Lead Hill School District
Gifted and Talented Education Policies
4.0 COMMUNITY INVOLVEMENT
A key element in any successful program for students is the continuing
communication and mutual support among the school staff and administration, the
parents, the students, and the community. The Lead Hill School District
Gifted Program is committed to promoting parent and community communication and
involvement.
4.01
The parents and community are given ongoing opportunities for awareness and
involvement in the gifted program and activities through a variety of avenues,
which may include media, meetings, the Lead Hill School Handbook, our Lead Hill
School District Webpage, conferences, correspondence, and newsletters.
Evidence of these opportunities is collected and filed.
4.02
Parents and community members are informed annually of program opportunities, allowing
parents/community members the opportunity to ask questions, make suggestions,
and gain information about our program. Meeting agendas and other
communications are kept on file.
4.03 In order to help the Lead Hill Gifted Program serve the needs of our gifted
students, an advisory committee including parents and community members is
established each school year. The coordinator will keep on file the list of advisory committee members, sign-in sheets, and the minutes from each meeting.
5.00 STAFF DEVELOPMENT
5.01 and 5.02
The Lead Hill School District provides ongoing and continuous opportunities for
professional growth in the area of Gifted and Talented education to meet the
educational needs of her gifted students. The gifted and talented annual
professional development plan is based on feedback from the
stakeholders.
The District G/T Coordinator is responsible for staff development in the area of
gifted education through both formal sessions and informal means, which
could include faculty meetings, handouts, sharing journal articles and
professional literature, and one-on-one help. The coordinator will also
provide information about regional and state workshops and conferences relevant
to the field of gifted, such as high school content differentiation, Pre-AP,
and AP training. The staff is encouraged to attend staff development
sessions that are conducted by professionals with special training in gifted
education.
Areas of gifted training appropriate for the entire school staff could include: (1)
characteristics and needs; (2) identification procedures; (3) curriculum and
teaching strategies; (4) creativity; (5) utilization of community resources;
(6) program evaluation; (7) district’s philosophy and program model for gifted;
and (8) overview of state requirements.
The coordinator and facilitator is encouraged to attend regional, state and
national workshops and conferences which provide staff development
opportunities for the G/T facilitator(s) and other interested staff members.
Training for the teacher of the gifted will be provided as needed.
Opportunities to increase knowledge of the education of gifted and talented students will be
provided for school board members, school and district administrators, teachers
and support staff on a continuing and regular basis.
Documentation of staff development kept on file will include an annual plan, certificates of
attendance, rosters, and programs.
6.00 PERSONNEL
6.01, 6.02, 6.03
Personnel who teach homogenously grouped gifted students and personnel who coordinate
and/or administer the Lead Hill School District Gifted and Talented Program
must have the appropriate certification as listed in standards. The
Administrator/Coordinator will keep all certificates (and transcripts with ALP
when necessary) on file.
6.03
The selection of administrators, coordinators, and teachers of the gifted is
defined clearly. The characteristics listed below are important when
considering a candidate for an administrator or teacher of gifted and talented
children:
6.04
A written job description for the administrator, coordinator and/or teacher(s) is
kept on file.
6.05
The Lead Hill School District provides Gifted Coordinators/Administrators with
regularly scheduled time for duties other than direct services to the
identified students. In addition to time spent in planning the overall
structure of the district gifted program and direct services to gifted
students, the coordinator/administrator will perform a variety of duties that
promote integration of the gifted program with the regular education
program. A copy of the facilitators’ schedule is kept on file.
7.00
IDENTIFICATION
Because Arkansas Gifted Standards require identification of gifted students, the Lead
Hill School District considers the task of identifying gifted students extremely
important. The district also maintains that it is the parents’ right to be
included in the process and informed of the outcomes which could affect their
child. The process for identifying students has several stages.
School personnel, teachers, parents, students, and community members are
provided with information concerning the identification process, including
characteristics of the gifted.
Procedures
for Identification: (7.01, 7.02)
7.01
The identification process is based upon a case study approach and follows the
following steps:
1. Nominations:
Students may be nominated by any of the following:
A request is made annually for teacher nominations, but nominations are accepted
at any time during the school year. Information on characteristics and
identification of gifted/talented students is provided for teachers.
