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Gifted Education
Administrative
Procedures Manual
Oglethorpe County School System
Excellence for every student, every day!
Revised June, 2017
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TABLE OF CONTENTS
Introduction & Purpose of Manual 3
Programming Standards for Meeting the Needs of Gifted & High-Ability Learners 4
Gifted Education Delivery Models 5
Guidelines for Gifted Curriculum 9
Differentiation in Gifted Education 10
Instructional Options for Gifted Students 11
Differentiation Table 13
Gifted Program Descriptions (including services by schools: OCPS, OCES, OCMS, & OCHS)
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Gifted Program Guidelines (including Determining Eligibility, Procedure for an Ineligibility Status, & Continuation Policy)
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Response to Intervention and the Gifted Learner Guidance 26
Gifted Program Referrals 27
Referral Process Overview 28
Gifted Education Referral Process (chart) 30
Nomination Forms 31
Response to Intervention (RTI) Team 37
RTI Team Minutes for Gifted Program Referral 38
Sample: Ineligible Gifted Education Report 39
Gifted Eligibility Committee Summary 40
Gifted Education Assessments and Eligibility Chart 41
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Parent Letter – Notification of Consideration 46
Eligibility for Gifted Education Services 48
Sample: Eligible Gifted Education Report 52
Parent Letter - Notification of Non-Eligibility 53
Parent Letter – Notification of Eligibility/Consent for Placement 54
Parent Letter – Notification of Gifted Education Services 55
Gifted Students Continuation Form 56
Parent Letter – Notification of Probation
57
Parent Letter – Notification of Placement Review 59
Gifted Plan of Improvement Contract 60
Parent Letter – Probation Successfully Completed 62
Discontinuation of Gifted Services 63
Parent Letter – Notification of Discontinuance of Services 64
Request for Voluntary Inactive Status 65
Authorization to Release Gifted Records 66
Gifted Program Procedural Checklist with Due Process for Placement 68
Access Record for Confidential Information Folder 69
Facilitator’s Log 70
Professional Development 71
Helpful Resources 72
Reference Page 73
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INTRODUCTION
“THE SUCCESS OF EDUC ATION DEPENDS ON ADA PTING TEACHING TO INDIVIDUAL DIFFERENCES AMONG LE ARNERS.” (SNOW, 1982)
Students, grades kindergarten through twelfth in the Oglethorpe County School District, “who demonstrate a high degree of intellectual and/or creative ability(ies), exhibit an exceptionally high degree of motivation, and/or excel in specific academic fields, and who need special instruction and/or special ancillary services to achieve at levels commensurate with their abilities are provided with special instructional services through the Program for Gifted Students. The abilities manifest in a collection of traits, aptitudes and behaviors that, when taken together, are indicative of gifted potential” (Definition of Gifted Student, GaDOE Resource Manual for Gifted Education Services)
PURPOSE OF THE MANUAL
The purpose of this Gifted Manual is to serve as a general resource guide and to inform school personnel of the following:
Goals for the Gifted Education Program
Gifted Education Program Delivery Models in Oglethorpe County Schools
Gifted Program Guidelines
Gifted Program Descriptions, including services by school
Gifted referral, consideration, and assessment procedures
Gifted Education Eligibility Guidelines
Continuation policy, information, programs/services, family involvement, & reciprocity
Procedures for requesting materials and supplies, and available forms (as needed)
Helpful Resources
Note: This manual is specifically designed for in-system use and is not intended to be a comprehensive legal guide. Please consult the Georgia Resource Manual for Gifted Education Services, building-level gifted education program facilitators, and the system’s Gifted Education Program Coordinator for specific concerns and questions.
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PROGRAMMING STANDARDS FOR MEETING THE NEEDS OF GIFTED & HIGH ABILITY LEARNERS
The Oglethorpe County School System’s Gifted Education Program is informed by the following programming standards which were established through the collaboration of the Georgia Association for Gifted Children and the Georgia Department of Education. Their recommendations are based on Revised National Association for Gifted Children Pre-K – 12 Gifted Programming Standards.
Assessment
Standard A1: The Oglethorpe County School System uses the research-based student identification process in accordance with Georgia Board of Education policy in order to ensure equitable access to appropriate services for all gifted learners.
Standard A2: All teachers assess student progress in order to develop and modify instructional practices.
Curriculum Planning & Instruction
Standard CP&I1: The Oglethorpe County School System employs rigorous and relevant curricula K-12 to accommodate the range of academic and intellectual needs of gifted learners.
Standard CP&I2: The Oglethorpe County School System employs diverse and effective instructional practices to address the learning needs of gifted learners.
Learning Environments
Standard LE1: The Oglethorpe County School System requires learning experiences which foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for citizenship in the global environment of the 21st century.
Programming
Standard P1: The Oglethorpe County School System provides a full continuum of options to meet the demonstrated needs of K-12 gifted learners in academic areas, the arts, and career technical education. These services are comprehensive, structured, sequenced, and appropriately challenging.
Professional Development
Standard PD1: Gifted Education Specialists participate in comprehensive professional learning that is relevant to needs of gifted learners.
Standard PD2: All school personnel involved in the education of gifted learners participate in professional learning that focuses on the needs and characteristics of gifted learners.
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GIFTED EDUCATION DELIVERY MODELS
Gifted students receive at least 5 segments a week (or yearly equivalent) of gifted education services.
Each school decides which models work best for its facility. Models are aligned to students’ needs and the system’s strategic plan.
Schools can request to make changes with their delivery models by obtaining approval from the district’s Gifted Education Coordinator.
( S E E R E G U L A T I O N S T O P R O G R A M D E L I V E R Y M O D E L S L I N K O N S Y S T E M ’ S G I F T E D E D U C A T I O N P R O G R A M W E B P A G E F O R A D D I T I O N A L I N F O R M A T I O N C O N C E R N I N G T H E F O L L O W I N G D E L I V E R Y M O D E L S . )
Direct Services:
Resource Class (pull-out service)
o Grades K-12
o May include other high achieving students or honors level regular education students and will therefore follow the requirement set forth by the school
o Maximum class sizes: K-5th grades = 17 & 6th–12th grades = 21 (gifted + non-gifted)
o Teacher must be gifted endorsed.
o Limited to 10 segments per week
o Must have an academic content foundation based on Georgia’s curriculum standards but should focus on interdisciplinary enrichment activities, acceleration, critical thinking, creativity, technology, and not any one content area
o Content and pacing should be differentiated to the degree that the activities are clearly not appropriate for more typical students at that grade level.
Advanced Content Class
o Grades K–12
o May include other high achieving students or honors level regular education students and will therefore follow the requirement set forth by the school
o Maximum class size = 21 of gifted + non-gifted students
o Teacher must be gifted endorsed or have AP (Advanced Placement certification along with the 10 hours of gifted instruction).
o In grades K-5, gifted students may receive no more than 2 gifted segments per day of advanced content service in the same content area.
o Curriculum, instruction, pacing and assessment are advanced.
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Advanced Placement (AP) College Courses (9-12)
o Homogeneously grouped students based on achievement and interest in a specific academic content area.
o May include students who are not identified as gifted but who have demonstrated exceptional ability and motivation in a particular content area.
o Total class size = 21
o Teacher of Advanced Placement (AP) courses must have the following qualifications:
Appropriate content area GaPSC (Georgia Professional Standards Commission) approved certification in the specific content area
Appropriate training by the College Board in that specific AP course and must have completed a 10-hour professional development course in characteristics of gifted learners and curriculum differentiation for gifted students; or
A current GaPSC issued gifted endorsement
o Course curriculum is based upon the College Board’s framework.
Cluster Grouping
o Grades K-12
o Identified gifted students (recommended 6-8 students) are placed as a group into an otherwise heterogeneous regular education mixed ability classroom.
o Maximum of two gifted segments per day
o Maximum class size = regular education’s maximum class size
o Regular classroom teacher must have a current GaPSC approved gifted endorsement
o Curriculum, pacing and assessments are differentiated so that instruction is appropriately advanced for the gifted students.
o Contracts (individual or group) or lesson plans showing differentiated instruction for gifted students should include the following requirements:
A description of the course curriculum based on Georgia Standards of Excellence (GSE) which clearly show how the advanced course content, teaching strategies, pacing, process skills, and/or assessments differ from courses or requirements more typical for student(s) at that grade level.
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Rationale of why the gifted student(s) need an advanced curriculum in the content areas of English language arts, mathematics, science, social studies, and world languages; and
Dates and amount of time (in segments) the student(s) will be engaged in the higher-level activities and how the students will be evaluated (formative and summative).
Indirect Services:
Collaborative Teaching (Gifted Facilitation)
o Grades K – 12
o Collaborating gifted program teacher must have a clear renewable GaPSC approved gifted education endorsement.
o Regular classroom teacher provides direct instruction based on the plans developed with the gifted program teacher.
o Substantial, regularly scheduled collaborative planning is held between the regular classroom teacher and the gifted program teacher to plan differentiated curriculum and instruction and assess best practices.
o Documents that must be kept include the following:
Rationale of why the gifted student needs an advanced curriculum in that particular content area (e.g., national norm-referenced tests and/or local assessments);
A time and discussion log of the collaborative planning sessions between the teachers;
Contracts (individual or small group) or lesson plans indicating the differentiated learning requirements for the gifted student(s) and the alternative instructional strategies in which the gifted student(s) will be engaged.
o Total number of gifted students served through this model may not exceed eight per class.
Example: If the gifted program teacher is working with three classroom teachers during the first segment of the school day, there may be no more than 24 gifted students who are receiving a differentiated curriculum through this collaborative approach.
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Mentorship/Internship
o Grades 9 – 12
o One or two segments per day
o Gifted student works with a mentor to explore a profession of interest.
o Gifted program facilitator assists and monitors student to ensure achievement of student’s individual learning goals.
o Contracts must be established to document the following:
Work to be done;
Learning goals for the gifted student;
Dates and amount of time the student will be participating in the internship/mentorship;
The means by which the gifted student’s learning will be evaluated;
The responsibilities of the gifted program internship teacher and the mentor.
Approved Innovative Models
Oglethorpe County School System encourages exploration of innovative models to best fit the needs of gifted students.
Innovative Model Proposals must be approved by the school system’s Gifted Program Coordinator and should include the following:
o Rationale for requesting an Innovative Model
o Specific plans for delivery of the new model
o Clear guidelines for how the model will be monitored
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GUIDELINES FOR GIFTED CURRICULUM
The content of all gifted education curricula should be advanced for that grade level and must incorporate the current state curriculum.
