Procedures Manual

  • Kindergarten
    • Kindergarten students are not served at this time.
    Grade 1-2 Primary Enrichment Program
    For nomination of placement into the Primary Enrichment Class, first and second grade students may be assessed with specially designed activities conducted in the classroom. Another way students can be nominated is through discussions between the ELP teacher and the classroom teacher.
    Nomination:
    Students are nominated for the Enrichment Class through assessment activities and Characteristics of Giftedness Checklist (see ELP Filemaker paperwork) or through discussions with the classroom teacher.
    If using assessment activities, the screening will take place during the first semester.
    • ELP teacher will meet with the classroom teacher ahead of time to discuss the procedures.
    • ELP teacher will go into each 1st and 2nd grade classroom and model the activity.
    • While students work, both the classroom teacher and the ELP teacher will observe the students and then at a convenient time afterwards will discuss which students are possible enrichment candidates.
    • ELP teacher will send home a letter to parents of students who may receive pull-out enrichment services (see ELP Filemaker paperwork.) Parents must sign and return this letter before students may receive services.
    • Placement in the Primary Enrichment Program does not automatically transfer to other schools or from one year to the next
    **Any student having an IQ score in the 95 percentile or higher on the WISC IV or Stanford-Binet may participate in the Primary Enrichment Program. Children who have been identified as gifted in other districts should also be allowed to participate.**
     
    Elementary Grade 3
    Students eligible for the Extended Learning Program will have the opportunity to participate in enrichment and pull-out services. Student Plans will be developed annually outlining student interests.
    Grade 3 Testing Dates and Times:
    Within the 1st quarter of each school year the School District will schedule testing dates for the school year and will notify ELP teachers and school principals of these dates. Cognitive testing for every 3rd grade student in the district will occur 1st quarter. Any student who misses this date will have the opportunity to be tested during a district specified week in the fourth quarter.
    The ELP teacher will inform parents of test dates through at least one form of school-parent communication, such as PTA or school newsletter, teacher newsletters, school calendar, or school website. (See initial NNAT2 letter or second round NNAT2 letter in ELP Filemaker paperwork.) The ELP facilitator will post the notification of the testing week on the school website and in the News Miner. All notices should be posted or sent to parents 2 weeks prior to the first day of testing. 
     
    Grade 3 Referral:
    Students in grade 3 are not referred for initial testing as every 3rd grade student in the district, with the exception of students already identified as intensive resource, is given a cognitive evaluation during district specified testing times. See testing dates. If the student requires any additional testing based upon the results of the initial cognitive screening, then an Elementary Referral form must be sent home and signed before any further testing can take place.

    To determine the need for further testing the ELP teacher will:
    1. Send home an Elementary Referral for students who score an ability index of 122 as they are automatically recommended for further testing.
    2. Discuss cognitive screening results of other students with the classroom teacher.
    3. If further testing is recommended by the classroom teacher or by parents, you may ask that a Characteristics of Giftedness Checklist is completed or use this checklist as a guideline while discussing the referral with the classroom teacher. This form is not, however, required.
    4. Review and copy any relevant data from the student’s cumulative file or from PowerSchool.
    5. Consider the need for an intervention team meeting on an individual basis.
    6. Send the Elementary Referral form (see ELP Filemaker paperwork.) home to parents if further testing has been recommended. This must be signed and returned before any further testing can take place.
    Grade 3 Testing:
    Group cognitive testing will occur twice a year during the first and fourth quarters for all 3rd grade students. (See testing dates.) The results are mailed home to parents as well as shared with the principal and appropriate classroom teachers. No Matrix is required to be filled out for those students who receive no further testing for the Extended Learning Program. Students who have been referred for further testing will then be placed on the ELP teacher’s testing schedule after receiving a signed Elementary Referral (see ELP Filemaker paperwork) from a parent.

