Pickens County Schools Gifted Education Handbook

Pickens County Schools Gifted Education Handbook Revised, November 2013

Contents Gifted Education Mission Statement... 2 Definition... 2 Gifted Education Goals... 2 Referral, Screening, and Testing... 3 Eligibility Criteria... 4 Outside Test Data... 5 Curriculum Overview... 6 Elementary Services... 6 Secondary Services... 8 Continued Participation... 9 Reciprocity... 9 Curriculum and Services Provided... 10 Probation and Termination of Services... 10 Professional Development... 10 Program Revision... 10 Gifted Referral and Eligibility Flow Chart... 12 Note the Difference... 13 Gifted Education Forms... 14 Notification of Consideration/Permission for Testing... 15 Gifted Education Eligibility Chart... 16 Gifted Eligibility Letter... 18 Gifted Program Delivery Models... 20 Cluster Model Individual Student Contract... 22 Collaborative Model Individual Student Contract... 23 Annual Gifted Services Review... 24 Notification of Placement Review... 25 Continued Participation: Program for Gifted Students... 26 Voluntary Removal... 27

Lula Mae Perry, Ed.D. Superintendent Board of Education Wendy D. Lowe, Chair Byron Long, Vice-Chair Peggy Andrews Mike Cowart Dan Fincher To the Parents/Guardians of Gifted Education Students: Congratulations. Your child is eligible for gifted services in Pickens County Schools. The gifted program is designed to encourage students to discover their potential both academically and personally by providing challenges in the classroom setting. Information has been included in this handbook that provides insight into the gifted delivery models used at each school as well as a collection of forms and information related to gifted students. As a Gifted Coordinator, I meet frequently with classroom teachers to discuss your student's ability, motivation, potential, grades, and progress. Gifted Coordinators work with teachers in all grade levels to encourage differentiation in your child s instruction through lesson planning, content, assessment, products, and projects. Should your child start to have problems for any reason, please call him or her for a conference. These are conducted as needed but especially at progress report and report card times. Occasionally, Gifted Coordinators may work directly with a group of students through collaboration with the teacher -- looking for better ways to enrich and deepen student understanding of the curriculum through the state-mandated standards. Please feel free to contact me or the school anytime with questions, comments, or concerns. My email and telephone contact information has been included in this information. Pickens County Schools thanks you and appreciate this opportunity to work with your child! Sincerely, Gifted Coordinator 1

Gifted Education Mission Statement Georgia educators are committed to the belief that education is a means by which each individual has the opportunity to maximize his or her fullest potential. We believe that all students have a right to an educational experience that challenges their individual development and enhances their academic achievement. In accordance with this philosophy, the Pickens County School District provides educational programs that recognize and make provisions for the unique needs of gifted and talented learners. Definition A gifted student is one who demonstrates a high degree of intellectual and/or creative ability(ies), exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her abilities. A gifted student may demonstrate expertise and experience in the specific content area. (Refer to O.C.G.A 160-4-2-.38) Source: Georgia Department of Education Resource Manual for Gifted Education Services. Gifted Education Goals Gifted students will develop and use advanced research skills and methods. Curriculum for gifted students should allow for the in-depth learning of self-selected topics within the area of study. Rationale: Gifted learners possess an extensive knowledge base, learn at an accelerated pace, and are capable of advanced levels of comprehension. In addition, many gifted students are highly curious and intrinsically motivated, especially to pursue topics that interest them. As compared to their age-peers, gifted learners tend to have longer attention spans, exhibit a stronger need to know, and can follow-through with assignments. If gifted students are to benefit fully from these abilities, the gifted program must emphasize the development of skills that enable them to become effective as independent learners. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Because of the advanced nature of their abilities and interests, gifted students need to learn how to access advancedlevel reference materials, including a variety of print and non-print references and information retrieval systems. They need learning tasks that allow them to explore personal interests through guided research, independent study, and community involvement. In order to conduct authentic research, students need instruction and guidance in learning to ask the right kinds of questions by looking at techniques used by experts in the specific field. They need instruction in the development of a written plan of research (with emphasis on how one gathers, categorizes, analyzes, and evaluates information in particular fields); assistance in evaluating their own work; and in considering implications for future research. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Gifted students will develop and practice creative thinking and creative problem-solving skills with a variety of complex topics within the area of study. Rationale: Gifted learners have the ability to generate original ideas and solutions, and they characteristically see diverse and unusual relationships. Their instruction must allow opportunities to further develop and apply these skills in meaningful situations. Because gifted individuals often exhibit differential patterns of thought processing (e.g., divergent thinking, sensing consequences, making generalizations), a curricular need is to be to be able to explore alternatives and consequences of those choices, and to draw and test generalizations. The original thoughts and ideas often expressed by gifted students may in some settings be perceived as odd or off-task by others. This results in the inhibition of creative thinking. The gifted program must provide an environment in which students feel free and safe to stretch beyond the "right" answer that comes so easily for them. They should be encouraged to take risks and to experiment so that creativity can be developed. Source: Georgia Department of Education Resource Manual for Gifted Education Services. 2