State-adopted standards are articulated and applied in differentiated curricula that match the identified needs, abilities, readiness, interests, and learning profiles of K-12 gifted learners in the regular classroom and in gifted education delivery systems (CP&I1.1 Programming Standard Indicator).
The curriculum enriches, extends, and accelerates learning in gifted learners’ areas of strength (CP&I1.1 Programming Standard Indicator).
All teachers routinely and systematically use qualitative and quantitative assessment data to identify students’ strengths to plan appropriate instruction and intervention (A2.1 Programming Standard Indicator).
The curriculum includes interdisciplinary, real-world learning experiences which incorporate advanced research and communication skills (LE1.1Programming Standard Indicator).
The curriculum activities and delivery models used in gifted programming should:
o Be sensitive to the unique social and emotional needs of gifted students, and
o Encourage the development of self-understanding.
Diverse and effective instructional practices should address the learning needs of gifted learners (CP&I2 Programming Standard).
Student achievement should be evaluated by using appropriate and specific criteria based on the higher expectations for gifted students.
No single gifted program goal should be taught as a stand-alone topic. Instead, each should be integrated into the course content.
Comprehensive, related, and mutually reinforcing experiences should be provided within an area of study.
Curricula for gifted students shall focus on developing cognitive learning, research and reference, and metacognitive skills at each grade grouping, using principles of differentiation.
Curricula for gifted students shall be reviewed and revised, if necessary, at least annually.
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DIFFERENTIATION IN GIFTED EDUCATION
Differentiated instruction is a teaching theory based on the premise that instructional approaches should
vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2011). The
model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjust
the curriculum and presentation of information to learners rather than expecting students to modify
themselves for the curriculum (Hall, 2011).
A differentiated curriculum for gifted learners includes the following expectations:
Content: Complex and challenging subject matter that:
Requires intellectual struggle
Utilizes primary documents
Integrates research skills and methods
Incorporates relevant and real-life experiences
Integrates interdisciplinary connections
Process: Instructional strategies are designed to:
Emphasize higher-order thinking, problem-solving and communications skills
Foster self-initiated and self-directed learning
Promote creative application of ideas
Model and encourage academic discussion
Product: Gifted student products should demonstrate a developmentally appropriate capacity for:
Self-directed learning
Meaningful collaboration
Effective problem solving of challenging and complex issues
Effective communication
Social and emotional understanding of self, relative to community, culture, and physical
environment
Environmental: Physical setting and work conditions to:
Change the actual place where students work
Allow flexible time
Provide opportunities for independent study and in-depth research or mentorship
Assessment: Gifted learners need various methods and opportunities to document mastery of curriculum
such as:
Pre/post tests
Self-assessment through rubrics
Creation of goal-based checklists
Conferencing, commentary, and qualitative feedback (Cobb, 2012)
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INSTRUCTIONAL OPTIONS FOR GIFTED STUDENTS
The needs of gifted and high-ability students vary widely; therefore, an array of instructional modification options should be available for all grade levels and content areas. Specific learner objectives are developed on a case-by-case basis. Tiers 1, 2, 3, and 4 options to consider include, but are not limited to, the following: Acceleration (subject and whole grade) An individual student moves to a higher grade, for instruction in one or more subject areas or a student skips a grade level to move to a higher grade than one more typical for the student’s age group. Assessments Assessment measures should document where the student is in relation to normative expectations when compared with others of his or her same age and/or in relation to curriculum mastery for grade-level expectations. Early mastery of content may require the use of off-grade-level measures to accurately capture the child’s learning levels (Coleman, M.R. & Hughes, C., 2009). Cross-Age Grouping/Multi-Age Grouping Students of different ages/grades are grouped together for instruction for all or part of a day. Curriculum Compacting: Curriculum a student has already mastered is eliminated. The student is then allowed to pursue alternative curriculum options. Gifted Resource Classes/Enrichment Clusters Students are grouped according to achievement levels for instructional purposes. The instructional focus is on an interdisciplinary curriculum.
Graduated Rubrics The standard and level of student proficiency and accomplishments designed for students and teachers to measure learning outcomes are increased. Graduated rubrics offer clear expectations for quality and increasing levels of excellence to encourage optimum performance among high-ability learners. Independent/Directed Study A student participates in a self-initiated, teacher directed, and approved course of study in an area of interest as described in a written contract which is based on curriculum standards, research, and planned presentations. Independent study encourages student autonomy in planning, research, and problem-solving. Internship/Mentorships A student works with a mentor to explore a potential career choice. The internship/mentorship teacher maintains close contact with both the participating student and the selected mentor to ensure acceptable progress towards the student’s individual career goals. Interest Centers Centers placed within the classroom that link curriculum topics to areas of student talent and interest in depth and breadth.
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Subject Grouping Within Class/Gifted Cluster Classes Students are grouped/clustered according to achievement, within a regular education classroom, for instruction in one or more subjects. Subject Grouping across Teams/Classes Students are grouped according to achievement and go to a different classroom or team, within the same grade level, for instruction in one or more subjects. Subject Advancement across Grades Students are grouped according to achievement, in a higher grade level, for instruction in one or more subjects. Tiered Assignments Assignments are designed to meet the varying ability levels of students. Tiered Products Products are designed to meet the varying ability levels of the students. Instructional Modification Options for Gifted and High Ability Students In a differentiated classroom, teachers differentiate content, process, product, and assessments according to a student's readiness, interest, and learning profile. Content –The State Board of Education adopted curriculum standards the student is expected to master and related support materials.
Process – instructional strategies designed to ensure that students acquire a deep understanding of the curriculum standards.
Products - vehicles through which students demonstrate and extend what they have learned
Assessment- formative and summative: on and off-grade-level monitoring to document students mastery of curriculum standards and learning levels.
Readiness - a student's entry point relative to a particular understanding or skill
Learning Profile - how an individual student learns
Gifted Education Tiers 1, 2, 3, and 4 instructional and management opportunities with varying degrees of preparation might include: (See Differentiation Table, page 15).
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DIFFERENTIATION TABLE
Tier 1: Low Preparation
Tier 2: Medium Preparation
Flexible-Learning Groups by Readiness,
Interest, Learning Profiles
Gifted Education Cluster Classes
Choice of Books Gifted Education Collaboration Classes
Homework Options Tiered Activities and Products
Use of Reading Buddies Use of Literature Clubs
Various Journal Prompts Multiple Testing Options
Student/Teacher Goal Setting Multiple Texts
Varied Pacing with Anchor Options Alternative Assessments
Work Alone or Together Subject Advancement within class
Flexible Seating Curriculum Compacting
Varied Scaffolding Tiered Centers
Varied Computer Programs Spelling by Readiness
Design-A-DAY Varying Organizers
Varied Supplemental Materials Community Mentorships
Computer Mentors Stations
Think-Pair-Share by Readiness, Interest,
Learning Profiles
Group Investigations
Open-ended Activities Students are Assessed in Multiple Ways
Explorations by Interest Student choice in selecting learning activities
Options for Competition Simulations
Tier 3: High Tier 4: Advanced/Autonomous
Advanced Content English/language arts,
mathematics, science and/or social studies
courses
Above grade level accelerated English/language
arts, mathematics, science and/or social studies
courses
Resource Classes Advanced Placement Classes
Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internship/Mentorships
Whole Grade Acceleration
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GIFTED PROGRAM DESCRIPTIONS
The Oglethorpe County School System strives to provide academically sound learning opportunities in a safe, quality environment for all, in order to develop students’ skills and knowledge to prepare them for successful productive lives.
The gifted program begins in kindergarten and spans through twelfth grade. All students who are eligible for gifted services and whose participation has received parental consent receive at least five segments per week (or the yearly equivalent) of gifted education services, using one of the approved delivery models. Parents/guardians are provided notification about the types of services to be offered annually.
At the primary and elementary levels, these services are provided through the Resource Model or Cluster Grouping. At the middle school level, services are provided through the Advanced Content and Cluster Grouping Model. At the high school level, services are provided through the Advanced Content Model, Cluster Grouping Model, Advanced Placement Model, and an Innovative Model. Based upon the unique needs of individual students, the Mentor/Internship model may also be utilized at the high school level.
All schools consider the individual student’s interests and needs when determining the content area(s) in which the student will be served as well as which delivery model to provide. Curricula for gifted program students are reviewed at least annually.
The curricula for gifted students align the gifted education goals with the Georgia Standards of Excellence (GSE). Curriculum objectives focus on developing cognitive learning, research and reference, and meta-cognitive skills at each grade grouping, using principles of differentiation.
A description of the differentiated curricula used for instruction of gifted students is submitted to the Georgia Department of Education. It is reviewed and revised (as needed) at least annually. An updated copy of the local program description shall be submitted to the Department of Education whenever changes are made.
Extracurricular activities provide vast opportunities for students to pursue areas of interest to them while interacting with peers who have similar interests. In addition, extracurricular activities often develop leadership abilities, boost self-esteem, and provide students with positive role models. Activities are provided at each of the schools.
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PRIMARY/ELEMENTARY LEVEL - GRADES K-5
The gifted education programs at Oglethorpe County Primary School and Oglethorpe County Elementary School are designed to provide enriching instruction at an appropriately challenging level for students in kindergarten through fifth grade while developing advanced research skills and methods, creative thinking and problem solving skills, critical thinking and logical problem solving skills, advanced communication skills, and an understanding of self and how the student’s unique characteristics may influence interactions with others.
Goals for the Gifted Education Program:
Provide diverse learning experiences to enrich and to extend the general education curriculum.
Help develop individualized abilities and interests through activities designed for gifted students.
Develop problem solving strategies and researching and critical thinking skills.
Guide students to become more self-directed and responsible.
Assist students in a better understanding of themselves and of how to function effectively as members of a team.
Delivery Models:
Identified gifted students receive approximately 45 minutes of gifted services daily or the weekly equivalent. Services are offered using the Resource Model and/or Cluster Grouping Model.
Curriculum:
The Resource Model curriculum incorporates the Georgia Standards of Excellence with interdisciplinary units based in STEM (Science, Technology, Engineering, and Mathematics), problem-based learning, social studies, and non-fiction literacy. The curriculum also includes an integration of writing, coding, technology, fine arts, and career awareness. Instructional units provide students with inquiry-focused, hands-on activities and an opportunity to interact with intellectual peers in a supportive environment that meets their particular affective needs.
The Cluster Model focuses on differentiation of instruction as indicated by lesson plans or contracts (individual or group) that clearly outline how gifted students are being served within a general education classroom. The differentiated lesson plans or contracts ensure that students are offered a meaningful and engaging curriculum that is challenging, rigorous, and aligned with the Gifted Education goals. Computer programs and research opportunities are utilized to allow students to work at a level beyond their same age peers in areas of individual interest and student need.
