Keokuk Community School District Gifted Education Plan
60
Keokuk Community School District Gifted Education Plan Adopted July 18, 2011 Updated February 27, 2012 Developed by Diane Berner
Transcript of Keokuk Community School District Gifted Education Plan
Keokuk Community School District Gifted Education Plan
Adopted July 18, 2011 Updated February 27, 2012
Developed by Diane Berner
D. Berner 2/27/12
2
Introduction
Gifted education is not a luxury or a reward. It is a state mandated and state funded categorical program to provide appropriate, challenging instruction to students with exceptional ability. Purcell & Eckert (2006), the NAGC (National Association for Gifted Children) Gifted Programming Standards, and the Iowa Administrative Code all support a comprehensive written plan for gifted education to be public and available to all stakeholders. With that in mind, this document was created to provide information to students, parents, teachers, administrators, and the community regarding gifted programming in the Keokuk Community School District. This document will hopefully increase the knowledge, awareness, and support necessary to move toward compliance and build a successful program. This document is not perfect or complete. It will change and evolve as per the required annual program evaluation process. Your opinions are important. Please share them. Sincerely, Diane Berner TAG Coordinator/Teacher
D. Berner 2/27/12
3
Table of Contents
I. Philosophy of Talented and Gifted Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
A. Philosophy of Talented and Gifted Education . . . . . . . . . . . . . . . . . . . . .5 B. Iowa Definition of Talented and Gifted . . . . . . . . . . . . . . . . . . . . . . . . . . .5 C. Keokuk Community School District Mission Statement . . . . . . . . . . .5 D. Keokuk Community School District Board Policy . . . . . . . . . . . . . . . . .5
II. Iowa Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
A. Iowa Administrative Code Chapter 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 B. Iowa Administrative Code Chapter 59 . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
III. Keokuk Talented and Gifted Program Goals and Objectives . . . . . . . . . . . . .13
A. Goals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 B. Iowa Core Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
IV. Description of Talented and Gifted Services . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
A. Elementary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 B. Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 C. High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
V. Personalized Education Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
VI. Differentiated Programming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
A. Differentiated Programming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 B. Acceleration Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
1. Acceleration Screening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
VII. Identification Process for Talented and Gifted Services . . . . . . . . . . . . . . . . 29 A. Initial Screening Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
1. Nomination Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 2. Learning Characteristics Form. . . . . . . . . . . . . . . . . . . . . . . . . . .32 3. Creative and Motivational Characteristics Form . . . . . . . . . 33 4. Screening Matrix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
B. Rescreening Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 C. Transfer Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
VIII. Exit Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
IX. Staff Qualifications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 A. Staff Qualifications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 B. Staff Utilization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
D. Berner 2/27/12
4
X. Professional Development (In-service Design) . . . . . . . . . . . . . . . . . . . . . . . . .41 A. Talented and Gifted Coordinator and Instructor(s) . . . . . . . . . . . . . 41 B. Regular Classroom Instructors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 C. Counselors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
XI. Goals and Performance Measures for Talented and Gifted Students . . . . 42
XII. Review and Evaluation of Talented and Gifted Program Services . . . . . . . 43
XIII. Budget. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
XIV. Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
XV. Communications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
D. Berner 2/27/12
5
I. Philosophy of Talented and Gifted Education
A. Philosophy of Talented and Gifted Education “Gifted education programming is a coordinated and comprehensive structure of informal and formal services provided on a continuing basis intended to effectively nurture gifted learners” (Pre-K—Grade 12 Gifted Program Standards 1). “Gifted learners are “children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment” (U.S. Dept. of Education, 1993, p. 3)” (Pre-K—Grade 12 Gifted Program Standards 1). "Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor" (National Excellence and Developing Talent, 1993).
B. Iowa Definition of Talented and Gifted “Gifted and talented children” are those identified as possessing outstanding abilities who are capable of high performance. Gifted and talented children are children who require appropriate instruction and educational services commensurate with their abilities and needs beyond those provided by the regular school program. Gifted and talented children include those children with demonstrated achievement or potential ability, or both, in any of the following areas or in combination: general intellectual ability, creative thinking, leadership ability, visual and performing arts ability, and specific aptitude ability” (Iowa Code 257.44).
C. Keokuk Community School District Mission Statement
We will pursue: Quality early child development;
High standards in academic, life and social skills where all students reach their full
potential and become life-long learners D. Keokuk Community School District Board Policy Educational Program Policy Title – Program for Talented and Gifted Students Code No. 604.5 The Board recognizes some students require programming beyond the regular education program. The Board shall identify students with special abilities and provide education programming. It shall be the responsibility of the superintendent to develop a talented and gifted program, which provides for identifying students, for program evaluation, and for training of employees. Sources:
D. Berner 2/27/12
6
Iowa Department of Education, Talented and Gifted. Iowa Code Section 257.44.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?category=billinfo&service=IowaCode&ga=83.
“National Excellence and Developing Talent.” US Office of Educational Research and Improvement, 1993.
“Pre-K—Grade 12 Gifted Program Standards.” Washington, DC: National Association for Gifted Children, 1998.
II. Iowa Regulations
D. Berner 2/27/12
7
A. Iowa Administrative Code Chapter 12
General Accreditation Standards General accreditation standards are intended to fulfill the state's responsibility for making available an appropriate program that has high expectations for all students in Iowa.
12.5(12) Provisions for gifted and talented students. Each school district shall incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systematic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population; goals and performance measures; a qualitatively differentiated program to meet the students' cognitive and affective needs; staffing provisions; an in-service design; a budget; and qualifications of personnel administering the program. Each school district shall review and evaluate its gifted and talented programming. This subrule does not apply to accredited nonpublic schools.
Source: “Quick Guide to Code References For Gifted and Talented Education in Iowa.”
Iowa Department of Education. http://www.iowa.gov/educate/index.php?option=com_docman&task=doc_download&gid=8120&Itemid=1507.
