v  To broaden intellectual functioning.

v  To enhance creativity.

v  To expand the development of specific talents.

v  To learn through experiences utilizing application of skills.

Opportunities are provided for students to be considered for placement in gifted and talented programming throughout their school experiences. Procedures used in the identification process are non-discriminatory with respect to race, economic background, national origin, or handicapping condition. Identification procedures are uniformly implemented and communicated to the entire school staff via distribution of the Gifted and Talent Educational Plan. The plan is available on the Moore Public Schools website at http://www.moore.k12.mt.us/ or a copy may be obtained from the Moore Public School office personnel, and the GAT instructor, Marie-Anne King will assist staff with questions and procedures. Instructionally useful information about individual students obtained during the identification process is communicated to the appropriate members of the instructional staff regardless of final placement.

 

Parents have a unique perspective outside of the classroom that can help teachers and administrators discover a child’s strengths and unique learning needs. This Texas set of materials has been designed to initiate a dialogue between parents and teachers (click on http://www.gtequity.org/cyc/single_2_up.pdf ). As a parent, you can identify key behaviors in your child and share this information with the school to ensure your child receives appropriate services. These cards provide examples of certain characteristics that have been identified as important to a child’s school performance. Many of these traits can be related to one another. Further, these characteristics are only some of the behaviors that the school will want to know about. Talk with your child’s teachers concerning other behaviors you observe that you feel might indicate special abilities, interests, and/or talents. The best way to keep track of your child’s behavior is with a written record that you can share with teachers. A printed form has been provided for your notes (click on http://www.gtequity.org/cyc/jot_down_sheet.pdf).

 

Student Need Data:

Teachers want to meet your child’s needs. Working together with parents in making sure all information is considered will improve the chances that the child has a happy and successful school experience.

Student data such as MAP, MontCAS, DIBELS, other summative/formative assessments, and teacher/parent observation reveal that the gifted student population is underserved. Starting school year 2010-2011 we will intensify the identification process, meet with GAT committee to review potential candidates, and keep detailed documentation on qualifications and written plans (initial and progress monitoring). After the qualification process, the Gifted and Talented instructor will contact and meet with the student’s parent/guardian and his or her teacher(s) to create a plan to meet the student’s needs. This plan will be reviewed periodically to make sure the needs of the student are met. If not, then a new intervention plan will be created.

 

Also, RtI process will be incorporated K-12 with the assistance of the Gifted and Talented instructor. (http://opi.mt.gov/pub/RTI/Resources/RTI_Gifted_Talented.pdf ).   With assistance differentiated instruction should be provided to accelerate learning for high-ability students and maximize student achievement for all students.

 

Identification Process

A committee will review students who have met the criteria of at least one method. The committee will:

 

v  Review information collected on children who have met the screening criteria.

v  Collect additional information when appropriate.

v  Select children for placement in the gifted and talented program upon an in-depth assessment of the collected information.

v  Oversee the annual review of the selection process.

v  Assure that the selection process is equitable.

 

The GAT committee includes:

v  Administrator

v  Guidance Counselor

v  Teacher of Gifted

v  Classroom Teacher(s)

 

REFERALS

School professionals, parents, and the students themselves may make referrals for gifted and talented identification. Referrals will be made to the Gifted and Talented Instructor, Marie-Anne King. Data will be collected on the referred student and may include, 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” form will be forwarded to the superintendent.

Students entering the school district who have been placed in a gifted and talented program in another district will automatically be screened for placement in the GATP program and will be placed if the student meets the criteria established by Moore Public School. Further testing will be recommended if needed.

