Gifted Education Plan - Amazon Web Services...Mid-Del Gifted & Talented 2015-2016 4 procedures and...

GIFTED EDUCATION PLAN

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Mid-Del Gifted & Talented 2015-2016

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Advanced Learning/Gifted and Talented Program

A critical component of the instructional program of the Midwest City-Del City Public

School District is to provide appropriate educational experiences for those students who are

identified as gifted, creative, and/or talented. These students, who demonstrate levels of high

performance capability in intellectual, creative, artistic, or leadership endeavors, require learning

opportunities or experiences not ordinarily provided in the regular classroom in order to fully

develop their capabilities.

Initiatives to provide appropriate educational experiences include:

Assessing the instructional level of identified students while considering the

unique learning characteristics of each child;

Expanding curriculum opportunities to allow these students to move through

curriculum areas at an accelerated depth, breadth, and pace;

Providing differentiated curricula to meet the unique needs of identified students;

Providing appropriate interaction among the programs and support services

relative to the educational, social, and emotional needs of the individual gifted

and/or talented student;

Structuring the necessary learning environments to address the unique needs and

characteristics of gifted and/or talented students;

Accommodating the demonstrated variety of learning styles, learning rates, and

interests of the gifted and/or talented students.

The Mid-Del School District believes that gifted, creative, and/or talented students

require program options that modify content, process, products, and environment in order to

appropriately develop student strengths and meet student needs.

I. Goals

The mission of the Mid-Del Schools Advanced Learning (elementary) /Gifted and

Talented (secondary) Program is to ensure that our most able learners are challenged to meet

their highest potential and that curriculum and learning opportunities are in line with their needs,

interests, and abilities. The goals of the Advanced Learning/Gifted and Talented Program are:


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To implement an ongoing identification process of screening and selecting gifted

students in grades PK-12 based on multiple and specific criteria (both qualitative

and quantitative) through testing, use of a matrix, and/or the use of a selection

committee. No single criterion or cut-off score is used to exclude a student from

placement.

To develop and implement an array of learning opportunities that are

appropriately differentiated and substantive in grades PK-12 and are linked

meaningfully to the core content areas of language, math, social studies, and

science both in and out of the general education classroom.

To provide ongoing and appropriate training and staff development opportunities

for administrators, counselors, and teachers involved in serving the needs of

advanced students.

To provide parent education opportunities and to solicit parent and community

involvement to promote collective participation in the program.

II. Identification and Selection Process

A. Definition of Gifted and/or Talented

Gifted and/or talented students are those of high potential or ability whose

learning characteristics and educational needs require qualitatively differentiated

educational experiences and/or services. Possession of these talents and gifts, or

the potential for their development, will be evidenced in one or more of the

following: intellectual ability, task commitment, motivation, and creative thinking

ability. Intellectual ability is defined as the “demonstrated abilities of high

performance capability” meaning those identified students who score in the top

three percent (3%) on any standardized instrument of intellectual ability.

B. Procedure for Identification

The Advanced Learning/Gifted and Talented Program for Mid-Del Public

Schools adheres to the following procedure for identification and placement purposes.

This procedure will be communicated to site staff and reviewed annually, under the

supervision of the District’s Regional Directors and the Advanced Learning Coordinator.


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1. Principals, counselors, and teachers will become familiar with the

characteristics of the gifted and/or talented student. Identification

procedures are clearly stated, uniformly implemented for PK through

grade 12, and communicated to the entire school staff.

2. Each elementary site will have a committee to oversee the nomination,

placement, and services for students of exceptional ability. This

committee will be comprised of no less than four (4) members to include:

the site principal or assistant principal, the Advanced Learning teacher, a

site counselor, and a classroom teacher. The Advanced Learning teacher

assigned to the school will be present at all placement meetings. The

responsibilities of this committee will be:

a. placement of identified students in the appropriate program

when students score 97% or above on a standardized

instrument of intellectual ability;

b. multi-criteria screening for gifted and/or talented evaluation

when students score between 90-96% on a standardized

instrument of intellectual ability (see attached Multi-

Criteria Matrix);

c. on-going evaluation of students’ progress and review of

placement. Identification of gifted students is an ongoing

process extending from school entry through 12th grade and

opportunities are provided from students to be considered

for placement in gifted programming throughout their

school experience.

