2020-2021GT End of Year Training

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Welcome

• Attendance – use the QR code or link to the attendance form in the chat box to record your attendance.

• Meeting is being recording.• Questions will answered at the

end of each section.

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Today’s Topics

• Part I: Screening and Identification• Part II: Program Evaluation• Part III: End of Year Processes

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Part I: Screening, Selecting and Identifying Students

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Selection andIdentification Process

Screen Collect Evidence Meet with GT Selection and Placement Committee

Place student on “Watch List” if more evidence is needed

Decide level and placement of services

Notify parent/guardian of Gifted Student Service Plan

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Primary Talent Pool (PTP)Items to Remember• Selected from grades K-3• Assessed/evaluated informally• Scales for diagnosis• District diagnostic assessments • Be inclusive/cast a wide net• Referrals• High Potential in all categories• Evidences• Primary Talent Pool Committee

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PTP Regulation Evidence Choices• A collection of evidence (e.g., primary portfolios) demonstrating student

performance;• Inventory checklists of behaviors specific to gifted categories;• Diagnostic data;• Continuous progress data;• Anecdotal records;• Available formal test data;• Parent interview or questionnaire;• Primary review committee recommendation;• Petition system; and• Other valid and reliable documentation.

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PTP “Look-Fors”

Broad Knowledge Base – Seems to know something about everything

Intense Interest – Displays a vast amount of knowledge in an area of interest to kids

Problem Solving - Attempts to solve difficult problems

Connections - Connects ideas or concepts, sometimes between subject areas

Advanced Communication Skills - Uses advanced vocabulary

Thinking Skills - Has excellent memory

Behavior - Is intensely curious

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Staff and Parent Recommendations

Staff• Training is important• Present at a faculty meeting• Set up times to discuss during professional

learning communities• Set up times to discuss during planning times• Make a video and post for easy access and

availability• Send out an email describing what to look for

and directions to referral forms• Schedule in-person or virtually parent

night/meetings

Parents• Questionnaire and Interviews that include

multiple criteria• Parent/Student Nights• Local venues to encourage participation• Communications in the language of the

parent/guardian

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Formal Identification

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Getting Started

• Seek talent continually• Screen in all five areas• Keep a “Watch List” of students• Follow regulation criteria• Gather a minimum of three evidences

This Photo by Unknown Author is licensed under CC BY

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GT Selection andPlacement Committee• Assemble a GT Selection and Placement Committee to:

• review the regulation 704 KAR 3:285, Section 1 (17) to ensure the committee has the appropriate members.

• ensure the committee understands the criteria for in each category.• discuss what is means to be looking for students with disabling conditions

which might mask their gifts or talents.• discuss and decide services for students once identified.

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General GT Evidencefrom the Regulation, Section 3 (11)

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“Laundry List” of GT Evidence

• A collection of evidence from portfolios demonstrating student performance;• Inventory checklists of behaviors specific to gifted categories;• Continuous progress data;• Anecdotal records;• Peer nominations;• Formal testing data specific to gifted categories;• Parent interview or questionnaire;• Primary review committee recommendation for those entering the fourth grade;• Self-nomination or petition system;• Student awards or critiques of performance or products specific to gifted categories; and• Other valid and reliable documentation;

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Portfolios

• A collection of evidence from portfolios demonstrating student performance

• Work samples that demonstrate high ability• Examples:

• Artwork• Musical recordings• Drama Monologues• Pictures of students with Awards• Copies of Awards• Playbills with Student’s Name• Written work – stories, open responses

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Checklists and Continuous Progress Data• Inventory checklists of behaviors

specific to gifted categories• Jot Down Forms are in the GT

Coordinator Sample Handbook• Other forms that list behaviors that

are unique to the category• Continuous progress data

• Data that progress information over time

• Examples:• Progress Reports• Report Cards• Diagnostic Assessments

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Anecdotal Records, NominationsFormal Testing Data, Parent Interviews• Anecdotal records - detailed descriptive narrative recorded after a

specific behavior or interaction occurs • Peer nominations - method of assessing sociometric status in which

participants are asked to nominate or rank their peers by the variable of interest

• Formal testing data specific to gifted categories - data-based tests that measure what and how well the students have learned