Gifted students will develop and practice critical thinking and logical problem-solving skills in the pertinent academic area. Rationale: It takes less time for gifted students to learn new material and master new skills. One strategy for differentiating instruction for gifted students is to structure lessons and units in such a way that capable students spend a larger proportion of their time on higher order thinking, using the content they have mastered to further develop their understanding of the concepts and practice the skills of critical thinking. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Gifted students will develop and use advanced communication skills. Curriculum for gifted students should encourage the use of new techniques, materials, and formats in the development of products that will be shared with real audiences. Rationale: It is important to remember that throughout history we have recognized "giftedness" in individuals because of the impact they have made on other individuals and society at large through their products, whether the area of giftedness is art, science, leadership, literature, etc. Feedback from real audiences provides gifted learners with a chance to further improve their communication skills. Internal motivation develops when students pursue ever-increasing levels of excellence in their final products and receive confirmation from real audiences that others value their intellectual and academic talents. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Gifted students will develop an understanding of self and how their unique characteristics may influence interactions with others. Rationale: Many gifted children experience difficulty in accepting some aspect of their giftedness. Their heightened selfawareness, accompanied by feelings of being different, can result in low self-esteem and inhibited growth emotionally and socially. Consequently, there is a need to provide gifted students with time for interaction with other gifted students, reflection, and discussion for the purpose of self-understanding. A strong aptitude for solving problems allows gifted students to deal effectively with these concerns when given the opportunity and guidance needed. This type of involvement can also help provide students with a foundation for leadership development. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Referral, Screening, and Testing Anyone -- teachers, counselors, parents, peers, administrators, or the individual student -- may refer students for consideration for the gifted program. For acceptance into the program tests and procedures are used to determine eligibility for gifted services. These tests and procedures meet standards of validity and reliability for the purpose of identifying gifted students and are nondiscriminatory with respect to race, national origin, gender, disabilities or economic background. School principals, counselors and teachers shall also review the results of any norm-referenced testing that is available. Any student with a 90th percentile composite score, a 90th percentile total reading (including reading comprehensive), or a 90th percentile total math shall be considered. School principals, counselors and teachers shall also review the results of the Georgia Criterion Referenced Competency Test (CRCT). Any student who has at least the 90th percentile on the reading and/or math for that grade level will be considered. The 90th percentile for each grade level shall be determined on the basis of the system wide scores. These criteria shall constitute an automatic referral procedure. 3

Appropriate referrals will be compared to the list of students evaluated the previous year. Students will only go into full referral every two years. In the second year files may be reopened and additional information added. Tests given the year of the initial referral will not be re-administered. Written consent shall be obtained from parents before the evaluation process is begun. Once parental permission for further evaluation has been secured, the current edition of the Cognitive Abilities Test shall be administered (or other approved norm-referenced test of cognitive abilities). Classroom teachers shall complete appropriate rating scales (Creativity Characteristics and Motivation Characteristics for grades K-6 and the Hawthorne, Creativity and/or Motivation Characteristics for grades 7-12). Only one rating scale may be used for placement. Scores that are available from an achievement test during the prior two years shall be entered on the referral form. Teachers and/or counselors shall help the student in gathering any Product/Performance information to be submitted as evidence of giftedness. Panels of three, composed of a gifted endorsed educator, a teacher based in the school that the child attends, and a teacher not based in the school that the child attends shall evaluate any projects/performances submitted. All evaluators must have expertise in the content area of the product/performance and experience working with children of the age level being evaluated. The Torrance Test of Creative Thinking will be administered in cases where the school eligibility team deems it necessary. Eligibility sheets will be used by the gifted education teacher to see if the student meets Georgia Department of Education criteria for placement in the Gifted Program and will be maintained on file for review. Parents shall be informed in writing of the student s eligibility status and shall be afforded an opportunity for a conference to discuss student eligibility criteria and placement. Eligibility Criteria To be eligible for gifted education services, a student must either (a) score at the 99th percentile (for grades K-2) or the 96th percentile (for grades 3-12) on the composite or full scale score of a standardized test of mental ability and meet one of the achievement criteria described below, or (b) qualify through a multiple-criteria assessment process by meeting the criteria in any three of the following four areas: mental ability (intelligence), achievement, creativity and motivation. To be eligible for gifted education services, a student must meet the criterion score on a nationally normed test and either has observational data collected on his or her performance or produced a superior product. Information shall be collected in each of the four data categories for all students who are referred for gifted program evaluation. Any data used in one area to establish a student s eligibility shall not be used in any other data category. Any test score used to establish eligibility shall be current within two-calendar years. Source: Georgia Department of Education Resource Manual for Gifted Education Services. 1. Mental Ability. Students shall score at the 96th percentile or above on a composite or full scale score or appropriate component score, as defined in Appendix A of the Georgia Department of Education Resource Manual for Gifted Education Services, on a standardized test of mental ability. Mental ability tests shall be the most current editions of published tests that measure intelligence or cognitive ability, have been reviewed for bias and normed on a nationally representative sample that included minority representation within a 10-year period (group tests) prior to administration. These tests shall yield percentile rankings by age(s). Source: Georgia Department of Education Resource Manual for Gifted Education Services. 4

