Washington County Public Schools. Local Plan for the Education of the Gifted

Transcription

1 Template revised January 2011 Washington County Public Schools LEA# 94 Superintendent Mr. Brian Ratliff Mailing Address 812 Thompson Dr. Abingdon, VA Gifted Education Coordinator/ Designee Lisa McNeil Title Address Telephone Division Gifted Coordinator 812 Thompson Dr. Abingdon, VA Local School Board Chairperson Date Approved by School Board Mr. Billy Brooks 8/19/2013

2 Each school board must review and approve a comprehensive plan for the education of the gifted. That plan must provide specific explanations of the school division s implementation of the Regulations Governing Educational Services for Gifted Students. School divisions, working in conjunction with their school boards, should determine the appropriate timeframe of applicability for their division s gifted plan. Historically, division plans span five years. For the technical review, the DOE will request a division to send their most current, approved plan at the time of the review. The applicable timeframe for the division s plan does not need to correspond to the collection year of their technical review. Information on the DOE technical review schedule can be found at the gifted education homepage at the Virginia Department of Education s Web site Section 8VAC A of the Regulations states that, Each school board shall submit a comprehensive plan for the education of gifted students to the Department of Education (DOE) for technical review on a schedule determined by the Department. Each school board shall approve a comprehensive plan for the education of gifted students that includes the components identified in these regulations. To assist school divisions and school boards in complying with section 8VAC A, the Virginia Department of Education has created this template for developing Local Plans for the Education of the Gifted (revised January 2011). This public document addresses all aspects of local services for gifted students, including, but not limited to, the area(s) of giftedness the school division will serve, an operational definition of giftedness in the division and its supporting identification procedures, program services, professional development, curriculum development, and parent and community involvement. Each section of the plan should address specific procedures and information for each area of giftedness identified by the school division. If a school division identifies students in general intellectual aptitude (GIA) and specific academic aptitude-mathematics (SAA-M), then the section for referral procedures, for example, should reflect the specific referral procedures for GIA and SAA-M. Throughout the local plan template, school divisions may need to copy and paste the drop down boxes, the insert text form fields, and any pertinent information for each area of giftedness identified by the division. In order to be able to choose an item from a drop down box, simply right click on the highlighted choose an item wording and the drop down arrow should appear on the right. Right clicking on the arrow will then allow the drop down box choices to appear. If certain procedures or policies apply to more than one area of giftedness, simply copy and paste the drop down selection box to reflect all areas of giftedness that are applicable to the procedures or policy. Once the completed comprehensive local plan for the education of gifted students has been approved by the local school board, the plan shall be accessible to the public through the division s Web site. The division shall ensure that printed copies of the plan are available to citizens who do not have online access. For more information, contact the Virginia Department of Education specialist for Governor s Schools and Gifted Education at

3 General Information regarding the Gifted Program in Washington County In section 8VAC A of the Regulations, divisions are required to screen, refer, identify, and serve gifted students in at least general intellectual aptitude or specific academic aptitude. School divisions may identify and serve gifted students in career and technical aptitude or visual or performing arts aptitude, or both, at their discretion. On the chart below, please indicate all areas of giftedness that are identified and served within the division. Please copy and paste any additional rows as might be needed to address all areas in Specific Academic Aptitude and/or Visual and/or Performing Arts that are identified by the school division. Area of Giftedness Identified by the Division Grades Served General Intellectual Aptitude (GIA) K-12 Specific Academic Aptitude (SAA) - Mathematics Specific Academic Aptitude (SAA) - English K - 12 K - 12 Career and Technical Aptitude (CTA) Visual and/or Performing Arts Aptitude (VPA)Visual Arts Visual and/or Performing Arts Aptitude (VPA) Vocal Music 6-12 Visual and/or Performing Arts Aptitude (VPA) - Instrumental Music (Please highlight, copy, and insert SAA and/or VPA rows as necessary to reflect all areas of giftedness served by the school division.) 3