• Parent interview or questionnaire - survey questions that ask to parents to understand the opinions, attitudes, perceptions, and point of views about topics that concern their children

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Primary Review Committee, Self-Nomination, Awards, Recommendations• Primary review committee recommendation for those entering the

fourth grade - committee reviews student evidences for formal identification

• Self-nomination or petition system - student completes the district’s process

• Student awards or critiques of performance or products specific to gifted categories - honors or evaluations that are evidence of high achievement in a specific category

• Other valid and reliable documentation – Example: Recommendations are a formal letter that explains why a person is appropriate or qualified

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Specific Criteria for the Formal Categories for Gifted Identification

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Before Identification Begins

• Before the selection/identification process begins:• Review category criteria• Create a documentation process• Create a student transfer process• Review the GT Data Standards

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General Intellectual Ability (GIA)• Must be determined by a student score within the ninth stanine on a

full-scale comprehensive test of intellectual ability• May include:

• High performance on additional individual or group intellectual assessment;• Observation of applied advanced reasoning ability; or• Checklist inventories of behaviors specific to underachieving or disadvantaged

gifted learners.

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Multiple Criteria

• Ensure staff gather different types of evidences for each of the gifted categories.

• Look at the whole child, gathering evidence from multiple views such as observations, checklists and continuous progress data.

Multiple Criteria

Similar Criteria

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GIA screenshot if usingSpecial Considerations

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Specific Academic Aptitude (SAA)• Must be determined by composite scores in the ninth stanine on one

(1) or more subject test scores of an achievement test• May include:

• High performance on an additional individual or group test of academic aptitude;

• Student awards or critiques of performances;• Off-level testing;• Portfolio of high academic performances; or• Student progress data.

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Entering a SAA Record in IC• For SAA, you must select 9th Stanine on a

Comprehensive Test of Intellectual Ability as one of your three evidences.

• However, if exceptions are being considered due to the student being identified for special education services, as disadvantaged or as underachieving, the 9th stanine would not be selected.

• Instead, select Checklist of Inventories (Underachieving or Disadvantaged) and Special Considerations. From the drop-down menu select one of the following:

• Special Ed • Disadvantaged • Underachieving

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Creativity

• Must be determined through the use of informal or formal assessment measures of a child's capacity for originality of thought, fluency, elaboration, and flexibility of thought.

• May include:• Creative writing samples;• High scores on tests of creative ability (e.g., Williams or Torrance, etc.);• Behavioral checklists or observations specific to creative behavior; or• Observation of original ideas, products or problem-solving.

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Entering a Creativity Record in IC• Evidence of formal or informal

assessment must be selected• If Formal Assessment

Measures is chosen, a box will pop up to allow the user to choose the formal assessment

• Informal Assessment could come from:

• Anecdotal Observations• Behavioral Checklist Specific to

Creative Behavior• For informal assessment,

ensure the evidence is gathered for originality of thought, fluency, elaboration, and flexibility of thought

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Leadership

• Must be determined by a variety of informal measures and the documentation of the willingness of a student to assume leadership roles in class, in a student organization, and in a community activity

• May include:• Sociograms (i.e., questionnaires designed to assess leadership

characteristics);• Peer recommendations;• Behavioral checklists or observations specific to leadership behavior;• Portfolio entries which display leadership qualities; or• Offices held by student in extracurricular activities and class government.

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Entering a LeadershipRecord in IC• Documentation of Student Leadership in Community, Class and Student Organization

must be checked• Referrals/Recommendation should describe at least one of the areas of “willingness “ to

lead• Checklist of inventories should be specific to Leadership

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Visual and Performing Arts (VPA)• VPA must be determined through evidence of performance which

may include auditions, letters of recommendations, or product or portfolio assessment by specialists or professional artists.

• VPA may include:• Awards or critiques of performance; or• Portfolio of visual or performing arts ability.

• For faculty, parents and others to correctly submit evidence, they must be aware that “performance” is an important item.

• For recommendations, there should be examples of a performance, where it was observed and examples of why the performance indicated high ability.

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Entering a VPA Record in IC

• One of these evidences must be chosen:• Auditions• Letters of Recommendation• Portfolio Assessment by Specialist or Professional Arts• Products (Paper, Video, Audio, Pictures)

Assessment by Specialists or Professional Artists

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Questions?