In both the Resource Model and Cluster Model, students may also participate in various competitions, such as the Robotics and Science Olympiads at the elementary level. The gifted education teachers also coordinate with other classroom teachers to enhance the regular curriculum as needed for gifted students.
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MIDDLE LEVEL - GRADES 6-8
The gifted program at Oglethorpe County Middle School is committed to providing educational opportunities appropriate to the needs, abilities, interests, and aspirations of the identified students. The program strives to extend the depth and scope of students’ intellectual abilities beyond the range of the general education classroom while developing communication, research, creativity, and critical thinking skills. To meet the unique and diverse intellectual, emotional and social needs of these identified students, a menu of services are provided, from differentiation of instruction to any of the State approved delivery models. Each year, Oglethorpe County Middle School participates in the Duke University Talent Identification Program (TIP). Duke TIP offers a talent search for students in seventh grade. The objectives of the program are to identify the very bright among our youngsters at an early age, to facilitate the education of these students, to follow and nurture their talent through the critical middle and high school years, and to develop an effective research effort for increased understanding of the nature of academically talented adolescents.
Goals for the Middle School’s Gifted Education Program:
Extend the depth and scope of students’ intellectual abilities beyond the range of the general education classroom in the areas of language arts and math
Provide individualized instruction for gifted students based on students’ needs and interests
Help prepare students for advanced level classes when appropriate
Enhance communication, research, problem solving, critical thinking, and technology skills
Gain a better understanding of self.
Delivery Models:
Advanced Content Model: Gifted students need time to interact with peers of similar ability as well as opportunities to reach higher levels of thinking. At Oglethorpe County Middle School, these goals are achieved by following a pull-out model where gifted students spend one period each day with a teacher endorsed to work with gifted students. Therefore, students in grades 6-8 may receive language arts and/or math instruction using the Advanced Content Model.
Cluster Model: Gifted students also need opportunities to interact with peers of varying abilities and to study a multitude of content areas. Throughout the day, gifted students at Oglethorpe County Middle School take grade-level classes with students of mixed abilities and master a variety of interesting contents. Using the Cluster Model, up to eight gifted students may be scheduled into an otherwise heterogeneous class whose teacher has the gifted certification/endorsement. It is designed to offer students an opportunity to extend their educational experience through higher order skills and concepts as well as provide an opportunity for the students to research topics of interest.
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Curriculum:
Advanced Content: Language Arts Curriculum
Through the Advanced Content Model, instruction is designed to offer an opportunity to explore literary works in depth, using a variety of methods, as well as developing oneself as a speaker, reader, and writer. The curriculum aligns Georgia Standards of Excellence (GSE) with the Programming Standards for Meeting the Needs of Gifted and High-Ability Learners and is more challenging than the regular education course in that the student is expected to participate actively through reading, writing, reflecting, and responding to challenging literary works. Students demonstrate their depth of comprehension of major issues through writing and/or active participation. A variety of educational methods are used to encourage this active participation. These methods include, but are not limited to the following: Socratic Method of discussion, Daniels’ theory of Literature Circles, cooperative learning process, decision making, and hands-on activities. Grade level and advanced trade books as well as the 6-8 grade texts are utilized, although some skills are compacted in order to allow for additional reading, writing, or developing of projects that provide supplemental and appropriate educational challenges for these identified students. Reading selections that cross over into other content areas assist in allowing for interdisciplinary units of study. A strong balance between formal and creative writing is also provided.
Advanced Content: Math Curriculum
Although the general education curriculum is significantly more challenging and rigorous under Georgia Standards of Excellence (GSE), it is recognized that some exceptional students are able to meet this challenge and master these concepts/skills more quickly than others. To this end, an advanced math program is designed to enrich the educational experience of these gifted students. The curriculum aligns the GSE with the Gifted Program goals and is accelerated, rigorous, and promotes analytical thinking. The class focuses on applying standard mathematical algorithms and processes to new, unique mathematical situations. Grade level and advanced math texts and resources, as well as the sixth through eighth grade adopted texts, are utilized, although some skills are compacted in order to allow for additional critical thinking and conceptualization. Students also create projects that provide additional appropriate educational challenges.
HIGH SCHOOL LEVEL: GRADE 9-12
The gifted program at the high school level is a multi-format program designed to meet the diverse academic and emotional needs of gifted students. Identified students are served for a minimum of five segments per week in the gifted education program. Besides academic courses, gifted students may enroll in general education classes that focus on advanced skills in the areas of music, art, and technology. Goals for the High School’s Gifted Education Program:
Extend the depth and scope of students’ intellectual abilities beyond the range of the general education classroom.
Prepare gifted students for post-secondary activities such as college/university enrollment or other career preparatory and social responsibilities.
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Enhance communication, research, problem solving, and critical thinking skills.
Accept self and understand how individual traits impact interactions with others.
Delivery Models:
Advanced Placement (AP) Model: Gifted students may take AP courses with other students who are not identified as gifted but who have demonstrated exceptional ability and motivation in a specific content area (e.g., English language arts, mathematics, science, or social studies). Advanced Placement Courses allow students to complete college-level courses while still in high school. Additional readings, writing assignments, and/or projects provide different and appropriate educational challenges for gifted students. The following AP courses are available at the high school level: AP Language, AP English Literature, AP US History, AP Macroeconomics, and AP Statistics.
Advanced Content: Gifted students may take Advanced Content Courses for 9th and 10th grades Honors Literature/Composition, Honors Civics/American Government, Honors World History, and Honors Biology.
Innovative Model: Gifted students may participate in advanced or regular education courses within a homogeneous or heterogeneous environment and still receive services through the use of differentiated curriculum designed especially for them.
Curriculum:
English/Language Arts
The curriculum for the gifted language arts program at Oglethorpe County High School is literature based. It is designed to offer an opportunity to explore literary works in depth using a variety of methods while developing oneself as a speaker, reader, and writer. The curriculum aligns the GSE with the Gifted Program goals and is more challenging than the regular education course in that the student is expected to participate actively through reading, writing, reflecting, and responding to challenging literary works. Students demonstrate their depth of comprehension of major issues through writing and/or active participation. A variety of educational methods are used to encourage this active participation. These methods include, but are not limited to, the following: Socratic Method of discussion, Daniels’ theory of Literature Circles, cooperative learning process, decision making, and hands-on activities. Grade level and advanced trade books as well as the grade texts are utilized. Some skills are compacted in order to allow for additional reading, writing, or developing of projects that provide supplemental and appropriate educational challenges for these identified students. A strong balance between formal and creative writing is also provided. Students’ needs are met using literature with more advanced structure, participating in projects demonstrating creativity, leadership, and a measurable end result, and substituting less advanced requirements which the student has already mastered for advanced research and problem solving. The specific modifications will vary depending on individual student’s needs and the description of each course. Each unit of study contains a final project that will bring the unit to a close. These projects will be written, visual, digital and/or oral.
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Math
Students in advanced level math courses are provided modified assignments and projects which help the students develop higher level skills as identified in Bloom’s Taxonomy. These modifications are developmentally based on student achievement as the courses build in complexity. Text materials are used with other supplemental materials. Projects, instructional units, and activities may be modified to assist the student in the use and understanding of mathematical concepts.
Science
All Oglethorpe County High School science classes are correlated to the Georgia Standards of Excellence. In addition to the specific content area standards (biology, physical science, chemistry, etc.), there are characteristics of science standards that are universal for all science courses. The characteristics of science focus heavily on experimental technique, collecting data, and communicating conclusions. This is accomplished in gifted science classes by an increased focus on student-directed inquiry. Gifted students in science courses should expect to spend an increased amount of time outside of class conducting independent study and practice so that there is more class time available for lab activities. In order to provide the necessary background information for laboratory study, the material presented in gifted science classes will go into greater depth than in standard science classes. Upon successful completion of gifted science classes at OCHS, students will have the skills necessary to succeed in college-level science courses.
Social Studies
The curriculum for gifted students in the social studies classes at Oglethorpe County High School focuses on three primary elements:
o Student engagement in research addressing complex questions in the subject area o Student engagement in critical thinking of subject-specific topics through a variety of forms,
primarily the analytic essay o Student engagement in the analysis of primary-source documents
Through these and other approaches, the gifted curriculum in Social Studies addresses students’ differentiated needs in content, process, and product.
Dual Enrollment/Move On When Ready
Gifted students at the high school level (9th – 12th grade) may also participate in Georgia’s dual enrollment program, which allows gifted and non-gifted students to earn college credit while working on their high school diploma. Once a student meets the admission requirements for a college or university and is accepted, he or she may “move on” earlier to the post-secondary level.
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GIFTED PROGRAM GUIDELINES
Definition:
The gifted student is one who demonstrates a high degree of intellectual and/or creative ability(ies), exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary services in order to achieve at levels commensurate with his or her abilities. The abilities manifest in a collection of traits, aptitudes and behaviors that, when taken together, are indicative of gifted potential (Definition of Gifted Student, GaDOE Resource Manual for Gifted Education Services).
Parent Notifications:
In an effort to identify all students who may qualify for the Gifted Program, the Oglethorpe County School System provides written communication about the Oglethorpe County Schools’ Gifted Education Program, referral procedures, and eligibility requirements. The Oglethorpe County Gifted Education Manual is available on the district’s website. In addition, each school provides the information at the beginning of the school year and whenever a new student enters. Students in grades K-2 (at Oglethorpe County Primary School) receive a school calendar outlining the gifted program and procedures. For students in grades 3-8 (elementary and middle level), parents receive an overview of the gifted program in the student agenda. At the high school, gifted information is available in the student handbook or by direct written notification. A webpage of gifted resources is on the district’s webpage.
Nomination/Referral Overview & Additional Parent Notifications:
Nominations or reported referrals may be initiated by classroom or special area teachers, counselors, administrators, parents or guardians, peers, self, or any responsible person who has knowledge of the student’s traits, abilities or intellectual functioning and behaviors. Nomination forms are available from the school’s gifted program facilitator and should be returned to the facilitator or classroom teacher. Nominations are brought before an RTI (Response to Intervention) team (with assistance from the gifted program facilitator) who examines the documentation of differentiation within the classroom and the results of progress monitoring of the interventions provided through the RTI process. The RTI team may offer recommendations if further interventions are deemed appropriate prior to submitting the nomination to the Eligibility Committee. In the screening process, factors to be considered include the strength of the evidence of the student’s advanced learning needs, the performance levels indicated in prior referrals, and how recent the prior referrals occurred. Also considered are circumstances which would indicate those assessment results are no longer valid or other criteria adopted by the local district.
