South+Dakota+to+Vermont

South Dakota to Vermont
A total of 50 or more points are required to satisfy Tennessee’s Intellectually Gifted criteria, which must include the following: a) a Second or Third Range score (20 or 30 points) on at least one Target Instrument from any of the 3 Assessment Categories (Educational Performance, Creativity/ Characteristics of Gifted, Cognition) -AND- b) a First Range score (10 points) on a Target Instrument in both Educational Performance (Assessment Option 1, 2 or 3) and Cognition (Assessment Option 14) Categories. Target Instruments are designated for each Assessment Category on the TN K12 Intellectually Gifted Assessment Scoring Grid (Educational Performance, Creativity/Characteristics of Gifted, Cognition). A student must earn points in the Second or Third Range on __at least one__ Target Instrument in order to satisfy eligibility criteria. A score must be obtained in at least the First Range on a Target Instrument in both Educational Performance (Assessment Option 1, 2, or 3) and Cognition (Assessment Option 14) Categories. If a First Range score in Educational Performance (Assessment Option 1, 2, or 3) is used to satisfy this criterion, a Second or Third Range score in Educational Performance may be used to acquire a better score for Category Points. Only one instrument may be used for the calculation of Category Points in each category. Points earned for a Product/Portfolio may be scored in either the Educational Performance or the Creativity/Characteristics of Gifted Assessment Categories, but not both. If the TnTOC or the TnTOC+ is used to meet eligibility criteria in the Creativity/ Characteristics of Gifted Category, the TnSup cannot be used to meet eligibility criteria in the Educational Performance Category. || [] www.tn.gov/education/speced/doc/91610assessmentpack.pdf || Assessment instruments and gifted/talented identification procedures provide students an opportunity to demonstrate their diverse talents and abilities. Options that are in compliance with state regulations: 1.1C Written policies on student identification for gifted/talented services are approved by the district board of trustees and disseminated to all parents. 1.3.1C Provisions for ongoing identification of students who perform or show potential for performing at remarkably high levels of accomplishment in each area of giftedness served by the district are included in board-approved policy. 1.3.2C Assessment opportunities for gifted/talented identification are made available to students at least once per school year. 1.5.1C Data collected from multiple sources for each area of giftedness served by the district are included in the assessment process for gifted/talented services. 1.5.2C Students are assessed in languages they understand or with nonverbal assessments. 1.5.3C At the kindergarten level, as many criteria as possible, and at least three (3), are used to assess students who perform at remarkably high levels of accomplishment relative to age peers. 1.5.4C In grades 1 – 12, qualitative and quantitative data are collected through three (3) or more measures and used to determine whether or not a student needs gifted/talented services. 1.5.5C If services are available in leadership, artistic areas, and creativity, a minimum of three (3) criteria are used for assessment. 1.7C Final determination of students’ need for gifted/talented services is made by a committee of at least three (3) local district or campus educators who have received training in the nature and needs of gifted/talented students and who have met and reviewed the individual student data. || [|Theoretical Definition] Operational Definition: [|The Texas State Plan for the Education of Gifted/Talented Students], The operational definition of assessments that are in compliance with state regulations (listed to the left), along with additional examples of recommended and exemplary assessments can be found here. || and novel solutions for conventional tasks. || The Utah Administrative Rule for Gifted and Talented Education requires that “each district … have a process for identifying students in one or more areas” as listed in the definition section of the rule. In addition, each district is to have “a process for appropriately placing students identified as gifted and talented” (R277-711-3.B-C). There are generally four broad stages for identifying students as gifted and talented. Thestages described here should be seen as a skeletal outline only. Details of the stages willvary, and perhaps even overlap, depending on local circumstances, including the scope of13the identification (e.g., school or district level), the type of program (e.g., pull-out ormagnet), and the focus of planning (e.g., child or program). Typically, each of the stagesis overseen either by a small committee that includes individuals with expertise in gifted and talented education, test interpretation, or school administration, or by a gifted and talented program coordinator. **//Stage 1,//** consists of referral, screening, or nomination. Referral occurs when teachers observe students in their classrooms to suggest who should be further considered in the identification processes. To do this well, teachers usually need training in the state’s definition of gifted and talented and the characteristics of gifted and talented learners.The referral usually works best when teachers are given a checklist or rating scale on which to report their observations. Screening involves an inspection of census norm