B. Iowa Administrative Code Chapter 59 Gifted and Talented Programs
IAC 12/16/09 Education[281] Ch 59 CHAPTER 59 GIFTED AND TALENTED PROGRAMS [Prior to 9/7/88, see Public Instruction Department[670] Ch 56] [Former Ch 59 Rescinded IAB 9/7/88] 281—59.1(257) Scope and general principles. 59.1(1) Scope. These rules apply to the provision of gifted and talented programs authorized in Iowa Code sections 257.42 to 257.49, for students who are identified as gifted and talented and who are enrolled in public school districts in this state. 59.1(2) General principles. Gifted and talented programs shall be provided by a school district and may be made available to eligible students as a cooperative effort between school districts or through cooperative arrangements between school districts and other educational agencies. It is the responsibility of school districts to ensure that the programs meet the requirements of state statute and these rules. [ARC 8382B, IAB 12/16/09, effective 1/20/10] 281—59.2(257) Definitions. For the purpose of this chapter the following definitions
D. Berner 2/27/12
8
apply. “Creative thinking” refers to students who have advanced insight, outstanding imagination and innovative reasoning ability. Such students possess outstanding ability to integrate seemingly unrelated information in formulating unique ideas, insights, solutions, or products. “Department” refers to the department of education. “General intellectual ability” refers to students who can learn at a faster pace, master higher levels of content and handle abstract concepts at a significantly higher level than expected, given the student’s chronological age and experiences. “Gifted and talented children” refers to those students, distinguished from the total K-12 student population, who are identified as possessing outstanding ability and who are capable of high performance. Gifted and talented children are children who require appropriate instruction and educational services commensurate with their abilities and needs beyond those provided by the regular school program. Gifted and talented children include those children with demonstrated achievement or potential ability, or both, in any of the following areas or in combination: general intellectual ability, creative thinking, leadership ability, visual and performing arts ability, or specific ability aptitude. “Leadership ability” refers to those students who possess outstanding potential or demonstrated ability to exercise influence on decision making. These students may be consistently recognized by their peers, may demonstrate leadership behavior through school and nonschool activities or may evidence personal skills and abilities that are characteristic of effective leaders. “Program budget” is a budget consisting of a listing of the estimated direct program expenditures, by function and object, that are necessary to accomplish the goals of the program in meeting the needs of identified students, along with a listing of the sources of revenue and, if necessary, the amounts of fund balance to be applied. “Specific ability aptitude” refers to those students who have exceptionally high achievement or potential and a high degree of interest in a specific field of study. “Visual or performing arts ability” refers to students who demonstrate or indicate potential for outstanding aesthetic production or creativity in areas such as art, dance, music, drama, and media production. [ARC 8382B, IAB 12/16/09, effective 1/20/10] 281—59.3(257) Development of plan. Rescinded IAB 12/16/09, effective 1/20/10. 281—59.4(257) Program plan. The program plan submitted by school districts shall be part of the school improvement plan submitted pursuant to Iowa Code section 256.7, subsection 21, paragraph “a.” The plan shall include all of the following: 1. Program goals, objectives, and activities to meet the needs of gifted and talented children. 2. Student identification criteria and procedures. 3. Staff professional development. 4. Staff utilization plans. 5. Evaluation criteria and procedures and performance measures.
D. Berner 2/27/12
9
6. Program budget as defined in rule 281—59.2(257). 7. Qualifications required of personnel administering the program. 8. Other factors required by the department. [ARC 8382B, IAB 12/16/09, effective 1/20/10] 281—59.5(257) Responsibilities of school districts. 59.5(1) Development of goals and objectives. Gifted and talented program goals and objectives shall be established for the following: a. Curriculum and instructional strategies. b. Student outcomes. c. Program management and administration. d. Program development. 59.5(2) Development of curriculum and instructional strategies. The program of instruction shall consist of content and teaching strategies that reflect the accelerative pace, intellectual processes and creative abilities that characterize gifted and talented students. A linkage between the selection of students, the anticipated student outcomes and the special instructional programs shall be evident. Learning activities shall provide for the development of skills which are beyond the scope of the regular classroom, introduce advanced concepts and contents, and offer students a greater latitude of inquiry than would be possible without the specialized instructional program. Specialized instructional activities shall be those not ordinarily found in the regular school program and may include, but shall not be limited to: a. A special curriculum supplementing the regular curriculum, using a high level of
cognitive and affective concepts and processes. b. Flexible instructional arrangements such as special classes, seminars, resource rooms, independent study, student internships, mentorships, research field trips, and research centers.
59.5(3) Student enrollment. Students shall be involved in a gifted and talented program for a sufficient portion of the regularly scheduled school time to ensure that projected student outcomes are likely to be achieved. 59.5(4) Personalized education plan. Best practice dictates that the services provided for each student placed in a gifted and talented program be contained in a written, personalized gifted and talented plan. Personalized education plans should be in writing and reviewed at periodic intervals in accordance with the changing needs of the student. The following items are suggested for inclusion in a student’s personalized education plan, but this is neither a mandatory nor an exhaustive list:
a. Relevant background data, assessment of present needs and projections for future needs. Relevant information may include the student’s leadership ability, interest inventories, learning characteristics, and learning goals. b. The nature and extent of the gifted and talented services provided to the student, including indirect services, such as consultative services or other supportive assistance provided to a regular classroom teacher. Other services may include modifications to curriculum and acceleration of the student’s curriculum.
D. Berner 2/27/12
10
c. Personnel responsible for the services provided to the student, as well as those responsible for monitoring and evaluating the student’s progress.
59.5(5) Student identification criteria and procedures. Students will be placed in a gifted and talented program in accordance with systematic and uniform identification procedures that encompass all grade levels and that are characterized by the following:
a. Identification will be for the purpose of determining the appropriateness of placement in a gifted and talented program rather than for categorically labeling a student. b. The decision to provide a student with a gifted and talented program will be based on a comprehensive appraisal of the student, consideration of the nature of the available gifted and talented program and an assessment of actual and potential opportunities within the student’s regular school program. c. Multiple criteria shall be used in identifying a student, with no single criteria eliminating a student from participation. Criteria will combine subjective and objective data, including data with direct relevance to program goals, objectives and activities. d. In the event that the number of eligible students exceeds the available openings, participants shall be selected according to the extent to which they can benefit from the program. e. Each identified student’s progress shall be reviewed at least annually to consider modifications in program or student placement.
59.5(6) Evaluation. The school district shall give attention to the following in its evaluation design:
a. Evaluation of gifted and talented programs shall be for the purpose of measuring program effects and providing information for program improvement. b. Evaluation should be conducted for each program level where objectives have been established. c. Both cognitive and affective components of student development should be evaluated. d. Evaluation findings should report results based on actual accomplishments by the gifted and talented students or their teachers which are a direct result of the project, program, or activity.
59.5(7) Staff utilization plan. Staff will be deployed to ensure quality gifted and talented programs by employing the following procedures:
a. A designated staff person shall be responsible for the overall program coordination throughout the school district. b. The teaching staff of the gifted and talented program should work with the regular classroom teachers to assess, plan, carry out instruction, and evaluate outcomes. c. Coordination time shall be made available to staff providing gifted and talented programs to allow staff to perform professional responsibilities.
59.5(8) Staff professional development. Periodic professional development shall be
D. Berner 2/27/12
11
offered for all classroom teachers to maintain and update understandings and skills about individualizing programs for identified gifted and talented students. A staff development plan for personnel responsible for gifted and talented programs shall be provided. This plan shall be based upon the assessed needs of the gifted and talented instructional and supervisory personnel. 59.5(9) Qualifications of personnel. Instructional personnel providing programs for gifted and talented students should have preservice or in-service preparation in gifted and talented education that is commensurate with the extent of their involvement in the gifted and talented program. The gifted and talented program teacher-coordinator shall comply with the endorsement requirements of 282—subrule 13.28(24) (formerly 282—subrule 14.140(13)). The endorsement authorizes the holder to serve as a teacher or a coordinator of programs for the gifted and talented from the prekindergarten level through grade 12. 59.5(10) Program budget. When programs are jointly provided by two or more school districts or by a school district in cooperation with another educational agency, the budget shall specify how each cooperating school district or agency will determine the portion of the program costs to be provided by each school district or agency and shall provide a budget that specifies the contribution of each school district or agency. 59.5(11) Appropriate expenditures. The purpose of the funding described in Iowa Code section 257.45 is to provide for the needs of identified gifted and talented students beyond those needs that are provided by the regular school program. The funding shall be used only for expenditures directly related to providing the gifted and talented program described in the program plan. Appropriate expenditures are delineated in 281—Chapter 98. 59.5(12) Inappropriate expenditures. Inappropriate expenditures are delineated in 281—Chapter 98. 59.5(13) Financial management. Gifted and talented funding is categorical funding and follows the general provisions in 281—Chapter 98. 59.5(14) Annual reporting. School districts shall include and identify the detail of financial transactions related to gifted and talented resources, expenditures, and carryfoward balances on their certified annual report. School districts shall use the account coding appropriate to the gifted and talented program as defined by Uniform Financing Accounting for Iowa School Districts and AEAs. Each school district shall certify its certified annual report following the close of the fiscal year but no later than September 15. [ARC 8382B, IAB 12/16/09, effective 1/20/10] 281—59.6(257) Responsibilities of area education agencies. 59.6(1) When a written request is received from one or more local school boards, a gifted and talented advisory council shall be established and operated under provisions of Iowa Code sections 257.48 and 257.49.
