Alpena School District Gifted and Talented Handbook School District Gifted and Talented Handbook 3...

Alpena School District Gifted and Talented Handbook

1

1.0 Regulatory Authority The Alpena School District will follow the regulations set forth in the

Arkansas Department of Education Regulations Governing Gifted and

Talented Program approval Standards.

2.00 Purpose

The regulations for governing gifted and talented programs is to

establish the minimum standards for approval of gifted programs

which meet the requirements of the Standards of Accreditation

adopted by the state Board of Education February 22, 1984, and have

been in effect since June 1, 1987.

3.00 Definitions

The Alpena School District recognizes Gifted and Talented children and

youth as those of high potential or ability, whose learning

characteristics and educational needs require qualitatively

differentiated educational experiences and/or services. Possession of

these talents and gifts, or the potential for their development, will be

evidenced through an interaction of above average intellectual ability,

task commitment and/or motivation, and creative ability.

The Alpena School District recognizes an approved teacher of the

gifted as a specialist who has attained licensure, passed appropriate

state approved assessments and meets standards as set by the State

Board of Education through the Arkansas Department of Education

Professional Certification Department for add-on endorsement in gifted

education.

The Alpena School District recognizes an approved coordinator of

gifted programs as a specialist who has attained licensure, passed

appropriate state approved assessments and meets standards as set


2

by the State Board of Education through the Arkansas Department of

Education Professional Certification Department for add-on

endorsement in gifted education and develops and coordinates

programs and services for identified gifted students kindergarten

through grade twelve.

The Alpena School district recognizes an approved curriculum/program

Administrator of Gifted Programs as a specialist who is responsible for

program development and administration, and/or employment

evaluation decisions who has attained licensure, passed appropriate

state approved assessments and meets Standards as set by the State

Board of Education through the Arkansas Department of Education

Professional Licensure Department for add-on endorsement in gifted

education and promotes the administration of programs and services

for identified gifted students kindergarten through grade twelve.


3

4.0 COMMUNITY INVOLVEMENT

A key element in any successful program for students is the continuing

communication and mutual support among the school staff and

administration, the parents, the students, and the community. This

can be accomplished by having an active parent group and annual

parent meetings. To enhance our curricula, parents and community

members are solicited as mentors, coaches, resources, and audiences

for student product/projects presentation. The Alpena School District

Gifted Program is committed to promoting parent and community

communication and involvement.

4.01 The parents and community are given ongoing opportunities for

awareness and involvement in the gifted program and activities

through media, meetings, student handbooks, and newsletters.

Evidence of these opportunities is collected and filed.

4.02 Parents and community members are informed annually of program

opportunities, allowing parents/community members the opportunity

to ask questions, make suggestions, and gain information about our

program at the Parents Make a Difference Night in August of each

school year and at the two parent teacher conferences held during the

1st and 3rd nine weeks of school. All stakeholders are encouraged to

ask questions and offer suggestions at any time throughout the school

year. Meeting agendas, sign-in sheets and other communications are

kept on file. Periodic newsletters are sent home with students that

include contact information for the GT coordinator. Additionally, the

GT coordinator’s contact information is available on the school website.

4.03 An advisory committee made up of faculty, staff, parents, and

community members is established each school year with at least one

documented annual meeting, generally in May. Additional meetings


4

are called as needed. The advisory committee is an effective tool in

helping the program serve the needs of gifted students. This district

suggests that the role of the advisory council is threefold – awareness,

advocacy, and advisory. The coordinator will keep on file the list of

members of said advisory committee, sign-in sheets, and the minutes

from each meeting.


5

5.00 STAFF DEVELOPMENT

5.01 Professional Development Plan

Alpena School District Professional Development Plan The Alpena School District will provide ongoing and continuous opportunities for growth in the area of Gifted and Talented education by organizing a

flexible and varying program to meet the individual needs of the school personnel. Areas of appropriate training for the entire school staff which will

be provided are: • Characteristics and needs

• Identification Process

• Teaching strategies

• Creativity

• Utilization of community resources

• Program Evaluation

• Philosophy and program model for gifted students

• Overview of state requirements

The professional development will be provided through the following: Formal sessions

• Faculty meetings

• Handouts

• Professional literature

Consultation services and information concerning regional, state, and national workshops and conferences will be provided. Training for the teacher

of the gifted and talented will be provided as needed. Less formal staff development will be encouraged by:

• Adding books and journals on gifted education to the school’s

professional library

• Placing reprints of pertinent articles in teacher boxes

• Presenting short, specific classroom demonstrations and

teaching techniques at building-level faculty meetings

• Sharing gifted projects with all staff


6

5.02 The Alpena School District provides ongoing and continuous

opportunities for professional growth in the area of Gifted and

Talented by organizing a flexible and varying program to meet the

individual needs of school personnel. The gifted and talented annual

professional development plan is based on feedback from the

stakeholders, including professional growth plans, program evaluation

report, and overall school professional development plan. Areas of

gifted training appropriate for the entire school staff could include: (1)

characteristics and needs; (2) identification procedures; (3) curriculum

and teaching strategies; (4) creativity; (5) utilization of community

resources; (6) program evaluation; (7) district’s philosophy and

program model for gifted; and (8) overview of state requirements. All

5-12 grade core content teachers at Alpena have attended Pre-AP

and/or AP training within the last five years.

The District G/T Coordinator is responsible for staff development

through formal sessions, faculty meetings, handouts and professional

literature. The coordinator will also make arrangements for consultant

services and provide information about regional and state workshops

and conferences. Training for the teacher of the gifted will be provided

as needed.

Less formal staff development is encouraged by adding books and

journals on gifted education to the school’s professional library;

placing reprints of pertinent articles in teacher boxes; presenting

short, specific classroom demonstrations and teaching techniques at

regular building-level faculty meetings; and sharing gifted students’

projects with all staff.

The coordinator and facilitator is encouraged to attend regional, state

and national workshops and conferences which provide staff

development opportunities for the G/T facilitator(s) and other

interested staff members. The program coordinator attends all GT


7

meetings at the OUR Education Cooperative, including the Annual

Gifted and Talented Video Conference, plus other training events such

as the OUR Quiz Bowl Coach’s Meeting and AP Coordinator’s Meeting.

The AP Coordinator attends the College Board AP Coordinator’s

Workshop every year.

The staff is encouraged to attend staff development sessions that are

conducted by professionals with special training in gifted education.

All 5-12 core content area te

Opportunities to increase knowledge of the education of gifted and

talented students will be provided for school board members, school

and district administrators, teachers and support staff on a continuing

and regular basis. Annual workshops for the Alpena School District’s

faculty, staff, and administrators are conducted during the scheduled

in-service days at the beginning of the school year. The gifted and

talented program options are a part of the Alpena Schools’ ACSIP

plans.

Documentation of staff development kept on file will include an annual

plan, certificates of attendance, rosters, and programs.


8

6.00 PERSONNEL

6.01 6.02 6.03

The Alpena School District acknowledges that personnel who teach

homogenously grouped gifted students and personnel who coordinate

and/or administrate the district gifted and talented program must have

the appropriate certification as listed in standards.

Administrator/Coordinator will keep all certificates (and transcripts

with ALP when necessary) on file.

6.04 The selection of administrators, coordinators, and teachers of the

gifted is defined clearly. Qualities such as the ability to be flexible of

time, pace, materials, instructional patterns will be considered. They

should be accepting of diverse ideas and populations. Personnel hired

to work with gifted students should possess a genuine concern for

gifted children and youth.

A process for selection of administrators, coordinators and teachers of the gifted is clearly defined and established. Selecting personnel for the gifted education department demands much thought with emphasis on many skills.

The coordinator/teacher of the gifted should be flexible, approachable, and generous with time and resources. In addition to time spent in planning the

overall structure of the district gifted program and direct services to gifted students.

The administration shall be responsible for finding the candidate who best meets qualifications through normal hiring practices with consideration of

personal characteristics associated with gifted educators according to the district’s school policy. These characteristics should be considered by the school district as they relate to program goals and objectives:

a) a sincere concern for gifted children and youth b) Enthusiasm for gifted programming and prioritizing G.T.

c) The ability to be flexible in time, pace, materials, instructional patterns, etc. d) confident and skillful public relations

e) good sense of humor f) accepting or diverse ideas and behaviors and can deal with student

criticism g) possessing a high degree of professionalism


9

h) willingness to meet Arkansas certification requirements for gifted

education i) successful teaching experience j) willingness to attend workshops and conferences related to GT

education k) willingness to assist with extra-curricular programs as needed

l) valid Arkansas teaching licensure

Teaching style should include:

a) student, not teacher centered b) give students choices and responsibilities

c) provide for individual differences by using a variety of resources d) emphasis on independence, not conformity

