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McCracken County Schools

GIFTED EDUCATION

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Program Manual

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November 22, 2013

The McCracken County School District creates challenging programming that matches students’ learning needs in a given subject area at a given point in time. The district accepts its responsibility to children with unrealized potential, or those for whom existing gifts and talents are masked by impediments to achievement. The district believes giftedness occurs in many different disciplines, in many different cultures, and in all socioeconomic levels. The district supports a flexible, inclusive and broad-‐based program utilizing a multi-‐dimensional teaching approach. Placing emphasis on learning processes involving the cognitive and affective domains enables the students to become intellectually and creatively productive adults. McCracken County Schools Gifted & Talented Selection/Placement Committee

MCPS - Gifted & Talented Program Manual Revised February 2016

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INTRODUCTION

McCracken County School District Gifted and Talented Program Manual

McCracken County Schools is committed to meeting the needs of all learners. The district recognizes the varied academic needs of individuals and provides support services ranging from remediation to enrichment. In compliance with Kentucky Department of Education and in accordance with KRS 157.200(1)(n) students may be identified in one or more of five areas:

• general intellectual aptitude • specific academic aptitude • creative or divergent thinking • psychosocial or leadership skills • visual or performing arts

Students formally identified as gifted will be provided challenging curriculum through a continuum of services. In accordance with 704 Kentucky Administrative Regulations (KAR) 3:285, McCracken County Schools provides multiple service delivery options at each level. We are proud and appreciative of the hard work and dedication of McCracken County teachers as they strive to meet the needs of all students by providing differentiated instruction in order to enhance learning opportunities for all students. McCracken County’s District Gifted and Talented Placement Committee meets twice annually to identify students with high potential and works together with parents and schools for best possible service delivery options. Every student formally identified as gifted or talented in grades 4-‐5 will be provided a copy of their Gifted Student Service Plan (GSSP). In grades 6-‐12, the GSSP may be accessed by parents and students through the student’s Individual Learning Plan (ILP) at https://www2.careercruising.com/my/login/ilp. The GSSP is written annually and placed in a (yellow) folder in the student’s cumulative records for students in grades 4-‐5. The


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GSSP is available online for students in grades 6-‐12. Please note: Career Cruising interfaces with Infinite Campus four times a year. Parents are provided an opportunity and encouraged to provide input on the GSSP. In addition, parents are provided progress reports on Gifted Student Services once each semester. Please refer to McCracken County’s Gifted and Talented website for further information: http://www.mccracken.kyschools.us/GiftedTalented.aspx This program manual is a compilation of state and local guidelines, identifications, and placement procedures as well as appropriate forms for each area of giftedness. The McCracken County School District Provides The District shall formally identify students in grades four through twelve (4-‐12) to participate in Gifted and Talented services. Students in the primary program (Entry, P1, P2 and P3) who display gifted or talented characteristics shall be selected through an informal process, be placed in a talent pool, and receive services that allow continuous progress. In compliance with applicable statutes and administrative regulations, the District shall provide appropriate multiple service options in an environment that addresses the abilities, interests and needs of students eligible for services in one (1) or more of the following categories: general intellectual ability; specific academic aptitude; creative or divergent thinking; psychosocial or leadership skills; and visual or performing arts. The definitions specified in 704-‐KAR 003.285 shall be used in the operation of the District's programs for gifted and talented students. Identification/Diagnosis and Eligibility In compliance with 704 KAR 003.285, the Superintendent/designee shall develop strategies to address identification and diagnosis of the strengths, behaviors and talents of these students. Determination of eligibility for the gifted and talented program shall be based on the student's individual needs, interest and abilities. Consideration shall be given to contributing factors such as environmental and cultural factors, economic disadvantaged or underachievement, membership of identified disability as defined in KRS 157.200.


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The District's plan for identifying gifted and talented students shall:

• Employ a multi-‐faceted approach and utilize on-‐going and long-‐term assessment. • Be based on a variety of valid and reliable measures to include both informal and

formal techniques and other data specific to each category of giftedness consistent with standards established by Kentucky Administrative Regulation.

• Screen students for areas of giftedness as defined by KRS 157.200. McCracken County utilizes a three-‐phase placement process. (1) Nomination/Referral (2) Screening (3) Placement. Effective identification practices incorporate multiple assessments within a dynamic process, provide training for teachers, and make decisions based on a comprehensive system that provides equal access to all students.

1. Nomination/Referral -‐ During the nomination phase, teachers consider all students to ensure equal access. Particular attention is paid to those with disabilities, from minority or lower income backgrounds, or who are learning English. Teachers should implement pre-‐referral or differentiated strategies to observe how students interact with challenging and diverse learning activities. Specific assessments and checklists are used during this phase. These may include teacher and parent checklists, peer and self-‐nominations, portfolio products, performance tasks, or anecdotal records called Jot Downs.

2. Screening -‐ During the screening or identification phase, auditions before a professional panel, CogAT, observations, interviews, portfolio submission, or group assessments help to identify gifted and talented students in specific talent domains

3. Selection – The District Placement Committee examines all data employing a “blind score” method. The committee may recommend placement, request more data, or suggest placing on a “watch list”. The committee considers all data but places more emphasis on norm referenced assessment data with supporting MAP data.

Based on data gathered by designated school personnel (school GT contact), the District selection/placement committee, consisting of qualified and certified representatives from McCracken County Schools, determines students who are eligible for Gifted and Talented Services and the level of services to be provided. Prior to selection or formal identification and placement of a student, the District shall obtain parental or guardian permission before administering an individual test used for possible identification. If it is determined that the child is eligible for Gifted and Talented services, parent/guardians shall be notified (at least once annually) of the services included in the Gifted and Talented Student Services Plan. A copy of the procedural safeguards and grievances are available upon request as well as on the McCracken County Gifted and Talented website, http://www.mccracken.kyschools.us/GiftedTalented.aspx.


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McCracken County Gifted & Talented Placement Committee

Criteria for the Identification of Gifted and Talented Students

In order for a student to be formally identified as gifted, three or more separate pieces of evidence are needed from one of the categories listed below including a committee recommendation. The evidence listed in bold is a minimum mandatory requirement. A qualifying NRT score is required to be identified in a specific academic area. A student may qualify in more than one category providing they have three or more pieces of evidence and a committee recommendation for each category. This list is subject to change as McCracken County implements varied assessments to evaluate student progress.

General Intellect • CogAT Composite of 132 or above

Examples of Supporting Evidence:

ü Overall “A” average in academic subjects ü Teacher recommendation(s) & Checklist inventories of behaviors specific to General Intellect ü Anecdotal records (Jot Down) ü Supporting {¢Aw Řŀǘŀü Support Norm Reference Assessment data

• Committee recommendation for General Intellectual

Specific Academic Aptitude in Math Specific Academic Aptitude in Language Arts

• Two consecutive NRT scores of 97 percentile or above in Math on current state NRT, Explore, PLAN or ACT.


ü “A” average in Math ü Teacher Recommendation(s) & Checklist

inventories of behavior specific to Math ü Supporting {¢Aw data ü Anecdotal records (Jot Down)

• Committee recommendation for Math

• Two consecutive NRT scores of 97 percentile or above in Language Arts on current state NRT, Explore, PLAN or ACT.


ü “A” average in ELA ü Teacher Recommendation(s) & Checklist

inventories of behavior specific to Language Arts

ü Supporting {¢Aw data ü Anecdotal records (Jot Down)

• Committee recommendation for

Language Arts


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Specific Academic Aptitude in Science

Specific Academic Aptitude in Social Studies

• Two consecutive NRT scores of 97 percentile or above in Science on current state NRT, Explore, PLAN or ACT.


ü “A” average in Science ü Teacher Recommendation(s) &

Checklist inventories of behavior specific to Science


• Committee recommendation for Science

• Two consecutive NRT scores of 97 percentile or above in Social Studies


ü “A” average in Social Studies ü Teacher Recommendation(s) & Checklist

inventories of behavior specific to Social Studies


• Committee recommendation for Social Studies

• Torrence score at the 96th percentile. • Torrance Test

Composite 9th stanine


ü Creativity Self-‐Assessment ü Peer Creativity Survey ü Teacher Creativity Survey ü Teacher recommendation(s) &

checklist inventories of behaviors specific to Creativity

ü Recommendation from private teacher

• Committee recommendation for Creativity

• Leadership Portfolio • Leadership Portfolio • Three letters of recommendation


ü Leadership Self-‐Assessment ü Peer Leadership Survey ü Teacher Leadership Survey ü Teacher recommendations(s) &

checklist inventories of behaviors specific to Leadership

ü Parent referral ü Sociogram

• Committee Recommendation for

Leadership

Creativity Leadership


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Visual and Performing Arts Art Drama

• Audition/screening with Professional

• Submission of Portfolio


ü Visual/Performing Arts Self-‐Assessment

ü Peer Visual/Performing Arts Survey

ü Teacher recommendation(s) & Checklist inventories of behaviors specific to Art

ü Recommendations from private teacher

ü Awards/Honors received

• Committee recommendation for Art

• Audition/screening with Professional



ü Peer Visual/Performing Arts Survey ü Performance tape ü Teacher recommendation(s) &

Checklist inventories of behaviors specific to Drama

ü Productions in or outside of school ü Awards/Honors received

• Committee recommendation for Drama

Music Dance • Audition/screening with

professional




ü Performance tape ü Teacher recommendation(s) &

Checklist inventories of behaviors specific to Music



• Committee recommendation for Music

• Audition/screening with professional




ü Performance tape ü Teacher recommendation(s) &

Checklist inventories of behaviors specific to Dance



• Committee recommendation for Dance


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Services McCracken County students shall be provided with a gifted student services plan (GSSP) that meets requirements set forth by administrative regulation. GSSP is available online for students in grades 6-‐12. Please note: Career Cruising interfaces with Infinite Campus four times a year. Each school may differentiate the curriculum to meet the needs of gifted and talented students. Identified students shall be served in a manner that:

• Extends learning beyond the standard curriculum • Provides flexible grouping or differentiated curriculum consistent with the student's

identified interests, needs and abilities • Facilitates a high level of learning goals • Meets the educational needs of the student

Procedures and strategies to implement shall include the following: • A variety of appropriate options for grouping by ability, interest and/or need; neither the

primary program nor any grade level shall be serviced by only one option. • Multiple service options reflecting continuous progress through a logical sequence of

learning. • Means of obtaining parental input for use in determining appropriate services. • A gifted and talented student services plan (GSSP) format that provides for matching a

formally identified gifted student's interests, needs, and abilities to differentiated service options.

• A plan for reporting to parents, at least once each semester, regarding the student's progress in the student's services plan.

• A plan for all students to have access to counseling. Personnel working with gifted students shall be prepared through appropriate professional development to address the individual needs, interests, and abilities of the students. Personnel working with gifted students will have annual participation in professional growth as related to differentiated instruction. Program Evaluation The Gifted and Talented Coordinator shall coordinate the annual, on-‐going process of evaluating all aspects of the Gifted and Talented services and make recommendations for upgrading those areas found to be deficient. The program evaluation process shall address:

• Overall student progress • Student, parent, and faculty attitudes toward the program • Community involvements • Cost effectiveness • The incorporation of gifted education into the regular school program • Overall quality of instruction and program personnel credentials • Future program directions and modifications


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Procedural Safeguards and Grievances Parents and/or students (Grades P-‐12) may petition for identification or may appeal non-‐identification or appropriateness of services.

1. The appealing party shall submit in writing to the Coordinator of Gifted/Talented Education specifically why s/he believes that screening results are not accurate or talent pool services or service options in the gifted and talented student services plan are not appropriate and why an exception should be made or reconsideration given.

2. The Coordinator of Gifted/Talented Education shall compile student data and present that along with the petition or appeal to the Selection/Placement Committee. The information presented shall include a recommendation accompanied by available substantiating evidence.

3. The Committee shall hear appeals, make a recommendation and respond in writing to the appealing party within ten (10) working days of receipt of the appeal and accompanying information. If the appeal concerns the non-‐availability of appropriate service options, the Committee shall consult with the school council.

4. If the Committee rules in favor of the grievant, the following option shall apply as appropriate:

a) S/he may participate in the program as soon as the parent or guardian signs the required permission form.

b) A change in either the gifted and talented student services plan or provision of services shall be made in a timely manner.

5. If the Committee rules against the grievant, a further written appeal may be made to the Superintendent, who must respond in writing within ten (10) working days of receipt of the appeal.

6. Should the Superintendent uphold the decision of the Selection/Placement Committee, the appealing party may petition the Board, which will have the final decision in the case. The Board shall make a determination at the next regular meeting following receipt of the appeal.

References: KRS 157.196; DRS 157.200; KRS 157.224; KRS 157.230; KRS 158.6451; 703 KAR 004:040; 704 KAR 003:285; 704 KAR 020:165; 704 KAR 020:280 A framework to Provide Successful Learning Opportunities for Gifted and Talented Students, Kentucky Department of Education KRS 161.052; KRS 161.095


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Parent/Guardian of Gifted and Talented students shall be provided services including, but not limited to: 1. Communication via the Gifted and Talented website

http://www.mccracken.kyschools.us/GiftedTalented.aspx regarding local and state Kentucky Association of Gifted Education Activities

2. Communication via Gifted and Talented distribution list generated by school 3. Gifted and Talented bi-‐annual progress reports General District Guidelines

• A District-‐wide Gifted and Talented Committee will be established each year to help develop policies and procedures, identification standards, and identify the students to be served. This Committee will consist of qualified and certified district/school representatives from McCracken County Schools. The committee will also have the District’s Director of Exceptional Children, Gifted and Talented Resource teacher(s) and the District Coordinator.