2. Achievement. Students shall (a) score at the 90th percentile or above on the total battery, total math or total reading section(s) of a standardized achievement test; or (b) have produced a superior student-generated product or performance, where the superior performance is one that can be translated into a minimum score 90 on a scale of 1-100 as evaluated by a panel of three or more qualified evaluators. Standardized achievement tests shall be the most current editions of tests that measure reading skills, including comprehension, and shall give a total reading score and/or a total mathematics score based upon a combination of scores in math concepts and applications. These tests shall yield percentile rankings by age(s) or grade(s). Performances and products shall be judged by a panel of three or more qualified evaluators and must have been produced within the two years prior to evaluation. Source: Georgia Department of Education Resource Manual for Gifted Education Services. 3. Creativity. Students shall (a) score at the 90th percentile or above on the total battery score of a standardized test of creative thinking, or (b) receive a score at the 90th percentile or above on a standardized creativity characteristics rating scale, or (c) receive from a panel of three or more qualified evaluators a minimum score of 90 on a scale of 1-100 on a structured observation/evaluation of creative products and/or performances. Standardized tests of creative thinking shall be the most current editions of tests that provide scores of fluency, originality, and elaboration. These tests shall yield percentile rankings by age(s) or grade(s). Rating scales used to evaluate creativity shall relate to the construct of creativity and differentiate levels such that judgments equivalent to the 90th percentile are possible. As evidence of creativity, students or individuals on behalf of students may submit products or evidence of outstanding performances completed during the two calendar years prior to evaluation. The products/performances submitted shall be reviewed by a panel of three or more qualified evaluators as part of a comprehensive portfolio of creative productivity. Source: Georgia Department of Education Resource Manual for Gifted Education Services. 4. Motivation. Students shall (a) receive a score at the 90th percentile or above on a standardized motivational characteristics rating scale, or (b) receive from a panel of three or more qualified evaluators a minimum score of 90 on a scale of 1-100 on a structured observation/evaluation of student generated products and/or performances, or (c) have a grade point average (GPA) of at least 3.5 on a 4.0 scale (as defined in Appendix A of the Georgia Department of Education Resource Manual for Gifted Education Services), where a 4.0 = A and 3.0 = B, using an average of grades from the regular school program over the previous two school years if the student is in grades 3-12. Rating scales used to evaluate student motivation shall relate to the construct of motivation and differentiate levels such that judgments equivalent to the 90th percentile are possible. As evidence of motivation, students or individuals on behalf of students may submit products or evidence of outstanding performances made during the two calendar years prior to evaluation. The products/performances submitted shall be reviewed by a panel of three or more qualified evaluators as part of a comprehensive portfolio that demonstrates a high degree of motivation and consistent productivity. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Outside Test Data Assessment data that were gathered and analyzed by a source outside the student s school or school system must be considered as part of the nomination and evaluation process. However, these outside data shall not be substituted for data the school generates during the testing/evaluation process and may never be the sole source of assessment data. Systems shall never rely on them exclusively for determination of eligibility for gifted program services. Instead, outside test data may be used as part of a comprehensive profile of test and non-test evidence of advanced instructional needs. If any system elects to use outside test data to help establish student s eligibility, the local board of education shall collect and maintain statistical data that will allow the Department of Education to evaluate the impact of this practice on the identification of gifted students from all ethnic and socioeconomic groups. Source: Georgia Department of Education Resource Manual for Gifted Education Services. 5

Curriculum Overview State Board of Education (SBOE) Rule 160-4-2-.38 EDUCATION PROGRAM FOR GIFTED STUDENTS requires local boards of education to develop curricula for their gifted students. There are certain characteristics that generally differentiate gifted learners from more typical learners: the ability to learn at faster rates, their capacity to find, solve, and act on problems, their ability to manipulate abstract ideas and make connections, etc. (see Appendix D). Although it is recognized that not all gifted students exhibit identical behaviors and characteristics and, thus, have different needs, it is the unique behaviors and characteristics of gifted learners that must serve as the basis for establishing gifted program curriculum goals and then making decisions regarding specific curriculum units and activities. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Principles of a Differentiated Curriculum for the Gifted/Talented Present content that is related to broad-based issues, themes, or problems. Integrate multiple disciplines into the area of study. Present comprehensive, related, and mutually reinforcing experiences within an area of study. Allow for the in-depth learning of a self-selected topic within the area of study. Develop independent or self-directed study skills. Develop productive, complex, abstract, and/or higher level thinking skills. Focus on open-ended tasks. Develop research skills and methods. Integrate basic skills and higher level thinking skills into the curriculum. Encourage the development of products that challenge existing ideas and produce new ideas. Encourage the development of products that use new techniques, materials, and forms. Encourage the development of self-understanding, i.e., recognizing and using one's abilities, becoming selfdirected, appreciating likenesses and differences between oneself and others. Evaluate student outcomes by using appropriate and specific criteria through self-appraisal, criterion referenced and/or standardized instruments. Source: National/State Leadership Training Institute on the Gifted and Talented, Developed by the Curriculum Council (James J. Gallagher, Sandra N. Kaplan, A. Harry Passow, Joseph S. Renzulli, Irving S. Sato, Dorothy Sisk, Janice Wickless) Elementary Services The Pickens County School District s elementary gifted curriculum presents content that is related to broad-based issues, themes, or problems and is integrated into multiple disciplines as recommended by the Georgia Department of Education Gifted Education Program. The content and skills are complex, abstract, and challenging. This curriculum is a connection to core content standards (College and Career Georgia Performance Standards). 6