D. Berner 2/27/12
12
59.6(2) Staff of the area education agency shall cooperate with school districts in the identification and placement of gifted and talented students. Cooperation may include, but is not limited to:
a. Assisting local school district personnel in the interpretation of available student data. b. Assistance in the development of the identification plan. c. Providing for psychological testing in individual cases when available data contains significant inconsistencies or in other circumstances when additional data may be necessary for determining the appropriateness of the student placement. [ARC 8382B, IAB 12/16/09, effective 1/20/10]
281—59.7(257) Responsibilities of the department. 59.7(1) The department shall review documentation submitted by school districts and area education agencies regarding the school districts’ and area education agencies’ gifted and talented programs and financial transactions. The department may request that the staff of the auditor of state conduct an independent program audit to verify that the gifted and talented programs conform to a school district’s program plans. 59.7(2) The department shall provide technical assistance to school districts and to area education agencies in the development of gifted and talented programs. [ARC 8382B, IAB 12/16/09, effective 1/20/10] 281—59.8(257) Assurances. Rescinded IAB 12/16/09, effective 1/20/10. These rules are intended to implement Iowa Code sections 257.42 to 257.49. [Filed emergency 2/9/79—published 3/7/79, effective 2/9/79] [Filed emergency 5/16/80—published 6/11/80, effective 5/19/80] [Filed emergency 9/12/80—published 10/1/80, effective 9/15/80] [Filed 8/19/88, Notice 6/29/88—published 9/7/88, effective 10/12/88] [Filed 1/18/94, Notice 10/27/93—published 2/2/94, effective 3/9/94] [Filed 9/9/94, Notice 7/6/94—published 9/28/94, effective 11/2/94] [Filed ARC 8382B (Notice ARC 8052B, IAB 8/26/09), IAB 12/16/09, effective 1/20/10]
III. Keokuk Talented and Gifted Program Goals and Objectives
D. Berner 2/27/12
13
A. Keokuk Talented and Gifted Program Goals and Objectives
Goal 1: Coordinate appropriate instruction and opportunities to meet the needs of gifted students.
Objective A: Students will use Personalized Education Plans to match instructional delivery formats to learning needs.
Objective B: Students will be expected to put thought and effort into work and engage in class discussion and projects at the high end of Bloom’s Taxonomy (application, analysis, synthesis, and evaluation).
Objective C: Students will be provided opportunities tied to curriculum including guest speakers, field trips, and competitions.
Goal 2: Develop creative and critical thinking. Objective A: Students will have the opportunity to practice and develop
creative and critical thinking on a daily basis. Objective B: Students will develop problem-solving skills. Objective C: Students will be encouraged to develop, create, and display
creative works. Goal 3: Develop autonomous learning skills and provide the opportunity for independent study. Objective A: Students will learn to develop individual units of study.
Objective B: Students will learn to create and use rubrics to assess learning.
Objective C: Students will develop task commitment and high standards. Objective D: Students will employ reflective thinking to improve future
learning. Objective E: Students will learn how to locate varied, credible, accurate
sources. Objective F: Students will learn how to write accurate citations and create
a bibliography according to MLA/APA standards. Goal 4: Increase communication and presentation skills incorporating research, speaking, writing, and technology. Objective A: Students will research and write for specific purposes and
audiences. Objective B: Students will create and perform presentations using varied
forms of technology to share ideas and opinions for specific purposes and audiences.
D. Berner 2/27/12
14
Goal 5: Address affective needs through discussion, counseling, and like-ability grouping. Objective A: Students will have time to interact with like-ability peers. Objective B: Students will discuss and learn ways to cope with
social/emotional issues related to giftedness. Objective C: Students will set personal and academic goals.
Objective D: Guidance will be invited to class to work with students. Goal 6: Encourage career and post-secondary preparation and exploration.
Objective A: Students will research and discuss careers and post secondary learning opportunities and plans.
Objective B: Students will be encouraged to interview people regarding career/college choices.
Objective C: Guest speakers will be invited to class to discuss career/college options.
Objective D: Students will be encouraged to participate in dual credit and AP coursework, as well as AP and CLEP testing.
Objective E: Students will be encouraged to take post-secondary admissions tests (e.g. ACT and SAT). B. Iowa Core Curriculum
“The Framework for 21st Century Learning stated, ‘We believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects’ (2007). 21st century skills bridge the knowledge, skills, and dispositions of students from the core academic areas to real life applications” (21st Century Skills 1). 21st Century Skills/Technology Literacy Demonstrate creative thinking in the design and development of innovative technology products and problem solving.
Individually or collaboratively create media-rich products and display, publish, or perform them for a variety of audiences.
Plan strategies utilizing digital tools to gather, evaluate, and use information. Create a plan for the use of digital tools and resources to investigate a real-world
issue. Locate, organize, analyze, evaluate, and synthesize information from a variety of
sources and media and use this information in a legal and ethical manner. Evaluate resources in terms of their usefulness and validity for research.
D. Berner 2/27/12
15
Use technological tools to select data and organize it into a format that is easily understood by others.
21st Century Skills/Employability Demonstrate productivity and accountability while aspiring to meet high expectations.
Know that quality means meeting high expectations, including timeliness. Work with commitment until the expectations are met. Learn from mistakes and creates solutions. Stay productive when completing work. Do not compromise ethical behavior and responsibility.
21st Century Skills/Civic Literacy Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action.
Understand rights, roles and status of the individual in relation to the general welfare.
Understand the functions of political leadership and why leadership is a vital necessity in a democracy.
Understand the importance of voluntarism as a characteristic of American society.
Speaking Use appropriate content and conventions for purpose, audience, occasion, and context. Demonstrate control of delivery skills. Participate appropriately in one-on-one situations and group settings. Produce a coherent message. Writing Use writing as a tool for learning.
To synthesize new understandings with background knowledge To support metacognition To form and support opinions about a topic
Engage in the information literacy process: access, evaluate, and communicate information and ideas.
Use information accurately, responsibly, and ethically. Incorporate research findings and adhere to a consistent format for
documentation.
Incorporate technology as a tool to enhance writing.
D. Berner 2/27/12
16
Identify potential resources and acquire information from electronic and online resources.
Use a variety of software products to plan, organize, and create text and multimedia presentations and projects.
Use a variety of electronic resources to cite sources and prepare bibliographies. Source: 21st Century Skills. Iowa Core Curriculum. Iowa Department of Education. 4
April 2011. http://www.corecurriculum.iowa.gov/ContentArea.aspx?C=21st+Century+ skills.
D. Berner 2/27/12
17
IV. Description of Talented and Gifted Services
59.5(2) Development of curriculum and instructional strategies. The program of instruction shall consist of content and teaching strategies that reflect the accelerative pace, intellectual processes and creative abilities that characterize gifted and talented students. A linkage between the selection of students, the anticipated student outcomes and the special instructional programs shall be evident. Learning activities shall provide for the development of skills which are beyond the scope of the regular classroom, introduce advanced concepts and contents, and offer students a greater latitude of inquiry than would be possible without the specialized instructional program. Specialized instructional activities shall be those not ordinarily found in the regular school program and may include, but shall not be limited to:
a. A special curriculum supplementing the regular curriculum, using a high level of cognitive and affective concepts and processes. b. Flexible instructional arrangements such as special classes, seminars, resource rooms, independent study, student internships, mentorships, research field trips, and research centers.