Automatic referrals also allow students to be considered further for gifted eligibility. Students in grades K-2 who score at 90th percentile or above on the Measure of Academic Progress (MAP) may be referred for additional assessment to determine eligibility for gifted program services. Students in grades 3-6 are also automatically referred for consideration if they score at the Advanced Level on the district’s Reading Inventory and Distinguished Level (Level 4) in the category of Mathematics on the Georgia Milestones assessment.
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Once a student has been nominated for the gifted program, parents are notified of this initial consideration through a letter from the school’s gifted program facilitator. At this time, the eligibility requirements are also provided as well as a statement indicating if further assessment is recommended.
If further assessment is recommended, written parental consent is obtained prior to administering any individualized measurement. Once the evaluation has been completed and eligibility determined, the parent will be notified in writing of the decision and given the opportunity to meet to discuss the results of the evaluation and whether the student has met eligibility requirements.
Consideration:
The Eligibility Committee consists of a school level panel of no fewer than three faculty members, including at least one school level administrator or administrative designee, one regular classroom teacher or gifted education teacher, and the school’s gifted program facilitator. The committee must document the date of the meeting/decision, the members present, the names of the students who were considered, the source of the nomination (automatic, teacher, parent/guardian, peer, self, other), and the decision and rationale regarding whether each student who was considered should be referred for formal evaluation. Factors that should be considered in the screening process include the following:
strength of the evidence of the student’s advanced learning needs
how recent the prior referral occurred
performance levels indicated in any previous gifted referral
circumstances which would indicate those assessments results are no longer valid
other criteria as adopted by the local district
The committee will make one of the following three decisions concerning each nominee:
1. Refer for formal evaluation.
2. Request for more information.
3. Implement current or additional interventions provided through RTI (Response to Intervention, using the Pyramid of Interventions for High Achievers).
The nominating person and parents/guardians will be notified through a conference and/or in writing about the status of the referral.
Formal Evaluation:
Students who are being formally evaluated for gifted education services must be assessed in all four data categories: mental ability, achievement, creativity, and motivation. At least one of the criteria must be met by a score on a nationally-normed referenced test. A rating scale (completed by a person or persons knowledgeable of the student’s performance) is used to evaluate student’s work and shall differentiate levels such that judgment may equate to the 90th percentile. If a rating scale is used to evaluate creativity, the same rating scale may not
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be used to evaluate motivation. If a rating scale is used to evaluate motivation, a rating scale may not be used to evaluate creativity. Any piece of information used during the evaluation process shall be current within two years.
Determining Eligibility:
The Eligibility Committee meets to determine a student’s eligibility for gifted education services. Specific performance standards must be achieved in each of the four categories for assessment (mental ability, achievement, creativity, and motivation) for a student to become eligible for gifted education services. Test scores used to establish eligibility should have been administered within the past two years, and any data used in one area to establish a student’s eligibility should not be used in any other data category. Once a student has been assessed in all four data categories, there are two ways eligibility can be established.
A student may be determined eligible for the gifted program in one of the following two ways:
Option A. Two qualifying areas of psychometric measure:
A. Mental Ability: Composite score on a nationally age normed mental ability test at or above 96th percentile for grades 3-12 or 99th percentile for grades K-2; and
B. Achievement: Total Reading, Total Mathematics, or Complete Battery on a nationally normed achievement test at or above the 90th percentile for grades K-12. No student may qualify on the basis of a mental ability test score alone.
Option B. Multiple-Criteria Approach:
Students who are being evaluated for gifted education services must be assessed in four categories: mental ability, achievement, creativity, and motivation. The student may qualify by meeting the qualifications in any three of the four areas; however, at least one of the criteria must be met by a score on a nationally-normed referenced test. If an assessment is used in one data category, it cannot be used in another category.
Appropriate component scores as well as full scale or composite scores (at or above the 96th percentile), may be used in the area of mental ability. Mental ability tests should be editions approved by the GaDOE or at least the most current editions of published tests that measure intelligence or cognitive ability. If the mental ability test is designed to be administered individually, only a qualified psychological examiner should conduct the administration.
The abilities outlined as the four data categories may be demonstrated in a variety of ways, thus there are assessment options in each of the data categories (see section in manual on Gifted Assessments).
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The Eligibility Committee meets at least three times a year (fall, winter, and spring) to review nominations, assess evaluation results, and recommend services and interventions, as needed. The committee follows the belief that gifted students may be found within any race, ethnicity, gender, economic class, or nationality.
Status after Evaluation:
Following the evaluation, the nominating person and the parents/guardians will be notified through a conference and/or in writing about the eligibility status of the student.
Once determined eligible, a written consent for placement is obtained from the parents/guardians before providing gifted education services. Parents/guardians are given a description of the services to be provided, which includes the following:
o The teaching methods to be used
o The time allotted for the student to receive gifted services
o The objectives designed for students to meet
o The manner in which evaluation of the mastery of these objectives will be conducted
o The performance standards the student must meet for the continuation of gifted services
Procedure for Students Determined Ineligible for Gifted Education Services:
If a student is found ineligible for gifted education services, the parents/guardians may request an appeal in writing. The written request should indicate their rationale for requesting the appeal and should also list any specific areas that they would like the Eligibility Committee to review. The Eligibility Committee shall then convene within two weeks of the parental request. The purpose of the meeting shall be to review the requested area or areas and consider if a re-evaluation is warranted. Any available data pertaining to the request shall be provided by the school’s Gifted Program Facilitator. Request for gifted re-evaluation shall be determined collectively by the Eligibility Committee. The meeting documentation shall contain the date of the meeting, the members present, the name(s) of the student(s) who were considered, the data reviewed, and the decision with a rationale for any recommendations.
In the event that a parent does not agree with the recommendation of the Eligibility Committee, a district level Appeals Panel will convene to review the recommendation. The Appeals Panel may decide that the Eligibility Committee should allow additional testing, but the basis for the recommendation must be provided.
Oglethorpe County School’s Continuation Policy:
The Oglethorpe County School System is aware of how important parent involvement is in the education of students. The progress of each student receiving gifted education services is reviewed throughout the year. By the end of the school year, continuation of gifted services is determined. If the requirements for gifted education services have been met, new
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or revised program descriptions about the types of services to be offered annually will be provided. If the requirements have not been met, the parent is still provided new or revised program descriptions but is also informed in writing that the student is under a probationary period for one year, during which time the student is in jeopardy of losing gifted education services. Criteria the student must meet to continue receiving gifted education services are outlined in the letter provided to the parents/guardians.
Any Oglethorpe County student may continue to participate in the gifted program if he/she meets the following criteria:
1. (Grades K-2) Achieves Satisfactory, Meets, or Exceeds in classes where they are being served for gifted education
2. (Grades 3-5) Achieves “B” average in classes where they are being served for gifted education, as well as in non-gifted education classes
3. (Grades 6-12) Achieves grade of 80 or higher in classes where they are being served for gifted education
There will be a one year probationary period for students whose achievement falls below the above criteria. During this time the student continues to receive gifted services while attempting to achieve satisfactory performance status. A meeting with the gifted teacher and regular education teacher is held to determine why the student is not performing as expected and a Plan of Improvement is developed to include goals, intervention strategies, and evaluation criteria to be used by the teachers. Parental and student involvement is encouraged. The parents/guardians and student are notified in writing of the probation status and the requirements that must be met to continue in the gifted program.
If it is determined after the probationary period that the student has met the criteria for continuation, he/she may continue in the gifted program and a program description is provided to the student and to the parents/guardians. If at the end of the probationary period, the student does not demonstrate satisfactory performance in gifted education classes and gifted services seem to be no longer appropriate, a final review is held by the Eligibility Committee or Review Team to determine if services will be continued or terminated. The parents/guardians and student are notified in writing of the decision made by the Eligibility Committee or Review Team. If the student’s services are terminated, the parents are also informed that the student must meet the gifted program continuation criteria in order to resume receiving gifted services: achieving Satisfactory, Meets, or Exceeds for grades K-2, “B” average or achievement in grades 3-5, and grade of 80 or higher for grades 6-12 in classes where the student was receiving gifted services. In grades 3-5, students must attain a “B” average in non-gifted education classes, as well.
Breaks in Service:
In situations where there have been “breaks in service,” the Eligibility Team or Review Team will meet to review the student’s previous academic progress and any current data to determine continuation as well as appropriate placement for gifted services.
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Family and Community Involvement:
The Oglethorpe County School System is aware of how important parents/guardians and community involvement are in the support and advocacy for gifted students. During the annual system strategic planning meeting, stakeholders from the school system, community, and families meet to review academic, perception, and demographic data in order to review, revise, or amend the system’s Strategic Plan and the descriptors. Time is spent on looking at trends -- not only for students who are struggling with meeting the standards, but also for students exceeding the standards. Discussions are held on strategies to improve the performance of all subgroups of students and specific activities are then written into the Strategic Plan to be implemented during the upcoming years.
Parents/guardians are invited and encouraged to participate in all steps of the gifted process from nomination to continuation. Communication through parent/guardian conferences, Open House (at each school), School Council or Advisory meetings, school and/or teacher websites, and parent/guardian surveys are some of the methods used to gather input from families and the community on gifted education services.
Reciprocity:
Any student who meets the state eligibility criteria for gifted education services in any school system within Georgia will be considered eligible to receive gifted education services in Oglethorpe County. However, a student transferring from a school system outside Georgia must meet the criteria for continuation of gifted services within Georgia. An eligibility evaluation on out-of-state transfer students must be conducted in a timely manner.
According to Georgia’s Department of Education, there is no mandated reciprocity between states; however, the school system should immediately take steps to see that the advanced learning needs of a student transferring to their system are being met while Georgia gifted eligibility is being determined. The following documents should be presented to the student’s new school: a current eligibility report, recent standardized test scores, work samples, and recommendations from teachers.
Data Collection: The school’s gifted program facilitator is responsible for keeping records on the following, by grade, gender, and ethnic group: Number of students referred for possible placement in the gifted program
The source of the referral (automatic, teacher, parent/guardian, peer, etc.)
The number of students who qualify for gifted program services
The number of students who are served in the school’s gifted program
At the end of each year or sooner, this information is sent to the district’s Gifted Education Coordinator as data to be filed in the system’s gifted education records.