The primary delivery models at the elementary level are the Resource Model, Collaboration, and/or Cluster Model. The curriculum as mandated by the state is an interdisciplinary enrichment curriculum. National and state standards are embedded in the elementary curriculum. All elementary gifted students receive at least five (5) segments of gifted instruction per week. The content of all gifted education curricula should be advanced for that grade level. Even when the Resource Model is used and the emphasis is on enrichment, as opposed to the delivery of core content, the subject matter should be advanced. In all delivery models the advanced content should be related to broad-based issues, themes, and problems. Source: Georgia Department of Education Resource Manual for Gifted Education Services. The Resource Class Model is a model that meets the needs of gifted learners outside the regular classroom/core curriculum -- e.g., time to explore areas of interest in depth; opportunity to dig into complex, interdisciplinary studies; activities to help them develop research skills, creative thinking and creative productivity skills; time to be together with intellectual peers (which is important for both social-emotional and motivational reasons); etc. The Resource teacher must have a current GaPSC approved gifted endorsement. The Resource Model is not intended for delivery of core content instruction. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Cluster Grouping (K-12) -- Identified gifted students are placed as a group (recommended 6-8 students) into an otherwise heterogeneous classroom, rather than being dispersed among all of the rooms/courses at that grade level. The regular classroom teacher must have a current GaPSC approved gifted endorsement. A maximum of two (2) gifted FTE segments per day may be counted at the gifted weight. The teacher must document the curriculum differentiation for the gifted student(s) by completing individual or group contracts which include the following requirements: a. A description of the course curriculum which is based on Georgia standards that very clearly show how the advanced course content, teaching strategies, pacing, process skills, and assessments differ from courses more typical for student(s) at that grade level. b. Separate lesson plans which show reason(s) why the gifted student(s) needs an advanced curriculum in the content areas of English language arts, mathematics, science, social studies, and world languages; and c. Dates and amount of time (in segments) the student(s) will be engaged in the higher-level activities and how the student(s) will be evaluated (formative and summative). Additional information may be secured from http://www.doe.k12.ga.us/curriculum-instruction-and-assessment/curriculum-and-instruction/pages/gifted- Education.aspx The Collaborative Teaching Model (K-12) -- Direct instruction may be provided by a regular classroom teacher, but there must be substantial, regularly scheduled collaborative planning between the content area teacher and the gifted specialist (the teacher with the gifted endorsement who is serving as the instructional facilitator). The gifted specialist, the regular classroom teacher, and the gifted student (when appropriate) collaborate in the development of challenging assignments that substitute for or extend the core curriculum objectives which the identified gifted student has already mastered. Source: Georgia Department of Education Resource Manual for Gifted Education Services. 7

The curriculum activities and delivery models used in gifted programming should (a) be sensitive to the unique social and emotional needs of gifted students and (b) encourage the development of self-understanding. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Student achievement should be evaluated by using appropriate and specific criteria based on the higher expectations we have for our most capable students. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Secondary Services The Pickens County School District s secondary gifted curriculum presents content that is related to broad-based issues, themes, or problems and is integrated into multiple disciplines as recommended by the Georgia Department of Education Gifted Education Program. The content and skills are complex, abstract, and challenging. This curriculum is a connection to core content standards (College and Career Georgia Performance Standards). The primary delivery models at the secondary level include the Advanced Content Model, the Cluster and/or Collaborative Model, Advanced Placement (AP) courses, and Dual Enrollment. National and state standards are embedded in the curriculum at all levels and include students who have demonstrated exceptional ability and motivation in a particular content area. Students who are not identified as gifted but who have demonstrated exceptional ability and motivation in a particular content area may be included in these courses. The Advanced Content Model is one model used to deliver gifted instruction at the secondary level. Students are homogeneously grouped on the basis of achievement and interest in a specific academic content area. The district includes students who are not identified as gifted but who have demonstrated exceptional ability and motivation in a particular content area. Secondary teachers of the gifted must provide a syllabus that identifies the accelerated/advanced content of the course. Types of courses included in the Advanced Content Model are: 1. Advanced Placement (AP) Courses -- The teacher must have the appropriate content area certification. In addition, the teacher must (a) have been trained by the College Board in that specific AP course and have had at least 10 clock hours of staff development in characteristics of gifted learners and curriculum differentiation for gifted students; and (b) have the gifted endorsement. 2. International Baccalaureate (IB) Courses -- The teacher must have the appropriate content area certification. In addition, the teacher must (a) have been trained by the International Baccalaureate Program in that specific IB subject area and have had at least 10 clock hours of staff development in characteristics of gifted learners and curriculum differentiation for gifted students; and (b) have the gifted endorsement. 3. Gifted/Honors Courses -- The teacher of a locally developed honors course curriculum must have the appropriate content area certification and a current GaPSC gifted endorsement in order to count the gifted students in the class at the gifted FTE weight. 4. Dual Enrollment Students may access college courses while still enrolled at the high school level. Students are required to satisfy academic criteria in order to receive services using this model. Source: Georgia Department of Education Resource Manual for Gifted Education Services. *The Pickens County School District has an open access policy for AP and/or Honors courses. Enrollment in AP and/or Honors courses does not require gifted eligibility. 8

