Parents and Guardians should begin by contacting the Guidance department at their home zoned school.  (See FAQ page)
 
The School District of Flagler County 
 Procedures for Gifted Referral 
Determining the need for a Gifted Referral: 
1. Students may be recommended based upon standardized test scores in Reading and/or Math above the 85%ile or FCAT Levels 4 and 5 on average of Reading and Math scores. 
2. After observing a student for a period of time, recommended to be at least 6 weeks/one marking period, teachers may notice a student in need of gifted services. 
Characteristics of the gifted student may be found on the gifted checklists. (For a review of the characteristics see the School Counselor or contact the ESE department). These checklists provide a picture of a student who may be gifted. 
3. The Student Success Team (SST) may meet and refer students by recommendation, from any individual. 
 
To begin the referral process: 
1. A screening (SAGES – 2: Reasoning subtest) is administered by the School Counselor, after obtaining parent consent (FCS030) indicating on the line for “Other Screening”: SAGES-2. Vision/Hearing screening is also permitted with parental consent on this form. 
 
NOTE: Prior to screening the student with the SAGES-2, the School Counselor may wish to gather all data in order to determine if the student will obtain the required number of points to move forth in the process.  a. It is important to read the SAGES-2 manual carefully! 
b. The Reasoning subtest samples one aspect of intelligence or aptitude – problem solving 
c. Use the “Normal” sample when converting raw scores to Quotients (As recommended by SAGES – 2 publishers) 
d. Scores and point weight are determined by the SAGES-2 classifications of “likelihood of being Gifted”. 
 
2. If a student obtains required points (minimum 111) on the SAGES-2, checklists (FCS094, FCS095, FCS096) are completed. 
(Distribution and collection of all material is determined at the school level)   Sensory Screenings (vision and hearing only) should be conducted, if they have not already been completed within the past year (grade level screenings may be used if they have been completed within the year the student is being referred). – Attach Form FCS002. 
3. The parent completes the Parent Checklist for Gifted Characteristics (FCS096). It is important for the parent to provide input. Parental input gives insight of the child, at home as well as in the school setting.   4. The present grade level teacher completes the Gifted Characteristics Checklist (FCS095).  Only one teacher is required. However, if more than one teacher completes the checklists, an average of their ratings should be calculated. 
5. Norm-referenced or standardized test data are collected.   6. Once all of the above data have been collected, the Gifted Screening and Referral Checklist (FCS094) is completed. 
  7. If the student has obtained the required number of points (15), (or 12 points for students considered under Plan B), then consent for evaluation (FCS032) is completed by the School Counselor and signed by the parent. 
a. The student cannot be referred for intellectual evaluation until he or she passes (as documented by nurse or private physician/agency) the sensory screenings. 
b. The consent for evaluation (FCS032) should record the request for an intellectual evaluation to be administered by the School Psychologist. 
 
HOME SCHOOL STUDENTS/PRIVATE SCHOOL STUDENTS: 
Home school students and private school students are expected to provide the same documentation as students who attend public school. They are also required to have the same total points in order to be referred for an intellectual assessment and/or considered for program eligibility. 
 
PRIVATELY TESTED STUDENTS 
1. Parent provides results of the assessment and completes the Parent Checklist for Gifted Characteristics (FCS096). 
2. The present grade level teacher completes Gifted Characteristics Checklist (FCS095). 
3. School Psychologist will review the documents from the outside evaluator to determine the validity of the assessment. 
 
 
The School District of Flagler County 
Gifted Screening and Referral Criteria Checklist 
Student Name:_________________________________________ ID#:____________________ 
School:__________________________ DOB:________________________Grade:___________ 
The School Counselor and the referring teacher will review the referral for the prospective student for the Gifted program, according to identified criteria. Strength in each of the areas will be given a number of points. 
 
A total of fifteen (15) points (12 points for students considered under Plan B), is needed for a student to be eligible for a referral to the School Psychologist to complete an intellectual assessment. 
 
DIRECTIONS: 
Provide information by checking, circle or filling in the blank as appropriate. 
Criterion 1: 
Abilities Test - Screening Assessment for Gifted Elementary and Middle School Students – Second Edition (SAGES -2) 
Reasoning Subtest Quotient Score (Based on “Normal Sample”): ______________ 
SCORE OBTAINED POINTS 
>130                                5 
121-129                          4 
111-120                          3 
 
Criterion 2: 
Norm-referenced achievement test or Standardized test data – Percentile Rank/Level score (examples include, but are not limited to: FCAT, SAT-10) 
Name of Test: ___________________ 
Date Administered:   ___________________ 
Total Battery Score Obtained **: ___________________ 
Reading % ile/Level:    ___________________ 
Math % ile/Level:    ___________________ 
Avg. of Rdg & Math subtests:    ___________________ 
(if applicable) 
PERCENTILE RANK LEVEL SAGES-2 (Math & LA)* POINTS 
97-99%ile   4.5-5.0 > 130 5 
94-96%ile   4.0 121-129 4 
91-95%ile    111-120 3 
88-90%ile 2 
85-87%ile 1 
**The total score should be used for the above determination. If the total battery data are not available, then the average of the Reading subtest and Mathematics subtest should be calculated and considered as the total score. 
*SPECIAL CIRCUMSTANCES: 
If norm-referenced/standardized test scores are unavailable, i.e. in the case of a transfer student or home school student, the Math and Language Arts portion of the SAGES -2 can be administered by the School Counselor in order to fulfill Criterion 2. 
FCS094 (Rev. 01/09) Page 1 of 2 
 
Criterion 3: POINTS 
Parent Checklist for Gifted Characteristics 1 
(51% or greater of B’s & C’s; 
more than 15 questions are rated with a B or C) 
 
Criterion 4: 
Gifted Characteristics Teacher’s Checklist 6 
(Score of 60% or higher) 
 
Criterion 5: 
Student Success Team recommendation 1 
(Attach Meeting Minutes) 
 
Criterion 6: (Plan B, optional) 
Environmental Indicators 1 
2 
TOTAL SCORE FOR EACH CRITERION: 
Total Score for Criterion 1  _____ 
Total Score for Criterion 2 _____ 
Total Score for Criterion 3  _____ 
Total Score for Criterion 4  _____ 
Total Score for Criterion 5  _____ 
Total Score for Criterion 6 (Plan B, optional)  _____ 
 
TOTAL CRITERION SCORE _____ 
 
* Must total > 15 points ( > 12 points for students considered under Plan B) for a referral to be made to the School Psychologist for intellectual testing. 
 
Sensory Screening: (Indicate Pass or Fail) – attach form (FCS002) with screening results. 
 
Pass Fail Hearing Screening Date:__________ Hearing Aid? Y N 
Pass Fail Vision Screening Date:__________ Glasses Worn? Y N  
Signature of School Counselor:______________________ Date:_________________________ 
Signature of School Administrator:___________________ Date:________________________ 
Signature of Staffing Specialist:______________________ Date:________________________ 
FCS094 (Rev. 01/09) Page 2 of 2 
 
 
The School District of Flagler County 
GIFTED CHARACTERISTICS CHECKLIST 

To be completed by present grade level teacher of the student being considered as a candidate for the Gifted program. 
Name of Student:_________________________________ Grade:__________ 
Teacher’s Name:__________________________________ Date: __________ 
This checklist is designed to measure the characteristics which best describe the characteristics student possesses. Indicate the degree to which the student exhibits each characteristic. All items must be marked. 
 