59.5(3) Student enrollment. Students shall be involved in a gifted and talented program for a sufficient portion of the regularly scheduled school time to ensure that projected student outcomes are likely to be achieved.
A. Elementary Services
Current services K-2
none Current services 3-5
Pullout class twice weekly Students are currently bussed to KMS
Proposed services K-2
Pullout class for strength areas (reading and/or math) twice weekly
Gifted room in each elementary so bussing is not required Proposed services 3-5
Pullout class three times weekly Gifted room in each elementary so bussing is not required Counseling specific to gifted students Students are placed in clusters with regular education teachers
who are receiving professional development in gifted education theory and methods, including compacting curriculum
Acceleration options
D. Berner 2/27/12
18
B. Middle School Services
Current services available 6-8 TAG elective course, meets every other day Acceleration options
Proposed services 6-8
Counseling specific to gifted students TAG elective course, meets every other day Acceleration options
C. High School Services
Current services available 9-12
Dual credit coursework through Southeastern Community College AP coursework through the AP Online Academy
Proposed services available 9-12
Dual credit coursework through Southeastern Community College AP coursework through the AP Online Academy Counseling specific to gifted students Expand AP offerings AP and CLEP testing preparation ACT and SAT testing preparation Special assistance with college/career/scholarship research and
application
D. Berner 2/27/12
19
V. Personalized Education Plan 59.5(4) Personalized education plan. Best practice dictates that the services provided for each student placed in a gifted and talented program be contained in a written, personalized gifted and talented plan. Personalized education plans should be in writing and reviewed at periodic intervals in accordance with the changing needs of the student. The following items are suggested for inclusion in a student’s personalized education plan, but this is neither a mandatory nor an exhaustive list: a. Relevant background data, assessment of present needs and projections for
future needs. Relevant information may include the student’s leadership ability, interest inventories, learning characteristics, and learning goals.
b. The nature and extent of the gifted and talented services provided to the student, including indirect services, such as consultative services or other supportive assistance provided to a regular classroom teacher. Other services may include modifications to curriculum and acceleration of the student’s curriculum. c. Personnel responsible for the services provided to the student, as well as those responsible for monitoring and evaluating the student’s progress.
Personalized Education Plans (p. 19-22) are proposed to be implemented beginning during the 2011-2012 school year.
D. Berner 2/27/12
20
KCSD Gifted Personalized Education Plan Data Sheet Name_______________________________________________________________________________________ This data sheet is to be updated annually and kept with the student Personalized Education Plan, which will be reviewed each year students qualify for gifted services. ITBS/ITED National Percentile Rank Grade Date Reading Math Science MAP (Measures of Academic Progress) Scaled Score Grade Date Reading Language Math STAR Grade Date Reading Math Qualified for
service
D. Berner 2/27/12
21
Gifted Personalized Education Plan Name________________________________________ Keokuk Community School District Student Strengths/Interests _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Student Needs – Academic _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Students Needs – Affective _____Provide social/emotional support
_____Improve interpersonal skills with adults
_____Improve interpersonal skills with peers
_____Improve self-image
_____Provide college/career counseling
_____Other___________________________________________
______________________________________________________
______________________________________________________ Program Goals _____To coordinate appropriate instruction and opportunities to meet the needs of gifted students _____To develop creative and critical thinking _____To teach autonomous learning skills and provide the opportunity for independent study _____To encourage career and college exploration _____To increase communication and presentation skills
incorporating research, speaking, writing, and technology _____To address affective needs through discussion,
D. Berner 2/27/12
22
counseling, and like-ability grouping
D. Berner 2/27/12
23
VI. Differentiated Programming
A. Differentiated Programming “The most important needs of gifted students are to have regular opportunities to demonstrate what they already know, to receive full credit for content they have already mastered, and to spend their own learning time on challenging activities that accelerate and enrich the regular curriculum (Reis, Burns, & Renzulli, 1992)” (Winebrenner 54). “Given the current research on the positive use of ability grouping with the gifted (Kulik & Kulik, 1992; Rogers, 1998), it is critical that school districts attend to this facet of a support structure in evolving programs” (VanTassel-Baska, 2006). Research supports pretesting, compacting curriculum, cluster grouping, and acceleration as methods to provide challenge and motivation to gifted learners. Professional development will be offered to KCSD teachers as the district moves toward implementation of these methods. Pretesting – allowing students to show mastery prior to instruction Compacting Curriculum – using pretesting to reduce/eliminate assignments for
mastered material in order to free up time for extended or independent study
Cluster Grouping – ability grouping in order to differentiate instruction more effectively and meet affective needs by allowing students to work with like- ability peers
Sources: VanTassel-Baska, Joyce. “Basic Educational Options for Gifted Students in Schools.” Center for Gifted Education at the College of William and Mary. N. p., 03 Jul 2006. Web. 17 Jun 2011. <http://cfge.wm.edu/Gifted%20Educ%20Artices/BasicEducationalOptions.
pdf> Winebrenner, Susan. “Gifted Students Need an Education, Too.” Educational
Leadership. 58.1 (2000): 52-56. Print.
D. Berner 2/27/12
24
B. Acceleration Guidelines “The research on acceleration is expansive and consistent. Acceleration is an intervention that moves students through an educational program at rates faster, or at younger ages, than typical. It means matching the level, complexity, and pace of the curriculum to the readiness and motivation of the student. Examples of acceleration include early entrance to school, grade-skipping, moving ahead in one subject area, or Advanced Placement (AP). Acceleration is educationally effective, inexpensive, and can help level the playing field between students from rich schools and poor schools” (A Nation Deceived: Volume 1, p. xi). “Opportunities to learn must be offered to all children. Accordingly, highly able students with capability and motivation to succeed in placements beyond traditional age/grade parameters should be provided the opportunity to enroll in intellectually appropriate classes and educational settings” (NAGC Position Paper on Acceleration. A Nation Deceived: Volume II, 2004, p. 127). “No other arrangement for gifted children works as well as acceleration” (Kulik, J. A. A Nation Deceived: Volume II, 2004, p. 21). "Vertical" curriculum expansion is normally called "acceleration." It occurs when students study material that is part of the normal curriculum for older students. This can mean allowing the student to:
Move at his/her own pace through individualized course material. Test out of any unit with a high enough score on a unit pre-test. Take above-level coursework in the age-level classroom. Move to a higher grade-level class for one or more subjects. Skip one or more grades” (Draper 1).
Sources: Assouline, S., Colangelo, N., Lupkowski-Shoplik, A., and Lipscomb, J. “Iowa
Acceleration Scale.” Gifted Psychology Press, Inc., 1998. Colangelo, N., Assouline, S., and Gross, M. “A Nation Deceived: How Schools
Hold Back America’s Brightest Students, Vol. I and II.” Iowa City: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, 2004. http://www.accelerationinstitute.org/Nation_Deceived/ND_v2.pdf.
“Guidelines for Developing an Academic Acceleration Policy.” Institute for Research and Policy on Acceleration, 2009. http://www.accelerationinstitute.org/Resources/Policy_Guidelines/.