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RESPONSE TO INTERVENTION AND THE GIFTED LEARNER GUIDANCE
How does gifted education fit into the Response to Intervention (RTI) framework? All identified gifted education students are on Tier IV in the general education RTI progress. The following information relates to the tiers within the gifted education program: Advanced learning needs for the majority of students can be addressed in a general education classroom which offers a quality learning environment by providing instructional interventions prior to, or in lieu of, identifying students for specialized educational services. By documenting instructional interventions, the RTI process allows gifted and high-achieving students access to a differentiated curriculum, flexible pacing, cluster grouping, and other universal interventions. The RTI policies for referral, evaluation, eligibility, and instruction of gifted education students is set by the State Board of Education and defined in the Georgia Department of Education Resource Manual for Gifted Education Services. When should students be considered for gifted education services? If there is evidence that instructional modifications have not met a student’s needs, local school districts should follow the student nomination and decision-making process outlined in the Georgia Gifted Education Resource Manual. Factors to be considered in the nomination process should include evidence of the student’s advanced learning needs and the recency and performance levels of any previous gifted program referrals or placements. What does a differentiated curriculum for gifted learners involve? Differentiation of curriculum for gifted learners is the process of adapting and modifying curriculum structures to address these characteristics and needs more optimally. Thus curriculum goals, outcomes, and activities may be tailored for gifted learners to accommodate their needs. Typically, this process involves the use of the strategies of acceleration. Acceleration is a broad term used to describe ways in which gifted student learning may occur at a faster more appropriate rate throughout the years of schooling. It refers to content acceleration through compacting and reorganizing curriculum by unit or year, grade skipping, telescoping two years into one, dual enrollment in high school and college or university, as well as more personalized approaches such as tutorials and mentorships that also would be sensitive to the advanced starting level of these learners (NAGC, 2011).
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GIFTED PROGRAM REFERRALS
There are two methods by which students may be referred for gifted consideration.
A. Reported Referral:
Nominations for the gifted program may be initiated by:
A parent of a child,
A teacher,
A counselor,
An administrator,
A peer,
The student, or
Other individuals with knowledge of the student’s abilities.
Referrals are submitted to a classroom teacher who brings the student’s information to the RTI Team (with guidance from the school’s gifted program facilitator) for recommendations. Included with the referral should be documentation of interventions currently implemented through RTI, evidence of differentiation of instruction, all progress monitoring, and available test data.
If the team determines that the evidence supports a referral, it is forwarded to the Gifted Eligibility Committee. Otherwise, the team provides recommendations for specific interventions to be continued or added in order for the student’s needs to be met.
B. Automatic Referral:
Students will be referred automatically for further consideration for gifted eligibility if they meet the following criteria:
Score Level Tests Grade Levels/Score Range
Score at the 90th percentile or above (Reading or Math)
Measure of Academic Progress (MAP) K – 2 (90th percentile or above)
Advanced Level (RI for Reading)
Reading Inventory (RI) 3rd- 829 to 1700 4th- 941 to 1700 5th- 1011 to 1700 6th- 1186 to 1700
Distinguished Learner – Level 4 (Milestones for Math)
Georgia Milestones 3rd- 580 to 705 4th- 585 to 715 5th- 580 to 725 6th – 580 to 700
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Note: Automatic referrals are brought before an RTI Team using the same process as for Reported Referral outlined above.
REFERRAL PROCESS OVERVIEW
1. Referral (automatic or nomination) is brought before a Response to Intervention or RTI team (with guidance from the school’s gifted program facilitator) to discuss the reasons for the nomination and to review the current data (test scores, report cards, progress reports, benchmark and common assessments, as well as the results of progress monitoring of RTI interventions, including differentiation within the classroom).
*The referral form is sent to the Teaching and Learning office prior to testing.
2. The RTI team recommends continuation of current interventions and implementation of additional specific interventions (if necessary), or forwards the nomination to the Eligibility Committee.
3. The Eligibility Committee, which meets three times a year, determines if a formal evaluation is appropriate, and the parent/guardian is informed that an evaluation is being considered.
4. If the Eligibility Committee determines that no further evaluation is necessary, the committee then recommends continued or additional RTI interventions.
*A letter is sent to the parent(s)/guardian informing them of the decision and recommendations.
5. If the Eligibility Committee recommends further evaluation, the consent for evaluation is obtained from a parent/guardian. 6. Once consent is received, the student is referred to the school nurse or designated staff member
for a vision/hearing screening, if one has not been completed within a year.
7. Assessments are begun in all four areas unless information is already documented:
Creativity
Motivation
Ability
a. School Psychologist will complete this if an individually administered assessment instrument is required.
i. Request for testing from the psychologist should be sent to the district’s gifted education coordinator.
ii. Paperwork including type of referral, parental consent for testing, and results of vision/hearing screening should be included.
Achievement
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8. Once assessments in all four areas have been completed, the Eligibility Committee meets to determine if the student is eligible for gifted services.
9. The parents/guardians are notified of the decision made by the Eligibility Committee and are offered to have a meeting scheduled with them to discuss the results and recommendations.
If the student is determined not eligible, all documentation of nomination or referral, assessments, and parent notifications are sent to the Teaching and Learning office within fourteen calendar days to be filed and entered into the State Longitudinal Data System (SLDS) under gifted education.
If the student is determined eligible, a description of gifted services is provided to the parents/guardians and the consent for placement is obtained. The school’s gifted program facilitator should enter information into the SLDS gifted education tab.
14. Once placement consent has been received from the parents/guardians, the student may begin services.
15. The Teaching and Learning office should then receive all paperwork within fourteen calendar days.
16. A gifted education folder will be created for each student and sent to the school for filing. A copy of the folder will also be housed at the Teaching and Learning office.
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Oglethorpe County School System Gifted Education Referral Process
STEP I Provide differentiated instruction through Response to Intervention (RTI).
STEP II Bring student before the RTI Team (with guidance from the school’s gifted education program facilitator). Decide on one of the following three action steps.
Continue current differentiated strategies, interventions, acceleration, and/or extension.
Refer to Eligibility Committee and continue to Step III.
Recommend additional and specific RTI interventions with appropriate progress monitoring. Document the intervention plan and tools for monitoring.
STEP III Bring nomination before the Eligibility Committee. Decide on the next action step.
Recommend individualized interventions through RTI. Modify any previous plans as necessary.
Refer for formal evaluation and continue on to Step IV.
Gather more information for review at a future eligibility meeting.
STEP IV Formal Evaluation: Administer one approved measure in each of the four data categories. Decide on individual or group administrations. Compile results.
Data Categories:
Mental Ability Achievement Creativity Motivation
STEP V Eligibility Committee: Evaluate assessment results and determine eligibility.
Student is eligible. Student is ineligible.
Recommend gifted education services. Recommend specific intervention options.
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OGLETHORPE COUNTY SCHOOL SYSTEM
Program for Gifted Students
Nomination Form
The purpose of this nomination is to determine a student’s need for gifted services. To nominate a student for consideration for gifted services, please provide the information requested below:
Referral Date: ____/____/____
DEMOGRAPHIC INFORMATION
Name ____________________________________________________ Grade _____________________________
School _______________________________________________________________________________________________
Date of Birth ___/___/______ Race/Ethnicity_____________________________________ Gender: M F
Parent(s) or Guardian(s) ___________________________________________________________________________
Home Address _______________________________________________________________________________________
_______________________________________________ Phone Numbers: (H) _________________________________
(C) ______________________, (W) ________________________Email Address: _______________________________
Referred by: _____________________________________ Relationship to Student: ________________________
(If this is an automatic referral, please include date of district-wide testing: ___/___/_________)
Is the parent or guardian aware of the nomination? Yes No
NOMINATION PROCEDURE (Please check as each step is completed):
______ 1. Complete the biographical information above.
______ 2. Photocopy and attach standardized testing history and most recent report card (if applicable).
______ 3. Include sample(s) of the student’s work that typifies the reason for this referral. Possibilities include: a story, drama, poetry, report, journal, speech, invention, science fair project, or recorded performance (visual or auditory).
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After you have gathered the information on the front page, give the form to the student’s teacher to bring before the RTI Team for consideration. The team will recommend one of the following:
1. A formal referral to the Eligibility Committee
2. Continuing differentiated strategies, interventions, acceleration, and/or extension
3. Additional and specific RTI interventions with appropriate progress monitoring. Document the intervention plan and tools for monitoring.
Nominations may occur any time during the school year. Eligibility Committee decisions will be made three times a year, approximately in fall, winter, and spring.
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OGLETHORPE COUNTY SCHOOL SYSTEM
Program for Gifted Students
Parent Nomination Form
(To be filled out at school)
______/_______/__________
Referral Date
Name _________________________________________________ Grade ___________
Date of Birth ___/___/________ Gender: M F
School _____________________________________________________________________
1. Tell us (either orally or in written form) why you feel your child should participate in the Gifted
Program.
2. Tell us about your child’s talents or things your child is good at doing.
3. Tell us about your child’s interests or things your child likes to do.
Name of adult recorder: ________________________________ Relationship to student: ____________________________________
RETURN THIS FORM TO THE CHAIRPERSON OF THE ELIGIBILITY COMMITTEE OR TO YOUR CHILD’S TEACHER.
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OGLETHORPE COUNTY SCHOOL SYSTEM
Program for Gifted Students
Self-Nomination Form
(To be filled out at school)
Students in grades K-3 may dictate their responses to an adult if they desire.
______/_______/__________
Referral Date
Name _________________________________________________ Grade ___________
Date of Birth ___/___/_________ Gender: M F
School ______________________________________________________________________
1. Tell us (either orally or in written form) why you feel you should participate in the Gifted Education Program.
2. Tell us about your talents or things you are good at doing.
3. Tell us about your interests or things you like to do.
Name of adult recorder: ________________________________ Relationship to student: _________________________
RETURN THIS FORM TO THE CHAIRPERSON OF THE ELIGIBILITY COMMITTEE OR TO YOUR TEACHER.
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OGLETHORPE COUNTY SCHOOL SYSTEM
Program for Gifted Students
Peer-Nomination Form
(To be filled out at school)
Students in grades K-3 may dictate their responses to an adult if they desire.
______/_______/__________
Referral Date
Name _________________________________________________ Grade ___________
Date of Birth ___/___/_________ Gender: M F
School ______________________________________________________________________
Your Name ________________________________________________ Relationship to student: ______________
1. Tell us (either orally or in written form) why you feel your classmate should participate in the Gifted Program.
2. Tell us about your classmate’s talents or things he or she is good at doing.
3. Tell us about your classmate’s interests or things he or she likes to do.
Name of adult recorder ____________________________________ Relationship to student __________________
RETURN THIS FORM TO THE CHAIRPERSON OF THE ELIGIBILITY COMMITTEE OR YOUR TEACHER.
