Elementary Gifted and Talented Program

Transcription

1 Elementary Gifted and Talented Program

2 Foreword In order to be aligned with Willis ISD s journey to exemplary, the Gifted and Talented plan provides services that are more comprehensive in order to indicate the exemplary levels of commitment on the part of district and campus personnel. By focusing on the goal of the state plan -- that gifted students develop innovative products and performances that are advanced in relation to students of similar age, experience, or environment -- we can assure that Willis ISD meets the future with confidence that all of its students have been challenged to work at their highest level. 2

3 Willis ISD Gifted and Talented District Administration Lisa Severns Sherry Smith Tim Walsh Assistant Superintendent: Curriculum & Accountability Director, Elementary Instructional Services Director, Secondary Instructional Services Campus Representatives Elementary Cindy Adkison Beth Fleming Tricia Neumann Kameron Wilder Lisa Wright Amy Rogers Hardy Elementary Turner Elementary Meador Elementary Parmley Elementary Cannan Elementary GT Specialist 3

4 PHILOSPHY Willis Independent School District (Willis I.S.D.) in its focus for excellence and equity for all children, will provide an education that is commensurate with the unique needs of the academically advanced student. The district offers a program for its identified students. The Gifted and Talented program will provide an array of services and opportunities to expand students creative thinking, problem solving skills and academic performance during their instructional day. Such services will be integral parts of the overall educational program offered within the district to encourage these students to reach their ultimate level of achievement. Through the GT program, identified students will be provided educational experiences and services appropriate to their academic, intellectual, creative, and motivational potentials. These programs will reflect the guidelines as presented in both State Rules related to the education of gifted students as well as the criteria in the Texas State Plan and Guidelines for the Education of the Talented and Gifted. 4

5 DEFINITIONS OF GIFTED AND TALENTED STATE DEFINITION OF GIFTED AND TALENTED Gifted and talented student means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who exhibits high performance capability in an intellectual, creative, or artistic area, possesses an unusual capacity for leadership, or excels in a specific academic field. (Texas Education Code ) DISTRICT DEFINITION OF GIFTED AND TALENTED Willis I.S.D. is firmly committed to the idea that gifted and talented services are the right of every student who performs at or shows the potential for performing at a remarkable high level of accomplishment when compared to others of the same age, experience, or environment. These students also exhibit high performance capability in an intellectual, creative, or artistic area, possess an unusual capacity for leadership, or excel in a specific academic field. 5

6 STATE AND DISTRICT GOALS FOR SERVICES State Goal: Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services. District Goals: 1. The gifted students will study issues, themes, and problems of a discipline or course of study for in-depth understanding. 2. The gifted students will become independent, self-directed learners. 3. The gifted students will become creative problem-solvers, using complex-thinking skills. 4. The gifted students will generate a variety of original quality products through skills and information gained from in-depth study. 6

7 IDENTIFICATION AND PLACEMENT COMMITTEES Willis ISD will have a Gifted and Talented Committee consisting of at least one professional educator from each campus who have received the required training. Individual campus representatives will be responsible for gathering and screening the prescribed data to make recommendations for program placement. Campus recommendations will be submitted to the committee for review to insure consistency throughout the district. The committee will consist of at least one (1) professional educator from each campus, plus the director of Elementary Education. 7

8 EVALUATION OF GIFTED AND TALENTED SERVICES Evaluations of gifted and talented services are used to make improvements to the existing services. Evaluations will be of two types: program effectiveness and student program performance. To assess program quality and effectiveness, the District Effectiveness and Compliance document will be used, as well as The Texas State Plan and Guidelines for the Education of the Talented and Gifted. The use of these documents will insure program quality and provide direction for movement toward exemplary program status. Program effectiveness evidence will be gathered through surveys, inventories, classroom observations, interviews, record/folder reviews, and curriculum audits. To assess student program performance, student products and performances will be judged with criteria reflecting the written curriculum, which is aligned with the student program goals. Evidence of student performance will be collected and/or noted in a portfolio format. The results of the program evaluations will be addressed in the district and campus improvement plans and presented, as appropriate, to students, parents of gifted students, WISD gifted personnel and the School Board. 8

9 STUDENT ASSESSMENT State Goal: Instruments and procedures used to assess students for program services measure diverse abilities and intelligences and provide students an opportunity to demonstrate their talents and strengths. District Goal: Willis I.S.D. uses both subjective and objective data in the identification process. All populations of the district will have access to assessment. Identified students will participate in the program. Placement decisions will be made by the GT Committee, consisting of at least one educator from each campus, plus the director of Elementary Education, all whom have received the required training. 9

