PROGRAMS FOR GIFTED STUDENTS

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1 IGBB PROGRAMS FOR GIFTED STUDENTS District Goal for the Gifted and Talented Education Program The goal of the Deer Creek Gifted and Talented Education Program is to provide a wide variety of educational opportunities and services to identify students capable of developing gifted behavior and to improve the extent and quality of enrichment for all students, promoting excellence throughout all aspects of the school environment. Definition of Term Gifted and Talented Student The term gifted and talented student means children and youths who give evidence of higher performance capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields. These identified students require differentiated services or activities that are not ordinarily provided through regular instructional programs, in order to develop their performance capabilities fully. Definition of Deer Creek Gifted and Talented Education Program The Gifted and Talented Education Program consists of those special instructional programs, supportive services, unique educational materials, learning settings, and other educational services, which differentiate, supplement, and support the regular program in meeting the needs of children who are capable of developing gifted behavior. I. IDENTIFICATION Identification of gifted students is an ongoing process extending from entry to school through grade twelve. Opportunities shall be provided for students to be nominated and considered for placement in gifted program options throughout their school experience. Screening: The list of students to be considered for placement in the Gifted and Talented Education Program will be obtained from one or more of the following sources as appropriate for a specific Gifted and Talented Education Program identification: 1. Psychometric Information a. Students who scored at or above the 95 th percentile on a standardized achievement test. b. Students who scored at or above the 90 th percentile on a standardized group or individual test of ability. c. Students who score at the Advanced Performance Level on both the mathematics and reading Oklahoma Core Curriculum Tests. 2. Developmental Information a. Nomination by teacher, parent, peers, or self through application. b. Rating scales that document behaviors that are considered to be advanced for a particular age group in specific areas of gifted and talented abilities. 1

2 3. Sociometric Information a. Nominations by peers through activities or instruments. b. Rating scales that document behaviors that are considered to be advanced for a particular age group. 4. Performance Information a. Examples of accomplishments in school and non-school settings. b. Audition or portfolio in the areas of Visual and performing Arts or Leadership. The students placed in the Gifted and Talented Education Program must meet the following criteria in one of the categories defined below: Category 1 Students: 1. Any student who attains the 97 th percentile or above on a nationally standardized group or individual test of intellectual ability, including the standard error of measure as denoted in each nationally standardized test of intellectual ability technical manual, will be deemed qualified and served after receipt of qualifying scores. This test score shall be considered valid for the duration of the child s school career at Deer Creek Public Schools, unless otherwise so determined. 2. The Deer Creek Public Schools Board of Education can approve other evaluation mechanisms in lieu of standardized testing measures for first and second grade level children. Deer Creek Public Schools will serve students who excel in the areas of creative thinking ability, leadership ability, visual and performing arts ability and specific academic ability. Category 2 Students: Any student who attains a qualifying score according to the Deer Creek Public Schools Gifted Identification Matrix which includes multiple criteria, will be deemed qualified for gifted services under this category. Students who demonstrate potential giftedness in the area of Leadership will be identified as eligible for services under Category 2 on the basis of two or more of the following: Leadership characteristics checklist; Documentation of leadership roles and responsibilities; Parent, teacher, counselor, or administrator recommendation related to evidence of talent and ability. Students who demonstrate potential giftedness in the areas of Visual and Performing Arts will be identified as eligible for services under Category 2 on the basis of two or more of the following: Visual and Performing Arts characteristics checklist; Identified state, regional, or district award(s) 2

