De Queen School District - s3.amazonaws.coms3.amazonaws.com/scschoolfiles/435/complete_policy_2014-2015.pdfDe Queen Gifted and Talented Program Policy 4 Gifted, as defined by the Department

De Queen School District

Gifted and Talented Program

Policy

De Queen Gifted and Talented Program Policy

2

TABLE OF CONTENTS

Purpose of Document………………………………………………………………,…………. 3

Gifted and Talented Program Approval Standards..................................................................... 4

Community Involvement............................................................................................................. 5

Staff Development…………………………………………………………………………… 6

Personnel……………………………………………………. ………………..……………… 7

Identification………………………………………………………………….…………….. 10

Program Options…………………………………………………………………..………….. 19

Curriculum……………………………………………………………………….…………. 24

Evaluation……………………..…………………………………………………….……….. 30

Appendix A


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The purpose of this document is to establish guidelines for the De Queen Gifted and Talented

Program that are in compliance with Arkansas Gifted and Talented Program Approval Standards

and meet the needs of our students and our community. It was approved by the De Queen

School Board in January of 2014.

President - ___________________________

Vice President - ___________________________

Secretary - ___________________________

Member - ___________________________ Member - ___________________________

Member - ___________________________

Member - ___________________________


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Gifted, as defined by the Department of Education of the State of Arkansas

Gifted and talented children and youth are those of high potential or ability whose

learning characteristics and educational needs require qualitatively differentiated educational

experiences and/or services.

Possession of these talents and gifts, or the potential for their development, will be

evidenced through an interaction of above average intellectual ability, task commitment and /or

motivation, and creative ability.

1.0 Regulatory Authority

1.01 These guidelines are in compliance with the Arkansas Department of Education

Regulations Governing Gifted and Talented Program Approval Standards.

1.02 The State Board of Education enacted these regulations pursuant to its authority

under Arkansas Code Annotated §6-42-102 (Repl. 1993).

2.00 Purpose 2.01 The purpose of Arkansas Department of Education Regulations Governing Gifted and

Talented is to establish the minimum standards for approval of gifted programs which

meet the requirements of the Standards of Accreditation adopted by the state Board of

Education February 22, 1984, and have been in effect since June 1, 1987.

3.00 Definitions 3.01 Gifted and Talented (Gifted): Gifted and Talented children and youth are those of high

potential or ability, whose learning characteristics and educational needs require

qualitatively differentiated educational experiences and/or services. Possession of these

talents and gifts, or the potential for their development, will be evidenced through an

interaction of above average intellectual ability, task commitment and/or motivation, and

creative ability.

3.02 Approved teacher of the gifted: This refers to a specialist who has attained licensure,

passed appropriate state approved assessments and meets standards as set by the State

Board of Education through the Arkansas Department of Education Professional

Certification Department for add-on endorsement in gifted education.

3.03 Approved Coordinator of Gifted Programs: This refers to a specialist who has attained

licensure, passed appropriate state approved assessments and meets standards as set by

the State Board of Education through the Arkansas Department of Education Professional

Certification Department for add-on endorsement in gifted education and develops and

coordinates programs and services for identified gifted students kindergarten through

grade twelve.

3.04 Approved Curriculum/Program Administrator of Gifted Programs (Administrator): This

refers to a specialist who is responsible for program development and administration,


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and/or employment evaluation decisions who has attained licensure, passed appropriate

state approved assessments and meets Standards as set by the State Board of Education

through the ADE 080-6 Agency # 005.15 Arkansas Department of Education

professional Licensure Department for add-on endorsement in gifted education and

promotes the administration of programs and services for identified gifted students

kindergarten through grade twelve.

4.0 COMMUNITY INVOLVEMENT

A key element in any successful program for students is the continuing communication

and mutual support among the school staff and administration, the parents, the students,

and the community. This can be accomplished by having an active parent group and

annual parent meetings. To enhance our curricula, parents and community members are

solicited as mentors, coaches, resources, and audiences for student product/projects

presentation. The De Queen School District Gifted Program is committed to promoting

parent and community communication and involvement.

4.01 The parents and community are given ongoing opportunities for awareness and

involvement in the gifted program and activities through media, meetings, and

newsletters. Evidence of these opportunities is collected and filed.

4.02 Parents and community members are informed annually of program opportunities,

allowing parents/community members the opportunity to ask questions, make

suggestions, and gain information about our program. Meeting agendas and other

communications are kept on file.

4.03 An advisory committee including parents and community members is established each

school year with at least one documented annual meeting. The advisory committee is an

effective tool in helping the program serve the needs of gifted students. This district

suggests that the role of the advisory council is threefold – awareness, advocacy, and

advisory. The coordinator will keep on file the list of members of said advisory

committee, sign-in sheets, and the minutes from each meeting.


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5.00 STAFF DEVELOPMENT

5.01 and 5.02

The De Queen School District provides ongoing and continuous opportunities for

professional growth in the area of Gifted and Talented by organizing a flexible and

varying program to meet the individual needs of school personnel. The gifted and

talented annual professional development plan is based on feedback from the

stakeholders, including professional growth plans, program evaluation report, and overall

school professional development plan. Areas of gifted training appropriate for the entire

school staff could include: (1) characteristics and needs; (2) identification procedures; (3)

curriculum and teaching strategies; (4) creativity; (5) utilization of community resources;

(6) program evaluation; (7) district’s philosophy and program model for gifted; and (8)

overview of state requirements.

The District G/T Coordinator is responsible for staff development through formal

sessions, faculty meetings, handouts and professional literature. The coordinator will

also make arrangements for consultant services and provide information about regional

and state workshops and conferences. Training for the teacher of the gifted will be

provided as needed.

