Gifted/Talented 3-Year Plan POCATELLO/CHUBBUCK SCHOOL DISTRICT #25 Submitted October 2016

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1 Gifted/Talented 3-Year Plan POCATELLO/CHUBBUCK SCHOOL DISTRICT #25 Submitted October 2016 A. PHILOSOPHY STATEMENT Please describe how your school/district mission, vision, core values relate to the education specifically of gifted students. Pocatello/Chubbuck School District's Gifted and Talented Education (GATE) program extends the school district s mission of Maximizing Learning for All Students Through Rigor, Relevancy and Relationships, by guaranteeing services to gifted/talented children which correspond to their unique social, emotional, and cognitive needs. These needs may include: a faster pace of instruction, opportunity to explore topics in depth, exposure to advanced curriculum, frequent choice of what and how they learn, and the opportunity to interact with intellectual peers. The district s GATE mission states: All students identified as gifted and talented in the Pocatello/Chubbuck School District have the right to an appropriate education that provides educational interventions which sustain, challenge and ensure continued growth. Facilitators and teachers work together to ensure that the educational needs of the gifted and talented students, identified by evidence of high performance in one or more of the five talent areas, are met in the regular classroom and/or in a specialized learning setting. GATE is one part of a range of services to gifted students in the Pocatello/Chubbuck School District, meeting a mandate for those services in Idaho State law. The GATE program is part of the district s structured Response to Intervention (RtI) process and is designed to meet the more intensive needs that go beyond the general education differentiated curriculum. a) How do gifted children s needs vary from the general population in your district? The needs of gifted children vary from the general population and include: a faster pace of instruction and learning, depth and complexity of differentiated content, student generated topics of interest and the opportunity to interact with intellectual peers. b) How do your district s approaches to teaching gifted children employ best practice? The GATE program is based on the needs of academically and intellectually gifted students as reported in research literature. c) How do stakeholders in your district view an optimum gifted and talented program? An optimal gifted and talented program would include identifying students in all five areas of giftedness and provide all students who qualify the opportunity to develop their talents. 1

2 d) How does your district seek to identify gifted students who are ELL, low income, and twice exceptional? The district recognizes that outstanding talents are present in children and youth from all cultural groups and across all economic strata; therefore, alternative formal assessments are used when appropriate. e) How does your 3 Year Plan address the ESSA requirements for a well-rounded education? The GATE curriculum is specifically structured to include the arts as a cornerstone of the program. Each unit is embedded with study of either visual, written or performing arts. When constructing units of study, GATE facilitators focus on STEM, social science and the creative arts. B. DEFINITION OF GIFTEDNESS: The State of Idaho defines gifted/talented children as those identified by professionally qualified persons to be capable of high performance, and includes those with demonstrated achievement and/or potential ability in one or more of the following areas: Intellectual Academic Area Creativity Leadership Visual and Performing Arts Intellectual--as evidenced by superior aptitude for Understanding facts, concepts, generalizations, and their relationships Identifying patterns Verbal and nonverbal reasoning Spatial perceptions Developing and evaluating ideas Academic Area as evidenced by superior ability in mastering skills and concepts in one or more curriculum areas Creativity--as evidenced by superior abilities in Fluency, flexibility, originality, and elaboration Divergent thinking skills Problem solving strategies Leadership--as evidenced by a variety of superior characteristics, including Responsibility Rapid insight into cause-effect relationships Interpersonal intuition Ability to motivate performances of others 2

