NEW CASTLE AREA SCHOOL DISTRICT GIFTED PLAN (2022-2028)
- Describe your district’s public notice procedures conducted annually to inform the public of the gifted education services AND programs offered (newspaper, student handbooks, school website, etc.).
The New Castle Area School District provides a continuum of gifted support services for students in Grades K through 12. The district has increased public awareness and parent procedures for requesting the evaluation for gifted support programs through various media outlets. Annual public awareness is conducted through local newspapers, the district website (www.ncasd.com), and the correspondence with local physicians’ offices. Gifted Support services are based both on state and federal regulations and complement the comprehensive curriculum the district offers. Communication between the district and parents of identified gifted students is ongoing.
- Describe your district’s process for locating students who are thought to be gifted and may need specially designed instruction. *
The district does have a process which uses multiple criteria to identify children who are gifted and in need of specially designed instruction.
Tier I
The District uses and reviews the district test results to identify possible gifted students. The data is reviewed by Building level principals, assessment coordinators, and guidance counselors.
Grades K-2, assessment data is reviewed from the following sources: DIBELS, SRI, and MobyMax
Grades 3-6, the following assessment data is reviewed: SRI, MobyMax, PSSA, Classroom Diagnostic Tools
Grades 7-12, the following assessment data is reviewed: PSSA, Keystone, CDT, MobyMax
The District makes referrals for gifted evaluations anytime a student is suspected of being gifted or in need of services based on data or teacher recommendation. The school psychologists will be notified of any student who is scoring in the 90th percentile on district assessments for possible screening. The student will also be identified if they score at least 12 points out of the 16 on the gifted matrix. The school psychologist will contact families to determine if they desire to move forward with an evaluation for giftedness.
Tier II
Parents/guardians can also make requests for their child to be evaluated one (1) time per year. The request can be submitted electronically or in writing, but verbal requests are also accepted.
The District provides parents who suspect that their child is gifted with a form to request a Gifted Multi-Disciplinary Evaluation of their child. The Gifted Multi-Disciplinary Team is formed on the basis of the student’s needs and may be comprised of the following (when appropriate): the student’s parents, a certified school psychologist, persons familiar with the student’s educational experience and performance, a current teacher ( especially in the area(s) of the students giftedness), a gifted education teacher, a person trained in the appropriate evaluation techniques, and if needed, someone familiar with the student’s cultural background. When appropriate, the school psychologist uses a nonverbal/language free IQ test when evaluating ELL students.
- Describe your district’s procedures for determining ELIGIBILITY (through MULTIPLE CRITERIA) and NEED (based on ACADEMIC STRENGTH) for potentially mentally gifted students (EVALUATION). *
Once the parent signature is received for the evaluation then phase two of the process begins. Phase Two consists of a gifted multidisciplinary evaluation in which intelligence and achievement tests may be administered. Multiple criteria are considered including above grade level achievement, rates of acquisition and retention, demonstrated achievement, and high level thinking skills during the evaluation process. Intervening factors are also considered. A decision making matrix is used for this process. The full matrix consists of 36 points (16 points available in the screening portion of the rubric).
The district matrix assigns point values for assessment scores. The scale is based on 1-4 points in each of the following areas: Verbal Comprehension (VCI), Fluid Reasoning (FRI), and Full Scale IQ (GAI). There is the possibility of scoring 12 points in this section of the matrix.
Point values are assigned based on IQ scores ranging from 120-130 and higher.