3. Nominations for screening may come from parents, professionals, and the

community at large and will be presented to the schools’ site committees

for consideration. Nominations are sought from a wide variety of sources

to ensure that all potentially gifted and talented students have an

opportunity to be considered. Data are collected on the nominated students

to aid in making decisions for selection of students who are in need of

gifted educational programming. This data is obtained through a variety of


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procedures and from many independent sources.

4. Students in PK through 12th grade can be given a test at any time during

the school year.

5. Names of students who achieve an advanced score on the STAR Reading

or STAR Math Test or the Oklahoma Core Curriculum Test should be

referred to the site committee for consideration and further testing.

Classroom teachers may also utilize student portfolios, success within a

subject area, and characteristics of the gifted and/or talented when

considering referrals to the committee. The site committee will review all

available data and confer with the Advanced Learning Coordinator, if

needed, when making decisions to refer for testing. The committee will

make every effort to identify all students who may be gifted and/or

talented and may refer for further testing and consideration any student

that the committee feels displays specific gifted characteristics.

6. All procedures will be monitored by Advanced Learning teachers,

Academic Assistant Principals, or a Principal designee to ensure non-

discrimination with respect to race, economic background, national origin

or handicapped condition.

7. The Advanced Learning teacher will obtain written parent permission for

formal evaluation of individual students for placement in the Advanced

Learning Program. For elementary and secondary students, a copy of the

approval form will be sent to the Advanced Learning office.

8. Student testing for gifted and/or talented identification at the elementary

and secondary level will be conducted by Advanced Learning teachers,

certified psychometrists from the Special Services Department of Mid-Del

Schools, the Advanced Learning Coordinator, or outside certified

individuals. The names and results of any formal evaluation will be

returned to the site committee at each site. The scores obtained from

formal evaluations are for the sole purpose of placement in the appropriate

gifted program.

9. The Advanced Learning teacher will give written notification to parents of


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all evaluated students as to whether or not their child has been identified

for placement. Parents of students who qualify will receive a summary of

information about the gifted educational programming offered to their

child.

10. All instructionally useful information about individual students obtained

during this process will be communicated to appropriate members of the

instructional staff regardless of placement. Confidentiality procedures

will be utilized in regard to records of placement decisions and data on all

nominated students. The site committees, Advanced Learning teacher,

and Advanced Learning Coordinator will be responsible for the

maintenance and security of these records. All records will be kept on file

for a minimum of five (5) years. The nationally normed test of intellectual

ability is valid for a minimum of three (3) years.

C. Placement

Students will be placed in the Advanced Learning/Gifted and Talented Program

based upon the following criteria:

1. Students who score at the 97th percentile or above on a standardized

instrument of intellectual ability approved by the district, and who

demonstrate an interest in and a commitment to the Advanced

Learning/Gifted and Talented Program through a permission form, will be

placed in the appropriate programming option.

2. In absence of a 97th percentile score on the aforementioned test, when a

student scores from 90-96% on a standardized instrument of intellectual

ability approved by the district, placement in programming options will be

recommended by the site committee based on multi-criteria (see Multi-

Criteria Matrix). Supporting documentation, additional testing, and

Parent/Teacher Inventories will be required.

D. Reevaluation

Students who do not qualify for the Advanced Learning/Gifted and Talented


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Program on the first evaluation may be reevaluated on an additional test of intellectual

ability at the request of the site committee, teacher, or parent. Students who meet the

previously stated criteria for placement upon reevaluation will be placed in the

appropriate Advanced Learning/Gifted and Talented Program.

E. Transfer Students New to the District

Students who transfer to Mid-Del Schools from another gifted program will be

considered as candidates for gifted programming options. Evaluation results

administered by another public or private school or private entity from a standardized

instrument of intellectual ability that meet the above stated criteria and State Department

requirements, will be used for placement. If evaluation results from another public or

private school or private entity do not exist, the student must follow the procedure for

referral outlined earlier in this policy. Transfer students who qualify under the previously

stated criteria for placement will be placed in the appropriate Advanced Learning/Gifted

and Talented Program.