4 Part I: Statement of Philosophy and Local Operational Definition of Giftedness for the School Division (8VAC A.1) A. Division Statement of Philosophy for the Education of Gifted Students The Gifted and Talented Education Program (GATE) of Washington County Schools (WCS) incorporates the district standards and benchmarks at a rate and level commensurate with the identified student learning abilities. Some strategies used to assist students in achieving include but are limited to independent study, classroom adaptations, curriculum compacting, acceleration, enrichment, and mentors. Valid and systematic identification, including multiple selection criteria, are used in identifying gifted/talented students from the K-12 student population. To ensure that a qualitatively differentiated program is provided, gifted and talented education includes curriculum to meet both the cognitive and the social emotional needs of students. Support services, including materials and staff, are provided. The division GATE coordinator, campus GATE coordinators, administrators, and classroom teachers plan and provide differentiated programming for those students who have needs beyond the existing grade level curriculum. The GATE program is designed to assist these students in reaching their greatest academic potential/cognitive needs and fulfilling their affective needs so that they may develop maximum knowledge, skills, and abilities in becoming lifelong learners and responsible citizens in a diverse and changing world. WCS GATE program wants to ensure teaching for learner differences through the following: Understanding needs of each student Planning purposefully for needs of each student Tapping into learners interests Challenging students appropriately Instructing with flexibility Providing resources according to students needs Adjusting pacing, providing flexible groupings, and allowing for acceleration 4

5 B. Division Operational Definition of Giftedness This section should include an operational definition for each area of giftedness (general intellectual aptitude, specific academic aptitude, visual and/or performing arts aptitude, or career and technical aptitude) identified and served by the division. An operational definition provides the concrete, observable, and/or measurable criteria for giftedness used by the division in the identification process. Such a definition might include a listing of the evidence of student readiness for gifted educational services, e.g. evidence of gifted behaviors as determined by a valid and reliable teacher checklist or evidence of superior academic performance based on a norm-referenced assessment of aptitude. WCS recognize giftedness as a definable set of learning characteristics found in the student population. Gifted and talented children are those identified as possessing outstanding abilities that are capable of high performance. They require appropriate instruction and educational services commensurate with their abilities and needs beyond those provided by the regular school program. These include but are limited to in-class differentiation, advanced curricular offerings, and enrichment. Gifted and talented children include those children with demonstrated achievement or potential ability, or both, in any of the following areas or in combination: General Intellectual Ability Specific Academic Aptitude Language Arts and Math Visual and Performing Arts Aptitude Career and Technical Arts Aptitude 5

6 Part II: Program Goals and Objectives (8VAC A.2) This section should include goals and objectives for the school division s gifted education program. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated. A. Identification: Goal: Continue to formalize GATE screening, referral, and identification process for WCS. Objectives: Further develop and formalize screening and referral procedure. Continue refinement of evaluation procedure. Pursue evaluation of underserved populations. B. Delivery of Services: GOAL: Continue to train classroom teachers in Gifted Education for each school in WCS. Objectives: Offer courses and workshops to build understanding of GATE. Improve skills of entire staff in serving the needs of gifted learners. Provide a least one division coordinator of gifted education for K 12, Provide at least one campus gifted coordinator for each school, K-12. Provide training in screening and evaluation for campus coordinators. Train classroom teachers in gifted education for each division school. C. Curriculum and Instruction: Goal: Develop resources for an SOL based differentiated curriculum for GATE in WCS. Objectives: Continue to develop resources for a differentiated curriculum according to changing needs, which is standards-based and appropriate for the instructional needs of gifted. Develop and/or update Gifted Education Plans (GEPs) for each identified student. These plans will include long and short-term goals to adapt the curriculum to meet the student needs. Students identified Academically Gifted (General Intellectual Ability and Specific Academic Aptitude) will have their individual needs addressed by appropriate curricular goals, objectives, and programs. Promote use of out-of-classroom resources, such as Linwood Holton Governor s School, dual enrollment, SVETN, and distance learning. 6

7 D. Professional Development: Goal: Provide training for the professional staff in WCS to improve understanding of instructional needs of gifted. Objectives: Develop a plan to ensure that a GEP for each student is implemented by educational staff by conducting workshop training or individual consultation. Develop and present workshops to train professional staff in characteristics of gifted learners. Develop workshops for differentiation within the regular classroom for gifted, as well as other learners. E. Equitable Representation of Students: Goal: WCS will not discriminate against students for whom accurate identification may be affected because they are economically disadvantaged, have a limited English proficiency, or have a disability. Objectives: Utilize assessments for nonverbal communication. Test scores from special education testing can be used by the placement committee. F. Parent and Community Involvement: Goal: Develop programs for communication of information about Gifted Education to the WCS community. Objectives: Raise the community s awareness of the specific needs of gifted learners. Establish a forum for continuous communication of information about gifted education to the community. Develop ways to include parents and community in meeting the instructional needs of gifted students. Meet with and gather input from the GATE Advisory Committee. Relate the GATE program to real world experiences to nurture a student s aptitude, talents, and interests. 7