Transfer students, after confirmation of participation from their previous school, will
be evaluated and considered for participation.
The Coordinator can also use a review of student assessment scores to nominate
students.
2. Assessment:
Assessment will be based on a variety of data, including at least two objective
(one of which must assess creativity) and two subjective measures. Since
giftedness is not limited to any specific socio-economic or ethnic group, Lead
Hill strives to make the selection process as diverse and equitable as
possible. Individual testing may be requested with parent consent.
Student information is kept in files with access limited to staff concerned with the
education of the student and to parents of the student. Student placement
decisions are kept on file for at least five years.
3. Decision Concerning Placement
A. Placement Committee:
An identification (placement) committee of at least five members,
chaired by the gifted coordinator and including administrators, teachers,
and/or counselors will review the compiled data collection of the nominated
student. The committee will make professional decisions on the placement
of students. The list of committee members is kept on file annually.
B. Selection Process:
The Lead Hill School District strives to make the selection process as
fair and equitable as possible. Each student nominated for possible placement
will be considered as an individual, how his/her educational needs may best be
met, and how he/she can benefit from and contribute to special
programming. The Placement Committee will consider all student
information collected in order to make its decisions. No single criterion or
cut-off score is used to exclude a student from placement.
C. Parent Notification and Consent:
Parents/guardians are notified by letter when their children are nominated for the gifted
program. At that time they are asked to fill out a Parent Survey, give written consent if any
individual testing is required, and to give written consent for their student to
participate in the program if placement is recommended by the committee. After the committee
meets and makes its decision concerning placement, parents/guardians are informed by letter
concerning whether or not their student has been placed in the program.
7.02
Lead Hill School’s identification procedures are clearly stated, uniformly
implemented, and communicated to the entire school staff.
7.03
A committee chaired by a trained specialist in gifted education and including
administrators, teachers, and/or counselors collects and analyzes data,
maintains appropriate records, and makes professional decisions on placement of
students.
7.04
The identification process yields information through a variety of procedures and
from multiple independent sources. These will include at least two objective
assessment methods, such as group and/or individual tests of ability,
achievement, and creativity. They will also include at least two subjective
assessment methods, such as checklists, product evaluations, auditions, parent
or teacher recommendations, and grades.
7.05
Student placement decisions are based on multiple criteria. The Placement Committee will
consider all student information collected in order to make its decisions. No single criterion or
cut-off score is used to include or exclude a student.
7.06
Lead Hill School District’s gifted and talented identification procedures are
non-discriminatory with respect to race, culture, economic background, religion,
national origin, sex, or handicapping condition.
7.07
Instructionally useful information about individual students obtained during the identification
process is communicated to the appropriate members of the instructional staff
regardless of final placement decision. This information is routinely communicated verbally,
but a written report may also be provided when necessary.
7.08
Written identification and placement procedures include parental involvement:
Placement Appeals:
Parents/Guardians may appeal placement decision through the following
process:
A. Request an initial conference with the GT coordinator regarding the placement
decision. Those included in this conference would be the parent/guardian
questioning the committee decision, the GT Coordinator, and the appropriate
administrator/s.
B. If satisfactory resolution is not reached from this informal effort, then a written
appeal can be filed by the parents/guardians to the gifted coordinator,
including additional information sharing why they believe the student should
have been placed.
C. The Gifted Coordinator will collect any further data that might help in the
identification process, including additional testing when possible.
D. An appeals committee of at least five professional educators (including some
initial committee members and some new committee members) will be formed to
review the appeal. The appeals committee will once again be chaired by the
gifted coordinator and include the appropriate administrator/s. The
parent/guardian making the appeal has the right to address the appeals
committee, but will not be present as the committee makes the final placement
decisions.
E. The decision of the appeals committee will be communicated in writing to the
parent/guardian making the appeal. This decision will be final.
7.09
Identificationof gifted and talented students is an on-going process extending through grade
12. Each identified student’s placement will be reviewed at least annually and/or when specifically
requested to update or modify the students’ educational plans. Annual placement decisions will be
noted in individual student folders. Procedures for exiting the gifted program will beaccording to our
written exit policy.