 

ELIGIBILITY

v  A score in the top percent on a nationally standardized test of intellectual ability

v  A score in advance or above proficiency on the MontCAS

v  A score in above proficiency in DIBELS (elementary)

v  checklist at http://www.gifteddevelopment.com/PDF_files/characscale.pdf ; Parental input athttp://www.gtequity.org/cyc/jot_down_sheet.pdf

v  Student placement decisions in the capability areas will be based on multiple criteria. No single criterion or cut-off score will be used to exclude a student from needed educational programming.

v  Uniform identification procedures will be used to identify students for specific gifted educational programming options.

v  To allow for the unbiased assessment of all cultural and economic backgrounds, a placement decision will be based on referral, performance, appropriate checklists, and other relevant information.

v  Placement will be made in programming options appropriate to the student’s educational needs, interests, and / or abilities with parental approval.

 

PLACEMENT

v  Notification of Parents/Guardians and Teachers

Parents or guardians will be notified in writing of test results and/or eligibility for placement in the gifted and talented program. With parent/guardian permission, placement will be made in programming options appropriate to the student’s educational qualifications, needs, interests, and/or abilities.

v  Permission/Refusal for Placement

The signature of a parent or guardian is required for either placement of a student in the GATE program or for refusal of placement of a qualified student. Each school site counselor is responsible for obtaining the parent signatures and forwarding placement/refusal forms to the superintendent.

 

Objectives:

Eighty-five percent identified gifted students will meet or exceed their growth target as measured by the MAP test. By progress monitoring throughout the school year the student’s plan will be adjusted accordingly. The student will also self-monitor his or her learning and adjust it accordingly.

Our objectives are to meet and exceed our Montana standards (http://opi.mt.gov/pdf/standards/10JuneStandards_Glance.pdf orhttp://www.opi.mt.gov/pdf/Standards/mt_content_standards_k-12.pdf ). This is accomplished by considering High-Quality Instruction. High-quality instruction is based on rigorous curriculum and research-based effective practice. Many researchers like Marzano and Tomlinson described several key aspects that characterize high quality.

It (a) focuses on rich and profound ideas of the discipline; (b) engages students emotionally and cognitively; (c) requires students to solve problems, address issues, and create products; (c) high-quality instructional practice, (d) continuous review of student progress, and (e)collaboration.

 

Strategies:

Our objectives will meet the needs of gifted students within the RtI framework (http://opi.mt.gov/pub/RTI/Resources/RTI_Gifted_Talented.pdf )

PROGRAM OPTIONS

Differentiated education includes multiple programming options and curriculum that is modified in pace, breadth, and depth. Programming options are coordinated to guide the development of gifted and talented students from the time they are identified through graduation from high school. Student placement in programming options is based on qualifications, abilities, need, and interests. Gifted and talented educational programming is an ongoing consideration of the school curriculum and schedule. Curriculum for the gifted and talented extends or replaces the regular curriculum. Curriculum for gifted and talented students is differentiated in content, process, and/or product. Processes for gifted and talented students stress creativity, performance, and higher level thinking skills. Gifted and talented students may also be served informally through various school organizations and clubs, which pertain to their specific needs, interests, and abilities.

ELEMENTARY GIFTED PROGRAM OPTIONS

v  Appropriate Flexible Pacing

v  Individualization of Instruction - instruction of an individual student focused on the specific educational needs of that student.

v  Proficiency Based Promotion - elementary students advancing one or more grade levels by demonstrating proficiency at the 90% level on designated assessments in all curriculum areas.

v  Differentiated or Enriched Classes - include differentiated curriculum and accelerated content designed for able students.

v  Independent Study - individually contracted in-depth study of a topic; also a course or unit of study taken through individual arrangement.

v  Continuous Progress/Acceleration - the content and pacing of curriculum and instruction are matched to the students’ abilities and needs. Students move ahead on the basis of mastery.

v  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 expectation.