8 Part III: Screening, Referral, Identification, and Service Procedures A. Screening Procedures (8VAC A.3) This section should provide screening procedures for each area of giftedness identified and served by the division. These procedures should include the annual review of student data used to create a pool of potential candidates for further assessment. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated. General Intellectual Aptitude Specific Academic Aptitude - English, Math VPA - Instrumental Music, Visual Arts, and Vocal Music Career and Technical Arts Screening Procedures: The principal is responsible for informing parents of the screening process. At the beginning of the school year students academic needs are assessed, and teachers begin to establish a class GATE screening pool. Teachers submit students names to the campus GATE coordinator who presents them to the Division Gifted Coordinator for testing. The testing information along with other collected data is presented to the Identification and Placement Committee (IPC) for GATE screening consideration. Information is collected on the nominated students during the screening phase. Assessment in the areas of general intellectual ability, specific academic ability, visual and performing arts, and career and technical arts are completed based on the area for which the student is nominated. Data collected through both objective and subjective assessments is measured against the criteria WCS uses to determine individual eligibility for the GATE program. Assessment tools include, but not limited to, the following: achievement tests, cognitive measures, parent rating scales, teacher rating scales, observations, student interviews, and student performance assessments. Developmentally appropriate quantitative and qualitative identification measures include: Quantitative measures: verbal and nonverbal cognitive measures standardized achievement measures in the appropriate academic areas Qualitative measures: teacher completion of behavioral rating scale student performance samples in the appropriate academic content areas parent information and completion of behavioral rating scales observations student interview The screening process will be completed within ninety calendar days of the parent 8

9 signing and returning the consent for assessment to the campus GATE coordinator. The formation of a nomination pool of students begins the screening process. This process takes place throughout the year at all grade levels. A student may be placed in the nomination pool by the following methods: Teachers, school staff, or administrators referral Parent referral Student referral Self referral Students in the nomination pool are: Observed closely by teachers and the campus GATE coordinator for additional differentiation needs Identified to their new teachers as they move into new grade levels Clustered with students of like ability or interest Screening is conducted by teacher observation, classroom performance, and administration and review of test scores. Screening uses teacher evaluative criteria of academic and behavioral factors, including functional behavioral assessment techniques, such as but not limited to the +. The PALS test, and other instruments that have no academic predictive value are not used for gifted screening. School psychologists, who routinely assist with the identification of students for Special Education programs, from time to time find students who should be considered for identification as twice-exceptional gifted. Students who are evaluated for inclusion in certain Special Education programs are sometimes found to be potential candidates for the gifted program. This is especially true of physically handicapped students and students identified as ADHD. Nomination procedures and forms for assessment of gifted and talented students are communicated in a form and language that the families can understand. GATE program awareness and overview sessions of the assessment procedures and services are conducted for families and faculties prior to the nomination process. Increased attention is focused on students who represent traditionally underserved populations, such as minorities, those of low socio-economic status, and those receiving services from Special Education. No child is excluded from consideration for identification as gifted based on race, ethnic background, or for any cultural reason. Students who transfer into the WCS and who were previously served through a GATE program are referred and assessed to determine if they meet the eligibility criteria for WCS. This process will be completed within nine weeks of the student entering WCS. 9

10 B. Referral Procedures (8VAC A.3) This section provides referral procedures for each area of giftedness identified and served by the division. These procedures shall permit referrals from parents or legal guardians, teachers, professionals, students, peers, self, or others. These procedures should include to whom referrals are submitted and the timeline for the division to provide parents/guardians with the results of the eligibility process. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated. General Intellectual Aptitude Specific Intellectual Aptitude - Math, Language Arts Referral procedures Each year, students are reviewed for possible GATE identification as they show evidence of consistent need for differentiation of content and process above and beyond that provided by the regular school curriculum. The campus coordinator solicits referrals of students to the GATE program from the classroom teachers. It is the principal s responsibility to inform parents of the referral process. The campus coordinator and the principal make all of the appropriate forms available to parents and classroom teachers. These include, but are not limited to, Parent Permission to Test, Parent Nomination, and Professional Staff Nomination. Completed forms should be returned to the campus GATE coordinator or to the principal. School professionals, parents, peers, and the students themselves can make referrals for GATE identification. Referrals are made to the campus GATE coordinator. Upon receipt of a referral, the campus GATE coordinator sends the parent a letter informing them of the referral, requesting permission for evaluation and data collection. Once permission is received, the campus GATE coordinator contacts the division GATE coordination to schedule a test date, begins a file, reviews data collected, and records information relevant to the identification process and records the data on an identification profile. Data is collected on the referred student and includes, but is not limited to, scores on standardized ability and / or achievement tests, student achievement within the curriculum, student grades within specific academic areas, project portfolios, and other information as appropriate. Referral information and a signed parent permission to test form is forwarded to the campus GATE coordinator. The campus GATE coordinator sends a request for testing to the division GATE coordinator. The division GATE coordinator administers and scores the GATE eligibility test (OLSAT) or other test. The division GATE coordinator sends test results to the campus GATE coordinator. Tests scores along with all other collected data is presented to the IPC for review. Multiple criteria is gathered for students demonstrating remarkable ability 10