Less formal staff development is encouraged by adding books and journals on gifted

education to the school’s professional library; placing reprints of pertinent articles in

teacher boxes; presenting short, specific classroom demonstrations and teaching

techniques at regular building-level faculty meetings; and sharing gifted students’

projects with all staff.

The coordinator and facilitator is encouraged to attend regional, state and national

workshops and conferences which provide staff development opportunities for the G/T

facilitator(s) and other interested staff members.

The staff is encouraged to attend staff development sessions that are conducted by

professionals with special training in gifted education.


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Opportunities to increase knowledge of the education of gifted and talented students will

be provided for school board members, school and district administrators, teachers and

support staff on a continuing and regular basis.

Documentation of staff development kept on file will include an annual plan, certificates

of attendance, rosters, and programs.

6.00 PERSONNEL

6.01 6.02 6.03

The De Queen School District acknowledges that personnel who teach homogenously

grouped gifted students and personnel who coordinate and/or administrate the district

gifted and talented program must have the appropriate certification as listed in standards.

Administrator/Coordinator will keep all certificates (and transcripts with ALP when

necessary) on file.

6.04 The selection of administrators, coordinators, and teachers of the gifted is defined clearly.

Qualities such as the ability to be flexible of time, pace, materials, instructional patterns

will be considered. They should be accepting of diverse ideas and populations.

Personnel hired to work with gifted students should possess a genuine concern for gifted

children and youth.

6.05 A written job description for the administrator, coordinator and/or teacher(s) is kept on file.

6.06 The De Queen School District provides Gifted Coordinators/Administrators with

regularly scheduled time for duties other than direct services to the identified students. A

copy of the facilitators’ schedule is kept on file. In addition to time spent in planning the

overall structure of the district gifted program and direct services to gifted students, the

coordinator/administrator will perform a variety of duties that promote integration of the

gifted program with the regular education program. These duties include:

a. working with classroom teachers and other personnel;

b. locating resources;

c. arranging mentorships and other out-of school learning experiences;

d. supervising independent studies and mentorships;


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e. leadership of the identification process;

f. conducting community awareness activities;

g. conducting staff development activities;

h. program documentation;

i. development of appropriate curriculum; and/or

j. involvement in Advanced Placement and/or International Baccalaureate

program planning and implementation.

7.00 IDENTIFICATION

Because Arkansas Gifted Standards require identification of gifted students, the De Queen

School District considers the task of identifying gifted students extremely important. The district

also maintains that it is the parents’ right to be included in the process and informed of the

outcomes which could affect their child. The process for identifying students has several stages.

School personnel, teachers, parents, students, and community members are provided with

information concerning the identification process, including characteristics of the gifted.

Procedures for Identification: (7.01, 7.02)

1. Referrals (Nominations): Referrals are accepted from teachers, school personnel, parents,

students, and community members. The coordinator can also use the review of student

assessment scores to refer students, along with the data retrieved from enrichment.

Although the district might set specific times for blanket testing or the requesting of

referrals, referrals are encouraged and accepted at all times during the school year (7.09). It

will be the responsibility of the gifted coordinator to seek these referrals and begin the

identification process in a timely manner. A referral form should be completed on each

individual and submitted to the gifted coordinator. (See Appendix A for nomination form.)

2. Permission: Once the referral form is completed and submitted to the coordinator, the

coordinator notifies the parent by letter. At this point, the parent/guardian is asked to sign

the permission to assess form and a parent/guardian inventory (7.08). Permission is

requested to collect relevant data, administer various tests, and share pertinent data with a


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professional selection committee. This permission must be granted in writing before the

data collection process can begin. (See Appendix A for permission form.)

3. Data Collection: If the parents/guardians sign and return the permission form, then the data

collection process begins. As standards require, the use of at least two objective (one of

which must assess creativity) and two subjective measures, must be used in the

identification process. Data collection includes, but is not limited to current standardized

test scores, an ability test, grades, a creativity test, data collected through enrichment, and

parent and teacher checklists. It is the objective of the school district to insure that the

gifted and talented identification procedures are non-discriminatory with respect to race,

culture, economic background, religion, national origin, sex, or handicapping (7.06). The

coordinator is responsible for collecting data, overseeing any assessments given, and

compiling the results in an orderly fashion to be shared with the identification committee

(7.04).

4. Identification Committee: The identification committee of at least five members, chaired

by the gifted coordinator and including administrators, teachers, and/or counselors will

review the compiled data collection of the nominated student. The list of committee

members are kept on file annually (7.03). All current data is used to determine the

placement of a child according to the appropriate program options. It is important to note

that student placement decisions are based on multiple criteria. No single criterion or cut-

off score is used to include or exclude a student from identification (7.05). The

identification committee will make professional decisions on the identification and

placement of students (7.03).

5. Dissemination of Information: After the decision of the identification committee is made,

parents (7.08), teachers, and school personnel are notified of the identification committee

results. If placement in the gifted and talented program is recommended, parental

permission for participation in the program must be obtained. Instructionally useful


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information about individual students obtained during the identification process is

communicated to the instructional staff regardless of final placement decision (7.07).

6. Placement Appeals: Parents/Guardians may appeal placement decision through the

following process (7.08): (See Appendix A for appeal form.)

A. Request an initial conference with the GT coordinator regarding the placement

decision. Those included in this conference would be the parent/guardian questioning

the committee decision, the GT Coordinator, and the appropriate administrator/s.

B. After this informal meeting, if the parent/s still disagree with the committee decision,

then a written appeal can be filed by the parents/guardians to the gifted coordinator,

including information sharing why they believe the student should have been placed.

C. The Gifted Coordinator will collect any further data that might help in the

identification process, including additional testing when possible.

D. An appeals committee of at least five professional educators (including some initial

committee members and some new committee members) will be formed to review the

appeal. The appeals committee will once again be chaired by the gifted coordinator

and include the appropriate administrator/s. The parent/guardian making the appeal

has the right to address the appeals committee, but will not be present as the

committee makes the final placement decisions.