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Part II: Annual Program Evaluation

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Program EvaluationAreas to Address• District needs to create a policy and procedure which addresses:

• Overall student progress• Student, parent, and faculty attitudes toward the program• Community involvement• Cost effectiveness• The incorporation of gifted education into the regular school program• Overall quality of instruction and program personnel credentials• Future program directions and modifications

• The procedures will address the steps, who is responsible and the timeframe for the actions/activities.

• Data collected in the annual program evaluation must be utilized in the school and district instructional planning process.

• Ensure agendas, meeting minutes, slide decks that discuss or present information regarding the annual evaluation are saved for documentation and to comply with the Retention Schedule.

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School and DistrictInstructional Process

• Data collected in the annual program evaluation must be utilized in the school and district instructional planning process.

• Ensure agendas, meeting minutes, slide decks that discuss or present information regarding the annual evaluation are saved for documentation and to comply with the Retention Schedule.

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Overall Student Progress

• Addressing progress• Data Collection• Data Analyzation• Next steps• Documentation

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Student, Parent, and Faculty Attitudes Toward the Program

• Collecting feedback• Analyzing feedback• Next steps• Documentation

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Community Involvement

• Defining community involvement• Analyzing the involvement• Next steps• Documentation

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Cost Effectiveness

• Cost effectiveness is how the money from the GT State Grant and other funds have been expended on the GT program.

• Meetings/discussions should document how funds were expended and needs for future funds.

• Data should be used to explain the reason for additional funding.

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The Incorporation of Gifted Education into the Regular School Program

• This item should be a discussion/presentation about how Gifted Education is a part of the regular school program.

• The discussion/presentation could include information about how many students are part of the program, what types of services are provided, how services are being providing, who is providing services and the model used to provide services.

• There could be a discussion of enrichment and acceleration as they relate to services offered.

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Overall Quality of Instruction and Program Personnel Credentials• In this part of the evaluation, there should be a review of GT staff and

regular education staff credentials. • Discussions might include:

• Certifications of staff• Hiring of additional staff• Pairing of needs of students to staff

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Future ProgramDirections and Modifications• Once all the program evaluation data is gathered, the GT Coordinator

could meet with supervisors, building administrators and the GT Selection and Placement Committee to discuss and write up Future Program Directions and Modifications for the following school year’s gifted program.

• Future Program and Modifications should be shared with school staff and district staff.

• Some district’s policies state annual program evaluation will be shared with SBDC Councils and the local board of education.

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School and DistrictInstructional Planning• Data collected must be used in the school and district instructional

process• This means the data needs to be a part of School and District

Improvement plans for the upcoming school year• Collaborate with building and district administrators to plan how the

data will be used in the improvement planning process• Document using agendas, meeting notes, CSIPs and CDIP documents

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Questions?

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Part III: GT End of Year Processes

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Dates to Know

• Now – May 31st: Data and Record Clean-up/Correction• June 1st: Summative Evaluation Report and Validation of Records is

due• June 31st : Last day to enter GT records that will count for data on the

School Report Card • NOTE: GT records can be entered after June 31st, but for records to be

counted for the school year, they must be entered before July 1st.

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Three Reports toComplete for EOY Processes• 2021 Student Groups for the School Report Card Validation• 2021 Validation of GT Records Report• 2021 GT Summative Evaluation Report• All reports are due June 1st

• Note: All reports will be completed as Google forms. Links will be sent through email to GT Coordinators.

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IC Permissions that areNeeded to Complete EOY Processes• GT Participation Tool: Read and Write rights• Enrollment Tab: Read Only rights required• State Published ad-hoc filters: Ability to generate reports• Data Integrity Tools: Ability to generate reports• NOTE: Staff may need to work with the KSIS contact. Some districts

are cautious in giving rights to multiple sections of IC for several reasons.

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Getting Started withData Correction

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GT Ad-hoc Filters

• The following Ad-hoc filters should appear in the State Published Section:

• Student G&T – Invalid Start Date – Year End Cleanup• Student G&T – Validation Roster for State Testing• Student G&T Invalid General Intellectual Ability• Student G&T Invalid gifted category • Student G&T Invalid Primary Talent Pool• Student G&T Invalid Specific Academic Aptitude• Student G&T student list

• NOTE: If filters are missing, please check with your district KSIS contact to ensure that all needed rights are in place.