10 IDENTIFICATION AND PLACEMENT PROCEDURES Kindergarten - Grade 12 The identification and placement of students for gifted and talented services will consist of three (3) phases: nomination, screening, and placement. Phase I. Nomination Procedures A. Grades 1-5: 1. At any time during the school year, a student may be nominated for gifted and talented services by a student s teacher, another teacher, counselor, administrator, parent/guardian, community member, or self. The recommendation process will begin with completion of the nomination form. A copy of this form may be obtained from the student s counselor. 2. A student may be considered for services if he/she scores at or above the 95 th percentile on a Norm-Referenced Achievement Test. A Norm-Referenced Achievement Test will be used to assess students in grades 1-5. For students in grades 3 12 Commended Performance on the Texas Assessment of Knowledge and Skills (TAKS) or the appropriate State assessment measures will be used for nomination purposes only. 3. Students in grades 1 5 may be nominated for services if his/her previous year s grade average is 90 or above in the core subjects of Language Arts/English, Mathematics, Science, and Social Studies. 4. Additionally, students may be nominated or referred for testing should they show any of the characteristics common to gifted students [see nomination form in Appendices]. ** Please note a student may NOT be nominated for GT more than once in a two-year period. B. Kindergarten: Fall Semester Annually 1. A Kindergarten student may be nominated by all of the same persons listed above. The kindergarten nomination period will last from September to February of each school year. This period is for assessing the students to begin services by March 1 of their Kindergarten year. To insure equal access to nomination for services, the Kindergarten teacher will assist the students in keeping a portfolio beginning in September. This portfolio will be used for placement decisions. 2. A Kindergarten student, who has not been placed in the gifted program by March 1, may be nominated in the spring for program placement in the first grade. 10

11 Phase II. Screening Procedures A. General Screening Procedures Grades K 5 1. Screening consists of different procedures designated or selected to locate those students who might benefit from services. 2. The district committee, consisting of at least one representative educator from each campus who has received the required training, will recommend services for qualifying students. 3. The committee will arrange and conduct interviews when necessary to determine student interest in participation and learning. 4. The committee will distribute and collect appropriate parent/guardian permission forms for additional assessments and possible placement. 5. Students not interested in gifted and talented services will be given a form that requires a parent signature for denial of program services. B. Kindergarten Screening 1. Kindergarten teachers will keep a Teacher Jot Down Observation Chart for each student after receiving training in how to identify planned learning experiences. 2. Kindergarten students may be further assessed using the following: Naglieri Non-Verbal Abilities Test (NNAT) for Bilingual Students and the Otis- Lennon School Abilities Test (OLSAT) for English students Teacher Checklist Parent Checklist C. Grades 1 5 Screening Screening will be based on both objective and subjective evidence. Four to five criteria will be used. The criteria for identification decisions are: 1. National and/or State percentile at 95 in one or more of the following areas: Norm-Referenced Achievement Test (ITBS or Aprenda) Parent Checklist Teacher Checklist Norm-referenced Aptitude Test (OLSAT or NNAT) D. Testing 1. If the identification committee recommends further testing, permission to do specialized testing will be obtained from the parent or guardian, the student will be given the appropriate objective test(s) to assist in placement decisions. An identification committee will determine the requirement for additional tests if the need arises. 2. At the elementary level, the GT Specialist will administer these tests and supply the results to the GT committee for placement. 3. Placement decisions regarding the upcoming academic school year will be completed by November 1 of each year. ** Please note a student may not be tested for GT more than once in a two-year period. 11

12 Phase III. Placement A. Final Placement The district GT committee, consisting of at least one trained professional educator from each campus, makes final placement for gifted and talented services. Placement decisions reflect the best professional judgment of the persons responsible for such decisions. There will not be a limit on the number of students placed in the gifted and talented program. Students identified for gifted and talented services will be notified. The parent(s)/guardians(s) will be notified, parent permission to serve the identified student will be obtained, and the faculty will be advised of gifted and talented placement. Once a student is identified and placed for gifted and talented services, this student will remain in the program unless exited by the identification committee. The district will conduct an annual meeting for parents of the Gifted and Talented program. B. New Students New Students Placed for Gifted and Talented Services by the Sending School Students who have been placed for gifted and talented services in another school district may qualify for program placement at Willis I.S.D. if decisions have been made on comparable data. The incoming student and his/her parent(s)/guardian(s) will receive an explanation via a personal conference of Willis I.S.D. criteria for participation in gifted and talented services as it compares to the student s previous school. The parent(s)/guardian(s), teacher, and GT committee may then decide if the Willis I.S.D. gifted and talented services will match the previous school s service and if the student will benefit from these services. A four to six (4-6) week probationary period may be tried if services match. If the student cannot perform in the gifted and talented services within the four to six week period, a parent conference will be called to discuss the student s progress. If the student is successful in the four to six week period, the student shall be designated as a gifted and talented student in the Willis Gifted and Talented program. If the services offered at Willis I.S.D. do not match the sending schools services, additional data may be gathered (i.e., testing) for placement decisions upon receiving parent permission for placement decisions. Parents will be notified and kept apprised of the additional data gathering for placement decisions. 12

