T:SES/Gifted/Gifted IEP/flowchart

ASSESSING & MEETING THE NEEDS OF HIGH ABILITY STUDENTS

A concern/awareness of gifted characteristics may initiate a problem-solving process using general education interventions to determine educational, social and/or emotional needs of students.

REFERRAL FOR AN EVALUATION

K.A.R. 91-40-7(c)(1)(2 Any board may refer a child who is enrolled in public school for an evaluation if school personnel have data-based documentation

indicating general education interventions and strategies would be inadequate to address the areas of concern for the child

REQUEST FOR INITIAL EVALUATION Multi-sourced and Multidisciplinary Examination

K.S.A. 72-962(v) Purpose of Evaluation

K.A.R. 91-40-1(bb), K.S.A. 72-986(a)(3)

• Determine if the child meets the definition of gifted. • Determine eligibility for special education services based on

the present levels of academic and related needs of the child.

*Evaluation Requirements K.S.A. 72-986(b)(1-3), K.S.A. 72-986 (i), K.A.R. 91-40-8(d)

K.A.R. 91-40-9(a)(6)(8)(9)

• Use assessment and evaluation materials tailored to assess specific areas of educational need – not merely those designed to provide a single, general intelligence quotient (IQ) score.

• Use assessment tools/strategies that provide relevant information that directly assists in determining the educational needs of the child.

• Review, document and consider existing evaluation data on the child, including evaluations and information provided by parents.

• Review, document and consider current classroom-based assessments and observations.

• Review, document and consider teacher and related services providers’ observations.

Evaluation Materials/Sources for Eligibility Determination

K.A.R. 91-40-10(d)(1)(2)

• Aptitude and achievement tests • Parent input • Teacher recommendations • Physical condition • Social or cultural background • Adaptive behavior

RESULTS OF INITIAL EVALUATION

There are two possible results:

Eligible for Special Education Services

• Team designs and

develops an Individualized Educational Plan (IEP) with parental consent.

Not Eligible for Special Education Services

• Interventions may be

continued as necessary. • May develop an

individualized plan of study within the general education curriculum.

GENERAL EDUCATION INTERVENTIONS Differentiation of Instruction, Curriculum,

Environment, Records, Interviews, Observations and Assessment Data (GRIOT)

Subject Based • Compacting curriculum • Single-subject acceleration • Concurrent enrollment • Independent study • Distance learning • Advanced placement courses

Grade Based • Grade skipping • Multi-grade classes • Grade telescoping • Testing out and receiving credit • Early admission to college

Learning Environment • Whole class strategies • Small group strategies • Instructional delivery options • Content, process and product modifications

Input for Interventions

determined by • Teacher • Parent • Student and/or • SIT Team

Data Collection

• Documentation of interventions and results are required.

• Documentation of

interventions and results are included as part of an initial evaluation request.

RESULTS OF GENERAL ED INTERVENTIONS

There are two possible results: General Ed

Interventions are not Sufficient

• Further evaluation is

required to determine eligibility for special education services.

• Initial evaluation process is initiated with parental consent.

General Ed Interventions are

Sufficient

• Interventions may be continued as necessary.

• May develop an individualized plan of study within general education curriculum.

The Process for Making a Gifted Referral For General Education Teachers

When considering making a gifted referral, these are the steps that you must follow before turning over the referral to the gifted department. Step 1: Obtain a general education intervention form. This can be obtained from the gifted facilitator, school psychologist, or other special education personnel. There is also one attached to this list that you can copy. Step 2: Fill out the parts of the form that you feel comfortable completing, such as demographic information, your observations, and parent comments if you have them. Contact the parents and let them know that you are considering their child for referral. It’s a good idea to know ahead of time if you have a parent support for a gifted referral. Step 3: If your school has a SIT chairperson, tell that person you are making a gifted referral and pass along the partially completed form. Mention that you need to set up a SIT meting. If your school does not have a SIT chairperson, set up the meeting yourself. Include the principal, a couple of other teachers, and yourself. The gifted facilitator can sit in as an advisor, but he or she CANNOT actually implement any interventions. Step 4: Have the meeting. Write down some interventions that you are trying in the regular classroom. You can get a list of these from your gifted facilitator if you are struggling to think of ways to differentiate for high ability learners. You should write down at least two or three interventions. Also write down any data that you have, such as DIBELS, state assessments, ITBS scores, grades, and anecdotal data. Step 5: If the team decides to go through with the referral after the SIT meeting, bring the gifted facilitator on board if you haven’t already. The gifted facilitator will develop and print the forms for the next step, and will lead the process from this point on.

*LIWHG�.$5����������FF���*LIWHG��PHDQV�SHUIRUPLQJ�RU�GHPRQVWUDWLQJ�WKH�SRWHQWLDO�IRU�SHUIRUPLQJ�DW�VLJQLILFDQWO\�KLJKHU�OHYHOV�RI�DFFRPSOLVKPHQW�LQ�RQH�RU�PRUH�DFDGHPLF�ILHOGV�GXH�WR�LQWHOOHFWXDO�DELOLW\��ZKHQ�FRPSDUHG�WR�RWKHUV�RI�VLPLODU�DJH��H[SHULHQFH�DQG�HQYLURQPHQW���

3URQJ�����'RHV�WKH�FKLOG�H[KLELW�DQ�H[FHSWLRQDOLW\"�,QGLFDWRUV�

)RU�PHHWLQJ�WKLV�SURQJ�RI�HOLJLELOLW\�WKH�WHDP�PXVW�FRQVLGHU�LQIRUPDWLRQ�DQG�KDYH�GDWD�WR�VXSSRUW�DW�OHDVW���LQGLFDWRU��IURP�HDFK�RI�WKH�WKUHH�IROORZLQJ�FDWHJRULHV�

���(YLGHQFH�RI�SHUIRUPLQJ�RU�GHPRQVWUDWLQJ�WKH�SRWHQWLDO�IRU�SHUIRUPLQJ�DW�VLJQLILFDQWO\�KLJKHU�OHYHOV�RI�DFFRPSOLVKPHQW�LQ�RQH�RU�PRUH�DFDGHPLF�ILHOGV�

ł 5HFRUG�UHYLHZV��LQWHUYLHZV��DQG�RU�REVHUYDWLRQV�LQGLFDWH�VWXGHQW�GHPRQVWUDWHV�VXSHULRU�UHDVRQLQJ�DQG�SUREOHP�VROYLQJ�DELOLW\�

ł 6WXGHQW�SURJUHVV�PRQLWRULQJ�LQGLFDWHV�VWXGHQW¶V�VNLOO�OHYHO�LQ�RQH�RU�PRUH�DFDGHPLF�DUHDV�LV�PXFK�DERYH�WKDW�RI�SHHUV��

ł *3$��FODVVURRP��SRUWIROLR��RU�UXEULFV�LQGLFDWH�D�VLJQLILFDQWO\�KLJK�OHYHO�RI�LQWHOOHFWXDO�DELOLW\�DQG�H[FHOOHQFH�LQ�DFDGHPLFV��

ł 'LVWULFW��VWDWH��DQG�QDWLRQDO�DVVHVVPHQWV�LQGLFDWH�D�VLJQLILFDQWO\�KLJK�OHYHO�RI�LQWHOOHFWXDO�DELOLW\�DQG�H[FHOOHQFH�LQ�DFDGHPLFV�

ł $�UDQN�RI�QRW�OHVV�WKDQ�WKH���WK�SHUFHQWLOH�RQ�QDWLRQDO�QRUPV�RQ�D�VWDQGDUGL]HG��QRUP�UHIHUHQFHG�DFKLHYHPHQW�WHVW�LQ�RQH�RU�PRUH�RI�WKH�DFDGHPLF�ILHOGV��PDWKHPDWLFV��ODQJXDJH�DUWV��LQFOXGLQJ�UHDGLQJ���VFLHQFH��DQG�VRFLDO�VFLHQFH���RU�HYLGHQFH�WKDW�VXFK�WHVW�VFRUHV�GR�QRW�DGHTXDWHO\�UHIOHFW�WKH�FKLOGV�H[FHOOHQFH�LQ�DFDGHPLFV��

ł &ROOHJH�HQWUDQFH�H[DPV�LQGLFDWH�D�VLJQLILFDQWO\�KLJK�OHYHO�RI�LQWHOOHFWXDO�DELOLW\�DQG�H[FHOOHQFH�LQ�DFDGHPLFV��

ł 3UH�WHVWV�FRQVLVWHQWO\�LQGLFDWH�VWXGHQW�KDV�DOUHDG\�PDVWHUHG�HQG�RI�XQLW�FXUULFXODU�REMHFWLYHV�SULRU�WR�LQVWUXFWLRQ�

���(YLGHQFH�RI�EHLQJ�GXH�WR�LQWHOOHFWXDO�DELOLW\�ł 5HFRUG�UHYLHZV��LQWHUYLHZV��DQG�RU�REVHUYDWLRQV�LQGLFDWH�VWXGHQW�VKRZV�SHUVLVWHQW�

LQWHOOHFWXDO�FXULRVLW\�DQG�DVNV�VHDUFKLQJ�TXHVWLRQV�ł 5HFRUG�UHYLHZV��LQWHUYLHZV��DQG�RU�REVHUYDWLRQV�LQGLFDWH�VWXGHQW�VKRZV�LQLWLDWLYH�DQG�

RULJLQDOLW\�LQ�LQWHOOHFWXDO�ZRUN�ł (DVH�RI�WDVN�FRPSOHWLRQ�LQGLFDWHV�D�VLJQLILFDQWO\�KLJK�OHYHO�RI�LQWHOOHFWXDO�DELOLW\�DQG�

H[FHOOHQFH�LQ�DFDGHPLFV��ł 5DWH�RI�DFTXLVLWLRQ�DQG�UHWHQWLRQ�LQGLFDWH�D�VLJQLILFDQWO\�KLJK�OHYHO�RI�LQWHOOHFWXDO�

DELOLW\�DQG�H[FHOOHQFH�LQ�ł DFDGHPLFV��ł 3URGXFWV�IURP�KRPH�RU�VFKRRO�LQGLFDWH�D�VLJQLILFDQWO\�KLJK�OHYHO�RI�LQWHOOHFWXDO�DELOLW\�

DQG�H[FHOOHQFH�LQ�DFDGHPLFVł $�FRPSRVLWH�UDQN�RI�QRW�OHVV�WKDQ�WKH���WK�SHUFHQWLOH�RQ�DQ�LQGLYLGXDOO\�DGPLQLVWHUHG��

VWDQGDUGL]HG��QRUP�UHIHUHQFHG�WHVW�RI�LQWHOOHFWXDO�DELOLW\��RU�HYLGHQFH�WKDW�WKH�FKLOGV�VWDQGDUGL]HG��LQWHOOLJHQFH�WHVW�VFRUH�GRHV�QRW�DGHTXDWHO\�UHIOHFW�WKH�FKLOGV�KLJK�LQWHOOHFWXDO�SRWHQWLDO�

���(YLGHQFH�WKDW�ZKHQ�FRPSDUHG�WR�RWKHUV�RI�VLPLODU�DJH��H[SHULHQFH�DQG�HQYLURQPHQW�ł 0XOWLSOH�FKDUDFWHULVWLFV�RI�JLIWHGQHVV�H[KLELWHG�ZKHQ�LQWHUYHQWLRQV�SURYLGH�

DGDSWDWLRQV��HQULFKPHQW��RU�DFFHOHUDWLRQ�ł 3HUVLVWHQFH�WR�WDVN�DQG�JHQHUDOL]DWLRQ�RI�NQRZOHGJH�JDLQHG�LQGLFDWH�D�UHPDUNDEO\�KLJK�

OHYHO�RI�DFFRPSOLVKPHQW�ł &RXUVHZRUN�DQDO\VLV�LQGLFDWHV�D�VLJQLILFDQWO\�KLJK�OHYHO�RI�LQWHOOHFWXDO�DELOLW\�DQG�

H[FHOOHQFH�LQ�DFDGHPLFV�ZKHQ�SURYLGHG�ZLWK�LQWHUYHQWLRQV�ł 3HUIRUPDQFH�VLJQLILFDQWO\�KLJKHU�WKDQ�SHHUV�RQ�RQH�RU�PRUH�DUHDV�RQ�EHQFKPDUN�

DVVHVVPHQWV��FXUULFXODU�REMHFWLYHV��RU�VWDWH�DVVHVVPHQWV

��

3URQJ�����'RHV�WKH�FKLOG�QHHG�VSHFLDO�HGXFDWLRQ"�,QGLFDWRUV�

ł 6WXGHQW�SURJUHVV�PRQLWRULQJ�GDWD�LQGLFDWHV�LQWHQVH�RU�VXVWDLQHG�UHVRXUFHV�QHHGHG�LQ�RUGHU�IRU�VWXGHQW�WR�GHPRQVWUDWH�DSSURSULDWH�SURJUHVV��

ł (YLGHQFH�RI�VWXGHQW¶V�PDVWHU\�RI�VXFFHVVLYH�OHYHOV�RI�LQVWUXFWLRQDO�REMHFWLYHV�RU�FRXUVH�UHTXLUHPHQWV�LQGLFDWHV�WKH�QHHG�IRU�LQWHQVLYH�DGDSWDWLRQV�RU�DFFHOHUDWLRQ�

ł 6WXGHQW�SURJUHVV�PRQLWRULQJ�GDWD�VKRZ�WKDW�WDUJHWHG�VXSSOHPHQWDO�LQWHUYHQWLRQV�DUH�LQVXIILFLHQW�IRU�VWXGHQW�WR�GHPRQVWUDWH�DSSURSULDWH�SURJUHVV�

ł 6WXGHQW�SURJUHVV�PRQLWRULQJ�GDWD�RI�LQFUHDVLQJO\�FXVWRPL]HG�DQG�LQGLYLGXDOO\�WDLORUHG�LQVWUXFWLRQ�DQG�LQWHUYHQWLRQ�LQGLFDWH�WKDW�WKH�VWXGHQW�QHHGV�VSHFLDOO\�GHVLJQHG�LQVWUXFWLRQ�WR�DFFHVV�WKH�JHQHUDO�FXUULFXOXP�DW�DSSURSULDWH�OHYHOV�RI�LQVWUXFWLRQ�

ł ,QWHQVLYH�FKDQJHV�RU�PRGLILFDWLRQV�QHHGHG�LQ�LQVWUXFWLRQ��FXUULFXOXP��JURXSLQJ��DVVLJQPHQWV��HWF��IRU�VWXGHQW�WR�GHPRQVWUDWH�DSSURSULDWH�SURJUHVV�

ł (YLGHQFH�RI�VWXGHQWV�IUXVWUDWLRQ�ZLWK�HQULFKHG�LQVWUXFWLRQDO�HQYLURQPHQWV�LQGLFDWHV�WKH�QHHG�IRU�LQWHQVLYH�DGDSWDWLRQV�RU�DFFHOHUDWLRQ�

ł *HQHUDO�HGXFDWLRQ�LQWHUYHQWLRQV�VXFK�DV�DOWHUQDWLYH�FRXUVH�VHOHFWLRQV�RU�FURVV�DJH�JURXSLQJ�DUH�LQVXIILFLHQW�WR�VXSSRUW�VWXGHQW�SURJUHVV�

��

*HQHUDO�(GXFDWLRQ�,QWHUYHQWLRQV 5HFRUG�5HYLHZ ,QWHUYLHZV 2EVHUYDWLRQV 7HVWLQJ7HDFKHU���&ODVV��PDWK� 3DVW�JUDGHV 3DUHQW�V��*XDUGLDQ�V��,QWHUYLHZ 7HDFKHU��PDWK� 6WDWH�$VVHVVPHQWV,QWHUYHQWLRQ�� 6FLHQFH'DWH�VWDUW���ILQLVK &XUUHQW�\HDU�JUDGHV FODVV�DYHUDJH5HVXOWV� &RPPXQLW\�/HDGHU 7HDFKHU��HOD� JLIWHG�DYHUDJH&ODVV�DYHUDJH %HKDYLRU�UHFRUGV VWXGHQW�VFRUH*LIWHG�DYHUDJH 7HDFKHU��VFLHQFH�6WXGHQW�VFRUH $WWHQGDQFH *UDQGSDUHQW 6RFLDO�6WXGLHV

7HDFKHU��VRFLDO�VWXGLHV� FODVV�DYHUDJH,QWHUYHQWLRQ�� +HDOWK�LVVXHV JLIWHG�DYHUDJH'DWH�VWDUW���ILQLVK 2WKHU" (OHFWLYH�WHDFKHU�V� VWXGHQW�VFRUH5HVXOWV�&ODVV�DYHUDJH *7�6SHFLDOLVW 0DWK*LIWHG�DYHUDJH FODVV�DYHUDJH6WXGHQW�VFRUH JLIWHG�DYHUDJH