Enrichment

v  Enrichment of Content in the Regular Classroom - experiences are provided in regular classrooms that are supplemental to the established curriculum and which are purposefully planned with the needs, interests, and capabilities of particular students in mind. Appropriate enrichment experiences are not a repetition of material.

v  Seminars - special short term instructional periods where students focus on one area of study.

v  Resource Room - a class for students released from their regular classroom on a scheduled basis to work with a gifted education teacher.

v  Creative and Academic Competitions - organized opportunities for students to enter local, regional, state or national contests in a variety of areas, such as science fairs, geography bees, Odyssey of the Mind, academic competitions, and others.

Academic/Social Support

v  Guidance and Counseling - planned activities, sessions and policies that assist gifted 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 underachievement.

MIDDLE SCHOOL GIFTED PROGRAM OPTIONS

v  Appropriate Flexible Pacing

v  Individualization of Instruction - instruction of an individual student focused on the specific educational needs of that student.

v  Proficiency Based Promotion - secondary students advancing one or more levels in a curriculum area by demonstrating proficiency at the 90% level on designated assessments.

v  Differentiated, Enriched, or Honors Classes - include differentiated curriculum and accelerated content designed for able students.

v  Accelerated classes need not be limited to identify gifted students.

v  Independent Study - individually contracted in-depth study of a topic; also a course or unit of study taken through an individual arrangement.

v  Continuous Progress/Acceleration - the content and pacing of curriculum and instruction are matched to student ability and needs. Students move ahead on the basis of mastery.

v  Cluster Groups - any classroom with a group of identified able learners purposefully organized to provide planned differentiated instruction most of the time.

v  Instructional Groups - any group of identified able learners organized to provide planned differentiated instruction in a curriculum area.

Enrichment

v  Enrichment of Content in Regular Classroom - experiences provided in regular classrooms that are supplemental to the established curriculum and which are purposefully planned with the needs, interests, and capabilities of particular students in mind. Appropriate enrichment experiences are not a repetition of material.

v  Seminars - special short term sessions where students focus on one area of study.

v  Creative and Academic Competitions - organized opportunities for students to enter local, regional, state or national contests in a variety of areas, such as science fairs, geography bees, Odyssey of the Mind, academic competitions, Engineering Fair, choral and instrumental competitions, and others.

v  Field trips for enrichment in areas not emphasized in the regular curriculum.

Academic/Social Support

v  Guidance and Counseling - planned activities, sessions, and policies to assist gifted 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 underachievement.

HIGH SCHOOL GIFTED PROGRAM OPTIONS

v  Appropriate Flexible Pacing

v  Individualization of Instruction - instruction of an individual student focused on the specific educational needs of that student.

v  Proficiency Based Promotion - secondary students advancing one or more levels in a curriculum area by demonstrating proficiency at the 90% level on designated assessments.

v  Differentiated, Enriched, or Honors Classes - include differentiated curriculum and accelerated content designed for able students. Accelerated classes need not be limited to identified gifted students.

v  Independent Study - individually contracted in-depth study of a topic; also a course or unit of study taken through an individual arrangement.

v  Continuous Progress/Acceleration - the content and pacing of curriculum and instruction are matched to student abilities and needs. Students move ahead on the basis of mastery.

v  Cluster Groups - any classroom with a group of identified able learners purposefully organized to provide planned differentiated instruction most of the time.

v  Instructional Groups - any group of identified able learners organized to provide planned differentiated instruction in a curriculum area.

v  Concurrent Enrollment - qualified students taking college/vocational courses concurrently while in high school.

v  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).

Enrichment

v  Enrichment of Content in the Regular Classroom – experiences provided in regular classrooms that are supplemental to the established

v

The Moore School District will provide:

Activities:

REGULAR CLASSROOM ASSIGNMENT MODIFICATIONS: Gifted students should not be penalized for participation in GAT classes and activities. On the days that students are involved in the GAT program, every effort should be made by regular classroom teachers and administrators to:

  • avoid presenting new concepts
  • post assignments presented in order for students to be aware of content covered
  • schedule tests around GATE time or exempt students from tests missed while at GAT
  • schedule school-wide events around GAT time
  • exempt students from daily practice and drill work missed while at GAT
  • Usually “homework” is used primarily as reinforcement or a means to complete unfinished assignments. Students who are involved in special programs should not be required to make up assignments missed while attending gifted classes. If a student is having difficulty in a subject, the teacher should notify the parent and the special program teacher. It is expected that routine homework assigned by teachers be no more for GAT students than for other students. Assignments missed while at GAT should not be assigned as homework in addition to or in place of regular homework assignments. Homework should not be a requirement for GAT attendance.

