[Ohiogift] Early entrance to kindergarten assessment

Fri May 10 08:59:20 EDT 2013

I concur and do the same as Dr. Boyle.  Our data also support this
procedure.

On Thu, May 9, 2013 at 6:30 PM, Colleen Boyle, PhD
<boyleconsulting at me.com>wrote:

> Two comments about my previous post about Early K screening. . .
>
> 1.  Please forgive the horrendous typos and mechanical errors.  The joys
> of typing on an iPhone. . .
> 2.  What I shared is my personal approach based on what I know about
> testing, what I have observed in data, and in an attempt to follow the
> spirit of the policy in a reasonable manner.  It is not endorsed by anyone
> nor am I speaking on any organization's behalf.
>
> Colleen Boyle, Ph.D.
> Gifted Coordinator and Educational Consultant
> Columbus, OH
> boyleconsulting at me.com
>
> Specialities:
> Educational Psychology
> Gifted Education and Psychology
> Educational Administration
>
>
>
>
>
> On May 9, 2013, at 5:52 PM, "Colleen Boyle, PhD" <boyleconsulting at me.com>
> wrote:
>
> The WISC GAI score has been covered in ODE's FAQ for gifted ID for a few
> years now. It isn't addressed in the IAS, but there is no reason an
> evaluator shouldn't consider it during an acceleration eval. (And frankly,
> I see no need or the IAS to be revised with it. It is silly that they
> charge a ton of money for a "revised" document that has 1-2 new sentences
> in it like they did with the last revision.)
>
> The sibling contraindicator, in my opinion, is something to seriously
> discuss, but I don't think it is a slam dunk close the door for some kids.
> Now, I've not had an early k referral where this was an issue, nor have I
> had a profoundly gifted early k referral. But, should a case arise, I think
> it is worth a conversation but not necessarily immediate exclusion.
>
> The 115 IQ is a completely different story. Because we are talking about
> putting a child in an advanced placement compared to typical development,
> there is a very real need for a child to be at that cognitive level to
> handle internal accommodations needed in the process of adapting to the
> group of older kids. So, if I encounter a child without the 115, I do not
> continue the process nor do I call a committee. If the child gets 115 but
> doesn't get the 10 total points on the assessment rating, I also stop
> without finishing the IAS or committee. I explain the criteria and
> supporting research to the parents, I offer an interpretation of the
> child's strengths and weaknesses from the cog test (and achievement if
> given), and I give suggestions of things the parent can do at home to
> continue the child's development. But, I don't do any other testing. I know
> i am putting myself on the line by sharing the publicly, but i think the
> rationale is defensible and in line with the approved IAS. I can't justify
> putting a small child through that nor pulling teachers and principals from
> classes the last week of school for meetings that are a definite no. Plus,
> districts with Aug. 1 cutoffs or all day kindergarten tend to get more
> referrals (at least in my experience).  When responsible for large
> districts or multiple districts, coordinators need a way to manage the load
> without depriving kids of needed opportunities.  If it is an older child
> considered for whole grade acceleration, that is different since there are
> In-school options that can still be discussed. But for early K, where there
> are no other school options within the district, the conversation really
> stops at that point.
>
> After doing this for several years, data seems to confirm how i handle
> this. My referrals have cog scores clustered between 95-105 (usually kids
> who miss the cutoff by a couple of days) and 120 or higher (usually miss
> the cutoff by a month or more). Scores between 105 and 120 are rare in my
> early k referrals. I've gone back and reviewed the later grade testing of
> kids I have reviewed in any way with this process.  Every child I stopped
> after a cog score less than 115 has a 2nd or 3rd grade cognitive score
> within 1 SEM of the original score and has achievement scores ranging from
> 35%ile to 85%ile.  Every child I screened completely through with the IAS
> and did not place also has a cog score within 1 SEM of the original cog
> score and usually is scoring in subject areas between 75th%ile and 95%ile
> (I get an occasional subject area ID from some of those kids, but not new
> cog IDs).  Kids who go through the entire process and are placed usually
> have cog scores within 1 SEM at a minimum, and some who may have had a 125
> or so on the original cog test end up cog ID later on.  Achievement scores
> usually fall between 85%ile and 99%ile in the accelerated grade level.  So,
> it seems to be working well and placing the right kids.
>
> Colleen
> Sent from my iPhone
>
> On May 9, 2013, at 5:07 PM, Anne Flick <anneflick at yahoo.com> wrote:
>
> That is interesting Colleen.  I would love to learn criteria you have
> found that helped you in the process to consider for a student with IQ<115.
>
> Another point is that the WISC publisher now notes that GAI is more
> accurate than FSIQ for some gifted children.  I'm not sure if the 3rd ed.
> of the IAS includes this updated protocol.
>
> Another IAS automatic contraindicator for acceleration is if the child
> would be placed into a grade at the same level or a level above an older
> sibling.  Plenty of families of PG children have ignored this caveat with
> no issues in their families.  Some kids are so profoundly gifted that it
> would be cruel to hold them behind a sibling, and where sibling
> difficulties arise, they manage them because the younger child's academic
> needs are so extreme.
>
> Karen, thank you for sharing your district's resources.
>
> Anne
>
>   ------------------------------
>  ** the IAS also says right at the beginning that acceleration shouldn't
> be considered if the IQ score is below a 115 or if the total of the ratings
> for the aptitude, achievement, and ability scores is less than 10. So,
> depending on the child's tested ability, a modified process may be very
> appropriate.  (This should be child specific and based on objective
> criteria, not at a district whim.)
>
>
> Colleen Boyle, Ph.D.
>
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-- 
Vickie Briercheck
Coordinator of Gifted Education
Dean of Students Pfeiffer Intermediate School
4315 13th Street SW
Massillon, OH  44646
330-478-6163 ext 4002

Quality gifted education radiates excellence throughout a district
Tenet 10
Virgil Ward

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