park hill school district gifted education department
TRANSCRIPT
Park Hill School District
Gifted Education
Department
HANDBOOK
2013-2014
Building Successful Futures ∙ Each Student ∙ Every Day
Park Hill Gifted Education Staff
Dr. Jennifer Corum, Gifted Coordinator
Director of Curriculum
Debbie Anderson *Renner
Hawthorn &Union Chapel
Leanne Cox *English Landing (1st
-3rd
)
Prairie Point & Chinn
Union Chapel & Southeast &
Graden (HAP)
Jen Muchow *Southeast
Graden
Lisa Thomsen *Line Creek
Tiffany Ridge & Chinn
Leslie West *English Landing (4th
and 5th
)
Prairie Point
*Indicates host schools
Mission
The overall mission of the Park Hill School District is to
provide a meaningful education in a safe, caring
environment to prepare each student for success in life.
The BRIDGES program offers additional opportunities for
gifted and talented students.
Program Goals
Gifted students will achieve at high academic levels.
Gifted staff will provide a robust, technology enhanced
and challenging curriculum.
Gifted Education
“Where Thinking is Critical”
The purpose of the Park Hill Gifted Program is to
recognize and provide for the unique academic
and affective needs of exceptional children, so
they will become effective, creative producers in
society and in their personal lives.
BRIGHT CHILD GIFTED LEARNER
Knows the answers Asks the questions
Is interested Is highly curious
Is attentive Is mentally & physically involved
Has good ideas Has wild, silly ideas
Works hard Plays around, yet tests well
Answers the questions Discusses in detail
Top group Beyond the group
Listens with interest Shows strong feelings/opinions
Learns with ease Already knows
6-8 repetitions for mastery 1-2 repetitions for mastery
Understands ideas Constructs abstractions
Enjoys peers Prefers adults
Grasps the meaning Draws inferences
Completes assignments Initiates projects
Is receptive Is intense
Copies accurately Creates a new design
Enjoys school Enjoys learning
Absorbs information Manipulates information
Technician Inventor
Good memorizer Good guesser
Enjoys straight-forward, sequential presentations Thrives on complexity
Is alert Is keenly observant
Is pleased with own learning Is highly self-critical
Characteristics of Gifted Learners
All children may exhibit special talents and/or traits; however, gifted
learners possess characteristics that are developed to a much greater
extent than other students of the same age, background, and
experience. Gifted learners require instructional modifications in order
to address their exceptionalities. Some common characteristics of
gifted learners are:
Learns easily
Intellectual curiosity
Advanced vocabulary
Keen sense of humor
High standards for self
Curious and inquisitive
Excellent memory
Senses injustice
Frequently uses similes, metaphors, and analogies in
conversation
Reads avidly and absorbs books well beyond his or her years
Shows insight to arithmetical problems that require careful
reasoning and grasps mathematical concepts readily.
Core Beliefs About Gifted Children Gifted children are unique and are as different from one another as they are from the population as a whole.
Gifted children are not a homogeneous group. Gifted children may have strengths in one or more areas. Gifted children may not be “straight-A” students. Gifted children may evidence uneven development in intellectual, emotional,
and physical domains. Gifted children have potential that is extraordinary and idiosyncratic.
Gifted children exist in all cultural groups, within all economic levels, among populations with other special needs, and in all areas of human endeavor.
Gifted children may be twice exceptional, having gifts as well as disabilities. Gifted children evidence different characteristics depending on their cultural,
educational and economic backgrounds.
Gifted children learn differently and require special educational experiences in order to grow academically and achieve their highest potential.
Gifted children need a firm foundation of knowledge and skills upon which to build content expertise.
Gifted children need instruction tailored to their unique abilities, interests, and learning styles.
Gifted children need academically challenging curriculum that is both accelerated and enriched.
Gifted children need to explore many fields of study, to “fall in love” with ideas, and to study subjects in depth.