3 Audition, performance, or portfolio judged by a trained professional which documents gifted and talented ability in visual or performing arts Parent, teacher, counselor or administrator recommendation(s) related to evidence of Visual and Performing Arts Ability. Student placement decisions in the capability areas are based on multiple criteria. No single criterion or cut-off score is used to exclude a student from placement. Nominations may be made by parents, teachers, students (self or peers), and other professional at any time during a student s school experience. Nominations for Category 2 identification shall be reviewed by the certified staff members who serve on the gifted site committee. All test scores and performance criteria, including talent, will be analyzed for identification purposes. A gifted/talented site committee will use the Deer Creek Public Schools identification/selection Matrix. A total of twelve points on the Matrix qualifies students for inclusion in Category 2 of the Gifted and Talented Education Program which utilizes multiple criteria to identify students for placement in the Deer Creek Gifted and Talented Education Program. When students do not qualify with one assessment, parents may request that an additional assessment be administered. No single criterion or score is used to exclude a student from being identified. Identification procedures used in the identification process will be communicated to students and parents. Information about the Gifted and Talented Education Program will be available on the district website. A Deer Creek Gifted and Talented Education Identification and Programming Committee, chaired by an educator with training in gifted education includes administrators, teachers, and/or counselors in order to collect and analyze data, maintain records, and make professional decisions on student placement. Procedures used in the identification process will be nondiscriminatory with respect to gender, race, ethnicity, economic background, national origin or handicapping condition. Each site gifted education team shall communicate instructionally useful information about individual students obtained during the identification process to counselors, teachers, and administrators regardless of the final placement. Parents of all students identified for the Oklahoma State Department of Education Child Count shall be notified in writing of their student s placement in the Gifted and Talented Education Program. Parents will need to sign and return the permission form for their child to participate in the Gifted and Talented Education Program to the site Gifted and Talented Site Coordinator. Parents will be contacted for written permission to assess students who have been nominated for placement in the Gifted and Talented Education Program when the exam is not part of the entire grade level assessment that is routinely administered. If a parent disagrees with the decision of the school regarding placement of his or her child, the parent may request further evaluation of the child. 3

4 Further evaluation may be accomplished through individual testing by an outside agency. Parents may elect to have their child tested through an outside agency at their own expense. Testing evaluation from an outside agency will be considered only if the agency is determined to be properly credentialed. Parents of students who have been identified to enter the Gifted and Talented Education Program will be notified in writing and will receive a summary of the Gifted and Talented Education Program. Parents may appeal a placement decision with which they disagree. Appeals will be made to the Gifted and Talented Site Committee. Further appeals may be made to the district Director of the Gifted and Talented Education Program. Identification of gifted students is an ongoing process extending from entry to school through grade twelve. Opportunities shall be provided for students to be nominated and considered for placement in gifted programming options through their school experience. Students transferring to Deer Creek from another school district will be evaluated using the same criteria stated previously. Transfers from other enrichment or gifted education programs will automatically be placed on the screening list, but not automatically placed in Gifted and Talented Education Program. Test scores considered equivalent to those used by the Deer Creek School District that are received from a sending district will be considered valid for determining a student s eligibility for placement in the Gifted and Talented Education Program. An informal review of progress and appropriate program options shall be ongoing by each site s Gifted and Talented Site Coordinator. Students who enter the Gifted and Talented Education Program remain there through grade 12 unless re-evaluation indicates that exclusion from the program would be in the best interest of the student. Requests for re-evaluation may be made by the student, parents, teachers, or administrators. All relevant records will be kept confidential as part of the student s cumulative school records and in Gifted and Talented Education Records. Records of placement decisions and data on all nominated students will be kept on file for a minimum of five years or for as long as needed for educational decisions. II. GIFTED SERVICES Site Plans: Appropriate learning opportunities will be provided for identified gifted students at each school site through a site-developed system, which is an integral part of the total school program. The following student services are examples of the components that may be incorporated into the site-based plan. Student Services: The program may include, but is not limited to the following components: 4