5 = Consistently exhibits this characteristic 4 = Often exhibits this characteristic 
3 = Rarely exhibits this characteristic 2 = Never exhibits this characteristic 
1 = Not able to observe (Please comment if “1” is marked for any characteristic) 
 
VERBAL ABILITIES 
1. Has an expanded vocabulary 5 4 3 2 1 
2. Asks unusual questions to find out more information 5 4 3 2 1 
3. Expresses ideas well 5 4 3 2 1 
4. Elaborates on questions or information 5 4 3 2 1 
 
LEARNING CHARACTERISTICS 
5. Exhibits quick mastery of skills 5 4 3 2 1 
6. Has long term recall of information 5 4 3 2 1 
7. Has interest in how things work 5 4 3 2 1 
8. Has ability to see relationships and make connections 5 4 3 2 1 
9. Is able to retain more information with less repetition 5 4 3 2 1 
10. Displays creativeness/originality 5 4 3 2 1 
11. Has a lot of information about one topic 5 4 3 2 1 
12. Has a questioning attitude 5 4 3 2 1 
13. Signals perfectionist tendencies 5 4 3 2 1 
14. Likes to solve problems/trick questions 5 4 3 2 1 
15. Has a wide range of interests 5 4 3 2 1 
16. Performs well mathematically 5 4 3 2 1 
17. Stays with a project to completion 5 4 3 2 1 
 
MOTIVATIONAL CHARACTERISTICS 
18. Sets high standards for self 5 4 3 2 1 
19. Is inquisitive 5 4 3 2 1 
20. Intense concentration on tasks 5 4 3 2 1 
21. Becomes impatient with drill and routine procedures 5 4 3 2 1 
22. Is persistent 5 4 3 2 1 
23. Has keen powers of observation 5 4 3 2 1 
24. Requires little direction 5 4 3 2 1 
FCS095 (Rev. 01/09) Page 1 of 2 
 
SOCIAL ABILITIES 
25. Tends to dominate peers or situations 5 4 3 2 1 
26. Has unusual, or highly developed sense of humor 5 4 3 2 1 
27. Is independent 5 4 3 2 1 
28. Often finds and corrects own/other’s mistakes 5 4 3 2 1 
29. Is anxious to complete tasks 5 4 3 2 1 
30. Is often overly sensitive 5 4 3 2 1 
Please comment if any “1’s” were circled: ___________________________________________ ____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________ 
 
SCORE:____/150 = ____% 
NEED JUSTIFICATION 
 
Specify those needs listed below which might be more appropriately met by placement in a gifted class. Initial each item that applies to this student (At least one item must be initialed by the teacher completing this form): 
_____ The student possesses ability above regular class curricula 
_____ The student’s social maturity is above classmates 
_____ The student has interest far advanced for regular class work 
_____ The student needs stimulation that can be provided by an advanced program 
 
Name of person completing this form:____________________________________________ 
Position:____________________________________ Date: __________________________ 
FCS095 (Rev. 01/09) Page 2 of 2 
 
 
 
School District of Flagler County 
PARENT CHECKLIST FOR GIFTED CHARACTERISTICS 
 
Name of Student:____________________________________ DOB:______________________ 
Grade:_____________________________ School:____________________________________ 
Name of person completing form:________________________ Relationship:_______________ 
 
Please read and consider the behaviors listed below in relation to your child and circle the appropriate response to each. Return this form to your child’s teacher. 
 