• The District Gifted and Talented Committee will have at least two meetings a

year for the purpose of formally identifying students in any of the five (5) areas. These meetings will also include Infinite Campus/ILP data input and review of differentiated instructional strategies. Additional meetings will be required as needed.

• Parents of formerly identified students will be notified annually with a District

notification letter and request for input. Parents are encouraged to contribute suggestions they believe would be helpful to the District in developing the Gifted Student Services Plan (GSSP) for their child.

• Parents of students newly identified will be notified with a notification letter,

permission/denial District signature request, a student profile inventory. Parents are encouraged to contribute suggestions they believe would be helpful to the District in developing the Gifted Student Services Plan (GSSP) for their child.

• Parents or guardians and teachers may appeal a decision as provided in the Procedural Safeguards and Grievances for a student who has been nominated but not identified by the District Gifted and Talented Committee.

• Criteria for identification are listed for each specific area of giftedness in the

Gifted and Talented Program Manual.

• Students will be served each year at all levels with multiple service options. Determination of appropriateness of level and type of services provided to a student shall be subject to continuous assessment.


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• Transfer students from other school districts within Kentucky will qualify for

Gifted and Talented services upon receipt of verification of formal identification and placement. The parent/guardian is responsible for providing the required records to the principal upon enrollment. However, service options may need to be adjusted for students enrolling from districts with less stringent qualifying criteria.

• A student who moves from another state to Kentucky must meet the identification requirements according to Kentucky’s regulations. Student records with evidence or qualifying test data may be considered, but identification does not transfer from another state to Kentucky.

General School Guidelines A parent permission form must be signed by the parent/guardian before an individual student can be formally assessed. Parent permission is not necessary when an entire grade level is assessed or screened as part of school/district practices. Once identified, an acceptance form with written permission is sent to parents. A GSSP is written and input from parents is requested

• The District Placement Committee will work collaboratively to assist with the

development of an annual GSSP for each student. The classroom teacher(s) who serve(s) the identified student the majority of time will fulfill and document the differentiated responsibilities of the GSSP.

• Each identified student will have an annual GSSP designed to meet the student's

individual interests, needs, and abilities. In some instances, the GSSP may reflect single service delivery within the regular classroom.

• Parents of 4th-‐5th graders will receive a copy of the GSSP. Parents of 6th – 12th

will be notified of access to the GSSP via the child’s Individual Learning Plan (ILP).

• Newly identified students will be notified within one month of identification by the school the child attends.

• Parents will receive a minimum of two progress reports (one each semester)

throughout the year. Progress reports may be available in multiple formats including but not limited to: anecdotal records, checklists, or use of Infinite Campus. Progress will be reported with the 2nd and 4th quarter regular progress report cards.


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• Each student will have a McCracken County Gifted and Talented Student Services Summary Folder (provided by the District) that will follow the student through their academic career. This folder will be kept within the student's cumulative file.

• The school will submit students’ folders with all documentation required for

formal identification and placement for the Gifted and Talented District Committee's final review and approval (Fall and Spring). The Gifted and Talented District Committee will meet twice during the school calendar, for the purpose of identification.

• School recommendations may cover any specialty areas that appropriate

assessment data is available-‐ General Intellectual Ability, Specific Aptitude Ability, Creativity, Leadership, and Visual and Performing Arts. The District Committee has the final authority to make recommendations for any specialty area.

• The Gifted and Talented Coordinator or designee will forward to each school a

list of students (by specialty area) approved and recommended for services by the Gifted and Talented District Committee. If a student qualifies for services, parents will be notified by the school contact with a Parent Notification letter which contains Due Process Information, the "Permission/Denial Form" and the appropriate parent/guardian letter of notification. The parent must give approval for the child to receive services. The school will be responsible for providing parent/guardian the appropriate notification letter if a student is not recommended for Gifted and Talented services. Copies of notification will be placed in the student’s Gifted and Talented folder (yellow folder).

• The school will determine the most appropriate service delivery options for

identified children in each category after the “Permission/Denial Form" has been returned. The teacher(s) responsible for providing differentiated services and keeping appropriate records will be identified and notified by the school Gifted and Talented contact. The school Gifted and Talented contact will be responsible for writing the GSSP collaboratively with the District Gifted and Talented Committee. The school will be responsible for ensuring services are provided as stated in the student’s GSSP. The school will be responsible for the reporting of student progress to parents at the end of each semester -‐ two times during the school year with forms provided by the District Gifted and Talented Committee or through Infinite Campus as available.

• The "McCracken County Gifted and Talented Student Services Summary" (yellow

folder) will be monitored by the teacher/counselor responsible for providing the majority of direct services or as assigned by the principal.


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• The school is responsible for maintaining accurate student enrollment data at

the school level.

• The school is responsible for documenting differentiated instruction as stated in the GSSP.

• The school is responsible for providing ALL Gifted and Talented students with

access to counseling with a focus on the social and emotional needs of gifted children.

• The District Placement Committee is responsible for maintaining accurate

student records in Infinite Campus. The records will be updated during the District’s Gifted and Talented Committee meetings. No data will be recorded into Infinite Campus outside of the meeting dates.

District/School -‐ Nomination Timeline and Process

• Nominations from teachers, administrators, and parents will be accepted at any time throughout the year. The District Gifted and Talented Committee will meet to determine formal identification and placement in Fall and Spring, contingent on test results/data reported to the district on a timely basis. The District Gifted and Talented Committee will make every effort to expedite this process.

• Additionally, teachers and administrators will be encouraged to nominate

students in April and May at the end of the school year (when teachers know the students better). These nominations will be held until the spring test scores arrive at the district office in early fall to determine if additional testing is necessary before formal identification and placement.

• Supporting documentation/evidence must be included when teachers and

administrators nominate students.

• All 4th grade students will be assessed with the Cogat 7 annually in the fall.

• The current year's teacher or the previous year's teacher will complete the nomination process when scores are returned early fall and students are eligible for consideration but have not received a teacher nomination.

Record Keeping Teachers are to place all relevant identified student information in one "McCracken County Gifted and Talented Student Services Summary" folder (yellow). The Gifted


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Student Service Plans (GSSP), identification and placement forms of a multi-‐talented student are kept in this one folder. This one "McCracken County Gifted and Talented Student Services Summary" folder is kept with the student's cumulative record. Each school counselor and/or Gifted and Talented school contact will complete the Gifted and Talented folders and place with the student’s cumulative file. Each school counselor and/or Gifted and Talented school contact will be responsible for maintaining accurate data in Infinite Campus during the District Placement Committee meetings. Each school counselor and/or Gifted and Talented school contact will be responsible for maintaining accurate data uploads to the student’s Individual Learning Plan (ILP). Each school counselor and/or Gifted and Talented school contact will be responsible for ensuring students are exited from Primary Talent Pool as well as ensuring all GSSP information concurs with Infinite Campus.


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GIFTED AND TALENTED PHILOSOPHY

It is the belief of the McCracken County School District that all students bring to school special talents and abilities. McCracken County schools offer educational environments that enhance the student’s ability to process through a challenging curriculum while recognizing diversity in ability, background and interest. Gifted and Talented is one component in the district’s educational program developed to meet the needs of students who demonstrate exceptional potential in one or more of these areas:

Ø General Intellectual Ability

Ø Specific Academic Aptitude

Ø Creativity

Ø Leadership

Ø Visual or Performing Arts

Students who are identified for inclusion in Gifted and Talented will be provided a variety of talent development opportunities dependent upon individual learner characteristics, interests and educational level. Talent development services may include cluster grouping, differentiated curriculum, independent study opportunities, special seminars, regular classroom enrichment, computer-‐assisted learning, the services of talent development specialists and other educational personnel, mentorships, field trips and special study options and College Board Advanced Placement (AP) and other higher-‐level educational opportunities. All opportunities are dependent on educational level and school policy. McCracken County Schools hold high educational expectations for all students. Gifted and Talented exists to provide those students with exceptional talents challenging and diverse opportunities to prepare them for the future.


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DEFINITION OF FIVE AREAS OF GIFTEDNESS

Gifted children and youth are those who by virtue of outstanding abilities have been identified by professionally qualified persons as capable of high performance. These are students who require qualitatively differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize self-‐fulfillment and to maximize their contribution to society. For the purpose of state gifted education funding, gifted children and youth in the McCracken County School District are defined as students who have demonstrated achievement or potential ability to perform at an exceptionally high level in general psychosocial or leadership skills, or in the visual or performing arts. These students may be identified by referencing the following definitions set forth by the Kentucky Department of Education. General Intellectual Ability – means possessing either the potential or demonstrated ability to perform at an exceptionally high level in general intellectual ability and possessing a consistently outstanding mental capacity as compared to children of one’s age, experience, or environment. General Intellectual Ability is usually reflected in extraordinary performance in a variety of cognitive areas, such as abstract reasoning, logical reasoning, social awareness, memory, spatial relations and the analysis, synthesis and evaluation of information. Specific Academic Aptitude – means possessing either potential or demonstrated ability to perform at an exceptionally high level in specific academic areas significantly beyond the age, experience or environment of one’s chronological peers. While students with specific academic aptitude are typically of at least above average intellectual ability, they are often extremely capable of high performance in one (1), or a very few related, academic areas. Creative or Divergent Thinking Ability – means possessing either potential or demonstrated ability to perform at an exceptionally high level in creative thinking and divergent approaches to conventional tasks as evidenced by innovative or creative reasoning, advanced insight and imaginations, and solving problems in unique ways. Psychosocial or Leadership Ability – means possessing either potential or demonstrated ability to perform at an exceptionally high level in social skills and interpersonal qualities such as poise, effective oral and written expression, managerial ability, and the ability, or vision, to set goals and organize others to successfully reach those goals. Visual or Performing Arts Ability – means possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in areas such as art, dance, music, drama, speech and in activities requiring exceptional gross or fine motor skills.


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SERVICE DELIVERY OPTIONS The needs of children identified as gifted and talented in McCracken County Schools are met through a variety of service delivery options. The following may be possible service options.

1. Cluster Group – means a grouping of students placed in a heterogeneous classroom with a teacher trained in differentiated instruction for the purpose of receiving a differentiated educational experience matched to the student’s needs, interests and ability.

2. Collaborative Teaching – means a gifted education teacher provides direct

instruction in a regular classroom to a group of identified gifted students in conjunction with the regular classroom teacher.

3. Consultation Services – means the provision of instructional information and

materials by the Gifted and Talented District Committee to the regular classroom teacher so that adequate services to the gifted student are maintained while in the regular classroom setting.

4. Counseling Services – means affectively-‐based counseling assistance provided by

a counselor familiar with the characteristics and socio-‐emotional needs of gifted and talented students.

5. Independent Study – means self directed study of a selected topic under the

supervision of a teacher or the auspices of a university.

6. Instructional Grouping – means the temporary grouping of students for the purpose of specific skill development, socio-‐emotional needs, and interests.

7. Seminars – means discussion-‐based sessions on specific topics focusing on

advanced content and higher-‐level process skills.

8. Resource Services – means part-‐time grouping of students with gifted characteristics on the interest, needs, and abilities of the students. This type of service delivery option is designed for accelerated content, special interest groups, process skills development or various combinations of all and may be provided in the general classroom or in a pull-‐out classroom.

9. Differentiated Service Experience(s) – means educational experience(s), which

extend, or supplement learning beyond the standard curriculum.


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10. Travel Study Options – means academically-‐based United States and overseas travel which may result in high school or university course credit.

11. Mentorship – means specialized studies such as internships, with an adult

mentor in the community and under the direction of an educator knowledgeable in gifted education.

12. Advanced Placement and Honors Courses – means courses emphasizing college-‐

level content based on College Board curricula and tests (Advanced Placement), or the provision of more challenging material through higher levels of content, process and product (Honors Courses).


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GENERAL INTELLECTUAL ABILITY PROCESSES & PROCEDURES General intellectual ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in general intellectual ability and possessing a consistently outstanding mental capacity as compared to children of the same age, experience, or environment. General intellectual ability is usually reflected in extraordinary performance in a variety of cognitive areas, such as abstract reasoning, logical reasoning, social awareness, memory, spatial relations, and the analysis, synthesis, and evaluation of information. (704 KAR 3.285) Identification and Services for General Intellectual Ability Identification is based on multiple evidences. No student will be denied entrance to the program based on one criterion. Several measures will be used to determine eligibility. If the student meets the criteria in three (3) areas, admission to Gifted and Talented services will be facilitated. Evidence of general intellectual ability must include:

a. A composite score of 132 on the CogAT 7.