 

Professional development: Achieving the following goal will be decided with Moore School District Superintendent.

v  K-12 Teachers will participate in training in using MAP/MontCAS data for differentiation.

v  All K-12 teachers will participate in monthly learning circle study groups focused on teaching gifted students. This will include RtI components.

v  All teachers will participate in professional development using curriculum differentiation models to provide appropriate challenges for gifted students.

 

Summative Assessment/Measuring Progress toward meeting the Measurable Goals:

Celebrate the unique qualities you discover in children! Parent or guardian is asked to share what they learn with and about their child.

REVIEW OF PROGRESS

The progress of students in the gifted program is assessed with attention to mastery of content, higher-level thinking skills, and creativity. Portfolios for the pullout program will be sent home upon completion of each unit of study as a means of communication and evaluation reporting to parents. Additional communication with parents may occur as needed throughout the school year. Notification of any communication (written, verbal or electronic) will also be sent to the GAT instructor for record keeping and progress monitoring purposes.

For students placed in advanced courses, the appropriate teachers will report student progress to the parent according to district policy for those courses.

For students placed in the talented program for academic team competitions, the appropriate teachers will report student progress and/or group accomplishments. For students placed in the talented program by participation in selected groups of vocal, instrumental, visual, and performing arts, the appropriate teachers will report student progress and/or group accomplishments to the parent.

In a summative assessment, post assessment data collected at the end of the project is compared to the original data (pre assessment data) to determine if the desired outcome was achieved.

REMOVAL FROM PROGRAM

Students may be removed from a program that is not meeting their educational needs following a conference which includes the child’s parent(s), teacher(s), and GAT committee. Students whose needs are not being met by current placement will be considered for other programming options which may be more appropriate to their needs.

CONFIDENTIALITY

According to district policy, the disclosure of information contained in a student’s educational record is limited except by prior written consent of the student’s parent/guardian or the legally-eligible student or under certain limited circumstances as permitted by the Family and Educational Rights and Privacy Act. Records of placement decisions and data on all nominated students are kept on file for a minimum of five years or for as long as needed for educational decisions.

 

RESPONSIBILITIES OF SCHOOL DISTRICT AND LOCAL BOARD OF EDUCATION IN PROVIDING FOR A GIFTED AND TALENTED PROGRAM

The local board of education is responsible to provide gifted and talented educational programs for all eligible gifted and talented children who reside in the district. This differentiated education will include multiple programming options that shall be carefully matched with students’ identified needs, interests, and abilities. The district shall submit a Gifted and Talented Child Count, a Gifted and Talented Educational Plan Update, a Summary Budget, and a Gifted and Talented Expenditure Report to the State Department of Education by state determined deadlines each year.

 

ANNUAL EVALUATION OF GIFTED AND TALENTED PROGRAM

The local school district shall conduct an annual evaluation of the gifted and talented program. To aid in this evaluation, surveys shall be conducted of students, staff, and parents. The evaluation process will assess each component of gifted programming education which will include, but will not be limited to:

  • identification
  • professional development
  • programming options
  • curriculum
  • instructional program
  • program management
  • evaluation process

 

It is the responsibility of teachers of gifted and talented students to assess student learning throughout the year so performance may be evaluated longitudinally. Progress reports are provided to students and parents/guardians in order to communicate progress and collate data that can be used to constructively assess student progress. Enhanced learning plans will be evaluated every year by the GAT committee, which includes the students’ personal and academic goals. The evaluation of the program will consist of examining student achievement data, disaggregating by programmatic strategies and student categories (i.e. grade acceleration and differentiation, gender, etc.). MAP results, MontCAS, classroom assessments and other data will be used to determine progress toward program goals.

