Mid-Del Schools 2015-2016 GIFTED EDUCATION PLAN
Advanced Learning/Gifted and Talented Program A critical component of the instructional program of the Midwest City-Del City Public School District is to provide appropriate educational experiences for those students who are identified as gifted, creative, and/or talented. These students, who demonstrate levels of high performance capability in intellectual, creative, artistic, or leadership endeavors, require learning opportunities or experiences not ordinarily provided in the regular classroom in order to fully develop their capabilities. Initiatives to provide appropriate educational experiences include: Assessing the instructional level of identified students while considering the unique learning characteristics of each child; Expanding curriculum opportunities to allow these students to move through curriculum areas at an accelerated depth, breadth, and pace; Providing differentiated curricula to meet the unique needs of identified students; Providing appropriate interaction among the programs and support services relative to the educational, social, and emotional needs of the individual gifted and/or talented student; Structuring the necessary learning environments to address the unique needs and characteristics of gifted and/or talented students; Accommodating the demonstrated variety of learning styles, learning rates, and interests of the gifted and/or talented students. The Mid-Del School District believes that gifted, creative, and/or talented students require program options that modify content, process, products, and environment in order to appropriately develop student strengths and meet student needs. I. Goals The mission of the Mid-Del Schools Advanced Learning (elementary) /Gifted and Talented (secondary) Program is to ensure that our most able learners are challenged to meet their highest potential and that curriculum and learning opportunities are in line with their needs, interests, and abilities. The goals of the Advanced Learning/Gifted and Talented Program are: 1
To implement an ongoing identification process of screening and selecting gifted students in grades PK-12 based on multiple and specific criteria (both qualitative and quantitative) through testing, use of a matrix, and/or the use of a selection committee. No single criterion or cut-off score is used to exclude a student from placement. To develop and implement an array of learning opportunities that are appropriately differentiated and substantive in grades PK-12 and are linked meaningfully to the core content areas of language, math, social studies, and science both in and out of the general education classroom. To provide ongoing and appropriate training and staff development opportunities for administrators, counselors, and teachers involved in serving the needs of advanced students. To provide parent education opportunities and to solicit parent and community involvement to promote collective participation in the program. II. Identification and Selection Process A. Definition of Gifted and/or Talented Gifted and/or talented students are those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experiences and/or services. Possession of these talents and gifts, or the potential for their development, will be evidenced in one or more of the following: intellectual ability, task commitment, motivation, and creative thinking ability. Intellectual ability is defined as the demonstrated abilities of high performance capability meaning those identified students who score in the top three percent (3%) on any standardized instrument of intellectual ability. B. Procedure for Identification The Advanced Learning/Gifted and Talented Program for Mid-Del Public Schools adheres to the following procedure for identification and placement purposes. This procedure will be communicated to site staff and reviewed annually, under the supervision of the District s Regional Directors and the Advanced Learning Coordinator. 2
1. Principals, counselors, and teachers will become familiar with the characteristics of the gifted and/or talented student. Identification procedures are clearly stated, uniformly implemented for PK through grade 12, and communicated to the entire school staff. 2. Each elementary site will have a committee to oversee the nomination, placement, and services for students of exceptional ability. This committee will be comprised of no less than four (4) members to include: the site principal or assistant principal, the Advanced Learning teacher, a site counselor, and a classroom teacher. The Advanced Learning teacher assigned to the school will be present at all placement meetings. The responsibilities of this committee will be: a. placement of identified students in the appropriate program when students score 97% or above on a standardized instrument of intellectual ability; b. multi-criteria screening for gifted and/or talented evaluation when students score between 90-96% on a standardized instrument of intellectual ability (see attached Multi- Criteria Matrix); c. on-going evaluation of students progress and review of placement. Identification of gifted students is an ongoing process extending from school entry through 12 th grade and opportunities are provided from students to be considered for placement in gifted programming throughout their school experience. 3. Nominations for screening may come from parents, professionals, and the community at large and will be presented to the schools site committees for consideration. Nominations are sought from a wide variety of sources to ensure that all potentially gifted and talented students have an opportunity to be considered. Data are collected on the nominated students to aid in making decisions for selection of students who are in need of gifted educational programming. This data is obtained through a variety of 3