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(School Letterhead)
_____/ _____/ _____
Date
Dear Parent(s)/Guardian of _________________________________:
After reviewing the recent _______________ scores, your child has been nominated for the
gifted program. All information on your child will be compiled and brought before a Response to
Intervention (RTI) Team (with guidance from the gifted program facilitator) to determine the
following:
If the current interventions appropriately address your child’s unique needs and no
referral to the gifted program is warranted at this time;
Additional interventions are needed in order to address your child’s unique needs prior to
a referral to the gifted program; or
The documentation supports a referral to the gifted program. If so, the nomination will be
forwarded to the school’s Gifted Eligibility Committee;
After the RTI Team has met, you will be notified through a conference and/or in writing about
the status of the referral. Attached you will find the Gifted Program Guidelines which include the
eligibility requirements for the gifted program.
Please feel free to contact me if you need additional information. I can be reached at the
following:
Sincerely,
Gifted Education Facilitator
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RESPONSE TO INTERVENTION (RTI) TEAM
The RTI Team consists of at least three members who meet on a continuing basis to discuss student progress. This may an existing grade level team, department, professional learning community or a separate group, as determined by the individual school.
The role of this team is to review possible referrals/nominations for the gifted program and to provide recommendations to the classroom teacher. When discussing nominations or referrals for the gifted program, the RTI team should also contain the gifted education facilitator and/or gifted education teacher(s). Among the topics to be discussed include, but are not limited to, the following:
Reasons for referral
Student’s strengths and weaknesses
Strategies used for differentiation of instruction
Progress monitoring documentation
Test data (MAP, RI, Milestones, Iowa, common assessments, etc.)
Other relevant information
Once all information is reviewed, the team makes one of the following recommendations:
Formal referral to the Eligibility Committee
Continuation of interventions and progress monitoring
Additional interventions to be implemented
Minutes are taken during the meeting using the existing group’s Minutes Form or the RTI Team Minutes Form for Gifted Education Program. The minutes should include the names of the members of the team, the student’s name, the recommendations, and the rationale behind them.
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OGLETHORPE COUNTY SCHOOLS
RTI TEAM MINUTES
FOR GIFTED PROGRAM REFERRAL
NAME: _______________________________________
GRADE: ____________________________________
SCHOOL: ______________________________________
DATE: ____________________________________
Summary:
The documentation supports a referral to the gifted program. The referral will be forwarded to the Gifted Eligibility Committee for consideration.
The documentation does not support a referral to the gifted program at this time. Continuation of the current interventions is recommended.
The documentation does not support a referral to the gifted program at this time. It is recommended that the following interventions be implemented:
Other:
TEAM MEMBERS’ SIGNATURES POSITION
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(School Letterhead)
Ineligible Gifted Education Report
_____/ _____/ _______
Date
Dear Parent/Guardian of _________________________________:
Recently, your child was nominated for the gifted program. After collecting and reviewing a
profile of information, the school’s Response to Intervention or RTI Team (with guidance from
the gifted program facilitator) has recommended no further evaluation for gifted services. The
committee believes that your child’s academic needs can best be met in the regular education
program. In addition, the committee will consider if your child’s needs should be met through the
Pyramid for High Achievers.
Please encourage your child to continue the excellent academic achievement that contributed to
the original decision to refer him or her to the gifted program for consideration.
This current decision does not preclude consideration for this program at a later date. Please
feel free to contact me if you need further information. My contact information is the following:
Sincerely,
Gifted Education Program Teacher
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OGLETHORPE COUNTY SCHOOLS
GIFTED ELIGIBILITY COMMITTEE SUMMARY
NAME: ___________________________
GRADE: __________________________
SCHOOL: _________________________
DATE: __________________________
Type of Referral:
Automatic Parent Teacher Other: ______
Summary:
This student’s exhibition of the core attributes of giftedness was so strong that we
recommend him/her for further assessment.
This student’s exhibition of the core attributes of giftedness is not strong enough
to recommend further assessment. His/Her academic needs can be best met in the
regular classroom with the current interventions.
This student’s exhibition of the core attributes of giftedness is not strong enough
to recommend further assessment. The committee feels that the academic needs
of this student can be best met in the regular classroom with additional
interventions through RTI for High Achievers. The following are our
recommendations for further interventions:
TEAM MEMBERS’ SIGNATURES POSITION
(use back of page if necessary)
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GIFTED EDUCATION ASSESSMENTS & ELIGIBILITY CHART
Assessment Programming Standard for Meeting the Needs of Gifted and High-Ability Learners:
Standard A1: The Oglethorpe County School System uses the research-based identification process as established by Georgia Board of Education policy in order to ensure equitable access to appropriate services for all gifted learners.
Indicators
>A1.1: The system employs multiple-criteria (mental ability, achievement, creativity, motivation) for student identification using measures as required by GBOE Rule 160-4-2-.38. >A1.2: The system ensures consistency and availability across the district in implementation of screening, referral, and identification processes for all students regardless of race, ethnicity, language, or economic status. >A1.3: The identification process of gifted learners is disseminated to school personnel, parents/families, students, and the community at large in a clear, comprehensive, and equitable manner.
The following assessment guidelines shall be followed in all the Oglethorpe County schools:
o Parent consent must be obtained and the student must have passed the vision/hearing screening prior to the administration of any assessments beyond those given to the general student population.
o Any test score used to establish eligibility must be current within two years.
o Mental ability and standardized achievement tests must be the most current editions of published tests that measure intelligence, cognitive ability, or achievement. These tests must also have been reviewed for bias and normed on a nationally representative sample that included minority representation within a 10-year period prior to administration.
o Mental ability and achievement tests must yield percentile scores by age.
o Mental ability tests that were designed to be administered individually must be administered by a qualified psychological examiner as outlined in the test administration manual
o Standardized achievement tests must measure reading skills, including comprehension, and give a total reading score and/or a total mathematics score based upon a combination of scores in math concepts and applications. These tests must yield a percentile ranking by age or grade.
o Portfolios are judged by a panel of three or more qualified evaluators and must have been created at the school by the student within two calendar years prior to the evaluation and remained at school in the possession of the proper faculty or staff member.
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o Information must be collected in each of the four areas before eligibility is determined: Ability, Achievement, Motivation, and Creativity.
o Any test score used to establish eligibility in one category may not be used to establish eligibility in any other data category.
o Standardized tests of creative thinking shall be the most current editions of the test that provide scores of fluency, originality, and elaboration. They must have outside empirical support for the test, long term follow-up studies, and comparison measures against other recognized measures of creativity. These tests must have been reviewed for bias and normed on a representative sample that included minority representation and yield percentile rankings by age or grade.
o Rating scales used to evaluate creativity must relate to the construct of creativity and must differentiate levels such that judgments equivalent to the 90th percentile are possible.
o If a rating scale is used to evaluate creativity, a rating scale may not be used to evaluate motivation. If a rating scale is used to evaluate motivation, a rating scale may not be used to evaluate creativity.
o Assessment data gathered and analyzed by a source outside the student’s school must be considered a part of the nomination and evaluation process, but may not be substituted for data generated by the school during the testing/evaluation process. Oglethorpe County never relies on such data exclusively for determination of eligibility for gifted program services. Instead, outside test data are used as a part of a comprehensive profile of test and non-test evidence of advanced instructional needs.
Gifted Education Assessments and Eligibility Chart:
The following chart outlines the four data categories that are collected, the assessments that are used in the Oglethorpe County School System, and two options for determining gifted eligibility. In option A and B, information shall be gathered in each of the four categories. At least one of the criteria must be met by a score on a GaDOE approved nationally normed-referenced test.
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Data Category Assessments Used
Option A
Student must have a qualifying score in the
mental ability AND achievement categories.
Option B
Student must qualify in THREE of the FOUR categories.
Mental Ability
CogAT 7
Stanford – Binet
WISC-IV
TONI 3
Grades K-2: 99th% percentile composite score on a nationally age normed mental ability test
Grades 3-12: >96th percentile composite score on a nationally age normed mental ability test
Grades K-12: ≥ 96th percentile composite OR appropriate component score on a nationally age normed mental ability test
Achievement
Iowa
WRAT – 4
MAP
Grades K-12: ≥ 90th percentile Total Reading, Total Math, or Complete Battery on a nationally normed achievement test
Grades K-12: ≥ 90th percentile Total Reading, Total Math, or Complete Battery on a nationally normed achievement test
Creativity
GES-3
CAP
Torrance
Evaluation data required
Grades K-12: ≥ 90th percentile on composite score on a nationally normed creativity test
Grades K-12 Rating scales used to qualify student creativity must equate to the 90th percentile
Note: If the student scores at the 85th percentile or above, a portfolio may be used as a secondary screening. The portfolio must have been created at school by the student within the two calendar years prior to evaluation and remained at school in the possession of the proper faculty or staff member. It will be evaluated by a panel of three or more qualified evaluators and will need a score > 90 on a rubric of 1-100 to satisfy the creativity portion of the screening.
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Mental Ability Tests:
The CogAT 7 is administered at the primary, elementary, and middle grades.
If a student is determined to be atypical, a follow-up test may be given in the area identified on the CogAT 7.
If the CogAT 7 has been administered within two years, the school psychologist assesses students using the WISC-IV or the Standford-Binet.
If the student was administered the WISC-IV within the past three years, the Stanford-Binet is administered.
The TONI 3 (nonverbal mental intelligence test) is used for students whose language may be an issue. It is administered by a qualified psychological examiner.
Achievement Tests:
The results of the MAP (Measure of Academic Progress) or Iowa assessment are used when scores are available.
If MAP or Iowa assessment results are not available, are not current within two years, or if an individualized achievement test is recommended, the WRAT-4 is administered for grades K-12.
If a student is recommended for an individualized achievement test within three years of the WRAT-4 being given, a different achievement assessment will be provided.
The same test/form may not be given to the same student within a three-year period.
Creativity:
The Portfolio Assessment may be completed for kindergarteners and is also used as another test option or as a secondary screening if necessary within a three year period.
The Torrance or CAP assessment is administered for all grades 1-12.
Motivation
GES-3 (do not use same checklist as above)
Evaluation data required
Grades K-8: Rating scales used to qualify student motivation must equate to the 90th percentile
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The GES-3 is administered if both of the above measures have been utilized within a three-year period, but it cannot be used if the GES-3 is being used for Motivation.
The same test/form may not be given to the same student within a three-year period.