Procedures for all prospective employees include completing an application form provided by the District, in addition submit a resume, and teaching

certificates, all of which information is to be placed in the personnel file of those employed. If the prospective employee provides false or misleading information, or if he/she withholds information to the same effect, it may be

grounds for dismissal for consideration. A selection committee of current staff members is formed to review the applicants. Prospective employees are

interviewed by the principals and the superintendent. The GT administrator/coordinator will assist in the interview process and make recommendations for additional personnel for the Gifted Program. A

recommendation for hiring is made to the school board by the superintendent. The school board approves the hiring of all employees.

The Alpena School District is an equal opportunity employer and shall not discriminate on the grounds of race, color, religion, national origin, sex, age,

or disability. Jobs are advertised in local newspapers, the AAEA Bulletin, and the ADE website.


10

6.05 A written job description for the administrator, coordinator and/or

teacher(s) is kept on file.

6.05 - Job Descriptions for administrator/coordinator

and teachers of the gifted.

Responsibilities of the Gifted and Talented Resource Teacher for Grades

Kindergarten through Sixth

• Serve as a resource to teachers of the gifted and talented students, counselors, and

administrators

• Meet on a regular basis with students in a designated area for resource room

activities.

• Assist in on-going identification procedures.

• Teach curriculum units and conduct group activities

• Research, design, write and prepare appropriate educational activities for identified

students.

• Periodically review and evaluate the progress of students in the program

• Coordinate and develop resources which may be used by classroom teachers

• Participate in conferences with parents and/or students involved in the program

• Provide parents and teachers with information concerning opportunities for gifted and

talented primary age children outside the regular school setting

• Work regularly with school personnel to increase awareness of the needs of GT

students

• Assist in an annual evaluation of the program

Responsibilities of the Gifted and Talented Resource Teacher for Grades Seven

Through Twelve

• Serve as a resource to teachers of the gifted and talented students, counselors, and

administrators

• Provide resources materials and activities beyond that normally found in the school

• Disseminate information concerning opportunities for talented and gifted students

• Provide opportunities for gifted and talented students to participate in a variety of

Learning opportunities involving higher level thinking and reasoning

• Provide students with information concerning programs, workshops, and special

opportunities available to gifted and talented students

• Work regularly with school personnel to increase awareness of the needs of gifted

and talented students

• Assist in on-going identification procedures

• Assist in an annual evaluation of the program

Responsibilities of the Coordinator of Gifted and Talented Education

• Coordinate all personnel assigned to the gifted and talented education program.

• Integrate services provided through the gifted and talented education program at all


11

levels of instruction.

• Serve as a resource to the staff in the gifted program, classroom teachers, building

administrators, district administrators, parents, and the community in regard to gifted

and talented programming.

• Compile information about the gifted and talented program as needed for district and

state reports.

• Compile screening and referral information regarding students.

• Maintain records of identification from year to year.

• Assist educational resource room teachers in providing educational activities for

Students identified as gifted and talented.

• Plan and coordinate district in-service activities related to gifted education.

• Monitor the progress of the district program on a periodic basis and communicate

Strengths and weaknesses to the Superintendent and to Board of Education.

• Implement an annual evaluation process of the program.

• Participate as needed in conferences with parents, students, teachers, and/or

administrators.

• Communicate with other schools when identified students transfer into or out of the

school district.

• Disseminate information to faculty members, parents, and civic groups regarding the

gifted program and act as a liaison between the gifted program, school personnel, and

the community.


12

6.06 The Alpena School District provides Gifted Coordinators/Administrators

with regularly scheduled time for duties other than direct services to

the identified students. A copy of the facilitators’ schedule is kept on

file. In addition to time spent in planning the overall structure of the

district gifted program and direct services to gifted students, the

coordinator/administrator will perform a variety of duties that promote

integration of the gifted program with the regular education program.

These duties include:

a. working with classroom teachers and other personnel;

b. locating resources;

c. arranging mentorships and other out-of school learning

experiences;

d. supervising independent studies and mentorships;

e. leadership of the identification process;

f. conducting community awareness activities;

g. conducting staff development activities;

h. program documentation;

i. development of appropriate curriculum; and/or

j. involvement in Advanced Placement and/or International

Baccalaureate program planning and implementation.