    The ELP teacher will administer any achievement and/or cognitive testing the student requires.
    1. The ELP teacher will complete the Eligibility Matrix (see ELP Filemaker paperwork) and notify parents of test results. If parent cannot meet with the ELP teacher, scores may be discussed over the phone. Make note of phone conversation at the bottom of the Eligibility Matrix and make sure you add the date. For DNQ students, this is the official DNQ date.
    2. If a parent cannot be reached, the ELP teacher will mail a copy of all test results to the parent using “Return Receipt Requested”. Make sure to note on the Eligibility Matrix that the scores were mailed home and the date they were mailed. For DNQ students this is the official DNQ date.
    3. ELP teacher will send a copy of all paperwork to the ELP facilitator. Both the Q and DNQ paperwork will then become accessible online in Powerschool.  Because of scanning, please use white paper and black ink where possible. Paperwork for students being presented to the school review team should be sent after the review team determination. Paperwork for students who qualify should not be sent until there is a parent signature on the Student Plan (see ELP Filemaker paperwork) actually placing the student in the program. The parent signature on this form gives permission for the student to be placed in ELP and the parent date is the date of placement.
    4. For students who are eligible for the Extended Learning Program, the ELP teacher will place a copy of the Eligibility Matrix in the student’s cumulative file. See the school secretary for that procedure.
    Elementary Grades 4-6
    Grades 4 - 6 Testing Dates and Times:
      • Students in 4th through 6th grades are tested throughout the school year as referrals are made. ELP teachers will build a testing time into their schedules to allow for testing to take place in a timely fashion.
    Grades 4 - 6 Referral:
    Students in the 4th through 6th grades may be referred for testing at any time during the school year. Anyone (i.e. school staff, parent, student) may refer a student for ELP services by speaking directly to the ELP teacher. Parents are also encouraged to discuss a desire to refer their child with the child's classroom teacher.
    ELP teacher will:
      1. Discuss referral with the classroom teacher.
      2. You may ask the classroom teacher to complete a Characteristics of Giftedness Checklist or use this checklist as a guideline while discussing the referral with the classroom teacher. This form is not, however, required.
      3. Review and copy student test scores and other data accessible in PowerSchool or in the student’s cumulative file.
      4. Consider the need for an intervention team meeting on an individual basis.
      5. Send Elementary Referral (see ELP Filemaker paperwork) home to parents to be completed, signed, and returned before testing can take place.
    Grades 4 - 6 Testing:
    Testing will occur as needed for all students referred for ELP testing in grades four through six.
      1. As signed Elementary Referral (see ELP Filemaker paperwork) forms are received, the student is placed on the ELP teacher’s testing schedule.
      2. District achievement test scores from PowerSchool or from the cumulative file may be used as long as these scores are less than one year old. If scores are older, then the student must be given an achievement test (currently the WJ-IIV). The percentiles for Broad Reading, Broad Written Language, and/or Broad Math are then placed in the Eligibility Matrix (see ELP Filemaker paperwork) to determine eligibility. Student must be given all of the subtests in a given section that are required to determine a broad score. The student may be given other subtests for informational purposes, but those scores are not included on the Eligibility Matrix. The student may be given only those subject areas determined to be a strength, or may be given all subject areas. The WJ III is scored according to Grade Level.
      3. All three areas of the Cognitive Abilities Test will be administered and scored according to Age Level.
      4. The ELP teacher will complete the Eligibility Matrix and notify parents of test results. If parent cannot meet with the ELP teacher, scores may be discussed over the phone. Make note of phone conversation at the bottom of the Eligibility Matrix and make sure you add the date. For DNQ students, this is the official DNQ date.
      5. If a parent cannot be reached, ELP teacher will mail a copy of all test results to the parent using “Return Receipt Requested”. Make sure to note on the Eligibility Matrix that the scores were mailed home and the date they were mailed. For DNQ students this is the official DNQ date.
      6. ELP teacher will send a copy of all paperwork to the ELP facilitator. Both the Q and DNQ paperwork will then become accessible online in Powerschool. Because of scanning, please use white paper and black ink where possible. Paperwork for students being presented to the school review team should be sent after the review team determination. Paperwork for students who qualify should not be sent until there is a parent signature on the Student Plan (see ELP Filemaker paperwork) actually placing the student in the program.
      7. For students who are eligible for the Extended Learning Program, the ELP teacher will place a copy of the Eligibility Matrix in the student’s cumulative file in the office. See the school secretary for this procedure.
    Middle School
    Students eligible for the Extended Learning Program will have the opportunity to participate in special GT classes designed for gifted students. Student Plans (see ELP Filemaker paperwork) will be developed outlining student interests.

