2010-2011

Resource Manual for Gifted Education Services

Advanced

Learning

Programs

Cobb County

School District

Table of Contents Foreword

Management of Gifted Service..…………………………………………………………………………………….………. 1

Gifted Eligibility Guidelines………………………………………………………….………………………………………… 2

Screening and Referrals…………………………………………………………………………………………………………. 3

Automatic Referrals…………………………………………………………………………………………………… 3

Reported Referrals…………………………………………………………………………………………………….. 3

In State Reciprocity……………………………………………………………………………………………………. 4

Assessment…………………………………………………………………………………………………………………………… 5

System-Wide Assessment…………………………………………………………………………………….……. 5

Gifted Eligibility Assessment……………………………………………………………………………….…….. 5

Out-of-System and Private Assessment……………………………………………………………….……. 5

Security……………………………………………………………………………………………………………………… 5

Confidentiality…………………………………………………………………………………………………………… 5

Assessment Protocols………………………………………………………………………………………...……... 5

Evaluation Guidelines……………………………………………………………………………………..….…….. 6

Available Assessments………………………………………………………………………………………………. 7

Gifted Service ……………………………………………………………………………………………………………….......... 8

Delivery Models………………………………………………………………………………………………………… 8

Elementary School…………………………………………………………………………………………. 8

Middle School……………………………………………………………………………………………….. 8

High School……………………………………………………………………………………………………. 9

Curriculum Guidelines……………………………………………………….……………………………………… 10

Gifted Service Protocols………………………………………………………………………………………………………. 11

Continued Participation…………………………………………………………………………………….…….. 11

Elementary School………………………………………………………………………………………… 11

Middle School……………………………………………………………………………………………….. 11

High School…………………………………………………………………………………………………… 12

Probation……………………………………………………………………………………………………………….… 12

Discontinuation of Services…………………………………………………………………………………….… 13

Re-Entry……………………………………………………………………………………………………………………. 13

Intervention and Support………………………………………………………………………………………….. 14

Twice-Exceptional Identification………………………………………………………………………….…… 15

Notification to Parents/Guardians...…………………………………………………………………………………….... 16

Permission to Test …………………………………………………………………………………….……….……… 16

Gifted Eligibility Results…………………………………………………………………………………..….……… 16

Student Assessment Results………………………………………………………………………………..……… 16

Service Specifications/Continuation Criteria...……………………………………………………….…… 16

Probation ………………………………………………………………….………………………………………..……… 16

Record of Intervention and Support……………………………………………..……………………..……… 16

Discontinuation of Service …………………………………………………………………………………..……… 16

Gifted Records and Reports………………………………………………………………………………………………..… 17

Electronic Data Collection.……………………………………………………………………………………….. 17

Creating an Initial Record…………………………………………………………………………….…………… 17

Maintaining Records…………………………………………………………………………………………………. 17

Active Records………………………………………………………………………………….……………. 17

Inactive Records……………………………………………………………………………….……………. 17

Graduates……………………………………………………………………………………………………… 17

Transferring Records…………………………………………………………………………………..……………. 18

Individual Records…………………………………………………………………………..……………. 18

Grade Level Records……………………………………………………………………………..………. 18

Disposal of Records………………………………………………………………………………..….……………… 18

Reports…………………………………………………………………………………….……………………………….. 19

Gifted Population Report.................................................................................... 19

Gifted Eligible Students without GA240 Data……………………………………………….. 19

Elementary School Schedule and Caseload Report.……………………………..………. 19

Elementary Target and Talent Development Data Report.….………….…..……….. 19

Articulation Report.....……………………………………………………………………………….…… 19

Annual Report of Gifted Assessment and Service…..………………………………….…… 19

Annual Instruction Plan…………………………………………………………………………………. 19

End of Year Checklist……………………………………….…………………………………………….. 19

State Funding (FTE) …………………………………………………………………………………………………… 20

Resource Management………………………………………………………………………………………………………… 20

Use of Gifted Funds………………………………………………………………………………………………….. 20

Resource Inventories………………………………………………………………………………………………… 20

Property Disposal……………………………………………………………………………………………………… 20

List of Forms and Letters……………………………………………………………………………………………………… 21

Foreword Cobb’s gifted education programs are designed to serve the special needs of gifted students in accordance with Georgia Board of Education Rule 160-4-2-.38. All regulations and protocols described in this manual are consistent with that law. The Cobb Board of Education supports educational experiences to help students become self-directed learners, perceptive thinkers, effective communicators, collaborative team members, quality producers, and contributing citizens. Cobb’s gifted program is designed to foster these core competencies in students at every educational level: elementary, middle, and high school. Cobb County Gifted Education Specialists are specifically trained to provide learning opportunities linked to the attainment of these competencies. This manual identifies the regulations and protocols which must guide the practices of Gifted Education Specialists in order to preserve the integrity of Cobb’s gifted program and comply with state law. Cobb teachers whose instructional assignment includes gifted students must be familiar with the contents of this manual. Additionally, all Gifted Educational Specialists are expected to work collaboratively with colleagues to fulfill the duties and responsibilities described herein. The information contained in this manual is provided as a guide for Cobb’s Gifted Education Specialists. The Advanced Learning Program blog provides supplemental information about gifted service as well as links to instructional resources. The blog is available at http://cicobb.typepad.com/cobbalp/. All Gifted Educational Specialists should check the blog frequently for updates concerning service and procedures. Cobb ALP Supervisors are available to assist teachers with gifted program questions and concerns. Contact the ALP office at 770-426-3324.