procedures and from many independent sources. 4. Students in PK through 12 th grade can be given a test at any time during the school year. 5. Names of students who achieve an advanced score on the STAR Reading or STAR Math Test or the Oklahoma Core Curriculum Test should be referred to the site committee for consideration and further testing. Classroom teachers may also utilize student portfolios, success within a subject area, and characteristics of the gifted and/or talented when considering referrals to the committee. The site committee will review all available data and confer with the Advanced Learning Coordinator, if needed, when making decisions to refer for testing. The committee will make every effort to identify all students who may be gifted and/or talented and may refer for further testing and consideration any student that the committee feels displays specific gifted characteristics. 6. All procedures will be monitored by Advanced Learning teachers, Academic Assistant Principals, or a Principal designee to ensure nondiscrimination with respect to race, economic background, national origin or handicapped condition. 7. The Advanced Learning teacher will obtain written parent permission for formal evaluation of individual students for placement in the Advanced Learning Program. For elementary and secondary students, a copy of the approval form will be sent to the Advanced Learning office. 8. Student testing for gifted and/or talented identification at the elementary and secondary level will be conducted by Advanced Learning teachers, certified psychometrists from the Special Services Department of Mid-Del Schools, the Advanced Learning Coordinator, or outside certified individuals. The names and results of any formal evaluation will be returned to the site committee at each site. The scores obtained from formal evaluations are for the sole purpose of placement in the appropriate gifted program. 9. The Advanced Learning teacher will give written notification to parents of 4
all evaluated students as to whether or not their child has been identified for placement. Parents of students who qualify will receive a summary of information about the gifted educational programming offered to their child. 10. All instructionally useful information about individual students obtained during this process will be communicated to appropriate members of the instructional staff regardless of placement. Confidentiality procedures will be utilized in regard to records of placement decisions and data on all nominated students. The site committees, Advanced Learning teacher, and Advanced Learning Coordinator will be responsible for the maintenance and security of these records. All records will be kept on file for a minimum of five (5) years. The nationally normed test of intellectual ability is valid for a minimum of three (3) years. C. Placement Students will be placed in the Advanced Learning/Gifted and Talented Program based upon the following criteria: 1. Students who score at the 97th percentile or above on a standardized instrument of intellectual ability approved by the district, and who demonstrate an interest in and a commitment to the Advanced Learning/Gifted and Talented Program through a permission form, will be placed in the appropriate programming option. 2. In absence of a 97th percentile score on the aforementioned test, when a student scores from 90-96% on a standardized instrument of intellectual ability approved by the district, placement in programming options will be recommended by the site committee based on multi-criteria (see Multi- Criteria Matrix). Supporting documentation, additional testing, and Parent/Teacher Inventories will be required. D. Reevaluation Students who do not qualify for the Advanced Learning/Gifted and Talented 5
Program on the first evaluation may be reevaluated on an additional test of intellectual ability at the request of the site committee, teacher, or parent. Students who meet the previously stated criteria for placement upon reevaluation will be placed in the appropriate Advanced Learning/Gifted and Talented Program. E. Transfer Students New to the District Students who transfer to Mid-Del Schools from another gifted program will be considered as candidates for gifted programming options. Evaluation results administered by another public or private school or private entity from a standardized instrument of intellectual ability that meet the above stated criteria and State Department requirements, will be used for placement. If evaluation results from another public or private school or private entity do not exist, the student must follow the procedure for referral outlined earlier in this policy. Transfer students who qualify under the previously stated criteria for placement will be placed in the appropriate Advanced Learning/Gifted and Talented Program. F. Review of