[Ohiogift] Early entrance to kindergarten assessment

Fri May 10 11:40:46 EDT 2013

The language related to kindergarten entrance is being revised and
will likely go into HB 59 (budget bill).

The revised language will permit the enrollment of a student into
kindergarten (community schools and districts) provided they will be age 5
by January 1 using a district screening process. This will be considered
early entrance since students will not be age 5 prior to teh August or
September deadline adopted by the school or district. In addition to that
option, students who will not be age 5 by January 1 (no age limitation) may
also be admitted to kindergarten under the acceleration model utilizing the
IAS.

And yes, ODE knows they will need to communicate the correct information
immediately. I will suggest that once the language is finalized that ODE
notify districts and then follow up with instructions as soon as the bill
passes.

On Fri, May 10, 2013 at 11:27 AM, <Ms118rbts at aol.com> wrote:

> **
> I agree. We have had a few instances of siblings in the same grade and has
> not stopped the acceleration.  One just has to help all involved (not just
> the accelerated student) through the process.
> Sally R
>
>  In a message dated 5/9/2013 5:53:08 P.M. Eastern Daylight Time,
> boyleconsulting at me.com writes:
>
>  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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-- 
Colleen D. Grady
440-376-1325
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