    Scheduling
      • Counselors will schedule students who are eligible for the Extended Learning Program before scheduling any students who have been recommended as invitational students.
    Testing Dates and Times:
    Cognitive testing for 7th and 8th grades will take place during the 1st semester. (See testing dates) A substitute teacher will be provided for the testing week upon request.
    Within the first quarter of each school year:
      1. The School District will schedule testing dates for the school year and notify ELP teachers of the dates.
      2. The ELP teacher will inform parents of test dates through at least one form of school-parent communication, such as PTA or school newsletter, teacher newsletters, school calendar, or school website.
    Referral:
    Anyone (i.e. school staff, parent, student) may refer a student for ELP services by speaking directly to the ELP teacher. Parents are also encouraged to discuss a desire to refer their child with the child's classroom teacher.
    ELP teacher will:
      • Review and copy student test scores and other data from PowerSchool or from the student’s cumulative file.
      • Consider the need for an intervention team meeting on an individual basis.
      • Send Middle School Referral (see ELP Filemaker paperwork) form home to parents no later than two weeks prior to each testing date.
      • Request parents to sign and return the Middle School Referral form to be received no later than the first day of testing.
      • Will inform affected staff of students to be tested prior to the start of testing.
      • Arrange for a substitute teacher for the week of testing
    Testing:
      1. Testing will occur during a district specified week in the first semester.  (See testing dates)
      2. District achievement test scores from PowerSchool or from the cumulative file may be used as long as these scores are less than one year old. If scores are older, then the student must be given an achievement test (currently the WJ-IV scored according to grade), or wait for achievement results from the current year’s district wide testing.
      3. The ELP teacher will complete the Eligibility Matrix (see ELP Filemaker paperwork) and notify parents of test results. If parent cannot or does not wish to meet with the ELP teacher, scores may be discussed over the phone. Make note of phone conversation on the bottom of the Eligibility Matrix and make sure you add the date. For DNQ students this is the DNQ date.
      4. If parent cannot be reached, ELP teacher will mail a copy of all test results to the parent using “Return Receipt Requested”. Make sure to note on the bottom of the Eligibility Matrix that the scores were mailed home and the date they were mailed. For DNQ students this is the DNQ date.
      5. ELP teacher will send a copy of all paperwork to the ELP facilitator. Both the Q and DNQ paperwork will then become accessible online in Powerschool. Because of scanning, please use white paper and black ink where possible. Paperwork for students being presented to the school review team should be sent after the review team determination. Paperwork for students who qualify should not be sent until there is a parent signature on the Student Plan (see ELP Filemaker paperwork) actually placing the student in the program.
      6. For students who are eligible for the Extended Learning Program, the ELP teacher will place a copy of the Eligibility Matrix in the student’s cumulative file. See the school secretary for this procedure.
    High School
    The ELP facilitator may work with guidance counselors, teachers, and parents to accommodate schedule requests, including independent study options, and special topics as well as classroom modifications. There is no ELP testing in high school.
    • Classroom consultation (Counselor or ELP facilitator checks on student progress in classroom on a regular basis. Either may consult with classroom teacher regarding classroom teaching strategies and curriculum.)
    • Compacting (Classroom teacher compacts curriculum according to demonstrated student performance.)*
    • Content acceleration (Student works on content at a faster rate than grade-level expectations.)*
    • Differentiated instruction (Classroom teacher modifies classroom assignments.)
    • Mentorship (Community adult member collaborates on project in specific talent/interest area.)
    • Independent Study Options (Counselor or ELP facilitator helps students arrange non-traditional education options, such as correspondence, compacting, acceleration, university courses, or independent projects.)
    *Students who have a compacting or acceleration contract in a class are allowed to take the final exam for that course whenever they have mastered the material required on that final exam. This final exam may take place earlier than the posted, scheduled exam dates.**
     
    School Level Review Team
    Review Team meetings may be called if a student has not met all of the eligibility requirements, but there are other indicators of the student’s need for gifted services. The school's Review Team should meet within 2 weeks after all testing has been completed and scores finalized.
    Members
    • ELP teacher, student's current teacher(s), principal, and school psychologist. Others may be included as needed or as appropriate (i.e. counselor, ELP facilitator, speech-language or resource teacher, ANE or bilingual liaison, etc.).
    Before the meeting the ELP teacher will:
    • Contact parents to request a letter of support and/or work samples for review team consideration. Request the parents fill out the Parent Questionnaire (see ELP Filemaker paperwork).
    • Have the parent and/or classroom teacher fill out the Characteristics of Giftedness Checklist (see ELP Filemaker paperwork).
    • Explain to the parents that the Review Team could determine that a student is:
      1. Eligible, and could be placed in ELP following parent permission.
      2. Not eligible, and could be retested the following year (These students may be invited into the ELP class if time and space allow.)
      3. Not eligible but further information is needed. An IQ test may be requested. (Ask the parent for permission for a possible IQ test should it be determined at the intervention meeting that one is required. Write a note documenting phone call and parent approval/denial at the bottom of the Elementary or Middle School Referral form.)
    • Meet with classroom teacher to explain what evidence the teacher should present at the meeting.
    • Administer any additional testing the student may need (i.e. Torrance Test of Creativity, NNAT2, WJ-IV).
    • Gather appropriate evidence and ensure paperwork is complete (see Review Checklist in ELP Filemaker paperwork.)
    • Schedule the meeting.
    During the meeting the ELP teacher will:
    • Facilitate the meeting and complete the Alternative Pathways form (see ELP Filemaker paperwork.)
    • Make presentations to the team including all the information gathered.
    During the meeting, the discussion focuses on the child’s test scores, work and behaviors that give evidence of giftedness. The team will work for group consensus although unanimity is not required.
     