Scale: A= Seldom, if ever, observed B= Observed occasionally C= Observed Often 
1. Exhibits intellectual curiosity A B C 
2. Possesses large/varied vocabulary A B C 
3. Has a wide range of interests A B C 
4. Recalls facts easily A B C 
5. Asks many questions A B C 
6. Makes a generalization easily; sees cause and effect A B C 
7. Loves to read; generally books on higher level A B C 
8. Utilizes colorful verbal expressions/imaginative stories A B C 
9. Resourceful; tries to reason independently A B C 
10. Becomes immersed in topics A B C 
11. Becomes easily bored with routine/rote tasks A B C 
12. Prefers to work alone; is independent, individualistic A B C 
13. Exhibits interest in “adults” social problems A B C 
14. Adept at visual art expression A B C 
15. Generates many ideas/solutions to problems A B C 
16. Creative in thoughts and new ideas A B C 
17. Excels in areas outside the regular school curriculum A B C 
18. Exhibits flexibility, adapts easily to new tasks A B C 
19. Willing to take risks A B C 
20. Tends to dominate peers/situations A B C 
21. Exhibits heightened sensitivity toward others A B C 
22. Is assertive, sometimes stubborn about beliefs A B C 
23. Does not fear being different A B C 
24. Seeks/make friends who are chronologically older A B C 
25. Tends to be impatient or anxious to complete a task A B C 
26. Strives for perfection and is often self critical A B C 
27. Sets high standards for self/others A B C 
28. Exhibits daydreaming behaviors while alone or in a group A B C 
29. Thrives in controversial or problem situations A B C 
30. Verbalizes the need to be intellectually/creatively challenged A B C 
 
Total number of: A _____ B______ C____ 
FCS096 (Rev. 01/09) 
 
 
School District of Flagler County 
Guidelines for Consideration in Use of Environmental Indicators 

Introduction: 
 
When a referral is made for Gifted consideration, there are other factors that may need to be considered. Two primary factors for consideration are: 
Limited English Proficiency (LEP) 
Low Socio-Economic Status (SES)  
Use of the Environmental Indicators option: 
 

• This process is optional. Environmental indicators are a tool that is available to help in the collection of data and consideration of other factors that may influence a student’s abilities. 
• A student may be considered for points in both areas of Environmental indicators (LEP, or low SES). A student may be eligible for points in one or both areas. Each indicator provides one (1) point on the Gifted Screening and Referral Criteria Checklist (Criterion 5). 

 
 
Guidelines for the use of the Environmental Indicators option: 
LIMITED ENGLISH PROFICIENCY: 
 

• The student must be identified as a LEP (Limited English Proficiency) student. This indication should be located on the appropriate district database technology screen (i.e. NEFEC). 

 
 
ESOL Definition Environmental 
Code of Code Indicator Option 
LY Active ESOL ELIGIBLE 
LF Monitor Status ELIGIBLE 
LZ Exited > 2 years INELIGIBLE 
TZ Student Tested, but never ESOL INELIGIBLE 
ZZ Student never ESOL INELIGIBLE 
 

• The use of a second language in the home is an enriching and broadening experience for the student. However, it does not automatically provide eligibility for a point on the Environmental Indicators category. For example: The family may speak Hebrew for religious ceremonies, but the student does not require ESOL services. The student would, therefore, NOT be a candidate for Environmental Indicators points. 

 
 
LOW SOCIO-ECONOMIC STATUS: 
 

• A student may qualify for a point in the Environmental Indicators category if he/she receives free or reduced lunch. An administrator or designee should verify this option. The highest degree of confidentiality is used regarding this status. 

 
 
NOTE THE DIFFERENCE! 
A Bright student A Gifted Learner 
Knows the answer Asks the question 
Is interested Is highly curious 
Is attentive Is mentally/ physically involved 
Has good ideas Has wild, silly ideas 
Works hard Plays around, yet tests well 
Answers the questions Discusses in detail; elaborates 
Top group Beyond the group 
Listens with interest Shows strong feelings/opinions 
Learns with ease Already knows 
6-8 repetitions for mastery 1-2 repetitions for mastery 
Understands ideas Constructs abstractions 
Enjoys peers Prefers adults 
Grasps the meaning Draws inferences 
Completes assignments Initiates projects 
Is receptive Is intense 
Copies accurately Creates new design 
Enjoys school Enjoys learning 
Absorbs information Manipulates information 
Technician Inventor 
Good memorizer Good guesser 
Enjoys sequential presentation Thrives on complexity 
Is alert Is keenly observant 
Is pleased with own learning Is highly self critical