assessed by qualified district personnel (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. 2.2.4. Educators have knowledge of student exceptionalities and collect assessment data while adjusting curriculum and instruction to learn about each developmental level student’s and aptitude for learning. 2.2.5. Educators interpret multiple assessments in different domains and understand the uses and limitations of the assessments in identifying the needs of students with gifts and talents. RESOURCES TO CONSIDER IF ….. PARTIAL IMPLEMENTATION COMPLETE IMPLEMENTATION EXEMPLARY IMPLEMENTATION ACTION TO BE TAKEN: PERSON(S) COMPLETION OUTCOME NEEDED RELATED ACTIVITIES RESPONSIBLE DATE
assessed by qualified district personnel (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 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. 2.2.4. Educators have knowledge of student exceptionalities and collect assessment data while adjusting curriculum and instruction to learn about each student’s developmental level and aptitude for learning. 2.2.5. Educators interpret multiple assessments in different domains and understand the uses and limitations of the assessments in identifying the needs of students with gifts and talents. IF ….. RESOURCES TO CONSIDER PARTIAL IMPLEMENTATION COMPLETE IMPLEMENTATION EXEMPLARY IMPLEMENTATION ACTION TO BE TAKEN: OUTCOME NEEDED RELATED ACTIVITIES PERSON(S) RESPONSIBLE COMPLETION DATE
HI%20CAP%20PROG.%20PLAN%20MANUAL.Final%20Revision.docx