    Following the meeting the ELP teacher will:
    • Notify parents of the results of the Review Team meeting. Record contact date on the Alternative Pathways form.
    If the review team has determined that an IQ test is required for eligibility determination then the ELP teacher will:
    • Make copies of the Elementary or Middle School Referral and Alternative Pathways forms.
    • Deliver the copy of the Elementary or Middle School Referral along with the original Alternative Pathways forms to the school psychologist. These forms may be left in the psychologist’s mailbox.
    • The ELP teacher will send a copy of all paperwork, including IQ results if applicable, to the ELP facilitator. Both the Q and DNQ paperwork will then become accessible in Powerschool. Because of scanning, please use white paper and black ink where possible. Paperwork for students who qualify should not be sent until there is a parent signature on the Student Plan (see ELP Filemaker paperwork) actually placing the student in the program. 
    Eligibility
    The eligibility for grades 3-8 is determined as follows:
    • Eligibility is determined by a combination of cognitive and achievement scores calculated on the Eligibility Matrix (see ELP Filemaker paperwork.)
    • Cognitive scores fall into five major categories: verbal, quantitative, nonverbal on the cognitive test based on age norms; Total Score/Ability Index on the NNAT2; or full-scale on an IQ test.
    • Achievement scores must be broad or composite scores based on grade level norms.
    • A student who achieves a full-scale IQ score at or above the 95th percentile on the WISC IV or Stanford-Binet IQ tests is eligible without further academic testing. This is true even if the results are more than one year old.
    • If the student is eligible, a Student Plan (see ELP Filemaker paperwork) will be developed. The parent must sign and date the initial Student Plan for student placement into the Extended Learning Program.
    • Once a student is placed in ELP in the FNSBSD, the student remains eligible through 12th grade. This applies even to students who leave the district and later return.
    Although multiple tests may be used to determine eligibility, when completing the Eligibility Matrix, scores from only one test may be placed in each section. In other words a math score from the standardized assessments may not be combined with the broad reading score from the WJ IV in order to gain enough points in the achievement section for eligibility.

    Some unusual circumstances:
    • If a student has an IQ score from the WISC IV or Stanford-Binet that is at or above the 95th percentile, that student is automatically eligible for placement upon entering grade 3 or higher regardless of when the test was administered. For example, students who were given a WISC IV prior to grade three are automatically eligible for placement in our program upon entering third grade.
    • If a student transfers to our district with test scores other than the above IQ tests, these scores may be used for eligibility consideration within a year from their administration date. The ELP facilitator or the school’s psychologist may help to determine if the student’s incoming test scores are equivalent to ours. If the scores are older than one calendar year, they may not be used for placement and the student may be tested according to our guidelines. Parent permission will be required.
    New Students
    For students moving from another district where they were receiving gifted education services:
    • ELP teacher will try to get test scores from parents or previous district to determine eligibility. Scores are only valid within one calendar year from the administration date. (If a student has an IQ score from the WISC IV or Stanford-Binet that is at or above the 95 percentile, that student is automatically eligible for placement after they reach third grade regardless of when the test was administered.)
    • ELP teacher will deliver copies of the test scores to the school psychologist. The school psychologist may help to determine whether or not student is eligible for ELP placement.
    • If scores do not meet eligibility criteria, student will be automatically referred for testing according to testing procedures.
    • Students who received gifted services in another district may receive services here on an invitational basis before testing or placement in ELP.
    • For students who are placed in ELP the ELP teacher will write an initial Student Plan (see ELP Filemaker paperwork) with a required dated parent signature for placement.
    Invitational or Visiting Students
    Students who do not qualify, but are highly referred by their teacher and demonstrate exceptionally high performance or unusual thinking skills may be invited to participate in ELP classes on a temporary basis. ELP teachers send home a letter of invitation (see Grades 3-8 Invitational Enrichment in ELP Filemaker paperwork.) Parents must sign and return this letter before a student can be allowed to participate in ELP on an invitational basis. This letter should be renewed each year the student is invited to receive services.
     