3 Visual and Performing Arts--as evidenced by a superior aptitude for demonstrating, typically through exhibition or performance, aesthetic, critical historical, and production aspects of dance, music, theater, or the visual arts The District recognizes the importance of all areas of giftedness as defined above. Due to limited state resources, students are identified based on intellectual and academic measures. In elementary schools, the other areas of giftedness are integrated into the general and GATE curriculum. In secondary schools, specific opportunities are available to meet the needs of gifted students. These opportunities include, but are not limited to: Art, Band, Choir, Student Government, Yearbook, Drama, elective classes, etc. C. PROGRAM GOALS: GATE serves academically and intellectually gifted/talented K-12 students in the Pocatello/Chubbuck School District. The goals of the program include: 1. To provide a learning environment that will encourage and stimulate the capable student to reach his/her potential, while interacting with intellectual peers. Objective: Explores topics of interest more in depth, i.e. group and independent projects/studies, problem-based learning (examples: invention convention, museum displays, career explorations, history day, investigations). Objective: Studies and/or presents multiples disciplines that have broad-based issues, themes and/or problems. Objective: Develops independent or self-directed study skills. 2. To encourage the development of problem-solving by providing instruction and opportunities for using complex skills in the following areas: higher level critical thinking, creativity, communication, leadership, and research. Objective: Develops productive, complex, abstract, and/or higher level thinking skills. (Examples: simulations, mysteries, computer programs, questioning skills, explorations, investigations). Objective: Develops research skills and methods (Examples: define a topic, devise a plan for research, use appropriate resources, analyze and organize information). 3. To establish a climate that fosters positive affective interactions, enhances self-concept, and encourages self-direction and self-evaluation. Objective: Participates in group problem solving and team debate or discussions (Examples: practice techniques of public speaking, organize a speech, give visual presentation, communicate in written format). Objective: Recognizes and uses one s abilities, becomes self-directed, appreciates likenesses and differences between self and others (Examples: assess and clarify feeling on giftedness, assess feeling about themselves and their peers, assess feelings about issues). Objective: Participates in service learning. 3

4 Describe the current status of gifted education in your district and your goals for improvement in the coming three years. GATE serves academically and intellectually gifted/talented K-12 students in the Pocatello/Chubbuck School District as outlined in the Program Options below. How might professional development assist personnel to improve their delivery of gifted education? Ongoing professional development is necessary to keep gifted education facilitators up to date with regard to current best practices in gifted education. Gifted education facilitators need current information/best practices to provide and support general education teachers with regard to meeting the needs of gifted students in the regular classroom. What options for gifted students need expansion? Currently, sixth grade students attend GATE four hours per day every other week; sixth grade students attend 12 total sessions per year. GATE options vary at the middle school level depending on staffing. Limited funding does not allow for middle school expansion at this time. What needs might you identify in your district regarding the gifted program? State funding to support staff, transportation, and supplies. In what ways will improved instruction in gifted education relate to best practice in general for district personnel? GATE is one part of a range of services to gifted students in the Pocatello/Chubbuck School District, meeting a mandate for those services in Idaho State law. The GATE program is part of the district s structured Response to Intervention (RtI) process and is designed to meet the more intensive needs that go beyond the general education differentiated curriculum. The district s GATE facilitators hold an Idaho Gifted and Talented Endorsement. These facilitators are available during regularly scheduled PLCs to provide consultation to regular education teachers with regard to differentiating instruction to meet the needs of gifted students within the regular classroom setting. How is your district addressing professional development needs relating to identification of gifted children? GATE facilitators make presentations to building principals and are available for staff and individual consultation. In addition, each spring GATE facilitators send an to all second grade teachers with information about how to use the GATE screening checklist. D. PROGRAM OPTIONS: Elementary: The elementary GATE program is staffed by certified teachers who hold a State of Idaho K-12 Gifted Endorsement. GATE facilitators provide direct services to students by instructing in a 4