E. The decision of the appeals committee will be communicated in writing to the

parent/guardian making the appeal. This decision will be final.

7. Annual Review: Identification of gifted and talented students is an on-going process

extending through grades 12. Each identified student’s placement will be reviewed when

specifically requested to update or as needed to modify the students’ educational plans.

These review decisions will be made by the Identification Committee using multiple criteria.

If evidence indicates that placement decisions were not in the best interest of the student,

then exit procedures will be followed and final placement decisions will be made by through

the identification committee. Annual placement decision will be noted in individual student

folders. (7.00 #12 B)


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8. Exit Policy - Although attention is given to carefully placing students in the program due to

evidence that they need qualitatively differentiated educational services, situations may arise

when placement in the program no longer seems to be in the best interest of the student.

Emphasis will be placed on meeting the needs of the student. A need for a review of a

student’s programming options may be evidenced by completion of unsatisfactory annual

reviews, demonstration of a lack of motivation and/or task commitment in the G/T

classroom, evidence the student is not working to his/her potential in the regular classroom,

etc. As with determining placement in the gifted program, multiple criteria will be used in

determining if exiting the program is in the best interest of meeting the student’s needs.

One factor will not cause a student to be excluded from the program. (7.05) A student with

signed parental permission to no longer participate in the program will be allowed to exit

program without committee decision. (See Appendix A for form.)

When determining if an exit from the program may be in the best interest of the student, a

conference will be held in an effort to address areas of concern and facilitate improvement.

Those present at the conference may include the student, classroom teachers, GT teachers,

parents, administrators, counselors, etc. An action plan will be developed and a timeline

will be set. The plan will be in writing and the student, parent, GT teacher, and any other

involved parties will sign that they are informed of the plan. This action plan will not change

the student’s placement. If there is no improvement, the student may be exited from the

program. If the exit was initiated by the school, then all pertinent data (including at least

two objective and two subjective measures) will be compiled and presented to the

identification committee of at least five professional educators, chaired by the gifted

specialist. The identification committee will review the data and make a decision about

what is in the best interest of the student.

Parents and/or classroom teachers may appeal the exit decision. Procedures for appeals of

placement decisions will then be followed.


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9. Transfer students will be placed in the program on a temporary basis after records are

received verifying identification as gifted and talented. After nine weeks, if a majority of

the transfer student’s core content teachers feel that placement in our program may not be in

the student’s best interest, parental permission to test will be requested and on receipt of

such, the student will be tested according to De Queen standard identification procedures

and the selection committee will determine whether or not the student should remain in the

program. Regular placement procedures will then be followed. (7.01-7.09).

10. Record Keeping: The Gifted and Talented Coordinator will keep all records of placement

decisions and data on each student nominated and placed in the program. Records are kept

for a minimum of five years or for as long as needed for educational decisions. Appropriate

confidential destruction of the records will take place at the end of the above stated time

frame. Transcripts and all permanent records of identified gifted students will reflect

participation in the program.

8.00 PROGRAM OPTIONS

Gifted children are as different from each other as they are from other children. They

have needs for differing amounts of homogeneous grouping, and at various stages of

development their interests differ. The gifted program is systematically organized, with

the long range goal of providing a rigorous and relevant education in preparing our gifted

students to become college and career ready. This goal is designed to guide the

development of gifted students from the time they are identified through graduation from

high school. Annual goals and/or objectives are developed based on the program

evaluation. Evidence is kept on file. (8.01)

A table of organization is developed which clearly delineates roles, responsibilities and

coordination procedures. A copy of the table of organization is on file. (8.02)

Identified students’ placement in program options is based on their abilities, needs and

interests, and resources of the district. Evidence of student assessment data is kept on

file. (8.03)


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Because no single program option can ever meet all of the needs of all gifted children, the

De Queen School District tries to vary the programming options that are best suited at

each campus. These programming arrangements are designed to promote interaction

among gifted students and both their intellectual and chronological peers (8.04). All

identified gifted students will receive at least 150 minutes per week of direct instruction

(8.05). The De Queen School District currently meets the needs of the gifted population

through a variety of documented program options including: whole group enrichment,

pull-out program, pre-AP, AP Secondary Classes, as well as other options. The De

Queen Gifted Program is designed to identify and to meet the needs of those students that

are identified as needing specially designed instruction beyond that provided in the

regular classroom to meet their educational needs. Placement in the De Queen Gifted

Program is intended but to focus attention on the special educational requirements of

each identified gifted student.

9.0 CURRICULUM 9.01, 9.02, 9.03

The Gifted and Talented curriculum is designed to extend and/or replace the regular

curriculum and is based on the adopted scope and sequence (See Addendum 1) including

creative thinking, critical thinking, research/independent learning, communication,

technology, and affective development. This scope and sequence along with state

standards provide the foundation for an aligned curriculum. The curriculum developed

for all programs is differentiated in content, process, and/or product. Gifted curriculum

should demonstrate the overall ideas of cross-curricular, project-based, and technology

infused student work.

10.0 EVALUATION 10.01 -10.07

The gifted coordinator is responsible for conducting an extensive annual evaluation of the

gifted program that provides accurate, timely, and relevant information to decision-

makers for improving program options offered gifted students (10.01) this evaluation

will be based on program goals and/or objectives (10.02). The purpose of this evaluation


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is two-fold, including both a determination of the program’s effectiveness and assessment

of student growth.

