gifted and talented handbook - frankfort.k12.ky.us ind gifted … · web view... end of the...

Gifted and Talented

Handbook

The goal of the Frankfort Independent Gifted and Talented Program is to identify and serve students with exceptional abilities in the areas of general intellectual, specific aptitude, leadership, creativity and visual and performing arts so that they may grow to reach their full potential for civic, career and college readiness.

The following are policies and procedures written to meet the Kentucky state regulations outlined in 704 KAR 3:285.

Work cited: KAGE GT Handbook, http://kagegifted.org/for-educators/gt-handbook/

Revised 4/2015

Table of Contents

District Committee page 4

Appeals Policy page 5

Gifted Service Plans page 6

Nominations page 7

Primary Talent Pool page 8

Formal Identification

General Intellectual Ability page 10 Specific Academic page 11 Creativity page 12 Leadership page 13 Visual and Performing Arts page 14

Revised 4/2015

District Committee

1) A district gifted and talented (hereafter GT) committee including (but not limited to) the Superintendent or an appointee, the GT coordinator, the GT resource teacher, a high school or middle school representative and an elementary representative will review all development of policies and procedures. This committee will also evaluate evidence collected and make decisions regarding identification and placement of students in the GT programs with appropriate regard for environmental, social, and disabling conditions.

2) The district committee will have three meetings a year for the purpose of identifying students for all GT service programs including Primary Talent Pool, general intellectual, specific academic aptitude, creativity, leadership, and visual and performing arts. These meetings will take place no later than ten school days after the fall MAP testing window closes, no later than ten school days after the spring MAP window closes and the first week of May. All meetings will be posted on the district website.

3) Parents or guardians will be notified of their child’s status in the program within five school days of the meeting. Parents of students who will be offered services will receive the opportunity to accept or deny them.

4) A Gifted Student Service Plan shall be in place and active within ten school days of the committee meeting if the parent or guardian accepts services.

5) If nominated students are not formally identified by the committee, parents, guardians or teachers may appeal the decision as outlined in the appeal policy.

Revised 4/2015

Appeals Policy

Parents, guardians, teachers, or administrators of students in grades 4-12 may appeal the decisions of the district GT committee as follows:

1) The appealing party shall submit a written grievance to the GT coordinator or the GT resource teacher including specific reasons why the screening results may not be accurate or why an exception should be made.

2) Appeals must be delivered two weeks prior to any posted district committee meeting to allow time for review.

3) The GT coordinator and GT resource teacher will review all documentation (and additional evidence if necessary) and the district committee will re-evaluate the student’s identifying factors at their next scheduled meeting.

4) The appealing party and/or the parent or guardian of the student will receive the decision in writing within five school days of the committee meeting.

5) If the appealing party is unsatisfied with the re-evaluation, they may petition the Board of Education.

Revised 4/2015

Gifted Student Service Plan (hereafter GSSP)

1) Once students are identified for gifted services, a draft GSSP will be written including methods of delivery and responsible personnel. A school team including the principal, counselors, the GT teacher, and other responsible parties will approve the final GSSP before implementation.

2) Each formally identified student, continuing in the program, will have an annual review of their GSSP for service delivery in each area of giftedness. The school team will have input on the review.

3) GSSP’s will be reviewed annually by the district GT committee in the first quarter of the school year.

4) Parents or guardians and responsible personnel will receive a copy of the GSSP five schools days after it is approved by the school team and no later than the last day of the first quarter.

5) Parents or guardians will also receive a minimum of one progress report each semester regarding student achievement toward GSSP goals.

6) The current GSSP, as well as other gifted documentation, will be maintained by the GT resource teacher and a notification will be placed in the identified students’ district cumulative folder.

Revised 4/2015

Nomination

1) Nomination forms may be obtained from the GT coordinator, the GT resource teacher, or the district website.

2) Parents or guardians nominating students will complete the parent nomination form and attach any work samples or testing information that they feel supports their child’s giftedness.

3) Nominations from teachers, other school personnel, and parents will be accepted at any time but will be strongly encouraged after reviewing data from MAP testing and KPREP testing.

4) While the GT coordinator and/or GT teacher will provide blank documents and support, it is the obligation of the nominating teacher or other school personnel to provide evidence to support the nomination.

5) Appropriate evidence is outlined under each area of giftedness in this document.