11 in a subject(s). Students are identified who demonstrate an active need for differentiation. Multiple criteria may include the following: Classroom performance Student work samples Consistent high achievement on achievement measures, both objective and authentic High levels of achievement Grades from class work Achievement records Assessment portfolios Anecdotal records of student motivation and achievement Competitions, contests and awards Extracurricular activities The determination of eligibility for gifted services is always a committee decision. The IPC is school based, and may include the principal or designee, the guidance counselor, the referring teacher, and others as requested by the campus GATE coordinator. When screening, referral, and eligibility decisions are made, it is the responsibility of the campus GATE coordinator or the principal to notify parents of the results of the process. If identified and parental permission for inclusion is granted, a GEP is developed and implemented for the student. The campus GATE coordinator is responsible for providing the division GATE coordinator with a list of students that have been identified for inclusion in GATE. Students entering WCS who were placed in a gifted and talented program in another district will be referred and tested for placement in WCS GATE program and will be placed if the student meets the criteria established by WCS. C. Identification Procedures (8VAC A.3) 11

12 This section provides identification procedures for each area of giftedness identified and served by the division. Identification in GIA programs shall be K-12 and must include a nationally norm-referenced aptitude test. Identification in SAA programs shall be K-12 or as assessment instruments exist to support identification, and must include either a nationally norm-referenced aptitude or achievement test. Identification in CTA and VPA programs shall be at the discretion of the school division. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated. 1. Multiple Criteria Listing (8 VAC D.3) This section includes the three or more criteria that are used by the division to develop a profile or composite for each student being considered. This listing of criteria should be repeated for each area of giftedness identified by the division. Please copy and paste the section below to support all identified areas of giftedness. NOTE: No single instrument, score, or criterion may be used to exclude or include a child for eligibility. Selection of either item 5a or 5b or both counts as a single criteria. General Intellectual Aptitude Specific Academic Aptitude Math, Language Arts 1. Assessment of appropriate student products, performance, or portfolio 2. Record of observation of in-class behavior 3. Appropriate rating scales, checklists, or questionnaires 4. Individual interview 5a. Individual or group-administered, nationally norm-referenced aptitude test(s) (must be included for GIA) and/or 5b. Individual or group-administered, nationally norm-referenced achievement test(s) 6. Record of previous achievements (awards, honors, grades, etc.) 7. Additional valid and reliable measures or procedures Specify: Out of Grade Tests in specific discipline 2. Additional identification information for VPA - Instrumental Music, Vocal Music, Visual Arts 12

13 1. Assessment of appropriate student products, performance, or portfolio 2. Record of observation of in-class behavior 3. Appropriate rating scales, checklists, or questionnaires 4. Individual interview 5a. Individual or group-administered, nationally norm-referenced aptitude test(s) (must be included for GIA) and/or 5b. Individual or group-administered, nationally norm-referenced achievement test(s) 6. Record of previous achievements (awards, honors, grades, etc.) 7. Additional valid and reliable measures or procedures Specify: Adjudication of student s ability by educator, director, and/or local, regional, state, etc. artist in specific discipline. Career and Technical Aptitude 1. Assessment of appropriate student products, performance, or portfolio 2. Record of observation of in-class behavior 3. Appropriate rating scales, checklists, or questionnaires 4. Individual interview 5a. Individual or group-administered, nationally norm-referenced aptitude test(s) (must be included for GIA) and/or 5b. Individual or group-administered, nationally norm-referenced achievement test(s) 6. Record of previous achievements (awards, honors, grades, etc.) 7. Additional valid and reliable measures or procedures Specify: Adjudication of student s ability by educator and/or local, regional, state, etc. professional in specific discipline. 13

