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G/T Plan
For
Idaho Public School
District #101
District #101 Mission Statement for Gifted & Talented Education
Boundary County School District recognizes that students who possess exceptional gifts and talents should be granted the direction, time, encouragement, and resources to maximize their potential, whether it be in the area of intellect, specific academics, creativity, art, music, drama, or leadership. Administrators, teachers, counselors and facilitators will work with parents, students, and the community to identify gifted and talented students from all backgrounds. District #101 will offer these students the differentiated instruction and opportunities they need in order to become confident and productive adults.
State of Idaho’s Definition of Gifted and Talented Children
"Gifted and talented children" are those students who are identified as possessing demonstrated or potential abilities that give evidence of high performing capabilities in intellectual, creative, specific academic or leadership, or ability in the performing or visual arts and who, in order to fully develop such capabilities, require services or activities not ordinarily provided by the school. (Idaho Code 33-2001)
Intellectual Ability is evidenced by superior aptitude for:
§ understanding facts, concepts, generalizations and their relationships
§ identifying patterns
§ verbal and nonverbal reasoning
§ spatial perceptions
§ developing and evaluating ideas
Specific Academic Ability is evidenced by superior ability in mastering skills and concepts in one or more curriculum areas.
Creativity is evidenced by superior abilities in:
§ fluency, flexibility, originality, elaboration
§ divergent thinking skills
§ problem-solving strategies
Leadership is evidenced by a variety of superior characteristics, including:
§ responsibility
§ rapid insight into cause-effect relationships
§ interpersonal intuition
§ ability to motivate performances of others
Visual and Performing Arts is evidenced by a superior aptitude for
§ demonstration, typically through exhibition or performance, aesthetic, critical, historical and production aspects of dance, music, theater or the visual arts.
Goals of District #101’s for Gifted & Talented Education
District #101 staff will work creatively and flexibly to overcome shortages in facilities, personnel, and consumable funds to:
§ conduct broad-based screening, verbal and nonverbal, to search for all potentially gifted & talented students.
§ assess in-depth those students who meet screening criteria using formal tests, informal tests and checklists, gathered from several sources.
§ attempt to match individual student needs with program options.
§ offer professional training in Gifted & Talented education to administrators, teachers, counselors, school board members and parents.
§ give support and guidance to Gifted & Talented students in dealing with social and emotional issues.
§ use recognized strategies of cluster grouping, compacting, curriculum differentiation, acceleration, advanced course placement, independent study, mentorships, and competitions.
Objectives of District #101’s Challenge Program
Identified Gifted & Talented students in grades K-12 may gather in small groups with the G/T facilitator and/or assigned mentors to work on projects designed to:
§ motivate students to maximize their learning.
§ nurture creativity.
§ develop and enhance leadership skills.
§ use technology.
§ promote artistic development.
Identification by Screening and Assessment
All staff members are encouraged to consider and to refer students for Gifted & Talented services, throughout the school year, for one or more of the five talent areas.
The Idaho Standards Achievement Test is administered in Fall and Spring to all students in grades 2-10. All students referred in grades K-12 will be screened for potential gifts and/or talents using the Gifted Evaluation Scale-Second Edition (GES-2). The G/T facilitator will examine this information to screen for students with intellectual and academic ability. An overall LPR score of 95% and higher on the ISAT, WISC, or Stanford-Binet is an indicator.
To find candidates for whom English is a second language or culture, the facilitator may administer/arrange administration of a cognitive nonverbal test to any K-12th grade referred student. A cognitive nonverbal test may also be given individually, as deemed necessary.
The G/T facilitator will then assess the candidates, using a combination of formal and informal tests and checklists. The preferred instrument for measuring IQ is the WISC-III. A percentile rank of 95 and higher is an indicator. Other assessment tools will be used as necessary such as the WJ Spanish version. Since the ISAT is not given below 2nd grade, and the local state tests are subject to change, the G/T facilitator may administer the Weschler Individual Achievement Test to K-1 grade students who are referred that may require such assessment. An overall percentile rank of 95 or higher is an indicator. The reading, mathematics, and whole language subtest will be administered. The Torrance Test of Creativity may be used to assess students in this particular area. Checklists and other forms are listed on the G/T Student Information Profile. Copies of forms are provided in the Appendix.