13 C. Continuance D. Furlough Once students are identified and placed for gifted and talented service, they will remain placed in the program services as long as their program performance meets expectations. Students will not be retested for continuance. Student performance in areas not designed specifically for the gifted and talented students may not be used to exit the student from program services. At times, because of personal illness or difficulties, unsatisfactory academic performance, or other valid reasons, students may wish to take a leave from gifted and talented program for a period not to exceed one school year. These students or their parent(s)/guardian(s) may request a furlough from the services by contacting the campus gifted and talented identification committee in writing. The GT committee will review the written request and make appropriate recommendations within ten (10) days of the request. The student may reenter the program at the beginning of any succeeding semester upon written request. The student is expected to maintain performance commensurate with other GT students. E. Exit/Dismissal 1. Students placed for gifted and talented services will continue participation unless: The student moves from the district The student requests dismissal The parent(s)/guardian(s) request dismissal The committee accepts the teacher s dismissal request because the student is not meeting gifted and talented program requirements. Parents must be contacted regarding the dismissal request. 1. If a student is dismissed from the services, he/she may not re-enter the services until the following school year. The dismissed student will not need to be re-nominated. The GT committee will review any requests for re-entry to services. 13

14 F. Appeal A parent or staff member who wishes to appeal an identification and/or placement decision made by the GT committee may do so by following these steps: 1. Submit a request in writing for a hearing no later than 15 days after the committee has announced its placement decision to the parent(s)/guardian(s). 2. The committee has ten (10) days to respond in writing to the request appeal. The committee s letter must explain its action and specify the date and time for a hearing before the committee. 3. If the person making the appeal wishes to appeal the committee s decision following the formal hearing, the person must then follow the District s local policies governing appeals. FNG FNG (L) GF(L) (The above procedure policies are on the following pages.) 14

15 PROGRAM DESIGN OVERVIEW State Goal: A flexible system of variable program options that provide a learning continuum is developed throughout the district and reinforces the strengths, needs, and interests of gifted/talented students. District Goal: The district will offer an array of learning opportunities that are commensurate with the abilities of the placed gifted and talented students and emphasize content in the four core academic areas as well as the arts and creativity. 15

16 PROGRAM DESIGN Administrative Design A facilitator will be responsible for initiating, maintaining, and evaluating the district plan for gifted and talented services. From evaluation data, annual recommendations for program improvement will be submitted to the Executive Director of Curriculum, Instruction, and Accountability. The facilitator will have campus staff members to disseminate program information and collect prescribed data. The facilitator will establish routine parent meetings and ensure the nomination process is followed. The facilitator will be responsible for monitoring curriculum and instruction. Systematic meetings for horizontal and vertical alignment of curriculum will be established and followed. Professional development needs will be identified by the curriculum specifically designed for the identified gifted and talented students. Elementary Gifted and Talented (K-5) Willis ISD elementary schools follow a program design which places identified GT students in heterogeneously grouped classes. Instructors who have completed thirty (30) hours of gifted/talented training, and who have kept current by attending a six-hour annual update training will teach these classes. Teachers of these classes provide differentiated instruction that integrates creative thinking skills into language arts, math, science, and social studies. Teachers are responsible for implementing appropriate adaptations to the regular curriculum to meet the needs of identified GT students. The G/T instructional program at this level is pull-out program using differentiated curriculum and thematic units of study. Program options at the elementary level are designed to enable gifted students to work together as a group, work with other students, and work independently during the school day. A continuum of learning experiences are offered, which lead to the development of advanced-level quality performance tasks and products. Students are given opportunities to accelerate in their individual areas of strength. In school, and when possible, out-of-school options relevant to the student s areas of strength are available during the school year. Students are not to be held responsible for daily assignments or activities missed while in the pull-out program, however they are responsible for the class material that will be assessed on quizzes, tests, or class projects. Should a student miss a quiz, test, or class project during GT, they will be allowed ample time to complete it by the classroom teacher with no time penalty. 16

