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It describes current screening and identification procedures, identifies urgent needs for reform, and recommends revising the identification matrix and expanding assessment tools such as NNAT and HOPE 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four strands does the memo say gifted education recommendations address?","Question",{"text":63,"@type":64},"The memo states the recommendations address four interrelated strands: Identification of Students for Services, Delivery of Service, Professional Development, and Curriculum.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the memo describe the screening process before formal referral?",{"text":68,"@type":64},"It explains that annual regulations require review of data for K–12 students and that teacher feedback and available measures (such as test scores and grades) are collected to determine which students are referred for possible formal evaluation.",{"name":70,"@type":61,"acceptedAnswer":71},"What assessments does the memo pilot or plan to implement, and for which grades?",{"text":72,"@type":64},"The memo reports piloting the Naglieri Nonverbal Ability Test (NNAT) in grade 5 screening in three elementary schools, and planning full implementation of HOPE Scales 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CHESTERFIELD, VIRGINIA  \nDATE: October 24, 2017  \nTO: Dr. James F. Lane  \nSuperintendent  \nFROM: George C. Fohl  \nGifted Education Coordinator  \nRE: Gifted Education Update  \nLast spring, administrators, counselors, teachers, parents, and students from across Chesterfield County actively participated in gifted education focus groups that examined data and current practices. These two days of collaboration provided thoughtful, research-based recommendations to build upon strengths and to address areas of growth. Their recommendations and a draft timeline were presented to the school board in April and to the Gifted Education Advisory Committee in May. The focus groups’recommendations serve as a solid foundation as we move forward to enhance gifted education in Chesterfield County Public Schools, and they address four interrelated strands:  \n● Identification of Students for Services  \n● Delivery of Service  \n● Professional Development  \n● Curriculum  \nAn analysis of state report data over time reveals trends that prompt us to swiftly act on these recommendations. As shown in Figure 1, over the last 13 school years, the composition of our overall student population has changed with respect to some ethnicities but remained relatively constant with others. Similar trends exist regarding students who receive special education or ESL services and those living in poverty (Figure 2) .  \nHowever, even though demographic data shows a slight increase in the number of students from traditionally underrepresented populations that have been referred for gifted education services (Figure 3), the makeup of our identified gifted population (Figure 4) has not experienced change beyond that which could be attributed to changes in our total enrollment over time.  \nDespite professional development efforts, parent outreach, and minor adjustments to the current identification matrix over the last decade, the evidence clearly shows the urgent need to reform our identification process, refine and expand our programs that serve these students, enhance support and training for teachers, and empower schools with tools to reach our students.  \nIDENTIFICATION  \nThe Regulations Governing Educational Services for Gifted Students require the annual review of data for every student in kindergarten through twelfth grade. This process searches for students to possibly refer for formal evaluation. In order to increase diversity and opportunity in our gifted education programs, it is essential that we first examine this screening process. If students are never referred, then they can never be identified.  \nFor the 2017-2018 school year, the Office of Gifted Education instituted a clarified and structured screening procedure to ensure consistency and compliance across the division. This process involves soliciting teacher feedback and collecting available data such as test scores and grades. The school’s identification and placement committee comes together prior to the referral deadline to discuss the data and to determine referrals.  \nNoting the lack of available measures beyond the third grade CogAT test and other indicators of achievement, we recently piloted the Naglieri Nonverbal Ability Test (NNAT) in three elementary schools to investigate whether this instrument would be an effective screening tool in grade 5. Preliminary feedback suggests that this assessment provided valuable data to those schools and revealed students whose other data did not adequately reflect their potentials. Furthermore, we plan to fully implement our HOPE Scales pilot to 6-10 elementary schools later this year to determine if this traits checklist provides schools with useful screening data in grade one. This is a qualitative measure completed by the classroom teacher that does not rely on the student’s computer or test-taking skills, and it balances the  \nother screening measures in grades 3 and 5. It is recommended that we utilize HOPE Scales in ","cbCaimd8qu1vCRAK","https://ap.wps.com/l/cbCaimd8qu1vCRAK","pdf",203293,"English","# Identification of Students for Services\n## Screening procedure (2017-2018)\n## Pilot assessments: NNAT and HOPE Scales\n## Formal identification process and eligibility matrix\n## Recommended reforms (multiple pathways)","[{\"question\":\"What four strands does the memo say gifted education recommendations address?\",\"answer\":\"The memo states the recommendations address four interrelated strands: Identification of Students for Services, Delivery of Service, Professional Development, and Curriculum.\"},{\"question\":\"How does the memo describe the screening process before formal referral?\",\"answer\":\"It explains that annual regulations require review of data for K–12 students and that teacher feedback and available measures (such as test scores and grades) are collected to determine which students are referred for possible formal evaluation.\"},{\"question\":\"What assessments does the memo pilot or plan to implement, and for which grades?\",\"answer\":\"The memo reports piloting the Naglieri Nonverbal Ability Test (NNAT) in grade 5 screening in three elementary schools, and planning full implementation of HOPE Scales in grade 1 across multiple elementary schools later in the year.\"}]","Gifted Education Update - MEMO | PDF",1791202635,15]