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Management of Gifted Service

Overview Each elementary, middle, and high school in Cobb County has an ALP Lead Teacher who manages the functions associated with gifted education in the state of Georgia. In addition to the ALP Lead Teacher, all schools have gifted certified teachers, called Gifted Education Specialists (GES) who are trained to provide educational services to gifted identified students and help with the management of those services. The work of the ALP Lead Teacher and the GES is supported by the ALP Advisory Committees comprised of ALP Teachers representing each of the district’s six geographic areas. These teachers provide support to the ALP Supervisors and to the teachers in each area who work with the gifted program. ALP Advisory Committee

Meets with Supervisors to review district procedures and policies

Meets periodically with ALP Lead Teachers and GES in their geographic areas to deliver training

Provides mentorship for new ALP Lead Teachers (Middle/High) and GES (Elementary) in their

geographic areas

ALP Lead Teachers

Utilize approved curriculum for gifted students

Provide information and resources about gifted education and service to parents, faculty, and

administration

Support school administration to insure appropriate scheduling of students for gifted service

Mentor and support gifted endorsement candidates and newly certified gifted teachers

Provide training on appropriate use of assessment tools as required

Manage the student evaluation process for all students tested for gifted service and keep accurate

records of all assessments

Identify appropriate evaluation instruments, schedule testing, and evaluate results

Maintain security and accurate inventory of all testing materials

Follow screening protocol for identifying new students who require testing for gifted eligibility

Manage and maintain all gifted service paperwork and student records

Monitor the probation/intervention process

Transfer records following district protocols

Manage the FTE reporting procedures both fall and spring

Manage local school gifted account to insure equitable use of funds for gifted instruction

Attend district ALP Lead Teachers meetings and update administration and/or faculty as needed

Gifted Education Specialists

Support ALP lead teacher as needed

Develop and provide appropriate intervention strategies for under-performing gifted students

Administer tests and complete gifted service paperwork as assigned

Provide assistance during the FTE cycle

Attend district ALP meetings as directed

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Gifted Eligibility Guidelines

District Eligibility Protocols Policies governing eligibility under option A and B: 1. Data must be collected in all four assessment categories (mental abilities, achievement, creativity,

motivation) for all referred students. 2. Eligibility may be determined either under Option A or B (State Rule 160-4-2-.38). Always qualify

students under Option B if available data supports eligibility under both options. 3. Any test score used to establish eligibility shall be current within two years. 4. Outside data must be considered when determining eligibility but does not automatically supplant

school-generated data. Prior to establishing eligibility, any outside data must be reviewed by the ALP Supervisors.

5. It is best practice to convene a local school eligibility committee to make eligibility determinations.

Option A. Psychometric Measure: Criteria governing eligibility under option A:

1. Mental ability scores obtained within K-2 window may not be used for eligibility in 3-12 window. 2. A student must meet criteria in both assessment categories.

Grade Level Mental Ability Test Score Achievement Test Score

K-2 99th

percentile (Composite Only) 90th percentile in Total Reading or Total Math or Composite

3-12 96th

percentile (Composite Only) 90th percentile in Total Reading or Total Math or Composite

Option B. Multiple Criteria (for assessment categories): Criteria governing eligibility under option B:

1. A student must meet criteria in any three of the four assessment categories. 2. A nationally-normed test must be used for at least one assessment category. 3. A behavioral rating scale can be used for ONLY ONE assessment category.

Mental Ability Achievement Creativity Motivation

> 96th

percentile by age on a composite/full scale score or appropriate component score of a standardized mental ability test

> 90th

percentile by grade on Total Battery score or Total Reading or Total Math of a standardized achievement test

> 90th

percent on a creativity characteristics rating scale

OR

90th

percentile on the Total Battery score of a standardized creativity test

> 90th

percent on a motivation characteristics rating scale (K-12)

OR

> 90th

percent on a on a product portfolio (K-3 only)

OR

or 90th

percentile on a motivation inventory (4-8 only)

OR

Two-year GPA 3.5 or higher (9-12 only)

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Screening and Referrals

Cobb County uses a systematic screening approach to identify highly capable students who may qualify for gifted service. The Gifted Education Specialist routinely reviews available data (state and national standardized tests, assessments for creativity and motivation) to refer students for further assessment. The Local School Eligibility Committee (LEC) should review and make a determination about eligibility situations requiring consideration of unusual circumstances. The ALP Supervisors will serve as final arbiters for any situations unresolved locally. The LEC should document circumstances and available data on the GF142 and submit to the ALP Supervisors.

Automatic Referrals Students with scores on system-wide tests meeting the following criteria but not meeting the qualifying threshold may be referred for further testing upon review of all available data:

scores at or above the 90th percentile on a nationally norm-referenced mental abilities and/or achievement test

scores at or above 85 percent on an assessment of creativity and motivation The GES/ALP Lead should review all available assessment data to determine student’s eligibility status:

A. For students qualifying based on available assessments, complete all required notification of service paperwork (GF166, GF254/354) and obtain required signatures.