F. Review of Placement

Evaluation of the appropriateness of students’ placement in gifted educational

programming shall be ongoing. Students who are not successful in the program shall

have their placement reviewed by the site committee.

If it is necessary for a student’s placement in the Advanced Learning Program to

be reviewed because the student does not meet the required obligations of the program,

the first option is a voluntary agreement between parents, student, classroom teacher,

Advanced Learning teacher, and the site committee as to the best placement for the

student. If an informal agreement is not reached, the following procedure is

recommended:

• If the student has not met the obligations of the Advanced Learning Program or is

not successful, the recommendation will be (1) elect to give the student another

opportunity in the same program, (2) suggest modification to the program, or (3)

request the withdrawal of the student from the program.

• If the action of the first conference does not result in progress by the student, a


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second conference will be scheduled using the above procedure. If a student then

does not meet the obligations of the program, the student will be removed from

the program. Should this occur alternative programming appropriate for the

student will be offered as individual needs dictate.

A student may be removed from the program upon written parental request to the

site committee. The committee will arrange a conference with the parent, classroom

teacher and Advanced Learning teacher. The written results will be forwarded to the

Advanced Learning Coordinator. Students who withdraw from the Advanced Learning

Program during the school year may not reenter during the same year. Qualified students

who leave the Advanced Learning Program or who opt not to enroll in the Advanced

Learning Program for that school year may reenter the program at the beginning of the

following school year.

G. Appeal Procedures

Appeals will be made first to the site committee. If placement questions are not

resolved by the site committee, parents may request a conference with the Advanced

Learning teacher and the principal to appeal the decision of the site committee. The

principal will respond to an appeal in writing. The written response will include the date

of the appeal conference with the principal and the date of the written response.

If questions regarding student placement cannot be resolved at the site level, a written

appeal may be presented to the Advanced Learning Coordinator within ten (10) days

following the conference with the principal.

III. Differentiated Education

A. Differentiated education includes multiple programming options and curriculum

which is modified in pace, breadth, and depth.

1. Programming options:

• Programming options will be coordinated by the Advanced

Learning Coordinator, Regional Directors, and the Local Advisory

Committee with supervision from the Assistant Superintendent of

Teaching and Learning. All identified students will be provided


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with continual, optimal guidance for their development through

high school graduation. Individual sites will play an integral part

in identification, on-going student assessment, and program

placement.

• Students will be placed in programming options based on their

abilities, needs, and interests.

• The Advanced Learning Program is ongoing and a part of the

school schedule. If students qualify during the school year,

students will be provided an appropriate differentiated education

within two weeks of qualifying. If a student qualifies at the end of

a school year, an appropriate differentiated education will be

provided within two weeks of the following school year.

2. Curriculum

• Curriculum for the Advanced Learning Program extends beyond

and replaces district and state curriculum and enriches such

curriculum as related to student development, needs, and interests.

• Curriculum is differentiated in content, process, product, and

environment.

*Content is differentiated in breadth, depth, and pace.

*Processes focus on creativity, higher level thinking skills,

(synthesis, analysis evaluation), Multiple Intelligence

Theory, leadership, critical thinking, and problem

solving.

• Curriculum development is a constant stream of decision-making

to ensure continuity, validity, breadth, depth, pace, and interest.

B. Elementary students will be provided the learning opportunities in the Advanced

Learning classroom throughout the week as well as through their general

education classroom. Appropriate learning opportunities will be provided for

identified gifted and/or talented students at each secondary site through a site

developed program which is an integral part of the total school program.

C. Site involvement will include selections from appropriate flexible pacing,


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enrichment, academic/social support, and staff development critical to appropriate

implementation. The following are some of the components that might be

incorporated into site programs:

1. Elementary Gifted and Talented Plan (Advanced Learning)

a. Appropriate Flexible Pacing

• Individualization of Instruction

• Proficiency Based Promotion

• Differentiated or Enrichment Classes

• Independent Study

• Continuous Progress

• Cluster Groups

• Instructional Groups

• Cross Grade Groups

• Curriculum Compacting

• Acceleration

Other

b. Enrichment

• Enrichment of content in the regular classroom—Examples

include:

Field Trips Guest Speakers

Student Facilitators Independent Study

Artist-in-Residence Learning Centers

Computer Assisted Instruction

• Mentorships

• Seminars

• Resource Room

• Creative and Academic Competitions—Examples include:

Science/STEM/STEAM/STREAM Fair

Invention Convention Academic Bowl

Spelling Bee Geography Bee


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Destination Imagination Odyssey of the Mind

Botball Tournament Debate Tournament

Chess Tournament

• Interest Groups

• Leadership

Performing Arts

Other

c. Academic/Social Support

• Guidance and Counseling

• Duke Talent Search

d. Staff Development—Examples include:

• Implementation of Mid-Del District Advanced Learning

Program

• Components of Appropriate Flexible Pacing

• Integrated Curriculum/Thematic Units

• Learning Styles

• Higher Level Thinking Skills

• Problem Finding and Problem Solving

• Multiple Intelligence Theory

• Site Faculty Training and Awareness


Growth Mindsets

Engineering Process

Botball

Other

2. Middle Level Gifted and Talented Plan


• Pre-Advanced Placement


Proficiency Based Promotion

• Enriched Classes


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• Differentiated Classes


• Cluster Groups



• Acceleration

• Dual Enrollment

• Other

b. Enrichment

• Enrichment of Content in the Regular Classroom—

Examples include:

Learning Centers Independent Study

Guest Speakers Other

• Debate

Mentorships

• Seminars

• Resource Room



Debate Mathcounts

Botball

Geography Bee National History Day

Math Olympiad Exploration Celebration

Odyssey of the Mind Academic Bowl

Engineering Fair Chess

Fine Arts opportunities Other

• Interest Groups

Other


• Duke Talent Search



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d. Staff Development—Examples include:

• Implementation of Mid-Del Schools District Advanced

Learning Program



• Learning Styles



• Botball

Other

3. High School Gifted and Talented Plan


• Pre-Advanced Placement & Advanced Placement


• Proficiency Based Promotion

• Differentiated or Enriched Classes


• Cluster Groups




• Acceleration

• Dual Enrollment

• Correspondence Courses

• Concurrent Enrollment

• Other

b. Enrichment

• Enrichment of Content in the Regular Classroom -

Examples include:

Learning Centers

Guest Speakers


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Independent Study

• Mentorships

• Seminars—Examples include:

Current Economic Trends PSAT/SAT Workshops

Environmental Issues PACT/ACT Workshops

Political Trends Computer Writing Lab



Engineering Fair Debate

Geography Bee Mock United Nations

Math Olympiad National History Day

Odyssey of the Mind Academic Bowl

• Interest Groups

• Other



d. Staff Development

Examples include:

• Implementation of Mid-Del Schools District Advanced

Learning Program



• Learning Styles



Other

IV. Advanced Learning/Gifted and Talented Program Evaluation

A critical component of gifted programming is an ongoing system of evaluation. Such

evaluation should provide frequent and regular feedback to students, teachers, administrators,

and parents. Primary components to be addressed via evaluation techniques are:


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A. Identification of gifted students;

B. Staff development activities relative to program practice;

C. The utility of programming options;

D. Curriculum;

E. Student performance;

F. Community involvement;

G. Evaluation

Those responsible for the evaluation of gifted programming are those who will profit

most by such information, namely students, teachers, administrators, and parents. Each program

evaluative technique will be developed as the program options are developed specifying data to

be collected and those responsible for data generation and analysis. All efforts will be directed

to improving program quality.

A. Identification of Gifted and/or Talented Students

Evaluation of the student identification process will be a product of the following

components:

1. Annual analysis of initial placement statistics;

2. Annual site committee summary of placement procedures and utility of

criteria;

3. Analysis of gender and ethnicity characteristics of students placed;

4. Analysis of transfer student placement procedures and criteria used for

placement;

5. Administrative analysis of individual site placement practice.

B. Staff Development/In-service Activity

1. Records will be maintained relative to the appropriateness of scheduled in-

service activities.

2. Recommendations will be solicited regarding desired in-service

programming.

3. Availability and frequency of in-service activity will be documented and

assessed.

C. Utility of Programming Options

1. Student input will be solicited relative to various programming


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alternatives and satisfaction of student needs relative to these.