For grades 1 -12, if a student scores at the 85th percentile, he or she (or individuals on behalf of the student) may provide evidence of the student’s creativity in the form of a portfolio that will be used as a secondary screening.
o The portfolio must have been created at the school by the student within the two calendar years prior to evaluation and retained at school in the possession of the proper faculty or staff member.
o The portfolio will be evaluated by a panel of three or more qualified evaluators and will need a score greater than or equal to 90 on a rubric of 1-100 to satisfy the creativity portion of the screening.
o Panel members must receive training in how to score portfolios using the creativity scoring rubric that contains detailed descriptions of the multiple levels of performance (from superior levels to those more typical for a student of similar age/grade). The scoring rubric must use a 1-100 quality scale and must have narrative descriptors for each area and assigned values.
The kindergarten Portfolio Assessment follows the same guidelines as the Portfolio Assessment as a secondary screening for grades 1-12.
Motivation:
In grades K-8, the GES-3 is used as the measurement to assess motivation.
In grades 9-12, the GPA of a student is used. The student must have a core class GPA of 3.5 on a scale of 4.0 over a two-year period. GPAs of students are determined by calculating the grades earned during the two years prior to evaluation in the subjects of mathematics, science, language arts, social studies and foreign language, if such language study is included in the student’s records.
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OGLETHORPE COUNTY SCHOOL SYSTEM
Notification of Consideration and Permission to Evaluate
____/___/________
Date
Dear Parent/Guardian of _________________________________:
Your child, __________________________________________, is being considered for the gifted education program.
This consideration is based upon the following:
___ Existing test scores
___ Referral by __________________________________________________
___ Other _______________________________________________________
To determine your child’s eligibility, the Eligibility Committee needs your consent to proceed with the formal evaluation process as established by the Georgia Department of Education. Your child will be evaluated in the areas of mental ability, achievement, creativity, and motivation.
When the evaluation has been completed, you will be notified in writing of your child’s eligibility status and service recommendations and given an opportunity to discuss this status and these recommendations at that time.
This process is an opportunity for the school to determine your child’s special needs and to serve him/her appropriately. If you have any questions, please contact me. The school phone number is _____________________.
Sincerely,
Eligibility Committee Chairperson
(back)
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Please indicate your response below, sign, date, and return to me.
------------------------------------------------------------------------------------------------------------
___ Yes, I do agree for this evaluation process to proceed, including the administration of any necessary test.
___ No, I do not agree for this evaluation process to proceed.
_______________________________________________________________________ ____/____/_______
Signature of Parent(s)/Guardian Date
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ELIGIBILITY FOR GIFTED EDUCATION SERVICES
Once information is gathered in all four areas (Ability, Achievement, Creativity, and Motivation), the Eligibility Committee meets to determine if the student is eligible for gifted services. To be eligible for gifted education services, a student must either meet the requirements for Option A or Option B. For Option A the student must score at the 99th percentile (for grades K-2) or the 96th percentile (for grades 3-12) on the composite or full scale score of a standardized test of mental ability and meet one of the achievement criteria described below. Under Option B the student may qualify through a multiple-criteria assessment process by meeting the criteria in any three of the following four areas: mental ability (intelligence), achievement, creativity and motivation.
To be eligible for gifted education services, a student must meet the criterion score on a nationally normed test and have either observational data collected on his or her performance or produce a superior product as described below. Information shall be collected in each of the four data categories for all students who are referred for gifted program evaluation. Any data used in one area to establish a student’s eligibility shall not be used in any other data category.
Option A:
To be eligible for gifted education services, a student must either (a) score at the 99th percentile (for grades K-2) or the 96th percentile (for grades 3-12) on the composite or full scale score of a standardized test of mental ability and meet one of the following achievement criteria. Students
must (a) score the 90th percentile on the total battery, total math or total reading section(s) of a standardized achievement test; or (b) have produced a superior student-generated product or performance, where the superior performance is one that can be translated into a numerical score
90 on a scale of 1-100 as evaluated by a panel of three or more qualified evaluators.
Option B:
Students may qualify through a multiple-criteria assessment process by meeting the criteria in any three of the following four areas: mental ability (intelligence), achievement, creativity and motivation.
(I) Mental Ability. Students in grades K-12 must score at the 96th percentile or greater on a nationally normed-referenced test of mental ability that meets the standards required in State Board of Education Rule 160-4-2-.38. Mental ability tests must be the most current editions or one contained on the approved list by the GaDOE. If designed to be administered individually, the mental ability test must be administered by a qualified psychological examiner.
(II) Achievement. Students shall (a) score the 90th percentile on the total battery, total math or total reading section(s) of a standardized achievement test; or (b) have produced a superior student-generated product or performance, where the superior performance is one that can be
translated into a numerical score 90 on a scale of 1-100, as evaluated by a panel of three or more qualified evaluators.
(III) Creativity. Students shall (a) score the 90 th percentile on the total battery score of a
standardized test of creative thinking, or (b) receive a score the 90th percentile on a standardized creativity characteristics rating scale, or (c) receive from a panel of three or more qualified
49
evaluators a score 90 on a scale of 1-100 on a structured observation/ evaluation of creative products and/or performances.
(IV) Motivation. Students shall (a) receive a score the 90th percentile on a standardized motivational characteristics rating scale, or (b) receive from a panel of three or more qualified
evaluators a score 90 on a scale of 1-100 on a structured observation/ evaluation of student-generated products and/or performances, or (c) have a grade point average (GPA) of at least 3.5 on a 4.0 scale (as defined in Appendix A of the Georgia Department of Education Resource Manual for Gifted Education Services), where a 4.0 = A and 3.0 = B, using an average of grades from the regular school program over the previous two school years if the student is in grades 6-12.
Assessment data that were gathered and analyzed by a source outside the student’s school or school system must be considered as part of the nomination and evaluation process. However, these outside data shall not be substituted for data the school generates during the testing/evaluation process and may never be the sole source of assessment data.
Oglethorpe County shall never rely on outside test data exclusively for determination of eligibility for gifted program services. Instead, they may be used as part of a comprehensive profile of test and non-test evidence of advanced instructional needs. If the system elects to use outside test data to help establish students’ eligibility, the school shall collect and maintain statistical data that will allow the Department of Education to evaluate the impact of this practice on the identification of gifted students from all ethnic and socioeconomic groups.
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(School Letterhead)
Eligible Gifted Education Report
_____/ _____/ _____
Date
Dear Parents/Guardians:
Thank you for your patience during the testing procedure. As you can see on the
attached form, your child meets the eligibility requirements for the gifted education program. If
you would like your child to participate, please sign the enclosed forms.
The gifted program is a system wide program. A differentiated curriculum is used to
meet the needs and challenges of these students. Multi-disciplinary units teach or refine skills,
encourage higher levels of thinking, enhance creative/productive thinking and extend the
academic base of knowledge.
Gifted classes for your child will begin on _______________________. You will be
notified at that time of the schedule. Thank you for your cooperation in the testing and
placement process. If you have any questions, you can contact me at __________________.
Sincerely,
Gifted Education Program Facilitator
Student ______________________ Grade _______ School Year __________
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(School Letterhead)
Notification of Non-Eligibility
_____/ _____/ _____
Date
Dear Parents or Guardians of __________________________________:
Thank you for your patience and cooperation during this period of evaluation for the gifted
program. It has been a pleasure to meet and work with your child.
Information about your student has been gathered and evaluated in terms of the eligibility
criteria specified in the Oglethorpe County Gifted Education Procedures Manual.
Your child is not eligible for gifted services at this time. His/Her scores are listed on the
attached eligibility report. Additional consideration will be provided through system-wide
evaluations. Your child will be automatically referred for testing if he or she achieves specified
scores for gifted consideration. No additional referral will be necessary at that time.
Should you desire a conference to discuss this matter, please contact me at the school’s phone
number is _______________________ or by email:
_______________________________________________.
Sincerely,
Gifted Education Program Facilitator
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(School Letterhead)
Notification of Eligibility/Consent for Placement
_____/ _____/ _____ Date Dear Parents or Guardians:
Your child, ______________________________________________________, has
been determined to be eligible for placement in the gifted program. After receipt of your signed
consent, services will begin on _____/ _____/ _____ for approximately _____ hours per week.
I have attached a program description and the criteria for continued placement in the
gifted program.
Your child’s progress in the program will be reviewed annually, and a decision will be
made regarding continuation in the program. If your child needs to be withdrawn from the gifted
program, we will notify you in writing prior to making the changes.
Should you desire a conference to discuss this matter, please contact me at the school
phone number: _______________________________________ or at my email address:
_____________________________________________________________.
Please indicate below your decision concerning your child’s placement in the gifted
program by signing, dating, and returning this form to me at your child’s school.
Sincerely,
Gifted Education Program Facilitator
______________________________________________________________________
_____ I give my permission for my child to be placed in the gifted program.
_____ I do not give permission for placement.
___________________________________ _____/ _____/ _____
Signature of Parent/Guardian Date
_____ I have received and kept a copy of the program description and continuation policy.
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(School Letterhead)
Notification of Gifted Education Services
Dear _____________________________,
This letter is to inform you that your son/daughter _________________________ qualifies for gifted services for this school year ______________. Your child will receive gifted services at Oglethorpe County ___________________ School through one or more of the state approved gifted program models described below. In addition, your student’s advanced learning needs and interests (as documented by assessment results) are matched to his or her programming options.
Gifted Program Models
________Resource/Enrichment – A gifted certified teacher provides academic instruction with a content foundation focusing on interdisciplinary enrichment activities.
________Cluster Grouping– A gifted certified teacher provides extension and/or enrichment activities and lessons to a group of gifted students within the regular classroom setting.
________ Collaborative Instruction - The gifted facilitator works with the classroom teacher to develop individual student contracts, plan lessons, gather materials, and implement instruction to provide enrichment and/or acceleration in language arts, reading, mathematics, science, and/or social studies.
_________Advanced Content– A gifted certified teacher provides higher level instruction beyond what is provided in the general education class.
________Advanced Placement - Advanced Placement Courses allow students to complete college-level courses while still in high school. Additional readings, writing assignments, and/or projects provide additional appropriate educational challenges for gifted students through individualized contracts.
All levels of the gifted program incorporate Gifted Programming Standards and employ diverse and effective instructional practices to address the learning needs of gifted learners. The gifted curriculum enriches, extends, and accelerates learning in gifted learners’ areas of strength. Lessons emphasize higher level thinking skills and include differentiation of content, process, product, and/or learning environment into daily practices in order to appropriately challenge and maximize engagement of gifted learners.
Thank you for allowing us to serve your child this year.