The Collaborative Teaching Model (K-12) -- Direct instruction may be provided by a regular classroom teacher, but there must be substantial, regularly scheduled collaborative planning between the content area teacher and the gifted specialist (the teacher with a current GaPSC gifted endorsement who is serving as the instructional facilitator). The gifted specialist, the regular classroom teacher, and the gifted student (when appropriate) collaborate in the development of challenging assignments that substitute for or extend the core curriculum objectives which the identified gifted student has already mastered. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Cluster Grouping (K-12) -- Identified gifted students are placed as a group (recommended 6-8 students) into an otherwise heterogeneous classroom, rather than being dispersed among all of the rooms/courses at that grade level. The regular classroom teacher must have a current GaPSC approved gifted endorsement. A maximum of two gifted FTE segments per day may be counted at the gifted weight. The teacher must document the curriculum differentiation for the gifted student(s) by completing individual or group contracts which include the following requirements: a. A description of the course curriculum which is based on Georgia standards that very clearly show how the advanced course content, teaching strategies, pacing, process skills, and assessments differ from courses more typical for student(s) at that grade level. b. Separate lesson plans which show reason(s) why the gifted student(s) needs an advanced curriculum in the content areas of English language arts, mathematics, science, social studies, and world languages; and c. Dates and amount of time (in segments) the student(s) will be engaged in the higher-level activities and how the student(s) will be evaluated (formative and summative). Additional information may be secured from http://www.doe.k12.ga.us/curriculum-instruction-and-assessment/curriculum-and-instruction/pages/gifted- Education.aspx Continued Participation Each school within the system shall review the progress of each student receiving gifted education services each year. Any student who receives gifted education services shall continue to receive services, provided the student demonstrates satisfactory performance in gifted education classes as described in the system s Continuation Policy. Local schools shall provide to any student who fails to maintain satisfactory performance in gifted education classes a probationary period in which the student shall continue to receive gifted education services while attempting to achieve satisfactory performance status. The length of this probationary period shall be determined by the local board of education. Students who fail to demonstrate satisfactory performance in gifted education classes during the probationary period and for whom gifted services are no longer appropriate shall have a final review before cessation of services occurs. A student may resume receiving gifted education services upon meeting the criteria adopted by the local board of education for the continuation of gifted services. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Reciprocity Any student who meets the state eligibility criteria for gifted education services shall be considered eligible to receive gifted education services in any school system within the state. However, a student transferring from one school system to another within the state shall meet the criteria for continuation of gifted services established by the local board of education of the receiving school system. There is no mandated reciprocity between states. Source: Georgia Department of Education Resource Manual for Gifted Education Services. 9

Curriculum and Services Provided Local boards of education shall develop curricula for gifted students that incorporate the State Board of Educationapproved student competencies and Georgia Performance Standards. Curriculum objectives shall focus on developing cognitive, learning, research and reference, and metacognitive skills at each grade grouping, using principles of differentiation, in one or more of the following content areas: mathematics, science, language arts, social studies, foreign language, fine arts and vocational/technical education. Local boards of education shall submit to the Georgia Department of Education a description of the differentiated curricula used for instruction of gifted students. The local system shall review and revise (if revisions are needed) its curricula for gifted students at least annually. An updated copy of the local program description shall be submitted to the Department of Education whenever changes are made. Students identified as gifted and whose participation has received parental consent shall receive at least five (5) segments per week (or the yearly equivalent) of gifted education services, using one of the approved models described in Appendix A of the Georgia Department of Education Resource Manual for Gifted Education Services. Source: Georgia Department of Education Resource Manual for Gifted Education Services. Probation and Termination of Services According to State and Pickens County Procedures, continued placement in the Program for the Gifted shall be based upon satisfactory performance in gifted classes. For elementary students, satisfactory performance in regular education shall be based on the student maintaining passing grades in all gifted education subjects and an overall 80 average. Satisfactory performance in the gifted resource class shall be based on the recommendation of the teacher of the gifted student, with such recommendation to be based on required products, active participation, and regular attendance. A child who fails to meet these criteria will be placed on probation for one entire grading period. At the end of the probationary period the student s status regarding continued placement will be reviewed. For middle school and high school students, satisfactory performance in gifted education shall be based on maintaining passing grades in gifted education classes. However, middle and high school students should not be removed from gifted level courses that they are passing without parent consent. Parents will be notified when a student s placement is in danger. A student who fails a gifted level class will not be allowed to continue to take gifted level classes in that content area during the following semester. Upon satisfactory performance in a subsequent honors level class in that content area, a student will be allowed to petition for reinstatement in a gifted level class. After a period of academic probation, any student who has not demonstrated appropriate academic progress in accordance with the Pickens County School District s policy for the continuation of gifted services will be terminated. Professional Development Pickens County promotes participation of gifted education specialists and general education teachers in professional development activities designed to increase subject matter knowledge, improve the use of curricula and instructional strategies, and assessment measures that are appropriate for gifted and talented students. Professional learning opportunities are also provided to enable teachers to acquire gifted endorsement. Program Revision All gifted program operations and services will be reviewed annually for compliance with state regulations and program changes. 10

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Gifted Referral and Eligibility Flow Chart STEP 1 REPORTED REFERRAL A student is referred for consideration by teachers, counselors, administrators, parents/guardians, peers, self or others with knowledge of a student s abilities. AUTOMATIC REFERRAL Students who score at specified levels on nationally normreferenced tests. The local board of education establishes the score(s) needed for automatic referral. STEP 2 STUDENT SEARCH/ELIGIBILITY TEAM A decision-making team that uniformly considers information collected on student referrals. The team decides if it is appropriate to proceed with formal evaluation. Search/eligibility team gathers more information. Additional evaluation is not needed. Student continues in regular education programs. STEP 3 FORMAL EVALUATION A student is referred for Gifted Education Evaluation in Mental Ability, Achievement, Creativity, and Motivation. STEP 4 ELIGIBLE ELIGIBILITY TEAM Reviews assessment results and makes recommendations. NOT ELIGIBLE GIFTED SERVICES OPTION(S) RECOMMENDATION Student(s) may need a RTI follow-up plan. REGULAR EDUCATION Student(s) may need a RTI follow-up plan. 12

Note the Difference Source: Janice Szabos, Challenge Magazine Tennessee Association for the Gifted: http://www.tag-tenn.org A Bright Child: A Gifted Learner: Knows the answers Is interested Is attentive Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feeling and opinions Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Enjoys peers Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Technician Good memorizer Enjoys sequential presentation Is alert Is pleased with own learning Constructs abstractions Prefers adults Draws inferences Initiates projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Good guesser Thrives on complexity Is keenly observant Is highly self-critical 13

