IN Brentwood-Baldwin-Whitehall Fall 2016 | Page 80

➢ Upon the first occurrence of filing for a due process hearing. and, if so, the types of programs and services needed. Part of this process includes an evaluation by a certified school psychologist. In addition, the law requires parents to be informed: A child may be referred for the first GMDE in several ways: ➢ When the school proposes to change the identification, evaluation, educational placement, and the provision of a free appropriate public education or refuses a parent request to change the identification, evaluation, educational placement, or the provision of a free appropriate public education; ➢ Of the student’s progress toward annual IEP goals on a periodic basis, such as quarterly; ➢ Of the procedures to maintain the privacy of the student’s education records. Only those who need to work with the student will see the student’s record. For additional information contact Vanessa M. Strassner, Director of Special Education, telephone [phone], extension 2216, or e-mail [email protected] THE GIFTED STUDENT SC HO O L DI ST RI C T NE WS rentwood Borough Determining Gifted Eligibility: A child may be eligible for gifted education if he/she: ➢ ➢ ➢ ➢ ➢ A year or more above grade achievement level for the normal age group in one or more subjects as measured by nationallynormed and validated achievement tests able to accurately reflect gifted performance. Subject results shall yield academic instruction levels in all academic subject areas. An observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability. Demonstrated achievement, performance or expertise in one or more academic areas as evidenced by excellence of products, portfolio or research, as well as criterion-referenced team judgment. Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise. Documented, observed, validated or assessed evidence that intervening factors such as English as a second language, disabilities defined in 34 CFR 300.8 (relating to a child with a disability), gender or race bias, or socio/cultural deprivation are masking gifted abilities. Screening and Evaluation: The term mentally gifted includes a person who has an IQ of 130 or higher and other factors that indicate gifted ability. Gifted ability cannot be based on IQ score alone. If the IQ score is lower than 130, a child may be admitted to gifted programs when other conditions strongly indicate gifted ability. The other factors to be considered include: achievement test scores that are a year or more above level; observed or measured acquisition/retention rates that reflect gifted ability; achievement, performance, or expertise in one or more academic areas that demonstrates a high level of accomplishment; higher level thinking skills and; documented evidence that intervening factors are masking gifted ability. The Gifted Multidisciplinary Evaluation (GMDE): A Gifted Multidisciplinary Evaluation is a process to gather the information that will be used to find out if a child qualifies for gifted education 78 Brentwood-Baldwin-Whitehall ➢ ➢ Parents may request the school to give their child a GMDE at any time, but there is a limit of one request per term. The parent may ask for this evaluation by sending a letter to the school principal. A child’s teacher may also ask to have a child evaluated. The Gifted Written Report (GWR): The Gifted Multidisciplinary Team must prepare a written report that brings together the information and findings from the evaluation or reevaluation concerning the student’s educational needs and strengths. The report must make a determination as to whether the student is gifted and in need of specially designed instruction, must indicate the basis for such determination, include recommendations for the student’s programming and indicate the names and positions of the members of the Gifted Multidisciplinary Team. The entire GMDT process must be completed within 60 calendar days, except that the calendar days from the day after the last day of the spring school term up to and including the day before the first day of the subsequent fall school term may not be counted, from the date the school district receives the parent’s written permission on the Permission to Evaluate form. The Gifted Individualized Education Program (GIEP): If the GIEP team decides the student is gifted and in need of gifted education, the team writes the GIEP at the meeting. The GIEP is based on the unique needs of the gifted student and enables the gifted student to participate in acceleration or enrichment programs, or both, as appropriate, and to receive services according to the student’s intellectual and academic abilities and needs. Notice of Recommended Assignment (NORA): Upon completion of the GIEP, the parent will receive a NORA and a Notice of Parental Rights for Gifted Students. The NORA will indicate the educational placement for the student and requires parent approval before the school district will begin implementation. The Notice of Parental Rights for Gifted Students describes your rights and the procedures that safeguard your rights. Parent Rights: At all times, a parent has certain rights with all gifted education services received by their child: ➢ ➢ ➢ The right to be notified about a child’s program and progress and any changes that take place; The right to approve or reject programs and testing; and The right to privacy. For additional information, contact Vanessa M. Strassner, Director of Special Education, telephone [phone], ext. 2216, or e-mail at [email protected] PROTECTED HANDICAPPED STUDENTS Students who have disabilities, which substantially limit their participation in, or access to school programs, but who do not need special education, may qualify for reasonable accommodations in the general education classroom under Section 504 of the Rehabilitation Act of 1973. These services will