14 General Intellectual Aptitude Specific Academic Aptitude The school level IPC meets to review the initial data collected on students in the identification process. The IPC begins an identification file. A student profile is developed using all data collected on each student. This profile is evaluated by the IPC to determine if the student is eligible for GATE services. This committee includes Classroom Teacher(s), Counselor(s), Principal(s) or Designee(s), and the campus GATE Coordinator. This process will be completed within ninety instructional days of receipt of parental permission to evaluate. Identification in the area of General Intellectual Aptitude is conducted to find and serve the students whose intellectual functioning is extremely high (93 percentile or higher) in one or more than one discipline or area, evaluated according to age norms. WCS selects and uses evaluative instruments that do not have racial or cultural bias, are valid and reliable measures, and are administered by personnel who have been trained in their use. The IPC at each school campus will assist in identification and assessment procedures for students. At the elementary, middle, and secondary campuses, the principal, campus GATE coordinator, the counselor, the teacher (s), and any other related professional compose this committee. Washington County Public Schools does not discriminate in its identification, assessment, and program offerings on basis of sex, race, culture, language, or citizenship. Multi-criteria are used for identification, assessment, and placement in the gifted education programs. Both informal and formal formats are used. Formal testing includes the appropriate standardized ability tests, such as but not limited to the OLSAT and SAGES. Informal assessment consists of student work files, in-class performance, special activities, student interviews, and observation by teacher and other WCS staff. The IPC analyzes the information compiled on a student before final placement decisions are made. A student is never eliminated from GATE identification due to a test score. All data gathered in the student file from various achievements is considered for eligibility. This information is then plotted on a profile chart. The committee discusses all possibilities for an eligible student to determine the final placement. Entrance to and exit from the GATE program is flexible and can be considered at any time during the school year. Discussion about best possible placement options are reviewed and communicated among all committee members. Parents receive written notice about identification assessment and placement of their child. 14

15 Confidentiality procedures in all WCS specialized programs, including Gifted Education, are adhered to. Gifted students records and data are kept for five years. Visual or Performing Arts Ability Display of work, audition, performance, and recommendations are considered for GATE eligibility. After analyzing the above data, school personnel examine all available information about a student to determine if an evidence of possible giftedness exists for that student. Career and Technical Aptitude Display of work, performance, and recommendations are considered for GATE eligibility. After analyzing the above data, school personnel examine all available information about a student to determine if an evidence of possible giftedness exists for that student. GRADES K-5 Data is compiled on students scoring at the 93 percentile or higher on the OLSAT or other appropriate tests. Teachers will complete a rating scale for students they refer as demonstrating outstanding abilities and are capable of high performance. Student data is evaluated by an IPC. Committee members include but are not limited to teachers, administrators, parents of GATE students, counselor, and the campus GATE coordinator. Parents of students qualifying for GATE will receive written notification of program services. OPTIONS Once identified, campus GATE coordinator, campus administrator, and teachers develop a GEP based on student needs that will include but not limited to the following: General Intellectual Ability Specific Academic Aptitude Instruments for Identification: If developmentally appropriate Teacher/Parent Nomination Division GATE coordinator, campus GATE coordinator, or teacher observation OLSAT: 93 percentile SAGES: 93 percentile Parent rating scale Teacher rating scale Student interview Student academic grades Procedures: Screening On a continual basis, classroom teachers are asked to refer potentially gifted/talented students. Parents and students can also nominate a potentially gifted student. Division GATE coordinator annually reviews district test data to identify students who qualify based on objective test criteria 15

16 Previously identified students from another district will automatically be referred for GATE testing. Additional indicators may be used on an individual basis. Assessment data will be compiled on all nominations by the division GATE coordinator. Student data is evaluated List of identified students is created Parents and students are notified that their student qualifies for differentiation opportunities GEP is completed for each identified student by the classroom teacher and campus GATE coordinator working co-operatively upon initial identification and reviewed annually. Parent meetings will be held at each grade level. Grades 6-8 Students will continue to be identified on an on-going basis. Communication about learning opportunities such as extension activities, contests, competitions, and summer camps will be given. As indicated by a student s GEP, curriculum options such as differentiation or acceleration is implemented. Each identified student has a personalized learning goal. Students enter the middle school GATE Program by meeting the criteria as defined below. Areas of Identification: General Intellectual Ability Specific Academic Aptitude Math, Language Arts Visual and Performing Arts Assessments: Teacher/ Parent/ Student Nomination Division GATE coordinator or campus GATE coordinator or teacher observation OLSAT (93 percentile) SAGES (93 percentile) Parent rating scales Teacher rating scales Teacher Assessments End of Course/class Assessments Adjudications/Auditions Portfolios Data is compiled of students scoring at the 93 percentile on the OLSAT or like test. Classroom teachers complete a teacher rating scale for students they refer as demonstrating outstanding abilities and are capable of high performance. The IPC reviews the data. Parents of students who reflect both a need and qualify for GATE receive written notification indicating the level services recommended and a GEP is developed. 16

