Level II Gifted Evaluation Teacher Rating Scale

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1 Level II Gifted Evaluation Teacher Rating Scale Student's Name: Homeroom Teacher: Date of Birth: School: Grade: Dear Teacher: This rating scale is being used as one of a number of measures in the evaluation process for East Allegheny students to help determine eligibility for Gifted Support Services. Please rate each item by circling one of the numbers following each descriptive statement as it most appropriately pertains to your student by using the following 'key': Teacher Rating Scale (Check One) Strongly Recommended Moderately Neutral Recommended Do Not Elevated Recommendation With Reservation Recommend Recommendation 1) Demonstrates good communication skills and expresses self well. 2) Evidences a large fund of general knowledge. 3) Frequently asks interesting or unique questions. 4) Displays many different ideas and/or shows a wide range of interests or activities. 5) Uses unique and unusual ways of solving problems.

2 Student's Name Level II Gifted Evaluation Teacher Rating Scale 6) Asks reasons why; frequently questions things. 7) Demonstrates interest and enjoyment in learning new things. 8) Demonstrates leadership skills across a variety of activities. 9) Other children look to child to initiate play activities. 10) Demonstrates a great deal of curiosity; interested in knowing how and why. 11) Demonstrates strong persistence in problem solving. 12) Excited about novel projects and activities. 13) Is creative; develops original stories, songs, or plays. 14) Shows ability to influence others in working toward establis hed goals. 15) Shows unusual ability to dramatize feelings and experiences. 16) Shows remarkable ability to perceive relationships; combines ideas in novel ways. 17) Demonstrates ability to adapt and/or accommodate to the environment. 18) Displays special aptitude or talent in a special area with above average coordination, agility and/or ability. 19) Enjoys organizing and bringing structure to situations. 20) Has interests of older children or of adults in organized games and reading. Page 2.

3 Student's Name Level II Gifted Evaluation Teacher Rating Scale 21) Is aware of problems others often do not see. 22) Often finds and corrects own mistakes. 23) Sets high standards for self. 24) Chooses difficult problems over simple ones. 25) Demonstrates advanced ability to apply knowledge to practical situations. 26) Shows strong interest in or advanced understanding of concepts related to time, calendar, money or measuring. 27) Demonstrates advanced understanding of cause and effect relationships. 28) Is highly imaginative in art work, play, use of materials or ideas. 29) Often does things in his/her own way (independent, nonconforming). 30) Highly alert an observant to what is occurring in his/her surroundings. Now that you have completed the rating scale, please add your response numbers and divide this total by 30 (or by the number of items you answered) if any were omitted. This will give you an 'Average' rating scale score. Teacher Rating Score (List whole number plus any fractions) Teacher completing form. (Please Print) Signature Page 3.

4 Date: Name: D.O.B: School: Grade: Room: Teacher: ELIGIBILITY CRITERIA FOR GIFTED IDENTIFICATION SCORE DISTRIBUTION Total Level I Evaluation (200 points) Weighted Weighted Derived S/V Score Weighted Score Score % Value Points (5) Grade Pt. Avg & below x (10) = Q.P.A. 5 (4) SAI/Group I.Q. 99+% 98/97% 96/95% 94/93% 92-90% & below x (10) = > & below Achievement (5) (Math) 99+% 98-97% 96-95% 94-93% 92-90% & below x (10) = Achievement 5 (4) (Reading) 99+% 98/97% 96/95% 94/93% 92/90% & below x (10) = Level I Point Total:

5 Student's Name -2- ELIGIBILITY CRITERIA FOR GIFTED IDENTIFICATION SCORE DISTRIBUTION Total Level II Evaluation (150 Points) Renzulli/Hartman (R/H) Behavioral Characteristics of Superior Students Weighted Weighted Derived Score Score % Value S/V R/H Scale: 8 = x (2.5) = Learning R/H Scale: 9 = x (2.5) = Motivational R/H Scale: Creativity 9 = x (2.5) = R/H Scale: Leadership 10 = x (2.5) = R/H Total: ¹ Teacher Rating Scale (List whole numbers plus any fractions.) Strongly Recommended Moderately Neutral Recommended Do Not Elevated Recommendation With Reservation Recommend Recommendation Teacher Rating Scale ² x (5) = Points