VWXGHQW�VFRUH

7HDFKHU���&ODVV��HQJOLVK�ODQJXDJH�DUWV� 5HDGLQJ,QWHUYHQWLRQ�� FODVV�DYHUDJH'DWH�VWDUW���ILQLVK JLIWHG�DYHUDJH5HVXOWV� VWXGHQW�VFRUH&ODVV�DYHUDJH*LIWHG�DYHUDJH :ULWLQJ6WXGHQW�VFRUH FODVV�DYHUDJH

JLIWHG�DYHUDJH,QWHUYHQWLRQ�� VWXGHQW�VFRUH'DWH�VWDUW���ILQLVK5HVXOWV�&ODVV�DYHUDJH ',%(/6"*LIWHG�DYHUDJH 0$3"6WXGHQW�VFRUH 2WKHU"

,7%6&7%6

7HDFKHU���&ODVV��VFLHQFH� 3/$1�(;3/25(,QWHUYHQWLRQ�� $&7�36$7'DWH�VWDUW���ILQLVK 67$5�$55HVXOWV� $,06ZHE&ODVV�DYHUDJH*LIWHG�DYHUDJH 3UH3RVW�FRUH�FRQWHQW6WXGHQW�VFRUH &ODVV�DYHUDJH

JLIWHG�DYHUDJH,QWHUYHQWLRQ�� VWXGHQW�VFRUH'DWH�VWDUW���ILQLVK5HVXOWV�&ODVV�DYHUDJH &ODVV�VFUHHQLQJ

*LIWHG�DYHUDJH6WXGHQW�VFRUH

7HDFKHU���&ODVV��VRFLDO�VWXGLHV�,QWHUYHQWLRQ��'DWH�VWDUW���ILQLVK5HVXOWV�&ODVV�DYHUDJH*LIWHG�DYHUDJH6WXGHQW�VFRUH

,QWHUYHQWLRQ��'DWH�VWDUW���ILQLVK5HVXOWV�&ODVV�DYHUDJH*LIWHG�DYHUDJH6WXGHQW�VFRUH

7HDFKHU���&ODVV��RWKHU�HOHFWLYH�V��,QWHUYHQWLRQ��'DWH�VWDUW���ILQLVK5HVXOWV�&ODVV�DYHUDJH*LIWHG�DYHUDJH6WXGHQW�VFRUH

,QWHUYHQWLRQ��'DWH�VWDUW���ILQLVK5HVXOWV�&ODVV�DYHUDJH*LIWHG�DYHUDJH6WXGHQW�VFRUH

!RECORD REVIEW

Health History Screenings: Date Results Vision: Hearing: Medications: Other Health Information: Progress Reports School:______________________________ Year: __________ Grade:__________ Absences:_____ Tardy:_____ Quarter 1st 2nd 3rd 4th Math Literacy Science Social Stud Music PE Computer Band Orchestra Other:_______________ School: ______________________________ Year:__________ Grade:__________ Absences:_____ Tardy:_____ Quarter 1st 2nd 3rd 4th

Math

Literacy

Science

Social Stud Music PE Computer Band Orchestra Other: ______________

!!

INTERVIEWS

Student Interview/Interest Inventory Date completed: Favorite activity/subject in school and why: Least favorite activity/subject in school and why: Easiest subject in school and why: Most difficult subject in school and why: Three things (not subjects) you like about school and why: Three things (not subjects) you don’t like about school and why: Work preference: _____ by yourself _____ with one other person _____ in a small group _____ in a large group _____ being a leader most of the time _____ being a follower most of the time _____ you choose your own learning activities _____ teacher chooses your learning activities _____ working quickly to get things done _____ working at a relaxed pace to get things done Learning style: _____ hearing (auditory) _____ seeing (visual) _____ doing (kinesthetic) Other things to know about you as a learner: Areas of interest: 1 = very interested 2 = so-so 3 = not interested _____ Art (drawing, painting, sculpture, pottery) _____ Drama (acting, stage, directing) _____ Music (vocal, instrumental, composition) _____ Reading (fiction, non-fiction) _____ Writing (stories, poetry, myths, reports) _____ Foreign Language (Spanish, French, German) _____ Math (algebra, geometry, data, computation) _____ Problem Solving (logic puzzles/games, brain teasers, strategy games) _____ Architecture/building _____Technology (computer programming, game making, animation) _____ Science (life, earth, physical, labs) _____ Psychology _____ Social Studies (history, geography, current events, government, economics, culture) _____ Sports _____ Other: ____________________________________________________________________________________ Three specific topics you’d like to study (dolphins not animals, poetry not writing, drawing not art, etc) : If you were an expert for a day, what would your topic be and how would you share your knowledge with others? Favorite kinds of books: _____ mystery _____ science fiction _____ realistic fiction _____ adventure _____ action _____ suspense _____ horror _____ biography _____ autobiography _____ historical fiction _____ romance _____ non-fiction (topics: ____________________) _____ Other: _____________________________

! Favorite things to do in free time at school: Favorite things to do in free time outside of school: Clubs, organizations, groups, teams belong to in and out of school: Favorite games or sports: Hobbies and collections: When you grow up, what do you want to do? Choices Project Survey Form Date completed: Favorite project choices: Least favorite project choices: Multiple Intelligences Checklist Date completed Two strongest multiple intelligence categories: Two weakest multiple intelligence categories: Parent Questionnaire Completed by: _________________________ Date: __________ On the skills and characteristics chart, the student’s parents marked as follows: Strongly Agree-3 Agree-2 Neutral-0 Disagree-N _____ Developed early or advanced reading skills _____ Possesses advanced vocabulary/language skills _____ Exhibits good memory skills _____ Displays intense interests _____ Demonstrates advanced math/problem solving skills _____ Displays a finely developed sense of humor _____ Learns easily and grasps concepts quickly _____ Relates well to older playmates and adults _____ Displays unusual curiosity; asks advanced questions _____ Shows perception and sensitivity _____ Displays creative imagination _____ Shows strong task commitment and self-direction _____ Displays special talents in the arts _____ Exhibits leadership skills _____ Sees unusual connections/relationships

!!

OBSERVATIONS

Characteristics for Assessing High Potential Completed by: ______________________________________________ Date:__________ Place the letter that symbolizes your subject in the blank next to the statement if the characteristic is seen in your class. M = Math, L = Literacy, S = Science, SS = Social Studies, etc… The student, when compared to same age peers……

_____ Reads voraciously _____ Shows marked facility with language, uses a large number of words easily and accurately _____ Has keen powers of observation and responds quickly _____ Uses much common sense and practical knowledge _____ Asks penetrating questions, and seeks out causes and reasons, is curious _____ Is a good guesser, with an intuitive sense _____ Recognizes relationships, comprehends deeper meanings about a concept _____ Picks up on things of which other students are unaware _____ Has a longer attention span than same age peers _____ Seldom needs more than one demonstration or instruction _____ Retains easily what has been presented and remembers details _____ Applies knowledge to a variety of situations in multiple or unusual ways _____ Produces a large number of ideas/solutions _____ Uses materials in innovative and unusual ways _____ Invents contrivances, gadgets, new ways of doing things _____ Creates unusual stories, pictures, examples, or products _____ Becomes totally absorbed in a task, perseveres on projects or ideas _____ Prefers difficult subjects and challenging tasks/projects _____ Prefers to work independently with minimal direction _____ Prefers to be around older students or adults (mature for age) _____ Has an advanced or unusual sense of humor _____ Has many interests and follows them with zeal _____ Has exhaustive knowledge in passion area _____ Demonstrates remarkable talent in one or more areas _____ Tends to be critical of self and/or others _____ Becomes impatient or overly critical if work is not perfect _____ Questions accepted ways of doing things/rules (may challenge authority) _____ Has little patience with routine drill and practice _____ Is serious minded, intolerant of prolonged foolishness _____ Withdrawn, yet very capable _____ Shows much sensitivity toward people and social issues (need for fairness and justice) _____ Influences other students to do things (positive or negative leadership skills) _____ Plays around or has poor work habits (fails to complete/turn in work) but may test well _____ Is a poor test taker, may become anxious when testing _____ Struggles with task completion, starts a project but before completion, takes off in a new direction _____ Lack organizational skills (loses things, late work, poor time management, etc…)

