How We Identify
Overview
Edina's Gifted Education Services identifies the educational needs of all students on an ongoing basis. For any student who meets or exceeds screening scores on the Cognitive Abilities Test or the MAP tests, we create a profile. This profile is reviewed by a group consisting of the child's classroom, the school's gifted education resource teacher, the gifted education coordinator and sometimes the school principal to determine service needs. We add to the profile and reevaluate the student's needs whenever relevant information becomes available.
Profile data usually includes measures of achievement, aptitude, and performance. Additional information may come from a peer, a parent, a teacher, an outside agency, or from our own standardized test data. Standardized testing takes place each year for students in Grades 2-7. (See Assessments)
When reviewing student needs, we look for students who would benefit from more rigor or challenge in one or more areas of the curriculum. As a result of the identification process, students are assigned to Tier 1, Tier 3R (Reading), Tier 3M (Math, or Tier 3RM (Reading and Math) Service (see Types of Service).
Performance vs. Ability
There is no sure-fire way to know when a child is gifted. Most widely-accepted definitions of giftedness (see About Giftedness) focus on "capability of high performance." But capability is not always apparent, nor can it be easily measured, especially in young children.
It is important to stress that performance alone is not necessarily an indication of giftedness. A student who is not gifted but highly motivated could easily outperform a child who is gifted but lacking in motivation. A child who comes from an enriched home environment could show more advanced performance. And sometimes gifted children have disabilities that hinder their performance and make them appear to be less capable than they really are.
When identifying students for gifted service in Edina, we look at measures of ability and measures of performance. A student who demonstrates either superior ability or superior performance (and not necessarily both) is likely to be identified for service. Even though we believe that ability is a truer indicator than performance, superior performance can be a solid demonstration of ability.
About IQ and Gifted Testing
Some believe that a child who has an IQ of 140 or higher is gifted. But Giftedness is more than an IQ score. It is actually a combination of personality and intellectual traits that lead to increased sensitivity and aptitude in a number of areas. Contrary to what many people think, the gifted child is not destined to succeed. Most gifted children have social/emotional/educational needs that are not easily met in the normal school setting.
Because we focus on identifying student needs—rather than students—we do not routinely test for giftedness or IQ in Edina Public Schools. We do, however, accept relevant test data from qualified outside agencies to be reviewed as part of the student's profile. (Parents are responsible for the costs associated with outside testing.)
What We Look At
We look at measures of performance, aptitude, and achievement. Over time, a student's profile could include:
- teacher and parent checklist scores (see SPOT Checklist)
- the results of standardized tests (see below)
- any anecdotal information that might be available (see About Giftedness)
- recommendations from classroom teachers or resource teachers
- the results of any outside professional testing provided by the family
In the past, the Edina Public Schools the following:
| Measures of Academic Progress (MAP) |
Cognitive Abilities Test (CogAT) |
|
Measures |
Student growth in math & reading | Verbal, nonverbal, & mathematical aptitudes |
When |
Grades 2-7 | Grades 2 and 4 |
When identifying students for gifted service, we do not use state testing (Minnesota Comprehensive Assessments and Basic Standards Tests). The purpose of the MCAs is to assess the district as a whole rather than individual students.
We no longer use percentiles to evaluate students but, in keeping with many other districts, we use RIT scores, which allow for greater granularity in identifying students at the very upper end of ability and achievement.
What We Look For
In general, students who score at or above established criteria on the standardized tests administered by the Edina Public Schools are considered possible candidates for Tier 3R, 3M or Tier 3RM Service. When actually placing students in Tier 3RM Service, we usually require that a student score at placement level or above in both reading and math. Other information in the student's profile should be corraborative. Teacher and parent input are especially important. Our Identification Flow Chart outlines the decision-making process.
Timing
Because standardized testing takes place annually in Edina for Grades 2 through 7, student profiles are reviewed each year that the child achieves at least screening scores. After Grade 7, a student's profile is reviewed when a parent or teacher requests it.
Decisions/Notification
Because it is our policy to evaluate student needs on an ongoing basis, we do not necessarily notify parents when a review process is underway. If a student is identified for Tier 3RM service, the parents receive a letter from the Gifted Education Coordinator.
After our annual identification process, we contact parents whose children are expected to receive service and recommend they speak or meet with their building's resource teacher.
If a parent or teacher feels that the service a child is receiving needs re-evaluation, a review of the child's educational needs can be requested by contacting the building gifted resource teacher.
Students Transferring from Other School Districts
Participation in a gifted program in another school district does not necessarily qualify a student for gifted service in Edina. We have a rigorous curriculum that is often a challenge for students transferring into the district. We therefore evaluate a new student's needs in the same way that we evaluate the needs of all other Edina students. While it is possible that the identification process used in another district would give us enough information to make a placement decision, we would need to review the relevant information.
For more detailed information on our identification process:
Advocating for the student
The service provided by Edina’s Gifted Education Services may begin as early as grade 3. However, if a student demonstrates an obvious need for service before that time, measures can be taken to provide it. A child’s classroom teacher will respond to his or her learning needs, as well.
Depending on the student’s grade level and needs, the service offered includes some or all of the following:
- All-school enrichment programs
- Curriculum differentiation by the classroom teacher in identified areas of the curriculum
- Service from a gifted education resource teacher, including pullout sessions related to the classroom curriculum, field trips, and peer group meetings
- Cluster grouping in the classroom
- College planning
- Special competitions
Edina Public Schools recognizes the uniqueness of each student and attempts to meet individual educational needs. However, we cannot do it alone and believe that parental involvement is a significant factor in a student's success. We strongly encourage your participation and involvement in your child's school career. YOU are your child's best advocate!