EXEMPLARY IMPLEMENTATION ACTION TO BE TAKEN: PERSON(S) COMPLETION OUTCOME NEEDED RELATED ACTIVITIES RESPONSIBLE DATE Level of CRITERIA STATEMENT EVIDENCE Implementation Assessment (continued) Partial 3) Districts shall have a Complete 1.8. clearly defined and written Exemplary assessment process. (WAC 392-170-055) STANDARD 2: ASSESSMENT Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains. STUDENT OUTCOMES EVIDENCE-BASED PRACTICES 2.2. Identification. Each student reveals his or 2.2.1. Educators establish comprehensive, her exceptionalities or potential through cohesive, and ongoing procedures for identifying assessment evidence so that appropriate and serving students with gifts and talents. instructional accommodations and modifications These provisions include informed consent, can be provided.. committee review, student retention, student reassessment, student exiting, and appeals procedures for both entry and exit from gifted program services. 2.2.6. Educators inform all parents/guardians about the identification process. Teachers obtain parental/guardian permission for assessments, use culturally sensitive checklists, and elicit evidence regarding the and child’s interests potential outside of the classroom setting. RESOURCES TO CONSIDER IF ….. PARTIAL IMPLEMENTATION COMPLETE IMPLEMENTATION
EXEMPLARY IMPLEMENTATION ACTION TO BE TAKEN: OUTCOME NEEDED RELATED ACTIVITIES PERSON(S) RESPONSIBLE COMPLETION DATE CRITERIA STATEMENT Level of Implementation EVIDENCE 1.8. Assessment (continued) 3) Districts shall have a clearly defined and written assessment process. (WAC 392-170-055) Partial Complete Exemplary STANDARD 2: ASSESSMENT Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains. STUDENT OUTCOMES EVIDENCE-BASED PRACTICES 2.2. Identification. Each student reveals his or her exceptionalities or potential through assessment evidence so that appropriate instructional accommodations and modifications can be provided.. 2.2.1. Educators establish comprehensive, cohesive, and ongoing procedures for identifying and serving students with gifts and talents. These provisions include informed consent, committee review, student retention, student reassessment, student exiting, and appeals procedures for both entry and exit from gifted program services. 2.2.6. Educators inform all parents/guardians about the identification process. Teachers obtain parental/guardian permission for assessments, use culturally sensitive checklists, and elicit evidence regarding the child’s interests and potential outside of the classroom setting. IF ….. RESOURCES TO CONSIDER PARTIAL IMPLEMENTATION COMPLETE IMPLEMENTATION
HI%20CAP%20PROG.%20PLAN%20MANUAL.Final%20Revision.docx