!TESTS

READING Standardized Test Scores: Test Date/Year ____ (Grade)_____ Student Score: Grade Level Mean: Ave: Gifted: National Rank: %ile Test Date/Year ____ (Grade)_____ Student Score: Grade Level Mean: Ave: Gifted: National Rank: %ile Test Date/Year ____ (Grade)_____ Student Score: Grade Level Mean: Ave: Gifted: National Rank: %ile Test Date/Year ____ (Grade)_____ Student Score: Grade Level Mean: Ave: Gifted: National Rank: %ile 5 areas of reading score ranges: Phonics/Vocabulary: Indentify Text/Locate Information: Read Comprehension: Evaluate Validity/Credibility: Responding to Text: Relative area(s) of strength: Relative area(s) of weakness: Reading Level: Lexile Range: ______________ Grade Level Equivalency: _____________ (Based on Metametrics Inc. Correlation Chart) Based on this lexile range, the student’s instructional reading level is approximately ________ grade Reading Fluency Assessment: School Year/Date: __________ Student Peer (Ave) Rate (wpm): Accuracy (%): Reading Common Assessments: School Year/Date: __________ Title of Test: Pre-test scores: Post- test scores: Student Peer (Ave) Gifted (Ave) Student Peer (Ave) Gifted (Ave) Reading Formative Assessments: School Year/Date: __________ Title of Test Scores: Student Peer (Ave) Gifted (Ave) Kansas State Assessment Reading: School Year:__________ Grade Level:_____ Student Score: _____ Peer Average Score: _____ School Year:__________ Grade Level:_____ Student Score: _____ Peer Average Score: _____

! WRITING Writing Sample(s): School Year/Date:________ Student Peer (Ave) Gifted (Ave) Ideas /Content Organization Voice Word Choice Sentence Fluency Conventions Total MATH Standardized Test Scores: Test Date/Year ____ (Grade)_____ Student Score: Grade Level Mean: Ave: Gifted: National Rank: %ile Test Date/Year ____ (Grade)_____ Student Score: Grade Level Mean: Ave: Gifted: National Rank: %ile Test Date/Year ____ (Grade)_____ Student Score: Grade Level Mean: Ave: Gifted: National Rank: %ile Test Date/Year ____ (Grade)_____ Student Score: Grade Level Mean: Ave: Gifted: National Rank: %ile Test Date/Year ____ (Grade)_____ Student Score: Grade Level Mean: Ave: Gifted: National Rank: %ile The student showed: Higher growth than a typical student from Equal growth of a typical student from Less growth than a typical student from Four Areas of Math: Numbers/computation- Algebra- Geometry- Data- In the four areas of math, the students’ relative area(s) of strength The relative area(s) of weakness Math Common Assessments: School Year/Date: __________ Title of Test: Pre-test scores: Post- test scores: Student Peer (Ave) Gifted (Ave) Student Peer (Ave) Gifted (Ave)

!Math Formative Assessments: School Year/Date: __________ Title of Test Scores: Student Peer (Ave) Gifted (Ave) Kansas State Assessment Math: School Year:__________ Grade Level:_____ Student Score: _____ Peer Average Score: _____ School Year:__________ Grade Level:_____ Student Score: _____ Peer Average Score: _____

Each entry on this sheet needs to have the name of the person responsible for the information entered and the date of the entry noted.

Student Interview Questions

Date ______________ Student ____________________ School _________________________ Grade ____

CHARACTERISTIC WHAT TO LOOK FOR COMMENTS Personal Information and School

What do you like to do in your free time? Hobbies, Interests, Collections

What do you like to watch on tv?

What makes you laugh? Do you sometimes understand adult humor/sarcasm?

Do you use the computer? What do you like to do with the computer and/or other technologies? (digital cameras/smart devices)

What do you worry about?

What are you most motivated by in school? What offers the most challenge?

Would you consider yourself to be a leader? In what situations?

Use 3 to 5 words or phrases to describe yourself (or that your friends would use to describe you).

Are you the smartest person in your class?

Advanced vocabulary, rich imagery, word choice, verbal fluency

Understanding of self and others

Advanced knowledge of technology

Leadership

Motivation, challenges of current school environment, strong interests

Academic Interests

Do you enjoy science? Tell me about your favorite science or favorite scientific

Depth of interests in a specific topic.

concept/area.

What do you like to read? Vocabulary inventory - word call and definition (Slosson)

Do you enjoy writing? What do you write about?

Are you good at math computation, puzzles, logic?

Do you enjoy building materials like Legos, etc.?

Tell me about something interesting or important happening in the world today.

What historical event or person is most intriguing to you, and why?

What would you most like to research if given the opportunity?

Advanced comprehension, mature interests

Concern for human issues

Creative

Brainstorming (things that can fly, things you can’t buy at a department store (like Walmart), alternate uses for a fork, name experiences you have only once, things that are scarce in school)

Torrence Test/Circle activity

Writing Prompts (may send to EL teacher after interview) Harris Burdick (VanAllsburg), name three things - student writes about these

The answer is “round,” what are the questions?

Fluency, flexibility, originality, elaboration

Divergent/Outside-the-Box thinking

Critical Thinking Higher Level Thinking

What if? (Air transportation, settlers landed on

Complex, abstract ideas,

West Coast, Walt Disney had never been born, the lightbulb/scissors/elevator had never ben invented, the South had won the Civil War, people had to sleep standing up, all time pieces disappear

Analogies

Debate (School uniforms, texting while driving, same sex classes for kids, etc.

Name two unrelated items: How are____and____alike? (classroom/envelope, violin/stapler, clock/calendar,footprint/map,spoon/ car,student/refrigerator

Would you rather (go left or right, be a piano or a paintbrush)

Interpret Quotes: ‘If I have seen further than others, it is by standing upon the shoulders of giants.” (Isaac Newton) “A woman is like a teabag. You can’t tell how strong it is until you put it in hot water.” (Eleanor Roosevelt)

connecting ideas together

Good fund of general information, divergent thinking

Advanced conceptual understandings,

Cause and effect Analysis, synthesis, evaluation Makes intuitive leaps. Understanding and awareness of national, global issues, social maturity Fund of background knowledge

Problem Solving

Visualization and Spatial Reasoning (popsicle stick problems, pentominos, tangrams, etc.)

Logical Reasoning (Matrix logic, Perplexors, jug of water problem)

Patterns (Numerical, pictorial)

Computation (magic squares, domino Math)

Solves complex problems, advanced reasoning, creative solutions, persistence

Analysis of tasks

Can generate a variety of solutions Generates computational answers in head

Parent Interview

The purpose of this questionnaire is to acquire additional information regarding your child’s

educational, social emotional, and/or other needs. The information will help us make informed

decisions to better meet your child’s needs at school. Please complete the form, sign, date, and

return to school as soon as possible. Thank you!

Student: _______________________ Birth Date: _______________ Sex: _________

Address: _____________________________ Home Phone: ____________________

School: ____________________ Grade: _______ Teacher: _____________________

Father: ________________________ Cell Phone: ___________ Day Phone: ________

Mother: _______________________ Cell Phone: ___________ Day Phone: ________

Email address:_______________________________________________________

List of family members:

Name Relationship to the Student

Medical and Developmental Information

Any pertinent health problems: (hearing, vision, allergies, current medications, etc.)

________________________________________________________________________

________________________________________________________________________

School History/Schools attended

Name Grade Teacher City and State

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Has your child been evaluated previously? Yes ____ No ____

If yes, when and where?

________________________________________________________________________

Has your child participated in any Special Education Program? Yes ____ No ____ Please list.

________________________________________________________________________

________________________________________________________________________

Interests and Activities

Amount of time spent in reading for pleasure outside of school: _______________________

Interests, hobbies, collections, special talents or skills:

________________________________________________________________________

________________________________________________________________________

Activities your child participates in? (clubs, lessons, outside organizations, sports, etc.)

________________________________________________________________________

________________________________________________________________________

How does your child spend his/her free time?

When alone: _______________________________________________________________

________________________________________________________________________

When with others: ___________________________________________________________

________________________________________________________________________

Personal and Social

How does your child get along with others? (family, friends, peers, adults)

________________________________________________________________________

________________________________________________________________________

Describe your child as you see him/her (personality, characteristics, attitudes, etc.)