General guidelines for referral and identification:
§ The parent must approve.
§ The current teacher(s) must approve.
§ The child must be willing to be challenged.
§ For elementary students, the student’s current classroom teacher must state that his/her educational needs cannot be adequately served in the regular classroom.
§ Upon compilation of the pertinent forms and scores, the G/T facilitator will telephone the parents to arrange a conference. All of the characteristics and needs of a child will be reviewed and considered by a team consisting of at least the G/T facilitator, the current classroom teacher, and one parent. Other persons may be included on the team or consulted, such as a second parent, the district’s psychologist, previous classroom teachers, administrators and area experts.
§ A student who does not qualify may be referred and tested again in approximately one year.
Procedural Safeguards
§ A parent or guardian must give written permission before a student may be tested on an individual basis.
§ The identification process will be nondiscriminatory with respect to race, economic background, national origin, or disabilities.
§ Records of placement decisions and data on all nominated students will be held in confidence. Instructionally useful information will be available to appropriate district staff.
§ A student’s G/T file will be safeguarded by the G/T facilitator in a centrally located secure cabinet. At any time a parent may review and obtain copies of the file content. Upon graduation from 12th grade, the file will be kept for 5 years, at which time it will be destroyed.
§ Transfer students who bring documentation of past identification and participation in a public school G/T program will be reviewed for District 101 G/T services if matrix qualifications are met.
§ Opportunities will be provided for students to be considered for placement in gifted program options throughout their school experience.
§ Evaluation will be ongoing of the appropriateness of any student’s participation in gifted education opportunities.
§ Following a parent/teacher/GT Facilitator conference, a student may discontinue a programming option that is not meeting his or her educational needs. An “Opt-Out” form must be completed and signed by all parties.
§ The concerns of any teacher or parent, which cannot be satisfied by the G/T facilitator, may be addressed at a meeting arranged with the school principal and G/T program administrator.
§ A Student G/T Service Plan will be completed for each student. This plan will be updated as necessary.
The Highly Gifted and Grade Advancement
Children with IQ’s of 142 and higher are "highly intellectually gifted". Other indications of higher talent:
§ students who demonstrate the ability to function at three or more grades levels higher than age.
§ students who have taught themselves to read at very early ages
§ students who make notable progress in academic subjects without instruction
§ students who become highly proficient on a musical instrument.
District #101 recognizes that students with exceptional abilities need more educational intervention than do other G/T students. Administrators, teachers and parents need to determine a student’s ability level and then provide appropriate opportunities. In such instances, grade advancement is possible. The child’s overall welfare is the most important consideration. The school principal and G/T program administrator will determine if grade advancement is allowed.
In the event parents of a very young gifted child request services, Idaho law states that students must be five years of age before they can enroll in kindergarten in the public schools. The law also states that students in first grade must be six years of age. There is an exception. A district may choose to assess a five-year-old kindergarten student and based on the results, accelerate him or her to first grade or higher.
Cluster Grouping Policy
The purpose of cluster grouping is to provide the most opportunities for each child’s educational growth.
At Valley View’s grade-level meetings at the end of each school year, when students are assigned to classrooms for the following school year, every student in a grade level, who has qualified for the Challenge Program in any G/T area, will be assigned to the same classroom. If possible, cluster grouping should occur in multiple classrooms if large numbers of students exists. Teachers will be informed and involved with possible cluster grouping decisions. It may be advantageous to examine grades 7 – 12 courses to better meet G/T student needs.
The teachers chosen to provide curriculum compacting and differentiation for these students will be the one(s) with the most interest or training in G/T education. If teachers are equal in this regard, the assignment may rotate yearly.
Program Options for Grades K - 6
Students may, or may not, participate in a pullout program. If the needs of the student can be facilitated through differentiated curriculum, curriculum compacting, tiered assignments, or other Best Practices recommendations within the classroom setting, such shall occur.