OR

B. For students requiring further assessment 1. Obtain permission to test (GF162). 2. Consult testing manual for appropriate assessment measures and schedule testing. 3. Review new assessment scores to determine eligibility status:

If ineligible for gifted service, complete GF167

If eligible, complete all required notification of service paperwork (GF166, GF254/354) and obtain required signatures.

Note: Students may not be scheduled into the elementary resource class (Target) or high school gifted electives until all signatures have been obtained.

Reported Referrals Any student may be recommended for consideration by teachers, counselors, administrators, parents/guardians, peers, self or other individuals with knowledge of the student’s abilities. Students identified gifted in other states must go through the referral process since there is no mandated reciprocity between states. The Referral for Gifted Assessment (GF157) may be obtained online in the Administrative Rules section of the district website. Upon receipt of the signed referral form, the Gifted Education Specialist (GES)/ ALP Lead

1. Reviews all available information and data. If records from previous school are not yet available, no testing can occur until this information is received and reviewed.

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2. Upon receipt/review of records from the previous school, proceed as follows:

a. If the student has state or nationally-normed test scores that are not used by Cobb for gifted eligibility, send a copy of the score reports to the ALP Supervisor for review.

b. If the student has been home schooled, please call the ALP office for guidance.

c. If the student has no available test data from the former school

Request that a general education teacher complete the “Common Behavioral Characteristics of Gifted and Talented Students” (located in the Testing Manual) within 30 days of the student referral. A score of 103 or higher warrants assessment for gifted eligibility. Remember the student must be assessed in all four data categories (mental abilities, achievement, creativity, motivation).

Obtain permission to test (GF162).

Consult testing manual for appropriate assessment measures and schedule testing.

Review new assessment data to determine eligibility status. o If ineligible for gifted services, complete GF167. o If eligible, complete all required notification of service paperwork (GF166,

GF254/354) and obtain required signatures.

d. If the student has current data but no qualifying scores or re-evaluation scores, no further testing occurs at this time. The GES/ ALP Lead will notify the parents of this decision.

In-State Reciprocity Any student who meets the Georgia eligibility criteria is considered eligible to receive gifted education service in Cobb County upon verification of records. Complete all required notification of service paperwork (GF166, GF254/354) and obtain required signatures. The student’s previous eligibility records must be attached to the GF166 when sent to the ALP office. A student transferring into the district must meet the criteria for Cobb County School District’s continuation of gifted services. Note: Students may not be scheduled into the elementary resource class (Target) or high school gifted electives until all signatures have been obtained.

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Assessment The ALP department provides a detailed Testing Manual. The Gifted Education Specialist/ALP Lead

should read this manual and understand all testing protocols prior to administering any assessments.

System-Wide Assessment Cobb County systematically assesses elementary and middle school students in the areas of mental ability and achievement. Scores from these assessments are used to screen students for further evaluation and to qualify students for gifted service.

Gifted Eligibility Assessment Gifted Education Specialist (GES)/ ALP Lead must complete a Permission to Test form (GF162) any time assessments are administered that are not part of a system-wide testing event. Parents must receive, sign, and return a permission to test form before a student can be assessed using any testing instrument. Observation instruments used in the gifted eligibility process, such as rating scales or artifacts gathered for motivation portfolios, do not require parental permission for completion. Data must be collected in all four assessment categories (mental abilities, achievement, creativity, motivation) for any student assessed for gifted eligibility. The GES/ ALP Lead must follow evaluation guidelines provided in this manual.

Out-of-System and Private Assessment Outside data must be considered but does not automatically supplant school-generated data to determine eligibility. Any outside data must be reviewed by the Central Eligibility Committee (ALP office) PRIOR to establishing eligibility.

Security All Gifted Education Specialists / ALP Leads are expected to be thoroughly familiar with professional standards for assessment which are available for review in the district’s ALP Test Manual and on the state website. They are responsible for managing and controlling all assessment materials used for gifted eligibility. All assessment materials kept at the local school must be secured in a locked cabinet. Copyrighted assessment protocols or answer documents cannot be shown to parents/guardians and can only be shared with other educators based upon professional need.

Confidentiality Student scores cannot be communicated with anyone except a parent, legal guardian, or an educator whose professional role requires access to the information.

Assessment Protocols The ALP Test Manual provides detailed information and instructions regarding district assessment protocols. The Gifted Education Specialist / ALP Lead should refer to this manual before the administration of any assessments for gifted eligibility.

Note: No copyrighted tests, rating scale, or answer documents may be duplicated, altered, or divided.

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Evaluation Guidelines Option Grade Qualifying Score Evaluate if: Available Instruments:

Mental Abilities

A

K-2 99%ile composite 90-98%ile component or composite

CogAT OLSAT-8 NNAT *Request psych

3-12 96%ile or higher

composite 90-95%ile component or composite

B

K-12 96%ile or higher on

composite or component 90-95%ile component or composite

Achievement A & B K - 12 90%ile on Total Reading,

Total Math, Total Battery No re-evaluation available

Creativity B K - 12 90% on Creativity

Assessment 85% and above on creativity assessment

Renzulli Behavioral Rating Scales TTCT

Motivation B K - 12 90% on Motivation

Assessment 85% and above on motivation assessment

Renzulli Behavioral Rating Scales K-3: Product Portfolio 4-8: CAIMI 9-12: GPA

*Individual psychometric evaluations (psych) can only be requested if a student meets threshold criteria after having been assessed at the local school

using two different mental abilities instruments – see ALP Testing Manual for details. Psych requests must be submitted to the ALP Central

Eligibility Committee for approval using the Individual Intellectual Assessment Referral form (GF122).

