The Gifted Process at LHS

The Gifted Process at LHS
Eligibility Requirements
The DeKalb County School District's gifted identification process begins with the achievement category using the Northwest Evaluation Association Measures of Academic Progress (MAP). Students must earn ≥90% in Reading and/or ≥90% in Math to be considered for further evaluation.
To qualify for gifted services, students must meet criteria in three of the following four areas:
Achievement
Minimum score of 90th percentile (or higher) on the total reading, total math, or complete composite.
Mental Ability
Minimum score of 96th percentile (or higher) in at least one sub-test area.
Creativity
Minimum score of 90th percentile (or higher) on an assessment for creativity.
Motivation
Minimum of 90th percentile (or higher) on a motivation assessment OR GPA of at least 3.5 on a 4.0 scale in core subjects over the previous two school years (Grades 6-12).
Referral Process
Two Paths to Identification
Automatic Referral: All students participate in district-wide assessment processes that can identify potential gifted abilities.
Reported Referral: Teachers, counselors, administrators, parents/guardians, peers, or even students themselves can initiate a referral for gifted services. This triggers an eligibility review by the local school's Eligibility Review Team, followed by the district-wide assessment process.
Referrals can happen at any time during the school year, but assessments are typically conducted during designated testing windows in Fall (October) and Spring (February).
Gifted Education and Special Services
Special Education & Gifted
A student with an IEP can become eligible for gifted education services. Once identified as gifted, they remain entitled to any accommodations and modifications within their IEP in gifted instructional settings, as well as other special education services contained within their IEP.
Section 504 & Gifted
Students with Section 504 Plans can also qualify for gifted services. Their accommodations must be honored in gifted educational settings, ensuring that their specific needs are addressed while also nurturing their exceptional abilities.
Testing Accommodations
If a student's IEP states they receive small group testing or other testing accommodations, the District will identify Georgia Department of Education-approved gifted assessment methods that honor these accommodations without impacting the scoring or norming of the assessment.
Benefits of Gifted Identification
Being identified for gifted services provides numerous advantages for students at Lithonia High School:
Peer Collaboration
Increased opportunities for students to work with like-minded peers who share similar intellectual abilities and academic interests.
Accelerated Pace
Instruction at a faster pace tailored to meet the learning needs of students who quickly grasp concepts and are ready for additional challenges.
Strength-Based Learning
Instruction based on students' unique strengths and interests, promoting deeper engagement and motivation in the learning process.
Specialized Instruction
Learning guided by gifted-certified teachers trained to recognize and nurture the unique needs of gifted students through challenging assignments.
Grade Acceleration and Gifted Students
Grade acceleration, or "skipping" grades, is a separate process from gifted education services:
School-Level Decision
The grade acceleration process is not under the auspices of the Gifted Education Department. This process lies at the local school level in conjunction with DCSD Board Policy IHEB: Academic Achievement.
Discussion Process
If a parent/guardian desires to discuss grade acceleration for their child, they should contact their child's school principal to initiate the conversation about this option.
Individual Consideration
Grade acceleration decisions are made on a case-by-case basis, considering the child's academic readiness, social-emotional development, and other relevant factors for success.
New Students to DeKalb County
New to DCSD
New students are included in the gifted identification process via an automatic referral beginning with the MAP assessment. Standardized test scores from within a two-year period may be used as a referral for further evaluation.
Transferring Within DCSD
If a student in a gifted program is transferring within the DeKalb County School District, they will automatically become part of the receiving school's gifted program.
Transferring Within Georgia
A student already participating in a gifted program in another Georgia school system will be eligible upon receipt of a gifted eligibility report confirming gifted services from the sending school.
Out-of-State and Military Transfers
Out-of-State Transfers
Students who enroll from an out-of-state gifted program must meet Georgia requirements to be placed in the DCSD's Gifted & Talented Program. Assessment scores from other states are not accepted. Students will follow DeKalb's process for eligibility beginning with the Northwest Evaluation Association Measures of Academic Progress (MAP).
Military Families
Reciprocity will be granted to students whose households include a member of the United States uniform services according to laws O.C.G.A. 20-2-2140 through 20-2-2180. This means that qualifying gifted students from military families can transition more smoothly into DeKalb's gifted programs.
Reassessment and Continued Eligibility
One-Time Identification
Once a student becomes eligible for gifted services within a Georgia public school district, they do not need to be reassessed again to remain eligible for gifted services.
K-12 Continuation
Gifted identification carries through from elementary to middle to high school without requiring requalification, as long as academic performance meets continuation requirements.
Leaving and Returning
If a student qualified for gifted education within Georgia, moves away, and then returns, their initial gifted identification remains intact without needing reassessment.
Maintaining Services
While reassessment isn't required, students must maintain a minimum 80% in gifted classes to avoid probation and continue receiving uninterrupted gifted services.
Continuation and Probation
Continuation Agreement
All identified gifted students receive a Continuation form that must be reviewed and signed by both the parent and student. This document outlines the expectations for maintaining gifted status.
All gifted students must maintain a minimum 80% or higher in the assigned gifted class(es) to continue receiving services without interruption.
Probation Policy
If a student receiving gifted services fails to maintain the minimum 80% or higher in their assigned gifted class(es), they will be placed on probation for a period of one semester.
During this probationary period, students continue to receive gifted services while working to improve their academic performance to meet the required standards.
Important Assessment Information
A qualifying score on a nationally normed test is required in at least one area
Data used to establish eligibility in one area cannot be used for another area
Assessment scores remain valid for two calendar years (January–December)
Private test data may not determine eligibility but can be used as a referral for further evaluation
Assessments administered outside the district-wide gifted identification testing cycle are inadmissible
Important Testing Windows
Understanding the gifted assessment timeline helps families prepare and plan accordingly:
1
Fall Assessment Window (October)
First district-wide gifted identification assessment window of the school year. Includes MAP testing and other assessments for students who qualify for further evaluation.
2
Winter MAP Testing (December-January)
Second opportunity for MAP assessment, which can be used for gifted screening. Results can supersede fall scores for gifted eligibility consideration.
3
Spring Assessment Window (February)
Second district-wide gifted identification assessment window. Final opportunity of the school year for comprehensive gifted evaluation.
4
Spring MAP Testing (April-May)
Final MAP assessment of the school year, which can also be used for gifted eligibility consideration for the following school year.
Monitoring and Supporting Gifted Students
District Oversight
DCSD's Gifted Education Department maintains frequent presence at schools and constant communication with gifted teachers, liaisons, and administrators to ensure quality programming.
The department's Senior Gifted Education Coordinators monitor gifted education programming needs, assessment procedures, and classroom instruction to maintain high standards.
Academic Tracking
MAP assessments report aggregate results three times per school year, providing data on overall academic outcomes and growth of gifted students to evaluate program effectiveness.
Funding and Support for Gifted Education
The gifted program at Lithonia High School receives dedicated funding to ensure high-quality educational experiences for eligible students:
State of Georgia funding through the Division of Student Services
During the 2024-2025 school year, public school districts earn 1.7340 full-time enrollments (FTE) for each gifted-identified student's instructional segment
FTE funding requires students to be served by a gifted-endorsed teacher within an approved gifted service model
FTE is tabulated and reported to the Georgia Department of Education each October and March