D. Berner 2/27/12
25
Kauffman, Draper. Horizontal "Enrichment" vs. Vertical
"Acceleration." www.hoagiesgifted.org/enrichment.htm.
1. Referral
All students are eligible to be referred for acceleration screening once annually by teachers, parents, or themselves.
2. Types
Whole Grade Acceleration Students scoring at the 95th National Percentile Rank (NPR) or higher on two or more assessments in multiple subject areas will be considered for whole grade acceleration if the student and parents are supportive of this option. Students will be evaluated using the Iowa Acceleration Scale. Single Subject Grade Acceleration Students scoring at the 95th NPR or higher on two or more assessments in a single subject area will be considered for single subject grade acceleration. Options at this level may include:
Content instruction in a higher grade level Concurrent Enrollment Advanced Placement (AP) coursework Post-secondary options through Southeastern Community College
Single Subject Acceleration Students scoring at the 90th NPR or higher on two or more assessments in a single subject area will be considered for single subject acceleration within the same grade level. This will be done by using pretests to assess mastery, compacting curriculum, and using additional time for enrichment/independent study.
3. Process A. Review of test scores
If student scores meet the initial requirements, further assessment will occur.
B. Further Assessment
D. Berner 2/27/12
26
Both parent and teacher assessments will be completed. The Iowa Acceleration Scale will also be used for students considered for whole grade acceleration.
C. Planning and Implementation
1. A child study team consisting of the current classroom teacher, the TAG coordinator, the principal, and a counselor will review assessments and prepare a recommendation. 2. If the recommendation includes placement in another classroom and there is interest in this option, the team will meet with the receiving teacher for planning purposes. 3. A written acceleration plan will then be presented to the parents and student. 4. Upon approval, the plan will be set for implementation and a copy placed in the student’s cum file.
D. Transition Period Placement of accelerated students will be evaluated within thirty days. The student, parents, and receiving teacher will agree to continue, alter, or cancel the accelerated placement at that time.
E. Annual Review
The student acceleration plan will be reviewed at least annually to determine placement.
F. Appeal Parents and students may file a grievance as allowed by Board Policy Code 103, Educational Philosophy.
D. Berner 2/27/12
27
Acceleration Screening Name________________________________________Grade___________Date___________________________ Referred by: _____Self _____Parent _____Teacher__________________________ Step 1: Test scores National Percentile Reading Math Science STAR
MAP
ITBS/ITED
Class Assessment
Two or more at 95 or higher
Recommended for Step 2: Further Assessment _____Not recommended _____Recommended for Whole Grade Acceleration – Two or more NPR scores at 95 or above in multiple subjects
Parent/Teacher Evaluations Iowa Acceleration Scale
_____Recommended for Single Subject Grade Acceleration – Two or more NPR scores of 95 or above in a single subject____________________________
Parent/Teacher Evaluations _____Recommended for Single Subject Acceleration – Two or more NPR scores of 90 or above in a single subject___________________________________
Parent/Teacher Evaluations Child Study Team Meeting Date_____________________________________________________________ ___________________________________________Classroom Teacher ___________________________________________Principal ___________________________________________Counselor ___________________________________________TAG Coordinator
D. Berner 2/27/12
28
___________________________________________Receiving Teacher Recommended for Step 3: Implementation _____Not recommended _____Whole grade acceleration from _______________grade to ___________grade _____Single subject, __________________________, grade acceleration from ___________grade
to _____________grade
_____Single subject acceleration for_____________________________ _____Written Acceleration Plan completed_________________________________________________ Date _____Parent meeting scheduled______________________________________________________________ Date _____Plan approved. Implementation to begin____________________________________________ Date Step 4: Transition Period Transition meeting to evaluate acceleration placement scheduled for__________________ Action Notes Continue Acceleration Plan
Alter Acceleration Plan
Cancel Acceleration Plan
D. Berner 2/27/12
29
Parent Signature Date
VII. Identification Process for Talented and Gifted Services
59.5(5) Student identification criteria and procedures. Students will be placed in a gifted and talented program in accordance with systematic and uniform identification procedures that encompass all grade levels and that are characterized by the following: a. Identification will be for the purpose of determining the appropriateness of
placement in a gifted and talented program rather than for categorically labeling a student.
b. The decision to provide a student with a gifted and talented program will be based on a comprehensive appraisal of the student, consideration of the nature of the available gifted and talented program and an assessment of actual and potential opportunities within the student’s regular school program.
c. Multiple criteria shall be used in identifying a student, with no single criteria eliminating a student from participation. Criteria will combine subjective and objective data, including data with direct relevance to program goals, objectives and activities.
d. In the event that the number of eligible students exceeds the available openings, participants shall be selected according to the extent to which they can benefit from the program. e. Each identified student’s progress shall be reviewed at least annually to consider modifications in program or student placement. IAC 12/16/09
A. Initial Screening Process for Talented and Gifted Services
All second and fifth grade students will be screened annually for gifted program services. Students may also be screened once annually by teacher, parent, or self-nomination.
1. Nomination Form (p. 28) (completed by classroom teacher, parent, or student)
2. Learning Characteristics Form (p.29) (completed by classroom teachers)
3. Creative and Motivational Characteristics Form (p. 30) (completed by classroom teachers)
4. Screening Matrix (p. 31) (completed by gifted coordinator) Currently includes: Learning Characteristics, Creative and Motivational Characteristics, STAR math and reading, ITBS/ITED math, reading, and science, and MAP (Measures of Academic Progress) Math and Reading scores
Services for K-2 are proposed to begin for the 2012-2013 school year. K-2 students will be screened using Learning Characteristics, Creative and
D. Berner 2/27/12
30
Motivational Characteristics, and STAR Early Literacy and/or STAR Math scores in order to qualify for extended learning opportunities. Results will be sent to parents of students who qualify for services and permission to participate will be required before services may begin. All other parent requests for results will be honored.
D. Berner 2/27/12
31
D. Berner 2/27/12
32
Keokuk Community School District Parent/Teacher Checklist*
Student___________________________________________Parent/Teacher______________________________ (circle one) Signature School_____________________________________________Grade_________Date___________________________ Directions: This checklist is designed to obtain your estimate of an individual student’s learning characteristics. It should be pointed out that a considerable amount of individual differences can be found between students you are evaluating, so checklists for various students may vary widely. Please read each item carefully and put an X in the appropriate column according to the following rating system:
1. If you have seldom or never observed this characteristic. 2. If you have occasionally observed this characteristic. 3. If you have often observed this characteristic. 4. If you have almost always observed this characteristic.
PART I: Learning Characteristics 1 2 3 4 Seldom
or Never
Occasionally Often Almost Always
1. Has an unusually advanced vocabulary for age or grade level; uses terms in a meaningful way.
2. Possesses a large storehouse of information about a variety of topics (beyond the usual interests of youngsters his/her age).
3. Has quick mastery and recall of factual information.
4. Has rapid insight into cause-effect relationships; tries to discover the how and why of things.
5. Has a ready grasp of underlying principles and can quickly make valid generalizations about events, people, and/or things.