________________________________________________________________________

________________________________________________________________________

What is your child’s outlook toward school, working with peers, and awareness of own strengths and

weaknesses?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Have there been any significant changes in your child’s life outside of school that might have directly

affected his/her school performance? Yes _____ No _____ If so, please explain.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Parental Comments/Concerns

Describe specific areas in which you believe your child needs support/enrichment:

Academic/Curricular:

________________________________________________________________________

________________________________________________________________________

Social Emotional:

________________________________________________________________________

________________________________________________________________________

Other:

________________________________________________________________________

________________________________________________________________________

Are these needs currently being met? Please comment: This does not place blame or reflect negatively on

the teacher/school. Your comments will help us determine your child’s needs as you see them.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Additional comments or concerns:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Please check the skills and characteristics you see in your child.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Developed early or advanced reading skills

Possesses advanced vocabulary/language skills.

Exhibits good memory skills.

Displays intense interests.

Demonstrates advanced math/problem solving skills.

Displays finely developed sense of humor.

Learns easily and grasps concepts quickly.

Relates well to older playmates and others.

Displays unusual curiosity; asks advanced questions.

Shows perception and sensitivity.

Displays creative imagination.

Shows strong task commitment and self-direction.

Displays special talent in the arts.

Exhibits leadership skills.

Sees unusual connections/relationships.

Parent Signature: ____________________________ Date: _______________

&KHFNOLVW�$VVHVVPHQW�IRU�*LIWHG�/HDUQHU�&KDUDFWHULVWLFVSOHDVH�PDUN�WKH�FKDUDFWHULVWLFV�WKLV�FKLOG�UHJXODUO\�GHPRQVWUDWHV

��6WXGHQW�QDPH��BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�3HUVRQ�ILOOLQJ�RXW�FKHFNOLVW��BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�'DWH��BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�

&KDUDFWHULVWLF SOHDVH�[�LIDSSOLFDEOH &KDUDFWHULVWLF SOHDVH�[�LI

DSSOLFDEOH5HPHPEHUV�WKH�DQVZHUV� *HQHUDWHV�FRPSOH[��DEVWUDFW

LGHDV�3HUIRUPV�DW�WKH�WRS�RI�WKHJURXS�

0D\�QRW�EH�PRWLYDWHG�E\JUDGHV�

6HHV�H[FHSWLRQV� 5HOLVKHV�ZLOG��RII�WKH�ZDOOKXPRU�

,V�LQGHSHQGHQW�DQGXQFRQYHQWLRQDO� *UDVSV�WKH�PHDQLQJ�

,V�FXULRXV� ,QIHUV�DQG�FRQQHFWVFRQFHSWV�

(QMR\V�FUHDWLQJ� 0DNHV�PHQWDO�OHDSV��$KD�

,V�DWWHQWLYH� 3UHIHUV�WKH�FRPSDQ\�RILQWHOOHFWXDO�SHHUV�

,V�VHOHFWLYHO\�PHQWDOO\HQJDJHG�

3RVHV�XQIRUHVHHQTXHVWLRQV�

0DQLSXODWHV�LQIRUPDWLRQ� ,QLWLDWHV�PRUH�SURMHFWV�WKDQZLOO�HYHU�EH�FRPSOHWHG�

*HQHUDWHV�DGYDQFHG�LGHDV� ,V�UHFHSWLYH�8QGHUVWDQGV�FRPSOH[�DEVWUDFW�KXPRU� ,V�LQWHQVH�

2YHUIORZV�ZLWK�LGHDV��PDQ\RI�ZKLFK�ZLOO�QHYHU�EHGHYHORSHG�

,V�EH\RQG�WKH�JURXS�

:RUNV�KDUG�WR�DFKLHYH� ,V�DFFXUDWH�DQG�FRPSOHWH�

,V�KLJKO\�DOHUW�DQG�REVHUYDQW� ,V�RULJLQDO�DQG�FRQWLQXDOO\GHYHORSLQJ�

3OD\V�ZLWK�LGHDV�DQGFRQFHSWV� ,V�LGLRV\QFUDWLF�

$QVZHU�WKH�TXHVWLRQV�LQGHWDLO� (QMR\V�VFKRRO�RIWHQ�

3RQGHUV�ZLWK�GHSWK�DQGPXOWLSOH�SHUVSHFWLYHV�

(QMR\V�VHOI�GLUHFWHGOHDUQLQJ�

,QMHFWV�QHZ�SRVVLELOLWLHV� .QRZV�ZLWKRXW�ZRUNLQJ�KDUG�,V�LQWHUHVWHG� $EVRUEV�LQIRUPDWLRQ�

4XHVWLRQV��:KDW�LI��� 'D\GUHDPV��PD\�VHHP�RIIWDVN�

,V�LQ�RZQ�JURXS� ,PSURYLVHV�,QLWLDWHV�SURMHFWV�DQGH[WHQVLRQV�RI�DVVLJQPHQWV�

,V�D�WHFKQLFLDQ�ZLWK�H[SHUWLVHLQ�D�ILHOG�

([KLELWV�IHHOLQJV�DQGRSLQLRQV�IURP�PXOWLSOHSHUVSHFWLYHV�

,V�DQ�H[SHUW�ZKR�DEVWUDFWVEH\RQG�WKH�ILHOG�

6KDUHV�EL]DUUH��VRPHWLPHVFRQIOLFWLQJ�RSLQLRQV�

5HVSRQGV�ZLWK�LQWHUHVW�DQGRSLQLRQV�

/HDUQV�ZLWK�HDVH� 0HPRUL]HV�ZHOO�$OUHDG\�NQRZV� *XHVVHV�DQG�LQIHUV�ZHOO�

&RPSOHWHV�DVVLJQPHQWV�RQWLPH�

&UHDWHV�DQG�EUDLQVWRUPVZHOO�

,V�DQ�LQYHQWRU�DQG�LGHDJHQHUDWRU� ,V�DEOH�

1HHGV���WR���UHSHWLWLRQV�WRPDVWHU�

$QWLFLSDWHV�DQG�UHODWHVREVHUYDWLRQV�

4XHVWLRQV�WKH�QHHG�IRUPDVWHU\� ,V�LQWXLWLYH�

&RPSUHKHQGV�DW�D�KLJK�OHYHO� ,V�SOHDVHG�ZLWK�RZQOHDUQLQJ�

&RPSUHKHQGV�LQ�GHSWK�FRPSOH[�LGHDV� ,V�VHOI�FULWLFDO�

2YHUIORZV�ZLWK�LGHDV��PDQ\RI�ZKLFK�ZLOO�QHYHU�EHGHYHORSHG�

,V�QHYHU�ILQLVKHG�ZLWKSRVVLELOLWLHV�

(QMR\V�WKH�FRPSDQ\�RI�DJHSHHUV� *HWV�$V�

:RQGHUV� &UHDWHV�FRPSOH[��DEVWUDFWKXPRU�

3UHIHUV�WKH�FRPSDQ\�RIFUHDWLYH�SHHUV�EXW�RIWHQZRUNV�DORQH�

1HHGV���WR���UHSHWLWLRQV�WRPDVWHU�

,V�LQWHOOHFWXDO� BBBBBBBBB�����BBBBBBBBB�����BBBBBBBBBDGDSWHG�IURP�%HUWLH�.LQJRUHV�ZRUN�RQ�JLIWHG��KLJK�DELOLW\��FUHDWLYH�OHDUQHU�FKDUDFWHULVWLFV

1RWHV�3OHDVH�XVH�WKH�UHVW�RI�WKLV�VSDFH�WR�DGG�DQ\�DGGLWLRQDO�FRPPHQWV�\RX�IHHO�DUH�QHHGHG�

GENERAL EDUCATION INTERVENTION STRATEGIES FOR HIGH ABILITY STUDENTS

A minimum of 5 to 7 documented interventions MUST be implemented by the classroom teacher(s) for at least 9 weeks. Please collect a portfolio of work based on the chosen interventions prior to meeting with

team, and contact gifted teacher or school psychologist with questions about the suggested interventions.