Sincerely,
Gifted Education Program Facilitator
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OGLETHORPE COUNTY GIFTED STUDENTS CONTINUATION FORM
Student Name: _______________________________________________________ Grade: __________________
Classroom Teacher: ___________________________________________ Course/Class: _______________
1. Indicate as applicable:
a. (Grades K-2) Student has achieved Meets or Exceeds in classes where he or she is
being served for gifted education:
Yes No
b. (Grades 3-5) Student has achieved a “B” average in classes where he or she is being
served for gifted education, as well as in all his or her non-gifted education classes:
Yes No
c. (Grades 6-12) Student has achieved a grade of 80 or higher in classes where he or she is being served for gifted education:
Yes No
2. Delivery Model (circle all that apply):
Resource (Pull Out) Collaborative (Inclusion) Cluster Grouping
Advanced Content Joint Enrollment Innovative Model
3. Performance in class: Satisfactory Needs Improvement
a. Exhibits creative and critical thinking S NI
b. Participates in class activities/discussions S NI
c. Shows respect for teacher and classmates S NI
d. Completes assignments on time S NI
e. Is prepared for class S NI
4. Teacher Recommendation (circle one):
Continued Placement Probation Withdrawal from the Program
5. Teacher Signature: _________________________________ Date: ___________
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(School Letterhead)
Notification of Probation
_____/ _____/ _____
Date
Dear Parents or Guardians of ______________________________________:
Your child, ______________________________________________________, is being
placed on probation for gifted services for the following reasons:
______________________________________________________________________
During the probation period, your child will continue to receive gifted services and his/her
performance will be closely monitored. A meeting will be held between the regular classroom
teacher and the gifted teacher to determine why the student is not performing as expected and
a Plan of Improvement will be developed to include goals, intervention strategies, and
evaluation criteria to be used by the teachers. Parental and student involvement is encouraged.
After one school year, your child’s performance will be evaluated to determine if he/she meets
the following criteria:
(Grades K-2) Achieves Meets or Exceeds in classes where he or she is being
served for gifted education
(Grades 3-5) “B” average in classes where he or she is being served for gifted
education, as well as in all non-gifted education classes
(Grades 6-12) Grade of 80 or higher in classes where he or she is being served
for gifted education
If he/she has reached at least minimum standards, your child will be reinstated to the gifted
program. If at the end of the probationary period, he/she does not demonstrate satisfactory
performance as outlined above, and gifted services seem to be no longer appropriate, a final
review will be made by the Eligibility Committee to determine if services will be discontinued.
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Your child and you will be notified in writing of this decision and what he/she must do in order to
resume receiving gifted services.
Should you desire a conference to discuss this matter, please contact me at the school’s
phone number, ________________________________________, or at my email address:
________________________________________________.
Sincerely,
Gifted Education Program Facilitator
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(School Letterhead)
N O T I F I C A T I O N O F P L A C E M E N T R E V I E W
_____/ _____/ _____
Date
Dear Parents or Guardians:
This letter is to inform you that your student, __________________________________, is
experiencing problems in the gifted program as demonstrated by __________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________.
A conference with you to discuss this further is requested. Please contact me to make an
appointment. The school number is ___________________________.
Enclosed is a copy of the continuation policy that you received at the time of your student’s
placement.
Sincerely,
Gifted Education Facilitator
Enclosure
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G I F T E D P L A N F O R I M P R O V E M E N T C O N T R A CT
Student: __________________________________ School: _____________________
Grade: ________Subject or Class Involved: __________________________________
Due to your student’s unsatisfactory performance in the regular or gifted classroom, placement
in the gifted program is in jeopardy. During this probationary period, your student will have the
opportunity to demonstrate improvement in the area(s) identified in this contract. The contract
will be in effect from _______________ to _____________, at which time the undersigned will
meet to determine the student’s future placement.
Descriptors of Unsatisfactory Performance
Evaluation Procedures
Improvement Indicators
Results
Additional Comments or Recommendations:
(see back)
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Signatures:
Student
Parent(s) or Guardian
Gifted Teacher/Facilitator
Classroom Teacher(s)
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(School Letterhead)
Probation Successfully Completed
_____/ _____/ _____
Date
Dear Parents or Guardians of ______________________________________:
We are pleased that your student, ___________________________________, has met the
terms of his or her Plan of Improvement Contract and the criteria required to meet the
Oglethorpe County’s Continuation Policy. Therefore, he/she is no longer on probation for gifted
services. We hope that the improved work habits and performance demonstrated throughout the
probationary period will continue so that your student’s gifted program placement will not again
be placed in jeopardy.
Please remind your son or daughter of the importance of keeping up with assignments daily and
going to his or her teachers for additional help at the first indication of academic problems. In
this way, he/she should be able to avoid the unsatisfactory performance that led to this
probation.
For your future reference, the continuation policy has been attached to this letter. Thank you for
the support you have shown for the school and your student. Working together, we can
certainly expect to see continued success.
Sincerely,
Gifted Education Facilitator
Attachment or Enclosure
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DISCONTINUATION OF GIFTED SERVICES
While on probation, the gifted student’s performance will be reviewed at the end of the school year.
He/She will be reinstated to the gifted program if grades or achievement standards have reached
the minimum continuation criteria outlined in the Oglethorpe County School System Continuation
Policy. However, if at the end of the probation period, the student does not meet the continuation
criteria and gifted services seem to be no longer appropriate, a final review is held by the Eligibility
Committee to determine if services will be discontinued.
The parents/guardians and student are notified in writing of this decision and the requirements
(continuation criteria) the student must meet in order to resume receiving gifted services. The
Discontinuation Letter along with the evidence documenting the need for discontinuation for gifted
services, as well as the minutes of the final review held by the Eligibility Committee, are sent to the
Teaching and Learning office to be included in the student’s gifted education folder.
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(School Letterhead)
Notification of Discontinuance of Services
_____/ _____/ _____
Date
Dear Parents or Guardians of ______________________________________,
According to the Oglethorpe County Continuation Policy that you received, students must meet
the following criteria as outlined in his or her Plan of Improvement in order to continue gifted
services:
(Grades K-2) Achieves Meets or Exceeds in classes where he or she is being
served for gifted education
(Grades 3-5) “B” average in classes where he or she is being served for gifted
education, as well as in non-gifted education classes
(Grades 6-12) Grade of 80 or higher in classes where he or she is being served
for gifted education
Your student has not met these essential requirements for the gifted program period during this
school year; therefore, gifted services will be discontinued effective: _____________________.
Reinstatement of gifted services will be provided if your student meets the continuation criteria
listed above.
Should you desire a conference to discuss this matter, please contact me. The school phone
number is ________________________________________.
Sincerely,
Gifted Education Program Facilitator
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(School Letterhead)
Request for Voluntary Inactive Status
_____/ _____/ _____
Date
Student: ______________________ DOB ________________ Grade: _________
1. Signature of person requesting voluntary inactive status:_______________________
2. Relationship to the student: _____________________________________________
3. Briefly describe the reasons leading to this request.
4. How would inactive status resolve this situation?
Mailed: _______________
Date _____/ _____/ _____
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AUTHORIZATION TO RELEASE GIFTED RECORDS
TO: (Person/Agency Releasing Records)
__________________________________
__________________________________
Agency
__________________________________
Address
__________________________________
City State Zip
You are hereby authorized to release confidential information on the following student:
Full Name _____________________________ Birthdate ____/ _____/ _____
Former School _____________________________
Present School _____________________________ Grade ________
These records may be forwarded to:
_________________________________
_________________________________
_________________________________
_________________________________
Information to be released:
Eligibility Report Annual Review Placement for Gifted Services
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Reason for Release:
I understand that granting of consent is voluntary on my part.
Signature ______________________________ Relationship __________________
Parent/Guardian/Student (if 18 years or over) Date ________________________
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GIFTED EDUCATION PROGRAM PROCEDURAL CHECKLIST AND DUE PROCESS FOR PLACEMENT
_____ 1. A referral has been completed.
_____ 2. The RTI Team (with guidance from the Gifted Education Facilitator) has reviewed the referral and made a recommendation regarding further action.
_____ 3. Authorized list/contact and documentation form are in the file.
_____ 4. Notification of Consideration/Evaluation Consent form has been sent to parents.
_____ 5. Evaluation Consent has been obtained.
_____ 6. Tests have been completed and information in all four areas has been gathered.
_____ 7. The Eligibility Committee has met and determined eligibility.
_____ 8. Parents have been notified of eligibility or ineligibility.
_____ 9. Placement Consent has been obtained.
_____ 10. Student Data Sheet has been completed.
_____ 11. Annual Review/Program Description has been completed.
_____ 12. Data entry has been made in SLDS and forms have been sent to central office.
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PROFESSIONAL DEVELOPMENT
Professional Development Programming Standard for Meeting the Needs of Gifted and High-Ability Learners:
Standard PD1: Gifted Education Specialists in the Oglethorpe County School System participate in comprehensive professional learning that is relevant to needs of gifted learners.
Indicators
>PD1.1: Professional learning is aligned with the national standards for gifted education. >PD1.2: Teachers and Coordinators who provide gifted/and or advanced level services have completed professional learning that culminated in endorsement in gifted education. >PD1.3: Gifted education teachers receive time to plan, implement, and refine professional learning experiences.
The Oglethorpe County School System actively supports participation in professional learning for gifted education. All school personnel involved in the education of gifted learners are encouraged to participate in professional learning that focuses on curricula, instructional strategies, assessment measures, or differentiation in order to improve the quality of instruction and services provided to gifted students. Professional leave is also granted for teachers (gifted and regular education teachers of gifted students) to attend the annual Gifted Education Conference.
Northeast Georgia RESA (NEGA RESA) provides courses which lead to Gifted In-Field Endorsement. Teachers are encouraged to register for these courses on the NEGA RESA’s website or to contact the system’s Gifted Education Program Coordinator for more information.
Gifted education teachers meet quarterly during a school year to discuss processes, instructional strategies, student progress, or other current updates, as well as to provide support for each other. A new gifted education teacher may be assigned a veteran gifted education teacher to act as his or her mentor during the first two years or longer as needed for support.
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HELPFUL RESOURCES
National Association for Gifted Children
http://www.nagc.org
Georgia Association for Gifted Children
www.gagc.org
National Research Center on the Gifted and Talented
http://www.gifted.uconn.edu/nrcgt.html
Davidson Institute
http://www.davidsongifted.org
Teaching for High Potential
http://www.nagc.org/index.aspx?id=1498
Parenting for High Potential
http://www.nagc.org/index.aspx?id=1180
Supporting the Emotional Needs of the Gifted
http://www.sengifted.org
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REFERENCE
Georgia Resource Manual for Gifted Education Services, 2016-2017