1. Exit Policy -
Although attention is given to carefully placing students in the program due to
evidence that they need qualitatively differentiated educational services,
situations may arise when placement in the program no longer seems to be in the
best interest of the student. A student with signed parental permission
always retains the right to opt out of participation in the program. Emphasis
will be placed on meeting the needs of the student. A need for a review
of a student’s programming options may be evidenced by completion of
unsatisfactory annual reviews, demonstration of a lack of motivation and/or
task commitment in the G/T classroom, evidence the student is not working to
his/her potential in the regular classroom, etc. As with determining
placement in the gifted program, multiple criteria will be used in determining
if exiting the program is in the best interest of meeting the student’s needs.
One factor will not cause a student to be excluded from the program.
When determining if an exit from the program may be in the best interest of the
student, a conference will be held in an effort to address areas of concern and
facilitate improvement. Those present at the conference may include the
student, classroom teachers, GT teachers, parents, administrators, counselors,
etc. An action plan will be developed and a timeline will be set.
The plan will be in writing and the student, parent, GT teacher, and any other
involved parties will sign that they are informed of the plan. If there
is no improvement, the student may be exited from the program. If the
exit was initiated by the school, then all pertinent data (including at least
two objective and two subjective measures) will be compiled and presented to
the identification committee of at least five professional educators, chaired
by the gifted specialist. The identification committee will review the
data and make a decision about what is in the best interest of the
student.
Parents and/or classroom teachers may appeal the exit decision. Procedures for appeals
of placement decisions will then be followed.
2. Transfer students
Transfer students will be evaluated and considered for participation, but not automatically
placed. Records will be requested and the selection committee will determine whether a decision
can be made with existing records or if further testing will be needed. If further testing is needed,
parental permission will be required and the identification procedures will be followed.
3. Record Keeping:
The Gifted and Talented Coordinator will keep all records of placement decisions and data on each
student nominated and placed in the program. Records are kept for a minimum of five years or for
as long as needed for educational decisions. Transcripts and all permanent records of identified gifted
students will reflect participation in the program.
4. Provisions for Continuous Evaluation
Provisions for continuous evaluation of the identification process include the items noted below.
a) Opportunity for consideration for placement at any time
b) Annual review of student’s placement, policies for exit from a program
c) Maintenance of records of placement decisions and data on all nominated students
d) Appropriate confidential destruction of records at the end of at least five years.
8.00
PROGRAM OPTIONS
Giftedchildren are as different from each other as they are from other children. The Lead Hill
School District Gifted Program is designed to identify and to meet the needs of those students who are
identified as needing specially designed instruction beyond that provided in the regular classroom to
meet their educational needs.
8.01
The gifted program is systematically organized, with the long range goal of providing a rigorous
and relevant education in preparing our gifted students to become college and career ready. This
goal is designed to guide the development of gifted students from the time they are identified through
graduation from high school. Annual goals and/or objectives are developed based on the program
evaluation. Evidence is kept on file.
8.02
A table of organization is developed which clearly delineates roles,
responsibilities and coordination procedures. A copy of the table of
organization is on file.
8.03
Identified students’ placement in program options is based on their abilities, needs and
interests, and the resources of the district. Evidence of student assessment data is kept on file.
8.04
Programming arrangements are designed to promote interaction among gifted students
and both their intellectual and chronological peers. The Lead Hill School District currently
meets the needs of the gifted population through a variety of documented program options
including: whole group enrichment, pull-out program, pre-AP, AP, and Secondary Classes, as
well as other options.
8.05
All identified gifted students will receive at least 150 minutes per week of direct instruction.
9.0 CURRICULUM
9.01, 9.02, 9.03
The Gifted and Talented curriculum is designed to extend and/or replace the
regular curriculum and is based on the adopted scope and sequence including
creative thinking, critical thinking, research/independent learning,
communication, technology, and affective development. This scope and
sequence along with state standards provide the foundation for an aligned
curriculum. The curriculum developed for all programs is differentiated
in content, process, and/or product. Gifted curriculum should demonstrate
the overall ideas of cross-curricular, project-based, and technology infused
student work.
10.0 EVALUATION
10.01 -10.07
The gifted coordinator is responsible for conducting an extensive annual evaluation
of the gifted program that provides accurate, timely, and relevant information
to decision-makers for improving program options offered gifted students (10.01).
This evaluation will be based on program goals and/or objectives (10.02).
