 100 on the Verbal Battery has the rate and level of development of verbal reasoning skills that are typical for his/her age group.
What supports Multiple Pathways to Qualify for Gifted Services?
The Texas State Plan and the RISD Equity Policy support Multiple Pathways of Identification. The State Plan includes the following:
1.11 For any standard of service for which the district is out of compliance, develop a written plan specifying actions and timelines for achieving compliance.
2.25 The population of the gifted/talented services program is closely reflective of the population of the total district and/or campus.
The Equity Policy includes the following:
E. The District will equitably distribute resources, opportunities, transportation, facilities, supports, and teachers/staff, to meet the identified needs of a campus, even if carrying out the commitment results in differentiated resource allocations.
J. The District will use disaggregated qualitative and quantitative data to monitor and address practices that could result in disproportionality in student success and achievement, including the use of assessments and assessment data, which could lead to overrepresentation of students of color in areas such as, but not limited to, special education and discipline, and their underrepresentation in programs such as, but not limited to, Gifted and Talented and Advanced Placement.
Elementary Gifted Services Model
All GT-identified students qualify for differentiated services provided through clustering.
As needed, the ALT will collaborate with classroom teachers to provide differentiated activities in the classroom for these students in the four core areas.
Pullout
Students who were tested and met standard (130 Standard Age Score or higher) in two areas of the CogAT also receive GT pullout service.
These students will meet with the ALT once per week for a 2-hour process lesson.
The GT3 theme for all grades this year is Communication.
Additionally, extension and enhancement opportunities will be provided for these students in the four core subject areas by your child’s classroom teacher as needed.
Responsive Acceleration Pathway
Students are identified in 2nd or 3rd grade.
Students receive accelerated instruction in a self-contained setting at MST.
See here for more information.
Important Information to Share
Qualitative information is important and necessary to identify students who have an instructional need for gifted services. We are often asked what is helpful information to share. Click HERE for a list of characteristics that may help you determine if your child has a need for gifted services. Most importantly, sharing examples of the observed characteristics is most helpful for the placement committee to determine if the student has an instructional need for gifted services.
Unhelpful Information to Share
Many families find it helpful when I share non-examples, things that are not helpful to share, and provide ideas about how to share information about their children.
"THINKING OUTSIDE THE BOX"
This term has lost meaning because it has become so overused.
"CREATIVE"
Just like the previous example, the term creative has lost meaning because it has been overused or incorrectly used. A better way to share about your child is to say, "My child shows creative thinking when she or he..." and then give concrete examples.
"ARTISTIC"
Some children may be artistic but we do not provide services in the arts.
"MAKES GOOD GRADES" OR "HAS HIGH TEST SCORES"
Families often share that their child needs gifted services because they make good grades or they have high test scores. However, many students beyond the expected range of students who would need gifted services perform in that range.
"HAS WON AWARDS"
Also, some share about their child's awards for leadership, character, or even sports. None of those examples help identify a student who needs our services.
"QUALIFIED FOR DUKE TIP"
While it is commendable for having high levels of achievement, the qualification standards for Duke TIP are not the same as those to qualify for gifted services. They use achievement information such as STAAR scores which are not the same as ability.
"WOULD THRIVE"
Families share that they feel their child would thrive in gifted services or that the teacher has suggested there may be a need.
"WOULD BENEFIT"
Or they share that their child would benefit from the services. However, while the students may thrive or benefit, the services are designed for students who have demonstrated a need for them.
"IS BORED IN CLASS"
This statement is one of the more common that we hear from families. While bored is a term children often use to describe various feelings including disengaged, overwhelmed, or even disinterested, those do not indicate a need for gifted services. We recommend reaching out to the classroom teacher to discuss these concerns.
How to Refer
- For English and Spanish, click HERE or this link: https://s.risd.org/risdgtparentreferral
- Fill out the form. You must have your child's 6-digit ID number. It is not their lunch number. Any incorrect information may delay or invalidate the referral. *Do NOT create an account for Project Education.*
- Submit the form.
- If you have difficulty uploading a file to the referral form, email it to jasmine.patel@risd.org and submit your referral without the file.
- Ensure you receive a copy at your email address. Please check that your primary contact information in Focus is accurate and up to date.
The referral window for K-6th grade is open from September 29, 2023 to October 13, 2023. It will not be open before or after the window.
You will need your child's student ID number. This is a 6-digit number and it is not their lunch number. If you do not know your child's student ID, you must visit the school to get it. You also can look at your child's g.risd.org email as it contains the ID number.
You will provide information in a questionnaire about your child. You will have the opportunity to write a paragraph about your child's learning characteristics at the end. It is best if you prepare for this before you start the form.
Frequently Asked Questions
- What happens if my child is absent on the day of testing? We will schedule makeup testing as time is available. Contact your campus Advanced Learning Teacher.
- Does my child need to be retested if they are already receiving services? Your child does not need to be retested once they have qualified for services; however, we do retest in 2nd for updated scores to determine if the child needs Responsive Acceleration Pathway and in 6th to determine secondary courses. Regardless of the scores, students are not removed from services.
- My child did not qualify last time they were tested. Can they be tested again? Yes, students have annual opportunities to be referred for gifted services. In deciding if you should refer your child multiple times, consider the child's instructional needs and their response to potentially testing and not qualifying. Sometimes students internalize this as a failure because they do not understand the nature of this kind of assessment and process.
Monica Simonds, Director of Advanced Learning Programs & Services
Email: monica.simonds@risd.org
Phone: 469-593-0888