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Available Assessments

Mental Ability Test Levels – age norms used

K 1 2 3 4 5 6 7 8 9 10 11 12

CogAT K 1* 2 A* B C D E* F F G G H

OLSAT A B C D E E F F F G G G G

NNAT A B C D D E E F F F G G G

* May not be used for students who participate in district-wide testing.

Achievement Test Levels – grade norms used

K 1 2 3 4 5 6 7 8 9 10 11 12

Stanford – Fall

SESAT 1 SESAT 2 P1 P2 P3 I1 I2 I3 A1 A2 TASK1

TASK2 TASK3 TASK4

Stanford – Spring

SESAT 2 P1 P2 P3 I1 I2 I3 A1 A2 A2 TASK1

TASK2 TASK3 TASK4

ITBS – Fall

5 6 8 9* 10 11* 12 13* 14 15 ITED

16 ITED 17 ITED 18 ITED

ITBS – Spring

6 7 8 9* 10 11* 12 13* 14 15 ITED

16 ITED 17 ITED 18 ITED

* May not be used for students who participate in district-wide testing.

Creativity Assessments Behavioral Rating Scale K-12

Torrance Test of Creative Thinking (TTCT) K-12

Motivation Assessments Behavioral Rating Scale K-12

Product Portfolio K-3

Children’s Academic Intrinsic Motivation Inventory 4-8

GPA of 3.5 or better in core academics on a 4.0 scale (2-year average) 9-12

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Gifted Program Service

Gifted Delivery Models The following are the only approved delivery models for gifted service in the Cobb County School District. Elementary

Resource Class -- All students must be identified as gifted according to Georgia State Board of Education criteria. Class size is limited to the maximum specified by the State Board of Education. The teacher must have the gifted endorsement, and the curriculum must have an academic content foundation with a focus on interdisciplinary enrichment activities. The content and pacing should be differentiated to the degree that the activities are clearly not appropriate for more typical students at that grade level. Gifted students may receive no more than ten segments per week of resource class service.

Cluster Grouping -- Identified gifted students are grouped in an otherwise heterogeneous classroom, rather than being dispersed among classes at that grade level. For this model to qualify for FTE funding*, the regular classroom teacher must have the gifted endorsement and document curriculum modifications for the gifted students using (a) separate lesson plans and (b) individual student contracts which identify all the following:

Data supporting the student’s need for an advanced curriculum in an identified content area (e.g., pretest grades);

Learning objectives for the gifted students;

Alternative activities in which the gifted students will be engaged;

Dates and amount of time (in segments) the gifted students will be engaged in higher-level activities; and,

Means by which the gifted students learning will be assessed (e.g., the expected outcomes or products).

*One or two segments per day provided through this model may be counted at the gifted weight

NOTE: The cluster model cannot replace the resource model for gifted service. Middle School

Advanced Content Class -- Students are homogeneously grouped on the basis of academic performance/achievement in a specific academic content area. Classes include gifted and highly-able students who have demonstrated exceptional ability and motivation in a particular content area as determined by local school criteria. Advanced content classes qualify as gifted service only if (a) the maximum size specified for gifted classes by the State Board Rule is observed; (b) the curriculum is differentiated; and, (c) the teacher has the gifted in-field endorsement.

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High School

Advanced Content Class -- Students are homogeneously grouped on the basis of academic performance/achievement and interest in a specific academic content area. Classes include gifted and highly-able students. Advanced content classes qualify as gifted service only if (a) the maximum size specified for gifted classes by the State Board Rule is observed; (b) the curriculum is differentiated; and, (c) the teacher has the following qualifications in the specific advanced content course:

o Honors Level Courses – The teacher must have the appropriate content area certification and the gifted endorsement.

o Advanced Placement (AP) Courses -- The teacher must have the appropriate content area certification. In addition, the teacher must (a) have received College Board Summer Institute Training for the specific AP course; and, (b) have had at least 10 clock hours of staff development in characteristics of gifted learners and curriculum differentiation for gifted students or have the gifted endorsement.

o International Baccalaureate (IB) Courses -- The teacher must have the appropriate content area certification. In addition, the teacher must (a) have received International Baccalaureate training for the specific IB subject area; and, (b) have had at least 10 clock hours of staff development in characteristics of gifted learners and curriculum differentiation for gifted students or have the gifted endorsement.

Resource Class (approved gifted electives) -- All students must be identified as gifted by Georgia State Board of Education criteria. The class is limited to the maximum size specified by the State Board of Education. The teacher must have the gifted endorsement. The curriculum must have an academic content foundation with a focus on interdisciplinary enrichment activities. The content and pacing should be differentiated to the degree that the activities are clearly not appropriate for more typical students at that grade level. Gifted students may receive no more than ten segments per week of resource class service.

