Gifted Multidisciplinary Evaluation (GMDE)
When a teacher refers a student or a parent suspects their child is gifted and
requests an evaluation in writing, the District will initiate a Gifted
Multidisciplinary Evaluation (GMDE) as specified in Title 22 Pennsylvania Code, Chapter 16 to be conducted by the
Gifted Multi-Disciplinary Team (GMDT).
A.
The Gifted Multi-Disciplinary Team (GMDT)
The Gifted Multi-Disciplinary Team (GMDT) includes a certified school
psychologist, the principal or District representative, the classroom
teacher(s), a school counselor, and the parent(s)/guardian(s). The GMDT conducts a comprehensive evaluation
that is sufficient in scope to investigate information relevant to the
student’s suspected giftedness, including academic functioning, learning
strengths, rates of acquisition and retention, intervening factors that may
mask giftedness, and educational needs. If
at any time, the parent(s) decides to rescind permission to evaluate, the
evaluation process will be stopped as long as the parent’s request is in
writing.
“The GMDT has the
responsibility of contributing information to the GMDE that:
· Assures that comprehensive data has been
collected on the student to indicate academic instructional levels, thinking
skills and other learning skill levels, rate of acquisition/retention for
mastery of new content/skills, academic interests/strengths, and, as
appropriate, developmental levels (young students) and career goals.
· Provides clarifying information about the ability
of children who score below IQ 130 (within the standard of measurement for the
test) and have strong indications of gifted performance.
·
Determines if additional assessment, such as
out-of-level academic testing, is needed.
When normed and validated individualized standardized testing is used, a
clear explanation of subtest results should be part of the Gifted Written
Report. Such explanation may include:
§
Mastery level
§
Functional/instructional level and frustration
level
§ Grade level equivalencies
§ District performance criteria for competency
§
Mastery and excellence of output
§
Comprehensive developmental levels in subtests
§ Implications in the learning process of the
student
·
Recommends whether a student is gifted and in
need of specially designed instruction.
·
Recommends appropriate integrated programming
for a student if there is more than one area of exceptionality.
· Provides information about the student's
adaptive and social behavior if this is appropriate.
The GWR should be compiled
based on a complete evaluation and carry the recommendations of all individuals
participating, whether or not the individuals are in concurrence. The
determination of giftedness, i.e., eligibility under Chapter 16, resides with
the GMDT, which includes the parents.” (Pennsylvania Department of Education Gifted
Guidelines August 2010, pages 13-14)
The evaluation process must
take into consideration any Intervening Factors Masking Giftedness.
“Documented, observed validated or assessed evidence that intervening factors
such as English as a Second Language, learning disability, physical impairment,
emotional disability, gender or race bias, or socio-cultural deprivation are
masking gifted abilities.” (22 PA. Code §16.21 (e) (5))