13

7.00 IDENTIFICATION Because Arkansas Gifted Standards require identification of gifted students,

the Alpena School District considers the task of identifying gifted students

extremely important. The district also maintains that it is the parents’ right

to be included in the process and informed of the outcomes which could

affect their child. The process for identifying students has several stages.

School personnel, teachers, parents, students, and community members are

provided with information concerning the identification process, including

characteristics of the gifted.

7.01 Procedures for Identification

1. Nominations (Referrals): Referrals are accepted from teachers, school

personnel, parents, students, and community members. The coordinator

can also use the review of student assessment scores to refer students,

along with the data retrieved from enrichment. Although the district

might set specific times for blanket testing or the requesting of referrals,

referrals are encouraged and accepted at all times during the school year

(7.09). It will be the responsibility of the gifted coordinator to seek these

referrals and begin the identification process in a timely manner. A

referral form should be completed on each individual and submitted to

the gifted coordinator.

2. Permission: Once the nomination form is completed and submitted to

the coordinator, the coordinator notifies the parent by letter. At this

point, the parent/guardian is asked to sign the permission to assess form

and a parent/guardian inventory (7.08). Permission is requested to

collect relevant data, administer various tests, and share pertinent data

with a professional selection committee. This permission must be

granted in writing before the data collection process can begin.

3. Data Collection: If the parents/guardians sign and return the

permission form, then the data collection process begins. As standards


14

require, the use of at least two objective (one of which must assess

creativity) and two subjective measures, must be used in the

identification process. Data collection includes, but is not limited to

current standardized test scores, an ability test, grades, creativity test,

data collected through enrichment, and parent and teacher checklists.

It is the objective of the school district to insure that the gifted and

talented identification procedures are non-discriminatory with respect to

race, culture, economic background, religion, national origin, sex, or

handicapping (7.06). The coordinator is responsible for collecting data,

overseeing any assessments given, and compiling the results in an

orderly fashion to be shared with the identification committee (7.04).

7.02 Dissemination of Information

Identification procedures are shared with staff through professional

development, the gifted and talented handbook, and the school

district’s student handbook.

After the decision of the identification committee is made, parents

(7.08), teachers, and school personnel are notified of the identification

committee results in writing. If placement in the gifted and talented

program is recommended, parental permission for participation in the

program must be obtained. Instructionally useful information about

individual students obtained during the identification process is

communicated to the instructional staff regardless of final placement

decision (7.07).

7.03 Identification Committee

The identification committee of at least five members, chaired by the

gifted coordinator and including administrators, teachers, and/or

counselors will review the compiled data collection of the nominated

student. The list of committee members are kept on file annually

(7.03). All current data is used to determine the placement of a child


15

according to the appropriate program options. It is important to note

that student placement decisions are based on multiple criteria. No

single criterion or cut-off score is used to include or exclude a student

from identification (7.05). The identification committee will make

professional decisions on the identification and placement of students

(7.03).

7.04 Describe the variety of sources of information used to make decisions about services including at least two objective sources, two

subjective sources, and multiple sources of information including enrichment observations, teachers, counselors, parents, community

members, peers, and the students themselves. The coordinator is responsible for collecting data, overseeing any

assessments given, and compiling the results in an orderly fashion to be shared with the identification committee (7.04).

The identification process yields information obtained through a variety of procedures and from multiple independent sources. Objective and subjective

measures, as well as a variety of multiple independent sources are reviewed to assist with the identification process.

• Subjective Measures: Teacher Rating, Parent Questionnaire, (Renzulli Scales or modified version), GRS (Gifted Rating Scales), Kingore Observation

Inventory (KOI), Nomination forms, student interviews and interest inventories

• Objective Measures: Achievement Test (SAT-10) Scores, Arkansas Benchmark Exam, End of Course (H.S.), Naglieri Nonverbal Ability Test, Ravens

Progressive Matrices, Slosson or other chosen IQ test; ACT or SAT scores (H.S.), Creativity Test (William’s Test of Creativity, Exercise in

Divergent Thinking or Torrance Test of Creative Thinking). • Other- Student grades, Work samples, Awards, Special Recognition,

Intellectual competitions, such as Quiz Bowl, Writing Competitions, Art Competitions, etc.

Students may be nominated by any of the following, at any time: • Teacher/Staff • Parents

• Self • Peers

• Community • Previous participation in programs for the gifted


16

7.05 Placement decisions for services are based on multiple criteria.

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

The identification process yields information obtained through a variety of procedures and from multiple independent sources. Objective and subjective

measures, as well as a variety of multiple independent sources are reviewed to assist with the identification process.