6) Within ten school days after students are selected for GT services, GT resource teacher will enter the information into Infinite Campus and prepare an updated list of students to distribute to appropriate school personnel.

Revised 4/2015

PRIMARY TALENT POOL (Grades K-3)Primary Talent Pool means a group of primary students informally selected as having characteristics and behaviors of a high potential learner and further diagnosed using a series of informal and formal measures to determine differentiated service delivery needs during their stay in the primary program. (704 KAR 3:285)

Identification

1) To be included in the Primary Talent Pool a student shall have at least three (3) pieces of evidence that reflect strengths and/or potential in each specific area(s) of giftedness. Evidence may include the following:

a. Anecdotal records

b. Formal test data

i. MAP

ii. DRA

iii. Primary SAGES

c. Checklist inventories of behaviors specific to gifted and talented categories

d. Collection of evidence (ex: work sample, primary portfolios) demonstrating student performance is 1-1/2 to 2 years above that of same age peers

e. Continuous progress data (progress reports, report cards)

f. Screening measures

g. Evidence of formal identification from an out of state school district

h. Parent interview/questionnaire/referral

i. Surveys/interest inventories

j. Jot-downs/observations

Revised 4/2015

k. Checklists of gifted and talented behaviors appropriate to area of nomination

l. Other valid and reliable documentation as outlined in 704 KAR 3:285

2) Students may be nominated and selected at the end of the second and third quarter during the primary years, kindergarten through third grade, and will remain in the Primary Talent Pool until matriculation from the third grade.

3) Transfer students from other Kentucky school districts will be admitted to the program. Out of state students will be admitted based on Frankfort Independent School District criteria. It is the responsibility of the district personnel receiving transferring students’ folders to make the GT coordinator or the GT resource teacher aware of the students’ past GT placement.

4) Once selected, classroom teachers will differentiate instruction, as appropriate, to meet the interests, needs and abilities of Primary Talent Pool student. Services may include but are not limited to enrichment, cluster grouping, flexible grouping/regrouping, acceleration (subject or whole grade), counseling services, and mentorships.

5) Classroom and specialty area teachers will consult the GT resource teachers for resources to differentiate instruction, extend curriculum and provide enrichment and may collaborate as appropriate, to nurture students’ abilities to full development.

6) When a student exits 3rd grade, he/she will go through the identification process for inclusion in the grades 4-12 specific areas of giftedness prior to inclusion in the formal program.

Service Options

Primary Talent Pool students may participate in the following service options as determined by the GT committee:

1) Acceleration options determined by the school and grade level team

2) Collaborative teaching with the classroom and GT teacher

3) Consultation services provided by the GT teacher

4) Differentiated study experiences in the classroom whether individually or with a cluster group of peers Revised 4/2015

5) Enrichment services during the school day

6) Resource service in an appropriate instructional setting

FORMAL IDENTIFICATION FOR GRADES 4-12The Frankfort Independent School District makes a systematic effort to recognize, evaluate, and identify all gifted and talented students within the district boundaries regardless of economic, social, emotional, or physical circumstances. The data gathering process for formal identification begins when the student exits the primary grades (3rd). Students new to the district in grades 4-12 may be considered for identification upon nomination by teachers, parents, or self-nomination.

All assessments administered to students during their primary years will be taken into consideration in regard to gifted and talented eligibility criteria. Students who score in the 9th stanine or percentile equivalent on the MAP test, KPREP test or other given measure will qualify for further data to be collected and given consideration for identification. Other nationally normed assessments will be administered to students whose profile exhibits evidence of inconsistent data. The committee shall take into consideration environmental, cultural, and disabling conditions which may mask a child’s true abilities that lead to exclusion of otherwise eligible students. Students may also be screened informally by school personnel to include surveys, questionnaires, jot-down lists, anecdotal information, and observations.