17 Grades 9-12 Students will continue to be identified on an on-going basis. Communication about learning opportunities such as extension activities, contests, competitions, Governor s Schools (academic year and summer) and other summer opportunities will be given. As indicated by a student s GEP, curriculum options such as differentiation or acceleration may be implemented. Each identified student will have a personalized learning goal. Students enter the high school GATE Program by meeting the criteria as defined below. Areas of Identification: General Intellectual Ability Specific Academic Aptitude Math, Language Arts Visual and Performing Arts Career and Technical Arts Assessments: Teacher/ Parent/ Student Nomination Division GATE coordinator or campus GATE coordinator or teacher observation OLSAT (93 percentile) SAGES (93 percentile) Parent rating scales Teacher rating scales Teacher Assessments End of Course/class Assessments Adjudications/Auditions Portfolios Competitions Data is compiled of students scoring at the 93 percentile on the OLSAT or like test. Classroom teachers complete a teacher rating scale for students they refer as demonstrating outstanding abilities and are capable of high performance. The IPC reviews the data. Parents of students who reflect both a need and qualify for GATE receive written notification indicating the level services recommended and a GEP is developed. 17

18 D. Placement Procedures (8VAC A.3) This section provides procedures for the placement of gifted students in each area of giftedness identified and served by the division. These procedures include information about the identification and placement committee. 1. Identification/Placement Committee (8VAC D) a. This section includes the number of persons comprising the Identification/Placement Committee by category. General Intellectual Aptitude Specific Academic Aptitude Math, Language Arts Visual and Performing Arts Career and Technical Arts 2 Classroom Teacher(s) Gifted Education Resource Teacher(s) 1 Counselor(s) School Psychologist(s) Assessment Specialist(s) Principal(s) or Designee(s) Campus Gifted Education Coordinator Other(s) Specify: Division GATE Coordinator, etc. when appropriate b. Type of Identification/Placement Committee This section indicates the type of Identification/Placement Committee the division uses. School-level Division-level Based on a review of information gathered during the assessment process, the IPC recommends placement for students whose data reflect that GATE program placement is the most appropriate educational setting. It is the function of the selection committee to review and evaluate each student s profile. The committee may recommend additional information, as needed, either formal or informal, on a student to assist in determining eligibility for services in the GATE program. WCS IPC is afforded the flexibility outlined above if it is to guarantee program identification equity for all WCS students. These procedures assure that all district populations have access to assessment and, if identified, services offered as part of the program for gifted students. Provisions are made to assure fair screening and assessment of students with 18

19 special needs such as culturally diverse, the economically disadvantaged and the disabled. Parents are notified in writing of the results of the assessment within ninety days following the signing for consent for assessment. The district gets written permission from the parents before a student is placed in the WCS GATE Program. Once parent permission is signed, documentation verifying selection and placement is placed in the student s permanent cumulative folder on the home campus. The student s eligibility folder will be maintained on the home campus. Parents/guardians have the right to refuse placement of their child in the GATE Program. If a parent fails to sign the permission for placement form, the student will not be placed in the WCS GATE Program. Students who do not meet the district criteria for placement into the gifted and talented program may be nominated and reassessed once a semester. Students who are unable to maintain satisfactory performance within the structure of the GATE program are placed on a Performance Improvement Plan (PIP) by the IPC. The purpose of a PIP is to provide the student an opportunity to attain performance goals established by the committee. A PIP also may be requested by the student, parent, or teacher. A student is put on a PIP for a period of time deemed appropriate by the committee. At the end of the time period, the student s progress will be reassessed, and the student may reenter the gifted program, be removed from the program, or be place on another PIP. PIPs are considered, by WCS IPC, due to unsatisfactory performance of students. Parents may withdraw a student from the GATE program at any time, but withdrawals, other than PIP requests, will be considered as formal exits from the program. If students are exited by parents/guardians, as a result of a PIP, for reasons other than unsatisfactory performance and the parents/guardians request reentry, the student will be reassessed and must meet gifted and talented criteria for reentry. A student may be exited due to educational, psychological, and/or personal reasons. An exit form is completed and placed in the student s permanent folder. A copy is sent to the appropriate teachers, WCS staff, and parents. 19

