To recognize and nurture gifted and talented youth so that they may reach their individual potential by rigorously pursuing and evaluating achievement of high academic and ethical standards in an appropriate environment.
All gifted students are identified by their strength areas and needs. Educational programming is designed and implemented to match their identified needs. Student progress and achievement is monitored through on-going dynamic assessment. Teachers of gifted students participate in professional development to increase knowledge, skills and understanding of gifted students and required instruction.
"Gifted and talented children" means those students whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. "Gifted and talented children" include those with disabilities (i.e., twice exceptional) and students with exceptional abilities or potential performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness:
- General or specific intellectual ability
- Specific academic aptitude
- Creative or productive thinking
- Leadership abilities
- Visual and performing arts Student Goals
- Develop higher level thinking skills
- Develop creative thinking and problem solving skills
- Develop research skills as applied to "real world" problems
- Progress at rate and pace appropriate to abilities and learning styles
- Develop effective communication skills
- Create products that are unique and synthesize major concepts
- Develop self-esteem and self understanding
- Work with others of similar ability
- Elementary Model
- Pull-out- enhancing specific talent areas
- Cluster grouping- classroom teacher provides extensions
- Cross-grade grouping- student is accelerated one grade level in a specific content area
- Acceleration- student is grade skipped one or more grades in all content areas
Upper School Model
- Classroom elective- more in-depth approach, acceleration, focus on areas of strength
- Honors classes- advanced math, language arts classes
Independent Study Elective
Facilitated by the Gifted and Talented teacher, students will participate in a semester long mentorship that includes the completion of an independent project. Requirements include: connection with a community mentor, developing a timeline and learning plan, and evaluation of process and product using original assessments. The independent project is designed to enhance and expand the meta-cognitive process of research, development and presentation as part of the life-long learning process.
The purpose is to review student data and determine which students would benefit from formal identification and services. Data will be recorded on a matrix form, reviewed at this point, and will include the following:
- Teacher Rating Scales
- Parent Rating Scales
- CSAP scores
- Ability test scores (CogAT or other)
- Achievement test scores (MAP, NWEA or other)
- Informal assessments; e.g., observations, work products, etc.
Students scoring 97% or higher on any subtest of the CogAT and/or individual IQ test are automatically identified gifted and talented (130). A 95-96% score on any of the subtests requires one other piece of supporting evidence in the specific talent area addressed; e.g., a 95% on the verbal portion of the CogAT would require a qualifying score of “advanced” in reading on CSAP.