General Intellectual Ability

General Intellectual Ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in general intellectual ability and possessing a consistently outstanding mental capacity as compared to children of one’s age, experience, or environment. General intellectual ability is usually reflected in extraordinary performance in a variety of cognitive areas, such as abstract reasoning, logical reasoning, social awareness, memory, spatial relations, and the analysis, synthesis, and evaluation of information. (704 KAR 3:285)

Identification

Identification is based on multiple evidences. Three pieces of evidence will be used to determine eligibility. One being, the student scores in the ninth stanine (the 96 percentile equivalent) on a full scale comprehensive test of intellectual ability and two of the following:

a. General Intellectual Ability Checklist

Revised 4/2015

b. Other supporting test data (i.e. MAP)

c. Anecdotal Records

d. Parent Questionnaire

e. Collection of student performance

Service Options

Student identified in the area of general intellectual ability may participate in the following service options as determined by the GT committee:


2) Collaborative teaching between the classroom and GT teacher


4) Differentiated study experiences in the classroom whether individually or with a cluster group of peers



Specific Academic Ability

Specific academic ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in specific academic areas significantly beyond the age, experience, or environment of one’s chronological peers. (704 KAR 3:285) Students may be identified in one or more of the four content areas of Language Arts, Math, Social studies, or Science.

Identification

Identification is based on multiple evidences. Three pieces of evidence will be used to determine eligibility. If the student meets the minimum criteria in these three areas, he/she will be admitted into the program. One being, the student scores in the ninth stanine (the 96 percentile equivalent) on a norm referenced test in one or more of the four content areas and two of the following:

a. Inventory checklist of GT behaviors completed by teachers and/or parents Revised 4/2015

b. Teacher Referral Form for the area in which the student is identified

c. Specific Academic Jot Down

d. Collection of student performance

e. Parent interview or questionnaire

f. Observations

Service Options

Student identified in the area of specific academic aptitude may participate in the following service options as determined by the GT committee:


2) Collaborative teaching between the classroom and GT teacher in the identified area(s)


4) Differentiated study experiences in the classroom whether individually or with a cluster group of peers in the identified area(s)

5) Enrichment services during the school day with the GT teacher or area specialist

6) Resource service in an appropriate instructional setting with the GT teacher or area specialist

Creativity

Creativity means possessing either potential or demonstrated ability to perform at an exceptionally high level in creative thinking and divergent approaches to conventional tasks. This is typically evidenced by innovative or creative reasoning, advanced insight and imagination, and solving problems in unique ways. (704 KAR 3:285)

Identification

Identification is based on multiple evidences. Three pieces of evidence will be used to determine eligibility. If the student meets the minimum criteria in these three areas, he/she will be admitted into the program. The areas are as follows:

Revised 4/2015

a. Creativity Assessment Screening

b. Scores in the 96% or above on tests of creative thinking (i.e. Torrance)

c. Inventory checklist of Creative behaviors completed by teachers and/or parents

d. Products of original or creative thinking

e. Creative writing samples

f. Letter of Recommendation from a teacher or expert

g. Peer survey

h. Creativity Jot Down

i. Parent Questionnaire

Service Options

Student identified in the area of creativity may participate in the following service options as determined by the GT committee:

1) Collaborative teaching between the classroom and GT teacher


3) Differentiated study experiences in the classroom whether individually or with a cluster group of peers



Leadership

Leadership means possessing either potential or demonstrated ability to perform at an exceptionally high level in social skills and interpersonal qualities such as poise, effective oral and/or written expression, managerial ability and the ability and/or vision to set goals and organize others to successfully reach those goals. (704 KAR 3.285)

Identification

Revised 4/2015


a. Behavior checklist

b. Leadership Jot Down

c. Leadership Participation Log

d. Letter of recommendation

e. Peer Survey

f. Student Self-Assessment

g. Parent Questionnaire

Services

Student identified in the area of leadership may participate in opportunities with the guidance of the GT teacher and as determined by the GT committee. Students should take part in one or more of the following:

1) Develop awareness of leadership qualities

2) Discussion with like peers

3) Mentorship

4) Public speaking

5) Lead class, school and community activities, projects, or discussions

6) Student government

7) Shadow school and community leaders

Visual or Performing Arts

Visual or Performing Arts means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating potential for outstanding aesthetic production, accomplishment, or creativity in visual art, dance, music, or drama. (704 KAR 3:285) Revised 4/2015

Identification


1) Portfolio for visual arts

2) Audition for performing arts

* Note that students who have been selected by audition for district, regional, or state performance will meet this criteria.