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Record Clean Up forGeneral Intellectual Ability Records• Select the Student G&T

Invalid General Intellectual Ability filter. Ensure that all settings are clicked as indicated by the red arrows below. Once all settings are selected, click Export. (NOTE: Be sure to select the current school year.)

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GIA Invalid Report

• After clicking EXPORT, a spreadsheet will generate with any students in the district that have an invalid General Intellectual Ability (GIA) entry. Students marked as GIA must have one of the following criteria indicated by the red arrows below in order to be a valid entry:

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GIA Invalid Report Continued

• For each student listed on the spreadsheet, search for the student in the district’s IC site.

• Once the student is found, proceed to his/her GIA GT record.• Review the student’s GT folder to determine the correct area to be marked.• If the correct identification evidence is in the folder, select one of the evidences

indicated by a red arrow above and click SAVE.• NOTE: If evidences are not available to determine the student’s current

placement and the student transferred from another district, contact the GT Coordinator from the previous district and request the documentation. If the previous district does not have documentation, contact the GT State Consultant for assistance.

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Completing the GIA InvalidReport• If an assessment is not offered on the drop-down menu, contact the

GT State Consultant to ensure the assessment meets the regulation criteria. If the assessment meets regulation criteria, select OTHER from the dropdown menu.

• Once all the correct boxes have been checked, click SAVE.• Proceed through the student records for the district completing this

process for each student record.• Once each record is completed, generate the report again to ensure

that all changes saved to the records.

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Record Clean Up for Specific Academic Aptitude(SAA) Records

• Select the Student G&T Invalid Specific Academic Aptitude. Select the current school year. Ensure that all settings are checked as indicated by the red arrows below, then click EXPORT.

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Valid Entry

• After clicking EXPORT, a spreadsheet will generate with any students for the district that have an invalid Specific Academic Aptitude (SAA)entry. Students marked as SAA must have one of the following criteria indicated by the red arrows below in order to be a valid entry.

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Students Listed on ErrorReport• For each student listed on the spreadsheet, search for the student in the

district’s IC site.• Once the student is found, proceed to his/her invalid Specific Academic

Aptitude GT record. GT area codes are listed for Specific Academic Aptitude Areas are:

• 04- Language Arts • 05- Math• 06- Science• 07- Social Studies

• NOTE: If evidences are not available to determine the student current placement and the student transferred form another district, contact the GT Coordinator from the previous district and request documentation. If the previous district does not have documentation, contact the GT State Coordinator for assistance.

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Troubleshooting the InvalidSAA Report

• NOTE: If evidences are not available to determine the student’s current placement and the student transferred from another district, contact the GT Coordinator from the previous district and request the documentation. If the previous district does not have documentation, contact the GT State Consultant for assistance.

• If an assessment is not offered on the drop-down menu, contact the GT State Consultant to ensure the assessment meets the regulation criteria. If the assessment meets regulation criteria, select OTHER from the dropdown menu.

• Once all the correct boxes have been checked, click SAVE. • Proceed through the student records for the district completing this process for each

student record. • Once each record is completed, generate the report again to ensure that all changes saved

to the records.

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Record Clean Up forInvalid GT Category

• Select the Student G&T Invalid gifted category filter.

• Select the current year. • Ensure that all settings are

completed as indicated by the red arrows below, then click Export.

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Invalid GT CategoryReport Continued• After clicking export, a spreadsheet will generate with any students for the

district that have an invalid gifted category.• In order to have a formally identified GT category, a student MUST be in

grades 4-12 and have appropriate evidences marked for identification.• Students generated on this report are currently in grades K-3, however

have been formally identified for GT.• In order to correct these records, the student’s invalid record should be

changed to a Primary Talent Pool record.• Ensure the Primary Talent Pool record has the appropriate end date.• Once GIA and SAA data have been corrected, complete and sign the Google

doc entitled Student Groups for the School Report Card Validation Report.

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Record Clean Up forInvalid GT Category• Select the Student

G&T Invalid gifted category filter.

• Select the current year.

• Ensure that all settings are completed as indicated by the red arrows below, then click Export.

