When considering students for gifted education services, building level teams use multiple assessments to create a student data profile which, in conjunction with district criteria, is used to determine eligibility for gifted services. When gathering information to inform decisions about students’ need for challenge beyond the regular curriculum, a number of tools are used such as standardized tests, portfolios, selected grade-level classroom assessments, and rating scales.
Elementary and middle school parents are notified by mail of services provided to their child. At the secondary level, students and parents work with their child’s school counselor to ensure a sequence of advanced courses that are most aligned to the student’s interests and academic goals.
The appropriateness of a student’s services is periodically reviewed. This review may result in continuation of the same services or a change in services. At times, it may be determined that students’ needs can be met through the regular school program and course offerings.
Service options are matched to the strengths and needs of the students receiving gifted and talented services. All students receive high quality, differentiated, culturally responsive core curriculum and instruction. In addition to differentiation, some students may require additional services and opportunities in order to make continuous progress such as enrichment activities, participation in academic competitions, acceleration, etc.
The five areas of identification are:
1. General Intellectual Ability (GIA) (high level of overall intelligence)
2. Specific Academic Ability (SAA) (excels in one or more academic subjects)
3. Creativity (has original, varied, and/or unusual ideas and solutions)
4. Leadership (demonstrates an unusual ability to relate to and motivate other people ability to take charge)
5. Artistic (Visual/Music) (intuitive sense of artistic or musical concepts)
for a more descriptive flyer.