 

Sites to consider:

http://opi.mt.gov/PDF/Gifted/08GTPlanningGuide.pdf

 

http://www.gifteddevelopment.com/PDF_files/characscale.pdf

http://www.gtequity.org/docs/opt/varied_faces.pdf

http://opi.mt.gov/PDF/Gifted/GT_ID_Tests.pdf

http://opi.mt.gov/pub/RTI/Resources/RTI_Gifted_Talented.pdf

http://austega.com/gifted/characteristics.htm

http://www.prufrock.com/client/client_pages/gct/gct-rti-summer-2009.pdf

http://www.gtequity.org/cyc/single_2_up.pdf

http://www.gtequity.org/cyc/jot_down_sheet.pdf

http://www.wmea.com/resources/documents/WMEAGiftedandTalentedHandbook.pdf

 

 

 

 

 

 

 

MOORE SCHOOL DISTRICT

 

SCREENING SUMMARY GRADES K-12

 

Student______________________________________________Grade____________Date____________________

 

Nominated by___________________________________________________________

 

PRIMARY INDICATORS Score Points

TOOLS

SCORES

Points

   
   

0     1    2     3

   

RENZULLI-HARTMAN

 

       

Parent Input

 

       

MontCAS

 

       

DIBELS

 

       

MAP

 

       

Observation

 

       

Academic Average

 

       

Total points

 

       

COMMENTS:

 
 
 
 

 

RENZULLI-HARTMAN (Learning & Motivation, Creativity, and Leadership)

0 POINTS: Less than 37

1 POINTS: 37 to 93

2 POINTS: 94 to 130

3 POINTS: 131 to 148

 

 

 

 

 

 

ACADEMIC AVERAGE (REPORT CARD)

0 POINTS: Less than 88%

1 POINTS: 89% to 91 %

2 POINTS: 92% to 95 %

3 POINTS: 96% and up

 

 

 

 

 

 

Moore School District

For Rating Behavioral Characteristics of Superior Students

 

 

Name _____________________________________________________________ Date ____________

 

School ____________________________ Grade ________ Age (yrs/mos) _____________________

 

Name of Person Completing form ________________ Relationship to child ________________

 

How long have you known this child? Years _________ months _________

 

 

Scale: 1 = Seldom or never   2 = Occasionally   3 = Almost always

 

PART I: LEARNING CHARACTERISTICS

 

 

Circle one

1. Has unusually advanced vocabulary for age or grade level; uses terms in a meaningful way; has verbal behavior characterized by “richness of expression, elaboration and fluency.

 

 

1     2     3

2. Possesses a large storehouse of information about a variety of topics (beyond the usual interests of youngsters his/her age).

 

1     2     3

3. Has quick mastery and recall of factual information.

 

1     2     3

4. Has rapid insight into cause-effect relationships; tries to discover the how and why of things; asks many provocative questions (as distinct from information or factual questions); wants to know what makes things (or people) “tick”.

 

1     2     3

5. Has a ready grasp of underlying principles and can quickly make valid generalizations about events, people or things; looks for similarities and differences in events, people and things.

 

1     2     3

6. Is a keen and alert observer; usually “sees more” or “gets more” out of a story, film, etc. than others.

 

1     2     3

7. Reads a great deal on his own; usually prefers adult level books or books significantly above current grade level; does not avoid difficult material; may show a preference for biography, autobiography, encyclopedias, and atlases.

 

1     2     3

8. Tries to understand complicated material by separating it into its respective parts; reasons things out for himself/herself; sees logical and common sense answers.