AND at least two (2) of the following;

b. Continuous progress data as demonstrated by {¢!w ŀǎǎŜǎǎƳŜƴǘǎΦ

c. observation of applied advance reasoning ability as documented by teacher recommendation;

d. inventory checklists of behaviors specific to gifted categories;

e. anecdotal records, including work samples – JOT DOWN

All 4th grade students will be screened with the CogAT 7. Students scoring 132 or above will be identified as Gifted and Talented – General Intellectual. Students with a composite score in the 9th stanine on a test of mental ability will be considered; if no other criteria validates a score, a second similar mental ability test or individual intelligence test may be given. Recommendations to the district placement committee may be in the form of an official "nomination letter" including a "jot down" of specific examples of gifted behavior from classroom observations or parent request.


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Special considerations such as environmental, language, cultural, and economic barriers may be included in the identification process.

A letter will be sent to parents when a student meets the identification requirements. A permission form must be signed and returned to school before services can begin. Within one month of identification, a Gifted Student Services Plan (GSSP) must be completed and sent home for all students in grades 4-‐5. Students in grades 6-‐12 will be advised how to access the GSSP via the child’s Individual Learning Plan (ILP).

A Gifted and Talented (GT) folder (yellow) must be completed and included with the student's cumulative record. A student may be identified at any time during grades 4-‐12. A student may be identified in General Intellectual Ability as well as other areas. Progress reports regarding the GSSP are to be completed for each identified student at the end of each semester. Services Services selected may differ in each grade level and shall meet the needs, interests and abilities of identified students.

School’s responsibility – The school will provide the students with multiple service options. Service options include differentiation, advanced level materials, consultation, cluster grouping, flexible instructional grouping, counseling and others as deemed appropriate.

Classroom teacher’s responsibility – The classroom teacher will ensure the student is working on the needs written in the GSSP. Documentation describing how instruction/curriculum was differentiated altered must be maintained and filed in the students (Yellow) GT folder in their cumulative record.

Once a student is identified as eligible for gifted and talented services, the identification shall remain in effect throughout an educational placement in a Kentucky public school. However, services may changes depending on grade level, recommendation of the classroom teacher(s)/school administrator/teacher of the gifted, or parental request. A parent declining services must submit a written statement or request.

Should a child experience difficulty in the gifted and talented program, parent(s) should communicate with the school’s Curriculum Specialist, or the school’s guidance counselor. If the situation is not resolved, the principal, the school’s Curriculum Specialist and the child’s regular teachers shall meet with the parent(s) to work toward an appropriate solution.

If the gifted student has a disability, the student’s Admissions and Release Committee shall determine if placement is correct. The school’s Curriculum Specialist shall provide the Admissions and Release committee a description of the student’s progress in the program.


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Possible Service Options for Students Identified in General Intellectual Ability Have a student serve as a lab assistant with specific objectives to meet during class time instead of doing work that is already mastered.

Compact regular curriculum for the student when the basic skill has been mastered and student doesn't need repetitious drill or extended subject explanation in order to provide the student with time to study an area of particular interest. Develop learning centers for the student to quietly explore when free time is available to choose an activity. Provide a variety of reading levels (e.g., in fiction and nonfiction books, diagrams, filmstrips, maps, posters, etc.) Provide the opportunity for the student to debate both sides of an issue (e.g., a school problem, city dispute, moral issue, etc.) Require the student to self-‐evaluate a project or performance when completed. Provide opportunities for the student to develop new criteria for evaluations purposes (e.g., judging art work, poetry, ideas, etc.) Ask the student to share opinion on a given topic in an impromptu speaking situation. Provide the student with old photographs of unknown people and request a written or oral description, in dialect, an imagined event. Have the student write open-‐ended questions for other classmates to answer after reading a selection. Provide opportunities for the student to utilize the higher order thinking skills of analysis, synthesis, and evaluation in assignments tangent to regular curriculum. Encourage the student to pursue an independent investigation of a topic of choice.


23

GUIDELINES FOR GIFTED AND TALENTED PLACEMENT Grade 4 and/or New Students McCracken County implements best practice in identification and uses a three-‐phase placement process. (1) Nomination/Referral (2) Screening (3) Placement. Effective identification practices incorporate multiple assessments within a dynamic process, provide training to parents and teachers, and make decisions based on a comprehensive system that provides equal access to all students.

1. Nomination/Referral -‐ During the nomination phase, teachers consider all students to ensure equal access, particularly those with disabilities, from minority or lower income backgrounds, or who are learning English, Teachers should implement pre-‐referral or differentiated strategies to observe how students interact with challenging and diverse learning activities. Specific assessments and checklists are used during this phase. These will include teacher and parent checklists, peer and self-‐nominations, portfolio products, performance tasks, or Jot Downs.

2. Screening -‐ During the screening or identification phase, auditions before a professional panel, CogAT, observations, interviews, portfolio submission, or group assessments help to identify gifted and talented students in specific talent domains

3. Selection – The District Placement Committee examines all data employing a “blind score” method. The committee may recommend placement, request more data, or suggest placing on a “watch list”. The committee considers all data but places more emphasis on norm referenced assessment data with supporting MAP data.

Classroom teachers will complete the Teacher Referral Form and supporting documentation including appropriate Jot Down. Completed forms should be returned to the school counselor or Gifted and Talented School Contact. In addition to school referrals to Gifted and Talented, Parents may recommend their child for Gifted and Talented Services by filling out Gifted and Talented Parent Recommendation Form and Interest Inventory. District Gifted and Talented Committee (704 KAR 3:285) will determine area(s) of qualification. Parents will be notified with a District notification letter if they have a child who is eligible to receive Gifted and Talented services in one of the five (5) identified areas. Parents are encouraged to contribute suggestions they believe would be helpful to the District in developing the Gifted Student Services Plan (GSSP) for their child Each student formally identified, as gifted or talented in grades 4-‐5 will be provided a copy of the Gifted Student Service Plan (GSSP). In grades 6-‐12, the GSSP is accessed through the student’s Individual Learning Plan (ILP) at https://www.careercruising.com/ilp. The GSSP is written annually and placed in a folder in the student’s cumulative records for students in grades 4-‐12. The committee will review and sign the GSSP and copies will be provided to parents/ guardians, classroom teachers and to special area teachers (music,art, etc.) as needed. The GSSP will remain in place with additions/changes made as the Gifted and Talented School Committee deems necessary to meet the needs of the child.


24

McCracken County Schools GIFTED AND TALENTED

TEACHER REFERRAL FORM General Intellectual Ability

Student Name: _________________________ Teacher Name: __________________________ School: ________________________ Grade: _________ Date: _________________________ CogAT 7 _______________ Ability Profile____________ National normed intelligence (IQ) test scores Test name ______________________ Date ____________ Score __________%-‐ile Test name ______________________ Date ____________ Score __________%-‐ile General Intellectual Ability Indications (Check all that apply) ___ Anecdotal: Please attach your comments on students: ___ Level of performance Grades in most subject areas (specify grade and subject).

Grade Subject Grade Subject ___ Special strengths and weaknesses or needs caused by giftedness ___ Ability to work independently and focus responsibly on academic tasks.

___ Attach pieces of the student's work to substantiate intellectual giftedness. ___ Provide additional information that you believe is relevant. ___ Checklist


25

Please check the characteristics that accurately describe the TYPICAL behavior of the student.

___ knows the answers ___ is interested ___ is attentive ___ has good ideas ___ works hard ___ answers the questions ___ top group ___ listens with interest ___ learns with ease ___ 6-8 repetitions for mastery ___ understands ideas ___ enjoys peers ___ grasps the meaning ___ completes assignments ___ is receptive ___ copies accurately ___ enjoys school ___ absorbs information ___ technician ___ good memorizer ___ enjoys straightforward, sequential presentation ___ is alert ___ is pleased with own learning ___ asks questions ___ is highly curious ___ is mentally and physically involved ___ has wild, silly ideas ___ plays around, yet tests well ___ discusses in detail, elaborates ___ beyond the group ___ shows strong feelings and opinions ___ already knows ___ prefers adults ___ draws inferences ___ initiates projects ___ is intense

___ creates own design ___ enjoys learning ___ manipulates information ___ inventory ___ good guesser ___ thrives on complexity ___ is keenly observant ___ is highly self-critical ___ 1-2 repetitions for mastery ___ constructs abstractions


26


My Child’s Interests Profile

Grades 4-‐12

Student Name:

Parent/Guardian Name:

Teacher: Grade: Date:

Dear Parent/Guardian,

In an effort to better meet the needs of our students, and to aid in the identification of possible high-‐

potential students, I am requesting your assistance. Please complete the Parent Inventory about your

child and return it to the school counselor or Gifted and Talented School Contact by

______________________.

Thank you for your help.

McCracken County Schools р3пт Beƴǘƻƴ Road Paducah KY 42001


27

PARENT INVENTORY

Student: ____________________________________________________ Grade: __________

Teacher: _________________ Date Parent Inventory Sent Home: ________

Directions: Please check the appropriate column for those characteristics that you see your child display.

OFTEN SOMETIMES NEVER

Possesses large and varied vocabulary, and uses it meaningfully.

Knows a lot of information about many topics.

Recalls facts easily.

Asks many questions that involve more than one word answers.

Makes generalizations easily.

Has a keen sense of humor.

Loves to read, particularly books of a more adult level.

Tries to reason things out independently.

Becomes immersed in topics of interest.

Becomes bored with routine.

Prefers to work alone.

Becomes interested in “adult” problems.

Assertive and sometimes stubborn about beliefs.

Generates many ideas/solutions to problems.

Willing to take risks.

Sensitive to the aesthetic.

Does not fear being different; is a non-‐conformist.

Makes friends who are older.

Adapts easily to new situations.

Excels in areas outside the regular school curriculum.

At what age did your child learn to read?

At what age did your child understand number concepts? Parent Signature: ___________________________________________________________ Date: _______________


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GENERAL INTELLECTUAL ABILITY JOT DOWN

Teacher: Date: / /

Grade: School:

Brief description of observed activity:

• As students in your class show evidence of the following general intellectual ability characteristics, jot their names down in the appropriate box(es).

• When recommending students for gifted services, use the identification jot down as a reminder of student performances in the area of general intellectual ability.

Sees connections/recognizes patterns, may want to know how the content being taught, “fits in.”

Asks many probing questions, sometimes to point of irritating others.

Appears to have a deep sense of justice. May correct others seen as wrong.

Able to work one or two years above others in age group.

Widely read or likes to read. May prefer to read rather than be with others.

Seems to know many things that have not been taught.

Has a large vocabulary but may choose when to display it.

Benefits from rapid rate of presentation. May refuse to do work seen as “busy work.”

Displays intensity for learning. Preoccupied and hard to move on to new area.

Prefers a few close friends to many friends.

Likes to observe before trying new activities. Thinks through ideas before sharing with others.

Knowledgeable about things peers may not be aware of.

Prefers to work independently with little direction. May be resistant to being leader of a group.

Displays abstract thinking. Requires time to think before responding.

High energy level – physical, intellectual and psychological.

May have discrepancies between physical, social and intellectual development.


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PARENTS/GUARDIANS PERMISSION FOR TESTING

Due to your child’s high potential in area(s) your child may be considered for Gifted and Talented services. McCracken County serves potentially gifted children in five (5) categories; General Intellectual Ability, Specific Academic Aptitude, Leadership, Visual and Performing Arts and Creativity. Your child was recommended as a possible candidate for identification in the category of ____________________________________________________________, yet other areas for Gifted and Talented services will be tested, as well. Prior to submitting potential candidates to the District Selection/Placement committee each school will review all pertinent information and documentation including test scores, letters of recommendation, portfolio entries, work samples, anecdotal records, etc. In the categories of general intellectual ability, specific aptitude, and creativity, students may be administered the CogAT 7, and/or the Torrance Test of Creativity. Formal testing will be completed in each school during the school day and, if possible, in a group situation. The review of student information and/or student testing will not be completed without parent permission. As parents, you can help us assess your child's potential by completing the form below and returning it to your child's school immediately; the appropriate testing time will be scheduled with your child’s teacher. If your child is selected for Gifted and Talented, you will be sent a consent form for your signature. Respectfully, McCracken County Schools р3пт Beƴǘƻƴ Road Paducah KY 4200о


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In relation to the typical child in your neighborhood, please complete each of the following items as it best describes your child. Check YES or NO. If an item does not apply, leave blank. __ Yes No __ Has advanced vocabulary, expresses opinion well. __ Yes No __ Thinks quickly. __ Yes No __ Recalls facts easily. __ Yes No __ Wants to know how things work. __ Yes No __ Was reading before starting kindergarten. __ Yes No __ Puts unrelated ideas together in new and different ways. __ Yes No __ Becomes bored easily. __ Yes No __ Asks "why" or questions everything. __ Yes No __ Likes "grown-‐up" things and likes to be with older people. __ Yes No __ Has a great deal of curiosity. __ Yes No __ Is adventurous. __ Yes No __ Has a good sense of humor. __ Yes No __ Tends to be impulsive (acts before thinking) __ Yes No __ Tends to dominate others. __ Yes No __ Is persistent; sticks to a task. __ Yes No __ Has good physical coordination and body control. __ Yes No __ Is independent and self-‐sufficient __ Yes No __ Is aware of the surroundings and what is taking place around them. __ Yes No __ Has a long attention span. __ Yes No __ Wants to do things for themselves (dressing, feeding). Yes, I give permission to the Gifted and Talented School staff to review all

relevant documentation and to administer the test screening procedure to my child.

