Elizabeth G. Cross, Director of Advanced Academics Suzanne Cotterman, Director of Early Education
To:
Parents Applying for Early Admission to Kindergarten
From:
Beth Cross, Director of Advanced Academics (919-560-2029) Suzanne Cotterman, Director of Early Education (919-560-3505)
Date:
March 7, 2014
Enclosed is the 2014 application packet for early admission to kindergarten. For your four-year-old child to be admitted into kindergarten as an academically or intellectually gifted (AIG) student, your child must meet the following Admission Criteria: 1. Your child must have reached his/her fourth birthday by April 16, 2014. 2. You must have had the child tested (at your own expense) by a licensed psychologist both for aptitude (intelligence) and for achievement in reading and/or mathematics. (A member of the psychologist’s staff may administer the achievement tests.) This testing must occur after April 16, 2014. 3. The child must score at the 98th or 99th percentile on the aptitude test AND at the 98th or 99th percentile on either the reading or mathematics achievement test. 4. You must submit a completed application to the school principal no later than 3:00 p.m. on the appropriate date for your school: August 19, 2014 (Year-Round Calendar) or September 24, 2014 (Traditional Calendar). You are encouraged to submit the application before the first day of school (July 21, 2014 year-round and August 25, 2014 traditional) so that, if eligible, your child may begin school with other Kindergarteners. 5. Both you and your child must be interviewed by school staff members. A completed application contains all of the following items: 1. Early Kindergarten Admission Application (2 pages), with testing results attached. 2. Parent Checklist, “Things My Child Likes to Do,” (2 pages). 3. Two letters of recommendation from your child’s preschool teachers, including copies of the Preschool Teacher Checklist (2 pages each). 4. A sample of your child’s work products. For your additional information, this packet includes State Standards for Early Admission to Kindergarten (from the North Carolina Department of Public Instruction, 3 pages), and a couple of internet links to a relevant article and website for your reading. If you have questions, please direct them first to the school principal, since this is the person who can best answer your specific questions.
511 Cleveland Street
•
P.O. Box 30002
•
Durham, North Carolina 27702
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919-560-2000
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www.dpsnc.net
Durham Public Schools Early Kindergarten Admission Application Date Completed Application Submitted: Child’s Name
School
Date of Birth
Age
Sex
Race
Parent/Guardian Name Parent/Guardian Address Home Phone
Cell Phone
Parts I, II, and III - To Be Completed By The Parent/Guardian Part I: Standardized Test Data Attach written report of results of aptitude test and achievement test administered by a licensed psychologist. All costs for testing will be the responsibility of the parents. Tests must be given after April 16, 2014.
Aptitude Test Name of Test Given: Percentile Score:
Date Given:
Achievement Test Name of Reading Test Given: Percentile Score:
Date Given:
Name of Mathematics Test Given: Percentile Score:
Date Given:
Note to Parents: If scores for (1) aptitude test AND (2) either reading test or math test are 98 th percentile or above, collect the information listed below and submit it to the school principal no later than 3:00 pm on August 19, 2014, for year round schools OR September 24, 2014 for traditional calendar schools. An interview with you and your child will be scheduled with the principal who will inform you of his/her decision on admission within three (3) weeks of the date your completed application is submitted. Decisions of the principal are final.
Part II: Performance Parents shall submit a sample of student work products showing outstanding examples of ability in any of the following areas: Art, Math, Writing, Dramatic Play, Science, Creative Productions, Social Interactions, or other areas of the child's interest.
Page 1 of 2
AIG -10 2014
Part III: Observable Student Behavior and Student Interest Parents shall submit a recommendation letter and Preschool Checklist from two preschool teachers, child care workers, pediatricians, or others with direct knowledge of the child. Letters will address the physical, emotional, and social maturity of the child and specifically the child’s ability to function independently in a group setting for an entire school day. Parents will complete the attached parent’s inventory, “Things My Child Likes to Do.”