Placement Evaluation of the appropriateness of students placement in gifted educational programming shall be ongoing. Students who are not successful in the program shall have their placement reviewed by the site committee. If it is necessary for a student s placement in the Advanced Learning Program to be reviewed because the student does not meet the required obligations of the program, the first option is a voluntary agreement between parents, student, classroom teacher, Advanced Learning teacher, and the site committee as to the best placement for the student. If an informal agreement is not reached, the following procedure is recommended: If the student has not met the obligations of the Advanced Learning Program or is not successful, the recommendation will be (1) elect to give the student another opportunity in the same program, (2) suggest modification to the program, or (3) request the withdrawal of the student from the program. If the action of the first conference does not result in progress by the student, a 6
second conference will be scheduled using the above procedure. If a student then does not meet the obligations of the program, the student will be removed from the program. Should this occur alternative programming appropriate for the student will be offered as individual needs dictate. A student may be removed from the program upon written parental request to the site committee. The committee will arrange a conference with the parent, classroom teacher and Advanced Learning teacher. The written results will be forwarded to the Advanced Learning Coordinator. Students who withdraw from the Advanced Learning Program during the school year may not reenter during the same year. Qualified students who leave the Advanced Learning Program or who opt not to enroll in the Advanced Learning Program for that school year may reenter the program at the beginning of the following school year. G. Appeal Procedures Appeals will be made first to the site committee. If placement questions are not resolved by the site committee, parents may request a conference with the Advanced Learning teacher and the principal to appeal the decision of the site committee. The principal will respond to an appeal in writing. The written response will include the date of the appeal conference with the principal and the date of the written response. If questions regarding student placement cannot be resolved at the site level, a written appeal may be presented to the Advanced Learning Coordinator within ten (10) days following the conference with the principal. III. Differentiated Education A. Differentiated education includes multiple programming options and curriculum which is modified in pace, breadth, and depth. 1. Programming options: Programming options will be coordinated by the Advanced Learning Coordinator, Regional Directors, and the Local Advisory Committee with supervision from the Assistant Superintendent of Teaching and Learning. All identified students will be provided 7
with continual, optimal guidance for their development through high school graduation. Individual sites will play an integral part in identification, on-going student assessment, and program placement. Students will be placed in programming options based on their abilities, needs, and interests. The Advanced Learning Program is ongoing and a part of the school schedule. If students qualify during the school year, students will be provided an appropriate differentiated education within two weeks of qualifying. If a student qualifies at the end of a school year, an appropriate differentiated education will be provided within two weeks of the following school year. 2. Curriculum Curriculum for the Advanced Learning Program extends beyond and replaces district and state curriculum and enriches such curriculum as related to student development, needs, and interests. Curriculum is differentiated in content, process, product, and environment. *Content is differentiated in breadth, depth, and pace. *Processes focus on creativity, higher level thinking skills, (synthesis, analysis evaluation), Multiple Intelligence Theory, leadership, critical thinking, and problem solving. Curriculum development is a constant stream of decision-making to ensure continuity, validity, breadth, depth, pace, and interest. B. Elementary students will be provided the learning opportunities in the Advanced Learning classroom throughout the week as well as through their general education classroom. Appropriate learning opportunities will be provided for identified gifted and/or talented students at each secondary site through a site developed program which is an integral part of the total school program. C. Site involvement will include selections from appropriate flexible pacing, 8
enrichment, academic/social support, and staff development critical to appropriate implementation. The following are some of the components that might be incorporated into site programs: 1. Elementary Gifted and Talented Plan (Advanced Learning) a. Appropriate Flexible Pacing Individualization of Instruction Proficiency Based Promotion Differentiated or Enrichment Classes Independent Study Continuous Progress Cluster Groups Instructional Groups Cross Grade Groups Curriculum Compacting Acceleration Other b. Enrichment Enrichment of content in the regular classroom Examples include: Field Trips Guest Speakers Student Facilitators Independent Study Artist-in-Residence Learning Centers Computer Assisted Instruction Mentorships Seminars Resource Room Creative and Academic Competitions Examples include: Science/STEM/STEAM/STREAM Fair Invention Convention Academic Bowl Spelling Bee Geography Bee 9