Joint Enrollment/Postsecondary Options (These are considered indirect services) -- High school students may be enrolled in college, university, or technical school courses. Students enrolled in such courses receive both high school and college credits, and this instruction may serve as the gifted instruction local districts are required to provide for qualified students. FTE funding generated while away from the regular school campus will be awarded to the post-secondary institution.

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Curriculum Guidelines

The Cobb County School District supports a differentiated curriculum for students receiving gifted service. This curriculum provides for a K-12 continuum of cognitive development focused on creative and critical thinking that allows for construction of learning at an appropriate pace.

Elementary School: Resource Class (Target) units of study are designed for specific grade levels and designated for delivery by semester. A listing of units by grade and semester is available on the ALP blog. A district elementary curriculum committee reviews and revises current curriculum and evaluates new curriculum.

Middle School: Advanced content courses are available in English/language arts, science, social studies, math (math 6/7, math 7/8, and accelerated math 1), foreign language (8th grade only).

High School: Honors, Advanced Placement, gifted electives, and magnet courses are available. A list of approved gifted electives can be found on the ALP blog. All Advanced Placement courses require a College Board approved syllabus

Expectations for differentiation of content, process and product

Content – Complex and challenging subject matter that

Requires intellectual struggle

Utilizes primary documents

Integrates research skills and methods

Incorporates relevant, real-life learning

Integrates interdisciplinary connections

Process – Instructional strategies are designed to

Emphasize higher-order thinking, problem-solving, and communication skills

Foster self-initiated and self-directed learning

Promote creative application of ideas

Model and encourage academic discussion

Product - Gifted student products should demonstrate a developmentally appropriate capacity for

Self-directed learning

Meaningful collaboration

Effective problem solving of challenging and complex issues

Effective communication

Social and emotional understanding of self relative to community, culture, and physical environment

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Gifted Service Protocols Students identified as gifted shall receive at least five segments weekly (elementary) or one course (middle school) or one unit (high school) of gifted education service. Probation allows for students to receive interventions when their performance in the general education classroom (elementary only) or any gifted service class falls below continuation criteria. Discontinuation of service occurs when a student no longer demonstrates a need for any gifted service.

Continued Participation Elementary School

Gifted Resource Classroom – Primary and Intermediate: Acceptable progress is defined as:

Meeting a minimum of 14 of the 20 assessment indicators on the Target Progress Report

General Education Classroom - Primary: Acceptable progress is defined as:

Maintaining a majority of 2’s and 3’s in the core subjects of reading, English, mathematics, science, and social studies

Meeting standards in core subjects on the Georgia Criterion-Referenced Competency Test (CRCT)

General Education Classroom - Intermediate: Acceptable progress is defined as:

Maintaining a minimum average of 80 in the core subjects of reading, English, mathematics, science, and social studies

Meeting standards in core subjects on the Georgia Criterion-Referenced Competency Test (CRCT)

Middle School

Advanced Content Acceptable progress is determined separately for each advanced content area in which a student is served and defined as:

Maintaining a grade average of 80 in the advanced content class for which gifted service is provided

Meeting standards in content area on the Georgia Criterion-Referenced Competency Test (CRCT)

High School

Advanced Content: Honors, Advanced Placement, International Baccalaureate, Gifted Electives, and Postsecondary Options Acceptable progress is determined separately for each advanced content area in which student is served and defined as:

maintaining a semester grade average of 74 in the advanced content class for which gifted service is provided

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Probation If the student’s performance does not meet the Cobb County criteria for continued participation, the Gifted Education Specialist / ALP Lead should follow these procedures:

1. Notify the parent and student in writing of probation using the GF164.

2. Schedule a conference with parent and student to review student performance and to develop an intervention plan. Complete the Record of Intervention and Support (GF163).

3. Monitor student progress carefully, adjust interventions, and update GF163 as needed during the grading period.

4. Maintain and document adequate communication with parents throughout the intervention process.

5. Review the student’s progress at the end of the grading period to determine if A. Probation continues with interventions (indicate on GF163) B. (Middle school only) Student no longer demonstrates need for service in the advanced

content class in which probation occurred. C. If Services are discontinued

Elementary – Student no longer receives service in resource class (Target). Middle - Services are discontinued in all advanced content classes; thereby, the student is no longer receiving any gifted service.

GES / ALP Lead should sign and send copy of the Record of Intervention and Support to parent with final outcome section completed and follow procedures described under Discontinuation of Gifted Services.

Note: The student’s probationary status remains in effect for the entire school year unless discontinuation of gifted service is required. Probation does not carry over from one school year to the next. Transfer students who qualify for gifted services in Cobb, but whose performance does not meet continuation criteria may start the year on probation.

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Discontinuation of Gifted Services

Discontinuation due to performance: A student’s progress and performance during probation will determine if gifted service is discontinued. For middle school students discontinuation of service occurs only when a student no longer demonstrates a need for any advanced content class. There must be documented evidence of an implemented intervention plan for each Advanced Content class where service was provided. High School Only: Gifted students not receiving gifted service through AP, Honors, or gifted resource class for more than two consecutive semesters must be discontinued from service. Voluntary discontinuation: A parent may request a student be removed from gifted service at any time by providing written notification. Gifted service must be discontinued for a minimum of 18 weeks before any reconsideration of service can occur. To discontinue service, the Gifted Education Specialist should follow these procedures:

1. Complete the Discontinuation of Service Form (GF 165)

2. Attach a copy of the Record of Intervention and Support form (GF163) to the GF165 and send to the ALP Office

3. Change student status on SchoolMax screen GA240 (See ALP FTE Manual for directions) or the appropriate screen in the new School Information System (SIS).