Gifted Education Forms 14

Lula Mae Perry, Ed.D. Superintendent Board of Education Wendy D. Lowe, Chair Byron Long, Vice-Chair Peggy Andrews Mike Cowart Dan Fincher Gifted Services Notification of Consideration/Permission for Testing Parent/Guardian: Student: Telephone: Your student is being considered for placement in the gifted services program as a result of the following referral types: Teacher Parent Student Automatic Out of state Transfer Additional individual testing is needed to determine if your child is eligible. Please sign below and return this form to your child s school. If you desire further information about this procedure, eligibility requirements, and/or placement, please contact the Gifted Coordinator at your school. You will be notified in writing of your child s eligibility for services in this program. Yes I give permission for further individual testing. No I do not give permission for further individual testing. Comments: Signature of Parent/Guardian 15

Gifted Education Eligibility Chart In option A and B, information shall be gathered in each of the four categories. At least one of the criteria must be met by a score on a GaDOE approved nationally normed-referenced test. Any data used to establish eligibility in one category shall not be used to establish eligibility in another category. If a rating scale is used to evaluate creativity, a rating scale shall not be used to evaluate motivation. If a rating scale is used to evaluate motivation, a rating scale shall not be used to evaluate creativity. Any piece of information used to establish eligibility shall be current within two years. Local school systems must establish policies in regards to the use of data gathered and analyzed by private entities. Category Option A Option B Student must have a qualifying score in the mental ability AND achievement categories. Mental Ability Grades K-2 99 th percentile composite score on a nationally age normed mental ability test Grades 3-12 96 th percentile composite score on a nationally age normed mental ability test Achievement Grades K-12 90 th percentile Total Reading, Total Math, or Complete Battery on a nationally normed achievement test Student must qualify in three of the four categories. Grades K-12 96 th percentile composite OR appropriate component score on a nationally age normed mental ability test Grades K-12 90 th percentile Total Reading, Total Math, or Complete Battery on a nationally normed achievement test Grades K-12 Superior product/performance with a score 90 on a scale of 1-100, as evaluated by a panel of three or more qualified evaluators Creativity Evaluation data required Grades K-12 90 th percentile on composite score on a nationally normed creativity test Grades K-12 Rating scales used to qualify student creativity must equate to the 90 th percentile Grades Superior product/ performance with a score 90 on a scale of 1-100, as evaluated by a panel of three or more qualified evaluators Motivation Evaluation data required Grades 6-12 Two-year average of a 3.5 GPA on a 4.0 scale in regular core subjects of mathematics, English/language arts, social studies, science, and full year world languages. Grades K-12 Rating scales used to qualify student motivation must equate to the 90 th percentile Grades K-12 Superior product/performance with a score 90 on a scale of 1-100, as evaluated by a panel of three or more qualified evaluators 16

Pickens County Schools Gifted Eligibility Report Name: School: Grade: Date of Birth: Parent/Guardian: Telephone: Referral Type: Parent Teacher Self Automatic Mental Ability: Required Option A: K-2 Composite Total = 99 percentile 3-12 Composite Total = 96 percentile New to the System Transfer with Georgia Out of State Transfer System: Required Option B: K-12 = Composite Total 96 percentile Requirement met: Yes No CogAT: Verbal: Non-Verbal: Quantitative: Total: Other: Verbal: Non-Verbal: Quantitative: Total: Achievement: Required Option A: K-12 Total Reading, Total Math, or Complete Battery 90 th percentile Required Option B: K-12 Total Reading, Total Math, or Complete Battery 90 th percentile Requirement met: Yes No: ITBS: Reading: Math: Total: KTEA II: Reading: Math: Total: Creativity: Required Option A: Evaluation Data Required Required Option B: K-12 Composite Score 90 th percentile Requirement met: Yes No TTCT: Form A: Form B: Total: Other: Total: Motivation: Required Option A: Evaluation data required GES Hawthorne: Required Option B: K-12 Rating scales equate to 90 th percentile 9-12 Two-year average of a 3.5 GPA on a 4.0 scale in regular core subject of mathematics, ELA, social studies, science, and full year world languages Requirement met: Yes No GPA (HS only): School Year: GPA: School Year: Other: Total: Eligibility Decision: Student is NOT Eligible Student IS eligible through Option A Student IS eligible through Option B Student IS eligible through GA Transfer and Data Eligibility Team: Total: GPA: Placement Letter Sent: Placement Letter Returned: Agree to Placement: RTI: Services Begin: 17

Lula Mae Perry, Ed.D. Superintendent Board of Education Wendy D. Lowe, Chair Byron Long, Vice-Chair Peggy Andrews Mike Cowart Dan Fincher Gifted Eligibility Letter Dear Parent/Guardian(s): Your student,, was referred for testing related to gifted services and was evaluated in four areas: ability, achievement, creativity, and motivation. Ability: This test evaluates a student s ability to manipulate ideas and is a standardized test of mental ability based on age. Achievement: This standardized achievement test measures a student s retention of knowledge learned in school. Creativity: This area looks at the student s creative thinking ability in areas of fluency, flexibility, elaboration, and originality. Motivation: A gifted evaluation scale is administered to collect information about a student s likes and dislikes concerning school and learning. Requirements: In order to meet placement criteria, a student must score in the 99 th percentile for K-2 or at or above the 96 th percentile for 3-12. Requirements: A student must score at or above the 90 th percentile in Total Reading, Total Math, or Composite scores. Requirements: In order to meet placement criteria, a student must score at or above the 90 th percentile. Requirements: In order to meet placement criteria, a student must score at or above the 90 th percentile. Score: Met Did Not Meet: Score: Met Did Not Meet: Score: Met: Did Not Meet: Score: Met: Did Not Meet: Eligibility Determination: Did Not Meet Met under Option A Met under Option B Thank you for your patience and cooperation during this period of evaluation for the gifted program. It has been a pleasure to work with your child. If you desire a conference to discuss this matter further, please contact the gifted coordinator at your school. 18

