Gifted Count

Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst

Only those students identified as gifted before October 1 become part of the school district’s funding, so it is very important that you have a game plan to ensure a full count of any newly identified students before October 1 to maximize your state dollars. The identification and subsequent service of gifted students are carefully prescribed through Oklahoma Statutes and Oklahoma Administrative Code cited on page 19 of the OAC.

A gifted student receives a 0.34 weight in the Foundation and Salary Incentive Formula.

Schools receive funding based on their gifted student count through two categories.

1. Category One students are those identified by their performance on an aptitude test, or nationally standardized test of intellectual ability. Schools will receive funding for ALL Category One students. There is no cap for the number of students identified and served through Category One.

a. Students must score in the top 3% on any nationally standardized test of intellectual ability. This means a composite, total or full scale score in the 97th percentile or above, including the standard error of measure as denoted in each nationally standardized test of intellectual ability technical manual. (OAC 210:15-23-1.2)

b. No additional criteria are required for placement. Students can qualify for gifted services through either group or individual tests of ability.

i. Group tests of ability examples:

1. The Otis-Lennon School Ability Test - Pearson

2. Raven’s Progressive Matrices - Pearson

3. Cognitive Abilities Test (CoGAT) - Riverside

4. Naglieri Nonverbal Ability Test- Pearson

5. Multilevel (NNAT) (previously called Matrix Analogies)

ii. Individual tests of ability examples:

1. The Stanford-Binet Intelligence Scale (Fourth Edition and L-M - Riverside)

2. Wechsler Intelligence Scale (III, for Children, and Preschool and Primary - Pearson)

3. The Slosson Intelligence Test- Revised - Slosson Publications

4. Kaufman Brief Intelligence Test (KBIT-2) - American Guidance

5. Test of Nonverbal Intelligence (TONI-3) - American Guidance

6. The Woodcock-Johnson Psychoeducational Battery - Riverside

c. Students cannot be identified for Category One funding through performance on an achievement test. Examples of achievement tests include, but are not limited to:

i. Oklahoma’s Subject-Area Tests through the Oklahoma School Testing Program (OSTP)

ii. Comprehensive Test of Basic Skills

iii. Metropolitan Achievement Tests

iv. SRA Achievement Seriesv. California Test of Basic Skillsvi. Stanford Achievement Testvii. California Achievement Testviii. Iowa Tests of Basic Skills

ix. Woodcock-Johnson Tests of Achievement

2. Category Two students are those who meet two or more criteria (a.k.a. multicriteria) that are determined by the local school district and spelled out specifically in each district’s Gifted Educational Plan (GEP).

a. This identification process yields information obtained through a variety of procedures and from many independent sources, such as, but not limited to, teacher referrals, parent nominations, achievement tests, observations, a predetermined ability test score (less than 97th percentile), etc. This process is clearly articulated in the district’s Gifted Educational Plan (GEP).

b. Although there is no cap to the number of students that can be identified through multicriteria and served, state funding will only be available for up to 8% of the district’s average daily membership (ADM) in this category.

Providing a program to serve students with gifted behaviors is very important. Maximizing your state dollars will help you with enrichment programs and services to meet the specific needs of your students.

It is time for districts to make sure that they have reviewed and updated their Gifted Educational Plan (GEP). Last year, the Oklahoma State Department of Education published a draft for Rules (https:// sde.ok.gov/sites/default/files/PROPOSED%20DRAFT%20 210.15-23%20Gifted%20and%20 Talented%20Education%20Regulations.pdf) that would have significantly impacted local district practices as they served students identified as gifted. CCOSA and other education partners immediately responded to the Rules with grave concerns, and the OSDE decided not to pursue passing the new requirements through the Rules process. The concern, however, from the OSDE was valid. Apparently, some districts have not updated their GEP for over 20 years. If that is the case, it is time — even past time — to update the local GEP. You can access resources from the OSDE here: here: https://sde.ok.gov/sites/default/files/documents/files/_District%20Coordinator%20Manual%20NEW%20%282%29.pdf to help you as you work through that process. Or, contact us at CCOSA (405.524.1191 or barnett@ccosa.org) if you are interested in your district becoming a CCOSA District Level Services member and receiving technical support as you revise your local GEP. ■

GT Timeline

SEPTEMBER 15:

Local Advisory Committee Members must be appointed by the local Board of Education

OCTOBER 1:

First Local Advisory Committee meeting must be held [subject to OK Open Meetings Act]

OCTOBER 1:

GT student count taken

OCTOBER 15:

GT Reporting window in Single Sign-On(SSO) opens

NOVEMBER 15:

GT Reporting window in SSO closes

NEW! Districts must upload the district Gifted Education Plan (GEP) [Local Advisory Committee can provide input on the development of the GEP] AND

NEW! Districts must upload evidence of your Local Advisory Committee meeting [i.e. agenda, minutes, sign-in sheets] ■