Note: For state reporting accuracy, it is important that the Data Entry Clerk make the proper coding changes whenever services are discontinued.

Re-Entry Once identified eligible for gifted service in the state of Georgia, students are not required to re-establish gifted eligibility regardless of the length of break in service. All re-entry decisions are based on demonstrated need as determined by student performance during the break in service. All re-entry decisions are made by the Central Eligibility Committee (district level). Local schools may not schedule a student for gifted services until written confirmation is received from the Central Eligibility Committee.

When a student has been removed from gifted service due to academic performance or parent request, the student may not re-enter for a minimum of 18 weeks.

When a break in service occurs due to change in enrollment status (ie: residence, private school, etc.), the student may be considered for re-entry immediately upon enrollment in Cobb County Schools.

To re-enter a student

1. Complete the Re-entry Request Form GF 178, attaching all required documentation and obtaining parent signature.

2. Send re-entry form and documentation to ALP Central Eligibility Committee. 3. If the Central Eligibility Committee approves re-entry, the Gifted Education Specialist/ ALP

Lead should complete the Service Specifications/Continuation Criteria (GF 254/354). 4. The data entry person is to receive notification to reactivate the student on screen GA 240.

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Intervention and Support Response to Intervention (RTI) is a process used to provide students with additional academic and / or behavioral support required to close gaps in skills or knowledge. Gifted students are on Tier 4 of RTI based on their need for specialized instruction to prepare them for future success. Gifted students who experience difficulty require interventions and support to ensure success. (See probation for related information.) The Record of Intervention and Support (GF163) is used to document the assistance given to these students in lieu of County General Education RTI forms. At the elementary level, the general education teacher of a gifted student may use the gifted Record of Intervention and Support form to document interventions. Intervention Guidelines The purpose of the intervention process is to improve a student’s academic performance. With the district’s implementation of GPS, grades should reflect content mastery. Although work study habits and/or behavior may impact a student’s academic performance, these factors should not be the primary cause for placing a student on probation nor the primary focus of the intervention plan. Assessments and, therefore, grades should reflect a student’s mastery of content performance standards. When developing an intervention plan, consult ALP blog for websites about individualizing instructional strategies.

Record of Intervention and Support: The GES / ALP Lead must identify appropriate intervention strategies and complete the Record of Intervention and Support (GF163), documenting required parent contact. This form must be completed for each nine weeks’ period during which a student is on probation and intervention strategies are needed. A quality intervention plan should contain two elements central to producing improved student performance:

Individualization of strategies based on needs of a student and building upon student’s identified strengths.

Instructional strategies/interventions focused on mastery of content (process standards for

Target).

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Twice-Exceptional Students Students that have been identified as both Special Education and Gifted are classified as twice-exceptional. A gifted student who has a 504 plan is also classified as twice-exceptional. Guidelines for test administration for students with an IEP or 504 Plan Although evaluators must adhere to standardized Directions for Administration (DFA), accommodations created in the Individual Education Plan (IEP) or 504 Plan must be honored during testing. Certain accommodations will invalidate use of the assessment for gifted eligibility. Contact the ALP office for guidance. Instructional Services for IEP or 504 Plans for Students Identified as Twice-Exceptional The GES / ALP Lead should

Contact the student’s Special Education Case Manager or the 504 contact to inform them of the

student’s gifted eligibility.

Adhere to the accommodations in the IEP or 504 Plan.

For any student in jeopardy of being on probation, schedule a meeting to discuss interventions or

strategies to assist the student. It is recommended the following persons attend: Special

Education Case Manager or 504 contact, Gifted Education Specialist/ ALP Lead, and General

Education Teacher.

6th Grade Placement for Middle Schools When planning for a twice-exceptional student’s transition to middle school, it is recommended that the Target Teacher communicate with the special education case manager to discuss attendance at the end of year IEP meeting. At this meeting the Target teacher can describe the student’s current academic performance in the gifted program which could impact the student’s placement in advanced content classes. Psychological Evaluations All psychological information on students is confidential and can only be provided to the ALP department through Cobb County School District mail or by hand delivery.

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Notification to Parents/Guardians

Each of the following circumstances requires documented parent notification utilizing appropriate Cobb gifted forms as directed below. All gifted forms are legally binding documents; therefore, great care must be taken to ensure accuracy of all recorded information.

Title of Form and Purpose Form 1. Permission to test: GES / ALP Lead must complete permission to test

forms anytime assessments are administered that are not part of a system-wide testing event. Parents must receive, sign, and return a permission to test form before a student can be assessed using any testing instrument. Observation instruments such as rating scales or artifacts gathered in the portfolio process do not require parental permission for completion.

GF162

2. Gifted Eligibility Results: GES / ALP Lead must complete this form for all students qualifying under either option A or B. Students may not be scheduled into the elementary resource class (Target) or high school gifted electives until a signed copy of this form indicating parental consent for placement is received. A copy of this form must be placed in the student’s permanent record.