The purpose of this evaluation is two-fold, including both a determination of
the program’s effectiveness and assessment of student growth.
A. All components of the gifted program are evaluated annually including
identification, staff development, program options, program goals and
objectives, curriculum, community involvement, program expenditures, and the
evaluation process/plan (10.03). Data for consideration are obtained from
a variety of instruments procedures, and informational sources. Input
should come from students, teachers, administrators, parents, school board
members, other community members, statistical analysis of enrollment, and
achievement data. All stakeholders are given an opportunity to
participate in the evaluation process using a variety of procedures because
different components of the program call for different techniques and access to
stakeholder vary. Some procedures that might be used include surveys,
focus groups, questionnaires, charts, anecdotal data, checklists, and/or
informal discussions (10.04). Evaluation findings are compiled, analyzed,
and communicated to the appropriate audiences. The overall annual program
evaluation is shared with the ADE Office of Gifted and Talented as required in
the program approval application. This evaluation is also shared with the
other stakeholders in a variety of ways and provides the data for annual goals
and/or objectives for the program. (10.05)
B. Evaluation of student growth is based on appropriate and specific criteria and includes
self-appraisal, teacher appraisal, and criterion referenced and/or standardized
instruments (10.04). Student progress is assessed, with attention to mastery of content,
higher level thinking skills, creativity, and affective growth (10.06). The Lead Hill School District
realizes that a gifted student’s progress cannot be fully assessed by standardized tests only.
(10.06) Although student assessment does not always come in the form of letter grades given,
especially for elementary students in pull-out, student progress is reported to parents and
teachers. (10.05) Participation in the gifted program is noted on student transcripts and
permanent records. (10.07)
A key element in any successful program for students is the continuing
communication and mutual support among the school staff and administration, the
parents, the students, and the community. The Lead Hill School District
Gifted Program is committed to promoting parent and community communication and
involvement.
4.01
The parents and community are given ongoing opportunities for awareness and
involvement in the gifted program and activities through a variety of avenues,
which may include media, meetings, the Lead Hill School Handbook, our Lead Hill
School District Webpage, conferences, correspondence, and newsletters.
Evidence of these opportunities is collected and filed.
4.02
Parents and community members are informed annually of program opportunities, allowing
parents/community members the opportunity to ask questions, make suggestions,
and gain information about our program. Meeting agendas and other
communications are kept on file.
4.03 In order to help the Lead Hill Gifted Program serve the needs of our gifted
students, an advisory committee including parents and community members is
established each school year. The coordinator will keep on file the list of advisory committee members, sign-in sheets, and the minutes from each meeting.
5.00 STAFF DEVELOPMENT
5.01 and 5.02
The Lead Hill School District provides ongoing and continuous opportunities for
professional growth in the area of Gifted and Talented education to meet the
educational needs of her gifted students. The gifted and talented annual
professional development plan is based on feedback from the
stakeholders.
The District G/T Coordinator is responsible for staff development in the area of
gifted education through both formal sessions and informal means, which
could include faculty meetings, handouts, sharing journal articles and
professional literature, and one-on-one help. The coordinator will also
provide information about regional and state workshops and conferences relevant
to the field of gifted, such as high school content differentiation, Pre-AP,
and AP training. The staff is encouraged to attend staff development
sessions that are conducted by professionals with special training in gifted
education.
Areas of gifted training appropriate for the entire school staff could include: (1)
characteristics and needs; (2) identification procedures; (3) curriculum and
teaching strategies; (4) creativity; (5) utilization of community resources;
(6) program evaluation; (7) district’s philosophy and program model for gifted;
and (8) overview of state requirements.
The coordinator and facilitator is encouraged to attend regional, state and
national workshops and conferences which provide staff development
opportunities for the G/T facilitator(s) and other interested staff members.
Training for the teacher of the gifted will be provided as needed.
Opportunities to increase knowledge of the education of gifted and talented students will be
provided for school board members, school and district administrators, teachers
and support staff on a continuing and regular basis.
Documentation of staff development kept on file will include an annual plan, certificates of
attendance, rosters, and programs.
6.00 PERSONNEL
6.01, 6.02, 6.03
Personnel who teach homogenously grouped gifted students and personnel who coordinate
and/or administer the Lead Hill School District Gifted and Talented Program
must have the appropriate certification as listed in standards. The
Administrator/Coordinator will keep all certificates (and transcripts with ALP
when necessary) on file.