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Record Clean Up forInvalid GT Category Continued• After clicking export, a spreadsheet will generate with any students for the district that

have an invalid gifted category.• In order to have a formally identified GT category, a student MUST be in grades 4-12 and

have appropriate evidences marked for identification.• Students generated on this report are currently in grades K-3, however have been given a

formally identified GT Identification.• In order to correct these records, the student’s invalid record should be changed to a

Primary Talent Pool record.• Ensure the Primary Talent Pool record has the appropriate end date.• Once GIA and SAA data have been corrected, complete and sign the Google doc entitled

GT Assessment Areas Validation.• Note: Information for the School Report Card is usually accessed on or after July 1.

Districts need to enter any student who was identified during the school year into Infinite Campus before July 1.

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End Dating PrimaryTalent Pool (PTP) Records• Generate a district list of ALL students currently identified as PTP.

(Gifted Area #12 in IC.) End date each primary talent pool record for the anticipated exit date from grade 3. End date any grade 3 students’ records with the current year last day of school or type 6/30/XXXX (XXXX is the end of school year date).

• To expedite this process, when records are entered for students that qualify for PTP, an end date in the future should be added to indicate the date that the child will exit grade 3. The date to be added will be 06/30/XXXX with XXXX being the year the child exits grade 3.

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G&T Invalid Primary TalentPool Adhoc Report

• Generate the G&T Invalid Primary Talent Pool adhocreport. This report will list all students who are too old to be in PTP (5th - 12th grades).

• Using the SSIDs listed on the report, find the student’s GT record in IC and end date the student’s PTP records using the estimated date the student exited 3rd grade.

• When all students on the list have been corrected, generate the list again to ensure there are no more records to be corrected.

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Validation of Student Records

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Getting Started

• Before completing the Validation of GT Records, review the Google form Validation of Student Records attached to the email sent regarding GT End of Year Processes.

• The form will request state and local data for each gifted category.• Before the report can be completed, Local data will need to compared

and validated to State data.• To do this, follow the instructions on the next several slides.

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Validating State and Local Data

• Ensure you have permissions to the Data Integrity Tools in Infinite Campus (IC).

• In order to ensure all GT data is correct for the program data in the School Report Card, districts must review and then validate their information is correct. In order to correct and update the records the following process must occur:

• Comparison between State and Local data sets• If there are missing student records on the Local data set, student records

must be located and then added or corrected. • Once the data is correct, the GT Coordinator will complete the Validation of

GT Records Report using a link to the Google Form.

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Steps for Validation

• Step 1: Log in to Infinite Campus (IC).

• Step 2: Scroll down towards the bottom of the Index and click DATA INTEGRITY TOOLS.

• Step 3: Select Data Validation

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Step for Validation Continued• Step 4: Select Reports• Step 5: Select Definition Group

Extract • You will complete two extracts

using this tool:• A State Dataset• A Local Dataset from your district

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Generating the State Dataset

• Please note - the State Dataset validation report will NOT be generated immediately:

• When generating the report, District Edition sends a request to State Edition for a state report of the data in your district.

• The report is sent back to the district in the State Report Output area once compiled; please remember to check the status periodically.

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Generating the State Dataset

• Select these from the dropdown boxes:

• Gifted and Talented Group• Report Format CSV• State Dataset• After making selections, click

GENERATE REPORT.

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Generating the State Dataset

• Please note, the State Dataset validation report will NOT be generated immediately:

• When generating the report, District Edition sends a request to State Edition for a state report of the data in your district.

• The report is sent back to the district in the State Report Output area once compiled; please remember to check the status periodically.

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Retrieving the State Dataset

• Once completed, select GET THE REPORT under the Download column

• Once you have generated the state dataset, you should save it as a Microsoft Excel file named State_GT_xx_xx(current school year).

• This will give you a list of ALL students in the district currently identified for gifted and talented services in State Edition of IC.

Gifted and Talented Students with categories

School Name SSID GradeFirst Name Last Name Category

Enrollment End Date

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Generating the Local Dataset

• Select these from the dropdown boxes:

• Gifted and Talented Group• Report Format CSV• Local Dataset• After making selections, click

Generate Report.

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Generating the Local Dataset

• Once you have generated the local dataset, you should save it as a Microsoft Excel file and title it District_GT_xx_xx (current school year).