6. Is a keen and alert observer; usually “sees more” or “gets more” out of a story, film, etc., than others,
7. Reads widely and does not avoid difficult material.
8. Tries to understand complicated material by separating it into its respective parts; reasons things out.
9. Has good organizational skills, budgets time wisely.
Totals
D. Berner 2/27/12
33
PART II: Creative and Motivational Characteristics Student Name____________________
1 2 3 4 Seldom
or Never
Occasionally Often Almost Always
1. Becomes absorbed and truly involved in certain topics or problems; is persistent in seeking task completion.
2. Is easily bored with routine tasks.
3. Needs little external motivation to follow through in work that initially excites him/her.
4. Strives toward perfection; is not easily satisfied with his/her own speed or products.
5. Prefers to work independently; requires little direction from teachers.
6. Likes to organize and bring structure to things, people, and situations.
7. Displays a great deal of curiosity about many things.
8. Generates a large number of ideas or solutions to problems and questions; often offers unusual, “way out”, unique, or clever responses.
9. Displays a good deal of intellectual playfulness; fantasizes; imagines (I wonder what would happen if . . .).
Totals
*Adapted from the “Scale for Rating Behavioral Characteristics of Superior Students” developed by Joseph Renzulli, Robert H. Brown, and Carolyn Callahan.
Do you feel this student demonstrates the social/emotional maturity necessary for acceleration? Yes No
Do you feel this student demonstrates the persistence/motivation necessary for acceleration? Yes No If a recommendation was made to accelerate content for this student within the regular classroom, would you be in favor? Yes No If a recommendation was made to accelerate content for this student in a higher grade level, would you be in favor? Yes No
D. Berner 2/27/12
34
Keokuk Community School District
Student Screening for Gifted Programming
Name_______________________________________________ School_______________________________ Teacher____________________________________________ Grade_________ Date_________________ Step I: Total Population: Student is recommended for Step II by: _______ITBS Score in top 25% _______Teacher/Parent/Self Nomination Step II: Top 25%: Further assessment
Recommended for Step III: Yes____________ No_____________ Total_____________/45 Step III: Top 10%: Admission with parent consent Date Sent________________________ Parent Name________________________________________________ Phone__________________________ Address_______________________________________________________________________________________ Date Response Received_______________________________ Yes____________ No____________ 5/25/2011
Points 5 4 3 2 1 0 Learning Scale Score
33-36 29-32 25-28 21-24 18-20 0-17
Creative/Motivational Scale Score
30-36 26-29 23-25 21-22 18-20 0-17
National Percentile Rank 96-99 90-95 85-89 80-84 75-79 0-74 STAR Reading Score
STAR Math Score
ITBS Reading Total
ITBS Math Total
ITBS Science Total
National Percentile Rank 96-99 90-95 85-89 80-84 75-79 0-74 MAP Reading
MAP Math
D. Berner 2/27/12
35
D. Berner 2/27/12
36
B. Rescreening Process In accordance with the Iowa Code students receiving gifted services will be reviewed annually for continued eligibility and placement. Students may also be rescreened once annually by teacher, parent, or self-nomination.
C. Transfer Policy
It is the policy of the Keokuk Community School District Gifted Education Program to screen all students before placement for gifted services. Previous designation from another district will not automatically be accepted. This is not to say that a student is no longer considered gifted. The screening is to determine whether the student is eligible for gifted services in our district as services and student populations differ from one community to another.
Incoming students will be screened within 90 days. This will allow adequate time for staff to complete an informed evaluation.
"A child is considered gifted if he or she stands out in comparison to other children in his or her school" (Borland, p. 33). Source: Borland, J. H. (1989). Planning and Implementing Programs for the
Gifted. New York: Teachers College Press.
D. Berner 2/27/12
37
Szabos, Janice. “Note the Difference.” Challenge Magazine. 34 (1989): Print. A Bright Child:
A Gifted Learner:
Knows the answers Asks the questions Is interested Is highly curious Is attentive Is mentally and physically involved Has good ideas Has wild, silly ideas Works hard Plays around, yet tests well Answers the questions Discusses in detail, elaborates Top group Beyond the group Listens with interest Shows strong feeling and opinions Learns with ease Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Constructs abstractions Enjoys peers Prefers adults Grasps the meaning Draws inferences Completes assignments Initiates projects Is receptive Is intense Copies accurately Creates a new design Enjoys school Enjoys learning Absorbs information Manipulates information Technician Inventor Good memorizer Good guesser Enjoys straight forward sequential instruction
Thrives on complexity
Is alert Is keenly observant Is pleased with own learning Is highly self-critical http://www.tag-tenn.org/comparison.html
D. Berner 2/27/12
38
VIII. Exit Process Gifted curriculum is designed for motivated students who are seeking challenge and opportunity beyond the standard curriculum. Students who find the standard curriculum to be sufficiently challenging may opt out of services with parent permission at any time. A brief exit interview and/or survey will be required. Middle school students may enroll in the TAG elective for one, two, or three trimesters. This will allow students to take other electives without having to drop TAG entirely. Identified students will retain TAG designation, but will be rescreened annually to determine eligibility for gifted services.
D. Berner 2/27/12
39
IX. Staff Qualifications A. Staff Qualifications
59.5(7) Staff utilization plan. Staff will be deployed to ensure quality gifted and talented programs by employing the following procedures: a. A designated staff person shall be responsible for the overall program
coordination throughout the school district. b. The teaching staff of the gifted and talented program should work with the
regular classroom teachers to assess, plan, carry out instruction, and evaluate outcomes.
c. Coordination time shall be made available to staff providing gifted and talented programs to allow staff to perform professional responsibilities.
59.5(9) Qualifications of personnel. Instructional personnel providing programs for gifted and talented students should have preservice or in-service preparation in gifted and talented education that is commensurate with the extent of their involvement in the gifted and talented program. The gifted and talented program teacher-coordinator shall comply with the endorsement requirements of 282—subrule 13.28(24) (formerly 282—subrule 14.140(13)). The endorsement authorizes the holder to serve as a teacher or a coordinator of programs for the gifted and talented from the prekindergarten level through grade 12. The gifted coordinator and teacher(s) of gifted programming shall hold the Talented and Gifted-K-12 Endorsement as mandated by Iowa Code. It is allowable for a teacher to obtain a conditional license while completing the endorsement requirements. a. Authorization. The holder of this endorsement is authorized to serve as a teacher or a coordinator of programs for the gifted and talented from the prekindergarten level through grade twelve. This authorization does not permit general classroom teaching at any level except that level or area for which the holder is eligible or holds the specific endorsement. b. Program requirements - content. Completion of 12 semester hours of course work in the area of the gifted and talented to include the following: (1) Psychology of the gifted. (2) Programming for the gifted. (3) Administration and supervision of gifted programs. (4) Practicum experience in gifted programs. NOTE: Teachers in specific subject areas will not be required to hold this endorsement if they teach gifted students in their respective endorsement areas. Practitioners licensed and employed after August 31, 1995, and assigned as teachers or coordinators in programs for the talented and gifted will be required to hold this endorsement.
D. Berner 2/27/12
40
For the endorsement application, checklist, and program requirements go to http://www.iowa.gov/boee/ or contact Susan Fischer at [email protected], 515-281-3605.
What are the guidelines for instructional staff paid from the gifted and talented budget? Gifted funding is to be used in response to needs of identified students beyond the regular school program. The endorsed gifted teacher is responsible for the Chapter 12 requirements of the school district so the portion of their salary that they are employed as responsible for the program can be used. As noted in gifted endorsement language, teachers in specific subject areas will not be required to hold this endorsement if they teach in their respective endorsement areas. These specific subject teachers (mathematics. sciences. social sciences. art. music. etc.) are expected to be able to teach the grade levels and expectations of students at their endorsed level (elementary, secondary, or K-12).