A. All components of the gifted program are evaluated annually including identification,

staff development, program options, program goals and objectives, curriculum,

community involvement, program expenditures, and the evaluation process/plan

(10.03). Data for consideration are obtained from a variety of instruments

procedures, and informational sources. Input should come from students, teachers,

administrators, parents, school board members, other community members, statistical

analysis of enrollment, and achievement data. All stakeholders are given an

opportunity to participate in the evaluation process using a variety of procedures

because different components of the program call for different techniques and access

to stakeholder vary. Some procedures that might be used include surveys, focus

groups, questionnaires, charts, anecdotal data, checklists, and/or informal discussions

(10.04). Evaluation findings are compiled, analyzed, and communicated to the

appropriate audiences. The overall annual program evaluation is shared with the

ADE Office of Gifted and Talented as required in the program approval application.

This evaluation is also shared with the other stakeholders in a variety of ways and

provides the data for annual goals and/or objectives for the program. (10.05)

B. Evaluation of student growth is based on appropriate and specific criteria and

includes self-appraisal, teacher appraisal, and criterion referenced and/or standardized

instruments (10.04). Student progress is assessed, with attention to mastery of

content, higher level thinking skills, creativity, and affective growth (10.06). The De

Queen District realizes that a gifted student’s progress cannot be fully assessed by

standardized tests only. (10.06) Although student assessment does not always come

in the form of letter grades given, especially for elementary students in pull-out,

student progress is reported to parents and teachers. (10.05) Participation in the

gifted program is noted on student transcripts and permanent records. (10.07)


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De Queen Public Schools

101 North Ninth Street

De Queen, Arkansas 71832

Phone: 870 584-4312

Gifted and Talented Program

July 1, 2014

Dear Parents/Guardians:

Your child has been referred to the gifted program for the 2013-2014 school year. Students may be referred by

classroom teachers, administrators, students, parents, or anyone having knowledge of gifted students. The

referrals are for children who display a high degree of intellect and creativity and whose academic needs exceed

the regular classroom.

The following criteria will be used to evaluate the nominated students.

1. Reading Percentile score on a nationally-normed achievement test. 2. Language Percentile score on a nationally-normed achievement test. 3. Math Percentile score on a nationally-normed achievement test. 4. Score on a recognized test of cognitive ability, such as the Naglieri Nonverbal Ability Test 5. A behavioral rating scale by a teacher, such as the Hope Nomination Scale, or the Renzulli Scale 6. A Parent Motivation rating of the student. 7. A test of creativity

Because each child must have scores on an ability test and a creativity test, we must have permission to administer

any such testing. If you wish for your child to be considered, please sign the attached consent form and return it to


Linda Warren, G/T Coordinator

233 Treating Plant Road

De Queen, AR 71832


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If you have further questions, please feel free to contact me by calling the Elementary Office to schedule a time, or

call me at 870 584-4311.

After evaluation of these scores, students who qualify for the Gifted and Talented Program will be placed with

parental permission. At the elementary level, the option is a weekly pull-out program. At middle school, junior

high, and high school levels, program options are Advanced English, Advanced Math, Secondary Course Content

classes with differentiation, Pre-Advanced Placement classes, Advanced Placement classes, and Concurrent Credit

classes.

We would like to emphasize that it is an honor to be referred to this program. It is very selective. Not all children

who are referred are placed. Not being placed is not a reflection of a student’s abilities but recognition that some

students’ needs are better met by remaining in the regular classroom.

Sincerely,

Linda Warren

G/T Coordinator


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101 North Ninth Street

De Queen, Arkansas 71832

Phone: 870 584-4312

I, ________________________________________(first and last name of

parent/guardian) give permission for my child, _______________________ to

take the necessary testing for possible placement in the Gifted and Talented

Program.

____________________________________ _______________

Signature of parent/guardian date


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Permission to Participate in the G/T Program

Date:

Dear Parent:

We are so pleased to have the opportunity to work with your child in enriching his/her

educational experience. As part of the State Gifted and Talented Guidelines, we ask that you give

written permission for your child to participate in the G/T Program.

In the future, if you do not want your child to participate, you will have to set up a conference to

request that your child be removed from G/T. Your child is expected to maintain the high level

of expectations in the regular classroom as well as in the G/T classroom. As your child

continues through middle school and high school he/she will be serviced in advanced/honors,

Pre-AP, AP classes and other means. Please be aware that there are projects and homework

assignments in the G/T curriculum that require extra time and resources.

Please sign and return the permission slip below. Either mail or fax it to me at the address below,

or send it by your child on the first class meeting, ________________.

Thank you for entrusting your child to us.

Linda Warren

Gifted and Talented Program Coordinator


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______________________________________________________has my permission to

participate in De Queen School District’s Gifted and Talented Program.

_____________ __________________________________________

Date Signature of Parent or Guardian

___________________________________

Email

___________________________________

Phone day, evening and/or cell


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7.08

Appeals Process

When there is a disagreement about the identification of a student in the Gifted and

Talented program, an appeal process may be initiated. A parent, teacher, or administrator,

may begin the appeal process by notifying the Gifted and Talented Coordinator in

writing, identifying the specific reasons for the appeal with supporting documentation

attached. The parent must provide evidence that the child’s knowledge, skills, and

abilities are superior to those demonstrated and measured by school personnel. Testing

from an outside source will be considered, but De Queen School District is not

responsible for any costs incurred if a parent chooses to obtain information this way.

The Appeals Review Committee will then meet to review data relative to the current

identification or programming decision. At the Appeal Review Committee meeting, the

new information will be introduced, decisions reviewed, and determination made.

The G/T Coordinator will issue a written final decision within 30 days of the appeal. This

written notice will include the reason(s) for the decision.

Gifted Education Appeal Review Committee

Purpose: To review, upon written request, an appeal of the identification, non-placement,

or programming for a student within the Gifted Education program.

Committee Members: School Principal, school counselor, and two teachers who were

part of the Identification Committee. The G/T Coordinator will chair the committee.

Procedure:

1. Clarify the purpose and the reasons for holding the Appeal Review meeting

2. Review the district criteria used to determine identification or programming.

3. Review data submitted by appellate.

4. Discuss the implications of the entire body of evidence.

5. The committee makes an identification and/or programming decision for this

student.