17 CURRICULUM AND INSTRUCTION OVERVIEW State Goal: Curriculum and instruction meet the needs of gifted students by modifying the depth, complexity, and pacing of the general school program. District Goal: Willis I.S.D. will provide a continuum of learning experiences that appropriately challenge identified gifted and talented students that will lead to the development of advanced level products and/or performances. CURRICULUM AND INSTRUCTION Willis I.S.D. will continue to develop appropriately challenging learning experiences in grades K through twelve in language arts, math, science, and social studies based on the Texas Essential Knowledge and Skills (TEKS), local and national standards. Focus is on substantive knowledge, creative thinking, critical thinking and analysis, research and advanced-level products and/or performances that reflect depth and complexity. Opportunities are provided to accelerate in areas of student s strengths. Efforts are made to provide students with out-of-school experiences that relate to the curriculum. Parents are informed of available opportunities. Since the GT curriculum is inherently individual and unique, Willis I.S.D. recognizes the need to provide the teachers with dedicated time to develop and refine an appropriately differentiated curriculum both horizontally and vertically. Therefore, staff development for GT curriculum will be a priority. Willis I.S.D. will provide continuous improvement in curriculum for the GT program, which will be refined and evaluated on a regular basis. 17

18 STRATEGIES FOR DIFFERENTIATING INSTRUCTION Stations. Using stations involves setting up different spots in the classroom where students work on various tasks simultaneously. These stations invite flexible grouping because not all students need to go to all stations all the time. Compacting. This strategy encourages teachers to assess students before beginning a unit of study or development of a skill. Students who do well on the pre-assessment do not continue work on what they already know. Agendas. These are personalized lists of tasks that a student must complete in a specified time, usually two to three weeks. Student agendas throughout a class will have similar and dissimilar elements. Complex Instruction. This strategy uses challenging materials, open-ended tasks, and small instructional groups. Teachers move among the groups as they work, asking students questions and probing their thinking. Orbital Studies. These independent investigations, generally lasting three to six weeks, revolve around some facet of the curriculum. Students select their own topics, and they work with guidance and coaching from the teacher. Entry Points. This strategy from Howard Gardner proposes student exploration of a given topic through as many as five avenues: narrational (presenting a story), logicalquantitative (using numbers or deduction), foundational (examining philosophy and vocabulary), aesthetic (focusing on sensory features), and experiential (hands-on). Problem-Based Learning. This strategy places students in the active role of solving problems in much the same way adult professionals perform their jobs. Choice Boards. With this strategy, work assignments are written on cards that are placed in hanging pockets. By asking a student to select a card from a particular row of pockets, the teacher targets work toward student needs yet allows student choice. 4MAT. Teachers who use 4MAT plan instruction for each of four learning preferences over the course of several days on a given topic. Thus, some lessons focus on mastery, some on understanding, some on personal involvement, and some on synthesis. As a result, each learner has a chance to approach the topic through preferred modes and to strengthen weaker areas. Strategies adapted and condensed from the 1999 ASCD book The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. 18

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20 PROFESSIONAL DEVELOPMENT OVERVIEW State Goal: All personnel involved in the planning, development, and delivery of services to gifted students have knowledge to enable them to offer appropriate options and curricula for gifted/talented students. District Goal: All teachers, counselor(s), and administrators responsible for gifted and talented services will have the required professional development hours. PROFESSIONAL DEVELOPMENT All teachers serving students identified as gifted will have state-mandated 30 hours of professional development prior to assignment. These initial hours will be accepted from attendance at an institute provided through one of the Regional Education Service Centers, through university or college credit, approved local training, or approved on-line training. Teachers will be expected to acquire six (6) hours of advanced training annually during the summer or school year. The district will pay substitution reimbursement and registration fees to encourage and enable teachers to stay current on effective practices in the education of gifted students. Professional development for other personnel will include annual core training (6 hours) for administrators and counselors who have campus-level decision-making authority or serve on the campus screening committees. Evaluation of professional development activities for the GT program is ongoing, and the results of the evaluation will be used in making decisions regarding future professional development. The facilitator will conduct regular meetings for GT personnel to develop vertical and horizontal alignment of GT curriculum. Copies of all professional development certificates are to be filed with the office of the principal. The certificates will then be forwarded to personnel to be placed in personnel folders. 20

21 PARENT AND COMMUNITY INVOLVEMENT OVERVIEW State Goal: The district regularly encourages community and family participation in services designed for gifted and talented students. District Goal: Family and community members will be kept abreast of the gifted and talented services. Parent(s)/guardian(s) will be apprised annually of student progress. PARENT AND COMMUNITY INVOLVEMENT Willis I.S.D. will strive to provide a dynamic exchange among parents, community members, and district personnel of information, services and program evaluation as it pertains to the overall development of gifted students. The district provides parents with written information regarding the GT program, annually hosts a parent advisory committee meeting, and has campus meetings with parents of gifted students to better facilitate two-way communication. Local media services are used to dispense information to the community. Parents of gifted students are encouraged to serve on district and campus planning committees as mentors as well as volunteers. Evaluation: Program procedures are published in the student handbook. District and Campus Improvement Plans address gifted and talented services. Additional Funding: Additional funding from business partnerships and scholarships will be pursued to enhance the state and district funding for the GT program. 21