5 1. Enrichment of content as delivered in the regular classroom Activities related to curriculum or interest area that involve higher level thinking skills and guided problem solving. 2. Individualization of instruction Allows students to work independently on course content of appropriate breadth, depth, and pace. 3. Resource Room Activities/Instruction Learning opportunities for students outside their regular classroom with a gifted resource teacher. 4. Mini-courses Courses developed to meet the interests of students in a topic, usually short term in duration. 5. Special interest centers A strategy teachers use to provide stations or learning centers with collections of materials for students to explore topics or practice skills in greater breadth and depth, balancing student and teacher choice about centers to be completed. 6. Promotion by examination and/or credit A process, upon the request of a student, parent/guardian, or educator, in which a student will be given the opportunity to demonstrate proficiency in one or more areas of the core curriculum. 7. Acceleration Acceleration opportunities are designed to allow students to progress through the curriculum and/or grade levels at a rate faster than average. A faster pace through grade level requirements may be provided when pre-assessment indicates it is appropriate. The content and pacing of curriculum and instruction are matched to students abilities and needs. Students move ahead on the basis of mastery. 8. Dual Enrollment A practice allowing qualified students to take middle level or high school courses while at the elementary level or high school courses while at the middle level. 9. DUKE Talent Identification Program Conducted by Duke University to identify academically talented youth and inform them about their academic options, through the 4 th 6 th grade Talent Search and the 7 th grade Talent Identification Program. 10. Guided research A strategy for investigation that gives students opportunities to pursue topics that interest them, identify intriguing questions and find answers, and develop talent and interest areas. 11. Mentorship Mentoring opportunities for students with professionals in different career areas. 12. Concurrent enrollment Qualified students taking college courses concurrently while in high school. 13. Advanced Placement College-level courses provided at the secondary level for which students may receive college credit by examination. 14. Exploratory Classes A process that gives students opportunities for a variety of learning experiences in different content and/or interest areas. 15. Student choice An ongoing process that gives students opportunities to make choices in their learning, i.e., topics for writing, books for reading, extension projects. 16. E-Learning Students use electronic media and information and communication technologies (ICT) to enhance and expand learning opportunities. This may include but not be limited to: multimedia learning, technology-enhanced learning (TEL); computerbased instruction (DBI); computer-based training (CBT); computer-assisted instruction or computer-aided instruction education; virtual learning environments (VLE); and digital educational collaboration. 5

6 17. Simulations A strategy for providing activities that model real life situations in which groups of students apply knowledge and skills, problem-solve, and evaluate decisions as they role play various positions. 18. Social Emotional Guidance support provided by counselors and/or teachers for the emotional needs of students, i.e., underachievement, perfectionism, acceptance, selfunderstanding, and self-expression. 19. Creative and Academic Competitions Organized opportunities for students to enter local, regional, state or national contests in a variety of areas, including Geography Bee, Invention Competitions, Math Competitions, Engineering Fair, Mock United Nations, National History day, Academic Bowl, Knowledge Masers, Robotics, etc. Students who enter the Gifted and Talented Education Program may revolve in and out of differentiated program components as those components meet the unique needs of the students. The aim is to provide appropriate learning experiences rich in depth and complexity through differentiation of content, process, product and learning environment. This process will enable students to develop a foundation to reach their full potential as autonomous learners and productive citizens. Programming Options Programming options are coordinated to guide the development of gifted students from the time they are identified through graduation from high school. Appropriate pacing of curriculum and instruction will be matched to students learning readiness level, pace or rate of learning, and style of learning (differentiation of curriculum and instruction.) High-end learning enrichment and acceleration opportunities are ongoing and will be infused into the regular school schedule. Differentiated education shall be in place within three weeks of the beginning of the school term. Curriculum Students will receive instruction that promotes both challenging and enjoyable high-end learning by blending standard curriculum activities with meaningful enrichment opportunities that encourage students to develop personal relevance in their learning, to create original products with their learning, and to offer possible solutions to real world problems. Additionally, acceleration opportunities are available to extend and expand curriculum for gifted students. Curriculum is differentiated in content, process, and product. Content is differentiated in breadth, depth, and/or pace. Processes for gifted students stress creativity and higher level thinking skills. Products provide opportunities for alternative assessments. 6

