Miss. Code. tit. 7, pt. 10, STUDENT IDENTIFICATION PROCESSES
The student identification processes are separated into six steps for each of the four different eligibility categories: Intellectually, Artistically and Creatively Gifted for students in grades 2-12, and Academically Gifted for students in grades 9-12. The six steps are: referral, (LSC) review, parental permission for testing, assessment, assessment report, and the eligibility ruling by the LSC.
When the district is developing identification procedures, the following shall be considered:
The identification process shall consist of a combination of subjective and objective measures to determine eligibility for the gifted programs. No single evaluation method or instrument adequately identifies students who are gifted. Thus, a multi-factored identification process must be followed to insure a fair evaluation of each individual student.
The identification process shall provide an equitable opportunity for the inclusion of students who are culturally diverse, underachieving, disabled under IDEA guidelines, physically handicapped, ADD/ADHD, as well as students who exhibit classroom behavior such as extreme shyness, short attention spans, disruptiveness, continual questioning, and anxiety. Throughout the identification process, close attention and careful consideration shall be paid to all information available and collected on each individual student and how that information dictates the kinds of instruments and measures that should be used to correctly assess that student.
All instruments administered and measures must have been validated for the specific purpose for which they are being used. Hearing, vision, and general physical examinations are suggested but are not required.
District personnel shall make decisions as to which measures will be used during the referral process and what the local minimal acceptable criteria will be for each measure. This information must be documented in writing at the district level. District personnel shall make decisions as to which measures will be used during the assessment process and whether the minimal acceptable criteria set in regulations will be used, or if a higher minimal acceptable criteria will be used. The assessment criteria and minimal acceptable criteria to be used shall be documented in writing in the district's Gifted Education Program Proposal submitted to the Office of Gifted Education Programs at the Mississippi Department of Education (MDE) and approved by the State Board of Education (SBE).
Identification as gifted in one area does not automatically make a student eligible for services in one or more of the other areas of giftedness in Mississippi. However, a student with an Intellectually Gifted eligibility ruling may be served in an Academically Gifted program in grades 9-12 without obtaining an Academically Gifted eligibility ruling. Since not all intellectually gifted students are also academically gifted, and since many intellectually gifted students are not high academic achievers in all academic areas, careful consideration shall be given as to the appropriate placement in the academically gifted program.
Miss. Code. tit. 7, pt. 10, STUDENT IDENTIFICATION PROCESSES