No, I do not give permission to the Gifted and Talented School Coordinator to

review all relevant documentation and to administer the test screening procedure to my

child.

Student Name ________________________ School Attending___________________

_______________________________ ____________________ Parent/Guardian signature Date Address ______________________________________ Phone number_________________________________


31


Grades 4-‐12

DISTRICT RESPONSE LETTER Date: _________________ Dear Parent/Guardian: The assessment and review process to determine if your child qualifies for McCracken County Gifted and Talented Services has been completed. Selection for Gifted and Talented was based on the results of formal and informal assessment and documentation. Even though _______________________ has demonstrated potential exceptional characteristics, your child is not eligible for Gifted and Talented Services at this time. We know how proud you must be that your child has progressed well enough academically to be considered for services. Please rest assured your child will continue to receive support, challenge, and a wide range of experiences that will maximize learning while enrolled in McCracken County Schools. If we can be of further assistance, please let us know. You may call the school where your child is enrolled for additional information and clarification. Sincerely,

McCracken County Schools р3пт Beƴǘƻƴ Road Paducah, KY 42003


32


Grades 4-‐12 Parent Notification Letter

Date__________________ Dear Parents: Your child __________________________________ has been identified and qualifies for Gifted and Talented services as a child with exceptional talents in the following area(s) ___________________________________________________________ at _______________ school. This means your child possesses either potential or demonstrated ability to perform at an exceptionally high level in an academic area significantly beyond what is normally found with children of the same age, experience, or environment. The classroom teacher serving your child will provide differentiated educational experiences to challenge your child and to accommodate his/her different learning styles. A Gifted Student Services Plan (GSSP) will be designed each year to include services that compliment your child’s individual needs, interests, and abilities. Parents are encouraged to give input for the development of the GSSP. Meeting the needs of students with exceptional gifts and talents requires parents and teachers working together to identify strengths and to provide appropriately challenging educational opportunities. Service delivery options may include independent study, extra curricular activities, enrichment, etc., and will be provided in your child's classroom. Extended experiences for your child may also be provided as determined by the Gifted and Talented School Committee. The accomplishments of your child will be shared in a Gifted and Talented progress report sent home twice a year at the end of each semester. It is necessary that you give permission for your child to be formally identified as having exceptional talent in the area(s) mentioned above and to receive two or more service options as provided in a GSSP. Please sign the attached form and return to your child's teacher as soon as possible. Sincerely, McCracken County Schools


33


Grades 4-‐12

Parent Permission / Denial Form Please complete the following statement and return this form to your child's teacher immediately. "I give permission for __________________________ to be formally identified and receive Gifted and Talented services as a student with exceptional talents in one or more categories. I understand that a Gifted Student Services Plan (GSSP) will be designed each year (4 – 12 grades) to address my child’s individual student needs. Area(s) identified: _______________________________________________________________________ “I do not give permission for ___________________________ to be formally identified and receive Gifted and Talented services as a student with exceptional talents and I understand that my child will not receive special services as provided in a Gifted Student Services Plan (GSSP). Once the initial GSSP has been developed, any future changes to your child’s identification or service delivery options as determined by the School Gifted and Talented Committee will be implemented after your notification. The Due Process Procedures for Gifted and Talented Services may be found on the Gifted and Talented website http://www.mccracken.kyschools.us/GiftedTalented.aspx or a copy will be mailed upon request. I understand that if my child decides to drop out of Gifted and Talented Services during the school year, I must notify the school in writing of that decision. I also understand that if my child withdraws from the program, he/she may not re-‐enter the program during that school year and must re-‐qualify for re-‐entry at the next entry level. ___________________________________________________ Parent/Guardian signature ___________________________________ Date


34

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35

SPECIFIC ACADEMIC APTITUDE Specific academic aptitude means possessing either potential or demonstrated ability to perform at an exceptionally high level in specific aptitude areas significantly beyond age, experience, or environment of one's chronological peers. While students with specific aptitude are typically at least above average in intellectual ability, they are often extremely capable of high performance in one or a very few related academic areas. (704 KAR 3:285) Identification and Services for Specific Academic Aptitude It is very important to differentiate between general intellectual ability and specific academic aptitude. Identification is based on multiple evidences. No student will be denied entrance to the program based only on one criterion. Several measures will be used to determine eligibility. If the student meets the criteria in three (3) areas, admission to the gifted education program will be recommended. The items in bold are mandatory for identification.

Norm Referenced Test: The criterion is met if the student scores at the 97th percentile or above (in content area) on two consecutive achievement tests. District Selection/Placement Committee recommendation.

Longitudinal {¢Aw scores at or above the 97 th percentile on multiple assessment dates. “A” average in academic subject area.

Student awards or critiques of student performances by certified staff.

Student work that reflects exceptional ability in one or more content areas.

Recommendation: Recommendations may take the form of a recommendation letter and "Jot Down" of specific examples of gifted behavior from classroom observations.

SAT or ACT tests taken by elementary or middle school students may also be used for identifying student for services in Specific Aptitude areas. Explore, Plan or ACT.

Special considerations such as environmental, language, cultural, and economic barriers may be included in the identification process.


36

PROCESS FOR NOTIFICATION OF SPECIFIC ACADEMIC APTITUDE A letter will be sent to parents when a student meets the identification requirements. A permission form must be signed and returned to school before services can begin. Parents will be notified with a District notification letter if they have a child who is eligible to receive Gifted and Talented services in one of the five (5) identified areas. Parents are encouraged to contribute suggestions they believe would be helpful to the District in developing the Gifted Student Services Plan (GSSP) for their child. Within one month of new identification, a GSSP must be completed and sent home. A GT folder (yellow) must be completed and included with the student's permanent records. If the student was previously identified in another category, the GSSP is updated and the documentation is added to the existing folder. Each student formally identified, as gifted or talented in grades 4-‐5 will be provided a copy of the Gifted Student Service Plan (GSSP). In grades 6-‐12, the GSSP is accessed through the student’s Individual Learning Plan (ILP) at https://www.careercruising.com/ilp. The GSSP is written annually and placed in a folder in the student’s cumulative records for students in grades 4-‐12. The committee will review and sign the GSSP and copies will be provided to parents/ guardians, classroom teachers and to special area teachers (music, art, etc.) as needed. The GSSP will remain in place with additions/changes made as the Gifted and Talented School Committee deems necessary to meet the needs of the child. A student may be identified in one or more of the academic core content areas. Students may be identified at any time during grades 4-‐12. Progress reports regarding the GSSP are to be completed at the end of each semester by the instructor providing the differentiated instruction.

Possible Service Options for Students Identified in Specific Academic Aptitude

• Teach the student how to manipulate written and spoken language by using analogies and euphemisms.

• Ask the student to judge how a particular historical reading represents the life of the people of that era (e.g., English nursery rhymes often criticized the lords and ladies of the days).

• Ask the student to compare two objects of the student's own choosing. • Ask the student to select and complete a science project.


37

• Use reading material with high interest and high vocabulary. • Provide a large variety of supplementary reading materials in the student's

interest area and the student's reading ability level. • Encourage the student to communicate and demonstrate ideas or solutions to

others as a means of sharing discoveries. • Assist the student in becoming familiar with library research. • Facilitate the student's interest in a specific area by matching an appropriate

mentor for a designated amount of time. • Require the student to analyze survey data and make generalizations about the

results.


38


GIFTED AND TALENTED

TEACHER RECOMMENDATION FORM Specific Academic Aptitude in Language Arts

Student Name: _________________________ Teacher Name:__________________________ School: ________________________ Grade: _________ Date: _______________ Indications (check all that apply) ___ Language Arts scores Test Name____________________________Date ______ Language Arts score___%-‐ile ___ Observed strengths (attach a statement) ___ Portfolio score (when applicable)____________________ ___ Other nationally normed tests such as Explore, ACT, SAT, or others Test Name____________________________ Date ______ Score _______________%-‐ile ___ Anecdotal: Please comment on students

___ Level of performance ___ Special strength and weaknesses ___ Needs caused by giftedness ___ Ability to work independently and focus responsibly on academic tasks related to Language Arts

___ Student's work that substantiates giftedness in Language Arts (Attachment) ___ Additional information that you believe is relevant (Attachment)


39

TEACHER RECOMMENDATION FORM Specific Academic Aptitude in Language Arts

(Continued) STUDENT NAME_______________________________________ Please check the characteristics that accurately describe the TYPICAL behavior of this student. ___ is an avid reader ___ has a large, advanced, rich vocabulary ___ expresses feelings of characters to make them seem real ___ writes more than other students (quantity) ___ writes for fun ___ introduces, develops and interestingly and elaborately concludes a story ___ enjoys composing poems, original stories, plays or keeping a journal ___ exhibits great desire to excel ___ is eager to tell others about discoveries and shows excitement when talking about this subject ___ prefers to work independently ___ is eager to complete tasks ___ is very alert: supplies rapid answers ___ enjoys talking with experts in this subject area ADDITIONAL INFORMATION:


40


GIFTED AND TALENTED

TEACHER RECOMMENDATION FORM Specific Academic Aptitude in MATH

Student Name: _________________________ Teacher Name:__________________________ School: ________________________ Grade: _________ Date: ___________ Indications (check all that apply) ___ National normed math scores Test Name___________________________ Date ______ Math score__________%-‐ile

___ Observed strengths in math (attach a statement) ___ Other nationally normed tests such as Explore, ACT, SAT Test Name______________________ Date ______ Score _______________%-‐ile

___ Anecdotal: Please comment on students

___ Level of performance

___ Special strength and weaknesses

___ Needs caused by giftedness

___ Ability to work independently and focus responsibly on academic tasks related to math

___ Student's work that substantiates giftedness in math (Attachment) ___ Additional information that you believe is relevant (Attachment)


41

TEACHER RECOMMENDATION FORM Specific Academic Aptitude in MATH

(Continued) STUDENT NAME_____________________________________ Please check the characteristics that accurately describe the TYPICAL behavior of this student. ___ invents new and obscure systems and codes ___ reasons effectively and likes logic problems and puzzles ___ grasps the abstract nature of mathematics easily ___ enjoys trying to solve difficult problems ___ likes to solve problems through discovery ___ is intuitive and has the ability to do deductive and inductive reasoning ___ exhibits great desire to excel in math (as a mathematician or in a math-‐related field) ___ is eager to tell others about discoveries and shows excitement when talking about this subject ___ prefers to work independently ___ is eager to complete tasks ___ enjoys talking with experts about this subject ADDITIONAL INFORMATION:


42


GIFTED AND TALENTED

TEACHER RECOMMENDATION FORM Specific Academic Aptitude in Science

Student Name: _________________________ Teacher Name: __________________________ School: ________________________ Grade: _________ Date: _______________ Indications (check all that apply) ___ Science scores Test Name_________________________ Date ______ Science score________%-‐ile

___ Observed strengths (attach a statement) ___ Other nationally normed tests such as Explore, ACT, or others Test Name_________________________ Date ______Score _______________%-‐ile ___ Anecdotal: Please comment on students

___ Level of performance ___ Special strength and weaknesses ___ Needs caused by giftedness ___ Ability to work independently and focus responsibly on academic tasks related to science

___ (Optional) Student's work that substantiates giftedness in Science (Attachment) ___ (Optional) Additional information that you believe is relevant (Attachment)


43

TEACHER RECOMMENDATION FORM Specific Academic Aptitude in Science

(Continued) STUDENT NAME_________________________________________ Please check the characteristics that accurately describe the TYPICAL behavior of this student. ___ is interested in science books or science programs on TV ___ has science-‐related hobbies or collections ___ likes gadgets ___ learns science concepts quickly ___ is curious about natural relationships and wants to understand how things work ___ has good questions for ideas about experiments ___ exhibits great desire to be a scientist ___ is eager to tell others about discoveries and shows excitement when talking about this subject ___ prefers to work independently ___ is very alert: supplies rapid answers in science ___ enjoys science museums, the Discovery channel, etc.

ADDITIONAL INFORMATION:


44


GIFTED AND TALENTED

TEACHER RECOMMENDATION FORM Specific Academic Aptitude in Social Studies

Student Name: _________________________ Teacher Name:__________________________ School: ________________________ Grade: _________ Date: _____________ Indications (check all that apply) ___ Social studies scores Test Name_________________________ Date _____ Social Studies score ____%-‐ile

___ Observed strengths (attach a statement) ___ Other nationally normed tests such as Explore, ACT, or others Test Name______________________ Date ______Score _______________%-‐ile

___ Anecdotal: Please comment on students

___ Level of performance

___ Special strength and weaknesses

___ Needs caused by giftedness

___ Ability to work independently and focus responsibly on academic tasks related to social studies

___ Student's work that substantiates giftedness in social studies (Attachment) ___ Additional information that you believe is relevant (Attachment)


45

TEACHER RECOMMENDATION FORM Specific Academic Aptitude in Social Studies

(Continued)

STUDENT NAME_______________________________________________ Please check the characteristics that accurately describe the TYPICAL behavior of this student. ___ is sensitive to social issues and concerned with moral or ethical questions ___ is knowledgeable about current events ___ reads or watches TV programs dealing with global awareness ___ shows interest in learning a foreign language ___ has a high interest in global issues such as environment, endangered species, etc. ___ enjoys learning about the past, present, and future ___ exhibits great desire to make good grades ___ is eager to tell others about discoveries and shows excitement when talking about this subject ___ prefers to work independently ___ is very alert: supplies rapid answers in this subject ___ understands cause and effect ___ enjoys talking to experts in this field ___ can apply knowledge to a variety of social science related issues ___ enjoys the Discovery channel ___ shows interest in people ADDITIONAL INFORMATION:


46


GIFTED AND TALENTED

My Child’s Interests Profile

Grades 4-‐12

Date:

Student Name:

Parent/Guardian Name:

Teacher: Grade:

Dear Parent/Guardian,

In an effort to better meet the needs of our students, and to aid in the identification of possible

high-‐potential students, I am requesting your assistance. Please complete the Parent Inventory

about your child and return it to the school counselor.