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APPEAL FORM (7.08)

To file an appeal, complete all items on this form. Return the completed form to the principal’s

office.

Student: _______________________________________ Grade: _____________________

Person Making Appeal: ______________________________ Relationship: _______________

Address: __________________________________________ Phone: _____________________

When was the student nominated for the program? ____________________________________

Who nominated the student? ______________________________________________________

Has the student been in a gifted/talented program in another school? ______________________

What educational needs of the student could be met in the G/T program that are not being met in

the regular classroom? __________________________________________________________

______________________________________________________________________________

______

List specific data that support your belief that the student should be placed in the G/T program at

this time: _____________________________________________________________________

______________________________________________________________________________

____________________________________________ _____________________________

Signature of Appellant Date


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7.09 Identification of gifted and talented students is an on-going process extending through

grades 12. Review of students’ placement is made annually. An exit policy is in place

and the exit procedure will be followed. All appropriate parties will be present for the

conference. The Gifted and Talented Coordinator will keep all records of placement

decisions and data on each student nominated and placed in the program. Records are

kept for a minimum of five years or for as long as needed for educational decisions.

Exit Policy

Requiring a student to exit from the G/T program is a serious consideration. Care and

sensitivity should guide educators and parents when they are considering the exiting of a

student from the G/T program. The child’s well-being must be the main consideration.

The Exit Committee consisting of the school principal, the school counselor, three

classroom teachers, and chaired by the G/T coordinator will make a decision regarding

exiting of a student from the program for educational, psychological and personal reasons

after consultation with both student and parents. Such decisions may be based on any or

all of the following data with # 1 and # 2 given the greatest weight in the decision:

1. Student request for withdrawal from the program or services with parental permission

2. Parental request for withdrawal from the program or services

3. Teacher recommendations based on observation and documentation of two of the

following items: behavior, performance, and/or products.

Prior to formal exit from the program, the Notification of Exit Letter must be on file. A

student who is exited from the GT program may be considered for re-entry into the GT program

but must go through the GT identification procedures again in order to be considered for re-

entry into the program.


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NOTIFICATION OF EXIT

AS REQUESTED BY PARENT

Dear Parent/Guardian:

As per your request, your child, ____________________, has been removed from the

De Queen School District's Gifted and Talented Program. In the event you should wish

____________________ participate in the program again, it will be necessary to re-apply. Re-

testing will be done if test scores are more than two years old, and placement will be based on

data as outlined in De Queen Standards for Identification.

Please sign the enclosed copy of this letter and return it to me in the enclosed envelope.

Sincerely,

Linda Warren

G/T Coordinator

Selection Committee Members:

____________________________ Principal

____________________________ Assistant Principal

____________________________Counselor

____________________________Math Specialist

____________________________Classroom Teacher



_____________________________Librarian

____________________________G/T Coordinator, Chair


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I do not want my child, __________________________________, to continue to participate in

the De Queen Gifted and Talented Program.

_______________________________________ ____________________

PARENT/GUARDIAN'S SIGNATURE DATE


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7.09

NOTIFICATION OF EXIT

AS DECIDED BY SELECTION COMMITTEE

Dear Parent/Guardian:

In accordance to the Exit Committee’s decision, your child, ________________________, has

been removed from the De Queen School District's Gifted and Talented Program. In the event

you should wish ____________________ participate in the program again, it will be necessary

to re-apply, and the student must go through the G/T Identification procedures again to be

considered for re-entry into the program.

Sincerely,

Linda Warren

G/T Coordinator

Exit Committee Members:

____________________________ Principal

____________________________ Assistant Principal

____________________________Counselor

____________________________Math Specialist




_____________________________Librarian

____________________________G/T Coordinator, Chair


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8.00 Program Options

Gifted children are as different from each other as they are from other children. They

have needs for differing amounts of homogeneous grouping, and at various stages of

development their interests differ. Though no single program option can ever meet all

the needs of all gifted children, the De Queen Gifted and Talented Program will meet for

a total of 150 minutes during the regular school week to service gifted and talented

students through the following program options:

K- 2 Whole Group Enrichment

3-4 Pull-out Program

5-12 Advanced/Honors, Pre-AP, AP Classes and Differentiated Instruction in

the regular classroom.

8.01 The program is systematically developed, with long range goals that are coordinated to

guide the development of gifted students from the time that they are identified through

graduation from high school. Evidence is kept on file.

8.02 A table of organization is developed which clearly delineates roles, responsibilities and

coordination procedures. A copy of the table of organization is on file.


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Gifted and Talented Program Table of Organization 8.02

School Board

Superintendent

Elementary

Principal

Pre-AP

Program

AP

Program

High School

Principal

Middle School

Principal

Honors/Advanced

Program

PProgram

G/T Enrichment

and Pull-out

G/T Administrator


28

8.03 Identified students’ placement in program options is based on their abilities, needs and

interests, and resources of the district. Evidence of student assessment data is kept on

file.


29

Student Assessment Data (8.03)

Student__________________________________________________ ID#____________________________

Date of Entry into GT Program____________________________________

__________Behavioral Characteristic Rating Scale Score

__________Grade Point Average at time of entry

__________ Cognitive Abilities Score

___________Creativity Test Score

___________Nationally Normed Reading Comprehension Percentile

__________ Nationally Normed Language Percentile

__________ Nationally Normed Math Percentile

Placement in GT Program __________Yes __________No

Participation in Advanced/Honors Classes __________6th____________7th__________8th

Participation in Pre-AP Program _________8th___________9th__________10th

Participation in AP Program __________10th _____________11th _____________12th


30

8.04 Administrative arrangements are used which promote interaction among gifted students

and both their intellectual and chronological peers.