 

 

1     2     3

9. Has a sophisticated sense of humor.

 

1     2     3

10. Initiates projects with ideas and action.

 

1     2     3

 

 

Total:

 

 

Part II MOTIVATIONAL CHARATERISTICS

 

 

Circle one

1. Becomes absorbed and truly involved in certain topics or problems; is persistent in seeking task completion. (It is sometimes difficult to get him/her to move on to another topic.)

 

 

1     2     3

2. Is easily bored with routine tasks.

 

1     2      3

3. Needs little external motivation to follow through in work that initially excites him/her.

 

1     2     3

4. Strives toward perfection; is self-critical; is not easilysatisfied with his/her own speed or products.

 

1     2     3

5. Prefers to work independently; requires little direction.

 

1     2     3

6. Is interested in many “adult” issues such as religion, politics, ethical issues – more than usual for age level.

 

1     2     3

7. Often is self assertive (sometimes even aggressive); stubborn in his/her beliefs.

 

 

1     2     3

8. Likes to organize and bring structure to things, people and situations.

 

 

1     2     3

9. Is quite concerned with right and wrong, good and bad; often evaluates and passes judgment on events, people and things.

 

1     2     3

 

 

Total:

 

 

Please discuss any strengths and weaknesses in regards to giftedness:

 

 

 

 

 

 

OTHER TOOLS:

Student Name___________________________________ Grade______ Date________

 

Nominated by___________________________________________________________

 

Gifted and talented children are those persons, who by virtues of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and enrichment activities.

 

Listed below are some general characteristics of gifted children. Please check the characteristics which you feel apply to the student nominated. A student need not be proficient in all areas to receive nomination. If you have any examples of student’s outstanding works, please include them with this form.

 

____ 1. Child displays ability to fulfill high standards of classroom performance.

 

____ 2. Child displays self-motivation to tasks of interest.

 

____ 3. Child displays creative and original ideas.

 

____ 4. Child displays leadership potential.

 

____ 5. Child displays intellectual curiosity.

 

____ 6. Child thrives on complexity.

 

____ 7. Child displays advance academic ability.

 

____ 8. Child initiates and maintains a conversation in a wide variety of subjects.

 

____ 9. Child displays a high level of retentiveness.

 

____ 10. Child displays an ability to work cooperatively with others.

 

____ 11. Child displays perseverance and commitment to task.

 

____ 12. Child displays high level of thinking skills, i.e. application, analysis, synthesis, evaluation.

 

____ 13. Child displays a positive attitude.

 

____ 14. Child expands upon classroom learning.

 

 

 

MOORE SCHOOL DISTRICT

GIFTED & TALENTED ENHANCED LEARNING PLAN

 

 

STUDENT:                                                                                                    DOB:

 

GRADE:                                                                                              DATE OF PLAN:

 

GAT COORDINATOR:

 

TEAM MEMBERS:

 

 

 

 

1. Describe areas of the student’s strengths (gifted and talented areas):

 

 

2. Describe the student’s aspirations:

 

 

 

3. Which area(s) will this plan address?

 

_____ English/Language Arts

 

_____ Mathematics

 

_____ Science

 

_____ Social Studies

 

 

4. How will this plan be implemented?

 

 

 

 

 

5. Specific Goal(s):

 

 

 

 

6. How will progress and successful implementation be monitored?

 

 

 

 

7. Person(s) responsible for monitoring progress and how often:

 

Start Date:

 

 

Follow-up/Review Date:

 

 

8. At follow-up, check status of progress:

 

( ) Progress noted. Continue with this Enhanced Learning Plan.

 

 

( ) Some progress noted. Revise the current Enhanced Learning Plan

 

 

( ) Needs new goal(s). Complete new Enhanced Learning Plan.

 

 

( ) Goal(s) met. Enhanced Learning Plan is no longer needed.

 

 

Student                                                                                                 Date

 

 

Parent/guardian                                                                                    Date