6.03
The selection of administrators, coordinators, and teachers of the gifted is
defined clearly. The characteristics listed below are important when
considering a candidate for an administrator or teacher of gifted and talented
children:
- Holds a valid Arkansas Teaching Certificate and Gifted Endorsement
- Successful teaching experience in the regular classroom and/or the gifted education resource room
- ·Willingness to attend workshops and conferences related to gifted and talented education
- Demonstrates above average skills in organization, basic research, and written or oralcommunication
- Demonstrates creative and innovative teaching methods
- Demonstrates a high degree of professionalism
- Demonstrates enthusiasm for gifted education
- Demonstrates concern for gifted children and youth
- Accepts the individuality of each student
- Ability to be flexible with time, pace, materials
- Accepting of diverse ideas and populations
6.04
A written job description for the administrator, coordinator and/or teacher(s) is
kept on file.
6.05
The Lead Hill School District provides Gifted Coordinators/Administrators with
regularly scheduled time for duties other than direct services to the
identified students. In addition to time spent in planning the overall
structure of the district gifted program and direct services to gifted
students, the coordinator/administrator will perform a variety of duties that
promote integration of the gifted program with the regular education
program. A copy of the facilitators’ schedule is kept on file.
7.00
IDENTIFICATION
Because Arkansas Gifted Standards require identification of gifted students, the Lead
Hill School District considers the task of identifying gifted students extremely
important. The district also maintains that it is the parents’ right to be
included in the process and informed of the outcomes which could affect their
child. The process for identifying students has several stages.
School personnel, teachers, parents, students, and community members are
provided with information concerning the identification process, including
characteristics of the gifted.
Procedures
for Identification: (7.01, 7.02)
7.01
The identification process is based upon a case study approach and follows the
following steps:
- · Nomination
- · Assessment
- · Decision concerning placement
1. Nominations:
Students may be nominated by any of the following:
- Teacher or other staff member
- Parent
- ·Student
- Self
- Community member
A request is made annually for teacher nominations, but nominations are accepted
at any time during the school year. Information on characteristics and
identification of gifted/talented students is provided for teachers.
Transfer students, after confirmation of participation from their previous school, will
be evaluated and considered for participation.
The Coordinator can also use a review of student assessment scores to nominate
students.
2. Assessment:
Assessment will be based on a variety of data, including at least two objective
(one of which must assess creativity) and two subjective measures. Since
giftedness is not limited to any specific socio-economic or ethnic group, Lead
Hill strives to make the selection process as diverse and equitable as
possible. Individual testing may be requested with parent consent.
Student information is kept in files with access limited to staff concerned with the
education of the student and to parents of the student. Student placement
decisions are kept on file for at least five years.
3. Decision Concerning Placement
A. Placement Committee:
An identification (placement) committee of at least five members,
chaired by the gifted coordinator and including administrators, teachers,
and/or counselors will review the compiled data collection of the nominated
student. The committee will make professional decisions on the placement
of students. The list of committee members is kept on file annually.
B. Selection Process:
The Lead Hill School District strives to make the selection process as
fair and equitable as possible. Each student nominated for possible placement
will be considered as an individual, how his/her educational needs may best be
met, and how he/she can benefit from and contribute to special
programming. The Placement Committee will consider all student
information collected in order to make its decisions. No single criterion or
cut-off score is used to exclude a student from placement.
C. Parent Notification and Consent:
Parents/guardians are notified by letter when their children are nominated for the gifted
program. At that time they are asked to fill out a Parent Survey, give written consent if any
individual testing is required, and to give written consent for their student to
participate in the program if placement is recommended by the committee. After the committee
meets and makes its decision concerning placement, parents/guardians are informed by letter
concerning whether or not their student has been placed in the program.
7.02
Lead Hill School’s identification procedures are clearly stated, uniformly
implemented, and communicated to the entire school staff.
7.03
A committee chaired by a trained specialist in gifted education and including
administrators, teachers, and/or counselors collects and analyzes data,
maintains appropriate records, and makes professional decisions on placement of
students.