5 pull-out program as well as consulting with classroom teachers, school principals, and parents. The elementary GATE program is part of the district's structured Response to Intervention process and aims to serve 2-4% of the population. If enrollment in the program exceeds 4% of the grade 3-5 population, priority shall be given to students enrolled in the public non-charter schools. Students in grade K-2 are served in the regular classroom in collaboration with GATE facilitators. The facilitators assist in providing additional enrichment materials and work in consultation with the regular classroom teacher and parents. As required by law, all potentially gifted and talented students are screened for GATE during the spring of the second grade year. Formal testing for GATE services begins in the fall of students' third grade year. Students in grades 3-6 may be referred at any time during the year. Identified gifted and talented students in grades 3-5 are served through a pull-out program where they receive four and three-quarters hours of instruction once per week. In addition, these students classroom teachers are encouraged to provide differentiated curriculum when appropriate during regular class instruction. GATE facilitators are available to collaborate with classroom teachers to help them meet the needs of academically advanced and gifted students in the regular classroom setting. Middle School: Students in grade six are served through a pull out program where they receive four hours of instruction every other week. In addition, these students classroom teachers are encouraged to provide differentiated curriculum/instruction when appropriate during regular class instruction. GATE facilitators are available to collaborate with classroom teachers to help them meet the needs of academically advanced and gifted. Students in grades 7-8 are served through Honors Mathematics and English (8th grade) as well as through a variety of elective and exploratory classes. Electives vary by school and include: Gifted and Talented Education Class, Career Exploration (S.T.E.M.), Band, Choir, Orchestra, Student Government, Yearbook, Computer Application, P.E. and Art. Students also have the opportunity to participate in Math Counts and FLL Robotics Clubs held before or after school. High School: Students in grades 9-12 are served through honors, dual enrollment and advanced placement classes. There are also a variety of elective classes, clubs, activities and leadership opportunities available to these students. Honors, dual enrollment and advanced placement course offerings are listed in the district s High School Handbook that is published annually. In addition, the District has a state approved Mastery Advancement Program (MAP) that provides students with the opportunity to test out of a variety of courses. The following options are also available K-12 based on individual student need: enrichment, curriculum compacting, cross-grade grouping and independent student/learning contract. The District also makes subject and whole-grade acceleration available for qualifiing K-8 students. Participation in whole-grade acceleration is based on individually identified needs and is considered on a case-by-case basis using the Iowa Acceleration Scale (IAS) as outlined in 5

6 District Policy/Procedure. E. IDENTIFICATION PROCEDURES: Idaho Code required more than one means of identification. Screening Processes: a) Teacher Referral b) Parent Referral c) Informal checklists (for creativity, leadership, arts) d) Types of screening testing (list specific screening tools) e) Eligibility f) Criteria for Placement in gifted programs Formal identification of students begins in the spring of the second grade. The initial referral for the elementary GATE program can be made by a child s teacher, parent/guardian or other professional staff. Parents are notified and must give written consent prior to any individual and standardized assessment. Second grade students are screened for potential qualification in the spring of their second grade year using the Teacher Checklist for Identifying Gifted Students. The district uses the assessments outlined below for identifying students who may be eligible for gifted and talented services. Students must qualify on two formal assessments and one informal assessment to be eligible for GATE enrollment. In order to ensure test validity students may not be tested for GATE eligibility more than twice during a three-year span. Students transferring into the Pocatello/Chubbuck School District must meet district identification procedures. A file will be maintained by the GATE facilitator for each student identified as gifted/talented. School District #25 currently uses the following means of assessment for identifying students who may be eligible for gifted and talented services. Students must qualify on two formal assessments and one informal assessment to be eligible. Formal Academic: ISAT 96th percentile SAGES-2 96th percentile Formal Cognitive: Otis Lennon School Ability Test (OLSAT) 98th percentile WISC-V 98th percentile *TONI 98th percentile *UNIT 98th percentile Informal: Teacher Checklist of GT Characteristics (Referral) 45/56 Portfolio Expert Recommendation *The district recognizes that outstanding talents are present in children and youth from all cultural groups and across all economic strata; therefore, alternative formal assessments are used when appropriate. 6

7 F. PROGRAM EVALUATION a) Types of surveys administered in the district (e.g. attitudinal surveys given to parents, students, district personnel) and how the results are used for improvement Perception data is collected every-other year from parents and students. The results are analyzed and used for program improvement. b) Longitudinal data tracking (e.g. how the district follows students through their educational career in the district and how they perform in secondary school and post-secondary school; dropout rates of identified elementary gifted students when they reach secondary school). The number of GATE students, by grade level, is included in the November ISEE upload and is also reported annually to the Board of Trustees. Beginning in the spring of 2017 the district will track identified GATE students PSAT and SAT test scores to monitor academic progress. c) Other means of evaluation The instructional component of the GATE program is monitored annually using Danielson s Enhancing Professional Practice: A Framework for Teaching. GATE Teachers develop short term goals during bi-monthly Professional Learning Community time as well as develop long term, annual goals. Short-term goals are monitored during bi-monthly PLCs; long term goals are monitored throughout the year and evaluated in May. Please discuss briefly your district s most pressing needs concerning gifted education, especially in the areas of professional development and identification of students. The most pressing need is state funding to support staff, transportation, and supplies. In addition, ongoing professional development is needed for gifted facilitators and general education teachers, especially with regard to identifying gifted students. Finally, the district needs a more effective screener to use with all students in the spring of their second grade year. 7