The matrix will be posted on the district website. *The district matrix is subject to change based on assessment availability. The WISC-V, MJ-ECAD may be used to find the most reliable IQ. A certified school psychologist administers tests and evaluations/materials to determine giftedness. Criteria for eligibility are not based on IQ scores alone. NCASD eligibility criteria include the following multiple criteria:
o Intellectual Ability (Full Scale IQ or Domain Score IQs) Assessments used :WISC-V, WJ-ECAD (students in K-1)
o Academic Achievement (DIBELS, SRI, PSSA, Keystones, CDT, MobyMax) Achievement Tests Used: WJ-IV
o Class performance ( in one or more academic subjects over the last two years)
o Higher level thinking skills, academic creativity, leadership skills, academic interest, communication skills, foreign language aptitude or technology expertise assessed by a parent and at least one teacher
o Acquisition & Retention rates
Achievement scores are also assigned 1-4 points based on reading and math achievement scores ranging from one year above grade to three or more years above grade level. There is an opportunity to receive 8 points in this particular section of the matrix. Some of the assessment data used to make informed decisions are listed below:
Grades K-2 assessments include DIBELS, SRI, Gates-2, SFA placement
Grades 3-6 SRI, MobyMax, PSSA, Classroom Diagnostic Tools, Gates-2
Grades 7-12 PSSA, Keystone, CDT, MobyMax, Gates- 2
Additionally, teachers complete the Gifted and Talented Evaluation Scales, Second Edition (GATES-2) as part of the evaluation process to measure general intellectual aptitude and higher level thinking skills. Students with an IQ of 130 or higher automatically qualify for gifted education. If a student’s IQ is less than 130, other factors, such as academic performance, demonstrated achievement, and other observed skills must strongly indicate gifted ability in order for that student to be admitted into the gifted program.
NCASD also considers intervening evidence/factors that may be masking gifted abilities. The District completes the initial evaluation and evaluation report, holds the GWR/RR meeting and provides the parents a copy of the report no later than 60 calendar days after the agency receives written parental consent for evaluation. If there would be a court order or hearing officer mandate that an MDTE be conducted, the timeframe would also be met.
Once eligibility has been established, a meeting is held with the Gifted Multidisciplinary Evaluation Team (GMDT), including the parents to outline the child’s programming. The resulting document is called the Gifted Individualized Education Program (GIEP). This document contains the child’s present levels of functioning, pertinent strengths and weaknesses, as well as goals/objectives for what his individual plan will entail.
- Describe the gifted programs* that are offered to provide opportunities for acceleration, enrichment, or both. *The word “programs” refers to the CONTINUUM OF SERVICES, not one particular option. *
All gifted education placements are based on the student’s needs and ability. Progress monitoring occurs on a regular basis and is based on the GIEP goals. This ensures that the student is able to benefit meaningfully from the rate, level, and manner of instruction. Gifted support programs include opportunities to participate in acceleration or enrichment that extends beyond the program the student would receive as part of general education.
The elementary programs (grades K-6) are designed for both acceleration and enrichment, with a stronger emphasis on the enrichment experiences that cross all curricular domains. Enrichment activities might include independent projects that allow students to explore a special area of interest related to the topic being studied, activities that go above and beyond what is being covered in the regular curriculum, provide activities and assessments that utilize the upper levels of critical thinking. The gifted teacher will co-teach with the regular education teacher during particular units to ensure higher level differentiation. The model utilized for this grade span is a push in and pull out approach. Additionally, the students in Grades K-2 have the opportunity to attend the gifted hub located at George Washington Intermediate School for one afternoon per week. The students will focus on Robotics and Coding as well as other higher level learning activities. The students in Grades 3-5 visit the gifted hub more frequently as it is located in the same building. The students are able to access the hub at different times of the day when the teacher is available. The students work on a robotics program endorsed by Carnegie Mellon University. Students in Grade 6 are placed in an accelerated classroom. The gifted support teacher works hand in hand with the accelerated teacher to ensure enrichment and address each student’s individual gifted needs. Students are offered the opportunity to accelerate to higher level classes if they pass a prerequisite placement test.
In Grades 7-8, learning opportunities are offered with an equal emphasis on acceleration and enrichment. The gifted support teacher is available for three periods to assist the students and monitor individual assignments. The gifted teacher also ensures acceleration for students to meet their needs in ELA, Math, and Science courses based on assessment data and teacher recommendation. Higher level thinking skills, independent & cooperative research skills, and creative thinking are still emphasized. The gifted support teacher works in collaboration with the regular education staff to ensure each Gifted IEP is being met.
Lastly, learning opportunities at the secondary level (grades 9-12) are offered for both enrichment and acceleration. A much heavier option is placed upon acceleration where students take dual enrollment courses when they have exhausted the current curriculum. Differentiation within the regular classroom is also realized at all levels. Students will also have the opportunity to participate in academic games, field trips, and online courses. The gifted support teacher works with the regular education staff to ensure enrichment is occurring in the classroom with alternative assignments and higher level questioning techniques.
The District monitors and ensures the ability of assigned staff to provide the services required in each gifted student’s GIEP. The District adheres to caseload class size requirements.