3) Visual or performing arts participation log

4) Visual Art, Music, Dance, or Drama Jot Down

5) Parent Questionnaire

6) Letter of Recommendation from professional in field

Services

Student identified in the area of visual or performing arts may participate in artistic opportunities with the guidance of the GT teacher and as determined by the GT committee: Students should take part in one or more of the following:

1) Study with experts

2) Field trips to observe experts or take part in specially designed activities

3) Demonstrate talent for others

4) Independent unit of study

5) Mentorship

6) Exploration in area of interest

7) Analyze the work of artists

Revised 4/2015

Forms

Revised 4/2015

Frankfort Independent SchoolsElementary Student Interest Inventory

Name: ___________________________________________________________ Grade: _____ Please complete the following list of questions to accurately describe your typical behavior, thoughts, feelings, and opinions. Your response is needed to provide an accurate estimate of your interests, needs, and abilities.

1. What kinds of books do you like to read? _________________________________________________

2. What parts of the newspaper do you look at regularly?_______________________________________

3. How do you get the news? _____________________________________________________________

4. What are your favorite magazines? ______________________________________________________

5. What types of TV programs do you prefer? Why? __________________________________________

_____________________________________________________________________________________

6. What is your most favorite activity or subject at school? _____________________________________

7. What is your least favorite activity or subject at school? _____________________________________

8. What is your first choice of what to do when you have free time at home? _______________________

9. What kinds of things have you collected? _________________________________________________

10. What do you do with the things you collect?______________________________________________

11. If you could talk to any person currently living, who would it be? _____________________________

12. Why did you choose this person? _____________________________________________________

13. What questions would you ask the person? _______________________________________________

14. What hobbies do you have? ___________________________________________________________

15. How much time do you spend on your hobbies? ___________________________________________

16. If you could have anything you want, regardless of money or natural ability, what would you choose:

_____________________________________________________________________________________________

17. Why would you choose that?

Revised 4/2015

_____________________________________________________________________________________________

Continue on the back

18. What career(s) do you think might be suitable for you when you are an adult?

_____________________________________________________________________________________________

19. Describe your most memorable experience

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

20. Imagine that someday you will write a book or produce a movie. What do you think it will be about?

_____________________________________________________________________________________________

21. Imagine that you could invent something to make the world a better place. Describe your invention.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

22. What places would you most like to visit in your own area and in other locations?

_____________________________________________________________________________________________

23. Imagine that you are going to take a trip to another planet or solar system. You will be gone for 15

years. List 10 things you will take with you.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

24. What question do you think should be on this survey that isn't already on it?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

25. Tell one thing about yourself that you have not already been asked.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Revised 4/2015

Student Signature _____________________________________________________ Date _____________

Frankfort Independent School DistrictBehavioral Characteristics Checklist

STUDENT NAME __________________________________________ DATE ____________

TEACHER __________________________________________ Please mark the category you think best describes the student: (1) most of the time (2) often (3) occasionally (4) rarely

A. LEARNING

Items 1 2 3 4Not

observed

Is a rapid learner, who understands advanced topics easily. Shows insight and reflects on cause-effect relationships. Persists in completing tasks. Sees the problem quickly and takes the initiative. Learns basic skills quickly and with little practice. Is reluctant to practice skills already mastered, finding such practice futile. Follows complex directions easily. Constructs and handles high levels of abstraction. Can cope with more than one idea at a time. Has strong critical thinking skills and is self-critical. Has surprising perception and deep insight. Is a keen and alert observer, notes detail and is quick to see similarities and differences. Displays intellectual and physical restlessness; once encouraged, is seldom a passive learner. Has a remarkable range of specialized knowledge (e.g. dinosaurs). Possesses extensive general knowledge (often knows more than the teacher), and finds classroom books superficial. Explores wide-ranging and special interests, frequently at great depth. Has quick mastery and recall of information, seems to need no revision and is impatient with repetition. Learns to read early and retains what is read; can recall in detail. Has advanced understanding and use of language, but sometimes hesitates as the correct word is searched for and then used. Sees greater significance in a story or film and

Revised 4/2015

continues the story.Demonstrates a richness of imagery in informal language and brainstorming. Can ask unusual (even awkward) questions or make unusual contributions to class discussions. Asks many provocative, searching questions which tend to be unlike those asked by other students of the same age. Has exceptional curiosity and frequently wants to know the reasons why. Displays intellectual playfulness; is imaginative and is quick to see connections and manipulate ideas. Often sees unusual, rather than conventional, relationships. Can produce original and imaginative work, even if defective in technical accuracy (e.g. poor spelling and/or handwriting). Wants to debate topics at greater depth. Mental speed is faster than writing ability, so is often reluctant to write at length. Prefers to talk rather than write and talks at speed with fluency and expression.