GF166

3. Student Assessment Results: GES / ALP Lead must complete this form for any student assessed for gifted eligibility and not meeting Georgia criteria for gifted service.

GF167

4. Service Specifications/Continuation Criteria: GES / ALP Lead must provide parents with notification of service specifications and continued participation criteria at the time initial eligibility is established. Subsequent notifications must be provided for students continuing gifted service as they enter sixth and ninth grades or after a break in service.

GF254 GF354 GF354

5. Probation: GES / ALP Lead must provide parents with notification of student’s probationary status at the completion of any grading period during which a student fails to meet continuation criteria. Appropriate instructional interventions must be developed and implemented.

GF164E GF164M GF164H

6. Record of Intervention and Support: GES must identify appropriate intervention strategies and complete a record of intervention and support, documenting required parent contact. This form must be completed for each nine weeks’ period during which a student is on probation and intervention strategies are needed.

GF163E GF163M

7. Discontinuation of Service: GES / ALP Lead must notify parents in the event the student fails to meet continuation criteria after the implementation of intervention strategies. In middle and high school parents must be notified of discontinuation only when service is no longer provided in any content area.

GF165E GF165M GF165H

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Gifted Records and Reports

The Gifted Education Specialist GES / ALP Lead at the local school is the creator and caretaker of gifted education records. Gifted education folders contain records of students’ gifted eligibility and service. In addition, blue cards/spreadsheets provide a record of evaluation for eligibility for all referred students. All records containing confidential information, such as student folders and eligibility cards, must be kept in a locked cabinet. Access to these materials is restricted to the Gifted Education Specialist GES / ALP Lead and other certified personnel as professional need requires.

Electronic Data Collection All students assessed for gifted eligibility must have their assessment data entered on the academic portal. Gifted Eligibility Results (GF166) and Student Assessment Results (GF167) forms must be generated from the academic portal.

Student Assessment Results (GF167) 1. Send a copy home for parents 2. Send one copy to the ALP office 3. Keep a hard copy on file at the local school

Gifted Eligibility Results (GF166) 1. Send two copies of this form home, one for parents to keep, one must be signed and returned

before a student may receive gifted service (elementary resource class and high school gifted electives)

2. Once the signature is obtained make two copies: one for student’s permanent record; one for the gifted folder.

3. Give your data entry clerk the “permanent folder” copy in order to create an electronic record on SchoolMax screen GA240 . This is essential for state reporting accuracy. See ALP FTE Manual.

4. Send original with parent signature to the ALP office.

Creating an Initial Record For each newly identified gifted student, create a gifted folder that contains the following documents with appropriate signatures: Permission to Test (GF162), Gifted Eligibility Results (GF166), Service Specifications/Continuation Criteria (GF254 or GF354). This folder will follow the student from school to school while enrolled in Cobb County.

Maintaining Records Active Records: Copies of all forms indicating any change in service must be placed in the gifted folder i.e., probation, intervention, and discontinuation of service.

Inactive Records: Records become inactive when a student is removed from gifted service or transfers out of Cobb County. Gifted folders for inactive students are maintained in a locked file cabinet at the local school until one of the following occurs:

1. Re-entry for gifted service is granted – folder becomes active and electronic data is updated 2. Student moves to the next level school (middle or high school) - see “Transferring Records” 3. Student enrolls in another Cobb County School – upon receiving record request from certified

personnel, folder is transferred to new school via county mail Graduates: Gifted folders for should be kept for one year after graduation and destroyed. (See Disposal of Records)

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Transferring Records Individual Records

1. When gifted students transfer to another Cobb school, the GES/ ALP Lead forwards the folder to the receiving school upon confirmation that the student is registered.

2. When students transfer out of Cobb County, the gifted folders are kept at the last Cobb school attended until the student returns or their projected graduation date has passed. A copy of the gifted eligibility report may be sent to another district upon request by certified personnel; however, the gifted folder is never transferred out-of-district.

Grade Level Records (Elementary to Middle and Middle to High) 1. Separate active and inactive gifted education records (folders and blue cards if used) for current

Cobb students and group alphabetically by receiving school. 2. Obtain a current copy of STBASIC report which lists rising 6th graders by middle school or rising 9th

graders by high school (See data entry clerk). Verify the existence of gifted folder for each student listed on report and have corrections made electronically (data clerk) for any non-gifted students incorrectly coded. Attach a copy of this report to the appropriate active folder groups.

3. Create a list of inactive students and attach to the inactive folder groups. 4. The method of transfer to receiving schools is determined locally. (See administrative rule.) 5. The GES / ALP Lead prepares individual folders so they contain only materials listed below:

Permission to Test (GF162)

Gifted Eligibility Report (GF166)

Re-entry Request Form (GF178)

All Probation (GF164E,M,H) and Record of Intervention and Support (GF163)

Copy of 5th grade Target Progress Report (GF275) – for rising 6th grade only

Gifted Magnet Student Records: Records for magnet students should be transferred to the student’s home school. These records will be transferred to magnet schools after the first ten days of class upon request by magnet coordinators.