20 2. Eligibility (8VAC A.3) This section includes a chart detailing all criteria that could be considered in the identification process for a specific area of giftedness identified by the division. A description of the eligibility process used by the committee to make decisions regarding eligibility for services shall follow the chart. It includes a timeline for making eligibility decisions within 90 instructional days of the school division s receipt of the parent s(s ) or legal guardian s(s ) consent for assessment. General Intellectual Aptitude Specific Academic Aptitude Math, Language Arts Measure Administered/ Provided to the Scored by Completed by committee by Nomination Form Referring Source Committee Referring Source OLSAT Division Gifted Coordinator Division Gifted Coordinator Campus GATE Coordinator SAGES Division Gifted Coordinator Division Gifted Coordinator Campus GATE Coordinator Teacher Rating Classroom Teacher Campus GATE Coordinator Campus GATE Coordinator Parent Rating Parent Campus GATE Coordinator Campus GATE Coordinator Classroom Observation Division Gifted Coordinator Division GATE Coordinator Campus GATE Coordinator Division GATE Coordinator Interview Division Gifted Coordinator or Campus GATE Coordinator Division Gifted Coordinator or Campus GATE Coordinator Campus GATE Coordinator or Division GATE Coordinator Portfolio Teacher Teacher Teacher Performance Data/ Work Samples Campus GATE Coordinator Teacher Campus GATE Coordinator Audition/Adjudication Local, Regional, Adjudicating panel Adjudicating panel Campus GATE Coordinator National, etc. Student Products Student Teacher or artisan Campus GATE Coordinator Once all the data is collected, an eligibility meeting is scheduled. The IPC meets to review the collected data. Minority students, students from disadvantaged environments, and students with handicapping conditions may need 20

21 further consideration. An identification profile is completed for each student. The profile documents eligibility and the area of giftedness. The GATE IPC determines the need for gifted differentiation. The student s data is evaluated by the committee using established rubrics. Multiple criteria are evaluated by the committee before an eligibility decision is made. If additional testing is required, the committee will request permission from parents. When the evaluation is complete, the committee determines first whether or not gifted differentiated services are recommended. If no gifted differentiated services are recommended, all data gathered is filed in a student s cumulative file for future use. When gifted differentiated services are recommended the committee determines the level of service based upon criteria for placement specified for each level of eligibility. Any gifted differentiated service must be based upon meeting multiple criteria. Necessary paperwork includes: Differentiated Education Plan Identification/Placement Record Differentiated Education Plan Program Service Option Campus Decision Individual Data Form A meeting is scheduled with parents to discuss the service options, and give a general overview of the WCS Gifted Education Plan (GEP). Parent signature is required on the committee s decision and on the GEP. All paperwork is placed in the student s GATE file stored at the home campus. The determination of eligibility for gifted services is always a committee decision. Student placement decisions are made at the school campus level by the GATE IPC. Student s assessment data is reviewed to determine each individual student s potential to perform at high levels of accomplishment in general intellectual areas, and /or specific academic disciplines of language arts, mathematics, and visual and performing arts, career and technical arts. Student data profiles are reviewed to make the following determinations: Recommended for placement in the WCS GATE. Not recommended for placement in the gifted and talented program. Committee members sign and date student profiles and a notice is placed in the student s cumulative folder identifying the student as qualifying for placement in the GATE program. Following the committee s review, profiles are available for examination by the principal, campus GATE coordinator, division GATE coordinator, classroom teacher, parent, and, as appropriate, to the student. Student data profiles are housed at the home campus. Categories of Giftedness General Intellectual Aptitude: The student demonstrates extraordinary or potential for extraordinary intellectual development. The child possesses 21

22 general intellectual ability and high level thought processes (e.g. the ability to identify and consider multiple, valid solutions to a given problem) which are consistently superior to that of other children to the extent that he or she needs and can profit from specially planned educational services beyond those normally provided by the standard school program. Specific Academic Aptitude: The student functions at highly advanced academic levels in particular subject areas. The child possesses a specific aptitude/talent in a specific academic area, or the arts, which is consistently superior to the aptitudes of other children to the extent that he or she needs and can profit from specially planned educational services beyond those normally provided by the standard school program. Performing and Visual Arts: Gifted students with talent in the arts demonstrate special talents in visual art, instrumental music, choral, or other related studies. The student originates, performs, produces, or responds at extraordinarily high levels in areas as instrumental music, choral, and visual arts. Career and Technical: Gifted students with talent in Career and Technical Arts will develop career awareness and planning, employability skills, and foundation knowledge necessary for success in the workplace. Career and technical education programs can establish necessary pathways for secondary vocational-technical education programs, entering the world of work, continuing education (such as college, post secondary vocationaltechnical education, specialized certification and/or registered apprenticeships), and lifelong learning. Opportunities include, but are not limited to: apprenticeships, community service, cooperative education, internships, job shadowing, school-based experiences, vocational student organizations, paid employment, and volunteer activities. Program Options Elementary (K-5) The classroom teacher is primarily responsible for the education of these children with the support of the campus GATE coordinator. Each student participating in the GATE program will have a GEP. The following activities may be included in the elementary program: Differentiated instruction based on student interest, learning style, content, process and product. Curriculum compacting Enrichment and acceleration Academic competition Special projects or activities providing peer interaction Guidance component 22