    Transitions and In-District Transfer Students
    Transition to Middle and High School
      • The sending school's ELP teacher will bring the students' work files to the last ELP meeting of the school year and give them to the receiving school's ELP teacher. If the new school is unknown, the sending school should give the file to the ELP facilitator.
      • The middle school ELP teacher should accompany middle school counselors to visit feeder elementary schools in the spring to meet with students transitioning to the middle school.
    Moving to a new school at other times
      • When a student leaves a building to go to another building in the district, the sending school should notify the receiving school’s ELP teacher and send the working file.
      • If the original school’s ELP teacher does not know the location of the new school, the ELP teacher should send the file to the ELP facilitator.
    Non-Returning Students
    When a student does not return to a school in the fall, the ELP teacher sends the student's file to the ELP facilitator unless one of the following situations apply:
    • Home schooled students’ files are kept at the transportation zone school the student would attend if not home schooled.
    • Students who are out of district and will be returning to the same school at a future date.
    Paperwork Filing
    The Eligibility Matrix or the Alternative Pathways form will be stored in the student's cumulative file in the office. Check with the office secretary to determine procedures for putting papers in the cumulative files.

    On the outside of the cumulative folder, write ELP.

    The following paperwork will be stored in the ELP teacher's work file and a clean copy should be sent to the ELP facilitator:
    • Elementary Referral or Middle School Referral Form
    • Test protocols (keep until the end of the school year, then destroy them. Do not send to the ELP facilitator.)
    • Test score sheets and scoring summaries used for determining placement for that student (i.e. CogAT Scoring Summary, NNAT2 answer sheet, the WJ-IV Compuscore, or the Torrance Scoring Summary.)
    • Eligibility Matrix
    • Alternative Pathways (if used.)
    • IQ scores (if used.)
    • Student Plan. Only the initial Student Plan with the dated parent signature for placement must be sent to the ELP facilitator. A student’s most recent Student Plan and the initial Student Plan with dated parent signature must remain in work file. Other Student Plans may be included.
    All purged paperwork (i.e. old Student Plans, test protocols, or discarded copies or paperwork) must be shredded or otherwise destroyed. DO NOT throw confidential documents in the trash.

    Student work files should be kept in a locked file cabinet. Files should not be taken home.
     
    Non-participation
    Students who have already been placed in the FNSBSD Extended Learning Program and do not participate for a period of time, for any reason, may again begin participating without retesting.

    For students electing not to participate at the elementary level, mark the Student Plan “No services required at this time.” Send a copy of the Student Plan home to parents. Make sure parents approve that their child not receive services before making the change.

    No change is required for students at middle school who are unable to attend the ELP class.

    When a student returns to the program, a new Student Plan is written.
     
    Student Plan
    Initial Student Plan:
    When a student first becomes eligible for services, the ELP teacher will schedule a meeting with the newly eligible student's parent(s). Parent(s) must sign and date the Student Plan (see Student Plan in ELP Filemaker paperwork) in order to give consent for their child to be placed in the Extended Learning Program to receive services.
    Annual Student Plan Review:
    Once a year the ELP teacher meets with students to write Student Plans. This may be in groups or individually, depending upon student needs. After the initial Student Plan, further Student Plans do not require parent signatures and do not require being sent to the ELP facilitator. A copy of each Student Plan will be sent home to the student’s parents and a copy will be filed in the student’s working file. Some parents may wish to attend the annual writing of the Student Plan. 
     
    Modification Study Plan
    If a parent, classroom teacher, or student requests classroom modifications, the ELP teacher will schedule and facilitate a meeting including the classroom teacher, the student, and possibly the parent and/or counselor to discuss and create appropriate classroom modifications (see Modification Study Plan in ELP Filemaker paperwork) for the student.