Gifted children need to engage in learning that requires persistence and task commitment.
Gifted children need the opportunity to use and develop their creativity and problem-solving skills.
Gifted children, because of heightened intellectual and social-emotional intensities, need support and encouragement from individuals who recognize, validate, and nurture their giftedness.
Gifted children are a special needs population and can be “at risk.” Gifted children benefit from the expertise of both classroom teachers and
specially trained gifted education teachers. Gifted children benefit from contacts with intellectual peers and mentors. Gifted children benefit from parents who help them achieve meaningful
social, emotional, and academic goals. Gifted children are children first and need to be respected for who they are.
Bridges Identification Procedures
Park Hill School District Testing Process UNIVERSAL SCREENING: Achievement Testing Grades 1st-6th in the spring of each year
Terra Nova Assessments Stanford 9 or 10 Iowa Test of Basic Skills (ITBS) Comprehensive Test of Achievement
EVALUATION: Students may be given the SAGES-2 and WISC.
SAGES-2: This is a reasoning test. Students use pictures
and shapes to make analogies. The SAGES is administered
in a small group setting.
WISC-4: This full-scale IQ test is administered individually.
PLACEMENT: In compliance with state guidelines, students must receive 95% on three (3) of the Terra Nova assessments Total Communication Arts, Total Math, Total Science or Total Social Studies)
Park Hill Testing Timeline and Communication
ACHIEVEMENT TEST:
Students will take achievement test in the spring of each year.
IQ: Students who qualify for further testing will be given an IQ test.
Parents will be notified of IQ test results by letter.
PLACEMENT: Students who qualify will be placed in the program either for Fall or January placement. Students who do not qualify have the opportunity to be tested one additional time after
a year if their scores are between 120-124 on the WISC-IV.
State of Missouri - In 1973, the State Board of Education was authorized by the Missouri legislature (H.B. 474) to establish standards for special programs for gifted students. As defined in Section 162.675 RSMo, gifted children are “those who exhibit precocious development of mental capacity and learning potential as determined by competent profession evaluation to the extent that continued education growth and stimulation could best be served by an academic environment beyond that offered through a standard grade level curriculum.”
Bridges Testing Procedures
Screening Cycle for Entrance
All students in the Park Hill School District have the opportunity to be screened for gifted education services. Upon completion of spring achievement testing, any student who has qualifying scores (see gifted placement flowchart), is identified for further testing. As students’ progress through the placement criteria, they may qualify for the program. If placement is recommended, entrance to the program will be in either August or January of the current school year, depending on the timing of testing and the results. Please note that students, who are new to the Park Hill School District and have met all of our program’s placement criteria, will be eligible to enter the program immediately.
Elementary students qualifying for gifted education services will attend classes one day a week in a pull-out program. At the elementary level, the Bridges program provides services to qualifying students in grades 2-5 at designated host sites with specific feeder schools being assigned to each location.
Middle school gifted students attend Bridges each day in replacement of their Middle School reading course. Reading standards and skills are infused in the gifted curriculum.
Transfer Students
Students who transfer from another gifted program will be considered for placement according to the Park Hill gifted program criteria. Only achievement scores from the past two years can be used. The student will be given needed tests during the testing cycles either in the summer or fall.
Appeals Procedure
Parents who feel their child’s screening test scores were invalid may appeal the testing by filling out the Bridges Appeals Form and turning it into the elementary gifted coordinator. The decision on whether to give an alternate test will be made by a committee comprised of the Director of Curriculum Instruction and the Assistant Superintendent for Academic Services.
Withdrawal from Program
If at any point during the gifted student’s educational placement the student is removed
from the program due to student and/or parental request, a meeting will be held with the
involved gifted staff members, appropriate school officials, and parents. If it is
determined that withdrawal from the program is in the student’s best interest, the
appropriate form must be completed by the student’s parent or guardian.
