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REPORTED REFERRAL AUTOMATIC REFERRAL
A student is referred for consideration by Students who score at specified levels on
teachers, counselors, administrators, nationally norm-referenced tests. The local
parents/guardians, peers, self or others with board of education establishes the score(s)
knowledge of student’s academic abilities. needed for automatic referral.
STUDENT SEARCH/ELIGIBILITY
TEAM
A decision-making team that uniformly considers
information collected on student referrals. The team
decides if it is appropriate
to proceed with formal evaluation.
Search/eligibility team gathers Additional evaluation is not
more information. needed. Student continues in
regular education programs.
Education program
Formal Evaluation
Student is referred for Gifted Education
Evaluation in Mental Ability,
Achievement, Creativity, and Motivation.
Eligibility Team Not
Eligible Reviews assessment results and makes
recommendation Eligible
Gifted Services Option(s) Regular Education
Student(s) may need a MTSS
Recommendation Student(s) follow-up plan
may need a MTSS follow-up plan Georgia Department of Education
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Curricula for gifted education learners must incorporate the SBOE approved curriculum. Local
BOE curricula for gifted students shall focus on developing cognitive learning, research and
reference, and metacognitive skills at each grade grouping, using principles of differentiation.
Differentiated instruction is a teaching theory based on the premise that instructional approaches
should vary and be adapted in relation to individual and diverse students in classrooms
(Tomlinson, 2011). The model of differentiated instruction requires teachers to be flexible in
their approach to teaching and adjust the curriculum and presentation of information to learners
rather than expecting students to modify themselves for the curriculum (Hall, 2011).
A differentiated curriculum for gifted learners includes the following expectations:
Content: Complex and challenging subject matter that:
• Requires intellectual struggle
• Utilizes primary documents
• Integrates research skills and methods
• Incorporates relevant and real-life experiences
• Integrates interdisciplinary connections
Process: Instructional strategies are designed to:
• Emphasize higher-order thinking, problem-solving and communications skills
• Foster self-initiated and self-directed learning
• Promote creative application of ideas
• Model and encourage academic discussion
Product: Gifted student products should demonstrate a developmentally appropriate capacity
for:
• Self-directed learning
• Meaningful collaboration
• Effective problem solving of challenging and complex issues
• Effective communication
• Social and emotional understanding of self relative to community, culture, and physical
environment
Environmental: Physical setting and work conditions to:
• Change the actual place where students work
• Allow flexible time
• Provide opportunities for independent study and in-depth research
• Provide opportunities for mentorship
Assessment: Gifted learners need various methods and opportunities to document mastery of
curriculum such as:
• Pre/post tests
• Self assessment through rubrics
• Creation of goal-based checklists
• Conferencing, commentary, and qualitative feedback (Cobb, 2012)
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SECTION VII FULL-TIME EQUIVALENT (FTE)
FTE reporting refers to the state funding mechanism based on the student enrollment and the
educational services that local school systems provide for the students. The base amount of
money received for each FTE student is determined by the Georgia General Assembly. Refer to
O.C.G.A. § 20-2-161 for information concerning the Quality Based Education (QBE) formula.
Gifted Education is one of 19 categories of instruction funded through the state's Full-Time
Equivalent Funding Formulas. A Full-Time Equivalent Student (FTE) is defined as six (6)
segments of instruction. To view state FTE funding rates and levels go to
https://www.gadoe.org/Technology-Services/Data-Collections/Pages/FY2019-FTE-
Resources.aspx and select a school year and a specific report.
Report QBE 001 shows the rate of QBE funding per FTE.
Report QBE 003 lists local school system FTE funding.
Report QBE 004 lists the QBE Funding at the state level.
Students who are served in an approved gifted education model are reported with the Gifted
Education weight (PROGRAM CODE == "I") for each segment served on the FTE count day.
The school system may claim students for gifted weight who are serviced on the day of the count
only. Gifted students who are not provided with gifted program instruction on the day of the
count must be reported according to the weight that indicates the actual services they receive on
the FTE count day. For state funded FTE earnings, the count dates are the first Tuesday in
October and the first Thursday in March. The FTE count days provide a “picture” or “point in
time snapshot” of the scheduled instructional services provided to students on that specific date.
Students who are referred during a school year, but who are not eligible for gifted services, need
to be coded for the Student Records Collection that is transmitted in June. The students should
have a gifted referral code (example: automatic, etc.) and the gifted eligibility code: “4. referred
this school year, but not eligible.”
CLASS SIZE
Source: Code: IEC 160-5-1-.08 – CLASS SIZE
O.C.G.A. & 20-2-244 (H)
Gifted Education class sizes are established by the State Board of Education. The current
funding ratio for gifted education is 12. The maximum individual gifted education class sizes are
listed below:
GIFTED EDUCATION PROGRAM MAXIMUM CLASS SIZE
Elementary (K-5) 17
Middle School (6-8) 21
High School (9-12) 21
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Class size may be adjusted based on waivers included as a part of approved Charter System or
Strategic Waiver System.
SECTION VIII MULTI-TIERED SYSTEM OF SUPPORTS (MTSS) AND GIFTED
LEARNER GUIDANCE
How does gifted education fit into the Multi-Tiered System of Supports? All identified
gifted education students can be served in the general education MTSS framework. The
following information relates to the tiers within the gifted education program.