Student: _____________________ Teacher: ______________ Grade: ______ Date:________

dates INTERVENTIONS USED TO SUPPORT THE STUDENT’S LEARNING Science Inquiry

Teach the scientific method and allow student to design an experiment/science fair project. Language Arts / Literacy

Vocabulary/root word work in place of spelling

Accelerated Reader at advanced grade level

Use literature circles for texts at advanced grade levels

Allow student to generate advanced questions for Question/Concept board, and/or research concept further

Problem Solving / Spatial

In drill and practice, allow student to complete hardest first, first 5, or odds/events rather than the entire set

Utilize advanced problem-solving opportunities

Encourage visual-spatial learning (pentominoes, tangrams, pattern blocks, Legos/Lego Digital Designer, toothpick/marshmallow structures, Google Sketchup, etc)

Global Awareness / Current Events Allow student to gather information on current event(s) of interest and report to the class, or write a blog post response

History / Social Studies Provide instruction in research skills which are needed to conduct an independent study in the student’s interest area

Written Expression Teach 6 Trait Writing and provide opportunities for various writing projects (expository, narrative, technical, persuasive, blogs, scripts, etc)

Creativity / Innovation

Provide opportunities for the development of creativity (brainstorming, “What if” scenarios, describe new use of object, creativity box w/ scraps, beads, etc)

Provide opportunities for creative writing (poem, writing prompts, story-based on photo/object pulled from box)

Critical Thinking

Provide opportunities to solve “real life” problem in a variety of curriculum areas

Bloom’s Taxonomy: Reduce the questions of Remembering, Understanding, and Applying; assign work that requires the students to Analyze, Evaluate, and Create.

Provide opportunities for student to debate/discuss topic(s) of interest

Technology Use advanced technology to research and create a curricular product (Google Applications or other Web 2.0 tools)

Self-Awareness

Mentorship, shadowing, internship with expert

Plan alternate/independent learning activities/projects with the student’s input in place of what the rest of the class is doing (learning contract, extension activities from the teacher’s edition of the textbook, and other district resources at advanced grade level)

Leadership Provide leadership opportunities within classroom/school/community

General Differentiation Strategies

Compacting: pretest and, if student knows the material at an 85% mastery rate, procedure to the next level or provide an enrichment assignment.

Tiered assignment: provide a menu/list of projects/products at different skill levels and encourage student to choose from the advanced options (Think Tac Toe)

Group within the classroom or across the grade level with students of similar academic ability

Cross-grade group (accelerate) for instruction in specific units, and keep data on progress.

Other: (please explain)

&ODVVURRP�WHDFKHUV58%5,&�)25�678'(17�,17(5(676��$37,78'(6

'DWH�BBBBBBBBBBBBBBBBBBB������6WXGHQW�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB������6FKRRO�BBBBBBBBBBBBBBBBBBBBBBBB�������*UDGH�BBBBBBBBBBBB7KH�FODVVURRP�WHDFKHU�V��ZLOO�XVH�WKLV�UXEULF�WR�V\QWKHVL]H�FODVVURRP�REVHUYDWLRQV��1XPEHUV�����FDQ�EH�XVHG�WR�EHVW�VFRUH�WKH�VWXGHQW��,I�WKH�VWXGHQWV�DELOLWLHV�DSSHDU�WR�IDOO�EHWZHHQ�FDWHJRULHV��PDUND�VFRUH�RI���RU���DV�DSSURSULDWH��&DOFXODWH�D�WRWDO�DW�WKH�ERWWRP�RI�WKH�VFDOH�

�������������������������������������������������������������������������������������������������������� 6FRUH6FLHQWLILF�,QTXLU\ 7KH�VWXGHQW�VKRZV�OLWWOH�RU�QR�LQWHUHVW�LQ

VFLHQFH�WRSLFV�7KH�VWXGHQW�VKRZV�VRPH�LQWHUHVW�LQ�VFLHQFHWRSLFV

7KH�VWXGHQW�VKRZV�DGYDQFHG�LQWHUHVW�LQ�VFLHQFHWRSLFV

/DQJXDJH�$UWV���/LWHUDF\�UHDGLQJ��YRFDEXODU\�

7KH�VWXGHQW�LV�VHOI�VHOHFWLQJ�UHDGLQJPDWHULDO�WKDW�LV�DJH�JUDGH�DSSURSULDWH�DQGKH�VKH�KDV�DQ�DJH�DSSURSULDWH�YRFDEXODU\�

7KH�VWXGHQW�LV�VHOI�VHOHFWLQJ�UHDGLQJ�PDWHULDO����\HDUV�DERYH�JUDGH�OHYHO�DQG�XVHV�VRPHDGYDQFHG�YRFDEXODU\�ZRUGV�

7KH�VWXGHQW�LV�VHOI�VHOHFWLQJ�UHDGLQJ�PDWHULDO����\HDUV�DERYH�JUDGH�OHYHO�DQG�KDV�DQDGYDQFHG�YRFDEXODU\�

3UREOHP�6ROYLQJ����6SDWLDO�$ELOLWLHV�PDWKHPDWLFV��HQJLQHHULQJ�

7KH�VWXGHQW�VWUXJJOHV�ZLWK�PRVW�SUREOHPVROYLQJ�DQG�VSDWLDO�WDVNV�

7KH�VWXGHQW�VKRZV�VRPH�LQWHUHVW�LQ�WKH�ZRUOGDURXQG�KLP�KHU��EXW�PD\�KDYH�OLPLWHGXQGHUVWDQGLQJ�

7KH�VWXGHQW�GHPRQVWUDWHV�H[FHSWLRQDO�SUREOHPVROYLQJ�DQG�VSDWLDO�VNLOOV�DQG�LV�DEOH�WR�GRPRVW�DOO�WDVNV�ZLWK�HDVH�

*OREDO�$ZDUHQHVV���&XUUHQW�(YHQWV7KH�VWXGHQW�KDV�DQ�DJH�DSSURSULDWHXQGHUVWDQGLQJ�RI�WKH�ZRUOG�DURXQGKLP�KHU�

7KH�VWXGHQW�VKRZV�VRPH�LQWHUHVW�LQ�WKH�WKHZRUOG�DURXQG�KLP�KHU�EXW�PD\�KDYH�OLPLWHGXQGHUVWDQGLQJ�

7KH�VWXGHQW�KDV�D�ZHDOWK�RI�JHQHUDO�NQRZOHGJHDQG�JHQHUDO�LQIRUPDWLRQ�DERXW�WKH�ZRUOGDURXQG�KLP�KHU�

+LVWRU\���6RFLDO�6WXGLHV 7KH�VWXGHQW�VKRZ�OLWWOH�RU�QR�LQWHUHVW�LQKLVWRU\�VRFLDO�VWXGLHV�WRSLFV�

7KH�VWXGHQW�VKRZV�VRPH�LQWHUHVW�LQKLVWRU\�VRFLDO�VWXGLHV�WRSLFV�

7KH�VWXGHQW�VKRZV�DGYDQFHG�LQWHUHVW�LQKLVWRU\�VRFLDO�VWXGLHV�WRSLFV�

:ULWWHQ�([SUHVVLRQ 7KH�VWXGHQW�VKRZV�OLWWOH�LQWHUHVW�LQSXUVXLQJ�ZULWLQJ�DFWLYLWLHV�

7KH�VWXGHQWV�ZULWLQJ�DELOLW\�LV�DJH�JUDGHDSSURSULDWH�

7KH�VWXGHQWV�ZULWLQJ�JRHV�EH\RQG�ZKDW�LVH[SHFWHG��DQG�KH�VKH�DFWLYHO\�VHHNV�RXW�ZULWLQJRSSRUWXQLWLHV�

&UHDWLYLW\�DQG�,QQRYDWLRQ 7KH�VWXGHQW�LV�D�FRQFUHWH�WKLQNHU�XQDEOH�WR�WKLQN�RXWVLGH�WKH�ER[��

7KH�VWXGHQW�KDV�VRPH�FUHDWLYH�UHVSRQVHVDQG�RU�SURGXFWV�

7KH�VWXGHQW�LV�DEOH�WR�EUDLQVWRUP�IOXHQWO\�+LV�KHU�WKLQNLQJ�LV�GLYHUJHQW�DQG�KH�VKH�LVDEOH�WR�HODERUDWH�HIIHFWLYHO\�

&ULWLFDO�7KLQNLQJ 7KH�VWXGHQW�KDV�DJH�DSSURSULDWH�DQVZHUVWR�FULWLFDO�WKLQNLQJ�TXHVWLRQV�

7KH�VWXGHQW�KDV�VRPH�KLJKHU�OHYHO�DQVZHUV�WRFULWLFDO�WKLQNLQJ�TXHVWLRQV�

7KH�VWXGHQW�GHPRQVWUDWHV�DQ�DELOLW\�WR�DQDO\]H��V\QWKHVL]H�DQG�HYDOXDWH�LQIRUPDWLRQ�ZKHQDQVZHULQJ�FULWLFDO�WKLQNLQJ�TXHVWLRQV�

7HFKQRORJ\ 7KH�VWXGHQW�KDV�DJH�JUDGH�OHYHODSSURSULDWH�LQWHUHVW�LQ�WHFKQRORJ\�

7KH�VWXGHQW�XVHV�FRPSXWHU�DQG�RWKHUWHFKQRORJLHV�DV�QHHGHG�

7KH�VWXGHQW�LV�FRPIRUWDEOH�ZLWK�PDQ\WHFKQRORJLHV�DQG�XVHV�WKHP�DSSURSULDWHO\�WRJDLQ�LQIRUPDWLRQ�DQG�SURGXFH�SURMHFWV�

6HOI�$ZDUHQHVV 7KH�VWXGHQW�GRHV�QRW�VKRZ�VHOI�DZDUHQHVV� 7KH�VWXGHQW�VKRZV�DJH�DSSURSULDWH�VHOIDZDUHQHVV�

7KH�VWXGHQW�LV�DZDUH�RI�KLV�KHU�RZQ�VWUHQJWKVDQG�ZHDNQHVVHV�DQG�LV�DEOH�WR�DUWLFXODWH�WKRVHDWWULEXWHV�

/HDGHUVKLS 7KH�VWXGHQW�VKRZV�OLWWOH�OHDGHUVKLS� 7KH�VWXGHQW�VKRZV�VLWXDWLRQDO�OHDGHUVKLS� 7KH�VWXGHQW�GHPRQVWUDWHV�OHDGHUVKLS�VNLOOV�LQDQG�RXW�RI�VFKRRO�

0RWLYDWLRQ 7KH�VWXGHQW�VKRZV�OLWWOH�LQWHUHVW�LQ�VFKRRORU�OHDUQLQJ�DQG�DYRLGV�FKDOOHQJHV�

7KH�VWXGHQW�HQMR\V�FKDOOHQJHV�ZKHQ�SUHVHQWHG�EXW�GRHVQW�VHHN�WKHP�RXW�

7KH�VWXGHQW�VHHPV�KLJKO\�PRWLYDWHG�WR�OHDUQDQG�DFFHSWV�DOO�FKDOOHQJHV��5HVSRQVH�WRLQWHUYHQWLRQ�LV�KLJK�

5HVHDUFK�SDVVLRQ�DUHD�

7KH�VWXGHQW�KDV�DJH�JUDGH�OHYHODSSURSULDWH�LQWHUHVWV�

7KH�VWXGHQW�KDV�VRPH�DERYH�JUDGH�OHYHOLQWHUHVWV�

7KH�VWXGHQW�LV�DQ��H[SHUW��LQ�RQH�RU�PRUH�DUHDVDQG�VKDUH�LQIRUPDWLRQ�IUHHO\�

727$/ ���%HKDYLRUDO�&KDUDFWHULVWLFV��'RPLQDWHV�RWKHUV�SHUFHSWLYH��LQWXLWLYH��LQWHUUXSWV��SURFHVVHVLQIRUPDWLRQ�TXLFNO\��JHQHUDWHV�PDQ\�LGHDV�FXULRXV��YDULHG�LQWHUHVWV��WURXEOH�UHODWLQJ�WRSHHUV�RU�SUHIHUV�DGXOWV��LGHDOLVWLF��LQWHQVH

7KH�VWXGHQW�H[KLELWV�IHZ�WR�QRQH�RI�WKHVHEHKDYLRUV� 7KH�VWXGHQW�H[KLELWV�VRPH�RI�WKHVH�EHKDYLRUV� 7KH�VWXGHQW�H[KLELWV�PRVW�LI�QRW�DOO�RI�WKHVH

EHKDYLRUV�

6DWLVIDWLRQ�ZLWK�LQVWUXFWLRQDO�HQYLURQPHQW 6WXGHQW�PRVWO\�VDWLVILHG�ZLWK�LQVWUXFWLRQDOHQYLURQPHQW�

6WXGHQW�GHVLUHV�LQFUHDVHG�FKDOOHQJH�LQ�RQH�RUPRUH�VXEMHFWV�

6WXGHQW�GHVLUHV�VLJQLILFDQW�FKDOOHQJH�FKDQJH�LQLQVWUXFWLRQDO�HQYLURQPHQW�

2WKHU�&RPPHQWV��LQFOXGLQJ�LQIRUPDWLRQ�RQ�D�VSHFLILF�SURMHFW�SURGXFW�

To be completed by each core teacher and at least 2 elective teachers

STUDENT RESPONSE TO GENERAL EDUCATION INTERVENTION a general education summary

Student ____________________________________ School ___________________________ Grade Level ________ Teacher ____________________________ Date ___________________ The classroom teacher will use this chart to synthesize information on the student’s response to at least 2 general education interventions. Please describe interventions used in each of the skill areas, and student’s response to those interventions.

Skill Area Interventions Used Student’s Response to Intervention Scientific Inquiry

Language Arts / Literacy (reading, vocab)

Problem Solving / Spatial Abilities (mathematics, engineering)

Global Awareness / Current Events

History / Social Studies

Written Expression

Creativity and Innovation

Critical Thinking

Technology

Self-Awareness

Leadership

Other

*HQHUDO�(GXFDWLRQ�,QWHUYHQWLRQ�IRU�*LIWHG�5HIHUUDOV1RUWKZHVW�.DQVDV�(GXFDWLRQDO�6HUYLFH�&HQWHU

��1DPH�BBBBBBBBBBBBBBBBBBBBBBBBBB6FKRRO�BBBBBBBBBBBBBBBBBBBBBBB�*UDGH�BBBBBBBBBBB�%LUWKGDWH�BBBBBBBB� 3DUHQWV�BBBBBBBBBBBBBBBBBBBBBB�+HDULQJ�9LVLRQ�GDWHV�BBBBBBBBBBBBBBBBB $GGUHVV�BBBBBBBBBBBBBBBBBBBBBB�,�'����BBBBBBBBBBBBBBBBBBBBBBBBBBB 3K����BBBBBBBBBBBBBBBBBBBBBBBB�����,QLWLDO�PHHWLQJ�GDWH�BBBBBBBBBBBBBBBBBB )ROORZ�XS�0HHWLQJ�GDWH�BBBBBBBBBBBB�7HDP�PHPEHUV�BBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBB�����5HDVRQ�IRU�UHIHUUDO�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�6WXGHQW�VWUHQJWKV�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�6WXGHQW�QHHGV��IRU�JLIWHG��VKRXOG�EH�UHODWHG�WR�VWUHQJWKV��BBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�6FKRRO�JUDGHV��FXUUHQW�DQG�SDVW��BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�6WDQGDUGL]HG�WHVW�UHVXOWV��,7%6��.6$¶V��',%(/6��$5�67$5�UHVXOWV��BBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�7HDFKHU�REVHUYDWLRQV�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�3DUHQW�FRPPHQWV��REWDLQHG�WKURXJK�LQWHUYLHZ�ZLWK�BBBBBBBBBBBBBBBBBBBBBBBBBBB���BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�6XPPDU\�RI�LQWHUYLHZ�ZLWK�WHDFKHU��FRQGXFWHG�E\�BBBBBBBBBBBBBBBBBBBBBBBBBBBB��BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�6XPPDU\�RI�LQWHUYLHZ�ZLWK�VWXGHQW��FRQGXFWHG�E\�BBBBBBBBBBBBBBBBBBBBBBBBBBBB��BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�2WKHU�WHDP�FRPPHQWV�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB��

,QWHUYHQWLRQ�6WUDWHJLHV�WULHG�LQ�WKH�*(1�('�FODVVURRP�6WUDWHJ\���BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�'DWH�LPSOHPHQWHG�BBBBBBBBBBBB 3HUVRQ�UHVSRQVLEOH�BBBBBBBBBBBBBBBBBBBB�'DWH�FRQFOXGHG�BBBBBBBBBBBBBB 5HVXOWV�BBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�

������������������������������

6WUDWHJ\���BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�'DWH�LPSOHPHQWHG�BBBBBBBBBBBB 3HUVRQ�UHVSRQVLEOH�BBBBBBBBBBBBBBBBBBBB�'DWH�FRQFOXGHG�BBBBBBBBBBBBBB 5HVXOWV�BBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�

������������������������������6WUDWHJ\���BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�'DWH�LPSOHPHQWHG�BBBBBBBBBBBB 3HUVRQ�UHVSRQVLEOH�BBBBBBBBBBBBBBBBBBBB�'DWH�FRQFOXGHG�BBBBBBBBBBBBBB 5HVXOWV�BBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�7KH�VWDWH�PDQGDWH�UHTXLUHV�WKDW�WKH�*(,�WHDP�GRFXPHQWV�LQWHUYHQWLRQ�VWUDWHJLHV�DWWHPSWHG�E\�WKH�JHQHUDO�HGXFDWLRQ�WHDFKHU�V��DQG�WKH�FRUUHVSRQGLQJ�HIIHFWV�RQ�WKH�VWXGHQW¶V�SHUIRUPDQFH�DQG�SURJUHVV��+DV�WKLV�LQIRUPDWLRQ�EHHQ�LQFOXGHG�LQ�WKH�VWXGHQW¶V�SRUWIROLR�ILOH"�� BBBB�<HV��BBBB�1R�+DYH�DOO�WKH�GRFXPHQWHG�LQWHUYHQWLRQ�VWUDWHJLHV�EHHQ�FOHDUO\�LPSOHPHQWHG�SULRU�WR�WKH�FKLOG¶V�UHIHUUDO�IRU�JLIWHG�VHUYLFHV"�)RU�SDUHQW�UHIHUUDOV��WKH�DQVZHU�FDQ�EH�³QR�´� BBBB�<HV�BBBB�1R�5HFRPPHQGDWLRQV�:LOO�WKH�FKLOG�EH�UHIHUUHG�WR�*LIWHG�6HUYLFHV"� BBBB�<HV�BBBB�1R�:KR�ZLOO�FRQWDFW�WKH�SDUHQWV"�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�:KHQ�ZLOO�WKH�UHIHUUDO�VWDIILQJ�RFFXU"�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB���7KH�IROORZLQJ�*HQHUDO�(GXFDWLRQ�7HDP�PHPEHUV�DUH�LQ�DJUHHPHQW�ZLWK�WKH�DERYH�UHFRPPHQGDWLRQ��/&3�SJ������.�6�$������������F���.�$�5�������������7HDP�PHPEHU�VLJQDWXUH 7LWOH 'DWH�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�

&KHFNOLVW�$VVHVVPHQW�IRU�*LIWHG�/HDUQHU�&KDUDFWHULVWLFVSOHDVH�PDUN�WKH�FKDUDFWHULVWLFV�WKLV�FKLOG�UHJXODUO\�GHPRQVWUDWHV

��6WXGHQW�QDPH��BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�3HUVRQ�ILOOLQJ�RXW�FKHFNOLVW��BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�'DWH��BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB�

&KDUDFWHULVWLF SOHDVH�[�LIDSSOLFDEOH &KDUDFWHULVWLF SOHDVH�[�LI

DSSOLFDEOH5HPHPEHUV�WKH�DQVZHUV� +$ *HQHUDWHV�FRPSOH[��DEVWUDFW

LGHDV� *

3HUIRUPV�DW�WKH�WRS�RI�WKHJURXS� +$ 0D\�QRW�EH�PRWLYDWHG�E\

JUDGHV� *���&

6HHV�H[FHSWLRQV� & 5HOLVKHV�ZLOG��RII�WKH�ZDOOKXPRU� &

,V�LQGHSHQGHQW�DQGXQFRQYHQWLRQDO� & *UDVSV�WKH�PHDQLQJ� +$

,V�FXULRXV� * ,QIHUV�DQG�FRQQHFWVFRQFHSWV� *

(QMR\V�FUHDWLQJ� & 0DNHV�PHQWDO�OHDSV��$KD� &

,V�DWWHQWLYH� +$ 3UHIHUV�WKH�FRPSDQ\�RILQWHOOHFWXDO�SHHUV� *

,V�VHOHFWLYHO\�PHQWDOO\HQJDJHG� * 3RVHV�XQIRUHVHHQ

TXHVWLRQV� *

0DQLSXODWHV�LQIRUPDWLRQ� * ,QLWLDWHV�PRUH�SURMHFWV�WKDQZLOO�HYHU�EH�FRPSOHWHG� &

*HQHUDWHV�DGYDQFHG�LGHDV� +$ ,V�UHFHSWLYH� +$8QGHUVWDQGV�FRPSOH[�DEVWUDFW�KXPRU� +$ ,V�LQWHQVH� *

2YHUIORZV�ZLWK�LGHDV��PDQ\RI�ZKLFK�ZLOO�QHYHU�EHGHYHORSHG�

& ,V�EH\RQG�WKH�JURXS� *

:RUNV�KDUG�WR�DFKLHYH� +$ ,V�DFFXUDWH�DQG�FRPSOHWH� +$

,V�KLJKO\�DOHUW�DQG�REVHUYDQW� +$ ,V�RULJLQDO�DQG�FRQWLQXDOO\GHYHORSLQJ� *���&

3OD\V�ZLWK�LGHDV�DQGFRQFHSWV� & ,V�LGLRV\QFUDWLF� &

$QVZHU�WKH�TXHVWLRQV�LQGHWDLO� +$ (QMR\V�VFKRRO�RIWHQ� +$

3RQGHUV�ZLWK�GHSWK�DQGPXOWLSOH�SHUVSHFWLYHV� * (QMR\V�VHOI�GLUHFWHG

OHDUQLQJ� *

,QMHFWV�QHZ�SRVVLELOLWLHV� & .QRZV�ZLWKRXW�ZRUNLQJ�KDUG� *,V�LQWHUHVWHG� +$ $EVRUEV�LQIRUPDWLRQ� +$

4XHVWLRQV��:KDW�LI��� & 'D\GUHDPV��PD\�VHHP�RIIWDVN� &

,V�LQ�RZQ�JURXS� & ,PSURYLVHV� &,QLWLDWHV�SURMHFWV�DQGH[WHQVLRQV�RI�DVVLJQPHQWV� * ,V�D�WHFKQLFLDQ�ZLWK�H[SHUWLVH

LQ�D�ILHOG� +$

([KLELWV�IHHOLQJV�DQGRSLQLRQV�IURP�PXOWLSOHSHUVSHFWLYHV�

* ,V�DQ�H[SHUW�ZKR�DEVWUDFWVEH\RQG�WKH�ILHOG� *

6KDUHV�EL]DUUH��VRPHWLPHVFRQIOLFWLQJ�RSLQLRQV� & 5HVSRQGV�ZLWK�LQWHUHVW�DQG

RSLQLRQV� +$

/HDUQV�ZLWK�HDVH� +$ 0HPRUL]HV�ZHOO� +$$OUHDG\�NQRZV� * *XHVVHV�DQG�LQIHUV�ZHOO� *

�

&RPSOHWHV�DVVLJQPHQWV�RQWLPH� +$ &UHDWHV�DQG�EUDLQVWRUPV

ZHOO� &

,V�DQ�LQYHQWRU�DQG�LGHDJHQHUDWRU� & ,V�DEOH� +$

1HHGV���WR���UHSHWLWLRQV�WRPDVWHU� * $QWLFLSDWHV�DQG�UHODWHV

REVHUYDWLRQV� *

4XHVWLRQV�WKH�QHHG�IRUPDVWHU\� & ,V�LQWXLWLYH� &

&RPSUHKHQGV�DW�D�KLJK�OHYHO� +$ ,V�SOHDVHG�ZLWK�RZQOHDUQLQJ� +$

&RPSUHKHQGV�LQ�GHSWK�FRPSOH[�LGHDV� * ,V�VHOI�FULWLFDO� *

2YHUIORZV�ZLWK�LGHDV��PDQ\RI�ZKLFK�ZLOO�QHYHU�EHGHYHORSHG�

& ,V�QHYHU�ILQLVKHG�ZLWKSRVVLELOLWLHV� &

(QMR\V�WKH�FRPSDQ\�RI�DJHSHHUV� +$ *HWV�$V� +$

:RQGHUV� & &UHDWHV�FRPSOH[��DEVWUDFWKXPRU� *

3UHIHUV�WKH�FRPSDQ\�RIFUHDWLYH�SHHUV�EXW�RIWHQZRUNV�DORQH�

& 1HHGV���WR���UHSHWLWLRQV�WRPDVWHU� +$

,V�LQWHOOHFWXDO� * +�BBBBBB��*�BBBBBBB��&�BBBBBBDGDSWHG�IURP�%HUWLH�.LQJRUHV�ZRUN�RQ�JLIWHG��KLJK�DELOLW\��FUHDWLYH�OHDUQHU�FKDUDFWHULVWLFV

1RWHV�3OHDVH�XVH�WKH�UHVW�RI�WKLV�VSDFH�WR�DGG�DQ\�DGGLWLRQDO�FRPPHQWV�\RX�IHHO�DUH�QHHGHG�

