GIFTEDANDTALENTED

EDUCATION

DistrictCoordinator’sGuide

Revised October 2018

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OklahomaStateDepartmentofEducation

DistrictGiftedEducationCoordinator’sGuide

OklahomaStateDepartmentofEducation

JoyHofmeister

StateSuperintendentofPublicInstruction

Dr.CindyKossDeputySuperintendentofAcademicAffairsandPlanning

TiffanyNeill

ExecutiveDirectorofCurriculumandInstruction

RobbynGlinsmannDirectorofGiftedEducationandAdvancedPlacement

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Introduction Morethanfourdecadesago,SenatorJacobK.JavitssponsoredabillrequiringUnitedStatesCommissioner of Education Sidney Marland to evaluate the status of the nation’s gifted andtalented children. The Commissioner was further directed to provide Congress withrecommendationsspecifyinghowotherfederaleducationalassistanceprogramscouldbemoreeffectivelyusedtomeettheneedsofthispopulation.Theresultingreport,EducationoftheGiftedandTalented,waspublishedin1972andwaswidelyacclaimedasalandmarkdocumentintheeducationofthegiftedandtalented. Forthenexttenyears,limitedfundswereprovidedtostateandlocaleducationalagenciesforprogramdevelopment.States,includingOklahoma,usedthemodestincentivegrantstocreatestatewide awareness of the needs of the studentswhowere identified as gifted and talented.Thoseseedmonies,inturn,ledtotheallocationofstatefundstosupportfurtherprogramming. In 1981, Oklahoma became the seventeenth state to mandate educational services forstudentsidentifiedasgiftedandtalented.Twenty-threeotherstatesalsomandatedservicesforstudentswhoaregiftedandtalented. Accordingtothe2010-2011Stateof theStatesinGiftedEducation,thirty-onestates,includingOklahoma,fundgiftedprogramsinsomeway.Oklahoma’sfundingcomesthroughthestateaidformulaandisaweightof.34foreachstudentidentifiedandservedingiftedandtalentededucation. InthesameyearthatOklahomamandatedgiftedandtalentededucation,federalleadershipintheareaofgiftedandtalentededucationeffectivelyendedwiththepassageofTheEducationConsolidation and Improvement Act of 1981. Many states, including Oklahoma, continued toexpandprogramsandbudgetsforthegiftedandtalentedthroughoutthe1980s,1990sand2000s. In2012,theOklahomaStateBoardofEducationpassedthefirstOklahomaGiftedEducationSpecialistcertification inOklahomahistory. Accordingtothe2010-2011Stateof theStates inGiftedEducationsurvey,Oklahomaisnowthethirty-fourthstatetoofferagiftedcertificationforteachers.

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OklahomaGiftedEducationCoordinators,ThecontentsofthisCoordinator’sHandbookincludeinformationintendedtoaidyouinthejobofmanagingthegiftededucationprograminyourschooldistrict.Ourmissionistoservethegiftedandtalentedteachersandstudentsofourstate.Someitemsaresuitabletosharewithadministratorsandteachersforprofessionaldevelopmentpurposes.Ourintentistoupdatethehandbookonaregularbasisinordertomakeitusefultoyou.Wehopethatthishandbookwillserveasausefulresourceforyouandyourschooldistrict.Feelfreetocontactmeatanytimeat:Robbyn.Glinsmann@sde.ok.gov. -RobbynGlinsmann DirectorofGiftedEducationandAdvancedPlacement

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GiftedandTalentedEducationDistrictCoordinator’sGuide

TableofContentsIntroduction…………………………………………………………………………………………………… 3

Coordinator’sTimeline………………………………………………………………………………………. 6

EquitableIdentification……………………………………………………………………………………… 8

TypesofTests…………………………………………...……………………………………………………….. 10

GiftedServices/ProgrammingOptions……………………………………………………..………….. 12

ResponsibilitiesofDistrictStaff…………………………………………………………………………… 21

RecordKeeping…………………………………………………………………………………….……...…….. 23

StudentInformationSystemDocumentation………………………………………………………... 25

Funding……………………………………………………………………………………………………………… 26

FrequentlyAskedQuestions………………………………………………………………………………... 27

LawandRegulations…………………………………………………………………………………………… 32

CommonlyRecogniztionCharacteristicsofGiftedStudents…………………………………... 44

SampleFormsandResources………….…………………………………………………………………… 48

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Coordinator’sTimeline

AUGUST

• AUGUST1:GTExpenditureReportDueGTExpenditureReportofProgram251moniesmustbesenttotheGiftedOfficebythisdateformoniesspentforthefiscalyearthatwasjustclosedout.70O.S.§1210.307.ReportsaresentelectronicallyviaemailattachmentasPDFstotheDirectorofGiftedEducation

• DevelopGTteacherschedules• NotifyschoolsoftheiridentifiedGTstudents• Beginservicesforidentifiedstudents• Beginparent&schoolcommunications

SEPTEM

BER

• SEPTEMBER15:LocalAdvisoryCommitteemembersmustbeappointednolaterthanthisdatefortwo-yeartermsandshallconsistofparentsofchildrenidentifiedasGTandcommunitymemberswhomaybe,butarenotrequiredtobe,parentsofstudentswithinthedistrict.70O.S.§1210.308

• TestforpossibleGTplacement• VerifyandupdatedGTrecordsandinformationindistrictSSI

OCTOBER

• OCTOBER1:FirstLocalAdvisoryCommitteemeetingmustbeheldnolaterthanthisdatebythedistrictsuperintendent(notdesignee).70O.S.§1210.308.

• YoumustgivenoticeofallLocalAdvisoryCommitteemeetingstothecountyclerkofthecountywhereyourdistrictislocated.

• OCTOBER1:GTstudentcounttakenStudentdataispulledfromyourdistrict’sStudentInformationSystemviatheWave.ThestudentcountpageofyourGiftedandTalentedEducationReportwillbeautomaticallypopulatedwiththisinformation.

• OCTOBER15:DeadlinetocompletetheGiftedandTalentedReportinSingleSign-OnSystem.ForstudentcountnumbersintheGTreporttobeproperlypopulated,yourdistrict’sOctober1ConsolidatedReportmustbecertifiedfirst.

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NOVEM

BER • Include Gifted and Talented Education information in parent/teacher

conferencesorprovideanOpenHouseforparentsofidentifiedgiftedstudentsDECEMBER • FirstsemesterStudentProgressreportssenttoparents

• Ordertestingmaterials

JANUARY • Assessandidentifynewstudentstothedistrict

FEBRUARY • Create/editprogramevaluationsurveysinpreparationforsendingtoparents,

staff,andstudents• ReviewDistrict’sGiftedEducationPlan(GEP).Updatedplansmustbesentto

SDEandsubmittedtolocalschooldistrictforapproval

MARCH • Conducttestingforpossibleprogramplacementforthenextschoolyear

APRIL • Reviewtestscores/placementdata

• Parentcommunication• Sendoutprogramevaluationsurveys

MAY

• Collectandanalyzesurveydata• Presentreporttosuperintendentorschoolboard• Preparesecondsemesterstudentprogressreports

JUNE-JULY • ArrangewithdistrictfinancialofficertosubmitGTexpenditurereport

*Boldeddatesandactivitiesareessentialandmandatedbystatestatute

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EquitableIdentification Identification of gifted and talented students is an ongoing process extending from school entry through grade twelve. These opportunities must be provided for students to be considered for placement in gifted and talented programming throughout their school experience. The process for identifying students as gifted and talented has several stages. Procedures used in the identification process must be nondiscriminatory with respect to race, economic background, national origin or handicapping condition. The goal should be that every gifted and talented program mirrors the demographics of the school site. Parent, teacher and other nominations should be sought from a wide variety of sources to ensure that all potentially gifted and talented students have an opportunity to be considered. Data are collected on the nominated students to aid in making decisions for selection of students who are in need of gifted educational programming. It is vital that the identification procedures are clearly stated, uniformly implemented, and communicated to the entire school staff. TheU.S.DepartmentofEducationcommissionedresearchonidentificationofgiftedstudents.TheirresearchresultedintheNationalReportonIdentification,AssessmentandRecommendationsforComprehensiveIdentificationofGiftedandTalentedYouth(Richert,Alvino&McDonnel,1982).Oneofthepriorityissuesidentifiedbythisresearchgroupwasequitableidentificationprocedures.Thenationalreportidentifiedsixprincipleswhichshouldundergirdidentificationprocedures:

1. Advocacy.Identificationshouldbedesignedinthebestinterestsofallstudents.2. Defensibility. Procedures should be based on the best available research and

recommendations.3. Equity.Proceduresshouldguaranteethatnooneisoverlooked.Thecivilrightsofstudents

shouldbeprotected.Strategiesshouldbeoutlinedforidentifyingthedisadvantagedgifted.4. Pluralism.Thebroadestdefensibledefinitionofgiftednessshouldbeused.5. Comprehensiveness.Asmanyaspossiblegiftedlearnersshouldbeidentifiedandserved.6. Pragmatism.Wheneverpossible,proceduresshouldallowforthemodificationanduseof

toolsandresourcesonhand.

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GiftedCategoriesinIdentificationCategory1Identification of students based on a nationally standardized test of intellectual ability is valid for a minimum of three years.

Scoringatorabovethe97thpercentileonanynationallystandardizedtestofintellectualability.

• ThisdoesnotincludetheCRTsorotheracademicachievementtests.

• Theexacttest(s)usedisalocaldistrictdecision.• Noadditionalcriteriaisrequiredtocriteriaforplacement.

Funding:ThereisnocaptothenumberofstudentsyoucanhaveinCategoryOne.However,theconceptoftop3%impliesthatapproximately3%ofthenation’spopulationscoresinthisrange.Oklahoma’saverageCategoryOnegiftedandtalentedidentifiedstudentsis5.5%.Schools will receive funding for ALL Category One identified and served students in the State Aid Formula. This is a weighted scale in which gifted students are an additional .34 in the funding formula.

Category2EachschooldistrictwillhaveintheirGiftedEducationPlan(GEP)thecriteriausedforCategoryTwo.

Meetingtwoormorecriteriathatisestablishedatthelocallevelandspelledoutspecificallyineachdistrict’sGiftedEducationalPlan(GEP).

• Criteria–Thisidentificationprocessyieldsinformationobtainedthroughavarietyofproceduresandfrommanyindependentsources,suchas,butnotlimitedto,teacherreferrals,parentnominations,achievementtests,observations,apredeterminedabilitytestscore(lessthan97thpercentile)etc.

• SimplybeingenrolledinaclassISNOTanallowedqualifiertomeetthecriteriaforplacement.IfyourdistrictiscountingastudentasGTforsimplyenrollinginanhonors,AP,orIBcourse,thispracticeshouldbestopped.Thelawisveryspecificwhenitsaysstudentplacementdecisionsinthecapabilityareasarebasedonmultiplecriteria(OAC210:15-21-2).

StudentidentificationandplacementdecisionsinthecapabilityareasarebasedonMULTIPLEcriteria.Nosinglecriterionorcut-offscoreisusedtoexcludeastudentfromplacement.Funding:Although there is no cap to the number that can be identified, state funding will only be available for up to 8% of the district’s average daily membership (ADM) in this category. This should not cause a district to “un-gift” students beyond the 8% state funding.

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TypesofTestsABILITYTESTSmeasuregeneralintelligence,aswellassuchfactorsaslanguage,memory,conceptualthinking,andreasoning.Abilitytestsarereferredtoasnationallystandardizedtestsofintellectualability.Somefrequentlyusedabilitytestsarebelow.Thisisbynomeansanexhaustivelistoftests,neitherarewerecommendinganyparticulartestortestingcompany.Toqualify inCategoryI, the97thpercentilerequirementmustbemetusingthecomposite, fullscale,ortotalscore(notindividualsubtestscores). Thetestingprotocolsshouldbeadheredtocompletelyandscoresrecordedproperly.EXAMPLESOFGROUPTESTSOFABILITY

• TheOtis-LennonSchoolAbilityTest Pearson• Raven’sProgressiveMartrices Pearson• CognitiveAbilitiesTest(CoGAT) RiversidePublishing• NaglieriNonverbalAbilityTest- Pearson• Multilevel(NNAT)(previouslycalledMatrixAnalogies)

EXAMPLESOFINDIVIDUALINTELLIGENCETESTS• TheStanford-BinetIntelligenceScale,FourthEdition RiversidePublishing• TheStanford-BinetIntelligenceScaleL-M RiversidePublishing• WechslerIntelligenceScaleforChildren Pearson• TheWechslerIntelligenceScale-III Pearson• WechslerPreschoolandPrimaryScaleofIntelligence Pearson• TheSlossonIntelligenceTest-Revised SlossonPublications• KaufmanBriefIntelligenceTest(KBIT-2) AmericanGuidance § TestofNonverbalIntelligence(TONI-3) AmericanGuidance§ TheWoodcock-JohnsonPsychoeducationalBattery RiversidePublishing

ACHIEVEMENTTESTSmeasureskillsinvariouscurriculumareas–thatis,whatstudentshavelearned.Somecommonlyadministeredachievementtestsinclude,butarenotlimitedto:

• ComprehensiveTestofBasicSkills• MetropolitanAchievementTests• SRAAchievementSeries • CaliforniaTestofBasicSkills• StanfordAchievementTest

• CaliforniaAchievementTest• IowaTestsofBasicSkills• Oklahoma’sSubjectAreaTests• Woodcock-JohnsonTestsof

Achievement

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StandardErrorofMeasurementTheGiftedandTalentedEducationRegulationsandProgramApprovalStandardsstate:"Studentswhoscoreinthetopthreepercent(3%)onanynationallystandardizedtestofintellectualability"meansacomposite,totalorfullscalescoreinthe97thpercentileorabove,includingthestandarderrorofmeasureasdenotedineachnationallystandardizedtestofintellectualabilitytechnicalmanual."Composite,totalorfullscalescore"meansthetotalofallcomponentsorsubtestscoresasdefinedinthetechnicalmanualofthenationallystandardizedtestofintellectualability.Subtestscoresthemselvesdonotconstituteacomposite,totalorfullscalescore.