• Subjective Measures: Teacher Rating, Parent Questionnaire, (Renzulli

Scales or modified version), GRS (Gifted Rating Scales), Kingore Observation

Inventory (KOI), Nomination forms, student interviews and interest inventories • Objective Measures: Achievement Test (SAT-10) Scores, Arkansas

Benchmark Exam, End of Course (H.S.), Naglieri Nonverbal Ability Test, Ravens

Progressive Matrices, Slosson or other chosen IQ test; ACT or SAT scores (H.S.), Creativity Test (William’s Test of Creativity, Exercise in Divergent

Thinking or Torrance Test of Creative Thinking). • Other- Student grades, Work samples, Awards, Special Recognition,

Intellectual competitions, such as Quiz Bowl, Writing Competitions, Art Competitions, etc.

Students may be nominated by any of the following, at any time: • Teacher/Staff

• Parents • Self • Peers

• Community • Previous participation in programs for the gifted

Transfer students will be evaluated and considered for participation,

but not automatically placed. Records will be requested and the

selection committee will determine whether a decision can be made with

existing records or if further testing will be needed. If further testing is

needed, parental permission will be required and the identification

procedures will be followed (7.01-7.09).


17

7.06 Placement decisions for services are non-discriminatory with

respect to race, cultural or economic background, religion, national origin, sex, or handicapping condition.

To formally identify students in all grade levels, data is collected in many forms. Data collection includes, but is not limited to current standardized

test scores, an ability test, grades, creativity test, data collected through enrichment, and parent and teacher checklists. It is the objective of the school district to insure that the gifted and talented identification procedures

are non-discriminatory with respect to race, culture, economic background, religion, national origin, sex, or handicapping (7.06).

7.07 Instructionally useful information obtained during the placement process is communicated to staff.

After the decision of the identification committee is made, parents (7.08),

teachers, and school personnel are notified of the identification committee

results. If placement in the gifted and talented program is recommended,

parental permission for participation in the program must be obtained.

Instructionally useful information about individual students obtained during

the identification process is communicated to the instructional staff

regardless of final placement decision (7.07).

7.08 Parents are involved in the placement for services procedure by providing permission for testing, receiving information about the

criteria for gifted services and the appeals process, and providing permission to receive services.

Placement Appeals: Parents/Guardians may appeal placement decision

through the following process (7.08):

A. Request an initial conference with the GT coordinator regarding the

placement decision. Those included in this conference would be the

parent/guardian questioning the committee decision, the GT

Coordinator, and the appropriate administrator/s.

B. After this informal meeting, if the parent/s still disagree with the

committee decision, then a written appeal can be filed by the

parents/guardians to the gifted coordinator, including information

sharing why they believe the student should have been placed.


18

C. The Gifted Coordinator will collect any further data that might help

in the identification process, including additional testing when

possible.

D. An appeals committee of at least five professional educators

(including some initial committee members and some new

committee members) will be formed to review the appeal. The

appeals committee will once again be chaired by the gifted

coordinator and include the appropriate administrator/s. The

parent/guardian making the appeal has the right to address the

appeals committee, but will not be present as the committee makes

the final placement decisions.

E. The decision of the appeals committee will be communicated in

writing to the parent/guardian making the appeal. This decision

will be final.

7.09 Identification for services extends from school entry through

grade twelve.

Nominations (Referrals): Referrals are accepted from teachers, school

personnel, parents, students, and community members. The coordinator

can also use the review of student assessment scores to refer students,

along with the data retrieved from enrichment. Although the district

might set specific times for blanket testing or the requesting of referrals,

referrals are encouraged and accepted at all times during the school year

(7.09). It will be the responsibility of the gifted coordinator to seek these

referrals and begin the identification process in a timely manner. A

referral form should be completed on each individual and submitted to

the gifted coordinator.


19

7.10 Placement decisions are reviewed annually and a policy for

exiting the program is implemented. Annual Review: Identification of gifted and talented students is an on-

going process extending through grades 12. Each identified student’s

placement will be reviewed at least annually and/or when specifically

requested to update or modify the students’ educational plans. These annual

review decisions will be made by the Identification Committee using multiple

criteria. If evidence indicates that placement decisions were not in the best

interest of the student, then exit procedures will be followed and final

placement decisions will be made by through the identification committee.

Annual placement decision will be noted in individual student folders. (7.00

#12 B)

Exit Policy - Although attention is given to carefully placing students in the

program due to evidence that they need qualitatively differentiated

educational services, situations may arise when placement in the program no

longer seems to be in the best interest of the student. Emphasis will be

placed on meeting the needs of the student. A need for a review of a

student’s programming options may be evidenced by completion of

unsatisfactory annual reviews, demonstration of a lack of motivation and/or

task commitment in the G/T classroom, evidence the student is not working

to his/her potential in the regular classroom, etc. As with determining

placement in the gifted program, multiple criteria will be used in determining

if exiting the program is in the best interest of meeting the student’s needs.

One factor will not cause a student to be excluded from the program. (7.05)

A student with signed parental permission to no longer participate in the

program will be allowed to exit program without committee decision.

When determining if an exit from the program may be in the best

interest of the student, a conference will be held in an effort to address

areas of concern and facilitate improvement. Those present at the

conference may include the student, classroom teachers, GT teachers,


20

parents, administrators, counselors, etc. An action plan will be

developed and a timeline will be set. The plan will be in writing and the

student, parent, GT teacher, and any other involved parties will sign that

they are informed of the plan. This action plan will not change the

student’s placement. If there is no improvement, the student may be

exited from the program. If the exit was initiated by the school, then all

pertinent data (including at least two objective and two subjective

measures) will be compiled and presented to the identification committee

of at least five professional educators, chaired by the gifted specialist.

The identification committee will review the data and make a decision

about what is in the best interest of the student.

Parents and/or classroom teachers may appeal the exit decision.

Procedures for appeals of placement decisions will then be followed.

7.11 Records of placement decisions and data on all nominated students are kept on file for at least 5 years.

Record Keeping: The Gifted and Talented Coordinator will keep all

records of placement decisions and data on each student nominated and

placed in the program. Records are kept for a minimum of five years or

for as long as needed for educational decisions. Appropriate confidential

destruction of the records will take place at the end of the above stated

time frame. Transcripts and all permanent records of identified gifted

students will reflect participation in the program.


21

8.00 PROGRAM OPTIONS

Gifted children are as different from each other as they are from other

children. They have needs for differing amounts of homogeneous

grouping, and at various stages of development their interests differ.

The gifted program is systematically organized, with the long range

goal of providing a rigorous and relevant education in preparing our

gifted students to become college and career ready. This goal is

designed to guide the development of gifted students from the time

they are identified through graduation from high school. Annual goals

and/or objectives are developed based on the program evaluation.

Evidence is kept on file. (8.01)

A table of organization is developed which clearly delineates roles,

responsibilities and coordination procedures. A copy of the table of

organization is on file. (8.02)

Identified students’ placement in program options is based on their

abilities, needs and interests, and resources of the district. Evidence

of student assessment data is kept on file. (8.03)

Because no single program option can ever meet all of the needs of all

gifted children, the Alpena School District tries to vary the

programming options that are best suited at each campus. These

programming arrangements are designed to promote interaction

among gifted students and both their intellectual and chronological

peers (8.04). All identified gifted students will receive at least 150

minutes per week of direct instruction (8.05). The Alpena School

District currently meets the needs of the gifted population through a

variety of documented program options including: whole group

enrichment, pull-out program, Pre-AP, AP Secondary Classes,

Acceleration, as well as other options. The Alpena Gifted Program is

designed to identify and to meet the needs of those students that are


22

identified as needing specially designed instruction beyond that

provided in the regular classroom to meet their educational needs.

Placement in the Alpena Gifted Program is intended to focus attention

on the special educational requirements of each identified gifted

student.

PROGRAM OPTIONS The Alpena School District serves students in kindergarten through grade twelve.

In the kindergarten, first, and second grade students are served with whole group

enrichment. The Gifted and Talented teacher provides an enrichment activity a minimum of

thirty minutes per month, and the classroom teachers, art teacher, and music teacher

provide enrichment a minimum of thirty minutes per week through art, music, and

computer lab, and lessons provided by the Gifted and Talented teacher.

The third, fourth, fifth, and sixth grade students are served with a pull out program. They go

to the Gifted and Talented teacher’s classroom for a minimum of 150 minutes per week

where they are provided with higher order thinking activities, and problem/project based

activities appropriate for their interests and abilities.

The seventh through 12th

grade students are served through their attendance in secondary

content classes, Pre-AP classes, and AP courses. The content teachers are trained to provide

differentiation for the Gifted and Talented students. All core content area teachers are

trained and certified in Pre-AP.


23

9.0 CURRICULUM 9.01, 9.02, 9.03

The Gifted and Talented curriculum is designed to extend and/or

replace the regular curriculum and is based on the adopted scope and

sequence including creative thinking, critical thinking,

research/independent learning, communication, technology, and

affective development. This scope and sequence along with state

standards provide the foundation for an aligned curriculum. The

curriculum developed for all programs is differentiated in content,

process, and/or product. Gifted curriculum should demonstrate the

overall ideas of cross-curricular, project-based, and technology infused

student work.

WRITTEN CURRICULUM DESCRIPTION

The Alpena School District has established through training and written

explanations that the curriculum for the gifted must differ not only in

degree, but in kind. It is important to avoid simply “more of the

same.” It should be in place of rather than in addition to required

classroom work. Students should not be penalized for being identified

as gifted by being given extra work. Teachers should be sensitive to

student interests and talents in planning both cognitive and affective

activities. Modifications should be made in content, process and/or

product. Differentiation may be made in level of complexity, pace of

learning, or degree of abstractness. Another means of differentiation is

the study of topics not ordinarily a part of the regular curriculum.

The process skills, which should be a part of the curriculum for gifted

students, include critical thinking, creative thinking, independent

learning skills, research skills, problem-solving, and logic. Students in

a gifted program should be expected to achieve a greater degree of

proficiency in these skills than would be required in the basic

curriculum. A scope and sequence is in place to guide the development


24

of these skills. They should be encouraged to select a specific area of

interest and talent and pursue an intensive study rather than be

assigned a prescribed problem. Results of such investigations should

be communicated to an appropriate audience.

The curriculum will be differentiated in content, process and/or

product. The content will be differentiated in breadth or depth, in

tempo or in pace, and/or in kind. The curriculum will stress creativity

and higher order thinking and investigation of in depth

problems/products and students are given opportunities to share their

results/products. Gifted students should be encouraged to develop

products that use new techniques, materials, and forms.


25

10.0 EVALUATION 10.01 -10.07 The gifted coordinator is responsible for conducting an extensive

annual evaluation of the gifted program that provides accurate, timely,

and relevant information to decision-makers for improving program

options offered gifted students (10.01) this evaluation will be based

on program goals and/or objectives (10.02). The purpose of this

evaluation is two-fold, including both a determination of the program’s

effectiveness and assessment of student growth.

A. All components of the gifted program are evaluated annually

including identification, staff development, program options,

program goals and objectives, curriculum, community involvement,

program expenditures, and the evaluation process/plan (10.03).

Data for consideration are obtained from a variety of instruments

procedures, and informational sources. Input should come from

students, teachers, administrators, parents, school board members,

other community members, statistical analysis of enrollment, and

achievement data. All stakeholders are given an opportunity to

participate in the evaluation process using a variety of procedures

because different components of the program call for different

techniques and access to stakeholder vary. Some procedures that

might be used include surveys, focus groups, questionnaires,

charts, anecdotal data, checklists, and/or informal discussions

(10.04). Evaluation findings are compiled, analyzed, and

communicated to the appropriate audiences. The overall annual

program evaluation is shared with the ADE Office of Gifted and

Talented as required in the program approval application. This

evaluation is also shared with the other stakeholders in a variety of

ways and provides the data for annual goals and/or objectives for

the program. (10.05)

B. Evaluation of student growth is based on appropriate and specific

criteria and includes self-appraisal, teacher appraisal, and criterion

referenced and/or standardized instruments (10.04). Student


26

progress is assessed, with attention to mastery of content, higher

level thinking skills, creativity, and affective growth (10.06). The

Alpena School District realizes that a gifted student’s progress

cannot be fully assessed by standardized tests only. (10.06)

Although student assessment does not always come in the form of

letter grades given, especially for elementary students in pull-out,

student progress is reported to parents and teachers. (10.05)

Participation in the gifted program is noted on student transcripts

and permanent records. (10.07)

Alpena School District Gifted and Talented Handbook School District Gifted and Talented Handbook 3...

Documents

Transcript of Alpena School District Gifted and Talented Handbook School District Gifted and Talented Handbook 3...