2. Parents will be surveyed relative to their perceptions of programming

options.

3. Enrollment data will be evaluated regarding student involvement in

respective programs.

4. Student access will be monitored and evaluated in respective programs

and curricula.

5. All parties will have the opportunity to access the comparison of program

goals with actual program practice.

D. Curriculum

1. Students will be surveyed in regard to nature of interest, enrichment

opportunities, core curriculum extension, leadership opportunities,

creative characteristics, higher order skills, and relevancy.

2. Parent opinion will be elicited in similar areas.

3. An ongoing analysis of curriculum will be conducted by the staff of the

gifted students, classroom teachers, administrators, and district

coordinators, when appropriate.

E. Student Performance

1. Student performance data will be maintained by instructional staff with

attention to mastery of content, higher level thinking skills, and creativity.

2. The opportunity will be extended to students to self appraise individual

level of success and skill acquisition.

3. Conference and interviews will be conducted to communicate

performance level and to involve students and parents in performance

matters. Records of these opportunities will be maintained.

4. All advanced content and differentiated curriculum courses will be noted

on all related student transcripts.

As outlined in the aforementioned categories, data for evaluation will be obtained from a

variety of instruments, procedures, and sources. These findings will be compiled, analyzed, and

communicated to appropriate parties. All data will be directed toward the opportunity to

continually improve the learning activities and program characteristics for the learner.


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V. Qualification and Responsibilities of Advanced Learning Teachers

Mid-Del teachers involved in servicing those students placed in the Advanced Learning

Program will:

A. Hold a valid Oklahoma teaching certificate appropriate to the grade level(s)

included in the program;

B. Participate in professional development activities (in-service training or college

training) designed to educate and assist them in the instruction of gifted and/or

talented instruction;

C. Seek the appropriate delivery and program options based upon the characteristics

of each gifted and/or talented student.

D. Delivery is addressed by both the regular classroom teachers and the Advanced

Learning teacher, who will work closely together to implement appropriate

flexible pacing, plan enrichment, coordinate resources, and facilitate

academic/social support when needed.

1. The Advanced Learning teacher will provide professional support through

modeling, consultation, co-teaching, collaborative problem solving, in-

service training and assists classroom teachers in finding and securing

resource materials and/or resource persons.

2. The District’s Advanced Learning Coordinator and Advanced Learning

teachers will be responsible for coordinating gifted and/or talented student

identification, monitoring student progress, and record maintenance.

3. Classroom teachers will have, and provide upon request, documentation

demonstrating that curriculum has been and continues to be modified in

pace, breadth and depth.

VI. Qualification and Responsibilities of Advanced Learning Coordinator:

The Advanced Learning Coordinator involved in servicing those students placed in the

Advanced Learning Program will:

A. Hold a valid Oklahoma teaching certificate;


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B. Participate in professional development activities (in-service training or college

training) designed to educate and assist in the instruction of gifted and/or talented

instruction.

VII. Responsibilities of Gifted Education Program Staff

A. The Superintendent or Advanced Learning Coordinator will be responsible for working

with the Local Advisory Committee, overseeing the site Advanced Learning teachers and

Advanced Placement teachers, and filing such reports and information as required by the

State Department of Education relative to gifted education programming.

B. The principal or Advanced Learning teacher will be responsible for working with the Site

Committee, coordinating gifted education programming related to the GEP, and

completing reports and information as required by the District for the Advanced Learning

Program.

C. The individual Site Committee will work with the Advanced Learning teacher to develop

and coordinate the site’s gifted programming options.

D. Both the Advanced Learning teachers and the regular classroom teachers will work

closely together to implement appropriate pacing, plan enrichment, coordinate resources,

and facilitate affective support when needed.

VIII. Local Advisory Committee

A. The Local Advisory Committee will be comprised of a demographic representation of the

community and consist of parents and community members as well as district

administrators and teachers.

B. The school district shall furnish staff trained in gifted education for the Advisory

Committee.