Lula Mae Perry, Ed.D. Superintendent Board of Education Wendy D. Lowe, Chair Byron Long, Vice-Chair Peggy Andrews Mike Cowart Dan Fincher Gifted Services Program Notification of Eligibility/Placement Parent/Guardian: Student: Telephone: Your child has been determined to be eligible for placement in the gifted services program. After receipt of your signed consent, services will begin immediately. Your child s progress in the program shall be reviewed periodically. A determination of continuation in the program will be made annually. Enclosed for your information is a copy of the criteria for continued placement in the gifted program. You will be informed in writing should your child s continued placement in the program be in jeopardy. If it is determined that your child is to be withdrawn from the gifted program, prior notice will be given. If you desire a conference to discuss this matter further, please contact the gifted coordinator at your school. Please indicate your decision concerning your child s enrollment in the gifted program by signing below and returning this letter to the gifted coordinator at your school. Yes I agree with the placement in the gifted program. No I do not agree with the placement in the gifted program. I understand that if I agree, services will begin immediately. Signature of Parent/Guardian 19

Lula Mae Perry, Ed.D. Superintendent Board of Education Wendy D. Lowe, Chair Byron Long, Vice-Chair Peggy Andrews Mike Cowart Dan Fincher Gifted Program Delivery Models A differentiated curriculum is defined as courses of study in which the content, teaching strategies, and expectations of student mastery have been adjusted to be appropriate for gifted students. In the delivery models described below, the instruction must be based on the Georgia curriculum standards. The Georgia Professional Standards Commission (GaPSC) requires that gifted education teachers have a gifted education endorsement attached to their Georgia Teaching Certificate. Unless noted otherwise, the total class size is specified by the State Board of Education (SBOE) Rule 160-6-1-.08. Pickens County Schools utilizes the following state of Georgia approved gifted delivery models: DIRECT SERVICES: Resource Model (K-5): All students identified as gifted by SBOE criteria. The curriculum must have an academic content foundation based on the Georgia curriculum standards, but it should focus on interdisciplinary enrichment activities and not any one content area. The content and pacing should be differentiated to the degree that the activities are clearly not appropriate for more typical students at that grade level. Advanced Content (6-12): Students are homogeneously grouped on the basis of achievement and interests. The district may elect to include students who are not identified as gifted, but who demonstrate exceptional ability and motivation in a particular content area. However, the district must establish guidelines that identify gifted and regular education students who will be successful in advanced content classes. The course curriculum clearly shows how the advanced course content, teaching strategies, pacing, process skills, and assessments differ from courses more typical for students at that grade level. The regular classroom teacher must have a current GaPSC approved gifted endorsement. Cluster Grouping (K-12): Identified gifted students are placed as a group into an otherwise heterogeneous classroom, rather than being dispersed among all of the rooms/courses at that grade level. The regular classroom teacher must have a current GaPSC approved gifted endorsement. The teacher must document the curriculum differentiation for the gifted student(s) by completing individual or group contracts. 20

INDIRECT SERVICES: Collaborative Teaching (K-12): Internship/Mentorship (9-12): Dual Enrollment (9-12): The maximum of eight identified gifted students are placed as a group into an otherwise heterogeneous classroom. Direct instruction is provided by the students regular classroom teacher who collaborates with a designated gifted teacher. There must be substantial, regularly scheduled collaborative planning between the regular classroom teacher and the gifted teacher. The regular education and collaborative GaPSC certified gifted teacher must document the curriculum differentiation for the gifted student(s) by completing individual or group contracts indicating the differentiated learning standards for the gifted student(s) and the alternative instructional strategies in which the gifted student(s) will be engaged.. A gifted student works with a mentor to explore a profession of interest. The gifted program internship teacher assigned to supervise the internship/ mentorship program maintains close contact with both the participating student(s) and the selected mentor(s) to ensure acceptable progress toward the students individual learning goals which are based on the approved Georgia standards-based curriculum. Students may access college courses while still enrolled at the high school level. Students are required to satisfy academic criteria in order to receive services using this model. Source: Georgia Department of Education Resource Manual for Gifted Education Services. 21

Cluster Model Individual Student Contract Student s Name: Grade: Teacher s Name: School: Beginning Date of Contract: Estimated Ending Date of Contract: Evidence of Student Need: Consistently scores high in tests related to modified field. Needs opportunity to explore interest areas. Needs differentiated curriculum to stimulate motivation. General Area of Study: Language Arts Reading Social Studies Mathematics Science Other (Specify): Content: Content is at times faster paced, deeper, more challenging, more sophisticated, more advanced than the content in which other students are involved. Content will meet all standards related to the Georgia Performance Standards. Student will complete differentiated assignments in in conjunction with each unit of study. Alternative Learning Activities in which the Student will be involved. Specific Differentiation of Instruction Strategies: Compacting Enrichment Independent Study Contracts Tiered Assignments Adjusting Questions Learning Centers Cubing / Jigsawing Literature Circles / Webquests Problem-Based Learning Most Difficult First Math or Reading Achievement Teams Complex Instruction Other: Georgia Curriculum Standard(s) and Specific Learning Objective: (For short-term Assignments) Assessment: Rubrics Conferences Formal Tests Self-Assessment Portfolios Observation Daily Work Checklists Reflection Logs/Journals/KWL Charts Performance Tasks/Standardized Test Data Cluster Teacher s Signature: Parent s Signature: Student s Signature: 22