Parts IV, V, and VI - To Be Completed By The School Data Part IV: Motivation and Student Interest Child’s informal interview with the principal and/or teachers (The parent/guardian shall not be present for this interview.) (Date) Parent’s/Guardian’s interview with the principal and /or teachers (The child shall not be present for this interview.) (Date)
Part V: School Site Decision Admission approved. Admission not approved. Parent notification by phone
and by letter (Date)
. (Date)
Part VI: Signatures of School Committee Members Name
Principal
Date
Name
Position
Date
Name
Position
Date
Name
Position
Date
Name
Position
Date
I agree for my child to participate in early admission to kindergarten. Also, I understand that early admission to kindergarten does not guarantee admission to academically and/or intellectually gifted programs as my child progresses through school. Further, I understand that the principal may rescind his/her approval for enrollment in kindergarten at any time up to 90 calendar days after enrollment based on substantial evidence documenting that my child is not adjusting satisfactorily to the school setting. I agree to abide by the decision of the principal.
Parent’s Signature c:
Student Cumulative Folder Office of Advanced Academics/DPS Central Services Parent
Date
Page 2 of 2
Durham Public Schools • Early Admission to Kindergarten THINGS MY CHILD LIKES TO DO Child’s Name
School
Parent’s Name
Date
Please place a check in each column that applies. If you check a column “Quite Often” or “Almost Always,” give an example of the child’s behavior in the right hand column.
Item 1. My child will spend more time and energy than his/her agemates on a topic of his/her interest. 2. My child is a “self-starter” who works well alone, needing few directions and little supervision. 3. My child sets high personal goals and expects to see results from his/her work. 4. My child gets so involved with a project that he/she gives up other pleasures in order to work on it. 5. My child continues to work on a project even when faced with temporary defeats and slow results. 6. While working on a project (and when it is finished) my child knows which parts are good and which parts need improvement. 7. My child is a “doer” who begins a project and shows finished products of his/her work. 8. My child suggests imaginative ways of doing things, even if the suggestions are sometimes impractical. 9. When my child tells about something that is very unusual, she/he expresses herself/himself by elaborate gestures, pictures, or words. 10. My child uses a common material in ways not typically expected.
Seldom or Never
Sometimes
Quite Often
Almost Always
Example from Your Child’s Life
Item
Seldom or Never
Sometimes
Quite Often
11. My child avoids typical ways of doing things, choosing instead to find a new way to approach a problem or a topic. 12. My child likes to “play with ideas,” often making up situations which probably will not occur. 13. My child often finds humor in situations or events that are not obviously funny to most children his/her age. 14. My child prefers working or playing alone rather than doing something “just to go along with the group.”
Developed by Jim Delisle, University of Connecticut, 1979.
Almost Always
Example from Your Child’s Life
Durham Public Schools • Early Admission to Kindergarten Preschool Teacher Checklist To be completed by preschool teachers, child care workers, pediatricians, or other adults with direct knowledge of the child. This questionnaire helps us to know how well the child takes care of himself or herself and gets along with others. It is important that you respond carefully to the statements in the questionnaire. Each statement asks whether the child does these activities, not whether the child can do them. Please check the appropriate column for every statement, even if the activity seems too old or too young for the child. To score “2,” the child must perform the activity without help and without being reminded. (Adapted from AGS Early Screening Profiles) Child’s Name ________________________________________________________________________________ Signature of Person Completing Form ___________________________________________________________ School or Organization ___________________________________________________ Date ________________
Scoring: 0 = Never or Almost Never; 1= Sometimes or Partially; 2= Always or Almost Always
Description of Child’s Behavior
0 Socialization Area
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Labels happiness, sadness, fear, and anger in himself or herself; for example, says, “I’m happy.” Identifies people by characteristics other than name; for example, says “That’s Tony’s sister.” Has a best friend of the same sex. Has a fairly regular group of friends. Plays at least one game or activity with others. Takes part in elaborate make-believe activities alone or with others. Follows rules of simple games. Shares toys or possessions without being told to do so. Watches television or listens to radio for information about a particular area of interest: for example, a sports hero or a wild animal. Uses appropriate table manners without being told. Responds appropriately when introduced to strangers; for example, says, “Hi, it’s nice to meet you.” Ends conversations appropriately; for example, says, “See you soon.” Follows time limits set by parents or teachers. (If the child cannot tell time, score 0.) Apologizes for unintentional mistakes; for example, says “Excuse me” after bumping into someone.