B.PSYCHOSOCIAL

ITEM 1 2 3 4Not

observed

Sets very high personal standards and is a perfectionist. Is success-oriented and hesitates to try something where failure is a possibility. Demonstrates a sense of humor and loves incongruities, puns and pranks. May be behind peers in manual dexterity, which can be a source of frustration. Can have a negative self-concept and suffer from poor social acceptance by age peers. Daydreams and seems lost in another world. Listens to only part of the explanation and sometimes appears to lack concentration, but always knows what is going on. When questioned usually knows the answer. Often prefers company of older students and adults. When interested, becomes absorbed for long periods and may be impatient with interference or abrupt change. Can be stubborn in own beliefs. Shows sensitivity and reacts strongly to things causing distress or injustice. Empathizes with others and often takes a leadership role; very understanding and sympathetic.

Revised 4/2015

Shows unusual interest in adult problems such as important issues in current affairs (local and world), evolution, justice, the universe, etc.

Dear Parent/Guardian:

Your child _______________________________________was recently assessed for possible eligibility for the Gifted and Talented Program.

At this time, your child does not meet the established district criteria for qualification for the program. However, his/her progress will continue to be monitored for possible eligibility in the future. It is also possible for your child to be reassessed after a one year period for any gifted area.

If you have any questions, comments or concerns, please contact Marcia Garland.

Sincerely,

Marcia GarlandGifted and Talented Teacher506 West Second StreetFrankfort Independent SchoolsFrankfort, KY [email protected](502) 875-8658

Revised 4/2015

mailto:[email protected]

Revised 4/2015

Dear Parent/Guardian:

Your child _______________________________________was recently assessed for possible eligibility for the Gifted and Talented Program.

At this time, your child has been identified for gifted and talented services, based on his/her demonstrated ability in the area of __________________________.

____ At this time, I do not wish for my child to participant in the gifted program.

____ I give consent for my child to receive services.To best service your child, it is important that we receive information

on their habits and interests. Please fill out the attached parent response form and return it to Mrs. Garland as soon as possible.

Parent Signature: ____________________________________________Date: __________

If you have any questions, comments or concerns, please contact Marcia.

Sincerely,


Revised 4/2015


Dear Parent/Guardian,Your child ____________________________________________________has been

recommended for the Primary Talent Pool based on his/her school performance and other evidence.

Please note that participation in the Primary Talent Pool does not ensure formal identification for gifted services in fourth grade. Students exiting primary grades are reassessed for formal identification.

Primary Talent Pool students are selected as having characteristics and behaviors of giftedness and will receive services including:

____ Consultation – the G/T teacher confers with the classroom teacher to plan differentiated activities in the regular classroom.

____ Collaboration – the classroom teacher and the G/T teacher plan and provide services in the regular classroom

____ Resource services – students receive direct instruction from the G/T teacher in the G/T classroom.

____ Acceleration by subject or grade level work____ Differentiated study experiences in the classroom whether individually or

with a cluster group of peers ____Enrichment services during the school day (Special classes or field trips)If you have any questions, comments or concerns, please contact Marcia

Garland.

Sincerely,


___ Yes, my child has permission to participate in the Primary Talent Pool and I will fill out and return the attached parent response form.

___ No, I do not give permission for my child to participate at this time.

Parent/Guardian signature: _________________________________Date: _____________

Revised 4/2015


Frankfort Independent School DistrictGIFTED/TALENTED STUDENT SERVICES PLAN

Parental Response FormOne of the major goals of FISD gifted/talented services is to provide each student with an opportunity to develop his or her strengths and talents. The basic curriculum will be differentiated to offer your child interesting and challenging experiences. Although the work your child does in school provides information on his or her strengths and interests, activities your child pursues at home will help us develop ways to further enhance his or her school plan. For this reason, we are asking you to complete this parental response form.