    Some possible modifications are:
    • Classroom consultation (ELP teacher checks on student progress in classroom on a regular basis. ELP teacher may consult with classroom teacher regarding classroom teaching strategies and curriculum.)
    • Compacting (Classroom teacher compacts curriculum according to demonstrated student performance.)
    • Content acceleration (Student works on content at a faster rate than grade-level expectations.)
    • Differentiated instruction (Classroom teacher modifies classroom assignments.)
    • Mentorship (Adult collaboration on project in specific talent/interest area.)
    • Internship (Partnering with local businesses)
    Acceleration
    Acceleration is the placement of students in a grade level for which they are not chronologically old enough according to policy. A student may be considered for acceleration only if the following can be clearly demonstrated:
    1. Acceleration will be beneficial to the student socially, emotionally, and academically; and
    2. There is no other way to provide for the student's needs.
    The parent or classroom teacher considering a grade acceleration (grade skip) for a student may request that the principal schedule a team meeting. School Board Policy 983.3 says "If parents wish to have their child considered for acceleration, the student must be tested by a practicing child psychologist a the cost of the parents to help determine the advisability of acceleration." This psychologist's report would then be made available to the acceleration team. The acceleration team consists of the principal, parents, school psychologist, school counselor, ELP teacher, current classroom teacher, and receiving teacher. If the skip includes going to a new school, include the receiving principal as well. Others may be included if appropriate.
    1. Before the meeting the ELP teacher reviews the available standardized and teacher made testing data to determine if further testing is needed before proceeding. If the student does not have a nationally normed achievement test (such as an IOWA test of basic skills, Terra Nova, California Achievement Test, Woodcock Johnson, etc.) then the ELP teacher may administer any or all sections of the WJ III required to obtain scores for: broad reading, broad math, broad written language, and reading vocabulary.
    2. After all necessary test data has been collected, the ELP teacher will help to facilitate a meeting where the team uses the Iowa Acceleration Scale (IAS) as a tool to guide discussion and collect pertinent data. (IAS forms can be obtained from the ELP facilitator.)
    3. The principal is responsible for making the final decision regarding placement based upon the input from the acceleration team.
    4. If acceleration is selected, the plan should incorporate:
      • a receiving teacher who is accepting of the accelerated student
      • support for the receiving teacher
      • a plan for an easy transition for the student to return to the age-appropriate grade level if the acceleration is unsuccessful.
    5. If acceleration is not selected then a plan should be made to meet the needs of the student at the present grade.
      • The plan may, but does not have to include, single subject acceleration and/or enrichment activities.
    Appendix
    Standardized Tests Used:
    1. Cognitive Abilities Test (CogAT)
      • CogAT scores are based on age-level norms.
      • Required for all students tested in grade 4 through grade 8.
      • May be administered to 3rd grade students who were not eligible after the school-wide administration of Raven’s Standard Progressive Matrices, but have at least 3 points in achievement on the Eligibility Matrix.
    2. Naglieri Noverbal Ability Test, 2nd Edition (NNAT2)
      • Required for all students tested in grade 3 group testing.
      • May be used for further information for Review when testing grades 4 through 6.
    3. Achievement Test
      • Measures of Academic Progress (MAP).
    The Woodcock-Johnson IV may be administered in the following situations and the scores used as the qualifying achievement scores on the Eligibility Matrix.
    • MAP scores are not available.
    • Existing achievement scores are too low.
    • If more achievement information is needed to determine eligibility.
    The Woodcock-Johnson IV test scores are based on grade-level norms.
    Tests to administer from the WJ-IV:
    1. To get a broad reading score use the following three subtests:
    • Test 1: Letter-Word Identification
    • Test 2: Reading Fluency
    • Test 9: Passage Comprehension
    2. To get a broad writing score use the following three subtests:
    • Test 7: Spelling
    • Test 8: Writing Fluency
    • Test 11: Writing Samples
    3. To get a broad math score use the following subtests:
    • Test 5: Calculation
    • Test 6: Math Fluency
    • Test 10: Applied Problems
    4. If student file is going before the Review Team it may be helpful to give the following section, but note that there is no place on the qualifying Matrix for this score to be used:
    • Academic Knowledge
    5. If student is being considered for grade advancement using the Iowa Acceleration Scale (IAS) give the following:
    • WJ III sections 17a, 17b, and 17c for a total Vocabulary score as required by the IAS.
    Creativity Test
    • Torrance Test of Creativity (if needed). Send to the ELP facilitator for scoring.
    Other tests used for indicators of giftedness:
    • Other WJ-IV Broad Achievement batteries may be administered as necessary.
    • Stanford-Binet or WISC IV (administered by school psychologist).
Last Modified on September 8, 2016