8.05 A minimum of 150 minutes a week direct instruction must be provided during the regular

school day. A copy of the program is on file.

Primary School Services

Kindergarten, first, and second grade students receive enrichment (thinking skills) lessons

from classroom teachers three times a month and a 30-minute lesson once a month

presented or provided by a certified G/T teacher.

Elementary School Services

Third, fourth, and fifth grade identified G/T students participate in weekly “pull-out”

classes of 150 minutes each with a certified G/T teacher.

Middle School Services

Students receive differentiated instruction through Advanced/Honors classes. They have

scheduled meetings with a certified G/T teacher and other G/T students.

Junior High School Services

Students receive differentiated instruction through Advanced/ Honors and Pre-AP

classes. They have scheduled meetings with a certified G/T teacher and other G/T

students.

High School Services.

Students receive differentiated instruction through Pre-AP and AP classes. They have

scheduled meetings with a certified G/T teacher and other G/T students.


31

9.00 Curriculum

9.01 The Gifted and Talented curriculum extends and replaces the regular curriculum.

9.02 The Gifted and Talented curriculum for all programs is differentiated in content, process,

and/or product. While it touches many subject areas, the focus of the lesson is based on

the following processes: creative thinking, critical thinking, research/independent

learning, communication, decision–making, problem solving, and affective development.

Differentiation may be made in level of complexity, pace of learning and/or degree of

abstractness. Another means of differentiation is the study of topics not ordinarily a part

of the curriculum.

The students in the gifted program will be expected to achieve a greater degree of

proficiency in the process skills than would be required in the regular curriculum.

Products reflect the results of the learning experiences. Gifted students will be

encouraged to develop products that use new techniques, materials, and forms. They are

encouraged to select specific areas of interests and talents and pursue a selective intensive

study. Students will be encouraged to communicate products to an appropriate audience.

9.03 Curriculum is sequenced for continuity. The scope and sequence will assure said

continuity.


32

De Queen Gifted and Talented Scope and Sequence Outline (9.03)

De Queen School District

Gifted and Talented Scope and Sequence

STRAND ONE: CRITICAL THINKING

Content Standard #1

Students will use the higher order thinking skills of analysis, synthesis, and evaluation to reason

and to show evidence of their thought processes. These expectations are processes of thinking

rather than content-based expectations.

I. Analysis K-

2

3-

6

7-

9

10-

12

1.1.1 Metacognition (awareness of the thinking process) I D R M, E

1.1.2 Break down information and draw conclusions based on

given or discovered principles

I D R M, E

1.1.3 Recognize relationships among ideas and facts or data I D R M, E

1.1.4 Sequence information to make a point or to verify a

solution

I D R M, E

1.1.5 Identify attributes of a person, thing or idea I D R M, E

1.1.6 Provide supportive evidence for an idea, principle, or

generalization

I D R M, E

1.1.7 Identify main idea in oral, written, and/or nonverbal form I D R M, E

1.1.8 Recognize cause and effect I D R M, E

1.1.9 Identify conflicts of interest and resolve ideas I D R M, E


33

1.1.10 Identify fallacies in reasoning I D R M, E

II. Synthesis K-

2

3-

6

7-

9

10-

12

1.1.12 Combine concepts in order to generate a new relationship I D R M, E

1.1.13 Adapt information to be used in a different manner I D,

R

M, E

1.1.14 Formulate alternatives to a problem or issue I D R M, E

1.1.15 Infer, test, and/or verify data I D R M, E

1.1.16 Combine available data to form new data I D,

R

M, E

1.1.17 Develop, make, and/or build ideas and products I D,

R

M, E

III. Evaluation K-

2

3-

6

7-

9

10-

12

1.1.18 Assess the organization, content, value, and results of an

action

I D,

R

M, E

1.1.19 Establish criteria for judging accuracy, relevance, and/or

quality

I D,

R

M, E

1.1.20 Make judgments by applying criteria I D R M, E

1.1.21 Prove or disprove ideas by presenting evidence I D,

R

M, E

1.1.22 Differentiate between fact and fiction I D R M, E

1.1.23 Determine the accuracy and relevance of given

information and data

I D R M, E

1.1.24 Draw conclusions I D R M, E

1.1.25 Differentiate between constructive and destructive

criticism

I D,

R

M, E

1.1.26 Use appropriate digital tools and resources to demonstrate I D, M, E


34

critical thinking skills R

STRAND ONE: CRITICAL THINKING

Content Standard #2

Students will utilize critical thinking processes to learn problem-solving skills to apply to real-life

situations.

Problem Solving K-

2

3-

6

7-

9

10-

12

1.2.1 Understand or recognize a given situation or problem I D R M, E

1.2.2 Define the problem I D R M, E

1.2.3 Gather ideas and data related to the problem I D,

R

M, E

1.2.4 Brainstorm varying aspects of the problem I D R M, E

1.2.5 Identify underlying problems I D,

R

M, E

1.2.6 Chose the underlying problem which, if solved, could

eliminate others

I D,

R

M, E

1.2.7 Produce alternative solutions to the underlying problem I D,

R

M, E

1.2.8 Develop criteria for judging solutions I D,

R

M, E

1.2.9 Evaluate alternative solutions using the developed criteria I D,

R

M, E

1.2.10 Implement possible solutions I D,

R

M, E

1.2.11 Evaluate conclusions I D,

R

M, E


35

STRAND TWO: CREATIVE THINKING

Content Standard #1

Students will exhibit creative thinking by using fluency, flexibility, originality, and elaboration.