Itisthedistrict’sresponsibility,whenpurchasingtestingmaterials,toincludeintheorderacopyofthetechnicalmanual.Thetechnicalmanualwillcontaininformationontheadministration,scoringandinterpretationofthespecifictestforwhichitwritten,andthestandarderrorofmeasurewillbeexplained.Inadditiontolearninginformationaboutevaluatorqualificationandhowtoadministerthetest,GiftedCoordinatorswillusethetechnicalmanualtodeterminecut-offscores,accommodationsormodificationswithspecialpopulationsandthespecificpsychometricqualitiesoftheinstrumentthatmakesitappropriateforusewithallgiftedstudents.

Calculatinga“true”testscoreisdifficultandtheobtainedscoreonanytestshouldbeconsideredanestimateofability.Toincreaseconfidenceintheobtainedscores,itisrecommendedthatsaidscorestakeintoaccounttheestimateofexpectederrorcalledthestandarderrorofmeasurement(SEM).TheSEMiscalculatedusingaformulathatincludesthestandarddeviationandreliabilitycoefficientoftheinstrument.Therefore,largeSEMsindicatealessprecisemeasurement,andasmallSEMindicatesamoreaccuratemeasurebecausetheerrorisreduced.

ManyinstrumentswillindicatedifferentSEMbyageorgradelevel,andtheseshouldbeconsideredwhenmakingadeterminationofthereliabilityofthatinstrumentforaspecificageorgradelevel.Itisveryimportanttonotethatthestandarderrorofmeasureisappliedtothestudent'sabilityscore,NOTtothepercentile.

Ifthestudenttestsaremachinescored,oneofthescorereportsthattheschoolcanreceivewillbeanindividualstudentscorereportwhichidentifiesthestandarderrorofmeasureforthatleveltest.

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GiftedServices/ProgrammingOptions

DifferentiatedEducationA description of gifted and talented programming options and curriculum assures thatdifferentiated education includes multiple programming options and curriculum which ismodifiedinpace,breadthanddepth.Programmingoptionsarecoordinatedtoguidethedevelopmentofgiftedstudentsfromthetimetheyareidentifiedthroughgraduationfromhighschool.Students’placementinprogrammingoptionsisbasedontheirabilities,needsandinterests.Itisimportantthatthegiftedchildeducationalprogrammingisongoingandapartoftheschoolschedule.Thisisnotinadditiontoregularwork.Theprogrammingoptionandservicesforthestudentshouldbedocumented.Differentiatededucationshallbeinplacewithinthreeweeksofthebeginningoftheschoolterm.Placementismadeinprogrammingoptionsappropriatetotheidentifiedstudent’seducationalneeds,interestand/orabilities.Theprogrammingoptionsmustbeclearlystatedinyourdistrict’sGEP.Avarietyofinstructionalmodelsareusedtomeettheeducational,social,andemotionalneedsofgiftedandtalentedstudents.Appropriateprogrammingforgiftedandtalentedstudentsmustincludemanyoptionsofcurricularmodificationwhicharedesignedtomeettheassessedneedsofthestudents.Eachprogrammingoptionmustprovidechallengingeducationalexperiencesforthesestudents.Manyoftheprogrammingopportunitiesdescribedheremayalsobeappropriateforablelearnerswhohavenotbeenidentifiedasgiftedandtalentedaccordingtothedistrictpolicy.CurriculumThecurriculumforthegiftedandtalentededucationstudentextendsorreplacestheregularcurriculum.Thismeansthatthestudentisnotrequiredtomakeupanyworktheymissedduringthegiftedandtalentededucationprogramming.Thecurriculumisdifferentiatedincontent,processand/orproduct*,andthecontentisdifferentiatedinbreadth,depthand/orpace.Processesforgiftedandtalentedstudentsstresscreativityandhigherlevelthinkingskills.Thiscurriculumisplannedtoassurecontinuity.Programmingoptionsshouldbeoutlinedineachdistrict’sGiftedEducationalPlan(GEP).

o Eachparentshouldreceiveacopyoftheprogrammingtobeofferedtohis/herstudent.Keepthisdocumentation.

o If services change each year, you are required to send anupdated list ofoptions to

parents.

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o IF a student is exiting from a programming option, you are required to have aconferencewiththeparent.Makesureyoukeepthisdocumentationandfileitinthestudent’sGTfile.

Appropriateprogrammingforgiftedandtalentedstudentswillincludemanyoptionsofcurricularmodificationwhicharedesignedtomeettheassessedneedsofthestudents.Eachprogrammingoptionmustprovidechallengingeducationalexperiencesforthesestudents.ManyoftheprogrammingopportunitiesdescribedheremaybeincludedinthedistrictGEP.

Enrichment• EnrichmentintheRegularClassroom

Experiences provided in regular classrooms that are supplemental to theestablished curriculum and which are purposefully planned with the needs,interestsandcapabilitiesofparticularstudentsinmind.AppropriateenrichmentexperiencesareNOTarepetitionofmaterial.

• Seminars/ConvocationsSpecialshort-termsessionswherestudentsfocusononeareaofstudy.

• MentorshipsAprogramwhichpairsindividualstudentswithsomeonewhohasadvancedskillsinaparticulardisciplineandcanserveasaguide,counselorandrolemodel.

• SummerEnrichmentProgramsEnrichmentclassesorcoursesofferedduringthesummermonths.

• SaturdayEnrichmentProgramsEnrichmentclassesorcoursesofferedonSaturday.

• Creative/AcademicCompetitionsOrganized opportunities for students to enter local, regional, state or nationalcontestsinavarietyofareas.

• DifferentiatedCurriculumCurriculumdesignedtomeettheneedsofhighabilitystudentsanddifferentiatedaccordingtocontent,processandproduct.

• LearningCentersAdesignatedareaorportablecenterdesignedtoenrichand/oracceleratestudents'interestsinagivencontentarea.

• "GreatBooks"and"JuniorGreatBooks"Discussionsofgreatliteratureledbyanadultleaderusingapreparedguide.

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SpecialClassesandGroupsGiftedstudentscanbeeffectivelygroupedinatleasttwoways,eachservingadifferentpurpose:Heterogeneousgroupingallowsstudentsatvariousinstructionallevelstoworktogether,buildingcommunity,personalresponsibility,andrespectforindividualdifferences.Onecommontypeofheterogeneousgroupingiscooperativelearning,inwhichanactivitycanbecarriedoutonlyifeverymemberofthegroupdoeshisassignedjob.Thisarrangementparticularlybenefitsgiftedstudentswhofeeltheneedtotakecontrolandmakesureprojectsaredonetotheirownsatisfaction—eventothepointofcompletingothermembers’jobs.Byobserving,practicing,and

TIPSFORTEACHERS

Anotherwaytodifferentiateinstructionforastudentwhohasalreadymasteredaconceptistocreatealearningcontractthatallowshertoworkatamoredifficultlevelorexplorerelatedtopics.Followingareinstructionsforusinglearningcompacts,particularlyusefulforstudentsinGrades3–8(Winebrenner,1992):

1. Checktheteacher'smanualforactivitiesandresourcesthatextendconceptstaughtinthechapter.Enlistthehelpofparentsandothervolunteerstocreateneededmaterials,includingneededanswerkeys.

2. Designamastercontractforeachchapterlistingrelevanttextpagenumbersorconceptswithcheck-offspacesandenrichmentandextensionactivities—includingfree-choiceoptions—withspacesforstudentstorecordtheirprogress.

3. Createapretestorothertypeofassessmentfortheplannedcurriculum,andthenoffercontractstoanystudentswhodemonstrateapredeterminedmastery,suchasascoreof85%orabove.

4. Preparecontractsforqualifiedstudentsbycheckingoffthepagesorconceptstheyhavenotmasteredandanyothersyouwantthemtodo.

5. Meetwiththestudentsoncontractasagroup.Explainthattheyarenotallowedtoworkonthecheckeditemsuntilyouteachthemtothewholeclassandthattheywillworkonalternateenrichmentactivitieswhentheclassislearningthepartstheyhavealreadymastered.Demonstratetheenrichmentactivities,andshowstudentshowtokeeptrackoftheworktheydo.

6. Agreeuponworkingconditionsandaddthemtothecontractorpostthemintheroom.Theseincludesuchbehaviorsasworkingquietlysoasnottodisturbothers,whenandhowtoworkwithpartnersorinsmallgroups,andhowtogetneededhelpwhentheteacherisbusy.

7. Continuetomeetwiththestudentsoncontractonaregularbasistogetfeedback,discussanyproblems,andhelpthemdevelopthestrategiesandindependencetheyneedtousetheenrichmentmaterials.

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followingcooperativelearningguidelines,thesestudentscanlearnnew,morebeneficialwaysofworkingwithothers.

Homogeneousgroupingallowsgiftedstudentstochallengeoneanother.GTstudentsgenerallyhavetheabilitytodebate,argue,critique,andquestionatahigherlevelthanotherstudents.Giftedstudentscanbehomogeneouslygroupedforliteraturecircles,small-groupreading,sciencefairprojects,historyprojects,mathprojects,research,logicquests,andothertypesofdifferentiatedinstruction.Theycanalsoworktogethertoconstructmulti-mediapresentations,Webpages,videos,digitalscrapbooks,andothertechnologyapplicationsthatrequireadvancedthinkingandprocessing.

• Honors,DifferentiatedorEnrichedClasses

Includes differentiated curriculum and accelerated content designed for ablestudents.Theseclassesneednotbelimitedtoidentifiedgiftedstudents.

• AdvancedPlacement(AP)CoursesCollege-level courses provided at the secondary level for which students mayreceive college credit by examination (administered by theAdvancedPlacementProgramoftheCollegeBoard).

• IndependentStudyIndividuallycontractedin-depthstudyofatopic;alsoacourseorunitofstudytakenthroughanindividualarrangement.

• EnrichmentClassesAgrouporganizedfromoneormoreclassroomswhichmeetsonaregularbasistoprovideexperiencesbeyondtheestablishedcurriculum.

• InterestGroupsAnygrouporganizedfromoneormoreclassroomsonthebasisofinterestinatopic;usuallyshortterminduration.

• CorrespondenceCoursesHighschoolcoursestakenbycorrespondencethroughanapproveduniversity.

• ResourceRoomAclassforstudentsreleasedfromtheirregularclassroomonascheduledbasistoworkwithateachertrainedintheeducationofthegifted.

Schoolsmayplacegiftedstudentsindifferenthomeroomsbecausetheireducationalneedsareaddressedthroughpull-outprograms.Thepull-outprogramteacherandhomeroomteachermusthaveongoingcommunicationtoensurethesuccessoftheGTstudent,sincebothteachersareresponsibleforprovidinganddifferentiatingthecurriculumtomeetthestudent’sneeds.ThetwoteachersshouldalsocarefullyconsiderifandwhentheGTstudentwillberequiredtomakeuphomeroomassignmentsmissedduringpull-outsessions.Ifthestudentperceivesthatheorshehastodotwiceasmuchworkasothers,motivationwillrapidlydisappear.

FlexiblePacing(Types)

• ContinuousProgress

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The content and pacing of curriculum and instruction are matched to students'abilitiesandneeds.Studentsmoveaheadonthebasisofmastery.

• AccelerationAdministrative practices designed to allow students to progress through thecurriculumand/orgradelevelsataratefasterthantheaverage.

• ProficiencyBasedPromotion

Elementaryor secondary studentsadvancingoneormore levels ina curriculumareabydemonstratingproficiencyatthe90percentlevelondesignatedassessment.

• Concurrent/DualEnrollmentQualifiedstudentstakingcollegecoursesconcurrentlywhileinhighschoolQualified students taking middle level or high school courses while at theelementarylevelorhighschoolcourseswhileatthemiddlelevel.

FlexiblePlacing(WaystoImplement)

• ClusterGroupingAnyclassroomwithagroupof identifiedable learnerspurposefullyorganizedtoprovideplanneddifferentiatedinstructionmostofthetime.SchoolsmayclusterGTstudentsinhomeroomswhereteachershavehadeitherformalorinformaltrainingingiftedandtalentededucation.Forexample,iffiveoftheeighty4thgradersinanelementaryschoolareidentifiedasgiftedandtalented,thosefivestudentscanbeplacedinahomeroomwheretheteachermaynothaveasmanystudentswhostruggle,andcanconcentrateonmodifyingthecurriculumtomeettheirneeds.ClustergroupingallowsGTstudentstoworktogethermanytimesduringtheschoolday,yettheyarenevertotallyseparatedfromtheotherstudents.Adrawbacktothisprogramisthatiftheteacherleavestheschoolforanyreason,anotherteachermustbequicklytrained.

• Cross-GradeGroupingOpportunity for student towork in an advanced grade-level settingwith oneormorestudentssharingasimilarreadiness forthe learningtaskandperformanceexpectations.

• InstructionalGroupsAnygroupof identifiedable learnersorganizedtoprovideplanneddifferentiatedinstructioninacurriculumarea.

• IndividualizationofInstructionInstruction foran individualstudent focusedonthespecificeducationalneedsofthatstudent.

• CurriculumCompactingAsystemdesignedtoadapttheregularcurriculumtomeettheneedsofaboveaveragestudentsbyeithereliminatingpreviouslymasteredworkorstreamliningenrichmentand/oraccelerationexperiences.

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TIPSFORTEACHERS

SampleCurriculumCompactorStudent’sName:____________________________________________ Date:______________________

AreaofStrength ProofofMastery AlternateActivity

ThefollowingareinstructionsforusingtheCurriculumCompactor(Winebrenner,1992):

1. Provideaformforeachstudent.2. Intheleftcolumn,recordthestudent’sareasofstrength,oneperbox.Inthe

centercolumn,describethemethodsusedtodocumentthestudent’smasteryofaparticularskill,competency,chapter,concept,orunit.Intherightcolumn,describetheactivitythestudentwillengageinwhiletherestoftheclasscarriesouttheregularassignment.

3. Ingeneral,alternateactivitiesareinthesamesubjectareafromwhichthestudentboughttime,buttheycanalsorepresentothersubjectareasorongoingprojectsrelatedtoastudent’spassionateinterest.DONOTusethetimeastudentbuysfromastrengthareatoremediatealearningweakness.

4. Keepafolderforeachstudentforwhomyoucompactcurriculum.Includedatedpretests,checklists,rubricsandotherdata,allcompactorforms,andbriefrecordsofalternateactivities.

CurriculumCompactorStudent’sName:Tommy

AreaofStrength ProofofMastery AlternateActivity

DescriptiveWriting10/12/04—Receiveda4onashortstoryusingarubricscaleof1-4

Fictionalbookwithillustrations(tobecompletedbeforewinterbreak)

Sincethealternateactivityforthisstudentisongoing,thedeadlineisbasedontheassumptionthatTommywillhaveotheropportunitiestocompactthecurriculum.Ifhedoesnothaveampletimetocompletetheproject,thedeadlinewillbeextended.

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SpecialSchools• InternationalBaccalaureate(IB)

A rigorous comprehensiveprogram thatenhancesandextends thequalityof the11thand12thgradecourseofferings.TheinternationallyrecognizedIBcurriculumprovidesstudentswithacomprehensivebackgroundinEnglish,foreignlanguage,thesocialstudies,physicalandlifesciences,mathematics,andthearts.

• SpecialSchools

Specialized schools for high ability students, usually with a specific focus, e.g.,performingartsand/orscience(magnetschoolsorschoolswithinschools.

OtherServices

• GuidanceandCounselingPlannedactivities,sessionsandpoliciesthatassistgiftedandtalentedstudentsinplanning their academic careers in school and after high school, and that alsoaddress the specific social-emotional needs of the gifted includingunderachievement,motivation,perfectionism.Dr.S.M.Moonfoundthatcounselorswhoworkwithgiftedchildrenandadolescentsagreethattheseyoungpeoplehaveuniquesocialandemotionalissuesrelatedtotheirgiftedness.Themostcommoncounselingneedofthispopulationisassistanceincopingwithstressorsrelatedtogrowingupasagiftedchildinasocietythatdoesnotalwaysrecognize,understand,orwelcomegiftedness.

• OngoingAssessmentStudents' abilities and needs are continually assessed through both formal andinformalmeansdesignedtodiscoverandnurturetalent.Theresultsareusedasthebasisforindividualeducationalplanning.

• DukeTalentSearchConductedbyDukeUniversity to identifyacademically talentedyouthand informthemabouttheirabilitiesandacademicoptions.

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TIPSFORCOUNSELORS

Becauseagiftedandtalentedstudenthasuniquestrengths,uniqueproblemscanresultinacademicandsocialsettings,asdemonstratedinthefollowingchartadaptedfromBarbaraClark’sGrowingUpGifted:Strength PossibleProblems

Acquiresandretainsinformationquickly Maybeimpatientwithothersanddislikebasicroutines

Isinquisitive;searchesforsignificance Mayaskembarrassingquestionsorbeexcessiveininterests

Isintrinsicallymotivated Maybestrong-willedandresistdirection

Enjoysproblem-solving;isabletoconceptualizeandsynthesize

Mayresistroutinepracticeandquestionteachingprocedures

Seekscause-and-effectrelationships Maydislikethatwhichisunclearorillogical

Emphasizestruth,equity,andfairplay Mayworryabouthumanitarianconcerns

Seekstoorganizethingsandpeople Mayconstructcomplicatedrulesorbeseenasbossy

Possesseslargefacilevocabularyandadvanced,broadinformation

Mayusewordstomanipulateorbeboredwithschoolandagepeers

Hashighexpectationsofselfandothers Maybeaperfectionistorintolerant;maybecomedepressed

Iscreativeandinventive;likesnewwaysofdoingthings Maybeseenasdisruptiveandoutofstep

Exhibitsintenseconcentration,alongattentionspan,andpersistenceinareasofinterest

Mayneglectdutiesorpeopleduringperiodsoffocusandresistinterruption;maybestubborn

Exhibitssensitivity,empathy,anddesiretobeacceptedbyothers

Maybesensitivetocriticismorpeerrejection

Showshighenergy,alertness,andeagerness

Maybeseenashyperactive;maybefrustratedwithinactivity

Isindependent;prefersindividualizedwork;reliesonself

Mayrejectparentorpeerinput;mayembracenon-conformity

Hasdiverseinterestsandabilities;isversatile Mayappeardisorganized

Hasastrongsenseofhumor Maybecomethe“classclown”

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ChecklistforDifferentiatingforGiftedStudents

Content

� Doesthecurriculumincludeactivitiesthatareatvaryinglevelsofdifficulty?� Isthecurriculumorganizedaroundthemes,issues,andacrossdifferentcontent

areas?� Isthecurriculumdifferentiatedbasedonreadiness,interestandlearningprofile?� Arestudentsallowedtoselectindependentstudytopicsrelatedtothecurriculumortheir

interests?� Iscontentcompactedtoallowforacceleratedandenrichedlearning?� Doesthecontentrequirecriticalandcreativethinking?� Arepre-testsusedtolearnwhatstudentsalreadyknow?� Doesthestudentengageinmeaningfullearning?� Arematerialsavailablearangeofreadinglevels?

Process

� Areavarietyofactivitiesusedthatvarythewaysthestudentsmightlearn(internetresources,visuals,debates,projects,journals,models)?

� Arequestionsaskedthathavemorethanonepossibleanswer?� Arequestionsaskedthatrequirestudentstoanalyzethereadingsandprovide

evidencefortheiranswers?� Areproblemsolvingandresearchskillstaught?� Basedonpre-orpost-tests,arestudentsallowedtomovetothenextconcept,or

doenrichmentactivitiesorindependentstudy?� Arestudentsabletoselectdifferentactivitiestolearnthecontent?� Dostudentsunderstandvariouslearningprocesses,sotheycanusethemwhen

necessary?Product

� Arestudentsgivenopportunitiestoselectthewaytheywouldliketocompleteaprojectorshowwhattheyknow?

� Arestudentsgivenopportunitiestoself-evaluatetheirownworkaccordingtoteacherand/orstudentsetcriteria?

� Doproductshaveanaudience,sometimesoutsidetheclassroom?� Areproductsdevelopedthatshowapplicationandcreativity?

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ResponsibilitiesofDistrictStaffinProvidingforaGiftedandTalentedEducationProgram

TeachersandgiftedandtalentededucationprogramcoordinatorsmustholdavalidOklahomateachingcertificateappropriatetothegradelevel(s)includedintheprogram.Thoseteachersandgiftedandtalentededucationcoordinatorswhosedutiesincludedirectinvolvementwithgiftedandtalentedstudentsshallparticipateininservicetrainingorcollegetrainingdesignedtoeducateandassistthemintheareaofgiftedandtalentededucation.Superintendent

• Ensurethedevelopmentandimplementationofthegiftedandtalentededucationplanforthedistrict

• AppointthreetoelevenmembertheLocalAdvisoryCommitteeandfacilitateitsfunctioning• Overseethedevelopmentofanannualreportfordisseminationtothelocalschoolboard• Disseminatepertinentinformationtothegiftededucationstaff

GiftedandTalentedEducationCoordinator*

• ServeontheLocalAdvisoryCommitteeasadistrictrepresentative• Createanddisseminateprogramformsandpoliciestositeprincipals• Maintain confidential records and documentation including gifted identification

proceduresandwrittencriteriaforgift-servicesplacement• Oversee annual and ongoing evaluation of the program including input from teachers,

administrators,students,andparentsofstudentswhoaregifted.• Considerparentalappealsnotsatisfiedatthesitelevel• CompleteGiftedandTalentedChildCountReport• Assistschoolpersonnelinensuringdistrictcompliancewithaccountabilityrequirements,

suchassubmissionofyearlyexpenditurereport• Managebudget,asappropriateindistrict• Assistintheidentificationofgiftedstudentsandplacementinappropriateservices• Assistschoolpersonnelinthedesignofgiftededucationservices.

o Consultwithschoolpersonnelregardinggiftededucationissuesindistrictstrategicplanningprocessesandthedevelopmentofschoolimprovementplans.

o Assistschoolpersonnelinensuringthatdocumentsregardinggiftedidentificationproceduresandwrittencriteriaforgift-servicesplacementthatarerequiredinthisruleareaccurateandaccessibletoparentsandotherstakeholders.

Principal* • Disseminateimportantprograminformationandformstoappropriateparties(parents,

staff,community)• Guideandsupportteachersinprovidingdifferentiatedcurriculumthatmeetstheneeds

ofidentifiedgiftedandtalentedstudents• Providesiteordistrictprofessionaldevelopmentopportunities

*Theseresponsibilitiesmightbesharedduetopositionrestraints/dualjobdescriptions.

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ClassroomTeachers

• Matchcurriculum/instructiontoreadiness,interestsandlearningprofiles• Serveonsitecommittee,ifrequestedbyadministrator• Participate in trainingopportunities,workshops and/or college courses designed to

assistintheareaofgiftedandtalentededucation• Communicate gifted and talented student progress throughout the school yearwith

parentsandgiftededucationteachers

CommitteesLocalAdvisoryCommitteeALocalAdvisoryCommitteeisappointedbythelocalBoardofEducationbySeptember15ofeachyearandmeetsnolaterthanOctober1ofeachyear.Thecommitteeshould:

• bedemographicallyrepresentativeofthewholecommunity.• followtheOklahomaOpenMeetingAct.• consistofthreetoelevenmembers.• includedistrictstaffwhohavetrainingingiftededucation.

TheLocalAdvisoryCommitteeassists in the formationofdistrict goals forgiftedand talentededucation,developmentoftheGEP,preparationofthedistrictreportongiftedandtalentedchildcount,andperformsotheradvisorydutiesasrequestedbytheboardofeducation.TheLocalAdvisoryCommitteeMAYNOT identifyorhaveaccesstostudentleveldata. Studentdataisconfidentialandthecommitteeincludesparentsandcommunityrepresentativethatwhonothaveaccesstothisconfidentialdata.SiteCommitteeAschool committee chairedbyaneducatorwith training ingiftedand talentededucationandincluding administrators, teachers, and/or counselors who meet periodically to collects andanalyzesdata,maintainsappropriaterecords,andmakesprofessionaldecisionsonplacementofstudents. This committee may identify gifted and talented students and make placementdecisions, if instructed to do so by the superintendent and according to district and stateregulations.

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RecordKeeping:GiftedStudentFolderWhatshouldbeincluded?

Category1 • Studenttestcompositescorereport

• Writtenparentpermissiontotest(requiredforindividualabilitytesting)

• Parentalapprovalofprogramplacementdecisions

Category2 • CompletedMatrix(ifused)• Eachdocumentedcriteriathatisusedforidentification

o Documentationincludestwoormoreofthefollowing.(Specificcriteriaisdecidedatthelocaldistrictlevel.Thelistbelowincludessomeofthemostcommonlyusedcriteriaacrossthestate.):

§ Nationallystandardizedintellectualabilitytestscoresbelow97%

§ Achievementtestscores(CRT,OCCT,EOI,etc.)§ Classroomperformance/grades§ Referrals§ Auditions§ Performance§ Portfolio

• Parentalapprovalofprogramplacementdecisions

HowlongdowekeepGTstudentrecords?

Recordsofplacementdecisionsanddataonallnominatedstudentsarekeptonfileforaminimumoffive(5)yearsorforaslongasneededforeducationaldecisions.Studentrecordsmaybestoredelectronicallyand/orusingpaperfiles.Pertinentdatashouldbeincludedinthedistrictstudentinformationsystem.However,confidentialinformation(testscores,IQscores)shouldnotbesharedwithparentsonthedistrictadvisorycommitteeorthosenotinvolvedintheeducationofthestudent.

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OtherRecordKeeping

ParentsWrittenidentificationandplacementproceduresmustincludeparentalinvolvement.Parentsmustgrantwrittenpermissionforindividualizedtesting(i.e.IQtests).Anadditionalevaluationisavailableuponparentrequest.Parentsmustbeprovidedwithwrittennoticethattheirchildhasbeenidentifiedforplacementingiftededucationalprogramming,andareprovidedwithasummaryofthedistrict’sgiftedandtalentededucationalprogrammingtobeofferedtheirchild.Parentsmayappealaplacementdecisionwithwhichtheydisagree.ExitingorDecliningServicesWrittenpoliciesforexitfromaprogrammingoptionincludeaprocedureforconferencingwithparentsrelativetoanychangeinplacement.Theparentmaychoosetonottakeadvantageofgiftedandtalentedprogrammingwithoutanypenaltytothestudent.Thedistrictmusthaveapolicyofwhenthestudentmayreentertheprogramiftheychoose.Thiswillprohibitarevolvingdoorofenteringandexitingtheprogram.RecordKeepingConfidentialityproceduresarefollowedinregardtorecordsofplacementdecisionsanddataonallnominatedstudents.Completerecordsofplacementdecisionsanddataonallnominatedstudentsmustbekeptonfileforaminimumoffiveyearsorforaslongasneededforeducationaldecisions.Confidentialityproceduresmustbefollowedwithrecordsbyhavingasign-insheetlocatedineachfolderwithdate,signature,andreasonforviewingfile.Instructionallyusefulinformationaboutindividualstudentsobtainedduringtheidentificationprocessiscommunicatedtotheappropriatemembersoftheinstructionalstaffregardlessoffinalplacement.Thiswouldincludetesting,matrices,worksamples,referrals,and/orotheritemsdeemednecessary.Allitemsshouldstillfollowthestrictestconfidentialityprocessandonlybesharedwithteachersthestudentcomesintocontactwithforinstruction.TransferStudentsWrittenproceduresfortheconsiderationofidentificationandplacementofapupilwhowasidentifiedasgiftedandtalentedinanotherschooldistrictwillbedevelopedandimplementedbythedistrict.Thescoreonanationallystandardizedtestofintellectualabilitymaybeacceptedandtransferredifscoringinthe97thpercentile.Evaluationoftheappropriatenessofstudents’placementingiftedandtalentededucationalprogrammingshallbeongoing.

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StudentInformationSystem(SIS)Documentation

1) IfastudentqualifiesforGiftedandTalentedEducation(GT)andhasparentpermissionforplacement,he/sheshouldbedocumentedinyourdistrictSISasbeinggifted.

2) MarkstudentsinyourSISaccordingly.BelowistheinformationthatwassenttoEACHapprovedvendorwhentheyweresettingupyoursystems.IfyouhavequestionsabouthowtheinformationissetupinyourSIS,youwillneedtocontactthevendoryourdistrictisusingbecauseeachdistrictworkedwithvendorstodecidewhatcriteriawasavailablewhenmarkingastudent.

RegardlessofwhatyouridentificationoptionsareinyourSIS,theinformationthatwearebeingsubmittedfromyoursystemisbelow.Remember,thisisforthosestudentswhoqualifyforGTservices.

§ Category1(CodegiventovendorwasTHREE)• IdentifiedasGifted/Talentedbyscoring in thetop3%onanynational

standardizedtestofintellectualability(OAC210:15-23-1.2and70O.S.§1210.301).

OR

§ Category2(CodegiventovendorwasMULTI)• IdentifiedasGifted/Talentedinoneormoreofthefollowingareas:

o CreativeThinkingAbilityo LeadershipAbilityo Visual/PerformingArtsAbilityo SpecificAcademicAbility

3) IfyouareunsurewhattomarkinyourSIS,contactyourapprovedvendorbecause

theyhavesetupyoursysteminawaythatwillsendinformationtotheWAVEStudentInformationSystembasedontheabovecriteria.Weareunabletocorrectyoursystemorknowwith100%certaintyhowtheinformationwaswrittenandcreatedforsubmission.AdditionalinformationcanbefoundontheOklahomaStateDepartmentofEducationwebsite:http://sde.ok.gov/sde/student-information-system

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FundingTocalculatetheamountof“gifted”fundinggeneratedintheStateAidformulaforGifted/Talentedstudentexpenditures,theStateAidSectiondoesacalculationusingthehighyearGiftedAllowableforeachdistrict.

InitialallocationinJuly:

Welookattheend-of-yearTotalWeightedAverageDailyMembership(TWADM)oftheprevioustwoyears:i.e.,ForFY17,wechoosethedistrict’s“highyear”TWADMfromeitherFY15orFY16,whicheverishigher.

1. The“giftedallowable”isusedforthesamehighyear.2. Wethencalculateastateaid“PerCap”foreachdistrictbytakingtheallocatedinitialamount

ofFoundationandSalaryIncentiveAidanddividingitbythehighyearTWADM.3. Wedothefollowingcalculation(PerCapxGiftedAllowablexGiftedWeightof.34)

4. Theproductistheamountgeneratedbythegiftedweightwhichisthenusedforbudgetingpurposesbytheschooldistrictforthegiftedprogram.Giftedisonlyonecomponentofthestateaidformula;itisNOTaseparateallocation.Accordingly,theschoolmayormaynotchoosetouseallofthegiftedgeneratedamountforthegiftedprogram.Thatisalocaldecision.StateAidmoneygoesintotheGeneralFund(fund11).

MidyearallocationinDecember:

ThesameprocessisfollowedtorecalculatethegiftedgeneratedamountatmidyearEXCEPTwechoosetheTWADMfromthehighestthreeyearsasfollows:i.e.,FY14,FY15,orFirstNineWeeksofFY16.

1. The“giftedallowable”isusedforthesamehighyear.2. We then calculate a state aid “Per Cap” for each district by taking the allocatedmidyear

amountofFoundationandSalaryIncentiveAidanddividingitbythehighyearTWADM.3. Wedothefollowingcalculation(PerCapxGiftedAllowablexGiftedWeightof.34)4. Theproductistheamountgeneratedbythegiftedweightwhichisthenusedforbudgeting

purposesbytheschooldistrictforthegiftedprogram.Giftedisonlyonecomponentofthestateaidformula;itisNOTaseparateallocation.Accordingly,theschoolmayormaynotchoosetouseallofthegiftedgeneratedamountforthegiftedprogram.Thatisalocaldecision.StateAidmoneygoesintotheGeneralFund(fund11).

5. TodeterminetheGiftedAllowableforeachyear,wetakethenumberofstudentswhoscoredinthetopthreepercent(3%)plusthenumberofstudentsidentifiedasMulticriteriauptoeightpercent(8%)ofthefirstnine-weekaveragedailymembership(ADM)forthatyear.

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FrequentlyAskedQuestions

GiftedandTalentedEducationProgramHowaregiftedprogramsfundedinOklahoma?

GiftedprogramsarefundedthroughOklahoma’sgeneralstateaidformula.Theweightedpupilcategorycalculationisdeterminedbyassigningaweightof.34tothepupilcategory.SchoolswillreceivefundingforALLCategoryOneidentifiedandservedstudentsintheStateAidFormula.Additionally,districtswillreceivefundingforCategoryTwostudentsUPTO8%oftheirAverageDailyMembership(ADM).

Canweusethestandarderrorofmeasure(SEM)todetermineplacementofstudentsinthe97thpercentileonanationallystandardizedtestofintellectualability?Yes,theregulationswererevisedandapprovedinAugust,2000toclearlystatethattheSEMisallowable.

HowdoIusethestandarderrorofmeasure?Accordingtothetechnicalmanualofthenationallystandardizedtestofintellectualabilitythatyouareusing,thestandarderrorofmeasurewillbeexplained.Ifthestudenttestsaremachinescored,oneofthescorereportsthattheschoolcanreceivewillbeanindividualstudentscorereportwhichidentifiesthestandarderrorofmeasureforthatleveltest.Thestandarderrorofmeasureisappliedtothestudent'sabilityscore,NOTtothepercentile.

ForwhatcanadistrictspenditsGiftedandTalentedmonies?GiftedandTalentedmoniesarepartoftheStateAidweightedformulageneralfundmonies.ThismeansthatGTmoniesarepartofthegeneralfund,andmaybeexpendedonitemsjustasothergeneralfundmonies.ExpendituresmustsupportGiftedandTalentedEducationservices(teachersalariesandbenefits,testingmaterials,classroommaterials,etc.)

AretherestatestudentstandardsorastatecurriculumforGiftedEducation?No.Eachdistrictmustdeterminetheservicesandcurriculumthattheirgiftedandtalentedstudentsneed.Programsaretoaddresstheneedsofstudentsbasedonneed,interest,readiness,andlearningcharacteristics.Curriculummustbemodifiedinpace,depth,and/orbreadth.(Seepage16formoreinformation.)

DostudentshavetomakeuptheworktheymisswhenattendingtheGTResourceRoom?GiftedEducationclassesaretobeinplaceofandnotinadditiontoregularclasswork.GiftedandTalentedstudentsshouldnotberequiredtomakeupworkmissedintheclassroomsduringthepull-outsessions.GiftedandTalentedstudentswillberesponsiblefortheknowledgecoveredintheclassroomduringattendanceatGT.Theyarenotresponsibleforthework(worksheets,assignments,etc.)excepttothedegreethatsuchworkmaybenecessarytodemonstratethattheknowledgehasbeenlearned.

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Make-upworkmaybenecessaryundercertaincircumstances,butrequiringmake-upworktobecompletedthatinappropriatelypenalizesthestudentanddetractsfromasuccessfulgiftededucationisanunintendedconsequenceandshouldbeavoided.However,recognizingthesequentialandincrementalnatureofinstruction,thefollowingproceduresshouldbefollowedwhenworkingwithyourstudents:

Workthatmayneedtobecompletedbythestudentincludessuchthingsas:

• introductionofnewconcepts• testsandquizzes• individualpartsofgroupprojects• readingassignmentsrequiredforfollow-updiscussion• workinareasinwhichastudentisexperiencingdifficultyorneedsextrapractice

Workthatwouldnotneedtobecompletedbythestudentincludessuchthingsas:• guidedpracticesheets/activitiesonskillsalreadymastered• cut,paste,andcoloringactivities• journalwriting• classworkthatisreinforcedbyhomework• groupactivities/discussionswhichwouldbeimpossibletoreplicateindependently

Waysinwhichworkcanbecompletedinclude:• uponcompletionofotherassignedclasswork• asacarryoverintothenextday’sclass• on-lineorviae-mail• asabbreviatedhomeworkwhennootheroptionispossible

Thefollowingsuggestionsmaybehelpfultostudents,parents,andteachersastheyworktosuccessfullyhandlethisneedfortheGTstudent.GTstudentsarecapableofsharingtheresponsibilityforsolvingtheproblem,andthismaybeanexcellentopportunityforproblemsolvingsessionswithparent,teacher,andstudentinvolved.Ifthereisaprobleminvolvingclassroommake-upwork…Theparentmight…

• encouragethechildtodiscusssolutionswiththeteacher.• requestaconferencewiththeclassroomteachertodiscusstheproblemandsolutions.• helpthestudentssetrealisticexpectationsforthemselves–someGTstudentsfeelthatthey

havetodoalltheclassroomwork.• helpthechildprioritizecompletinghomeworkaswellasafter-schoolactivitiesifthatisa

problem.Thestudentcan…

• learn to,with the teacher’shelp, prioritizewhich itemsaremost important for them tocomplete.

• check with their teacher when they return from GT class for assignments or parts ofassignmentsthattheyneedtocomplete.

Theteachercould…

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• postdailyagendasandassignmentsintheclassroomforallstudentstosee.• inconferencewiththestudent,agreeontheamountofworkthestudentneedstodo.• requireonlyoneortwoquestionsthatrequirethehighestlevelofunderstanding.• compacttheunitofstudysothatthestudentdoesn’thavetodoassignmentsinareasin

whichtheyarecompetent.• considerdifferentiatedhomeworkoptionsforgiftedstudents.

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TIPSFORTEACHERS

• ItisagainstregulationstolimitabsencesfromclassforparticipationinGTactivitiestoasetnumberortodiscourageparticipationinGTactivities.

• Weighcarefullywhetherthecompletionofaspecificmissedassignmentisessentialtothechild’smasteryofaconcept.Itisappropriatetoexemptstudentsfromcertainassignments.

• Wheneverpossible,planactivitieswhichdonotneedtobemadeupwhenitis

knowninadvancethatalargesegmentoftheclasswillbegone.

• Carryoverworktothenextday’sclassasGTstudentscanoftenfinishworkquickly.

• Avoidthecreationofsubstituteindividualassignmentstoreplacegroupactivities,discussions,orexperiments,iftheskillsand/orconceptsinvolvedcanbeevaluatedverballyorthroughotherregularlyscheduledassignments/assessments.

• Useateacher-directedsystem(i.e.,assignmentboard,folder,website)toindicateto

studentsmissedassignmentsandwhichonesmustbemadeup,ratherthanaskingGTstudentstocontactotherstudentsregardingmake-upwork.

• Provideaproportionalperiodoftimeforstudentstomakeupmissedwork.If

studentsmissoneclassperiod,theyshouldbegivenatleastoneday’stimetomakeuptheworkpriortoitsbeingdue.

• AGTstudent’sabsencefromclassisthesameasanyotherexcusedabsence(for

illness,familyemergencies,etc.).Donotgivemake-uptestswhicharemoredifficultthantheoriginaltestorestablishpolicieswhich“punish”studentsforparticipationinGTactivities,suchasrequiringstudentstocomeinpriortothestartoftheschooldaytocompleteworkormovingupthedeadlineforcompletionofworkorpresentations.

• EncourageGTstudentstosharetheirrelatedexperienceswithyourclasstoenrich

yourcurriculumandtoallowthemadifferentiatedavenueofparticipationforthemissedclass.ViewtheirparticipationinGTactivitiesasopportunitiesfortheentireclasstotakeadvantageofresourcesandextensionstotheregularclassroomcurriculum.

• AddressconcernsregardingstudentabsencestotheGTstaffforresolution.

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ProficiencyBasedPromotionQuestions

InwhatareasorsubjectscanastudentearnProficiencyBasedPromotion?StudentsenrolledinyourschooldistrictareeligibleforProficiencyBasedPromotioninanycoursesofferedbyyourschoolwithinthesesubjectareas:languagearts,math,socialstudies,science,worldlanguages,andthearts.

WhomayrequestProficiencyBasedpromotionformychild?Thestudent,aparentorguardian,orateachermayrequesttestingandotherappropriateassessmentstodetermineifthechildiseligibleforProficiencyBasedPromotion.Parentpermissionfortestingmustbegiveninorderforanyminorstudent.Inallcases,parentalwishesareconsidered.

WhatkindoftestwillbegiventomychildorstudentasaProficiencyBasedPromotiontest?Thereisnotonedesignatedstatetestforthispurpose.TheschoolwilldesignassessmentsappropriatetothematerialthatisbeingtaughtintheregularclassroomandthatisalignedtothecurrentOklahomaAcademicStandards.Insomecasesthiswillbeastandardexamination.Inotherswhereperformancemeasuresarenecessary,thestudentmayassembleaportfolio,prepareathesisorproject,ordemonstrateinsomeotherwaythatheorshehasmasteredthematerial.Thismayincludeanexperiment,forinstance,ifpartofasciencecourse.Proficiencymustbedemonstratedwithanassessmentscorethatisdesignatedintheschooldistrict'spolicy.

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LawandRegulations

OklahomaGiftedLaw--EducationofGiftedandTalentedChildrenAct

Section904.EducationofGiftedandTalentedChildren--Definitions.

1. "Giftedandtalentedchildren"meansthosechildrenidentifiedatthepreschool,elementaryand secondary level as having demonstrated potential abilities of high performancecapabilityandneedingdifferentiatedoracceleratededucationorservices.Forthepurposeof this definition, "demonstrated abilities of high performance capability"means thoseidentifiedstudentswhoscoreinthetopthreepercent(3%)onanynationalstandardizedtestof intellectualability.Saiddefinitionmayalso includestudentswhoexcel inoneormoreofthefollowingareas:

a.creativethinkingabilityb.leadershipabilityc.visualperformingartsability,andd.specificacademicability.Aschooldistrictshallidentifychildrenincapabilityareasbymeansofamulticriteriaevaluation.Provided,withfirstandsecondgradelevelchildren,alocalschooldistrictmayutilizeotherevaluationmechanismssuchas,butnotlimitedto,teacherreferralsinlieuofstandardizedtestingmeasures;

2. "Gifted child educational programs" means those special instructional programs,supportiveservices,uniqueeducationalmaterials,learningsettingandothereducationalserviceswhichdifferentiate,supplementandsupporttheregulareducationalprograminmeetingtheneedsofthegiftedandtalentedchild;

3. "Department"meanstheStateDepartmentofEducation;4. "Board"meanstheOklahomaStateBoardofEducation;and5. "Act"meansSections1210.301through1210.307ofthistitle.(70-1210.301)

Note:AmendedbyHB2041,Sec.2,ofthe1994Reg.Sess.

Section905.StateDepartmentofEducationtoAdministerAct.

TheDepartmentofEducationshalladministerthisactwithinthesamesectionoftheDepartmentwhichadministerstheeducationalprogramsforallchildrenotherthanthoseidentifiedinSection13-101 of this title. The Board shall adopt rules and regulations necessary to implement theprovisionsofthisact.(70-1210.302)

Section906.MannerofAdministeringAct.

A.InadministeringthisacttheDepartmentofEducationshallprovide:

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1. ThenecessaryStateDepartmentofEducationstaffwithaprimaryresponsibilityfor:a.developingeducationalprogramsforgiftedandtalentedchildren,b.assuringappropriateassessmentandevaluationproceduresforusebyschooldistrictsofthisstate,andc.enforcingcompliancewiththeprovisionsofSections1210.301through1210.308ofthistitlebyschooldistricts;

2. Theproceduresforeducationalscreening,needsanalysisandprescriptiveprogrammingforgiftedandtalentedchildrenbyRegionalEducationServiceCenterpersonnelandothersapprovedbytheDepartment;

3. In-service training for selected teachers, administrators, college personnel, parents andinterestedlaypersons;

4. Assistanceinthedevelopmentofnewprogramsandtheprojectionofprogramalternativesfor theeventualprovisionofhighqualityprogramsforall identifiedgiftedandtalentedchildren;

5. RecommendationstotheStateBoardofEducationconcerningqualificationsofteachersforgiftedandtalentedchildren;

6. Recommendationsfordegreeprogramsandshortcourseseminarsforthepreparationofteachingpersonnelforgiftedandtalentedchildren;

7. Selected procedural safeguards for all potentially identifiable and identified gifted andtalentedchildren;

8. Auditingofgiftedandtalentededucationprogramsintwenty-five(25)districtsselectedatrandom each year to determine compliance with the provisions of Sections 1210.301through1210.308ofthistitleaswellasprogrammonitoringandauditingfordistrictswithextraordinarynumbersofidentifiedstudents,identifiedstudentswhoasagrouparenotrepresentativeofracialandsocioeconomicdemographicsofdistrictstudentpopulation,unusualbudgetreports,inappropriateimplementationpoliciesorquestionablegiftedchildprogramming;and

9. Anyotherprograms,services,suppliesorfacilitiesnecessarytoimplementtheprovisionsofthisact.

B.StateAidtoadistrictshallbereducedbyanamountequaltotwicetheamountofthatportionofStateAidgeneratedbythegiftedandtalentedweightforeachstudentthedistricthasidentifiedasgiftedandtalentedforpurposesofSection18-201ofthistitleandforwhom,uponauditbytheStateDepartmentofEducation,thedistricthasnotdemonstratedthatthedepth,breadth,andpaceof the curriculumhavebeenandcontinue tobe in compliancewith theprovisionsof Sections1210.301through1210.308ofthistitle.ThepenaltyprescribedinthissectionshallbeenforcedbyreducingStateAidtothedistrictduringthenextschoolyearfollowingtheauditorcompletionofanappealintheamountofthepenalty.AdistrictshallbesubjecttolossofStateAidpursuanttothissubsectiononlyuponverificationofthedistrict'sfailuretoprovideappropriateprogramsandservicesforidentifiedgiftedandtalentedstudentsthroughanauditbytheStateDepartmentofEducation.TheStateBoardofEducationshallpromulgaterulesestablishingaprocedurebywhichdistrictsagainstwhichapenaltyisassessedmayappealtotheBoard.(70-1210.303)

Note:AmendedbyHB2041,Sec.3,ofthe1994Reg.Sess.

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Section907.UtilizationofPrescriptiveTeachingMaterials.

In administering this act, the Department of Education shall utilize, insofar as possible,prescriptive teachingmaterials, prescribed by appropriate testing and evaluation by RegionalPrescriptiveTeachingCenters.Suchcurriculummaterialshallbeutilizedforasmanystudentsaspossible,bytheirregularorhomeroomteachers.(70-1210.304)

Section908.CombiningFunds.

In implementing this act, every effort shall be made to combine funds appropriated for thispurposewith fundsavailable fromallothersources, federal, state, localorprivate, inorder toachievemaximumbenefitsforimprovingeducationofgiftedandtalentedchildren.(70-1210.305)

Section909.CriteriaforTeachers.

TheStateBoardshalladoptcriteriaforqualificationsforteachersofgiftedandtalentedchildren,aswellascriteriaforspecialenrichmentprograminstructorswhomaybeprofessionalsinfieldsotherthaneducation.(70-1210.306)

Section910.GiftedChildEducationalProgram.

A.Itshallbethedutyofeachschooldistricttoprovidegiftedchildeducationalprogramsandtoservethosechildren,asdefinedinSection1210.301ofthistitle,whoresideinthatschooldistrict.Thisdutymaybesatisfiedby:

1. Thedistrictdirectlyprovidinggiftedchildeducationalprogramsforsuchchildren;2. Thedistrictjoininginacooperativeprogramwithanotherdistrictordistrictstoprovide

giftedchildeducationalprogramsforsuchchildren;3. Thedistrict joining inacooperativeprogramwithaprivateorpublic institutionwithin

suchdistrict;or4. Thedistrict transferring identifiedgiftedand talentedchildren tootherschooldistricts

whichprovide theappropriategifted childeducationalprograms,provided,no transfershallbemadewithouttheconsentoftheboardofeducationofthereceivingschooldistrict.The district is which the child resides shall provide transportation for the transferredstudentandpayanamountoftuitionequaltotheproportionoftheoperatingcostsoftheprogramtothereceivingdistrict.TransfersauthorizedbythissectionshallbemadeundersuchrulesandregulationsastheStateBoardofEducationmayprescribe.

B. Each district shall, regardless of the method used for accomplishing the duty set forth insubsectionAofthissection,notifyinwritingtheparentsofeachchildidentifiedasgiftedofthefact that the child has been so identified. The district shall also provide each such parent asummaryoftheprogramtobeofferedsuchchild.

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C.Beginningwiththe1994-95schoolyear,andeachyearthereafter,eachboardofeducationshallsubmitaplanforgiftedchildeducationalprogramsasdefinedinSection1210.301ofthistitletotheStateDepartmentofEducationwhichshallinclude:

1. A written policy statement which specifies a process for selection and assessment ofchildrenforplacement ingiftedandtalentedprogramsthat isconsistent forgradesonethroughtwelve;

2. Adescriptionofcurriculumforthegiftedchildeducationalprogram.Suchdescriptionshalldemonstrate that the curriculum is differentiated from the normal curriculum in paceand/ordepthandthatishasscopeandsequence;

3. Criteriaforevaluationofthegiftedchildeducationalprogram;4. Evidence of participation by the local advisory committee on education for gifted and

talentedchildreninplanning,childidentificationprocessandprogramevaluation;5. Requiredcompetenciesanddutiesofgiftedchildeducationalprogramstaff;6. Numberandpercentageofstudentsidentifiedbythedistrictasgiftedchildrenpursuantto

subparagraphgofparagraph2ofsubsectionBofSection18-201ofthistitle;and7. Abudgetforthedistrictgiftedchildeducationalprograms.

D. At the conclusionof the 1994-95school year and each school year thereafter, the boardofeducationofeachschooldistrictshallprepareareportwhichoutlinestheexpendituresmadebythedistrictduringthatyearforgiftedchildeducationalprograms.Fordistrictswhichreceivesixpercent(6%)ormoreoftheirtotalStateAidmoneyforgiftedandtalentedprogramsorwhichreceiveOneMillionDollars($1,000,000.00)ormoreinStateAidforgiftedandtalentedprogramsfortheprecedingyear,thereportshallidentifyexpendituresbymajorobjectcodesandprogramclassificationspursuanttotheOklahomaCostAccountingSystem,asadoptedbytheStateBoardofEducationpursuanttoSection5-135ofthistitle.Allotherdistrictsshallidentifyexpendituresbymajorobjectcodes.CopiesofthereportshallbesenttotheStateDepartmentofEducationbyAugust1ofeachyear.

E.TheStateDepartmentofEducationshall,aftereachschoolyear,report to thePresidentProTemporeoftheSenateandtheSpeakeroftheHouseofRepresentativesconcerningthenumberofchildren identified for the programs, number of children served by the programs, types ofprogramsprovided,typeofscreeningproceduresutilized,costanalysisoftheprogramsandtheestimatednumberofgiftedandtalentedchildrenunservedbytheprograms.(70-1210.307)

Note:AmendedbyHB1744,Sec.51,ofthe1993Reg.Sess.andHB2041,Sec.4,ofthe1994Reg.Sess.

Ifaschooldistrictdirectlyprovidesagiftedchildeducationalprogram,theschooldistrictisnotrequiredtopaytransportationandtuitionexpensesforgiftedhighschoolstudentswhochoosetoenrollconcurrentlyincollegeoruniversityclasses.March8,1996(AGOp.No.95-103)

Section910.1.LocalAdvisoryCommittee--GiftedandTalentedPrograms

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A.ForthepurposeofmeetingthedutyofeachschooldistrictassetforthinSection1210.307ofTitle70oftheOklahomaStatutes,eachdistrictboardofeducationshallcreatealocaladvisorycommittee on education of gifted and talented children or expand the duties of a curriculumadvisorycommittee forthedistrict toassistthedistrictongiftedandtalentedprograms. If thedistrictcreatesalocaladvisorycommitteeforgiftedandtalentedchildrenitshallconsistofatleastthreebutnomorethanelevenmembers.Thedistrictboardshallappointallmembers,atleastone-third(1/3)ofwhomshallbeselectedfromalistofnominationssubmittedbyassociationswhosepurpose is advocacy for gifted and talented children. The committee shall be broadlyrepresentativeofthecommunity.ThecommitteeshallbeappointednolaterthanSeptember15ofeachschoolyearfortwo-yeartermsandshallconsistofparentsofchildrenidentifiedasgiftedandtalentedandcommunitymemberswhomaybebutarenotrequiredtobeparentsofstudentswithinthedistrict.Atthefirstmeetingthecommitteeshallelectachairandavice-chair.If thedistrictutilizesthecurriculumadvisorycommitteeitshallappointatleastonememberwhoisaparentofachildidentifiedasgiftedandtalentedorisaknowledgeableadvocateforgiftedandtalentedchildren.

B.AmeetingofthelocaladvisorycommitteeorthecurriculumadvisorycommitteeshallbecalledbythedistrictsuperintendentnolaterthanOctober1ofeachyearforthepurposeofaddressinggiftedandtalentedprogramissues.Theadvisorycommitteeorcurriculumadvisorycommitteemaymeetatothertimesduringtheyearasisnecessaryinmeetingspacefurnishedbythedistrict.Thedistrictshallfurnishstafffortheadvisorycommittee.AllmeetingsofthecommitteesshallbesubjecttotheprovisionsoftheOklahomaOpenMeetingAct.

C.Thedutiesoftheadvisorycommitteeforgiftedandtalentedchildrenorthecurriculumadvisorycommitteeshallbetoassistintheformulationofdistrictgoalsforgiftededucation,toassistindevelopmentofthedistrictplanforgiftedchildeducationalprograms,toassistinpreparationofthedistrictreportongiftedchildeducationalprograms,andtoperformotheradvisorydutiesasmayberequestedbytheboardofeducation.970-1210.308)

Note:EnactedbyHB2041,Sec.4,ofthe1994Reg.Sess.

GiftedandTalentedEducationRegulationsandProgramApprovalStandards

210:15-23-1.Responsibilitiesofschooldistrictsandlocalboardsofeducationinprovidingforagiftedandtalentedprogram.Thelocalboardofeducationisresponsibletoprovidegiftedandtalentededucationalprogramforall identified gifted and talented children who reside in the district. Gifted and talentededucational programs must include multiple programming options which are matched withstudent'sidentifiedneedsandinterests.

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210:15-23-1.2.DefinitionsThefollowingwordsandterms,whenusedinthisChapter,shallhavethefollowingmeaning,unlessthecontextclearlyindicatesothers:"Childrenwhoresideinthedistrict"meanschildrenwhoarelegallyenrolledinthedistrict."Studentswhoscoreinthetopthreepercent(3%)onanynationallystandardizedtestofintellectualability"meansacomposite,totalorfullscalescoreinthe97thpercentileorabove,includingthestandarderrorofmeasureasdenotedineachnationallystandardizedtestofintellectualabilitytechnicalmanual."Composite,totalorfullscalescore"meansthetotalofallcomponentsorsubtestscoresasdefinedinthetechnicalmanualofthenationallystandardizedtestofintellectualability.Subtestscoresthemselvesdonotconstituteacomposite,totalorfullscalescore.210:15-23-2.Proceduralsafeguardsfortheidentificationofstudentsforgiftededucationprogramming(a)Giftedandtalentedchildrenshallbeidentifiedconsistentwith70O.S.1210.301forthepurposeoffundingthroughthegiftededucationalchildcount.(b)Identificationproceduresareclearlystateanduniformlyimplemented.(c)Studentplacementdecisionsinthecapabilityareasarebasedonmultiplecriteria.(d)Proceduresusedintheidentificationprocessarenondiscriminatorywithrespecttorace,economicbackground,nationaloriginorhandicappingcondition.(e)Writtenidentificationandplacementproceduresincludeparentalinvolvement.(1)Parentsgrantpermissionforindividualtesting.(2)LocalGiftedEducationalPlanincludesaprocedureforparentstoappealaplacementornon-placementdecisionwithwhichtheydisagree.(f)Identificationofgiftedstudentsisanongoingprocessextendingfromschoolentrythroughgradetwelve.(1)Opportunitiesareprovidedforstudentstobeconsideredforplacementingiftedprogramsthroughouttheirschoolexperience.Students'placementinprogrammingoptionsisbasedontheirabilities,needsandinterests.(2)Identificationofstudentsbasedonanationallystandardizedtestofintellectualabilityisvalidforaminimumofthreeyearsandmaybevalidforthestudent'seducationalexperience.(3)Proceduresfortheconsiderationofidentificationandplacementofapupilwhowasidentifiedasgiftedandtalentedinanotherschooldistrictaredevelopedandimplemented.(4)Evaluationoftheappropriatenessofstudents'placementingiftededucationalprogrammingshallbeongoing.(5)Writtenpoliciesforremovalfromaprogrammingoptionincludeaprocedureforconferencingwithparentsrelativetoanychangeinplacement.(6)Strictconfidentialityproceduresarefollowedinregardtorecordsofplacementdecisionsanddataonallnominatedstudents.(7)Recordsofplacementdecisionsanddataonallnominatedstudentsarekeptonfileforaminimumoffiveyearsorforaslongasneededforeducationaldecisions.

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(8)Appropriatedocumentationforstudentsscoringinthetopthreepercent(3%)onanationallystandardizedtestofintellectualabilityshallinclude,butisnotlimitedto,individualstudenttestcompositescorereports,writtenpermissiontotest(requiredforindividualabilitytests),parentalapprovalofprogramplacementdecisions.Giftededucationalprogramcoordinatorsandteachersshallparticipateininservicetrainingorcollegetrainingdesignedtoeducateandassistthemintheareaofgiftededucation.210:15-23-9.Processforappealofpenalty.DistrictsagainstwhichapenaltyisassessedasrequiredunderPartBof70O.S.1210.303;S.L.906MannerofAdministeringActmayappealtotheStateBoardofEducationby:(1)AnintenttoappealmustbefiledwiththeDirectorofGiftedEducationwithin30daysfollowingreceiptofnotificationthatthegiftedchildeducationalprogramisnotincompliancewithStateBoardrulesand70O.S.1210.301through308;S.L.904-910.1EducationofGiftedandTalentedChildrenAct.(2)TheappealwillbebroughttotheStateBoardfortheirreviewandconsiderationatthenextregularlyscheduledmeetingfollowingreceiptofnotificationofintenttoappealifnotificationisreceivedatleasttenworkingdayspriortothenextregularlyscheduledboardmeeting.(3)TheStateDepartmentofEducationwillreviewfortheStateBoardtheinformationuponwhichthepenaltyisassessed.TheschooldistrictfoundtobeinnoncompliancewillbegivenanopportunitytoprovideinformationtotheStateBoardtorefutethepenalty.(4)UponreviewoftheinformationpresentedbytheStateDepartmentandschooldistrict,theStateBoardwilleitherupholdoroverturnthepenalty.

ProficiencyBasedPromotion

210:35-27-1.PurposeandscopeThisSubchaptercontainsrulesandregulationsforschooldistrictstoprovidecoursecreditand/orpromotion to students in grades Kindergarten (K) through twelve (12) who demonstrateproficiencyinaspecifiedsetofcompetenciesthroughanevaluationand/orassessmentinlieuofsuccessfulcompletionofallCarnegieunitsinaparticularcourse.Theserulesrelateto,andareinadditionto,theaccreditationstandardssetforthinSubchapters1through13ofthisChapter.[Source:Addedat10OkReg4457,eff8-5-93(emergency);Addedat11OkReg1999,eff5-26-94;Amendedat31OkReg1232,eff9-12-14]

210:35-27-2.Proficiencybasedpromotionandevaluationsofstudentplacement(a)Generalprovisions.TheprovisionsofthisSectionaddressrequirementsofschooldistrictpoliciesandprocedurespertainingtouseofassessmentstoevaluateappropriateplacementofstudentsand/orprovide course credit to studentswhocandemonstrateproficiency in setsof

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competencies in the areas of curriculum required by 70 O.S. § 11-103.6, provided that theprovisionsofthisSectionarenotintendedtoprecludeadistrictfromawardingcredittoastudentwhosatisfactorilycompletesallcourserequirementsandsetsofcompetenciesforacourse.ThepoliciesandproceduresshallcomplywiththerequirementsofthisSectionandshallsetforththedistrict'suseofproficiencyassessmentsforeachofthefollowingpurposes:

(1)Courseplacement.Proficiencyassessmentsforpurposesof"courseplacement"refertoassessmentsadministeredsolelyforthepurposeofevaluationofappropriategradeorcourseplacementofstudents;and

(2)Creditbyexamination.Proficiencyassessmentsforpurposesofproviding"creditbyexamination"refertoassessmentsadministeredforthepurposeofprovidingcoursecreditforastudentwhodemonstratesmasteryofasetofcompetenciesthroughtheexaminationinlieuofcompletionofCarnegieunits("proficiencybasedpromotion").(b)Policies regarding use of proficiency-based assessments for appropriate grade orcourse placement. School district policies and procedures regarding use of proficiencyassessmentsshalladdressallofthefollowingprovisions:

(1)Requests for proficiency assessments for evaluation of appropriate gradeorcourse placement. The district policies required by this Section shall clearly describe theprocedures for requesting proficiency assessments for the purpose of evaluating appropriategrade or course placement of a new student or currently enrolled student and shall ensurecompliancewithallofthefollowingprovisions:

(A)Every school district shall provide all new studentswith an opportunity torequest a proficiency assessment for the purpose of determining appropriate courseplacementwithin thirty (30)daysof enrollmentor re-enrollment in thedistrict. Schooldistrictpoliciesshallpermitarequestforanassessmentforthispurposetobeinitiatedbyanewstudentorthestudent'steacher,parent,orlegalguardian.

(B)Forpurposesofthisparagraph,anystudentcurrentlyenrolledinthedistrictwhowasnotenrolledinthedistrictduringallorpartoftheimmediatelyprecedingschoolterm,excludingsummerschoolterms,shallbeconsideredanewstudent.

(2)Requests forproficiencyassessments forcreditbyexamination.Thedistrictpoliciesrequired by this Section shall clearly describe the procedures for requesting proficiencyassessments for the purpose of obtaining course credit by examination and shall ensurecompliancewithallofthefollowingprovisions:

(A)Everyschooldistrictshallprovideallstudents legallyenrolled in theschooldistrictwithat least twoopportunitiesper schoolyear toobtain course credit throughexamination in each required curriculum area. School district policies shall permit arequest foranassessment for thispurpose tobe initiatedbya studentor thestudent'steacher,parent,orlegalguardian.(B)Identificationasa"GiftedandTalented"studentinaccordancewiththeprovisionsof

70O.S.§1210.301etseq.andaccompanyingregulationsshallnotbeusedasaprerequisiteforrequestinganassessmentforthepurposeofobtainingcreditbyexamination.

(C)Enrollmentinacourseorcompletionofacourseshallnotbeusedasaprerequisiteforrequestinganassessmentforthepurposeofobtainingcreditbyexamination.

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(D)Students who do not successfully demonstrate proficiency by evaluation orassessmentpursuanttotheprovisionsofthisSectionshallbeallowedtoattempttheassessmentagainduringthenextavailableproficiencyevaluationperiod.(3)Curriculumareaseligibleforcoursecreditbyexamination.ThedistrictpoliciesrequiredbythisSectionshallclearlystatetheareasofcurriculumforwhichevaluationofproficiencymayberequestedforthepurposeofobtainingcoursecreditthroughexamination.

(A)Theareasofrequiredcurriculuminwhichopportunities forcreditbyexaminationwillbeofferedshallinclude:

(i) Socialstudies,history,orcitizenshipskills;(ii) LanguageartsorEnglish;(iii) Visualarts,finearts,performingarts,orspeech/communication;(iv)Non-Englishlanguages;(v) Mathematics;and(vi) Science

(B)Writtencriteriafordemonstratingmasteryineachrequiredcurriculumareashallbemadeavailabletoastudentorthestudent'sparentorlegalguardianuponrequest.Demonstrationofproficiencyinalllaboratorysciencecoursesshallincludearequirementofdemonstrationofthestudent'sabilitytoperformrelevantlaboratorytechniques.(c)Proficiencyassessmenttools-requirements.Eachschooldistrictshallclearlyidentifytheassessmenttoolsitwillusetomakestudentplacementdecisionsandassessmenttoolsitwilluseto provide course credit by examination. The assessment tools must comply with all of thefollowingrequirements:

(1)Proficiencyassessmentsforpurposesofevaluatingappropriategradeorcourseplacement.Eachdistrictshallclearlyidentifyallassessmenttoolsusedtoevaluateappropriategrade or course placement of a student in absence of evidence of the student's successfulcompletion of a previous grade level or a prerequisite course in the district. Evaluationsadministered for this purpose shall assess the student's proficiency in sets of competenciesappropriatetothecurriculumarea,andshallmeetallofthefollowingrequirements:

(A)Theevaluationshallensurethatappropriategradeand/orcourseplacementofastudentmeetstherequirementsof(d)(2)ofthisSectionandshallensurethatthattheacademicneedsofthestudentaremet.

(B)Theevaluationshallensurethatappropriategradeand/orcourseplacementofastudentcomplieswithallotherrequirementsofstateorfederallaw(e.g.,provisionsofthe Reading Sufficiency Act at 70 O.S. 1210.508A et seq. or the Achieving ClassroomExcellenceActat70O.S.§1210.523).

(C)Examplesoftypesofappropriateassessmenttoolsformakingstudentgradeorplacementdecisionsmayinclude,butshallnotbelimitedto:

(i)Aportfolioofstudentwork;(ii)Acriterion-referencedtest,(iii)Astudentthesis,project,orproduct;(iv)Astudentperformanceorrecital;(v)Studentclassroomperformance;or(vi)Recommendationsofthestudent'steacher.

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(2)Coursecreditthroughexamination.Eachdistrictshallclearlyidentifyallassessmentsusedtodetermineproficiency for thepurposeofobtaining credit throughexamination for requiredcourses.Studentsmaytakeassessmentsforthispurposebefore,during,orafterenrollmentinthecourse.Assessmentsofproficiencyforthispurposeshallrequireademonstrationofproficiencyappropriatetothecurriculumareaandshallmeetallofthefollowingrequirements:

(A)Courses tested under the Oklahoma School Testing Program. Credit byexaminationforcoursesthataretestedundertheOklahomaSchoolTestingProgram("OSTP")at70O.S.§1210.508shallrequirethestudent toobtainaproficientscoreonanassessmenttoolidentifiedbythedistrictinaccordancewithlocalschooldistrictpolicies.

(i)Creditbyexaminationforsecondary-levelcoursesthatareusedtomeethighschool graduation requirements and are tested under the Oklahoma School TestingProgramat70O.S.§1210.508shallrequireascoreofatleast"Proficient"oraboveinthecriterion-referencedtestthatcorrespondstotherequiredcourse.

(ii)CreditbyexaminationinlieuofcompletionoftherequiredCarnegieunitsinsecondarycourseworkforanycourseinasubjectareaidentifiedin70O.S.§1210.523thatrequiresanend-of-instructionexaminationshallrequirethestudenttoobtainascoreof"Proficient"oraboveontheend-of-instructionexamination for thecourseadministeredpursuanttotheprovisionsof70O.S.§§1210.508and1210.523.

(iii)Creditbyexaminationforanyelementaryormiddlelevelcourseshallrequirethestudenttoobtainascoreof"Proficient"oraboveonthecriterion-referencedtestthatcorrespondstothecourseforwhichthestudentseekscredit.(B)Courses not tested under the Oklahoma School Testing Program. Credit by

examination for courses not tested under the Oklahoma School Testing Program at 70 O.S. §1210.508shallrequirethestudenttoobtainaproficientscoreonanassessmenttoolidentifiedbythe school district in accordancewith local school district policies and approved by the localdistrictboardofeducation.

(i)Everyschooldistrictshallensurethateachassessmenttoolidentifiedforuseto provide credit through examination pursuant to the provisions of this subparagraphmeetsallofthefollowingrequirements:

(I)Theassessmenttoolforthecurriculumarearequiresademonstrationofproficiencythatisappropriatetothesubjectarea;and

(II)Theassessmenttoolforthecurriculumareaisalignedtothedistrict'scurriculumstandardsandaccuratelymeasuresthestudent'sdemonstrationofthesetsofcompetenciesinthecurrentacademicmethodandprocessstandardsmostrecentlyadoptedbytheStateBoardofEducation.(ii)Examples of types of appropriate assessment tools in curriculum areas not

testedundertheprovisionoftheOSTPmayinclude,butshallnotbelimitedto:(I) Aportfolioofstudentwork;(II)Acriterion-referencedassessment;(III)Astudentthesis;(IV)Astudentproject;(V)Astudentperformanceorrecital.

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(3)Studentswithdisabilities.EveryevaluationorassessmenttooladministeredtostudentsinaccordancewiththeprovisionsofthisSectionshallincludenecessaryaccommodationssetforthinastudent'sIEPorSection504plan,ifany.Accommodationstoaproficiencyassessmentmaybeapprovedbyalocaldistrictforstudentswithdisabilities.Theappropriatenessofsuchaccommodationsshallbedeterminedonacase-by-casebasisinaccordancewiththestudent'sIEPorSection504plan.(d)Results of proficiency assessments. Each district shall establish policies for studentplacementand/orpromotion that include considerationof the resultsof assessmentsgiven inaccordancewiththeprovisionsofthisSection.Suchpoliciesshallensurecompliancewithallofthefollowingrequirements:

(1)Unsuccessfuldemonstrationofproficiency.FailuretodemonstrateproficiencyinanassessmentprovidedinaccordancewiththeprovisionsofthisSectionshallnotbenotedonthestudent'stranscript.

(2)Successful demonstration of proficiency. Decisions regarding promotion ofstudents who demonstrate proficiency in a required curriculum area in accordance with theprovisionsofthisSectionshallbedeterminedinaccordancewithlocalschooldistrictpoliciesandshallmeetallofthefollowingrequirements:

(A)The school shall conferwithparents inmakingdecisions regarding studentplacement orpromotion. Such factors as social, emotional and intellectual needs of thestudentshouldbeconsidered.

(B)If the parent or guardian requests promotion/acceleration contrary to therecommendationofschoolpersonnel,theparentorguardianshallsignawrittenstatementwhichshallbeincludedinthepermanentrecordofthestudent.

(C)If a student is being assessed in a set of competencies that is part of acurriculum sequence, the student may demonstrate proficiency in any sequencerecommendedbytheschooldistrict.

(D)Optionsforaccommodatingastudent'sneedsforadvancementafterastudenthasdemonstratedproficiencymayinclude,butarenotlimitedto,thefollowing:

(i) Individualizedinstruction(ii) Correspondencecourses(iii) Independentstudy(iv) Concurrentenrollment(v) Cross-gradegrouping(vi) Clustergrouping(vii) Grade/courseskipping(viii)Individualizededucationprograms(ix) Supplementalonlinecourses

[Source:Added at 10OkReg 4457, eff 8-5-93 (emergency); Added at 11OkReg 1999, eff 5-26-94; Amended at 19OkReg 20, eff 9-17-01(emergency);Amendedat19OkReg982,eff5-13-02;Amendedat31OkReg1232,eff9-12-14]

210:35-27-3.Appropriatenotationforcreditinrequiredcurriculumarea(s)completedthroughexamination

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Allcoursecreditsearnedthroughexaminationbyelementary,middlelevel,orhighschoollevelstudentsinrequiredcurriculumareasshallbeappropriatelynotatedonthestudent'stranscriptand/orstudentrecord.Completionmayberecordedwithalettergradeorpassnotation.Creditsearnedbyastudentthroughexaminationinaccordancewiththeprovisionsof210:35-27-2shallbetransferabletoorfromanyotherschooldistrictswithintheStateofOklahomainwhichthestudentwas enrolled, is currently enrolled, ormay be enrolled. Credit for units of secondarycourseworkincurriculumareasrequiredforgraduationby70O.S.§11-103.6shallcounttowardmeetingtherequirementsforthehighschooldiploma.[Source:Addedat10OkReg4457,eff8-5-93(emergency);Addedat11OkReg1999,eff5-26-94;Amendedat31OkReg1232,eff9-12-14]

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CommonlyRecognizedCharacteristicsofGiftedStudentsThefollowinglistswereadaptedandcompiledfromvarioussources.Pleasenoteitisnotexpectedthatanygiftedchildwillshowallthetraitslistedinanysection.

Generalintellectualability

• isanavidreader• hasavidinterestinscienceorliterature• providesveryalert,rapidanswerstoquestions• hasawiderangeofinterests• isventuresome,wantingtodonewthings• tendstodominatepeersorsituations• needslittleoutsidecontrol-appliesself-discipline• isresourceful-solvingproblemsbyingeniousmethods• iscreativeinnewideas,seeingassociations,pursuinginnovations• displaysagreatcuriosityaboutobjects,situationsorevents• hasthecapacitytolookintothingsandbepuzzled• isinvolvedwithmanyexploratorytypeactivities• revealsoriginalityinoralandwrittenexpression• isperceptuallyopentohisorherenvironment• displaysawillingnesstoacceptcomplexity• hasthecapacitytouseknowledgeandinformationotherthantomemorize• showssuperiorjudgmentinevaluatingthings• isagoodguesser• makesgoodgradesinmostsubjects• learnsrapidly,easilyandefficiently• retainsandusesinformationwhichhasbeenheardorread• usesalargenumberofwordseasilyandaccurately• asksmanyquestionsofaprovocativenature• hasapowerofabstraction,conceptualizationandsynthesis• hasaninterestincause-effectrelations• hasalikingforstructure,orderandconsistency• hasapowerofconcentration,anintenseattentionthatexcludesallelse• ispersistent• hasahighenergylevel• isindependent

Specificacademicaptitude

• showssimilarcharacteristicstogeneralintellectualabilitybutconcentratedaroundoneorafewfields

• hasalongattentionspaninareasofinterest

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• learnsrapidly,easilyandwithlessrepetitioninoneorafewspecificareas(probablynotallsubjectareas)

• likesorlovesoneorafewareasofknowledge• likestostudysomesubjectsmorethanothers• spendstimevoluntarilybeyondordinaryassignmentsonprojectsofinteresttohimor

her• isabletoextendlearningfromthesekeyareastovarioussituationssomewhat

unrelatedinorientation• isabletoshowbroadperspectiveononeormoresubjectareas• isabletojudgeownandothers'relativeabilitiesinkeyareasofinterest• seeksassistanceofothersbeyondhisoragepeersinextendingknowledgeinareasof

interest

Creativethinkingandproduction

• isfluentinproducingandelaboratingonideas• makesunusualassociationsbetweenremoteideas• isflexibleinthinkingpatterns• senseswhenproblemsexist• actsspontaneously,intuitively• toleratesambiguityanduncertainty• sensesinconsistenciesanddiscontinuities• readilyguessesandmakeshypotheses• jugglesorredefineselementsofaproblemortask• canshowintenseconcentrationonatask• retainsownideasinadiscussionorcollaboration• providesmultiplesolutionsorresponsestoproblems• isuninhibitedinexpression,sometimesradical• isintellectuallyplayful,interestedinfantasy,imagination• alwaystryingtoadaptorimprovethings• hasakeensenseofhumor,seeinghumorinsituationsothersdon't• doesnotmindbeingdifferent• doesnotacceptauthoritarianpronouncementswithoutownjudgment• asksprovocativequestions,challengesparents,teachers,andotherauthorities• isboredwithmemorizationandrecitation• displaysenergy,sometimesdisruptively• producesunexpected,sometimes"silly"responses• canshowunusualdegreesoforiginality,concentrationandpersistenthardworkon

projectsthatcapturetheirinterestandimagination

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Leadership

• canstimulateandarouseothers• organizesothers• recognizesskillsandabilitiespossessedbyothers• interactswithotherseasilyshowingsocialskills• recognizesandcanarticulatethegoalsofagroup• canarticulateideasclearly• canlistentoothersempathetically• understandshowpeoplefeelandhowgroupsfunction• cangivedirectionsclearlyandeffectively• exercisesauthorityreliablyandresponsibly• canadoptnon-leadershiproleswithinagroup• canestablishthemoodofagroup• supportsothersinagroupwhenappropriate• cancoordinatetheworkofseveralindividuals• isoftenaskedforideasandsuggestions• islookedtobyotherswhensomethingmustbedecided

Visualandperformingarts

Music

• hasgoodsenseofrhythm• discriminatesmusicalandothersoundswell• understandsmusicalrelationships• enjoysmusicalactivitiesanddemonstratesmusicalfeeling• showstonalmemory• respondsreadilytorhythm,melodyandharmony• usesmusictoexpressfeelingorexperience• makesuporiginaltunes• enjoysdanceanddramaticactivitieswithmusicalelements

Drama/Theater

• demonstratesinterestandenjoymentindramaticactivities• readilyshiftsintoroleofanothercharacter,animalorobject• usesvoicetoreflectchangesinmood• demonstratesunderstandingofconflictwhenactingoutadramaticevent• communicatesfeelingsbymeansoffacialexpressions,gesturesandmovement• enjoysevokingemotionalresponsesfromlisteners• demonstratesabilitytodramatizefeelingsandexperiences• bringsadramaticsituationtoaclimaxwithawell-timedendingwhentellingastory

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VisualArt

• drawsavarietyofobjects• putsdepthintodrawing,showingplanningandgoodproportion• treatsartseriouslyandenjoysit• showsoriginalityinmodesofundertakingart• iswillingtotryoutnewmaterialsandexperiences• pursuesartinsparetime• usesarttoexpressfeelingsandexperiences• isinterestedinotherpeople'sart,bothappreciatingitandcriticizingit• likestomodelthreedimensionallywithclay,soapcarving,plasticine,etc.

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SampleForms

Allformsinthissectionareprovidedassamplesonly.

Districtsareencouragedtocreatedocumentsandformsthatfittheirparticularneeds.

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SAMPLEPARENTEVALUATIONOFGTPUPIL

DearParents,Weneedtoimposeuponyouforabrieftimetogetyourreactiontoyourchild’sexperiencesasaparticipantinthegiftededucationprogram.Itishighlyimportanttoustohaveyourevaluationoftheprogram’seffectiveness.Weshallappreciateitverymuchifyouwillfillouttheon-lineevaluationformbyMay20.Pleasethinkofyourchildatthepresenttimeincomparisontolastyear.AsaresultofhisparticipationinGT,pleaseratehis/heronthefollowingitems.Pleaseuseletters,a,b,c,d,andeonthelinefollowingeachitemaccordingtothescalebelow.Ifyouhavedifficultyinrespondingtosomeoftheitems,pleasemakethebestestimatesthatyoucan.(a)MuchLess (b)Less (c)AbouttheSame (d)More (e)MuchMore 1. _____ Ability to think things through for him/herself 2. _____ Interest in school 3. _____ Ability to see relationships 4. _____ Ability to find information 5. _____ Ability to work well by him/herself 6. _____ The liking and respect of other pupils for him/her 7. _____ Ability to judge the usefulness of facts 8. _____ Enjoyment of learning 9. _____ Curiosity about learning new things 10. _____ Opportunity to make things, experiment and use ideas 11. _____ Recognize his/her strengths 12. _____ Willingness to do work as a leader 13. _____ Has participation created problems for him/her? (Yes or No)

Please Explain:

14. What changes, if any, would you suggest?

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SAMPLEGTPARENTQUESTIONNAIRE

YoucanhelptomaketheGiftedandTalentedEducationProgramabetterprogrambygivingcarefulthoughtoeachofthequestionsthatfollow.Becauseoftherelativelysmallnumberofpersonsinvolvedintheproject,eachperson’sopinionswillweighheavilyinanalyzingtheresults.Weappreciateyourcooperationandassistanceinhelpingustoevaluate.Pleasecompletetheonlinequestionnaireby____________. YESNO 1. Have you been provided with enough information

about why your child was selected for gifted education programming?

2. Have you been provided with enough information about the objectives of GT? 3. Have you been provided with enough information about the activities and experiences that you child pursues in GT? 4. Have you been invited to visit the GT classroom? 5. Have you been offered sufficient opportunity to discuss your child’s progress with the teacher? 6. Which of the following comments best expresses your child’s general attitude about being in GT?

� Enthusiastic � Positive � Indifferent � Negative

7. Has you child expressed pleasure or enjoyment about the work that he or she does in GT?

� Often � Sometimes � Seldom � Never

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YES NO 8. Which of the following statements best expresses your child’s

attitude toward the degree of challenge of the work in GT? � Very Challenging � Somewhat Challenging � Not at all Challenging � No answer

9. Has your child encountered any problems with his friends as a

result of being involved in GT? 10. Have you or your child encountered any problems as a result of being transported to another school? 11. Has your child expressed a concern about missing work in the

regular class or making up assignments because he is out of the room to attend GT?

12. Has your child’s regular classroom teacher(s) expressed any displeasure because your child has missed work because he or she is attending GT? 13. Do you have any specific suggestions for changes in the operation

of GT or the way it affects children or their parents? 14. Do you feel that Grade 2 is an appropriate place to begin pull-out

classes for GT? If no, at what grade level should it begin? 15. Would you like for your child to participate in small group discussions with a school counselor concerning their uniqueness as a GT student? 16. Would you like for the school to sponsor two or three meetings during

the year for the purpose of discussing the GT program? If you would like to elaborate on any of your answers to these questions, please do so in the space below:

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SAMPLEGTSTUDENT QUESTIONNAIRE

Name Grade Please rate yourself according to the following scale below, checking the letter on the line following each item.

(a) Always (b) Usually (c) About half the time (d) Seldom (e) Never

A B C D E I can solve problems.

I am able to keep up with my work in the regular classroom.

I am interested in TAG.

I know how to use books and research materials to get information.

I am able to study well alone and budget my study time.

I get along well with other students.

I am able to consider more than one solution to a problem.

Learning is important to me.

I am curious.

I am able to accept responsibility.

I think of original ideas.

I think that I can estimate my own strengths and weaknesses.

I am a leader.

My GT classes challenge me.

I am able to adjust to different learning situations.

I can let others lead.

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SampleEducatorEvaluationoftheGiftedEducationProgramEducatorEvaluationoftheGiftedandTalentedProgramforEdmondPublicThisevaluationsurveyisanopportunityforyoutoevaluatetheimpactofthegiftededucationprogramminginourdistrict.WhenrespondingpleaseconsiderALLprogrammingoptions(Enrichmentintheregularclassroom,Enrichmentclasses,PreAPandAPclasses).Wevalueyourfeedbackandthankyoufortakingthetimetocompletethissurvey.TheschoolIteachinis:Thegradelevel(s)Iteachis/are:Pleasegiveapproximatenumberofhoursofgiftedtrainingyouhavereceived. Inservicehours _____________Collegehours _____________Usethescaletorateyouranswerstothefollowingstatements.

(0) don'tknow,(1)stronglydisagreeto(5)stronglyagree.

� Iamfamiliar,ingeneral,withthegoalsofthegiftedprogram.

� Ourschooldistrictprovidesamultifacetededucationalprogramformeetingthe� needsofthegifted.

� Ihaveadequateknowledgeabouttheidentificationproceduresforplacingastudent� inthegiftedprogram.

� Ihaveadequateknowledgeaboutthecurriculumforthegiftedstudent.

� Ingeneral,Ihaveadequateknowledgeaboutthecharacteristicsandneedsofthe� giftedstudent.

� Staffdesignatedtoworkwithgiftedprogrammingisknowledgeableandavailableas� aresourceandsupporttotheclassroomteacher.

� Giftedprogrammingisahighpriorityinourschool.

� Facultymembersareencouragedtoprovideinputforgiftedprogramming.

� Multipleprogrammingoptionsareavailableateachgradelevelforidentifiedgifted� students.

� Administrativesupportisevidentfortheprogrammingoptionsavailablefor� identifiedgiftedstudents.

� Ihavebeenprovidedopportunitiesfortraininginareasconcerninggiftededucation.

� Ineedandwouldlikeadditionaltraininginareasconcerninggiftededucation.

HowcantheGiftedandTalenteddepartmentofhelpyouasateacherofGTstudentsinyourclassroom?

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SampleParentEvaluationofGiftedEducationProgram

Thisevaluationsurveyisanopportunityforyoutoevaluatetheimpactonyourchild'sTOTALeducationalexperience.WhenrespondingpleaseconsiderALLprogrammingoptions(Enrichmentintheregularclassroom,Enrichmentclasses,PreAPandAPclasses.)Pleaseanswerallquestions.Weappreciateyourfeedbackandthankyoufortakingthetimetocompletethissurvey.IMPORTANTNOTE!Ifyouhavemorethanonechildinthegiftedprogram,pleasecompleteaseparatesurveyforeachchild.Theschoolmychildattendsis:Mychildisingrade:Mychildhasbeeninthegiftedprogramfor_______years.PUsethescaletorateyouranswerstothefollowingstatements.

(0) don'tknow,(1)stronglydisagreeto(5)stronglyagree.Gifted and Talented Program for Edmond Public

� Mychild'steachersgenerallyprovideopportunitiesforcreativethinkingand� expressions.

� Mychild'steachersgenerallypresentcreative,challenging,andinterestingmaterial.

� Theteachersgenerallyprovideforindividualdifferencesinstudents.

� Mychildcommunicateswellwithhis/herteachers.

� Mychild'steachershelpchildrendeveloppositiveattitudesaboutthemselves.

� Schooldistrictadministratorsaresupportiveofmychild'seducationalneeds.

� Myideasareimportantandareconsideredatmychild'sschoolwhenIpresentthem� totheproperperson.

� Ihaveadequateknowledgeaboutthecurriculumforthegiftedstudent.

� ParticipationintheGiftedProgramhasbeenofvaluetomychild.

� Mychild'sgeneralattitudetowardschoolispositive.

WhathasbeenthemostbeneficialthingthathashappenedtoyourchildasaresultofparticipatingintheGiftedProgram?

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SampleStudentEvaluationoftheGiftedandTalentedProgram Public

Thankyoufortakingthetimetocompletethissurvey.Pleaseanswerallquestions.TheschoolIattendis:________Iamingrade:________Ihavebeeninthegiftedprogramfor_______years.

PUsethescaletorateyouranswerstothefollowingstatements.(0) don'tknow,(1)stronglydisagreeto(5)stronglyagreeifted

Myeducationalprogramprovidestheopportunitytodevelopthefollowingskills:

� Managementoftime� Researchskills� Workingwithothers� Thinkingskills� Leadershipskills� Writtencommunicationskills� Decisionmakingskills� Verbalcommunicationskills� Problem-solvingskills� Inschool,Ihavehadanavenueforcreativity.� Myteachersaregenerallysupportive.� Schoolcanbestressful.� Schoolischallenging.� Thereareopportunitiestoexploremyowninterestsinschool.� Igenerallyfeelignoredinschool.� Manyoptionsforlearningareavailableinschool.

Listthetypesoflearningactivitieswhichhavebeenchallengingandinterestingtoyou.Givespecifictitles,ifpossible.

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SAMPLEStudentProgressReportGiftedandTalentedEducation

Student: Grade Level: School: Semester: 1st 2nd

Teacher:

3 = The student usually exhibits this trait in class. 2 = The student sometimes exhibits this trait in class. 1 = The student seldom exhibits this trait in class

Trait Rating Comments

Task Commitment/Persistence Student follows through with assignments, completing and turning them in by due dates; is able to self-evaluate and prioritize goals.

Organization Student keeps track of personal things in a way that helps him/her come to class prepared to participate to the best of his/her ability.

Level of Contribution Student adds depth to discussions; is involved in classroom community.

Achievement Student is performing at a level commensurate with his/her ability level.

Academic Risk-Taking Student takes advantage of opportunities to stretch him/herself; he/she is willing to go above the status quo.

Peer Relations Student is respected and gives respect to classmates; has appropriate social interactions with peers.

Perfectionism Student has a healthy or balanced sense of his/her own abilities and expectations that enhance his/her productivity.

Adult/Authority Figure Relations Student respectfully communicates and interacts with those in positions of authority.

SampleGiftedStudentLearningPlan

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Student: GradeLevel:School: Semester:1st 2ndTeacher:ThepurposeoftheGiftedStudentLearningPlanistomatchthegiftedstudent'sinterests,needs,andabilitiestoappropriatelearningactivities.ThedistrictGiftedandTalentedCommitteewilldeterminestepsfordevelopingandimplementingthestudentplan.Parentsareencouragedtogiveinputforthedevelopmentoftheplan.Meetingtheneedsofstudentswithexceptionalgiftsandtalentsrequiresparentsandteachersworkingtogethertoidentifystrengthsandtoprovideappropriatelychallengingeducationalopportunities.Areportofyourchild'sprogressasidentifiedintheplanwillbegiventoyoueachsemester(twiceayear).Basedonformalandinformalevidencethisstudentqualifiesforservicesinthefollowingarea(s):

☐GeneralIntellectualAbility ☐SpecificAcademicAptitude ☐Creativity☐Leadership ☐LanguageArts ☐Mathematics☐Science ☐SocialStudies ☐VocalMusic☐InstrumentalMusic ☐Dance ☐Drama☐ArtMultipleserviceoptions(listedbelow)withnosingleserviceoptionexistingalonewillbeprovided.Servicestoensurecontinuousprogressforthisschoolyearshallinclude:

� Various Acceleration Options � Differentiated Study Experiences � Special Schools � Early Exit Primary � Self-Contained Classrooms � Grade Skipping � Individual Study � Enrichment Services (School Day) � Subject Area Higher Grade � Cluster Groups � Independent Study � Dual Enrollment Courses � Mentorships � Seminars

� Early Exit High School � Travel Study Options � Video or Internet Courses � Special Counseling Services � Resource Services � Other Online Courses � Advanced Placement/Honors Classes � Pullout Setting � Collaborative Teaching/consultation services � Appropriate Instructional Setting � Consortium � Dual Credit Courses � Distance Learning

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SAMPLEPROGRAMIDENTIFICATION/SELECTIONMATRIX

StudentName_________________________________________Grade____________________School__________________________________________________Date_____________________

* 97%ile or above on a nationally standardized test of intellectual ability is automatic placement.

Assessment Areas 2 4 6 8 10 12

Nationally Standardized Test of Intellectual Ability (includes Standard Error of Measure)

Test Name ______________________

Date __________ Score ___________

≥87%ile

≥89%ile

≥ 91%ile

≥ 93%ile

≥ 95%ile

≥ 97%ile *

1 2 3 4

Oklahoma CRT Tests Proficient Advanced

Math or Algebra I Advanced Date _______ Proficient

Reading or English II Advanced Date ________ Proficient

1 2 3 4 5

Achievement as demonstrated on ONE of the following tests:

≥ 85%ile ≥ 88%ile ≥ 91%ile ≥ 94%ile ≥ 97%ile

Nationally Standardized Achievement Test

Total Reading Total Math EXPLORE or PLAN or ACT

Math Reading PSAT

Math Verbal 1 2

Recommendation: Parent, Teacher, Self, Peer OR an average thereof

≥ 2.5 ≥ 3.5

Column Totals

Addcolumntotalstogether. OverallTotal:______________Anoveralltotalof12orgreaterrecommendsprogramplacement.

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SAMPLEGIFTEDPROGRAMNOMINATIONINVENTORYNameofStudent School______________________________Grade_____Date__________Personcompletingthisform:____________________________________Teacher_____Parent_____Other Disregardingtestresults,wouldyourankthispupilintheupper3percentofhisclassinacademicperformance? Yes_____No_____ Inyouropinion,isthischildgifted? Yes_____No_____Isperformanceconsistentwithresultsofstandardizedtests?Yes_____No_____

Seldom

Occasionally

Often Almost always

ITEMSTOBEEVALUATED 1 2 3 4

Possessesacomfortableknowledgeofbasicskillsandfactualinformation

Enjoyslearning;learnsrapidly

Persistence(Hastheabilityanddesiretofollowthroughonwork;concernedwithcompetition;abletoseeaproblemthrough)1.Inowninterest

2.Inassignedtasks

Intellectualcuriosity(Pursuesinterestsprimarilytounderstandorsatisfycuriosity;questionsthecommon,ordinary,ortheunusual;wantstoknowhowandwhy;generatesquestionsofhisown,inconnectionwithpersonalinterestsorgroupconcerns)

Enjoysthechallengeofdifficultproblems,issues,andmaterials

Isalert,perceptive,andobservantbeyondhisyears;awareofmanystimuli

Hasadvancedvocabularyforageorgradelevel

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Seldom

Occasionally

Often Almost always

ITEMSTOBEEVALUATED 1 2 3 4

Flexibility(Isabletoapproachideasandproblemsfromanumberofperspectives;adaptable;abletofindalternativewaysofsolvingproblems

Sensitivitytoproblems(Perceivesandisawareofproblemsthatothersmaynotsee;isreadytoquestionorchangeexistingsituationsandsuggestimprovements)

Originality(Oftenusesoriginalmethodsofsolvingproblems,isabletocombineideasandmaterialsinanumberofways,orcreatesproductsofunusualcharacterorquality)

Fluencyofideas(Producesalargenumberofideasorproducts,oftenveryquickly)

Reasoning(Islogical,oftengeneralizesorappliesunderstandinginnewsituations,expandsconceptsintobroaderrelationships,orseespartsinrelationtothewhole)

Scientificmethod(Candefineproblems,formulatehypotheses,testideas,andarriveatvalidconclusions)

Independence(Inclinedtofollowhisorganizationandideasratherthanthestructuringofothers)

Elaboration(Concernedwithdetailandcomplexity;ofteninvolvedwithavarietyofimplicationsandconsequences)

TOTALSOFEACHCOLUMN

GRANDTOTAL

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Resources

• Hoagies’GiftedEducationPagehttp://www.hoagiesgifted.org/

• NationalAssociationforGiftedChildrenhttps://www.nagc.org/

• NationalCenterforResearchonGiftedEducationhttp://ncrge.uconn.edu/

• OklahomaStateDepartmentofEducation

http://ok.sde.gov/sdehttp://sde.ok.gov/sde/gifted-and-talented-education

GiftedEducationandAdvancedPlacementDirector: RobbynGlinsmann

405.522.3522Robbyn.Glinsmann@sde.ok.gov

• OklahomaAssociationfortheGifted,Talented,andCreative http://www.oagct.org/

• OklahomaStudentInformationSystem https://sdeweb01.sde.ok.gov/SSO2/Signin.aspx

OfficeofManagementandEnterpriseServices(OMES)HelpDesk:405.521.2444or866.521.2444

• TheAssociationforExceptionalChildrenhttp://cectag.com/

SourcesCited

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• CharacteristicsofGiftedandTalentedLearners.Challenge,ModernCurriculumPress,

1989http://www.cameronisd.net/upload/page/0282/docs/Bright%20Child%20vs.%20Gifted%20Learner%20Checklist%20for%20NOMINATING.pdf

• GrowingUpGifted.BarbaraClark.PeachpitPress,2013.

• NationalReportonIdentification,AssessmentandRecommendationsforComprehensiveIdentificationofGiftedandTalentedYouth.Richert,Alvino&McDonnel,1982.

• TenMythsAboutGiftedStudents.CarolynCoil.SpecialtoCNN,2012.http://schoolsofthought.blogs.cnn.com/2012/11/14/ten-myths-about-gifted-students-and-programs-for-gifted/

• TeachingGiftedKidsintheRegularClassroom:StrategiesandTechniques.SusanWinebrenner.FreeSpiritPublishing,1992.

• TeachingGiftedKidsinToday’sClassroom:StrategiesandTechniquesEveryTeacherCanUse.SusanWinebrenner.FreeSpiritPublishing,2012.

• TheSocialandEmotionalDevelopmentofGiftedChildren:WhatDoWeKnow?M.Neihart,S.M.Reis,N.M.Robinson,S.M.Moon.PrufrockPress,Inc.2002.