Advanced learning needs for the majority of students can be addressed in a general education
classroom which offers a quality learning environment by providing instructional interventions
prior to, or in lieu of, identifying students for specialized educational services. By documenting
instructional interventions, the MTSS framework allows gifted and high-achieving students
access to a differentiated curriculum, flexible pacing, cluster grouping, and other universal
interventions. The MTSS process for referral, evaluation, eligibility, and instruction of gifted
education students is set by the State Board of Education and defined in the Georgia Department
of Education Resource Manual for Gifted Education Services.
When should students be considered for gifted education services?
If there is evidence that instructional modifications have not met a student’s needs, local school
districts should follow the student nomination and decision-making process outlined in the
Georgia Gifted Education Resource Manual. Factors to be considered in the nomination process
should include evidence of the student’s advanced learning needs and the recency and
performance levels of any previous gifted program referrals or placements.
The term differentiation is used quite often in education. What is differentiation and when
should differentiation be used in the classroom?
Differentiated instruction is a teaching theory based on the premise that instructional approaches
should vary and be adapted in relation to individual and diverse students in classrooms
(Tomlinson, 2011). The model of differentiated instruction requires teachers to be flexible in
their approach to teaching and adjust the curriculum and presentation of information to learners
rather than expecting students to modify themselves for the curriculum (Hall, 2011).
Differentiation of curriculum for gifted learners is the process of adapting and modifying
curriculum structures to address these characteristics and needs more optimally. Thus,
curriculum goals, outcomes, and activities may be tailored for gifted learners to accommodate
their needs. Typically, this process involves the use of the strategies of acceleration.
Acceleration is a broad term used to describe ways in which gifted student learning may occur at
a faster more appropriate rate throughout the years of schooling. It refers to content acceleration
through compacting and reorganizing curriculum by unit or year, grade skipping, telescoping two
years into one, Advanced Placement (AP), International Baccalaureate (IB), dual enrollment in
high school and college or university, as well as more personalized approaches such as tutorials
and mentorships that also would be sensitive to the advanced starting level of these learners
(NAGC, 2011).
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Additional information regarding Gifted Education can be found on the Georgia Department of
Education website. The web address is: http://www.gadoe.org/ci_iap_gifted.aspx
Instructional Options for Gifted and High-Ability Students
The needs of gifted and high-ability students vary widely; therefore, an array of instructional
modification options should be available for all grade levels and content areas. Specific learner
objectives are developed on a case-by-case basis. Tier 1, 2, and 3 options to consider include,
but are not limited to, the following:
Acceleration (subject and whole grade)
An individual student moves to a higher grade for instruction in one or more subject areas, or a
student skips a grade level to move to a higher grade than one more typical for the student’s age
group.
Assessments
Assessment measures should document where the student is in relation to normative expectations
when compared with others of his or her same age and/or in relation to curriculum mastery for
grade-level expectations. Early mastery of content may require the use of off-grade-level
measures to accurately capture the child’s learning levels. (Coleman, M.R. & Hughes, C., 2009).
Cross-Age Grouping/Multi-Age Grouping
Students of different ages/grades are grouped together for instruction for all or part of a day.
Curriculum Compacting:
Curriculum a student has already mastered is eliminated. The student is then allowed to pursue
alternative curriculum options.
Gifted Resource Classes/Enrichment Clusters
Students are grouped according to achievement levels for instructional purposes. The
instructional focus is on an interdisciplinary curriculum.
Graduated Rubrics
The standard and level of student proficiency and accomplishments designed for students and
teachers to measure learning outcomes are increased. Graduated rubrics offer clear expectations
for quality and increasing levels of excellence to encourage optimum performance among high-
ability learners.
Independent/Directed Study
A student participates in a self-initiated, teacher-directed, and approved course of study in an
area of interest as described in a written contract which is based on curriculum standards,
research, and planned presentations. Independent study encourages student autonomy in
planning, research, and problem-solving.
Internship/Mentorships
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A student works with a mentor to explore a potential career choice. The internship/mentorship
teacher maintains close contact with both the participating student and the selected mentor to
ensure acceptable progress towards the student’s individual career goals.
Interest Centers
Centers placed within the classroom that link curriculum topics to areas of student talent and
interest in depth and breath.
Subject Grouping Within Class/Gifted Cluster Classes
Students are grouped/clustered according to achievement, within a regular education classroom,
for instruction in one or more subjects.
Subject Grouping across Teams/Classes
Students are grouped according to achievement and go to a different classroom or team, within
the same grade level, for instruction in one or more subjects.
Subject Advancement across Grades
Students are grouped according to achievement, in a higher-grade level, for instruction in one or
more subjects.
Tiered Assignments
Assignments are designed to meet the varying ability levels of students.
Tiered Products
Products are designed to meet the varying ability levels of the students.
Instructional Modification Options for Gifted and High-Ability Students
In a differentiated classroom, teachers differentiate content, process, product, and assessments
according to a student's readiness, interest, and learning profile.
• Content –the State Board of Education adopted curriculum standards the student is
expected to master and related support materials.
• Process – instructional strategies designed to ensure that students acquire a deep
understanding of the curriculum standards.
• Products - vehicles through which students demonstrate and extend what they have
learned.
• Assessment- formative and summative - on and/or off-grade-level monitoring to
document student’s mastery of curriculum standards and learning levels.
• Readiness - a student's entry point relative to a particular understanding or skill.
• Learning Profile - how an individual student learns.
• Gifted Education Tier 1, 2, and 3 instructional and management opportunities with
varying degrees of preparation might include: (Table 2, page 22).
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