Daily Living Skills Area 1 2 3 4 5
Drinks from cup or glass with little spilling. Gets own drink of water. Cares for all toileting needs, including flushing toilet and washing hands. Blows nose. Cleans and trims fingernails.
1
2
Description of Child’s Behavior 6 7 8 9 10 11 12 13
0
Removes front-opening coat, sweater, or shirt. Covers mouth and nose with hand, tissue, or handkerchief when coughing or sneezing. Fastens all fasteners, including zippers. Reads directions for household cleaning products, such as laundry detergent or window cleaner, and uses them correctly. Uses stove or microwave oven. States value (in cents) of penny, nickel, dime, and quarter. Tells time by five-minute segments on a standard clock (not a digital one). Makes telephone calls, even though the number may be supplied by another person.
Communication Area 1 2 3 4 5 6 7 8 9 10 11
Shows understanding of “yes” or “okay.” Pays attention to a story for at least five minutes. Pays attention to a lecture, speech or sermon for at least 15 minutes. Speaks in full sentences. Tells experiences in detail when asked; for example, describes what he or she did during the day. Says own first and last name when asked. Says complete home address, including city and state, when asked. Tells main parts of popular story, fairy tale, long joke, or television show. Reads at least ten words silently or aloud. Reads independently, without being told to do so. Writes in cursive (“real writing” or “handwriting”).
Motor Skills Area 1 2 3 4 5 6 7 8 9 10 11 12
Hops on one foot with ease. Catches small ball thrown from a distance of ten feet. Runs smoothly, with changes in speed and direction when necessary; for example, playing tag or running to catch a ball. Jumps over small objects. Climbs on and off high play equipment; for example, jungle gyms. Screws a lid onto a jar and unscrews it. Builds three-dimensional structures, such as a house or bridge, using at least five blocks. Completes a jigsaw puzzle of at least six pieces. Opens door by turning doorknob. Opens lock with a key. Draws at least two recognizable objects, such as an animal or a house. Uses scissors to cut out complex items; for example, pictures from magazines.
1
2
Durham Public Schools • Early Admission to Kindergarten Preschool Teacher Checklist To be completed by preschool teachers, child care workers, pediatricians, or other adults with direct knowledge of the child. This questionnaire helps us to know how well the child takes care of himself or herself and gets along with others. It is important that you respond carefully to the statements in the questionnaire. Each statement asks whether the child does these activities, not whether the child can do them. Please check the appropriate column for every statement, even if the activity seems too old or too young for the child. To score “2,” the child must perform the activity without help and without being reminded. (Adapted from AGS Early Screening Profiles) Child’s Name ________________________________________________________________________________ Signature of Person Completing Form ___________________________________________________________ School or Organization ___________________________________________________ Date ________________
Scoring: 0 = Never or Almost Never; 1= Sometimes or Partially; 2= Always or Almost Always
Description of Child’s Behavior
0 Socialization Area
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Labels happiness, sadness, fear, and anger in himself or herself; for example, says, “I’m happy.” Identifies people by characteristics other than name; for example, says “That’s Tony’s sister.” Has a best friend of the same sex. Has a fairly regular group of friends. Plays at least one game or activity with others. Takes part in elaborate make-believe activities alone or with others. Follows rules of simple games. Shares toys or possessions without being told to do so. Watches television or listens to radio for information about a particular area of interest: for example, a sports hero or a wild animal. Uses appropriate table manners without being told. Responds appropriately when introduced to strangers; for example, says, “Hi, it’s nice to meet you.” Ends conversations appropriately; for example, says, “See you soon.” Follows time limits set by parents or teachers. (If the child cannot tell time, score 0.) Apologizes for unintentional mistakes; for example, says “Excuse me” after bumping into someone.