6 Student's Name -3- Total Level II Evaluation (cont.): Parent/Guardian Rating Scale Strongly Recommended Moderately Neutral Recommended Do Not Elevated Recommendation With Reservation Recommend Recommendation Weighted Weighted Derived Score Score % Value S/V Parent/Guardian Rating Scale 30 = x (15) = Note: R/H Total ¹ + Teacher Rating Scale ² + Parent Rating Scale = Level I Total + Level II Total = Points (Page 1) (This page) Level II Point Total: Note: Level I & Level II evaluation total must be at least 285 points in order to continue to Level III. All forms must be returned to the Building Principal. Total Level III Evaluation (150 points) (2) 1 99+% 98/97% 96/95% 94/93% 92-90% & below > & below Weighted Weighted Derived Score Score % Value S/V Individual Cognitive/Intellectual Assessment x (30) = Level III Point Total:

7 Student's Name -4- Total Level III Evaluation (cont.): Evaluation Summary: (Possible) Derived Score Values: (Achieved) Level I: 200 Points (pg. 1) Level II: 150 Points (pg. 2) Level III: 150 Points (pg. 3) Composite Derived Score Value: Eligibility Formula: Composite Score x = % 5 Gifted Criterion: Gifted Eligible (75%) Not Eligible If Gifted Eligible, does this student need these services? Yes No

8 Level II Gifted Evaluation Parent/Guardian Rating Scale Student's Name: Homeroom Teacher: Date of Birth: School: Grade: Dear Parent/Guardian: This rating scale is being used as one of a number of measures in the screening process for East Allegheny students to help determine eligibility for Gifted Support Services. Please rate each item by circling one of the numbers following each descriptive statement as it pertains to your child by using the following 'key': Strongly Recommended Moderately Neutral Recommended Do Not Elevated Recommendation With Reservation Recommend Recommendation 1) Demonstrates good communication skills and expresses self well. 2) Evidences a large fund of general knowledge. 3) Frequently asks interesting or unique questions. 4) Displays many different ideas and/or shows a wide range of interests or activities. 5) Uses unique and unusual ways of solving problems. 6) Asks reasons why; frequently questions things. 7) Demonstrates interest and enjoyment in learning new things. 8) Demonstrates leadership skills across a variety of activities. 9) Other children look to child to initiate play activities. 10) Demonstrates a great deal of curiosity; interested in knowing how and why. 11) Demonstrates strong persistence in problem solving. 12) Excited about novel projects and activities. 13) Is creative; develops original stories, songs, or plays. 14) Shows ability to influence others in working toward

9 established goals. Level II Gifted Screening Parent/Guardian Rating Scale Page 2. 15) Shows unusual ability to dramatize feelings and experiences. 16) Shows remarkable ability to perceive relationships; combines ideas in novel ways. 17) Demonstrates ability to adapt and/or accommodate to the environment. 18) Displays special aptitude or talent in a special area with above average coordination, agility and/or ability. 19) Enjoys organizing and bringing structure to situations. 20) Has interests of older children or of adults in organized games and reading. 21) Is aware of problems others often do not see. 22) Often finds and corrects own mistakes. 23) Sets high standards for self. 24) Chooses difficult problems over simple ones. 25) Demonstrates advanced ability to apply knowledge to practical situations. 26) Shows strong interest in or advanced understanding of concepts related to time, calendar, money or measuring. 27) Demonstrates advanced understanding of cause and effect relationships. 28) Is highly imaginative in art work, play, use of materials or ideas. 29) Often does things in his/her own way (independent, nonconforming). 30) Highly alert an observant to what is occurring in his/her surroundings. * Please return Form(s) within 10 school days to the Building Principal.

