Gifted Education

This following data is collected and reviewed:

• Parents/guardians complete the online home perception inventory.
• Teachers complete the online teacher perception inventory and submit samples of student work in English, math, social studies and/or science.
• Students complete the online student perception inventory, creative thinking assessment, and thinking and reasoning test. Student academic performance from the three most recent marking periods are also used.

Gifted testing must be administered in person, and all testing occurs in the student’s school. If qualifying assessment data or previous areas of academic strength exist, certain portions of the testing may not be required.

Each component of the CCPS operational definition of giftedness is considered as part of a comprehensive review of the student. Information gathered throughout the evaluation process is reviewed for evidence that a student demonstrates a need for gifted education services. In order to be identified as eligible for gifted services, students must have two evident gifted indicators and at least one identified area of academic strength.

Gifted Indicators are classified as evident, emerging, or not evident using established score ranges for each. The gifted indicators are:

• Logical thinking and reasoning measured by a standardized, norm-referenced measurement of aptitude
• Creative thinking indicated by a standardized, norm-referenced creativity assessment
• Thinking and learning characteristics reflected by completed student, parent and teacher perception inventories

Areas of Academic Strength can be found in English, math, social studies, and/or science. They are determined by two or more evident indicators present in a specific content area.

Indicators of academic strength are classified as evident, emerging, or not evident using established score ranges for each. The indicators are:

• Academic performance indicated by overall ratings (K-1) or grades (2-12) over the last three marking periods
  
• Student work samples that provide the opportunity to demonstrate advanced thinking and abilities in their current placement
  
• Perception inventories completed by the student, parent, and teacher which capture perspectives on student thinking, passion, and rate of learning for each content area

Information from the Gifted Education Eligibility Report (GEER) is used to determine the appropriate placement for each student. Placement considers the student’s identified areas of academic strength and the level of differentiated instruction needed to support those strengths. New placements begin the school year following the evaluation.

School-Based Gifted (SBG) Program

All students identified as eligible for gifted services qualify for the School-Based Gifted Program. Students receive differentiated instruction in their identified area or areas of academic strength within their school, providing appropriate challenge and opportunities to deepen and extend their learning.

Center-Based Gifted (CBG) Program

Eligible students in grades 3–8 may also be considered for placement in the Center-Based Gifted Program. CBG provides full-time gifted services with increased depth, complexity and pace across content areas that support and extend students’ identified academic strengths. Placement is determined at the division level using multiple measures from the gifted evaluation and is based on established CCPS criteria:

• Recent aptitude test scores
• Recent creativity assessment scores
• Overall grade average that includes available grades in reading, writing, English, math, social studies, science
• Number of areas of academic strength
• Other gifted indicators used in the identification process

Students may enter the CBG Program only at the beginning of a school year. However, parents may choose to exit students from the CBG Program at any time.

Students found eligible for placement in CBG will retain eligibility regardless of participation. If a student chooses not to participate in the CBG Program, the parent/guardian may request CBG placement for a subsequent school year by submitting a Change of Placement Form by January 31. Requests submitted after January 31 are subject to staffing and school capacity considerations at the CBG site.

Monitor Status

Students who are not identified as eligible for gifted services but demonstrate notable gifted indicators may be placed on monitor status. These students are scheduled in classes that include a cluster of identified gifted learners and receive opportunities to develop their strengths through enriched and differentiated learning experiences. Students are automatically referred for reevaluation during their second year on monitor status for a permanent placement. Monitor status ends following that evaluation or an earlier evaluation resulting from a new referral.

Families can expect to receive eligibility results in early January for grades 2-12 and late May for grades K-1. CCPS families will receive electronic results via ParentVUE. Non-CCPS referrals receive results through the mail. 

Results include a decision letter, a Gifted Education Eligibility Report (GEER), and a placement decision (if found eligible).

Parents/guardians with initial questions about an eligibility or placement decision should contact the school’s gifted identification facilitator using the contact information provided in the decision letter.

If concerns remain, parents/guardians may submit an appeal using the online form linked in the student’s decision documents. Appeals must be submitted within 10 instructional days of the date the decision documents are made available in ParentVUE and should describe any specific concerns or circumstances believed to have affected the information used to make the eligibility or placement decision.

The division-level appeals committee reviews all information used in determining student eligibility and considers issues raised in the letter of appeal. A written notification of the decision is provided to parents/guardians and school-level personnel within 20 instructional days after the decision is made. Decisions made by the committee are final.