Daily Living Skills Area 1 2 3 4 5
Drinks from cup or glass with little spilling. Gets own drink of water. Cares for all toileting needs, including flushing toilet and washing hands. Blows nose. Cleans and trims fingernails.
1
2
Description of Child’s Behavior 6 7 8 9 10 11 12 13
0
Removes front-opening coat, sweater, or shirt. Covers mouth and nose with hand, tissue, or handkerchief when coughing or sneezing. Fastens all fasteners, including zippers. Reads directions for household cleaning products, such as laundry detergent or window cleaner, and uses them correctly. Uses stove or microwave oven. States value (in cents) of penny, nickel, dime, and quarter. Tells time by five-minute segments on a standard clock (not a digital one). Makes telephone calls, even though the number may be supplied by another person.
Communication Area 1 2 3 4 5 6 7 8 9 10 11
Shows understanding of “yes” or “okay.” Pays attention to a story for at least five minutes. Pays attention to a lecture, speech or sermon for at least 15 minutes. Speaks in full sentences. Tells experiences in detail when asked; for example, describes what he or she did during the day. Says own first and last name when asked. Says complete home address, including city and state, when asked. Tells main parts of popular story, fairy tale, long joke, or television show. Reads at least ten words silently or aloud. Reads independently, without being told to do so. Writes in cursive (“real writing” or “handwriting”).
Motor Skills Area 1 2 3 4 5 6 7 8 9 10 11 12
Hops on one foot with ease. Catches small ball thrown from a distance of ten feet. Runs smoothly, with changes in speed and direction when necessary; for example, playing tag or running to catch a ball. Jumps over small objects. Climbs on and off high play equipment; for example, jungle gyms. Screws a lid onto a jar and unscrews it. Builds three-dimensional structures, such as a house or bridge, using at least five blocks. Completes a jigsaw puzzle of at least six pieces. Opens door by turning doorknob. Opens lock with a key. Draws at least two recognizable objects, such as an animal or a house. Uses scissors to cut out complex items; for example, pictures from magazines.
1
2
State Board Policy State Standards for Early Admission to Kindergarten Policy ID Number: GCS-J-001 Administrative Procedures Act Reference Number and Category: 16 NCAC 6E.0105
The 1997 General Assembly passed legislation allowing a child who has reached his/her fourth birthday by April 16 to enter kindergarten if he or she demonstrates an extraordinary level of academic ability and maturity. In determining eligibility, the principal shall convene a committee of educational professionals who will assist him/her in making decisions about each individual child. Criteria that shall be considered include the following: • Aptitude • Achievement • Performance • Observable Student Behavior • Motivation to Learn • Student Interest Student Aptitude A child eligible to enter school early shall be precocious in academic and social development and score at the 98th percentile on a standard individual test of intelligence such as the Stanford-Binet, the Wechsler Preschool and Primary Scale of Intelligence, The Kaufman Anderson, or any other comparable tests, that shall be administered by a licensed psychologist. Although superior aptitude is a strong indicator of extraordinary academic ability, every child with a score at the 98th percentile in intelligence may not need early admission to kindergarten. Some children could have a negative experience if the demands of a structured school day are imposed too early. Achievement Children entering kindergarten early shall be functioning two to three years beyond their peers. Children eligible for early admission to kindergarten shall score at the 98th percentile on either Reading or Mathematics on a standard test of achievement such as the Metropolitan Readiness Test, the Stanford Early School Achievement Test, the Mini Battery of Achievement, the Woodcock-Johnson, the Test of Early Mathematics TEMA), the Test of Early Reading Ability (TERA), or any other comparable tests. The licensed psychologist who administers the aptitude test may administer the achievement test or have a member of his/her professional staff administer the test. Also an impartial professional educator who is trained in the use of the instrument may administer such a test as long as he/she has no potential conflict of interest in the outcome of the assessment. Performance Children displaying a need to enter kindergarten early shall be able to perform tasks well above their age peers. Some indicators the principal may observe are the child’s ability in independent reading, problem solving skills, advanced vocabulary, and some writing fluency. A child ready for kindergarten would not necessarily demonstrate precociousness in all of these areas. The parents shall submit a sample of student work showing outstanding examples of ability in any of the following areas: art, math, writing, dramatic play, creative productions, science, social interactions, etc. For further indication of performance, the principal may instruct a teacher to complete an informal reading assessment.