23 Middle (6-8) The classroom teacher is primarily responsible for the education of these children with the support of the campus GATE coordinator. Each student participating in the GATE program would have GEP. The components may include: Differentiated instruction based on student interest, learning style, content, process and product. Curriculum compacting Accelerated math or language arts offerings Individual student-directed projects for credit Academic competition Special projects or activities providing peer interaction Academic testing preparation Guidance component Secondary (9-12) The classroom teacher is primarily responsible for the education of these children with the support of the campus GATE coordinator. Each student participating in the GATE program will have GEP. The components may include: Differentiated instruction based on student interest, learning style, content, process and product Out-of-classroom resources, such as Holton Governor s School, SVETN, and distance learning Curriculum compacting Accelerated offerings Advanced placement courses and/or dual enrollment Individual mentor opportunities Individual student-directed projects for credit Academic competition Special projects or activities providing peer interaction Academic testing preparation Guidance component 23

24 3. Determination of Services (8VAC A.3) This section describes the process of determining appropriate educational services for identified K-12 students. General Intellectual Aptitude Specific Academic Aptitude Visual and Performing Arts Career and Technical Arts The campus coordinator, in collaboration with the classroom teacher(s) determines the service options for all students who are eligible for GATE programs. Administrators, guidance counselors, and parents are involved in the service decision, as appropriate services are reviewed annually, and a GEP is developed at the school level. IPC determines eligibility for appropriate services following a review of all available data. Service options are as follows: The student demonstrates aptitude and performance potential to the extent that differentiated learning options are necessary to meet his/her needs. The student does not, at this time, exhibit ability and performance to the degree that services beyond those provided by the general curriculum are necessary to meet his/her needs. The WCS GATE Program provides students with an array of learning opportunities that are commensurate with the abilities of gifted and talented students, and that emphasize content in core academic areas, Visual and Performing Arts, and Career and Technical. Students are served not only in a heterogeneously mixed classroom but also have the opportunity to work with like minded peers throughout the school year. Additional opportunities are provided to students throughout the school year at times outside the regular school day. Students have an opportunity to work on a variety of projects and learning activities that are appropriate for students identified as gifted and talented. These opportunities vary by grade and age of the students. These opportunities are provided with a continuum of learning experiences that provide students the opportunity to develop advanced-level products and/or performances. Each campus submits to the division GATE coordinator a GATE Plan. This plan includes specific information on how the identified students are served on that campus. This plan must be submitted by the end of the first six weeks of school. Parents are notified by letter of the appropriate services and of their right to and the process of appeal. Recommendations of the school IPC are forwarded to the division GATE coordinator. 24

25 Part IV: Notification Procedures (8VAC A.4) This section includes the procedures used for (a) notifying parents/guardians when the individual identification process is initiated; (b) requesting permission for individual testing and/or collection of additional information; (c) requesting permission for provision of appropriate service options; and, (d) parents/guardians wishing to file an appeal of the identification outcome, change in placement, or exit decision. Any procedural differences pertaining to a specific area of giftedness identified by the division should be clearly indicated. General Intellectual Aptitude, Specific Academic Aptitude Math, Language Arts Notification Procedures Parents are notified in writing for permission to assess for GATE eligibility. Parents are notified in writing of the results of the assessment within ninety days following the signing for consent for assessment. The district obtains written permission of the parents before a student is placed in the WCS GATE Program. Once parent permission is signed, documentation verifying selection and placement is placed in the student s permanent cumulative folder on his or her home campus. The student s eligibility folder is also maintained at the home campus. A parent/guardian has the right to refuse placement of their child in the GATE Program. If a parent fails to sign the permission for placement form, then the child will not be placed in the WCS GATE Program. Students who do not meet the district criteria for placement in the GATE Program may be nominated and reassessed by the division GATE coordinator after one semester. When a student transfers into WCS and was previously indentified and served in his/her former district in a gifted and talented program, the student is referred for testing for placement in the campus gifted and talented program. This process will be completed within six weeks of the student entering WCS. If the student is determined eligible then the parent must sign permission for placement and the appropriate documentation provided to the school. Students who were formerly identified by WCS for the GATE Program and who have withdrawn from the district are reassessed in the same manner upon reentry into the district. When a student withdraws from WCS the campus GATE coordinator must notify the division GATE coordinator. This includes transferring from one campus to another within the WCS. Students who are unable to maintain satisfactory performance within the structure of the gifted and talented program are placed on a PIP by the IPC. The purpose of the PIP is to provide the student an opportunity to attain performance goals established 25