Collaborative Model Individual Student Contract Student s Name: Grade: Teacher s Name: School: Beginning Date of Contract: Estimated Ending Date of Contract: Evidence of Student Need: Consistently scores high in tests related to modified field. Needs opportunity to explore interest areas. Needs differentiated curriculum to stimulate motivation. General Area of Study: Language Arts Reading Social Studies Mathematics Science Other (Specify): Alternative Learning Activities in which the Student will be involved: Content: Content is at times faster paced, deeper, more challenging, more sophisticated, more advanced than the content in which other students are involved. Content will meet all standards related to the Georgia Performance Standards. Student will complete differentiated assignments in conjunction with each unit of study. Specific Differentiation of Instruction Strategies: Compacting Enrichment Independent Study Contracts Tiered Assignments Adjusting Questions Learning Centers Cubing / Jigsawing Literature Circles / Webquests Problem-Based Learning Most Difficult First Math or Reading Achievement Teams Complex Instruction Other: Georgia curriculum standards and Specific Learning Objective: (For short-term assignments) Assessment: Rubrics Conferences Formal Tests Self-Assessment Portfolios Observation Daily Work Checklists Reflection Logs/Journals/KWL Charts Performance Tasks/Standardized Test Data Collaborative Teacher s Signature: Parent s Signature: Gifted Coordinator s Signature: Student s Signature: 23

Lula Mae Perry, Ed.D. Superintendent Board of Education Wendy D. Lowe, Chair Byron Long, Vice-Chair Peggy Andrews Mike Cowart Dan Fincher Annual Gifted Services Review School: Student: School Year: Birthdate: I. Delivery Models: Program Description Direct Services Indirect Services Resource (K-5) Collaborative Teaching (K-12) Advanced Content Class (6-12 Mentorship/Internship (9-12) Cluster Grouping (K-12) Dual-Enrollment (9-12) II. Content Areas(s) Served: Reading Language Arts Math Science Social Studies World Languages Fine Arts Technology II. Curriculum Focus: All levels of the gifted program include instruction in skill areas basic to gifted education. These are: 1) developing cognitive skills; 2) learning skills; 3) research and reference skills; 4) communication skills; and 5) creativity. The gifted curriculum incorporates these skill areas into units and/or courses which deal with one or more of the following content areas: Language Arts, Reading, Mathematics, Social Studies, Science, World Languages, Fine Arts, and Technology. Curriculum is differentiated to accommodate areas of strengths. Gifted Coordinator Signature Parent Signature Date Date 24

Lula Mae Perry, Ed.D. Superintendent Board of Education Wendy D. Lowe, Chair Byron Long, Vice-Chair Peggy Andrews Mike Cowart Dan Fincher Gifted Services Program Notification of Placement Review Parent/Guardian: Student: Telephone: This is to inform you that your child is experiencing problems which may affect participation in the program for the gifted for the following reason(s) according to the Continued Participation policy for gifted services: Performance: Unsatisfactory performance (check all that apply): Participation Required products Behavior Failure of subject: < 3.0 GPA for gifted course work Status: Warning Issued; will be placed on Probationary Status if performance does not improve Placed on Gifted Probationary Status Your student s progress will be reviewed at the end of the semester to see if improvements have been made to meet the criteria outlined in the Continuation Policy. At the end of each grading period, interventions and discussion of goals will be completed with the student. If you would like to request a conference to discuss this further, please contact the gifted coordinator at your student s school. Please sign below indicating your notification of the status of your student in the gifted services program. Parent Signature: 25

Continued Participation: Program for Gifted Students Continued participation in the program for the gifted, according to Georgia SDE Regulations and Procedures, shall be based on a student s satisfactory performance in gifted classes. 1. Satisfactory performance in the gifted model shall be based on the recommendation of the teacher of the gifted, with such recommendation to be based on active participation, required products, and behavior in grades K-5, or an earned grade point average greater than or equal to 3.0 for all academic course work in grades 6-12. 2. Any student who fails to meet the continuation criteria (#1 above) will be placed on probation for an entire school year in grades K-8 or until the equivalent of one year s worth of course work is completed in grades 9-12. At the end of the probationary period, the student s status regarding the continuation criteria will be reviewed. 3. A student is terminated from the program when the terms of the continuation policy criteria are not met. 4. A student may re-enter the program after completion of at least one semester following termination if the student demonstrated satisfactory performance in regular education with a semester grade point average of >3.5. 5. A student may withdraw with parent/guardian approval from the gifted program for reasons other than not meeting the continuation policy criteria. In such cases, a student must meet criterion #4 above for reentry. 6. Students who fail to demonstrate satisfactory performance gifted education models at the end of the probation period and for whom gifted services are no longer appropriate, shall have a final review before termination of services occurs. Parents shall be notified in writing of this review and that withdrawal is necessary. 26

Lula Mae Perry, Ed.D. Superintendent Board of Education Wendy D. Lowe, Chair Byron Long, Vice-Chair Peggy Andrews Mike Cowart Dan Fincher Voluntary Removal Gifted Services Program School: Parent/Guardian: Student: Telephone: By signing this document, you, the undersigned, agree to have your student, removed from the gifted services program., voluntarily Please sign and return this form to the Gifted Coordinator at your student s school as soon as possible. Parent: Student: Gifted Coordinator: Date form Returned: 27