10 Dear Parent/Guardian: Your child has been referred for evaluation to help determine eligibility for Gifted Support Services. Gifted Support involves supplemental, enrichment, stimulation, and/or acceleration for students who demonstrate outstanding intellectual and creative ability -- the development of which requires special activities or services not ordinarily provided in the regular program. Multiple criteria are used at E.A.S.D. to help determine eligibility. Historically, an individual intelligence score of 130 or better plus demonstration of advanced and accelerated learning ability and achievement were minimal requirements, and generally recognized the children scoring in the top 2% of nationally-normed assessment instruments. Students with I.Q.'s lower than 130 can be considered for eligibility for the Gifted Support when the preponderance of evidence derived from the rest of the multi-factored screening process substantiates Gifted-level functioning and satisfies the entry criteria. Gifted Support is available from grades K-12. The psychological assessment will primarily focus on cognitive/intellectual functioning as part of a Multidisciplinary Team Evaluation (MDE). A brief description of the process can be found in the Parent Consent Form which requires your authorization before we can proceed. Formal testing usually takes between 1-2 hours and will cover such areas of functioning as general fund of information, verbal and nonverbal abstract reasoning, concept formation, vocabulary, comprehension, judgement, memory, etc. Please note that no specific preparation is required for this assessment. Our procedures are a normal and integral part of everyday school activity. Prior to the initiation of formal psycho-educational assessment, a completed referral packet is required which includes comprehensive data collected from all other Team members, including any information that you contribute. Remember, you are an integral part of our Team! After a thorough review of all relevant documents including: 1) Teacher Rating Scale; 2) Parent/Guardian Rating Scale; 3) Scale For Rating Behavioral Characteristics of Superior Students (Learning, Creativity, Motivation and Leadership); 4) Scholastic Grade Average; 5) Group Intelligence: Otis -Lennon/Scholastic Achievement Index (SAI); 6) Standardized Achievement Tests; 7) Multidisciplinary Team Data [Including Parent/Student Narrative Response]; the psychological evaluation for cognitive/intellectual functioning will be scheduled.

11 -2- In order to be as equitable as possible in an attempt to address the needs of all of our children and due to our very heavy caseload, referrals will be processed in order received from our referral list, barring any emergency intervention which is required from time to time. The results of the psychological testing will become a part of the Comprehensive Evaluation Report (C.E.R.) of our Multidisciplinary Team. Upon completion of the Team's work, data will be forwarded to you for your review. As you can see, the process is lengthy, detailed, and comprehensive. I hope this brief overview serves as a useful procedural guide for you as we work together to help your child and all of our children here at East Allegheny. Thank you for your support and cooperation. Very truly yours, Ray M. Milke, Ph.D., NCSP Consulting Psychologist Licensed/Board Certified

12 SCALE FOR RATING BEHAVIORAL CHARACTERISTICS OF SUPERIOR STUDENTS (Adapted From Joseph S. Renzulli/Robert K. Hartman) Student's Name: School: Grade: Age: Date: Years/Months Teacher or Person completing this Form: How long have you known this child? months DIRECTIONS: These scales are designed to obtain teacher estimates of a student's characteristics in the areas of learning, motivation, creativity, and leadership. The items are derived from the research literature dealing with characteristics of gifted and creative persons. It should be pointed out that a considerable amount of individual differences can be found within this population; and therefore, the profiles are likely to vary a great deal. Each item in the scales should be considered separately and should reflect the degree to which you have observed the presence or absence of each characteristic. Since the four dimensions of the instrument represent relatively different sets of behaviors, the scores obtained from the separate scales should not be summed to yield a total score. Please read the statements carefully and circle the appropriate number according to the following scale of values: Strongly Recommended Moderately Neutral Recommended Do Not Elevated Recommendation With Reservation Recommend Recommendation PART I: LEARNING CHARACTERISTICS 1) Has unusually advanced vocabulary for age or grade level; uses terms in a meaningful way; has verbal behavior characterized by 'richness' of expression, elaboration, and fluency. 2) Possesses a large storehouse of information about a variety of topics (beyond the usual interests of youngsters his age). 3) Has quick mastery and recall of factual information. 4) Has rapid insight into cause-effect relationships; tries to discover the how and why of things; asks many provocative questions (as distinct from informational or factual questions); wants to know what makes things (or people) tick.

