Elementary school students will initially be considered for acceleration through the D428 MTSS (Multi-tiered Systems of Support) process. As part of the MTSS process, student data is systematically reviewed during regularly scheduled data team meetings. This process facilitates a continuous review of student progress, which in turn fosters an accelerated program identification approach that is responsive to student need. Students may be referred for acceleration consideration through a data team, or by a request from a principal, teacher, other educational staff, or parent or guardian.
Secondary school students will initially be considered for accelerated services through referrals from PLT/grade-level/content data team meetings or the classroom teacher, who has in-depth knowledge and understanding of a student’s abilities. Principals, other educational staff, parents or guardians, or the student themselves may also nominate students for identification.
A student learning profile for students who have been referred for subject-specific or grade-level acceleration will be compiled by building-level teams with support from the Curriculum and Instruction department. The student learning profile will include indicators of academic skills, ability, and social-emotional skills.
Additional information may be gathered through assessments (objective norm-referenced assessments of academic and/or cognitive ability), inventories, checklists, classroom data, and/or anecdotal information. Using a wide variety of assessments will allow the school team to make determinations to meet the needs of gifted and talented students.