Child’s Name: _____________________________________________

Parent’s Name: ____________________________________________

1. My child spends the greatest amount of his/her time doing:

2. My child’s interests and hobbies include:

3. My child’s readings and discussions relate to these area(s):

Please check any which apply to your child:

Preferred Ways of Learning

Reading Presentations

Listening Projects

Discussing Performing

Creating Music

Writing Art

Working Alone Technology

Working in a Group Other:

Revised 4/2015

Frankfort Independent School District

Documentation/Evidence Verification and Formal Identification for Gifted Services (Grades 4-12)

Student: ________________________________________________ Grade: _________

General Intellectual Ability:

_X_9th stanine on a full scale comprehensive test of intellectual ability

___General Intellectual Ability Checklist

___ Other supporting, consistent test data (i.e. three MAP scores above 90%)

___Anecdotal Records

___ Parent Questionnaire

___ Collection of student performance

Specific Academic Aptitude:

_X_ 9th stanine on one or more areas on the MAP: ___Language Arts ___Reading ___Math ___Science ___Social Studies.

___Checklist of GT behaviors by parent or teacher (circle)

__Teacher Referral Form

___ Specific Academic Jot Down

___Collection of student performance

___Parent interview or questionnaire

___Observations

Creativity:

___Creativity Assessment Screening

___ 96% or above on tests of creative thinking (i.e. Torrance)

___Checklist of creative behaviors by ___teacher ___parents

___Products of original or creative thinking

___ Creative writing samples

Revised 4/2015

___Letter of Recommendation ___ teacher ___expert

___Peer survey

___Creativity Jot Down

___Parent Questionnaire

Leadership:

___ Behavior checklist

___ Leadership Jot Down

___ Leadership Participation Log

___ Letter of recommendation ___teacher ____other

___Peer Survey

___ Student Self-Assessment

___ Parent Questionnaire

Visual and Performing Arts:

___ Portfolio for visual arts

____Audition for performing arts

___ Visual or performing arts participation log

___ Visual art, music, dance, or drama jot down

___ Parent questionnaire

___Letter of recommendation ___teacher ___expert

The Gifted and Talented Identification and Placement Committee feels that the evidence:___meets the requirements for formal identification of the student at this time and supports the need for gifted and talented services.___ does not meet the requirements for formal identification of the student at this time.Committee signatures:_____________________________ _____________________________

Revised 4/2015

_____________________________

_____________________________

__________________________________________________________Date: _______________________

Frankfort Independent District SchoolsGIFTED/TALENTED DOCUMENTATION

FOR MONITORING REPORT

Student: _______________________________________ Teacher: ___________________

Subject: _____________________ Period: _______________ Date: __________________

How is the student’s classroom instruction impacted?

Curriculum Compacting Evidence:

Differentiation by Content:

Differentiation by Process:

Revised 4/2015

Differentiation by Product:

Frankfort Independent School DistrictReferral Form

Student Name: ______________________________________________Date of Birth: ____________________ Grade: ________ Teacher: _____________________________Person making referral (circle one):Teacher Parent Peer SelfPlease check the area(s) the student is being referred:___ Primary Talent Pool (K-3)___ General Intellectual ___ Specific Academic (circle one or more)

Reading Language Arts Math Science Social Studies ___Creativity___ Leadership___Visual Art___Performing Arts (circle one or more)

Revised 4/2015

Music Dance DramaThree forms of evidence:1)_________________________________________________________________2)_________________________________________________________________3)_________________________________________________________________

Person making referral’s signature: _________________________________Date submitted: ___________ Received by: ___________________________

Frankfort Independent School DistrictSpecial Consideration Form

Student: ____________________________________ Date: ________________Indication of elements within two or more of the following five factors may impact a student’s learning and performance, and may interfere with school success, test-taking, and/or acquisition of advanced skills, talents and related information. The presence of these factors should be documented by review of a student’s school records, and administrator, teacher and parent declaration. Additional assessments will be given to students who are impacted by elements in two or more of these five factors categories:

____ Language/Cultural

___ Primary language of parent and/or student is other than English

___Student lacks proficiency and verbal fluency in English

___Home/School communication is limited

___Student is receiving ELL services

_____Economic (Financial issues which affect performance at school)

_____Environmental

Revised 4/2015

___Irregular attendance

___Transience (three or move school moves)

___Limited home enrichment opportunities

___Conflicts with home responsibilities and study time

_____Social/Emotional ex: _____________________________________________

(Recent divorce, death, family separation, extended absence of parent, etc.)