Destination Imagination Odyssey of the Mind Botball Tournament Debate Tournament Chess Tournament Interest Groups Leadership Performing Arts Other c. Academic/Social Support Guidance and Counseling Duke Talent Search d. Staff Development Examples include: Implementation of Mid-Del District Advanced Learning Program Components of Appropriate Flexible Pacing Integrated Curriculum/Thematic Units Learning Styles Higher Level Thinking Skills Problem Finding and Problem Solving Multiple Intelligence Theory Site Faculty Training and Awareness Curriculum Compacting Growth Mindsets Engineering Process Botball Other 2. Middle Level Gifted and Talented Plan a. Appropriate Flexible Pacing Pre-Advanced Placement Individualization of Instruction Proficiency Based Promotion Enriched Classes 10
Differentiated Classes Independent Study Cluster Groups Instructional Groups Cross Grade Groups Acceleration Dual Enrollment Other b. Enrichment Enrichment of Content in the Regular Classroom Examples include: Learning Centers Independent Study Guest Speakers Other Debate Mentorships Seminars Resource Room Creative and Academic Competitions Examples include: Science/STEM/STEAM/STREAM Fair Debate Mathcounts Botball Geography Bee National History Day Math Olympiad Exploration Celebration Odyssey of the Mind Academic Bowl Engineering Fair Chess Fine Arts opportunities Other Interest Groups Other c. Academic/Social Support Duke Talent Search Guidance and Counseling 11
d. Staff Development Examples include: Implementation of Mid-Del Schools District Advanced Learning Program Components of Appropriate Flexible Pacing Integrated Curriculum/Thematic Units Learning Styles Higher Level Thinking Skills Problem Finding and Problem Solving Botball Other 3. High School Gifted and Talented Plan a. Appropriate Flexible Pacing Pre-Advanced Placement & Advanced Placement Individualization of Instruction Proficiency Based Promotion Differentiated or Enriched Classes Independent Study Cluster Groups Instructional Groups Cross Grade Groups Curriculum Compacting Acceleration Dual Enrollment Correspondence Courses Concurrent Enrollment Other b. Enrichment Enrichment of Content in the Regular Classroom - Examples include: Learning Centers Guest Speakers 12
Independent Study Mentorships Seminars Examples include: Current Economic Trends PSAT/SAT Workshops Environmental Issues PACT/ACT Workshops Political Trends Computer Writing Lab Creative and Academic Competitions Examples include: Science/STEM/STEAM/STREAM Fair Engineering Fair Debate Geography Bee Mock United Nations Math Olympiad National History Day Odyssey of the Mind Academic Bowl Interest Groups Other c. Academic/Social Support Guidance and Counseling d. Staff Development Examples include: Implementation of Mid-Del Schools District Advanced Learning Program Components of Appropriate Flexible Pacing Integrated Curriculum/Thematic Units Learning Styles Higher Level Thinking Skills Problem Finding and Problem Solving Other IV. Advanced Learning/Gifted and Talented Program Evaluation A critical component of gifted programming is an ongoing system of evaluation. Such evaluation should provide frequent and regular feedback to students, teachers, administrators, and parents. Primary components to be addressed via evaluation techniques are: 13
A. Identification of gifted students; B. Staff development activities relative to program practice; C. The utility of programming options; D. Curriculum; E. Student performance; F. Community involvement; G. Evaluation Those responsible for the evaluation of gifted programming are those who will profit most by such information, namely students, teachers, administrators, and parents. Each program evaluative technique will be developed as the program options are developed specifying data to be collected and those responsible for data generation and analysis. All efforts will be directed to improving program quality. A. Identification of Gifted and/or Talented Students Evaluation of the student identification process will be a product of the following components: 1. Annual analysis of initial placement statistics; 2. Annual site committee summary of placement procedures and utility of criteria; 3. Analysis of gender and ethnicity characteristics of students placed; 4. Analysis of transfer student placement procedures and criteria used for placement; 5. Administrative analysis of individual site placement practice. B. Staff Development/In-service Activity 1. Records will be maintained relative to the appropriateness of scheduled inservice activities. 2. Recommendations will be solicited regarding desired in-service programming. 3. Availability and frequency of in-service activity will be documented and assessed. C. Utility of Programming Options 1. Student input will be solicited relative to various programming 14