B. Staff Utilization
59.5(7) Staff utilization plan. Staff will be deployed to ensure quality gifted and talented programs by employing the following procedures:
a. A designated staff person shall be responsible for the overall program coordination throughout the school district. b. The teaching staff of the gifted and talented program should work with the regular classroom teachers to assess, plan, carry out instruction, and evaluate outcomes. c. Coordination time shall be made available to staff providing gifted and talented programs to allow staff to perform professional responsibilities.
Sources: Iowa Board of Educational Examiners, www.iowa.gov/boee
http://www.iowa.gov/boee/TAG_Q&A.html. Iowa Department of Education, www.iowa.gov/educate
http://www.iowa.gov/educate/index.php?option=com_rsticketspro&view=article&cid=1655:what-are-the-guidelines-for-instructional-staff-paid-from- the-gifted-and-talented-budget-&Itemid=2457.
D. Berner 2/27/12
41
X. Professional Development (In-service Design) 59.5(8) Staff professional development. Periodic professional development shall be offered for all classroom teachers to maintain and update understandings and skills about individualizing programs for identified gifted and talented students. A staff development plan for personnel responsible for gifted and talented programs shall be provided. This plan shall be based upon the assessed needs of the gifted and talented instructional and supervisory personnel.
A. Talented and Gifted Coordinator and Instructor(s) I-TAG Conference GPAEA Gifted Meetings On-going attendance in college/graduate coursework in gifted education
B. Regular Classroom Instructors Identification Process Differentiation Clustering Acceleration
C. Counselors
Affective Needs Post-secondary/Career Counseling
D. Berner 2/27/12
42
XI. Goals and Performance Measures for Talented and Gifted Students
Students identified as Talented and Gifted will increase their scaled score in vocabulary, reading comprehension, mathematics, and science annually as measured by:
1. ITBS 2. ITED 3. MAP (Measures of Academic Progress) 4. STAR Math 5. STAR Reading 6. STAR Early Literacy
100% of junior and senior TAG students will have taken the ACT and/or SAT.
25% of 8th grade TAG students will have taken the Explore or ACT test.
20% of high school TAG students will enroll in at least one AP course.
80% of high school TAG students will enroll in at least one dual credit course per
year.
100% of junior and senior TAG students will participate in at least one post-secondary visit per year.
D. Berner 2/27/12
43
XII. Review and Evaluation of Talented and Gifted Program 59.5(6) Evaluation. The school district shall give attention to the following in its evaluation design:
a. Evaluation of gifted and talented programs shall be for the purpose of measuring program effects and providing information for program improvement. b. Evaluation should be conducted for each program level where objectives have been established. c. Both cognitive and affective components of student development should be evaluated. d. Evaluation findings should report results based on actual accomplishments by the gifted and talented students or their teachers which are a direct result of the project, program, or activity.
At least two sections of the Talented and Gifted Program plan will be reviewed and evaluated annually in order to revise procedures and improve student services. Input will be requested from stakeholders including students, parents, teachers, administrators, and community members. Results and recommendations will be shared.
D. Berner 2/27/12
44
XIII: Budget Gifted and Talented Funding 59.5(10) Program budget. When programs are jointly provided by two or more school districts or by a school district in cooperation with another educational agency, the budget shall specify how each cooperating school district or agency will determine the portion of the program costs to be provided by each school district or agency and shall provide a budget that specifies the contribution of each school district or agency. 59.5(11) Appropriate expenditures. The purpose of the funding described in Iowa Code section 257.45 is to provide for the needs of identified gifted and talented students beyond those needs that are provided by the regular school program. The funding shall be used only for expenditures directly related to providing the gifted and talented program described in the program plan. Appropriate expenditures are delineated in 281—Chapter 98. 59.5(12) Inappropriate expenditures. Inappropriate expenditures are delineated in 281—Chapter 98. 59.5(13) Financial management. Gifted and talented funding is categorical funding and follows the general provisions in 281—Chapter 98. 59.5(14) Annual reporting. School districts shall include and identify the detail of financial transactions related to gifted and talented resources, expenditures, and carry foward balances on their certified annual report. School districts shall use the account coding appropriate to the gifted and talented program as defined by Uniform Financing Accounting for Iowa School Districts and AEAs. Each school district shall certify its certified annual report following the close of the fiscal year but no later than September 15. [ARC 8382B, IAB 12/16/09, effective 1/20/10] Gifted and talented funding is included in the district cost per pupil calculated for each district under the school foundation formula. This gifted and talented per pupil amount increases each year by the allowable growth percentage. For fiscal year 2010-2011, this amount is $55 per pupil (budget enrollment on row 1.1 of the Aid and Levy Worksheet). This amount must account for no more than 75% of the district's total gifted and talented program budget (Iowa Code sections 257.8 and 257.46). The district must also provide a local match (must be a minimum of 25% of the total gifted and talented budget), and the local match must come from the district's regular program district cost (sources that are not defined as miscellaneous income by Iowa Code section 257.46). For Fiscal year 2010-2011 the required local match is $18.33 per pupil. The budget for the 2010-2011 school year is $153,532. In addition, the district may have donations and grants, and it may contribute more local district resources toward the gifted and talented program. If a district's gifted and talented budget has unspent funds at the end of a budget year, those funds must be carried over to the subsequent budget year and added to the gifted and talented budget
D. Berner 2/27/12
45
for that year (Iowa Code section 257.46(3)). The entire gifted and talented budget (100%), including carryover, must be spent only for the gifted and talented program. The purpose of the funding is to provide for identified gifted student needs beyond those provided by the regular school program. Appropriate expenditures would include, but not be limited to:
• Salary and benefits for the teacher of gifted and talented students. If the teacher is part-time gifted and talented and part-time regular classroom teacher, then the portion that is related to providing the gifted and talented program can be charged to the program, but the regular classroom portion could not.
• Staff development for the gifted and talented teacher. • Resources, materials, software, supplies, purchased services that 1) meet the
needs of K-12 identified students, 2) which are beyond those provided by the regular school program, and 3) which will remain with the K-12 gifted and talented program.
Inappropriate expenditures would include, but not be limited to:
• Indirect costs. • Use charges. • Expenditures paid from other funding sources such as state or federal
categorical aid (Phase I, II, teacher compensation, etc.). • Any other expenditure not directly related to providing the gifted and
talented program. Contact: Rosanne Malek, Gifted/Talented Consultant 515-281-3199 [email protected]. Source: Malek, R. “Gifted and Talented Program Funding.” Iowa Department of
Education. http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=421&Itemid=2167.
Additional information regarding Frequently Asked Questions (FAQs) is available at: http://www.iowa.gov/educate/index.php?option=com_rsticketspro&view=knowledgebase&cid=31:gifted-and-talented&Itemid=2457.
D. Berner 2/27/12
46
XIV: Resources Colangelo, N., Assouline, S., and Gross, M. “A Nation Deceived: How Schools
Hold Back America’s Brightest Students, Vol. I and II.” Iowa City: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, 2004. http://www.accelerationinstitute.org/Nation_Deceived/ND_v2.pdf.
Iowa Department of Education. www.iowa.gov/educate. National Association for Gifted Children. www.nagc.org.
2010 Pre-K-Grade 12 Gifted Programming Standards. NAGC (National Association for Gifted Children). www.nagc.org/index.aspx?id=546.
D. Berner 2/27/12
47
D. Berner 2/27/12
48
D. Berner 2/27/12
49
D. Berner 2/27/12
50
D. Berner 2/27/12
51
D. Berner 2/27/12
52
D. Berner 2/27/12
53
D. Berner 2/27/12
54
D. Berner 2/27/12
55
XV. Communications
Questions regarding gifted programming may be directed to the TAG coordinator, building principals, or the superintendent.