7.04
The identification process yields information through a variety of procedures and
from multiple independent sources. These will include at least two objective
assessment methods, such as group and/or individual tests of ability,
achievement, and creativity. They will also include at least two subjective
assessment methods, such as checklists, product evaluations, auditions, parent
or teacher recommendations, and grades.
7.05
Student placement decisions are based on multiple criteria. The Placement Committee will
consider all student information collected in order to make its decisions. No single criterion or
cut-off score is used to include or exclude a student.
7.06
Lead Hill School District’s gifted and talented identification procedures are
non-discriminatory with respect to race, culture, economic background, religion,
national origin, sex, or handicapping condition.
7.07
Instructionally useful information about individual students obtained during the identification
process is communicated to the appropriate members of the instructional staff
regardless of final placement decision. This information is routinely communicated verbally,
but a written report may also be provided when necessary.
7.08
Written identification and placement procedures include parental involvement:
- Parents have the right to nominate their child.
- Once their child is nominated, parents are notified by letter.
- Parental input is requested via a Parent Questionnaire Form sent with the notification
- letter.
- Parental permission must be obtained for individual testing.
- Parents must given written permission for their child’s participation in the gifted
- program.
- Parents are notified by letter of the Placement Committee’s decision.
- Parents may appeal a placement decision with which they disagree.
Placement Appeals:
Parents/Guardians may appeal placement decision through the following
process:
A. Request an initial conference with the GT coordinator regarding the placement
decision. Those included in this conference would be the parent/guardian
questioning the committee decision, the GT Coordinator, and the appropriate
administrator/s.
B. If satisfactory resolution is not reached from this informal effort, then a written
appeal can be filed by the parents/guardians to the gifted coordinator,
including additional information sharing why they believe the student should
have been placed.
C. The Gifted Coordinator will collect any further data that might help in the
identification process, including additional testing when possible.
D. An appeals committee of at least five professional educators (including some
initial committee members and some new committee members) will be formed to
review the appeal. The appeals committee will once again be chaired by the
gifted coordinator and include the appropriate administrator/s. The
parent/guardian making the appeal has the right to address the appeals
committee, but will not be present as the committee makes the final placement
decisions.
E. The decision of the appeals committee will be communicated in writing to the
parent/guardian making the appeal. This decision will be final.
7.09
Identificationof gifted and talented students is an on-going process extending through grade
12. Each identified student’s placement will be reviewed at least annually and/or when specifically
requested to update or modify the students’ educational plans. Annual placement decisions will be
noted in individual student folders. Procedures for exiting the gifted program will beaccording to our
written exit policy.
1. Exit Policy -
Although attention is given to carefully placing students in the program due to
evidence that they need qualitatively differentiated educational services,
situations may arise when placement in the program no longer seems to be in the
best interest of the student. A student with signed parental permission
always retains the right to opt out of participation in the program. Emphasis
will be placed on meeting the needs of the student. A need for a review
of a student’s programming options may be evidenced by completion of
unsatisfactory annual reviews, demonstration of a lack of motivation and/or
task commitment in the G/T classroom, evidence the student is not working to
his/her potential in the regular classroom, etc. As with determining
placement in the gifted program, multiple criteria will be used in determining
if exiting the program is in the best interest of meeting the student’s needs.
One factor will not cause a student to be excluded from the program.
When determining if an exit from the program may be in the best interest of the
student, a conference will be held in an effort to address areas of concern and
facilitate improvement. Those present at the conference may include the
student, classroom teachers, GT teachers, parents, administrators, counselors,
etc. An action plan will be developed and a timeline will be set.
The plan will be in writing and the student, parent, GT teacher, and any other
involved parties will sign that they are informed of the plan. If there
is no improvement, the student may be exited from the program. If the
exit was initiated by the school, then all pertinent data (including at least
two objective and two subjective measures) will be compiled and presented to
the identification committee of at least five professional educators, chaired
by the gifted specialist. The identification committee will review the
data and make a decision about what is in the best interest of the
student.
Parents and/or classroom teachers may appeal the exit decision. Procedures for appeals
of placement decisions will then be followed.
2. Transfer students
Transfer students will be evaluated and considered for participation, but not automatically
placed. Records will be requested and the selection committee will determine whether a decision
can be made with existing records or if further testing will be needed. If further testing is needed,
parental permission will be required and the identification procedures will be followed.