Thank you for your help.

McCracken County Schools ро4т Beƴǘƻƴ Road Paducah, KY 42003


47

PARENT INVENTORY

Student: _________________________________________ Grade: __________

Teacher: _____________________ Date Parent Inventory Sent Home: __________ Directions: Please check the appropriate column for those characteristics that you see your child display.

OFTEN SOMETIMES NEVER

Possesses large and varied vocabulary, and uses it meaningfully.

Knows a lot of information about many topics.

Recalls facts easily.

Asks many questions that involve more than one word answers.

Makes generalizations easily.

Has a keen sense of humor.

Loves to read, particularly books of a more adult level.

Tries to reason things out independently.

Becomes immersed in topics of interest.

Becomes bored with routine.

Prefers to work alone.

Becomes interested in “adult” problems.

Assertive and sometimes stubborn about beliefs.

Generates many ideas/solutions to problems.

Willing to take risks.

Does not fear being different; is a non-‐conformist.

Makes friends who are older.

Adapts easily to new situations.

Excels in areas outside the regular school curriculum.

At what age did your child learn to read?

At what age did your child understand number concepts? Parent Signature: ____________________________________Date: _______________


48

SPECIFIC ACADEMIC AREA JOT DOWN

Student Name_____________________ Date ___________________

Teacher Name_____________________ School______________

Grade:

Check one:

______Language Arts Social Studies _________Math

Science Grade:

• As students in your class show evidence of the following specific academic characteristics, jot their names down in the appropriate box(es).

• When recommending students for gifted services, use the identification jot down as a reminder of student performances in the area of specific academic area.

Sees connections Asks many probing questions. Enjoys sharing what they know. Provides many written/oral detail

Widely read or likes to read about subject area.

Absorbs information quickly from limited exposure.

Has a large vocabulary in subject area.

Benefits from rapid rate of presentation in subject area.

Displays intensity for learning within subject area.

Requires little drill to grasp concepts.

Generates large number of ideas or solutions to problems.

Knowledgeable about things peers may not be aware of.

Prefers to work independently with little direction.

Displays leadership qualities within subject area.

Can apply knowledge to unfamiliar situations.

Offers unusual or unique responses.

Developed by L. Freese and M. Evans; The Center for Gifted Studies, Western Kentucky University.


49


Grades 4-‐12

PARENTS/GUARDIANS PERMISSION FOR TESTING Due to your child’s high potential in area(s) your child may be considered for Gifted and Talented services. McCracken County serves potentially gifted children in five (5) categories; General Intellectual Ability, Specific Academic Aptitude, Leadership, Visual and Performing Arts and Creativity. Your child was recommended as a possible candidate for identification in the category of ____________________________________________________________, yet other areas for Gifted and Talented services will be tested, as well. The School Gifted and Talented Committee will review all pertinent information and documentation including test scores, letters of recommendation, portfolio entries, work samples, anecdotal records, etc. In the categories of general intellectual ability, specific aptitude, and creativity, students may be administered the CogAT, and/or the Torrance Test of Creativity. Formal testing will be completed in each school during the school day and, if possible, in a group situation. The review of individual student information and/or student testing will not be completed without parent permission. As parents, you can help us assess your child's potential by completing the form below and returning it to your child's school immediately; the appropriate testing time will be scheduled with your child’s teacher. If your child is selected for Gifted and Talented, you will be sent a consent form for your signature. Respectfully, McCracken County Gifted Education Check all that apply. Shows interest in: Art ___ Language ___ Social Studies ___ Dance ___ Math ___ Reading ___ Drama ___ Music ___ Writing ___ Language Arts ___ Science ___ Prefers: Family Activity ___ Large group activity ___ Activity Alone ___ Small group activity ___


50

Parent Inventory Indicators of Gifted Behaviors

STUDENT NAME_______________________________________________ In relation to the typical child in your neighborhood, please complete each of the following items as it best describes your child. Check YES or NO. If an item does not apply, leave blank. __ Yes No __ Has advanced vocabulary, expresses opinion well. __ Yes No __ Thinks quickly. __ Yes No __ Recalls facts easily. __ Yes No __ Wants to know how things work. __ Yes No __ Was reading before starting kindergarten. __ Yes No __ Puts unrelated ideas together in new and different ways. __ Yes No __ Becomes bored easily. __ Yes No __ Asks "why" or questions everything. __ Yes No __ Likes "grown-‐up" things and likes to be with older people. __ Yes No __ Has a great deal of curiosity. __ Yes No __ Is adventurous. __ Yes No __ Has a good sense of humor. __ Yes No __ Tends to be impulsive (acts before thinking) __ Yes No __ Tends to dominate others. __ Yes No __ Is persistent; sticks to a task. __ Yes No __ Has good physical coordination and body control. __ Yes No __ Is independent and self-‐sufficient __ Yes No __ Is aware of the surroundings and what is taking place around them. __ Yes No __ Has a long attention span. __ Yes No __ Wants to do things for themselves (dressing, feeding). Yes, I give permission to the Gifted and Talented School staff to review all relevant documentation

and to administer the test screening procedure to my child.

No, I do not give permission to the Gifted and Talented School Coordinator to review all relevant

documentation and to administer the test screening procedure to my child.

_____________________________________________________

Student Name

_______________________________________________________ _________________ Parent/Guardian signature Date Address Phone number ______________________________________________________________________________ Name of School Student Attend


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Grades 4-‐12

DISTRICT RESPONSE LETTER Date: _________________ Dear Parent/Guardian: The assessment and review process to determine if your child qualifies for McCracken County Gifted and Talented has been completed. Selection for Gifted and Talented was based on the results of formal and informal assessment and documentation. Even though _______________________ has demonstrated potential exceptional characteristics, your child is not eligible for Gifted and Talented Services at this time. We know how proud you must be that your child has progressed well enough academically to be considered for services. Please rest assured your child will continue to receive support, challenge, and a wide range of experiences that will maximize learning while enrolled in the McCracken County Schools. If we can be of further assistance, please let us know. The school where your child is enrolled for additional information and clarification. Sincerely,



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Grades 4-‐12

Parent Notification Letter

Date__________________ Dear Parents: Your child __________________________________ has been identified and qualifies for Gifted and Talented services as a child with exceptional talents in the following area(s) ___________________________________________________________ at ________________ school. This means your child possesses either potential or demonstrated ability to perform at an exceptionally high level in an academic area significantly beyond what is normally found with children of the same age, experience, or environment. The classroom teacher serving your child will provide differentiated educational experiences to challenge your child and to accommodate his/her different learning styles. A Gifted Student Services Plan (GSSP) will be designed each year to include services that compliment your child’s individual needs, interests, and abilities. Parents are encouraged to give input for the development of the GSSP. Meeting the needs of students with exceptional gifts and talents requires parents and teachers working together to identify strengths and to provide appropriately challenging educational opportunities. A report of your child's progress as identified in the GSSP will be given to you at the end of each semester (twice a year). Service delivery options may include independent study, extra curricular activities, enrichment, etc., will be provided in your child's classroom. Extended experiences for your child may also be provided as determined by the Gifted and Talented School Committee. The accomplishments of your child will be shared in a Gifted and Talented progress report sent home twice a year at the end of each semester. It is necessary that you give permission for your child to be formally identified as having exceptional talent in the area(s) mentioned above and to receive two or more service options as provided in a GSSP. Please sign the attached form and return to your child's teacher as soon as possible. Sincerely, McCracken County Schools


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Grades 4-‐12

Parent Permission / Denial Form Please complete the following statement and return this form to your child's teacher immediately. I give permission for __________________________ to be formally identified and receive Gifted and Talented services as a student with exceptional talents in one or more categories. I understand that a Gifted Student Services Plan (GSSP) will be designed each year (4 – 12 grades) to address my child’s individual student needs. Area(s) identified: ________________________________________________________________________ I do not give permission for ___________________________ to be formally identified and receive Gifted and Talented services as a student with exceptional talents and I understand that my child will not receive special services as provided in a Gifted Student Services Plan (GSSP). Once the initial GSSP has been developed, any future changes to your child’s identification or service delivery options as determined by the School Gifted and Talented Committee will be implemented after your notification. Please find the enclosed copy of the Due Process Procedures for Gifted and Talented Services. I understand that if my child decides to drop out of Gifted and Talented Services during the school year, I must notify the school in writing of that decision. I also understand that if my child withdraws from the program, he/she may not re-‐enter the program during that school year but upon written request may re-‐enter during a District Selection/Placement Committee meeting. ___________________________________________________ Parent/Guardian signature ___________________________________ Date __________________________________________________ School


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LEADERSHIP Leadership ability means possessing either potential or demonstrated ability to perform at an exceptionally high level in social skills and interpersonal qualities such as poise, effective oral and written expression, managerial ability and the ability or vision to set goals and organize others to successfully reach those goals. (704 KAR 3.285) Identification and Services for Leadership Identification is based on documented strengths, abilities, and interests. No child will be denied entrance to the program based on only one (1) criterion. Many processes will be used to determine eligibility, however the items in BOLD must be submitted. A student must meet the criteria in four (4) areas for the District Placement Committee to recommend placement. Submission items may include:

Student Leadership Portfolio Three letters of recommendation Anecdotal records (Leadership Jot Down) Leadership Self-‐Assessment Peer Leadership Survey Teacher Leadership Survey Parent referral Teacher recommendation & checklist inventory of behaviors specific to Leadership. Sociogram

* Recommendation by the District Gifted and Talented Placement Committee

Special considerations such as environmental, language, cultural, and economic barriers may be included in the identification process. PROCESS FOR NOTIFICATION OF LEADERSHIP A letter will be sent to parents when a student meets the identification requirements. A permission form must be signed and returned to school before services can begin. Parents will be notified with a District notification letter if they have a child who is eligible to receive Gifted and Talented services in one of the five (5) identified areas. Parents are encouraged to contribute suggestions they believe would be helpful to the District in developing the Gifted Student Services Plan (GSSP) for their child. Within one month of new identification, a GSSP must be completed and sent home. A GT folder (yellow) must be completed and included with the student's permanent


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records. If the student was previously identified in another category, the GSSP is updated and the documentation is added to the existing folder. Each student formally identified, as gifted or talented in grades 4-‐5 will be provided a copy of the Gifted Student Service Plan (GSSP). In grades 6-‐12, the GSSP is accessed through the student’s Individual Learning Plan (ILP) at https://www.careercruising.com/ilp . The GSSP is written annually and placed in a folder in the student’s cumulative records for students in grades 4-‐12. The committee will review and sign the GSSP and copies will be provided to parents/ guardians, classroom teachers and to special area teachers (music, art, etc.) as needed. The GSSP will remain in place with additions/changes made as the Gifted and Talented School Committee deems necessary to meet the needs of the child. A student may be identified in Leadership as well as other areas of identified giftedness. Students may be identified at any time during grades 4-‐12. Progress reports regarding the GSSP are to be completed at the end of each semester by the classroom teacher. Possible Service Options for Students Identified in Leadership

• Encourage the student to develop an awareness of leadership qualities by reading about the early lives of famous leaders (e.g., Squanto, George Washington, Abraham Lincoln, Napoleon, Eleanor Roosevelt, etc.)

• Discuss the student's goals and ideas that are promoted in school or the

community.

• Provide opportunities for the student to voice an opinion in public.

• Allow a student to choose a topic of debate. Have student reverse roles and debate the opposing side.

• Provide the student with opportunities to lead in projects. • Allow the student to lead class discussions.

• Ask the student to keep a journal about a leadership experience.

• Have the student organize a panel discussion on a current event topic.


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• Teach the student how to promote teamwork.

• Provide opportunities for the student to have extra responsibilities as preparation for leadership in the future.

• Teach the student Robert's Rules of Order and give opportunity to practice. • Invite elected officials to speak and serve as role models for the students.

• Allow the student to be in charge of events as preparation for planning an

organized club event.

• Create a simulation where the student must persuade others to do something and then examine the persuasive technique used.

• Encourage the student to study philosophy as related to leadership qualities.


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INSTRUCTIONS Leadership Portfolio

The Leadership Portfolio is a way to keep track of all the work you completed as a leader. It includes the following:

o Cover page o Leadership Activity Chart o Leadership Reflection Guide: Steps 1-3 o Leadership Resume Template

Leadership Portfolio Cover Page

Name: School: Address: E-mail:

Leadership Training Chart Create a chart to record the leadership trainings, conferences and workshops that you have attended in which you learned about leadership or acquired other information that prepared you to be a leader. Add rows or columns to the chart as needed.