_____Health ex:____________________________________________________

(Health factors which hamper school performance)

______IEP (Educational factors which may hamper performance)

______ Under achievement

Prepared by: _____________________________________________Position: __________________________________________

Consent for Evaluation

Dear Parent/Guardian,Based upon recommendations and test scores,

____________________________ has been chosen to be evaluated for possible gifted and talented services.

In order to move forward with the evaluation, individual assessment will be necessary. At this time, the gifted staff is requesting your consent to continue.

_____Yes, I understand the reasons for requesting consent, and I agree to an individual evaluation for my child in all areas related to gifted services.

_____ No, I understand the reasons for the request; however, I do not want my child to undergo evaluation at this time.

Revised 4/2015

Parent/Guardian signature: _________________________________Date: _____________

If you have any questions, comments or concerns, please contact Cara Doyle.

Sincerely,

Marcia GarlandGifted and Talented Teacher506 West Second StreetFrankfort Independent SchoolsFrankfort, KY 40601 [email protected]

Frankfort Independent School DistrictFormal Identification Referral Checklist

Student Name: ______________________________________________Date of Birth: ____________________ Grade: ________ School of Attendance: ______________________Date referral was received: _____________Date of next district committee meeting: ___________________Date consent for evaluation was sent: __________ Returned:________Revised 4/2015



All evidence collected:____________________Student identified: Yes NoDate of parent/guardian notification: __________________Date of GSSP completion: ________________Date GSSP was sent to parent/guardian; __________Date service began: ________________

Frankfort Independent School District

Gifted Student Services Plan

Student:____________________________ School: ________________________Grade: ___________ Date: ________________________

Areas of Identification:___ General Intellectual

___Specific Academic___ Math___ Language Arts___ Science___ Social Studies

___ Creativity ___ Leadership ___ Performing Arts___ Music___ Drama___ Dance

___ Visual Arts

Revised 4/2015

Service Options:_____ Content & curriculum from a higher grade level (one or more subject areas/subject acceleration) Collaborative teaching and consultative services:

_____Common planning with GT resources teacherDifferentiated study experiences for individuals: _____Co-teaching with GT resource teacher_____Differentiation of content, process &/or product(research, student choice, open-ended, etc.) _____GT resource materials provided

_____Flexible grouping by Ability _____Other: _____Flexible grouping by Interest_____Flexible grouping by Multiple intelligence Cluster groups in the regular classroom:

_____Flexible grouping by Learning style _____Differentiation of content, process &/or product(research, student choice, open-ended, etc.)

_____Flexible grouping by Other: _____Flexible grouping by Ability_____Pre-assessment by unit, topic, concept, etc. _____Flexible grouping by Interest_____Curriculum compacting _____Flexible grouping by Multiple intelligence_____Adjust time-on-task _____Flexible grouping by Learning style_____Learning centers _____Flexible grouping by Other: _____Other: _____Pre-assessment by unit, topic, concept, etc.

_____Curriculum compactingResource services: _____Adjust time-on-task

_____Learning centers_____Other:

Goals:1. Student will demonstrate achievement in the content area(s) of identification.2. Student will develop skills including creative/critical thinking, research, and problem solving in the

areas of identification.3. Students will complete high level products/performance in the areas of identification.4. Individual Goals:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Continues on back

Student’s schedule and other notes:

School Gifted Team Signatures:

________________________ ________________________

Revised 4/2015

________________________ ________________________

________________________ _________________________

Progress Report for

Gifted/ Talented Student Services Plan

NameSchoolGradeDateTeacherIdentified Categories

Services Plan Progress First Semester Exceeds Expect-

MeetsExpect-

Needs Improve-

Revised 4/2015

ations ations ment1) Student demonstrates achievement in the content areas of identification.2) Student develops process skills including creative/critical thinking,

research, and problem solving in the areas of identification.3) Student completes high-level products/ performances in the areas of

identification.4) Other:

Comments:

Services Plan Progress Second Semester Exceeds Expect-ations

MeetsExpect-ations

Needs Improve-ment

1) Student demonstrates achievement in the content areas of identification.2) Student develops process skills including creative/critical thinking,

research, and problem solving in the areas of identification.3) Student completes high-level products/ performances in the areas of

identification.4) Other:

Comments:

Revised 4/2015

gifted and talented handbook - frankfort.k12.ky.us ind gifted … · web view... end of the...

Documents