Students and/or parents requesting re-entrance to the gifted program at a later date,
following a withdrawal, must complete the appropriate form, and will only enter at the
times specified by the screening cycle (August or January).
Curriculum and Grading
Gifted Curriculum
Curriculum in Park Hill’s gifted program is developed to meet the specific learning needs of gifted students. These needs vary from student to student but generally include the ability to learn quickly and with fewer repetitions.
The conceptual model for designing this kind of curriculum, developed by gifted program staff, is based on research and best practice recommendations in the field of gifted education. Each unit of study is written to align goals and assessments to each other, to the district’s Core Conceptual Objectives, to the Missouri State Standards and to the NETS.
The development of differentiated curriculum answers these questions:
(1) What content do you want the students to know? (2) What skills or processes should the students master? (3) How should the students demonstrate understanding of the content and mastery of the skills through the products they create?
Gifted Reporting Topics
Problem Solving
Thinking Skills
English Language Arts
Research
Affective Needs/Personal Development
Creativity
Communication/Collaboration
Grading
Students enrolled in the Park Hill Gifted Program will be assigned grades as they are in the regular classroom. Sets of scoring guides for each reporting topic have been developed by the gifted education staff members. These reporting topics have been aligned with the curriculum that was designed and written to meet the specific educational needs of the gifted. Students will be given a score for each reporting topic based on their level of performance, and will be indicated by a 4.0, 3.0, 2.0, 1.0. As in the regular classroom, a 3.0 is the expectation for all students, in all reporting areas, by the end of the academic year.
Bridges Day “Best Practice” Guidelines
In order to address the needs of students involved in the Park Hill Gifted program, and to maximize their educational experiences, we ask that the following guidelines be respected at the elementary school level.
Tests/Classroom Work
When possible, please avoid administering tests on students’ Bridges day. With regard
to daily work and assignments, students should only be required to make up work that is
necessary for an on-going project or to better understand a complex concept. Most
classroom work should be waived.
Special Events
When possible, please avoid scheduling special events on students’ Bridges day. This
may include field trips, assemblies, room parties, special instructional performance
videos and guest speakers, etc. If a conflict is inevitable, the gifted classroom teacher
should be notified as soon as possible. Also, students and families should be given the
option of having their child attend Bridges or remain in their regular classroom for the
special event.
New Content
Instruction at the home schools/classrooms continues as usual on students’ Bridges day.
However, any new concepts that are introduced in the gifted students’ absence should
be provided to them when they return to class. The students should not be expected to
obtain the information on their own.
High Ability Program (HAP)
What is H.A.P.? The High Ability Program (HAP) offers select 1st grade students the opportunity to experience intellectual challenges and a love for learning. Our program goal is to develop students who are independent, confident, and motivated lifelong learners.
How was my child selected to be tested for HAP? There are two criteria which determine eligibility for screening. Children must possess:
A Star Early Literacy or Star Reading score at or above the 90%.
Specific qualities of high achieving students as noted on the behaviors checklist. (see High Ability Program Questionnaire)
What test will my child be given? Your child will be given the Naglieri Nonverbal Ability Test, or NNAT. This 30 minute pencil/paper test is group administered by one of our HAP facilitators. It is puzzle based and requires no reading. When will I get the test results? We will notify you of the Naglieri test results. At that time, you will know whether or not your child’s score meets the requirement to participate in the High Ability Program. If my child qualifies, what does that mean? Students will meet with a HAP facilitator once per week for one academic period per week in their own buildings. A curriculum has been designed to promote higher–level thinking, introduce problem–solving strategies and encourage creativity.
Bridges Parent Appeal Document
Student Name: __________________________________
Resident School: _________________________________
Grade Level: ________
Parent Name: ___________________________________
Parent Address:
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Parent Contact Phone Numbers (Home & Cell):
(C) _________________ (H) ____________________
Parent Email: _________________________________
Date: ____________________________
Brief Description of Appeal: (Return to counselor)
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