Copies of the Gifted Program Plan will be made available.
Notification letters will be mailed upon completion of annual screenings. Sample letters are included here.
Personalized Education Plans will be reviewed annually. Copies will be made available to students, parents, and teachers. The TAGLINE newsletter will be published at least quarterly and may include resources, test dates, opportunities, and class updates. Samples are included here.
D. Berner 2/27/12
56
SAMPLE June 13, 2011 Diane Berner Keokuk Middle School 2002 Orleans Avenue Keokuk, IA 52632 524-3737 [email protected] Parents of _______ Keokuk, IA 52632 Dear __________, _____was screened for placement in the Talented and Gifted program. Scores from nine different assessments are assigned a value of zero to five. That means 45 is the highest score possible. Students scoring 31 or higher were placed in the program. _____’s scores are listed below. Assessment Score Weighted Score 1. Learning Scale Score 2. Creative/Motivational Score 3. STAR Reading 4. STAR Math 5. ITED Reading Total 6. ITED Math Total 7. ITED Science Total 8. MAP Reading 9. MAP Math Total Weighted Score ______ does not qualify for gifted services during the 2011-2012 school year. I encourage you to speak with Mr. Bliss about challenging courses that are available for ______. She will be eligible to take dual credit and AP online courses as a junior. Please feel free to contact me if I can be of further assistance. Sincerely, Diane Berner TAG Teacher/Coordinator CC: Guidance
D. Berner 2/27/12
57
SAMPLE June 17, 2011 Diane Berner Keokuk Middle School 2002 Orleans Avenue Keokuk, IA 52632 524-3737 [email protected] Parents of _______________ Keokuk, IA 52632 Dear _______________, ____________ was screened for placement in the Talented and Gifted program. Scores from nine different assessments are assigned a value of zero to five. That means 45 is the highest score possible. Students scoring 31 or higher are eligible for TAG services. With a score of ____, _________ has qualified to participate in the TAG program for the 2011-2012 school year. The attached permission slip will need to be signed and returned to me at the Keokuk Middle School. Please contact me if I can be of assistance. I look forward to working with you and your child. Sincerely, Diane Berner TAG Teacher/Coordinator Cc: Guidance ************************************************************************************Please return this portion to Diane Berner, Keokuk Middle School Child’s Name________________________________________________________Grade__________________ I hereby give permission for my child to participate in the Keokuk Talented and Gifted Program for the 2011-2012 school year. I do not wish for my child to participate at this time. Parent Signature_________________________________________________________Date______________________
D. Berner 2/27/12
58
tagline August 2010
Welcome to the Talented and Gifted program! As the new TAG teacher/coordinator I am hoping to share information and opportunities with you through this newsletter. I also hope that you will share your thoughts and ideas with me. As a department of one, I will need parental and community support to serve your children effectively. Please fill out the TAG survey. Your participation is greatly appreciated. I’m looking forward to working with you and your child. You may contact me at [email protected] Mrs. Berner Here are some websites with information about gifted students: www.hoagiesgifted.org National Association for Gifted Children www.nagc.org Center for Gifted Education, College of William & Mary www.cfge.wm.edu/ Gifted Child Quarterly www.gcq.sagepub.com/ Belin-Blank Center, University of Iowa www.education.uiowa.edu/belinblank These websites have links to financial aid and college scholarship searches as well as planning and career interest surveys for both middle school and high school students. www.icansucceed.org www.ihaveaplaniowa.gov ACT Test Dates and Deadlines at Southeastern Community College, Keokuk Campus www.actstudent.org Test Date Registration Deadline Sept. 11, 2010 Aug. 6, 2010 Oct. 23, 2010 Sept. 17, 2010 Dec. 11, 2010 Nov. 5, 2010 Feb. 12, 2011 Jan. 7, 2011 Apr. 9, 2011 Mar. 4, 2011 June 11, 2011 May 6, 2011 Join the math club! I would like to encourage you to join the math clubs available in both Middle School and High School. These clubs provide students the opportunity to improve math skills and participate in local and state competitions.
D. Berner 2/27/12
59
TAGLINE October 2010
Mrs. Berner Keokuk Middle School 524-3737 [email protected] Here are some websites to help practice vocabulary: www.vocabking.com www.inlikeme.com/google-word-day.html www.studymyenglish.com/vocab_online.aspx www.internet4classrooms.com/act_sat.htm High School students: Keep track of your awards and participation in sports and clubs to make it easier to fill out college and scholarship applications. Get a binder and some page protectors and mark the dates as you slide things in. A little effort now could save lots of time later. From High School Guidance: A PSAT study session will be held, free of charge, on Tuesday, October 5th from 7:30-8:15 a.m. in room 239. Topics covered will be: general information about the test, pacing, practice questions, and format of the test. This is an invaluable opportunity for those who have signed up for the PSAT. Treats and refreshments will be provided. Qualification for the National Merit Scholarship Program is based on the results of this test. The elementary TAG students are working on the Siemen’s We Can Change the World Challenge. Students will use math, science, and communications skills to plan and implement a project to make a positive environmental impact in their school or community. Middle school TAG students are completing imovies for their Past, Present, and Future projects. Iowa Core Curriculum standards include social studies and 21st century employability and technology skills. Students will present their work at a Family Movie Night. Students will be creating invitations soon. The use of metaphors and analogies is being discussed throughout the district. Check out the analogy of the day at www.factmonster.com/analogies or try the analogy game at www.tnellen.com/cybereng/lit_terms/analogy.html by choosing “student activity center”. Thank you to all of you who took the time to fill out the surveys. Your thoughts and suggestions will be very helpful as I continue to develop new units and activities.
D. Berner 2/27/12
60
TAGLINE May 2011
Mrs. Berner Keokuk Middle School 524-3737 [email protected] The last SAT testing date of the year is June 4, 2011. You must register by May 10th. http://sat.collegeboard.com/register/sat-dates The last ACT testing date is June 11, 2011. You must register by May 6th. http://actstudent.org/regist/dates.html Looking for something to do this summer? Take a college class at SCC. Get a summer job. Volunteer. Visit a college campus. All of these activities will help prepare you for college and scholarship applications. If you are interested in learning more about gifted education, visit www.nagc.org/index.aspx?id=36 and check out the Advocacy Toolkit. Seniors: If you are interested in CLEP testing contact Sharon Huls with SCC at 524-3221 X1943. Did you know that:
College students who have not taken an AP class have a 33% chance of completing a Bachelor’s Degree;
College students who have completed one AP course have a 59% chance of completing a Bachelor’s Degree; and
College students who have completed two or more AP courses increase to 76% their chances of attaining a Bachelor’s degree.
(Colangelo, N., Assouline, S., Gross, M. A Nation Deceived, Volume 1) To read this entire report, go to www.nationdeceived.org Talk to your guidance counselor about the AP Online Academy. Check out these Open Source Yale University courses.. free! http://www.openculture.com/2011/04/yale_rolls_out_10_new_open_courses.html This site has videos with real world math applications and is from Thirteen, which is the same group that does the Mission US curriculum that the fifth graders are using. http://www.thirteen.org/get-the-math/ Please fill out the Parent/Student TAG survey using the following link. Your honest opinions will be greatly appreciated! http://www.surveymonkey.com/s/LNHBP6M
