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Academic Identification Process

Identification of Students Who Are New to the District
When students move into the WAWM School District their learner profile will be reviewed and the student will be monitored closely throughout the first quarter.  Upon the completion of the review process, the Enrichment Team will make the appropriate decision for program placement based on the identification criteria. 

Academic Identification Process and Assessment Data Tool
Multiple sources of data are used in determining a student’s eligibility for gifted services. The Enrichment team will gather supporting information to get an overall picture of the student’s performance before making a final decision on where the student’s academic needs are best met. 

Results are used specifically to gather information regarding ability and achievement on an individual basis.  

Criteria for Identification: Specific Academic Ability and General Intellect
Tier II & lll
Students' whose primary needs require special Enrichment programming in a specific content area beyond the regular classroom. 

Qualifying Assessment Data:

  • MAPS score at 95th percentile or higher in specific academic area on 3 consecutive assessments
  • State Assessment  Scores  at 95th percentile or higher in specific academic area
  • Supplemental Assessment score at the 95th percentile or above in the specific academic area

Performance Data:

  • Student Classroom Performance support strength in identified area
  • Student Profiles and Surveys indicates strength in identified area

Supporting Data:

  • Parent Nomination indicates strength in identified area
  • Teacher Nomination indicates strength in identified area

Tier 1
Students' whose primary needs can be met through regular classroom differentiated and personalized instruction

Qualifying Assessment Data:

  • MAPS score up to 94th Percentile in specific academic area
  • State Assessment  Scores  up to 94th percentile in specific academic area
  • Supplemental Assessment score up to 94th percentile in the specific academic area

Performance Data:

  • Student Classroom Performance support strength in identified area
  • Student Profiles and Surveys indicates strength in identified area

Supporting Data:

  • Parent Nomination indicates strength in identified area
  • Teacher Nomination indicates strength in identified area

Criteria for Identification: Visual and Performing Arts
Artistic Behavior

  • Characterizes Gifted Learners

Reflect

  • Effectively builds on success and failure
  • Articulates about the artistic process

Motivation

  • Initiates projects
  • Has trouble stopping tasks
  • Mentally/physically involved with planned vision

Develop Craft

  • Knows how to practice, and seeks approval often

Stretch and Explore

  • Develops ideas through a design process
  • Seeks collaboration and is an active listener
  • Inspired by criticism

Inquiry

  • Seeks validation though research/curiosity
  • Acts on answers to questions with improvement

Engage and Persist

  • Solves problems with relentless persistence
  • Inventive manipulate materials/play with purpose

Understand Community

  • Shows a deep concern for quality/pride
  • Will prefer time with adults over their peers

Express

  • Shows aptitude for success in all media attempts
  • Teachers others- acts on being a role model
  • Thinking is made visible/laterally inventive

Observe

  • Quickly turns information into action
  • Draws inferences from observations
  • Looks for possibilities to personalize

Envision

  • Willing to play around, yet excellent end product
  • Shows respect for the time frame allowed
  • Thrives on complexity, responds with patience

Criteria for Identification: Leadership & Creativity:
1. Students identified through specific programming opportunities, Student    
     Council, extra curricular activities, etc.
2. Student Classroom Assessments support strength in identified area
3. Teacher Nomination indicates strength in identified area
4. Parent Nomination indicates strength in identified area