13 Student s Name SCALE FOR RATING BEHAVIORAL CHARACTERISTICS OF SUPERIOR STUDENTS 5) Has a ready grasp of underlying principles and can quickly make valid generalizations about events, people, or things; looks for similarities and differences in events, people and things. 6) Is a keen and alert observer; usually "sees more" or "gets more" out of a story, film, etc. than others. 7) Reads a great deal on his own; usually prefers adult level books; does not avoid difficult material; may show a preference for biography, autobiography, encyclopedias, and atlases. 8) Tries to understand complicated material by separating it into its respective parts; reasons things out for himself; sees logical and common sense answers. PART II: MOTIVATIONAL CHARACTERISTICS TOTAL = 1) Becomes absorbed and truly involved in certain topics or problems; is persistent in seeking task completion (It is sometimes difficult to get him to move on to another topic). 2) Is easily bored with routine tasks. 3) Needs little external motivation to follow through in work that initially excites him. 4) Strives toward perfection; is self-critical; is not easily satisfied with his own speed or products. 5) Prefers to work independently; requires little direction from teachers. 6) Is interested in many "adult" problems such as religion, politics, sex, race -- more than usual for age level.

14 Student s Name Page 2. SCALE FOR RATING BEHAVIORAL CHARACTERISTICS OF SUPERIOR STUDENTS 7) Often is self-assertive (sometimes even aggressive); stubborn in his beliefs. 8) Likes to organize and bring structure to things, people, and situations. 9) Is quite concerned with right and wrong, good and bad; often evaluates and passes judgement on events, people, and things. PART III - CREATIVITY CHARACTERISTICS TOTAL = 1) Displays a great deal of curiosity about many things; is constantly asking questions about anything and everything. 2) Generates a large number of ideas or solutions to problems and questions; often offers unusual ("way out"), unique, clever responses. 3) Is uninhibited in expression of opinion; is sometimes radical and spirited in disagreement; is tenacious. 4) Is a high risk taker; is adventurous and speculative. 5) Displays a good deal of intellectual playfulness; fantasizes; imagines ("I wonder what would happen if..."); manipulates ideas (i.e., changes, elaborates upon them); is often concerned with adapting, improving, and modifying institutions, objects, systems. 6) Displays a keen sense of humor and sees humor in situations that may not appear to be humorous to others. 7) Is unusually aware of his impulses and more open to the irrational in himself (freer expression of feminine interest for boys, greater than usual amount of independence for girls); shows emotional sensitivity.

15 Student s Name Page 3. SCALE FOR RATING BEHAVIORAL CHARACTERISTICS OF SUPERIOR STUDENTS 8) Is sensitive to beauty; attends to aesthetic characteristics of things. 9) Is nonconforming; is unwilling to accept authoritarian pronouncements without critical examination. PART IV: LEADERSHIP CHARACTERISTICS TOTAL = 1) Carries responsibility well; can be counted on to do what he has promised and usually does it well. 2) Is self-confident with children his own age as well as adults; seems comfortable when asked to show his work to the class. 3) Seems to be well liked by his classmates. 4) Is cooperative with teacher and classmates; tends to avoid bickering and is generally easy to get along with. 5) Can express himself well, has good verbal facility and is usually well understood. 6) Adapts readily to new situations; is flexible in thought and action and does not seem disturbed when the normal routine is changed. 7) Seems to enjoy being around other people; is sociable and prefers not to be alone. 8) Tends to dominate others when they are around; generally directs the activity in which he is involved. 9) Participates in most social activities connected with the school; can be counted on to be there if anyone is. 10) Excels in athletic activities; is well coordinated and enjoys all sorts of athletic games. TOTAL =

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