• This will give you a list of ALL students in the district currently identified for gifted and talented services.

Gifted and Talented Students with categories

School Name SSIDGrade

First Name

Last Name

Category

Enrollment End Date

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Comparing the State andLocal (district) Datasets• Once both data sets are generated, you will examine the data sets

to ensure a direct match. • Guiding Questions

• Do you have the same number of records on each spreadsheet?• If not, what is different? You will want to make a list of ALL discrepancies.

• If records appear on district, but not state, run a manual sync at the district level (Talk to your KSIS Person)

• Check to ensure that all records for each student are present. If discrepancies are present, document those. If possible, attempt to transfer in the record that is missing from a prior district.

• Example- (Students with multiple records will appear once for each record.)

• Once you have completed the validation process and corrected any errors:

• If lists match, complete the Google form GT Records Validation Report by June 1st.

• If the lists are different, first utilize the troubleshooting steps below. If the steps below do not correct the problem, contact the GT State Consultant for assistance to determine next steps for troubleshooting.

• State • District

• Susie - 2 • Susie - 2

• Susie - 4 • Susie - 4

• Susie - 6 • Susie - 6

• Susie - 8 • Susie - 8

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Troubleshooting Discrepancies in Record Numbers between State and District Reports• Option 1- If the student appears on State but not District list and has an end date, verify that the

student has moved and make a note of the discrepancy on the last response of the State Validation of GT Records Verification form. (You will still count the child on the state list, you may simply note the difference in numbers by adding an * next to the number and a note at the bottom.)

• Note example: *SSID 234567 appears on State list but not District list. This student moved out of the district on November 22, XXXX.

• Option 2- Student appears on State list but not District list and DOES NOT have an end date. This student’s record may have not been imported when they enrolled. Look at the child’s record in IC. If he/she does not have a GT record for the district, attempt to import the record using the Student Records Transfer Standard from the prior district. In order to know where to send the records transfer, you must know where the student was last enrolled. If you are unable to see where the student was last enrolled, contact the GT State Consultant. The GT State Consultant has permissions to see all enrollments and GT records in the State.

• Option 3 – Student appears on the District list but not on the State list. For some reason the student’s record may not be syncing to the State. Ask your KSIS person to manually sync the student’s record to the state. Run the State list again to ensure the student is on the list. If the student is still not on the list, contact the GT State Consultant.

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Validation of GT Record Report

• Complete the Validation of GT Records when:• State and Local records have been compared• Notes have been taken on those students who had end-dates to include on

the report• Missing student records imported, and requests sent to previous districts for

copies of identification documentation, GSSPs and Progress Reports

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Directions for Completing the Gifted and Talented Summative Evaluation Report

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Before Completing theSummative Evaluation Report Ensure:• the data cleanup and correction process are completed and the reports for

validation or records has been submitted.• the annual program evaluation has been completed and documented.• there are district policies and procedures where the gifted regulation (704

KAR 3:285) states, “the district must have a policy and procedure” or “the district must have procedure”.

• all policies and procedures are available for public inspection. One of the best places for public inspection is the district’s webpage.

• the district’s policies and procedures were implemented correctly regarding screening and identification per 704 KAR 3:285, Section 3 and 4.

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Completing the SummativeEvaluation continued• services were provided to all selected and identified students per 704 KAR

3:285 Section 7.• ensure GT staff were appropriately hired according to 704 KAR 3:285

Section 8 and 16 KAR 2:210.• the budget was expended per 704 KAR 3:285 Section 9.• the GT Coordinator was appointed and overseeing the program per 704

KAR 3:285, Section 9. • the GT Coordinator is certified according to 16 KAR 4:010, Section 7 or has

Supervisor of Instruction or Superintendent Certification.• the district knows if GT students over all progress in grades 4-12 met, did

not meet or exceeded district expectations and goals for the Gifted Program.

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Questions?

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Wrapping Up

• To receive EILA credit for today’s training, complete the attendance form using the link in the chat box or the QR code on the right.

• Thank you for attending!• Please contact me if you have

questions.

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Contact Information

Kathie Anderson, GT State ConsultantEmail: kathie.anderson@education.ky.govPhone: (502)-564-4970 ext. 4133

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