alternatives and satisfaction of student needs relative to these. 2. Parents will be surveyed relative to their perceptions of programming options. 3. Enrollment data will be evaluated regarding student involvement in respective programs. 4. Student access will be monitored and evaluated in respective programs and curricula. 5. All parties will have the opportunity to access the comparison of program goals with actual program practice. D. Curriculum 1. Students will be surveyed in regard to nature of interest, enrichment opportunities, core curriculum extension, leadership opportunities, creative characteristics, higher order skills, and relevancy. 2. Parent opinion will be elicited in similar areas. 3. An ongoing analysis of curriculum will be conducted by the staff of the gifted students, classroom teachers, administrators, and district coordinators, when appropriate. E. Student Performance 1. Student performance data will be maintained by instructional staff with attention to mastery of content, higher level thinking skills, and creativity. 2. The opportunity will be extended to students to self appraise individual level of success and skill acquisition. 3. Conference and interviews will be conducted to communicate performance level and to involve students and parents in performance matters. Records of these opportunities will be maintained. 4. All advanced content and differentiated curriculum courses will be noted on all related student transcripts. As outlined in the aforementioned categories, data for evaluation will be obtained from a variety of instruments, procedures, and sources. These findings will be compiled, analyzed, and communicated to appropriate parties. All data will be directed toward the opportunity to continually improve the learning activities and program characteristics for the learner. 15
V. Qualification and Responsibilities of Advanced Learning Teachers Mid-Del teachers involved in servicing those students placed in the Advanced Learning Program will: A. Hold a valid Oklahoma teaching certificate appropriate to the grade level(s) included in the program; B. Participate in professional development activities (in-service training or college training) designed to educate and assist them in the instruction of gifted and/or talented instruction; C. Seek the appropriate delivery and program options based upon the characteristics of each gifted and/or talented student. D. Delivery is addressed by both the regular classroom teachers and the Advanced Learning teacher, who will work closely together to implement appropriate flexible pacing, plan enrichment, coordinate resources, and facilitate academic/social support when needed. 1. The Advanced Learning teacher will provide professional support through modeling, consultation, co-teaching, collaborative problem solving, inservice training and assists classroom teachers in finding and securing resource materials and/or resource persons. 2. The District s Advanced Learning Coordinator and Advanced Learning teachers will be responsible for coordinating gifted and/or talented student identification, monitoring student progress, and record maintenance. 3. Classroom teachers will have, and provide upon request, documentation demonstrating that curriculum has been and continues to be modified in pace, breadth and depth. VI. Qualification and Responsibilities of Advanced Learning Coordinator: The Advanced Learning Coordinator involved in servicing those students placed in the Advanced Learning Program will: A. Hold a valid Oklahoma teaching certificate; 16
B. Participate in professional development activities (in-service training or college training) designed to educate and assist in the instruction of gifted and/or talented instruction. VII. Responsibilities of Gifted Education Program Staff A. The Superintendent or Advanced Learning Coordinator will be responsible for working with the Local Advisory Committee, overseeing the site Advanced Learning teachers and Advanced Placement teachers, and filing such reports and information as required by the State Department of Education relative to gifted education programming. B. The principal or Advanced Learning teacher will be responsible for working with the Site Committee, coordinating gifted education programming related to the GEP, and completing reports and information as required by the District for the Advanced Learning Program. C. The individual Site Committee will work with the Advanced Learning teacher to develop and coordinate the site s gifted programming options. D. Both the Advanced Learning teachers and the regular classroom teachers will work closely together to implement appropriate pacing, plan enrichment, coordinate resources, and facilitate affective support when needed. VIII. Local Advisory Committee A. The Local Advisory Committee will be comprised of a demographic representation of the community and consist of parents and community members as well as district administrators and teachers. B. The school district shall furnish staff trained in gifted education for the Advisory Committee. C. The Advisory Committee will have involvement in the formulation and updating of Mid- Del goals for gifted education, the development and annual revision of the district plan for program options, the preparation of the district report on gifted programs, and the performance of other duties as requested by the Mid-Del Board of Education. This committee will be appointed by the Advanced Learning Coordinator and will be endorsed by the Board of Education by September 15 of each school year. Appointed committee 17