Type of training, conference or workshop you

attended

Date of the activity (day, month, year)

Name of session(s) you attended

Number of hours of training

Briefly describe what you learned.


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Leadership Activity Chart

Create a form to help you with your Leadership Resume. Add rows or columns to the chart as needed. Do not record meetings and events where you were not involved in leadership development or in a leadership role. Type of Activity (meeting, clinic, workshop, provided service)

Date of Activity (day, month, year)

Leadership Role/Assistance Provided Number of Hours Dedicated

Signature:_________________________________ Date:__________________ Verification Signature:_________________________ Date:_________________

Community Service Chart Create a form to submit your participation in community service. Add rows or columns to the chart as needed. Type of Activity Date of Activity

(day, month, year) Organization Assisted Community Service /Assistance

Provided Number of Hours Dedicated

Signature:_________________________________ Date:__________________ Verification Signature:_________________________ Date:_________________


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Leadership Reflection Guide (Please answer each of these reflection questions)

Why do I want to be considered for Gifted and Talented Leadership this year? What would I like to accomplish in GT Leadership? What preparation will I need to reach my goals? What specific skills do I already have that will help me with my leadership development? How much time per week can I give to meet my goals? What is my view of leadership? Who is someone I know who is a leader and why are they a leader? Why is leadership important to a community? Why is completing this reflection an important part of developing my leadership goals? How am I an example of a leader? Write a story about your experiences as a leader. Include the following in your story:

o Who are some of the people or groups affected by my leadership work? o What has been an example of a time when I really handled something well?

Signature:________________________ Date:__________________


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Leadership Resume Template

My Name My Address

My Telephone Number My E-Mail Address/My Web Site Address

Leadership Objective Tell about your goals in a few short sentences. What are the reasons you are interested in Leadership? Experiences Date List any of the most important experiences you’ve had and put down the dates of those experiences. Make a list using bullet points that tells more about the experience if needed. Example: October 2010-October 2012

§ Mentored youth through a reading program § Committed two hours of community service per week

Leadership Experiences Date List important leadership roles you have taken in your teen years. Did you serve on any committees? Did you help plan an event? List any important leadership roles. Example: Beta Club Secretary October 2011-October 2012 School Board Teen Member January 2012-May 2013 Leadership Activities Date List the specific activities you carried out that reflect your Leadership development. Provide bullet points stating the skills you learned from those activities. Example: Reading Club Youth Mentor October 2010-May 2012

§ Assessed needed resources for children § Developed and carried out a lesson plan

Honors and Awards List any honors or awards you may have received through school or other activities and their dates. Example: Teen Leadership Award October 2013 Communication Days Award February 2012 Reference Contacts List names and contact information of people who helped you with your development and who would be willing to give a positive report of your work if needed. Think of people who witnessed your growth in leadership, and know about your strengths as a leader.


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Nomination Form LEADERSHIP OBSERVATION CHECKLIST

Name of Student: ____________________ Name of Person Referring:_____________________ Current School:______________________ Expected Year of HS Graduation:__________ Circle One: Parent Friend Teacher Below are characteristics frequently shown by the students with leadership ability. Please read each statement carefully and indicate the degree to which you have observed the trait or skill in this student by placing an “X” in the appropriate column.

PERSONAL TRAITS GROUP SKILLS Takes Initiative __ __ __ __ Follows well __ __ __ __ Takes the lead in group activities __ __ __ __ Accepts Responsibility __ __ __ __ Influences the behavior of others __ __ __ __ Determines appropriate behavior __ __ __ __ Is sensitive to others’ feelings __ __ __ __ Organizes others __ __ __ __ Is self confident __ __ __ __ Directs activities __ __ __ __ Controls own emotions __ __ __ __ delegates responsibility __ __ __ __ Respects rights of others __ __ __ __ simulates actions __ __ __ __ Is a constructive member of the group __ __ __ __ establishes the mood of the group __ __ __ __ Sets high standards by self __ __ __ __ makes decisions in the best Is respected by peers; __ __ __ __ interest of the group __ __ __ __ Others seek his/her ideas __ __ __ __ fosters team spirit __ __ __ __ Is a risk taker __ __ __ __ brings about group security __ __ __ __ Is energetic, enthusiastic, persevering __ __ __ __ cooperates with others __ __ __ __ Is responsible __ __ __ __ works toward group goals __ __ __ __ Has many new ideas or insights __ __ __ __ encourages the exercise of Is assertive __ __ __ __ individual freedom __ __ __ __ Is diplomatic in group or peer relations __ __ __ __ helps others __ __ __ __ Is organized __ __ __ __ respects the ideas of others __ __ __ __ Is flexible __ __ __ __ copes with unpleasantness __ __ __ __ Cognitive Skills

Knows what is going on __ __ __ __ Figures out what is wrong; shows others how to solve problems __ __ __ __ Handles abstract ideas and sees a broad perspective; sees whole while others focus on parts __ __ __ __ Projects into future, seeing consequences of decisions __ __ __ __ Communicates ideas clearly and concisely __ __ __ __ Learns from personal experience __ __ __ __ Gauges appropriateness of decisions, directions, or suggestions and timing for them __ __ __ __ Learns from the experiences of others __ __ __ __ Makes individuals feel needed and productive __ __ __ __ Exhibits empathy for others __ __ __ __ Allows for the for the exercise of individual freedom __ __ __ __ Controls situations __ __ __ __ Displays firmness with fairness __ __ __ __


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LEADERSHIP JOT DOWN

Teacher: _________________________________________________________ Date: / / Grade: School: Brief description of observed activity: _____________________________________________________________________________ 1. As students in your class show evidence of the following leadership characteristics, jot their names down in the

appropriate box(es).

2. When recommending students for gifted services, use the identification jot down as a reminder of student performances

in the area of leadership.

Gets others to work toward desirable/undesirable goals.

Looked to by others when something must be decided.

Initiates activities that involve peers. Able to figure out what is wrong with an activity and show others how to do it better.

Transmits his/her enthusiasm for a task to others.

Judges abilities of others and finds a place for them.

May appear “bossy” at times. Interacts easily with both children and adults.

Sought out by other students for play/activities.

Sense of justice and fair play. Can be counted on to do what he/she has promised.

Self-confident.

Often the captain of teams Helps settle differences. Makes things happen. May be frustrated by lack of organization or progress.

Developed by L. Freese and M. Evans, The Center for Gifted Studies, Western Kentucky University.


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CREATIVITY Creativity means possessing either potential or demonstrated ability to perform at an exceptionally high level in creative thinking and divergent approaches to conventional tasks. This is typically evidenced by innovative or creative reasoning, advanced insight and imagination, and solving problems in unique ways. (704 KAR 3.285) Identification and Services for Creativity Identification is based on multiple evidences and includes several processes. No child will be denied entrance to the program based on only one (1) criterion. A student must show potential and ability as evidenced by distinctively different measures. If the student meets the criteria in three (3) areas admission to the program will be permitted.

Score in 9th stanine on the Torrance Test for Creativity

Teacher recommendation(s) & checklist inventory of behaviors specific to Creativity Creativity Self-‐Assessment Peer Creativity Survey Teacher Creativity Survey Parent Creativity Survey Recommendation from private teacher

Anecdotal records – Jot Downs Student works that reflects exceptional creativity Special considerations such as environmental, language, cultural, and economic barriers may be included in the identification process. PROCESS FOR NOTIFICATION OF CREATIVITY A letter will be sent to parents when a student meets the identification requirements. A permission form must be signed and returned to school before services can begin. Parents will be notified with a District notification letter if they have a child who is eligible to receive Gifted and Talented services in one of the five (5) identified areas. Parents are encouraged to contribute suggestions they believe would be helpful to the District in developing the Gifted Student Services Plan (GSSP) for their child.


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Within one month of new identification, a GSSP must be completed and sent home. A GT folder (yellow) must be completed and included with the student's permanent records. If the student was previously identified in another category, the GSSP is updated and the documentation is added to the existing folder. Each student formally identified, as gifted or talented in grades 4-‐5 will be provided a copy of the Gifted Student Service Plan (GSSP). In grades 6-‐12, the GSSP is accessed through the student’s Individual Learning Plan (ILP) at https://www.careercruising.com/ilp . The GSSP is written annually and placed in a folder in the student’s cumulative records for students in grades 4-‐12. The committee will review and sign the GSSP and copies will be provided to parents/ guardians, classroom teachers and to special area teachers (music, art, etc.) as needed. The GSSP will remain in place with additions/changes made as the Gifted and Talented School Committee deems necessary to meet the needs of the child. A student may be identified in Creativity as well as other areas of identified giftedness. Students may be identified at any time during grades 4-‐12. Progress reports regarding the GSSP are to be completed at the end of each semester by the classroom teacher.

Possible Service Options for Students Identified in Creativity

• Have a student list as many different and unusual uses for a specific item as possible within a certain time limit.

• Have the student describe as many ways as possible to solve a problem.

• Ask the student to view partial textures and offer identifications of the objects.

• Provide opportunities for the student to experiment with and manipulate a

variety of materials from which to create new products.

• Have the student develop an original list of facts concerning a self-‐chosen subject.

• Have the student answer analogy questions.

• Encourage the student to write analogy problems for others to solve.


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• Introduce the student to art works by local artisans.

• Encourage the student who chooses reading to read fiction to foster

imagination.

• Provide the student with a wide variety of reading materials and topics.

• Suggest to the student who chooses writing to experiment with a variety of writing forms.

• Encourage the student to keep a notebook describing thoughts about a possible

topic for future investigation.

• Allow the student to complete learning activities based on topics of interest.

• Help the student develop a list of resource categories for further exploration in an interest area.

• Have the student outline a time schedule for completing schoolwork in order to

allow time for the pursuit of special interest areas.


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McCracken County Schools CREATIVITY NOMINATION Work Sample Cover Sheet

Student Name: _______________________________________________ Nominating Teacher: _________________________________________ School Year: ________________________ Grade: ________________ Date Work Completed: _________________________ Location Completed: School _____ Home _____ GT Lesson ____ Other _____

Briefly describe the assignment given (if assignment was made) : Tell why you are including this work sample:

THIS WORK SAMPLE DEMONSTRATES THE FOLLOWING CHARACTERISTICS Originality (uniqueness) Humor Elaboration Unusual Perspective Flexibility (different types of ideas Complexity Fluency (many ideas) Resourcefulness of Materials


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Nomination Form CREATIVITY OBSERVATION CHECKLIST

Name of Student: ____________________ Name of Person Referring:_____________________ Current School:______________________ Expected Year of HS Graduation:__________ Circle One: Parent Friend Teacher Below are characteristics frequently shown by students with creative ability. Please read each statement carefully and indicate the degree to which you have observed the trait or skill in this student by placing an “X” in the appropriate column.

1. Asks many and unusual questions which may be embarrassing, advanced or controversial; Unaffected by peer criticism; high curiosity. __ __ __ __ 2. More impulsive and enthusiastic than others. __ __ __ __ 3. Displays a keen sense of humor and sees humor in situations others may not; a sense of the “absurd” (parody, cartooning, double entendre) __ __ __ __ 4. Prefers variety and novelty in design, ideas, music, food, color, clothing, methods of solving an old or new problem. __ __ __ __ 5. Is self-‐disciplined in area of creativity; able to produce idea or product in set time limit __ __ __ __ 6. collects things, sometimes randomly, other times with a definite purpose; many hobbies (some long duration, but others short lived) __ __ __ __ 7. Invents solutions to established problems; creates problems for which there are no apparent solutions __ __ __ __ 8. Has broad knowledge background __ __ __ __ 9. assembles or disassembles mechanical objects with little or no training __ __ __ __ 10. Shows greater tolerance for ambiguity and discomfort than others. __ __ __ __ 11. Shows emotional sensitivity __ __ __ __ 12. Attributes inanimate objects with life-‐like qualities (a pencil that thinks); vivid imagination __ __ __ __ 13. Has a richer fantasy life and greater involvement in daydreaming than others __ __ __ __ 14. Leaves out steps; proceeds from A to Z in one jump __ __ __ __ 15. Interrelates own experiences and draws on them spontaneously __ __ __ __ 16. Has high aesthetic values and judgment __ __ __ __ 17. Appears forgetful, chaotic, and oblivious to time constraints (but within disorder there is a logic for the student) __ __ __ __ 18. Is enthusiastic and suggests other ideas; is willing to overlook problems temporarily when confronted with a new solution __ __ __ __ 19. Takes risks __ __ __ __ 20. Critically examines authoritarian pronouncements __ __ __ __ 21. Sees hidden meanings or cause and effect relationships that are not obvious __ __ __ __ 22. Utilizes free time by making up games or other products __ __ __ __ 23. Evidences awareness of classroom events and questions them. __ __ __ __


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Creative Behavior Inventory (Hocevar, 1979, 1980)

Hocevar, D. (1980). Intelligence, divergent thinking, and creativity. Intelligence, 4, 25-40. This is an inventory, not a test. The inventory is simply a list of activities and accomplishments that are commonly considered to be creative. For each item, circle the answer that best describes the frequency of the behavior. Be sure to answer every question, and don’t worry about duplicate or similar items. 3-4 5-6 More than Never Once Twice times times 6 times 1. Received an award for acting. 0 1 2 3-4 5-6 7+

2. Worked as an editor for a school or university literary publication. 0 1 2 3-4 5-6 7+

3. Worked as an editor for a newspaper or similar organization. 0 1 2 3-4 5-6 7+

4. Constructed something that required scientific knowledge such as

a radio, telescope, scientific apparatus, etc.