referenced testing done in the district. Generally a cutoff is set (e.g., the 85 th percentile), and any student who meets or exceeds the cutoff on the total battery or a predetermined sub-score (e.g., total reading, total math) is automatically advanced in the process for further consideration. Nomination gives an opportunity for non-educators to recommend students for consideration. Four types of nominations are usually taken: self, peer, parent, and community member. Usually the nominator is asked to provide evidence concerning why the nomination is being made. Some schools formalize this process by requiring the nominator to complete a checklist, rating scale, or open-ended questionnaire. **//Stage 2,//** is the data-gathering stage. At this point in the process, the committee or coordinator will review the records of all students whose names were received from Stage 1. Applying a specific set of criteria—usually a // preponderance of evidence //standard is set; sometimes specific cutoffs are used—a determination is made about whom to gather further information on. Parental permission is obtained; then the needed information is gathered through additional testing, observation, or other means. This stage is necessary for at least two reasons. First, gathering additional information is not an inexpensive proposition, so it is important to expend scarce resources where they are most likely to be well used. Second, it is important, in the name of fairness, to make sure that the data on each student is as equivalent as possible. (This does not imply that data gathered must necessarily be identical for each child.) **//Stage 3//** ,decision making, begins once all the data is gathered. At this stage, the data are usually synthesized in some fashion and a decision is reached regarding services for the child. Several data synthesis methods have been employed by school districts, including matrix displays, case study summaries, admissions formulas, and statistical analyses.There is not space to describe each of these here. Exploring the possibilities mentioned here with experienced gifted leaders or experts is strongly recommended. However, in developing decision-making strategies, it is important to remember that any system used has its advantages and disadvantages. **//Stage 4//**, service planning, requires that a specific course of action be taken relative to the student’s participation in various service options. The most basic action taken at this stage is placement in a specific service, such as a magnet classroom or pull-out program.Beyond this, information gained through the identification process should be used to make recommendations to teachers about how a child’s learning experiences may be differentiated, regardless of placement. In any case, parents must be informed, usually by 14??? letter, of the specific actions to be taken (e.g., placement or not) and, perhaps, of recommendations for differentiation. || [] [] ||
 * State || Name || Theoretical.................................................................................... || Operational.............................................................................................. |||| Source(s ) ||
 * South Dakota ||  ||   ||   ||   ||
 * Tennessee || Alex Moore || a child whose intellectual abilities and potential for achievement are so outstanding the child’s educational performance is adversely affected. “Adverse affect” means the general curriculum alone is inadequate to appropriately meet the student’s educational needs. || The following guidelines are essential in making sure the Tennessee Intellectually Gifted criteria are met:
 * Total Score Requirements**
 * Target Instrument Requirements – 2 nd or 3 rd Range Scores**
 * Target Instrument Score Requirements – 1 st Range Scores**
 * Assessment Category Points**
 * Product/Portfolio Points**
 * Scoring Requirements – TN Teacher Observation Checklist (TnTOC, TnTOC+) and TN** **Supplementary Performance Checklist (TnSup)**
 * Texas || Lindsey Haralson || "Gifted and talented student" means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who:
 * 1) exhibits high performance capability in an intellectual, creative, or artistic area;
 * 2) possesses an unusual capacity for leadership; or
 * 3) excels in a specific academic field. || School districts shall develop written policies on student identification that are approved by the local board of trustees and disseminated to parents.
 * Utah || Ashley Jones || “Gifted and talented students” means children and youth whose superior performance or potential for accomplishment requires a differentiated and challenging education program tomeet their needs in any one or more of the following areas:(1) general intellectual: students with high aptitude for abstract reasoning andconceptualization, who master skills and concepts quickly, and who are exceptionally alert andobservant;(2) specific academic: students who evidence extraordinary learning ability in one or morespecific disciplines;(3) visual and performing arts: students who are consistently superior in the development of aproduct or performance in any visual and performing arts;(4) leadership: students who emerge as leaders, and who demonstrate high ability toaccomplish group goals by working through and with others;(5) creative, critical, and productive thinking: students who are highly insightful, imaginative,and who consistently assimilate and synthesize seemingly unrelated information to create new
 * Vermont ||  ||   ||   ||   ||