Revere Local moves to digitize gifted plans, to pilot NNAT3 for identification

Revere Local Schools officials said at the board’s Oct. 21 meeting that the district will digitize written education plans for gifted students, expand teacher training, and pilot the Naglieri Nonverbal Ability Test (NNAT3) instead of the CogAT for identification this year.

The changes are intended to align district practice with new state gifted operating standards that took effect July 1 and to increase student and parent involvement in goal-setting, Amy Harker, the district’s new gifted coordinator, told the board.

Harker said the district will move WEPs (written education plans) and written acceleration plans into an electronic platform to let students, teachers and parents collaborate and sign documents online. “Being able to put it on SaneGO . . . allows input from all the stakeholders and it allows parents to have a copy at all times because it's electronically available and they will sign it electronically as well,” Harker said.

Harker described other immediate changes: a pilot of the NNAT3, additional screening rubrics for visual and performing arts that will use portfolio assessments, and a push to make SMART goals more personalized. “We are also going to see more student involvement in goal writing and personalization of their pathway,” she said.

District staff said the NNAT3 is shorter than the CogAT (about 30 minutes) and nonverbal, which staff said reduces reading bias and can better identify students who are twice-exceptional or who have limited English proficiency. “It's less frustrating for those students that are going through the process. It's also ensures equity for all because it takes away the aspect of . . . it's a non reading test. It's all problem solving with pictures,” Harker said.

The district also flagged new professional-development expectations tied to the state standards: teachers who serve gifted students will be expected to complete up to 15 hours of identified gifted training across a four-year cycle, Harker said. Other operational changes staff described include a change in how cluster groups are defined (a cluster will require at least three identified students) and an option to use the district’s maximum class-size limit rather than a 20-student cap in determining gifted group sizes.

Staff said the district has started enrichment clusters at the elementary level and is building honors and advanced-course options at the secondary level. The district plans to begin moving some WEPs into the electronic platform this year with a broader rollout planned so students can contribute to goal-setting in middle and high school. Harker said a district-level gifted parent meeting is scheduled for Nov. 11 at 6:45 p.m.; identification letters for this fall have already been mailed.

No board vote was required that evening; the presentation served as an informational update and a forum for board members and parents to ask questions about implementation timelines, class-size implications and how non-core subjects will be served. Board members asked about how student input on goals will be phased by grade; staff said they plan to begin work at the secondary level and support goal-writing earlier in elementary grades over time.

The district also told the board it will try to standardize the WEP/WAP (written acceleration plan) templates and track professional development for educators so the district meets the new operating standards. Harker and staff said they will continue to report progress to the board as the changes are implemented.

Ending: The board did not take formal action on gifted policy at the Oct. 21 meeting; staff requested time to implement the platform and to return with further progress reports and timelines for the NNAT3 pilot and teacher professional development.