7 Curriculum is planned to assure continuity of programming to meet student needs. This learning continuum includes differences in learners pace or rate of learning, differences in topics of interest, differences in readiness level, and differences in students preferred methods for presentation of learning. III. LOCAL ADVISORY COMMITTEE The Deer Creek Public Schools Local Advisory Committee is appointed by the Deer Creek Board of Education by September 15 of each year and meets no later than October 1 of each year in compliance with State Board of Education regulations and State statutes. The Deer Creek Public Schools Local Advisory Committee is representative of the community and includes parents and community members. The Deer Creek Public Schools provides staff that has training in gifted education for the Deer Creek Local Advisory Committee. The Deer Creek Public Schools Local Advisory Committee will assist in the following areas: Formulation of district goals for gifted education; Development of the district plan for gifted educational program; Preparation of the district report on gifted educational programming; and Other advisory duties as requested by the Deer Creek Board of Education. IV. QUALIFICATIONS AND TRAINING Teachers must hold a valid Oklahoma teaching certificate appropriate to the grade level(s) included in the Gifted Education program. Teachers whose duties include direct involvement with gifted and talented students shall participate each year in in-service training or college training designed to educate and assist them in the area of gifted education. Gifted education site educational program coordinators shall hold a valid Oklahoma teacher certificate. Gifted education site coordinators shall participate each year in in-service training or college training designed to educate and assist them in the area of gifted education. Deer Creek School District shall provide professional development designed to educate/assist teachers in the implementation and delivery of enrichment program components for Gifted and Talented students. V. ROLES AND RESPONSIBILITIES 7

8 a. The Superintendent or the District Director of the Gifted and Talented Education Program will be responsible for working with the District Local Advisory committee, overseeing the site Gifted/Talented Site Coordinators and filing such reports and information as required by the Oklahoma State Department of Education relative to gifted educational programming. b. The District Director of Gifted and Talented Education Program shall provide support and resources to Gifted and Talented Site Coordinators and provide information to parents about Gifted and Talented Education Programming including Pre-Advanced Placement and Advanced Placement classes and program. c. The principal or Gifted and Talented Site Coordinator will be responsible for working with the Gifted and Talented Site Committee, coordinating gifted educational programming related to the Gifted and Talented Site Plan, and completing such reports and information as required by the district and state for gifted educational programming. d. The Gifted and Talented Site Committee will work with the Gifted and Talented Site Coordinator to develop the Gifted and Talented Site Plan each year. The Gifted and Talented Site Coordinator is responsible for coordinating the site gifted programming options. Gifted programming is ongoing and is part of the school schedule. e. The Gifted and Talented Site Coordinator will: Provide leadership, support, and resources for teachers with gifted and talented students. Attend district-wide meetings to help facilitate the curriculum for gifted students and report back to faculty information received at district meetings. Facilitate the proficiency based promotion application process for testing and placement at the school. Inform students and parents about enrichment opportunities for gifted students. Complete administrative paper work related to entry into and exit from gifted and talented program, annual student evaluation, state gifted child count, maintenance of student confidential files Serve as chairman of the Gifted and Talented Site Committee. VI. EXPENDITURE REPORT Submission of the Gifted and Talented Expenditure Report will be submitted by the District Superintendent to the Oklahoma State Department of Education by August 1 st of each year as required by 70 O.S (D). VII. EVALUATION Ongoing evaluation is part of gifted programming planning and implementation is established by the district. Each site plan will provide an evaluation process. Evaluation results will be 8

9 analyzed and communicated in a timely and meaningful way to programming decision makers at the site level and district level, and as appropriate, to students and parents. The evaluation process assesses each component of gifted educational programming. These include: identification process, gifted services (programming options and curriculum), training, and evaluation. Data for evaluation will be obtained from a variety of instruments, program documents, and information sources including students, parents, teachers, and administrators. Student progress will be assessed, with attention to mastery of content, higher level thinking skills and creativity. Advanced content courses will be identified on student transcripts. AMENDED: APRIL 14, 2014 AMENDED: OCTOBER 14, 2013 AMENDED: AUGUST 10, 2009 AMENDED: JUNE 9, 2008 REVIEWED: DECEMBER 8, 2003 AMENDED: JULY 9, 2001 REVIEWED: FEBRUARY 12, 1996 AMENDED: DECEMBER 14, 1992 APPROVED: FEBRUARY 11, 1991 SOURCE: Okla. Stat. tit. 70, DEER CREEK SCHOOL DISTRICT 9

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