C. The Advisory Committee will have involvement in the formulation and updating of Mid-

Del goals for gifted education, the development and annual revision of the district plan

for program options, the preparation of the district report on gifted programs, and the

performance of other duties as requested by the Mid-Del Board of Education. This

committee will be appointed by the Advanced Learning Coordinator and will be endorsed

by the Board of Education by September 15 of each school year. Appointed committee


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members will be representative of community demographics to include equitable

geographical distribution, racial composition, elementary and secondary representatives,

parents, teachers, administrators, gifted and talented advocates, business personnel, and

others as needs identify. The first meeting will be conducted prior to October 1 of each

year and possible subsequent meetings will be conducted as directed by the Mid-Del

Board of Education, the State Board of Education, and state statutes.

D. A current list of the Local Advisory Committee members will be maintained in the office

of Advanced Learning.

XIV. Budget

A. The Advanced Learning Coordinator will prepare, in conjunction with the Assistant

Superintendent of Teaching and Learning and the Local Advisory Committee, the district

budget for gifted education programming.

B. The district budget for gifted education programming will be prepared on forms required

by the State Department of Education and submitted as required each year for the current

school year.

C. The district budget for gifted education programming will be approved by the District

Board of Education as a part of the final budget for the current fiscal year.

D. An expenditure report for the previous school year will be submitted to the State

Department of Education by the District Superintendent by August 1.

E. The report will outline the expenditures made by the district during the year for gifted

student education programming.

Definitions

Appropriate Flexible Pacing and Individualization of Instruction—Instruction of

an individual student focused on the specific educational needs of that student.

Acceleration—Administrative practices designed to allow students to progress through the

curriculum and/or grade levels at a rate faster than the average.


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Advanced Placement Courses—College-level courses provided at the secondary

level for which students may receive college credit by examination

(administered by the Advanced Placement program of the College Board).

Cluster Groups—Any classroom with a group of identified able learners purposefully

organized to provide planned differentiated instruction most of the time.

Concurrent Enrollment—When qualified students take college courses

concurrently while in high school.

Correspondence Courses—High school courses taken by correspondence through an

approved university.

Cross Grade Groups—Opportunity for a student to work in an advanced grade level setting

with one or more students sharing a similar readiness for the learning task and

performance expectations.

Curriculum Compacting—A system designed to adapt the regular curriculum to meet the

needs of above average students by either eliminating previously mastered work or

streamlining work that may be mastered at a faster pace. The time gained may be used

to provide students with appropriate enrichment and/or acceleration experiences.

Dual Enrollment—When a qualified student takes middle school or high school courses

while at the elementary level or high school courses while at the middle level.

Early Admission (Kindergarten)—Underage children admitted to a kindergarten

program in the school district in which he or she resides based on certain criteria.

Honors, Differentiated, or Enriched Classes—Included differentiated curriculum and

accelerated content designed for able students. These classes need not be limited to

students identified as gifted.

Independent Study—An individually contracted, in-depth study of a topic; a course or

unit of study taken through an individual arrangement.

Instructional Groups—Any group of identified able learners organized to provide

planned differentiated instruction in a curriculum area.

Proficiency Based Promotion—Elementary or secondary students advancing one or more

levels in a curriculum area by demonstrating proficiency at the 90% level on

designated assessments.

Enrichment

Enrichment of content in the regular classroom—Experiences provided in regular


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classrooms that are supplemental to the established curriculum and

which are purposefully planned with the needs, interests, and capabilities of

particular students in mind. Appropriate enrichment experiences are not a

repetition of material.

Creative and Academic Competitions—Organized opportunities for students to enter

local, regional, state, and/or national contests in a variety of areas.

Interest Groups—Any group organized from one or more classrooms on the basis of

interest in a topic; usually short term in duration.

Mentorships—A program which pairs individual students with someone who has

advanced skills and experiences in a particular discipline and can serve as a guide,

advisor, counselor, and role model.

Resource Room—A class for students released from their regular classroom on a

scheduled basis to work with a teacher trained in the education of the gifted.

Seminars—Special short-term sessions where students focus on one area of study.

Academic/Social Support

Duke Talent Search—Conducted by Duke University to identify

Academically gifted youth and inform them about their abilities and

academic options.

Guidance and Counseling—Planned activities, sessions, and policies that

assist gifted and talented students in planning their academic career

in school and after high school, and that also address the specific

social-emotional needs of the gifted including motivation and

underachievement.


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