I. Fluency K-

2

3-

6

7-

9

10-

12

2.1.1 Develop and apply brainstorming techniques I D R M, E

2.1.2 Expand vocabulary I D R M, E

2.1.3 Generalize new and different approaches to problems I D R M, E

2.1.4 Generate a variety of alternative solutions to real and

unreal problems

I D R M, E

2.1.5 Apply principles or concepts to different uses I D R M, E

2.1.6 Generate a list of attributes I D R M, E

2.1.7 Generate a list of pros and cons I D,

R

M, E

2.1.8 Develop a list of consequences I D,

R

M, E

2.1.9 Develop oral and/or written fluency I D,

R

M, E

2.1.10 Accept the possibility of more than one right answer I D,

R

M, E

II. Flexibility K-

2

3-

6

7-

9

10-

12

2.1.11 Recognize the relationship between problem finding and

solving

I D R M, E

2.1.12 Pose speculative questions I D R M, E

2.1.13 Question relationships and interpretations I D R M, E


36

2.1.14 Analyze discrepancies in thought or information I D,

R

M, E

2.1.15 Generate new and different approaches to a given

problem

I D R M, E

2.1.16 Use a process of minimization and magnification to change

ideas

I D,

R

M, E

2.1.17 Explore unexplained or unknown concepts I D R M, E

2.1.18 Discern various interpretations of information I D,

R

M, E

2.1.19 Apply a principle or concept to different areas I D,

R

M, E

2.1.20 Develop an ability to shift approaches or change thinking I D R M, E

2.1.21 Adapt a single idea or material for many different uses I D R M, E

III. Originality K-

2

3-

6

7-

9

10-

12

2.1.22 Create alternate outcomes for reality through imagination I D R M, E

2.1.23 Give human traits to inanimate objects I D R M, E

2.1.24 Overcome the constraints of time, environment, and logic I D R M, E

2.1.25 Combine commonplace ideas or materials in unusual ways I D R M, E

2.1.26 Generate unusual solutions to a given problem I D R M, E

2.1.27 Use familiar objects in ways different from their intended

purposes

I D R M, E

2.1.28 Create unique products or ideas I D R M, E

IV. Elaboration K-

2

3-

6

7-

9

10-

12

2.1.29 Recognize need for details I D R M, E


37

2.1.30 Use detail to embellish or enhance objects, concepts, or

questions

I D,

R

M, E

2.1.31 Modify an idea or concept in order to improve it I D,

R

M, E

STRAND THREE: RESEARCH

Content Standard #1

Students will develop appropriate questioning skills.

Questioning K-

2

3-

6

7-

9

10-

12

3.1.1 Formulate questions to gather relevant information I D R M, E

3.1.2 Discriminate between fact and opinion I D R M, E

3.1.3 Discriminate between relevant and irrelevant information I D R M, E

3.1.4 Discriminate between reliable and unreliable sources of

information

I D R M, E

3.1.5 Demonstrate a recognition of part to whole relationships I D R M, E


Content Standard #2

Students will develop skills needed to gather information.

Collection K-

2

3-

6

7-

9

10-

12

3.2.1 Develop a plan and time frame for gathering information I D,

R

M, E

3.2.2 Use a variety of investigative skills I D R M, E

3.2.3 Acquire information from various sources I D,

R

M, E


38

3.2.4 Use media sources such as computer, video, etc I D,

R

M, E

3.2.5 Determine which individuals may be of assistance I D,

R

M, E

3.2.6 Use data from collected printed materials in graphs,

tables, etc

I D R M, E

3.2.7 Use appropriate research methods (case studies,

surveys, etc.) when appropriate

I D,

R

M, E

3.2.8 Use various means of data collection (note-taking,

outlines, photography, etc.)

I D,

R

M, E

3.2.9 Validate data and modify hypothesis if needed I D,

R

M, E

3.2.10 Distinguish between primary and secondary sources I D R M, E

3.2.11 Advocate and practice safe, legal, and responsible use of

information and technology

I D R M, E


Content Standard #3

Students will use a variety of methods to organize and report research.

Organization/Methods K-

2

3-

6

7-

9

10-

12

3.3.1 Document, interpret, and synthesize information I D,

R

M, E

3.3.2 Compare and contrast data I D R M, E

3.3.3 Categorize, classify, and arrange groups of ideas or

objects according to given criteria or scheme

I D,

R

M, E

3.3.4 Arrange things/ideas by degree of personal importance I D,

R

M, E


39

3.3.5 Use technology in composing ideas/data I D,

R

M, E

3.3.6 Select an audience I D,

R

M, E

3.3.7 Prepare appropriate presentation I D,

R

M, E

STRAND FOUR: COMMUNICATION

Content Standard #1

Students will develop their nonverbal communication skills.

Non-verbal K-

2

3-

6

7-

9

10-

12

4.1.1 Express ideas and feelings effectively, non-verbally I D R M, E

4.1.2 Create a non-verbal product of her/her own choice I D R M, E

4.1.3 Enhance a presentation by using non-verbal forms of

expression

I D,

R

M, E

STRAND FOUR: COMMUNICATION

Content Standard #2

Students will develop their oral and written communication skills.

Oral/Written K-

2

3-

6

7-

9

10-

12

4.2.1 Effectively express ideas, opinions, or information I D R M, E

4.2.2 Expand language skills I D R M, E

4.2.3 Develop alternative formats for presenting information I D,

R

M, E

4.2.4 Organize material in an oral or written presentation I D,

R

M, E


40

4.2.5 Utilize appropriate techniques for a specific presentation I D,

R

M, E

STRAND FIVE: AFFECTIVE DEVELOPMENT

Content Standard #1

Students will develop and enhance a positive self-concept.

Self-Concept K-

2

3-

6

7-

9

10-

12

5.1.1 Evaluate and cope with own unique abilities, limitations,

and failures

I D R M, E

5.1.2 Identifying and demonstrating an understanding of

emotions

I D R M, E

5.1.3 Develop self-direction and risk-taking in learning I D R M, E

5.1.4 Establish realistic expectations, goals, and the belief to

succeed

I D R M, E


Content Standard #2

Students will develop and strengthen interpersonal relationships.

