In accordance with the district mission statement, in recognition of the differentiated needs of gifted and talented students, and matching student talents with the district’s resources and strengths, gifted and talented students will have their needs met by a full continuum of services, which includes cluster grouping. Gifted and Talented students bring a unique skill set to the classroom in their areas of identification. Gifted students will be provided opportunities to broaden and extend the learning process to meet the needs indicated in the Gifted Student Services Plan. Pre-assessments drive learning experiences that will challenge gifted students through qualitatively differentiated content, process, products and/or performances.STUDENT EXPECTATIONS
• to develop academic abilities to master new and different curriculum challenges.
• to develop talents in the areas of leadership and the arts for personal fulfillment and contribution to their community.
• to develop his/her individual potential while interacting with his/her intellectual peers to gain a realistic appraisal of his/her own ability.
• to develop positive self-concepts and an appreciation of his/her giftedness to be successful in interaction with others.
• to develop higher order organizational, analytical, critical, and creative thinking skills in order to solve problems.
• to learn how to learn in order to meet the career challenges that he/she will face outside the classroom in the 21st Century.
• to become producers and not just users of information.SCHOOL LEVEL EXPECTATIONS TO SUPPORT GIFTED STUDENTS
• to provide a learning environment (i.e. cluster grouping) that will permit and encourage the identified gifted and talented student to develop his/her individual potential in his/her identified area while interacting with intellectual and age peers
• to establish a climate that values and embraces the individuality of gifted students
• to complete the Gifted Student Service Plan to enhance the unique cognitive and affective needs to the gifted student
- to provide pre-assessment driven instruction using differentiated content, process, and products to meet the needs of students in their area(s) of identification as stated in the Gifted Student Service Plan (GSSP).
- to communicate with parents/guardians on progress made on goals within the Gifted Student Services Plan.
- to fulfill professional roles and responsibilities and understand legal and ethical issues relevant to the education of gifted and talented students.BUILDING CLUSTER TEAM LEADERS EXPECTATIONS TO SUPPORT GIFTED STUDENTS
Provides extra-curricular activities or clubs for the gifted students
Holds monthly PLC meetings with cluster leaders in the building
Presents staff members with information regarding G.T. identification service options, instructional strategies, pre-assessment, acceleration,
Is the building contact for the Director of Elementary Education.
Performs other tasks and assumes other responsibilities as the Superintendent/Assistants Superintendent/Principal may assign that are directly related to gifted instruction and curriculum.DISTRICT LEVEL EXPECTATIONS TO SUPPORT GIFTED STUDENTS
• to identify students who possess demonstrated or potential ability to perform at an
exceptionally high level in:
*general intellectual aptitude
*specific academic aptitude
*creative or divergent thinking
*psychosocial or leadership skills
*visual or performing arts
*to assist students in reaching their greatest potential as learners.
•to develop an awareness in all staff members that gifted and talented students have unique cognitive and affective needs.
• to increase the efforts meant to maximize the potential of gifted and talented students sometimes “left behind” – such as underachievers, children of minority, and children with special needs who are also gifted and talented – and to provide them with appropriate enrichment experiences.
• to assist classroom teachers in providing appropriate and adequate services to gifted and talented students while in the regular classroom setting.
• to provide appropriate and adequate professional development to K-12 staff on the characteristics of gifted and talented learners and methods/strategies staff can use in the regular classroom to meet the academic and affective needs of the gifted and talented student.NATIONAL STANDARDS
• Gifted and talented education services must include curricular and instructional opportunities directed to the unique needs of the gifted and talented learner.
• Appropriate gifted and talented programming must include the establishment of a systematic means of developing, implementing, and managing services.
• The development of appropriate gifted and talented education programming requires comprehensive services based on sound philosophical, theoretical, and empirical support.
• Program evaluation is the systemic study of the value and impact of services provided.
• Gifted and talented education programming must establish a plan to recognize and nurture the unique socio-emotional development of gifted and talented learners.
• Gifted and talented learners are entitled to be served by in appropriate differentiated content and instructional methods, involvement in ongoing professional development, and who posses exemplary personal and professional traits.
• Gifted and talented learners must be assessed to determine appropriate services.
• The National Association for Gifted and Talented Children has established National Standards for gifted and talented education in the United States. A complete documentation of these standards can be accessed through the following website: http://www.nagc.org/index.aspx?id=546 .EQUAL ACCESS
In compliance with 704 KAR 003:285, the Superintendent/designee shall develop strategies to address identification and diagnosis of the strengths, behaviors and talents of these students. Determination of eligibility for the gifted and talented program shall be based on criteria as stated in 704 KAR 3:285 and shall be designed to address environmental and cultural factors that may contribute to the student being overlooked, such as whether the student is economically disadvantaged, or underachieving, is a member of a racial or ethnic minority or has a disability.
The District's plan for identifying gifted and talented students shall:
1. Employ a multi-faceted approach and utilize on-going and long-term assessment;
2. Be based on a variety of valid and reliable instruments to include both informal and formal techniques and other data specific to each category of giftedness, consistent with standards established by Kentucky Administrative Regulation;
Related Links: Top 10 Myths in Gifted Education