(excluding school or university course work). 0 1 2 3-4 5-6 7+

5. Painted an original picture. 0 1 2 3-4 5-6 7+

6. Designed and made your own greeting card. 0 1 2 3-4 5-6 7+

7. Gave a recital. 0 1 2 3-4 5-6 7+

8. Presented an original mathematics paper to a professional

or special interest group. 0 1 2 3-4 5-6 7+

9. Founded a literary magazine or similar publication. 0 1 2 3-4 5-6 7+

10. Made a craft out of metal (excluding school or university work). 0 1 2 3-4 5-6 7+

11. Made candles. 0 1 2 3-4 5-6 7+

12. Knitted or crocheted something 0 1 2 3-4 5-6 7+

13. Put on a puppet show. 0 1 2 3-4 5-6 7+

14. Made your own holiday decorations. 0 1 2 3-4 5-6 7+

15. Built a hanging mobile (excluding school or university work). 0 1 2 3-4 5-6 7+

16. Received an award for performance in modern dance or ballet. 0 1 2 3-4 5-6 7+


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17. Received an award for performance in popular dance. 0 1 2 3-4 5-6 7+

18. Had a mathematics paper published. 0 1 2 3-4 5-6 7+

19. Made a sculpture (excluding school or university work). 0 1 2 3-4 5-6 7+

20. Had an original music published or publicly performed. 0 1 2 3-4 5-6 7+

21. Had a piece of literature (poem/short stories, etc.) published in

a school or university publication. 0 1 2 3-4 5-6 7+

22. Developed an experimental design 0 1 2 3-4 5-6 7+

23. Wrote poems (excluding school or university work). 0 1 2 3-4 5-6 7+

24. Entered a project into a science contest. 0 1 2 3-4 5-6 7+

25. Received an award for an artistic accomplishment. 0 1 2 3-4 5-6 7+

26. Received an award for making a craft. 0 1 2 3-4 5-6 7+

27. Made a craft out of plastic, Plexiglas, stained glass. 0 1 2 3-4 5-6 7+

3-4 5-6 More than Never Once Twice times times 6 times 28. Made cartoons. 0 1 2 3-4 5-6 7+

29. Made a leather craft. 0 1 2 3-4 5-6 7+

30. Made a ceramic craft. 0 1 2 3-4 5-6 7+

31. Wrote music for one instrument. 0 1 2 3-4 5-6 7+

32. Wrote music for several instruments. 0 1 2 3-4 5-6 7+

33. Designed and made a piece of clothing 0 1 2 3-4 5-6 7+

34. Cooked an original dish. 0 1 2 3-4 5-6 7+

35. Prepared an original floral arrangement. 0 1 2 3-4 5-6 7+

36. Applied math in an original way to solve a practical problem

(excluding school or university work). 0 1 2 3-4 5-6 7+

37. Wrote an original computer program (excluding school

or university work). 0 1 2 3-4 5-6 7+

38. Drew a picture for aesthetic reasons. 0 1 2 3-4 5-6 7+

39. Wrote the lyrics to a song. 0 1 2 3-4 5-6 7+

40. Choreographed a dance. 0 1 2 3-4 5-6 7+

41. Wrote a short story (excluding school or university work). 0 1 2 3-4 5-6 7+

42. Wrote something humorous such as jokes, limericks, satire, etc. 0 1 2 3-4 5-6 7+

43. Made jewelry. 0 1 2 3-4 5-6 7+

44. Recorded a music record or CD. 0 1 2 3-4 5-6 7+

45. Put on a radio show. 0 1 2 3-4 5-6 7+


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46. Had a piece of literature (poem, short story, etc.) published

(not in a school or university-related publication). 0 1 2 3-4 5-6 7+

47. Took and developed your own photographs. 0 1 2 3-4 5-6 7+

48. Performed ballet or modern dance in a show or contest. 0 1 2 3-4 5-6 7+

49. Had art work or craft work publicly exhibited. 0 1 2 3-4 5-6 7+

50. Won an award for musical accomplishments. 0 1 2 3-4 5-6 7+

51. Wrote clever or humorous letters. 0 1 2 3-4 5-6 7+

52. Won an award for a scientific project or paper. 0 1 2 3-4 5-6 7+

53. Assisted in the design of a set for a musical or dramatic production. 0 1 2 3-4 5-6 7+

54. Had art work published in a school or university publication. 0 1 2 3-4 5-6 7+

55. Had a role in a dramatic production. 0 1 2 3-4 5-6 7+

56. Had art work published. 0 1 2 3-4 5-6 7+

57. Started but did not finish a novel. 0 1 2 3-4 5-6 7+

58. Wrote and completed a novel. 0 1 2 3-4 5-6 7+

59. Made or helped make a film or video tape. 0 1 2 3-4 5-6 7+


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3-4 5-6 More than Never Once Twice times times 6 times 60. Won an award for some achievement in literature. 0 1 2 3-4 5-6 7+

61. Entered a mathematical paper or project into a contest. 0 1 2 3-4 5-6 7+

62. Had a scientific paper published. 0 1 2 3-4 5-6 7+

63. Planned and kept a garden. 0 1 2 3-4 5-6 7+

64. Kept a sketch book. 0 1 2 3-4 5-6 7+

65. Was a participating member of a symphony orchestra. 0 1 2 3-4 5-6 7+

66. Entered a contest as a singer. 0 1 2 3-4 5-6 7+

67. Entered a contest as a musician. 0 1 2 3-4 5-6 7+

68. Directed or managed a dramatic production. 0 1 2 3-4 5-6 7+

69. Designed and made a costume. 0 1 2 3-4 5-6 7+

70. Played an instrument (percussion, including piano) with a reasonable

proficiency. 0 1 2 3-4 5-6 7+

71. Played an instrument (string) with a reasonable proficiency. 0 1 2 3-4 5-6 7+

72. Played an instrument (brass) with a reasonable proficiency. 0 1 2 3-4 5-6 7+

73. Played an instrument (wind) with a reasonable proficiency. 0 1 2 3-4 5-6 7+

74. Participated in a drama workshop, club, or similar organization. 0 1 2 3-4 5-6 7+

75. Participated in a craft workshop, club, or similar organization. 0 1 2 3-4 5-6 7+

76. Participated in a writers’ workshop, club, or similar organization. 0 1 2 3-4 5-6 7+

77. Participated in a dance workshop, club, or similar organization. 0 1 2 3-4 5-6 7+

Date:____________________ Student Name:________________________________________ School Attending:______________________________________ Person Submitting – Circle ONE STUDENT PARENT PEER TEACHER ADDITIONAL COMMENTS:


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CREATIVE THINKING JOT DOWN

Teacher____________________________________________________________ Date: / /Grade: School: Brief description of observed activity: _____________________________________________________________________________ 1. As students in your class show evidence of the following creative thinking characteristics, jot their names down in the appropriate box(es). 2. When recommending students for gifted services, use the identification jot down as a reminder of student performances

in the area of creative thinking. Fluency – many ideas Flexibility – able to change ideas. Elaboration – able to add to their ideas. Originality – has ideas no one else may

have thought of.

Alert and curious, constantly asking questions about everything and anything.

May be bored with routine tasks. Imaginative – has a strong sense of fantasy.

May day dream at times.

May be uninhibited in expressions or opinions, is sometimes radical/tenacious.

High risk taker, adventurous, speculative. High energy level which may at times cause student to get in trouble.

Sense of humor. Sees humor in situations others do not see.

Has low interest for providing details. May not read rules or may question the rules.

Enjoys spontaneous activities. Appears reflective or idealistic.



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VISUAL AND PERFORMING ARTS Visual and Performing Arts means possessing either potential or demonstrated ability to perform at an exceptionally high level in visual arts or performing arts and demonstrating potential for outstanding aesthetic production, accomplishment, or creativity in visual art, dance, music, or dramas. (704 KAR 3.285) Identification and Services for Visual and Performing Arts Identification is based on documented strengths, abilities, and interests. No child will be denied entrance to the program based on only one (1) criterion. Many processes will be used to determine eligibility. If the student meets the criteria in three (3) areas, qualification for Gifted and Talented services will be granted. Items in BOLD are mandatory for placement.

• Audition/Screening with Professional Artist

• Peer, self, teacher, or parent nomination of student for screening/assessment (except Grade 4 when students are screened district-‐wide)

• Behavioral checklist

• Performance Evaluation using approved rubric

• Gifted Education evaluation form for Visual Arts applications

• Awards/Honors received • Portfolio documenting four to six entries. Portfolio criterion is met if sufficient

evidence pertaining to creativity and originality, expressive areas of content, skillful use of elements and principles, appropriate techniques with tools or materials, overall quality, and evidence of concentration and personal commitment.

• Letter of recommendation: The criterion is met if letters are submitted indicating

a high interest and ability in one (1) or more specific area. A "jot down" of specific examples from classroom observations will also be considered.

NOMINATION PROCESS Typically, a nomination triggers the screening and identification process. A student may nominate him or herself, or be nominated by an educator, parent, or peer. Schools are encouraged to make special efforts to solicit nominations of students from populations that are underrepresented among students identified as gifted.


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It is important to note that a nomination is required to start the process only if the district is not conducting “whole grade” screening efforts. After a student is nominated, the school should obtain permission from the student’s parents to screen the student before beginning the behavioral checklist and performance evaluation. If a student is nominated by his or her parent, permission for the school district to screen/assess the student in this area is implied. If the parent signs the nomination form, a separate permission form is not required. Nominations are accepted throughout the year with performance evaluations occurring in the fall and spring. Behavioral Checklist Component To be identified as gifted in the visual and performing arts a behavioral checklist must be submitted on behalf of the student. The Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) are commonly referred to as the Renzulli Scales or Renzulli-‐Hartman Scales. Performance Evaluation McCracken County has developed multiple performance evaluation rubrics that may be used to identify students who are gifted in the visual and performing arts. The scoring criteria are available online and should be shared with students before the evaluation. Students may receive assistance in staging and rehearsing performances. While there is no required minimum or maximum length of the performances, the performances should be of sufficient length to give the trained individuals rating the performances an adequate opportunity to evaluate the student based on the evaluation criteria. Because of the wide range of age, experience and environments among students, McCracken County has flexible protocols so that evaluation activities will be appropriate for each student and limit the risk of excluding from possible identification students with high potential but little training or experience. The protocols include an opportunity for the student to give a prepared or rehearsed performance, either solo or in a small group or ensemble. Younger or less experienced students may need assistance selecting an appropriate work of drama and preparing for this part of the performance evaluation. The protocols also include other activities designed to allow the rater opportunities to evaluate the student fairly on the criteria on the rubric.

• Screening/assessment activities may include (but are not limited to): • Solo or small group performances in formal or informal settings; • Improvisation • Structured audition activities • Workshop activities observed by the rater


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• Small group activities • Portfolio of work samples

A performance in a rated competition cannot be used for evaluation purposes. Additionally, recorded performance for screening and identification purposes should also be avoided. Using the appropriate scoring rubric, the trained individual /professional evaluating the performance will complete one evaluation per student per audition/performance. Each completed scoring rubric must be signed and dated by the trained individual/ professional evaluating the performance. Identification Criteria To be identified as gifted in the visual and performing arts a student must receive a qualifying score on an approved behavioral checklist, and score in the “identification” range on the performance evaluation. Formal screenings will occur in the fall and spring. Guidelines for Trained Individuals Assessing Performance Trained individuals/professionals should be instructed to score students in comparison to other students of similar age, training and environment. Therefore, it is recommended (but not required) that the trained individual(s) evaluating a performance be provided with relevant background information about the student’s age, training and environment. It may be helpful to instruct trained individuals evaluating performances/auditions to consider the following questions:

1. Am I objective about assessing the natural ability of this student, regardless of my past knowledge of, or relationship with, the student?

2. Am I assessing the audition/performance in comparison to others performed by students of a comparable age?

3. Am I assessing the audition/performance in comparison to others performed by

students of comparable experience?

4. Am I assessing the audition/performance in comparison to others performed by students of comparable environments?

5. Have I had adequate experience observing student performers similar to those

that I am assessing to allow me to make valid comparisons?

6. Are my ratings as objective as possible and based on the criteria on the assessment instrument?


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7. Are my written comments legible, clear, and understandable?