Interpersonal Relations K-

2

3-

6

7-

9

10-

12

5.2.1 Appreciate the feelings, opinions, and self-worth of others I D R M, E

5.2.2 Provide and receive feedback to and from others

constructively

I D R M, E

5.2.3 Accept responsibility for consequences of actions I D R M, E

5.2.4 Respect the idea that cooperation and competition are

aspects of interpersonal relations

I D R M, E


41


Content Standard #3

Students will develop leadership abilities.

Leadership K-

2

3-

6

7-

9

10-

12

5.3.1 Define and assess characteristics of leadership I D R M, E

5.3.2 Participate in activities that develop leadership roles I D R M, E


Content Standard #4

Students will acquire decision-making skills.

Decision-Making K-

2

3-

6

7-

9

10-

12

5.4.1 Review all possible alternatives I D,

R

M, E

5.4.2 Weigh pros and cons of each alternative I D,

R

M, E

5.4.3 Choose the best alternative I D,

R

M, E

5.4.4 Evaluate alternative and supportive decision I D,

R

M, E


42

10.00 Evaluation

The purpose of program evaluation is to provide information so that modifications and

adjustments can be made in the program and to examine overall program effectiveness.

The evaluation plan will contain procedures for assessment in both program options and

student progress.

10.01 Based on findings of the evaluation, the designated personnel in the gifted program may

implement modifications and adjustments to the program options offered as indicated

below:

K-2 Enrichment

Pull-out for Grades 3, 4, and 5

Honors/Accelerated for Grades, 6, 7, 8, 9, 10, 11, and 12

Pre-AP for Grades 7, 8, 9, and 10

AP for Grades 10, 11, and 12

10.02 Based on the results of the evaluation process, no changes are planned for program

objectives offered to gifted students in De Queen School District.

10.03 All components of the gifted/talented program are evaluated annually to assure

compliance with ADE Program Approval Standards. Evaluation will be done through the

use of surveys, inventories, and one-on-one interviews. Areas to be evaluated will

include:

Student Identification

Staff Development

Program Options

Curriculum

Community Involvement

Program Expenditures

Evaluation Process and Plan

10.04 Evaluation data will be obtained from the following:

Students

Parents

Staff

Administrators


43

(10.04) Sample Evaluation Instrument

AP Teachers’ Assessment

Gifted & Talented Program Options

Please circle “yes” or “no” and explain as necessary.

1. I understand the nomination and identification procedure for Gifted and Talented Education.

Yes No

2. I know the criteria for identification for the GT Program.

Yes No

3. I feel that my students are enthusiastic about being in the AP Program.

Yes No

4. I have seen positive changes in my students as a result of their being in AP.

Yes No

5. Please explain your position to the answer you gave in # 4.

6. How can the GT Coordinator/Facilitator be of help to you?

7. What do you feel are the positive things and or frustrations of teaching in the AP

Program?

8. Do you feel properly trained to teach your AP class? If not, how can the

G/T coordinator help you?

9. If there were other AP courses that you would like to see offered, what are they?


44

Sample Parent Evaluation of G/T Program

I have child/children in grades K-2__ in 3-5G/T___ in 6-7 G/T ____in 8-9 G/T 10-12 G/T

STATE STANDARDS FOR G/T PROGRAMS

1. I am aware of the standards. No ___ Yes ___and that the

Coordinator must make a program report to the ADE each

year.

No ___ Yes ___

IDENTIFICATION

1. I have been informed about the identification process.

No ___ Yes ___

2. I understand the identification process.

No __ slightly__ pretty much___ Yes ___

3. The identification process is unbiased.

No__ Yes___ Don’t know__

4. The identification results fit the G/T program options.

No__ Yes __ do not know __

COMMUNITY INVOLVEMENT

1. Parents are informed about the activities of the G/T

program.

No___ Somewhat __ Yes ___ Don’t know __

2. There is an effort to keep the community informed about

the students and the G/T Program in general.

No__ Somewhat __ Yes __ Don’t know __


45

Parents and Community can be more involved in the G/T Program

by____________________________________________________

______________________________________________________

______________________________________________________

CURRICULUM

1. I am aware of the Program Options of the GT Program.

No_____ Somewhat ____ Yes ____

2. Does the curriculum used fit the program option (s) that

your child /children are involved in?

No _____ Somewhat ___ Yes ___

3. Ways the curriculum could be improved at the level you

are involved in are

_______________________________________________

_______________________________________________

IN GENERAL

1. The G/T Coordinator can be more helpful to you by

__________________________________________________________

__________________________________________________________

2. Ways the program could be improved are

__________________________________________________________

__________________________________________________________-

Thank you for your support of the De Queen G/T Program.


46

10.05 After evaluation findings are compiled and analyzed, results are communicated to ADE

and De Queen District stakeholders, including: School Board, District Administrators,

Building Administrators, Teachers, Parents, and Students.

10.06 Students in the gifted program may or may not receive letter grades from their work in

the pull-out and enrichment programs. Students being served in secondary content,

seminar, or advanced classes will receive letter grades in these classes. The students’

progress is assessed with attention to mastery of content, higher level thinking skills,

creativity, and affective growth. Evaluation is based on observation, checklists, and

product results. Parents or guardians will periodically receive an assessment report. A

copy of said report will be placed in the students’ folders. This evaluation will indicate

students’ performance in the gifted program. Individual parent/guardian conferences will

also be held during the school year.

10.07 Participation the gifted program is noted on student transcripts and permanent records.


47

Appendix A

Documents

De Queen School District - s3.amazonaws.coms3.amazonaws.com/scschoolfiles/435/complete_policy_2014-2015.pdfDe Queen Gifted and Talented Program Policy 4 Gifted, as defined by the Department