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FAQ for Proposed EAGLE Identification Policy
Q1. How is this proposal different from the process used in previous years?
A1: The most critical difference is that we want to clearly communicate the policy to everyone in our community. We wanted a policy that everyone could read and understand, and that would be very explicit about placement in the gifted program. More specific changes include:
Calculating the full-scale I.Q. score AND the GAI from the WISC-IV, and using the higher of the two numbers. Previously, we used a combination of full-scale, verbal, and performance I.Q. scores.
We will use specific, objective “cut-off” points to place students. Previously, we combined creativity, IQ, and achievement test scores, ranked students, and accepted the top scoring students until our district total was about 5% of our student population.
The E.A.G.L.E. program will begin in third grade instead of second.
A screening committee will meet to determine who will have I.Q. and creativity testing for gifted placement.
Parents and teachers will complete checklists of gifted behaviors to help the screening committee determine which students should be tested. Previously, teachers submitted a list of names to be considered for testing, and sometimes parents would contact the district to request testing.
Q2. What’s the difference between the G.A.I. and full-scale IQ score?
A2: The GAI (General Ability Indicator) calculates an IQ score without the Working Memory and Processing Speed sub-tests on the WISC-IV. Using the GAI to identify gifted students is recommended by a number of sources, because the working memory and processing speed sections may identify concerns for learners in those areas, but are not particularly reliable indicators of giftedness. Please see this link to an article by Silverman, Gilman, and Falk for more details about this. We will continue to use the full-scale IQ score as well, as some students might qualify with that number but not with the GAI.
Q3. Does this policy rely too much on standardized test scores?
A3: No more than our previous policy, which added full-scale, verbal, and performance IQ scores, creativity score x2, and the highest recent achievement (MAP) percentile score. We recognize that standardized tests do not tell the whole story about a child’s abilities. However, we preferred to continue to use an objective system, rather than introduce subjective elements that might lead us to apply different standards from student to student. We did leave room for exceptions for English language learners and students with disabilities which are likely to interfere with test performance.
Q4. Is this proposed policy compliant with state guidelines?
A4: When the state changed the funding formula, the guidelines remained, but funding is no longer contingent upon them. The state recommends using multiple identification criteria, which we will continue to do. It recommends serving 5% of our student population (for the 2007-2008 school year, we are serving about 7% of students in grades 2-8). If districts have more than 5% of their student population in the gifted program (which we have had for several years), newly admitted students are required to have a full-scale IQ score of at least 96%, or about 127, according to state guidelines. Our proposed policy accepts every student with a full-scale or GAI IQ score of 130, as well as students with a full-scale or GAI IQ score of 125 AND a creativity score of 90% or higher, and students with a full-scale or GAI IQ score of 125 AND an achievement test score in the 99th percentile in math or communication arts within the last year. This proposal ensures that our gifted program remains structured to meet the needs of highly gifted students, who need more challenge than traditional curricula provides.
Q5. Why would the program begin in third grade instead of second grade?
A5: After meeting with the second grade team and considering our district set-up, it seemed logical to begin in third grade, since the primary building includes students in grades K-2. This is also logistically simpler, since second and third grade students are often combined for EAGLE class, and this is complex because they work in different buildings, in addition to having different schedules. The primary program in recent years has included some push-in and pull-out groups, as well as support to teachers in the form of centers and independent study support for individual students. Subsequent phases of our gifted policy writing will focus more specifically on enrichment needs for primary students.
Q6. Why are parents and teachers asked to complete checklists?
A6: Most teachers think very carefully about who to recommend for testing, and they have considerable knowledge about the student, so it is useful to see their impressions regarding the student’s knowledge, motivation, and other characteristics. It is also helpful to know things about the student from the parent’s point of view, since a gifted child might be running a charity business or building rocket ships in the basement, but the classroom teacher might not know those kinds of things. These checklists provide anecdotal and more subjective indicators about the student’s gifted characteristics.
Q7. What is the purpose of the gifted screening committee?
A7: It will combine data about student achievement test scores, behavior checklists from parents, behavior checklists from teachers, and any other information that suggests the student is or is not a good candidate to receive IQ and creativity testing. This data will be quantified on a matrix. The committee will include principals, counselors, the gifted teacher, and possibly classroom teachers.
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