members will be representative of community demographics to include equitable geographical distribution, racial composition, elementary and secondary representatives, parents, teachers, administrators, gifted and talented advocates, business personnel, and others as needs identify. The first meeting will be conducted prior to October 1 of each year and possible subsequent meetings will be conducted as directed by the Mid-Del Board of Education, the State Board of Education, and state statutes. D. A current list of the Local Advisory Committee members will be maintained in the office of Advanced Learning. XIV. Budget A. The Advanced Learning Coordinator will prepare, in conjunction with the Assistant Superintendent of Teaching and Learning and the Local Advisory Committee, the district budget for gifted education programming. B. The district budget for gifted education programming will be prepared on forms required by the State Department of Education and submitted as required each year for the current school year. C. The district budget for gifted education programming will be approved by the District Board of Education as a part of the final budget for the current fiscal year. D. An expenditure report for the previous school year will be submitted to the State Department of Education by the District Superintendent by August 1. E. The report will outline the expenditures made by the district during the year for gifted student education programming. Definitions Appropriate Flexible Pacing and Individualization of Instruction Instruction of an individual student focused on the specific educational needs of that student. Acceleration Administrative practices designed to allow students to progress through the curriculum and/or grade levels at a rate faster than the average. 18
Advanced Placement Courses College-level courses provided at the secondary level for which students may receive college credit by examination (administered by the Advanced Placement program of the College Board). Cluster Groups Any classroom with a group of identified able learners purposefully organized to provide planned differentiated instruction most of the time. Concurrent Enrollment When qualified students take college courses concurrently while in high school. Correspondence Courses High school courses taken by correspondence through an approved university. Cross Grade Groups Opportunity for a student to work in an advanced grade level setting with one or more students sharing a similar readiness for the learning task and performance expectations. Curriculum Compacting A system designed to adapt the regular curriculum to meet the needs of above average students by either eliminating previously mastered work or streamlining work that may be mastered at a faster pace. The time gained may be used to provide students with appropriate enrichment and/or acceleration experiences. Dual Enrollment When a qualified student takes middle school or high school courses while at the elementary level or high school courses while at the middle level. Early Admission (Kindergarten) Underage children admitted to a kindergarten program in the school district in which he or she resides based on certain criteria. Honors, Differentiated, or Enriched Classes Included differentiated curriculum and accelerated content designed for able students. These classes need not be limited to students identified as gifted. Independent Study An individually contracted, in-depth study of a topic; a course or unit of study taken through an individual arrangement. Instructional Groups Any group of identified able learners organized to provide planned differentiated instruction in a curriculum area. Proficiency Based Promotion Elementary or secondary students advancing one or more levels in a curriculum area by demonstrating proficiency at the 90% level on designated assessments. Enrichment Enrichment of content in the regular classroom Experiences provided in regular 19
which are particular repetition of classrooms that are supplemental to the established curriculum and purposefully planned with the needs, interests, and capabilities of students in mind. Appropriate enrichment experiences are not a material. Creative and Academic Competitions Organized opportunities for students to enter local, regional, state, and/or national contests in a variety of areas. Interest Groups Any group organized from one or more classrooms on the basis of interest in a topic; usually short term in duration. Mentorships A program which pairs individual students with someone who has advanced skills and experiences in a particular discipline and can serve as a guide, advisor, counselor, and role model. Resource Room A class for students released from their regular classroom on a scheduled basis to work with a teacher trained in the education of the gifted. Seminars Special short-term sessions where students focus on one area of study. Academic/Social Support Duke Talent Search Conducted by Duke University to identify Academically gifted youth and inform them about their abilities and academic options. Guidance and Counseling Planned activities, sessions, and policies that assist gifted and talented students in planning their academic career in school and after high school, and that also address the specific social-emotional needs of the gifted including motivation and underachievement. 20
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