Should progress monitoring indicate that more intensive interventions are required, the student will move to the Tier II Level and be brought to the attention of the Student Support/Intervention Team or Child Study Team under the guidance of the school psychologist. This requires that data in the form of a "body of evidence" must be collected and organized. This body of evidence may include but is not limited to KOI (Kingore Observation Inventory) data, formal and informal classroom and district assessments, portfolio documentation, parent and teacher checklists, and anecdotal records. The team will decide, based on the data, if a student requires additional testing. It is highly recommended that parents are a partner in the Students Support/Intervention Team process.

1. Before any testing begins the parents need to be notified, and permission to test and/or screen must to be obtained in writing.
   
2. If not already done so, parent and teacher checklists need to be completed
   
3. Available testing materials include the Cognitive Abilities Test (CogAT) which measures verbal, quantitative, and nonverbal reasoning, the Naglieri (NNAT) a test less dependent upon mastery of the English language, and in rare cases, the WISC III, administered by a School Psychologist. Some students may have such strong evidence of superior abilities that further testing is unnecessary (such as the case in students with strengths in the performing and/or visual arts or psychomotor areas.)
   
4. Once written parent permission is received, the formalized process of identification may begin. The entire process should not take more than 30 days.
   
5. When data is collected, the Student Support/Intervention Team will meet to assess the strengths and needs of the student. The possible decisions the team may make are:
   
   
   • To flag a student as gifted/talented in one or more areas and identify special educational programming;
   • Delay identification indefinitely in order to gather more documentation through progress-monitoring over time or,
   • Decide that there is insufficient evidence that the student has outstanding strengths requiring special educational programming

Parents must be notified of the decision of the Student Support/Intervention Team in a timely manner. If identified, an Advanced Learning Plan (ALP) needs to be written at the time of placement. Parents must be given an opportunity for input and must sign the agreed upon plan. This plan must be reviewed annually.

Student eligibility for special programming and an ALP must be reviewed every three years or at transitions.

The appeals process begins when a student and/or parent is not satisfied with the decision of the team in planning the student's educational programming and when determining need for gifted education services. This process involves the reconsideration of any of the assessment processes, body of evidence data, or programming for gifted and talented services.

1. Before a formal appeal, an attempt should be made at the building level to resolve the disagreement. The student or parent shall request a conference with the building level Gifted and Talented Representative in order to review the student profile and test scores, along with a thorough explanation of the screening process and its purpose.
2. If the conference with the building level Gifted and Talented Representative is not to the satisfaction of the student or parent's satisfaction, then a written appeal must be submitted to the building Principal. The Principal must schedule and hold a conference with the submitting party upon receiving the written appeal. The written appeal must contain a statement of the complaint, any evidence in its support, the solution desired, the student or parent's signature and the date the appeal is submitted.
3. If the outcome of the conference with the building level administrator is not to the student or parent's satisfaction, then the submitting party shall request a conference with the Director of Exceptional Student Services at the San Juan Board of Cooperative Educational Services. The Director will schedule and hold a conference with the disagreeing party. This decision is final.