Projects will involve original work, experimentation, independent learning, cooperative learning, critical thinking, problem solving, analysis, synthesis and evaluation.
Techniques of flexibility, fluency, elaboration and divergent thinking may be taught. Open-ended discussions, imaginative play, reader’s theater and drama may be used. Students will generate new ideas by synthesizing current knowledge and transferring it to new applications.
Oral communication such as discussing, listening, questioning, debating, speaking and discussion leading will be practiced. Responsibility, initiative, and integrity will be stressed. Public service will be encouraged.
Students will research their areas of interest, analyze data, and present their finding effectively.
Talented students will explore their area of strength such as drama, music, and visual arts through mentoring, presentations, and performances.
Program Options for Grades 7-12
Advocates: A staff member at each secondary site, or the district’s G/T facilitator, will be designated an "advocate". This person or persons will encourage G/T students to take appropriate classes, arrange for independent projects and to consider participation in the following enrichment opportunities:
§ Extended Learning Internship (9-12 only)
§ Math Counts Competition (7-8 only)
§ Academic Decathlon Competition (9-12 only)
§ Academic Pentathlon Competition (7-8 only)
§ Newspaper (6-8 only)
§ Student Council (Elected Positions)
§ Leadership (9-11)
§ Yearbook (6-12)
§ Middle School students may attend classes at the high school (this is a case-by-case opportunity)
§ Dual Enrollment: North Idaho College classes are provided through interactive video-conferencing.
§ IDLA courses
§ Drama, Music, Visual Arts: the teachers who are specialists in these areas give students who have exceptional talent appropriate challenges.
§ Direct Instruction and Monitoring: The G/T Facilitator may schedule on-going contact time for this purpose at both the Junior and Senior High Schools. Collaboration with general education teachers, community members who possess specific expertise, and other school personnel will occur.
Homework Policy
The Teacher/Student Contract form will be used. (See following page.)
The expectations for any make-up work that is expected of each individual child will be discussed and agreed upon by the G/T facilitator, the current classroom teacher and at least one parent at the initial "Acceptance to Challenge Program" conference. The classroom teacher will explain to the student the requirements specified in the contract.
At the beginning of subsequent school years, the G/T facilitator and each classroom teacher will use the Teacher/Student Contract form with each student who participates in the pullout program, for that given academic year.
Teacher/Student Contract for Challenge Program Participants
Student: ___________________Teacher: ____________________
School Year: _______________
I. The classroom teacher may utilize one or more of following options for classroom work that is missed when a student is participating in the Challenge Program. (Circle the options.)
A. The Challenge Program’s projects and activities replace classroom assignments.
B. The classroom teacher will modify class assignments, assess for concept mastery, and explain which assignments must be completed (in order to achieve concept mastery) and which assignments can be skipped (review, drill, practice).
C. Other ______________________________________________________
II. If a student is to complete assignments, he or she will receive the directions and the due date information by:
A. Asking the teacher.
B. Contacting another student, _____________________________.
C. Checking a space where all assignments are always posted.
D. Other: ______________________________________________
Teacher’s Signature: __________________________________
Student’s Signature: __________________________________
Parent’s Signature: __________________________________
Program Evaluation
A G/T District #101 Challenge Program Committee will meet annually, or as often as needed.
The committee members are:
§ the G/T facilitator
§ one district administrator
§ one or more teachers or counselors from the elementary schools
§ one or more teachers or counselors from the junior high
§ one or more teachers or counselors from the high school
§ two or more parents
Four members make up a forum. A forum must be present at a meeting if any significant changes are made in plan or policy.
The committee’s responsibility will be:
§ to determine to what extent each of the program’s goals are being realized, and what actions to take to improve implementation .
§ to review how the objectives of the pullout program were met by the actual projects undertaken and completed.
§ to revise any component of the plan that reality, practicality and experience shows is in need of revision.
§ to examine and improve the use of the identification matrix.
§ to ascertain if the district’s expenditures for the program is sufficient, and if not, to answer, "How can the needs of program be the financed?".
If you have questions or input, please email or call:
Ken Olson
Special Education Director
Boundary County School District #101
Bonners Ferry ID 83805
208-267-7962