Observable Student Behavior/Student Interest If a child is to be successful in early admission, he/she should be socially and developmentally mature enough to be in a structured school setting for a full school day. The child should be capable of following verbal instructions and functioning independently within a group. Not every child with extraordinary academic ability is mature enough to attend public school early. The school system shall require two recommendation letters with specific documentation of physical and social maturity from preschool teachers, child care workers, pediatricians, or other adults with direct knowledge of the child. Documentation checklists that might be useful are the California Preschool Competency Scale, the Harrison Scale, or any other comparable scale of early social development.
Motivation/Student Interest A child ready for early admission to kindergarten should be eager to learn and be excited about a new school experience. These children should display a thirst for knowledge consequently pushing the parents for new and challenging learning situations. If only the parent is interested in the child’s attending school, early admission is not a good option. Principals or his/her designee shall determine this information in an informal interview with the child and in a more structured interview with the parent. An appropriate interview with a child would take place in a warm and inviting environment, such as the kindergarten classroom. The child might even be invited to spend a day with a kindergarten teacher. Questions the principal or his/her designee should ask the child would concentrate on the personal interests of the child. A child who is ready for school should respond with enthusiasm when asked to tell about a special collection or a topic about which he/she has a great deal of knowledge or extreme interest. A child who is a candidate may be one who watches the Discovery Channel, reads everything he/she can find about dinosaurs, be able to carry on a discussion about volcanoes, etc. Time Lines A parent wishing to submit his/her child for consideration for early admission to kindergarten shall present to the principal of his/her local school the required information within the first thirty (30) calendar days of the school’s instructional year. All testing must be administered after the April 16th that follows the child’s fourth birthday. The principal will act on the request within three (3) weeks. If the child is admitted to kindergarten, before the end of the first ninety (90) calendar days of the child’s being enrolled, the principal may rescind his/her approval based on substantial evidence documenting that the child is not adjusting satisfactorily to the school setting. Before a child may be exited from school, the parent must be invited to assist in the development of intervention strategies. If the strategies are not successful and the decision is made to remove the child from school, parents must be given at least ten (10) days’ notice to arrange child care if needed. Local Flexibility Although the State Board of Education has adopted these statewide standards defining requirements for early admission to kindergarten, each local education agency may add additional information needed from a parent or make very specific requirements in each category for consideration. Note:
1997 House Bill 1099 states that it is the responsibility of the principal to find that the child has extraordinary academic ability and has the maturity to justify admission to school and, further, it is the responsibility of the parents/guardians to present information to the principal to support that the child has extraordinary academic ability and is appropriately mature to justify early admission.
Information for the Receiving School Although early admission to kindergarten does not automatically place a child in the program for academically gifted students, the child obviously has very special learning needs. Once the child has been enrolled ninety (90) calendar days or at any time before ninety (90) calendar days once the school is satisfied the child has adjusted satisfactorily and will remain in school, the child shall be reviewed by the Gifted Identification Team. If the team recommends the child receive services, either a Differentiated Education Plan or an Individual Differentiated Education Plan shall be developed.
Questions concerning the early admission to Kindergarten should be addressed to the Office of Early Learning, (919) 807-3946.
Link to an article that you may find interesting: http://giftedkids.about.com/od/educationoptions/i/earlyentry_2.htm Link to a website with information about this acceleration: http://www.hoagiesgifted.org/kindergarten.htm