Disposal of Confidential Student Records and Assessments

Materials are to be disposed of as follows: 1. GES / ALP Lead completes Records Transmittal and Inventory Form (County Form), including

the school name, contact person, and phone number. The Security Classification is IMMEDIATE DESTRUCTION, authorized by principal or other administrator. Contents are Obsolete Gifted Records with the time period indicated. For each box sent, a line is created. Location Number and Disposal Number areas are left blank.

2. GES / ALP Lead faxes the form to the Records Center at 770.514.3872 to receive a Central Warehouse Services Form (Haul Ticket), a transaction number, and the appropriate labels.

3. Each label is to be marked with school name, Obsolete Gifted Records, Transaction Number, Box __ of __, and the date packed. Materials are placed into boxes containing no more than 40 pounds. Boxes must be securely sealed with tape and the label affixed to the upper right hand corner of the narrow end of the box.

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Reports The following reports are used to evaluate and manage gifted service in the district. Gifted Population Report (STBASIC) This SchoolMax generated report lists all gifted identified students by grade level. It should be requested and reviewed at the beginning of each school year to ensure that a gifted folder exists for each student and that each student is receiving appropriate gifted service. Gifted Eligible Students without GA240 Data This report is available through the academic portal. It lists students at each school who were coded gifted last year at any Cobb school and are not coded this year. This report will identify gifted transfer students whose coding may not have transferred to the new school. Elementary School Schedule and Caseload Report This report indicates the number of gifted students served per grade level each day in Target. It also indicates the number of students served through the Talent Development program on each day. This report is to be submitted to the ALP Office two times a year (First Friday in both September and February). Elementary Target and Talent Development Data Report (Elementary Only) This report describes the specifications of talent development delivery at the local school including delivery model, frequency, duration, etc. This report should be submitted to the ALP office twice a year (November and April). Articulation Report (Elementary to Middle, Middle to High) This SchoolMax generated report provides middle and high schools a roster of gifted identified students enrolling from each feeder school. This report should be requested at the end of the year and used for record transfer verification. Annual Report of Gifted Assessment and Service (All Levels) At the end of the year, the GES submits a report indicating the number of active gifted students per grade level as well as a summary of gifted service protocols such as training dates, probations, discontinuation of service, etc. Annual Instruction Plan (Elementary) At the end of the year, the GES submits a report indicating the units taught in each grade level for the school year. End-of-Year Checklist (All Levels) This report indicates ALP Teacher end-of-year responsibilities and certifies completion. This report is submitted to the ALP office prior to summer break.

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State Funding (FTE) FTE is the Full Time Equivalency count that is conducted by the state. The Gifted Education Specialists / ALP Lead will monitor this process twice yearly in October and March. This count gives the state gifted service data for students at each school in the district. For accurate reporting, all students receiving gifted service must be coded for each segment or class period of the day. The GES / ALP Lead should carefully review the ALP FTE Manual for detailed information about this process. Critical FTE Guidelines The GES should

Ensure that all gifted students receive appropriate service yearly: o Elementary – five segments a week o Middle – 1 AC course o High – 1 Unit

Work with school scheduler to hand schedule and level classes so that classes with high gifted student enrollment do not exceed state required maximums for gifted service.

Work with scheduler so maximum numbers of students are served on FTE days.

Identify all advanced content, AP, or IB classes that qualify for gifted funding

Resource Management

Use of Gifted Funds Gifted funds may be used to purchase any materials or equipment necessary to support instruction for the district approved gifted curriculum. The GES/ALP Lead should work with school bookkeeper to complete required paperwork.

Resource Inventories GES/ALP Lead is responsible for managing all materials purchased with gifted funds. A Gifted Resource Inventory should be created and updated as resources are received or purchased. This document should be kept on file at the local school. The Test Inventory should be completed and updated annually.

Property Disposal

The Gifted Education Specialist / ALP Lead should follow local school procedures when disposing of obsolete resources and equipment. Forms are available on the county website.

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List of Forms and Letters

Form # Form Title

GF 122 Individual Intellectual Assessment Referral

GF 142 Eligibility Committee Meeting Record

GF 157 Referral for Gifted Eligibility

GF 162 Permission to Test (NCR)

GF 163E

GF163M

GF163H

Record of Intervention and Support – Elementary

Record of Intervention and Support – Middle

Record of Intervention and Support - High

GF 164E

GF164M

GF16H

Probation- Elementary

Probation – Middle

Probation - High

GF 165E

GF165M

GF165 H

Discontinuation of Service – Elementary

Discontinuation of Service – Middle

Discontinuation of Service - High

GF 166 Gifted Eligibility Results (printed from Academic Portal)

GF167 Student Assessment Results (printed from Academic Portal)

GF 178 Re-Entry Request Form

GF254 Elementary Service Specification and Continuation Criteria (NCR)

GF 275 Elementary Report Card

GF 294 Elementary Class Roster

GF 295 Elementary Cluster Model FTE Documentation

GF 296 Elementary Cluster FTE List

GF 354 Middle School Service Specification and Continuation Criteria (NCR)

GL 166C Parent Letter used when extended time is needed to evaluate a student using the Renzulli Behavioral Rating Scales as a nine week observation period is required.

GL 166D Parent Letter used when extended time is needed to gather artifacts for a motivation portfolio.