3. Record Keeping:
The Gifted and Talented Coordinator will keep all records of placement decisions and data on each
student nominated and placed in the program. Records are kept for a minimum of five years or for
as long as needed for educational decisions. Transcripts and all permanent records of identified gifted
students will reflect participation in the program.
4. Provisions for Continuous Evaluation
Provisions for continuous evaluation of the identification process include the items noted below.
a) Opportunity for consideration for placement at any time
b) Annual review of student’s placement, policies for exit from a program
c) Maintenance of records of placement decisions and data on all nominated students
d) Appropriate confidential destruction of records at the end of at least five years.
8.00
PROGRAM OPTIONS
Giftedchildren are as different from each other as they are from other children. The Lead Hill
School District Gifted Program is designed to identify and to meet the needs of those students who are
identified as needing specially designed instruction beyond that provided in the regular classroom to
meet their educational needs.
8.01
The gifted program is systematically organized, with the long range goal of providing a rigorous
and relevant education in preparing our gifted students to become college and career ready. This
goal is designed to guide the development of gifted students from the time they are identified through
graduation from high school. Annual goals and/or objectives are developed based on the program
evaluation. Evidence is kept on file.
8.02
A table of organization is developed which clearly delineates roles,
responsibilities and coordination procedures. A copy of the table of
organization is on file.
8.03
Identified students’ placement in program options is based on their abilities, needs and
interests, and the resources of the district. Evidence of student assessment data is kept on file.
8.04
Programming arrangements are designed to promote interaction among gifted students
and both their intellectual and chronological peers. The Lead Hill School District currently
meets the needs of the gifted population through a variety of documented program options
including: whole group enrichment, pull-out program, pre-AP, AP, and Secondary Classes, as
well as other options.
8.05
All identified gifted students will receive at least 150 minutes per week of direct instruction.
9.0 CURRICULUM
9.01, 9.02, 9.03
The Gifted and Talented curriculum is designed to extend and/or replace the
regular curriculum and is based on the adopted scope and sequence including
creative thinking, critical thinking, research/independent learning,
communication, technology, and affective development. This scope and
sequence along with state standards provide the foundation for an aligned
curriculum. The curriculum developed for all programs is differentiated
in content, process, and/or product. Gifted curriculum should demonstrate
the overall ideas of cross-curricular, project-based, and technology infused
student work.
10.0 EVALUATION
10.01 -10.07
The gifted coordinator is responsible for conducting an extensive annual evaluation
of the gifted program that provides accurate, timely, and relevant information
to decision-makers for improving program options offered gifted students (10.01).
This evaluation will be based on program goals and/or objectives (10.02).
The purpose of this evaluation is two-fold, including both a determination of
the program’s effectiveness and assessment of student growth.
A. All components of the gifted program are evaluated annually including
identification, staff development, program options, program goals and
objectives, curriculum, community involvement, program expenditures, and the
evaluation process/plan (10.03). Data for consideration are obtained from
a variety of instruments procedures, and informational sources. Input
should come from students, teachers, administrators, parents, school board
members, other community members, statistical analysis of enrollment, and
achievement data. All stakeholders are given an opportunity to
participate in the evaluation process using a variety of procedures because
different components of the program call for different techniques and access to
stakeholder vary. Some procedures that might be used include surveys,
focus groups, questionnaires, charts, anecdotal data, checklists, and/or
informal discussions (10.04). Evaluation findings are compiled, analyzed,
and communicated to the appropriate audiences. The overall annual program
evaluation is shared with the ADE Office of Gifted and Talented as required in
the program approval application. This evaluation is also shared with the
other stakeholders in a variety of ways and provides the data for annual goals
and/or objectives for the program. (10.05)
B. Evaluation of student growth is based on appropriate and specific criteria and includes
self-appraisal, teacher appraisal, and criterion referenced and/or standardized
instruments (10.04). Student progress is assessed, with attention to mastery of content,
higher level thinking skills, creativity, and affective growth (10.06). The Lead Hill School District
realizes that a gifted student’s progress cannot be fully assessed by standardized tests only.
(10.06) Although student assessment does not always come in the form of letter grades given,
especially for elementary students in pull-out, student progress is reported to parents and
teachers. (10.05) Participation in the gifted program is noted on student transcripts and
permanent records. (10.07)