8. Are my comments professional in tone and word choice?

9. Are my comments and criticisms specific and constructive?

Special considerations such as environmental, language, cultural, and economic barriers may be included in the identification process. PROCESS FOR NOTIFICATION OF SPECIFIC VISUAL & PERFORMING ARTS A letter will be sent to parents when a student meets the identification requirements. A permission form must be signed and returned to school before services can begin. Parents will be notified with a District notification letter if they have a child who is eligible to receive Gifted and Talented services in one of the five (5) identified areas. Parents are encouraged to contribute suggestions they believe would be helpful to the District in developing the Gifted Student Services Plan (GSSP) for their child. Within one month of new identification, a GSSP must be completed and sent home. A GT folder (yellow) must be completed and included with the student's permanent records. If the student was previously identified in another category, the GSSP is updated and the documentation is added to the existing folder. Each student formally identified, as gifted or talented in grades 4-‐5 will be provided a copy of the Gifted Student Service Plan (GSSP). In grades 6-‐12, the GSSP is accessed through the student’s Individual Learning Plan (ILP) at https://www.careercruising.com/ilp . The GSSP is written annually and placed in a folder in the student’s cumulative records for students in grades 4-‐12. The committee will review and sign the GSSP and copies will be provided to parents/ guardians, classroom teachers and to special area teachers (music, art, etc.) as needed. The GSSP will remain in place with additions/changes made as the Gifted and Talented School Committee deems necessary to meet the needs of the child. A student may be identified in one or more of the academic core content areas. Students may be identified at any time during grades 4-‐12. Progress reports regarding the GSSP are to be completed at the end of each semester by the instructor providing the differentiated instruction.


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Possible Service Options for Students Identified in Visual and Performing Arts With the exception of academic competition, performances, and extra-‐curricular offerings, services will be provided during regular school hours. Identified gifted and talented students are receiving services to meet their needs when they are not present in the classroom; therefore, they shall not be required to make up work and/or homework assignments.

Services shall be provided by the regular classroom teacher which shall allow for continuous progress through a differentiated curriculum and flexible grouping and regrouping based on the individual needs, interests, and abilities of the students. Multiple service delivery options will be provided at all levels.

• Have the student study experts in the same interest area. • Facilitate field trips for the student to observe experts who are engaged in the

student's special interest area. • Invite local craft artisans, musicians, and athletes to demonstrate specific wares and

talents. • Allow the interested student to demonstrate for others how a particular art tool,

musical instrument, or piece of sports equipment is used. • Facilitate for student to list a specialized extended attendance program in the field

of interest. • Require the student to develop an independent study project in the student's field

of choice. • Arrange a mentorship program with a local expert in the student's special interest

area for a few hours each week. • Provide a variety of art media or musical instruments for the student to explore and

use. • Ask the student to analyze a particular technique used by an artist. • Encourage the student to view artwork or listen to musical pieces and judge those

works. • Always require the student to do self-‐evaluations. • Have the student to complete an art or music interest center. • Share opportunities with the student to listen at and create musical pieces. • Introduce the student to the language of music. • Ask the student to tell or read stories using appropriate gestures and facial

expressions. • Have the student role-‐play a variety of characters. • Encourage the student to do imitations. • Permit the student to practice a variety of techniques for evoking emotional

responses from listeners. • Allow the student to create original plays that participate in the directing,

producing, and acting. • Have the young child act out poems, stories, nursery rhymes, etc.


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Visual and Performing Arts Student Profile Sheet This form may be completed by the student, teacher, or parent.

Name of Student Age Grade

School District______________________________________ Building _______________________

Completed by (Name) _____________________ Relationship to Student _______________________

Date Completed __________________________

This student is being assessed for ability in (check one):

Dance Drama/Theatre Music Visual Art 1. Has this student taken private lessons in the area checked above?

No Yes How many years?

Name of studio or teacher Method

2. Is this student enrolled in a school arts program taught by a specialist?


How often does the class meet? How long are the classes?

3. Has this student has had opportunities in class to discuss and critique the art form checked above?

No Occasionally Often 4. Does this student participate in arts-based extracurricular activities or clubs?


List them

5. Write additional relevant information on the back of this form or attach additional pages.


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_Art Audition – Portfolio Requirements _

Required # of Pieces Media: Could include, but not limited to…

Subjects: Could include any or all of the following. (suggested – avoid use of pop images or trademarked cartoon characters)

Elementary-‐Middle 5 to 7 High School 7 to 10 Minimum of 5

Pencil Charcoal Ink Pastels Watercolor Chalk 3D Sculpture Photography Clay or Modeling Material Prints Other: ____________________

Work should be recent and should reflect the student as an artist. Portfolio should include a variety of subjects and media and some use of color.

Nature People Animals Fantasy Architecture Portrait Cartoons (Original) Other: _________________________

Criteria by which the portfolio will be scored:

EMERGING (0-‐1)

TYPICAL (2-‐3)

ABOVE AVERAGE (4)

SUPERIOR (5)

DETAIL (x 2) Score:

No detail, simple, basic forms.

Few details or minimal effort.

Details were present and adequately developed.

Shows highest level of detail. Far above same age peers.

PROPORTION (x 3) Score:

Items are out of proportion for the subject.

Some items are in proportion, others incorrect.

Most work in proportion – needs some improvement.

All items in correct proportion for the subject.

COLOR (x 1) Score:

No color used in pieces.

Very little use of color. Adequate understanding of color use.

Shows good sense of color with variation and appropriate use.

SHADING (x 1) Score:

No shading. Items are drawn in line format only.

Shows some attempts at shading.

Appropriate use of shading – needs some improvement in ability.

Consistent use of appropriate shading. Shows excellent handling of media.

CREATIVITY (x2) Score:

No personal input. Some attempt at personal interpretation.

Some success at personal style.

High level of individual style and interpretation.

COMMENTS :

TOTAL SCORE FOR PORTFOLIO: __________________ out of 45 points.


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_Art Audition – “Still Life” Rubric_

(Circle a rating for each criterion EMERGING

1-‐3 TYPICAL

4-‐6 ABOVE AVERAGE

7-‐8 SUPERIOR

9-‐10 DETAIL 1x

No detail, simple, basic forms.

Shows some details. Details were present and adequately developed.


PROPORTION 1x

Objects are out of proportion for the subject.

Some objects are in proportion, others incorrect.

Most work in proportion – needs some improvement.

All objects in correct proportion and above average composition.

SHADING 1x

No shading. Shows some attempts at shading.

Appropriate use of shading – needs some improvement in ability.

Consistent use of appropriate shading. Shows excellent handling of media.

CRAFTSMANSHIP 1x

Work is sloppy, messy.

Minimal effort to achieve neatness.

Work is adequately presented.

Work is neatly presented.

COMMENTS: OVERALL RATING FOR STILL LIFE ASSIGNMENT: ________________________

TOTAL POSSIBLE: 40 Points


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Art Audition – Three Dimensional Rubric DESCRIPTION: SUBJECT _________________________________________________ SIZE ______________________________________________________ STANDS UP OR LAYS DOWN _______________________________ (Circle a rating for each

criterion) EMERGING

1-‐3 TYPICAL

4-‐6 ABOVE AVERAGE

7-‐8 SUPERIOR

9-‐10 APPROPRIATE USE OF TOOLS

No use of tools evident. Some use of tools to bond.

Some use of tools to bond and also add texture.

Student used tools to craft and detail the creature to a high level of sophistication.

DETAIL

No detail, simple, basic forms (snowman or snake form).

A few details (not neatly done) or minimal effort.

Details were present and adequately developed.


CRAFTSMANSHIP

Form is weak and falls apart easily. Lays flat.

Form bonded well enough not to fall apart.

Form mostly bonded well.

Well-‐constructed form.

ASSIGNMENT FOR CREATIVITY

No relation to a form. Shows little attempt to create in 3-‐D.

Well thought out and executed.

End product shows high level of individuality.

COMMENTS: OVERALL RATING FOR 3-‐D ASSIGNMENT: ____________________________ TOTAL POSSIBLE: 40 Points


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AUDITION DATE/TIME___________________________

AUDITION NUMBER___________________________

NAME________________________________________________________________PRESENT GRADE________________ ATTIRE: ______________________________________________________________________________________________ ______________________________________________________________________________________________________ AREA/LEVEL

DISTINGUISHED: 4 PROFICIENT: 3 APPRENTICE: 2 NOVICE:1 SCORE

ALIGNMENT Areas of consideration: head/neck, ribcage, shoulder girdle, pelvis, and legs/feet.

Student uses age appropriate alignment of all areas. Alignment is well integrated into all movement performance allowing fluent movement of the limbs

Student uses age appropriate alignment with the exception of one area. Alignment is mostly integrated into all movement performance allowing mostly smooth movement of the limbs

Student has 2-3 areas of misalignment resulting in difficulty in maintaining fluent movement

Student has 4 or more areas of misalignment causing the inability to maintain fluent movement

FLEXIBILITY AND STRENGTH

Student demonstrates a high degree of movement in all the joints with an excellent ability to control and sustain all movements with ease

Student demonstrates a good degree of movement in all the joints with a relatively good ability to control a sustain all movements with ease

Student demonstrates average degree of movement in all the joints with average ability to control and sustain movements with ease

Student demonstrates a low degree of movement in the joints with a poor ability to control or sustain movements with ease

COORDIN- ATION AND USE OF LIMBS

Excellent ability to coordinate use of limbs. Well integrated control and smoothness of arms and legs with torso, and use of whole body. Able to use appropriate force and release to demonstrate fluency of movement in limbs.

Good coordination of limbs and basic integration of limbs into torso.

Inconsistently demonstrates coordination of limbs. Movement of limbs disconnected from torso.

Poor coordination. Movements appear jerky.

TURNOUT IN HIPS

Ability to use external rotation of hip joint to “turn out” both legs. Student demonstrates well integrated turn out with good pelvic alignment to demonstrated excellent form during dynamic movement phrases.

Able to maintain proper external rotation of both legs; may have occasional gaps in ability to integrate rotation and pelvic alignment during dynamic movement phrases.

Able to use proper rotation in gesturing leg or standing leg only.

Unable to turnout from hip joint; uses lower leg or foot to initiate rotation.

BALLET: POINTE WORK (HIGH SCHOOL ONLY)

Ankle strength: Able to maintain vertical placement. Foot alignment: Ability to stretch through the feet along a well arched foot.

Excellent ability in one area, moderate ability in one area.

Moderate ability in both areas.

Demonstrates weakness in both areas.

CONTEM-PORARY: TORSO MOVEMENT

Excellent ability to use torso in all directions; ability to use weight in upper body to perform a variety of movements; ability to rotate spine independently of pelvis. Good integration of shoulder girdle and ribcage.

Good ability in most areas listed.

Able to move torso in some of the listed ways.

Unable to move torso in the ways listed.


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DANCE PERFORMANCE EVALUATION

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AREA/LEVEL

DISTINGUISHED PROFICIENT APPRENTICE NOVICE SCORE

IMPROV-ISATION

Ability to improvise using the elements of dance with excellent physicality.

Able to improvise using the elements of dance.

Limited ability to improvise using the elements of dance.

Unable to improvise.

FOCUS Consistent concentration exhibited throughout the class from one exercise to another. Student is engaged and focused on the teacher at all times.

Occasional lapses in concentration evident throughout the class.

Semi – focused in class. Not engaged with the teacher.

Unable to maintain focus on sequences or corrections. Not engaged in class.

STAMINA Easily executes each movement combination.

Executes each movement combination with relative ease.

Struggles to sustain stamina during combinations.

Poor stamina throughout.

MOVEMENT QUALITY AND DYNAMICS

Excellent performance of phrasing and dynamics; demonstrates appropriate energy and nuances of movement qualities using attack, weight, and flow. Able to differentiate between subtle dynamic changes.

Good performance of phrasing and dynamics. Able to demonstrate some nuances of movement qualities.

Performs some movement qualities with appropriate phrasing.

Unable to demonstrate phrasing or movement qualities.

MUSICALITY/ RHYTHMIC COORDIN-ATION

Able to imitate specific rhythmic patterns quickly and accurately. Concepts of tempo, beat and syncopation are applied to the performance.

Able to imitate most rhythmic patterns with accuracy. Demonstrates some understanding of beat tempo, and syncopation.

Able to imitate some rhythmic patterns. Some difficulty with syncopation, tempo, beat.

Unable to reproduce rhythms; consistently moves off the beat.

SEQUENCING AND ADAPTAB-ILITY

Ability to quickly learn and reproduce sequences fluently and with accuracy. Able to adapt to challenging movement material.

Able to memorize sequences with repetition.

Ability to demonstrate fragments of movement sequences.

Unable to reproduce movement sequences.

OVERALL EXECUTION AND EXPRESSION

Clarity in movement, poise, confidence and expression demonstrated throughout. Outstanding artistry.

Fluent in either execution of movement, or expression, but inconsistent in the other area.

Inconsistent in both execution and expression.

Poor performance.

ADDITIONAL COMMENTS: RECOMMENDATION AND SCORE:


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Rubric for Scoring Drama/Theatre Performance Evaluation Student I.D. # _______________ Grade _____ Age ______ Date _________________________ Audition Location ______________________________________________

CRITERIA EMERGING (0 Points)

TYPICAL (1 Point each)

ABOVE AVERAGE (2 Points each)

SUPERIOR (3 Points each)

Physical Performance Uses limited physical movement in performance. Voice sometimes difficult to hear or understand.

Vocal performance is audible and clear. Occasionally uses body and movement to enhance character.

Uses whole body and voice in performance, consistently uses voice and body to enhance character.

Consistently commits voice and whole body to create a detailed and realistic performance, shows advanced physical coordination and vocal control.

Imagination Only with considerable assistance invents dramatic situations, original ideas, and unusual solutions

With moderate assistance invents dramatic situations, original ideas, and unusual solutions

With minimal assistance invents dramatic situations, original ideas, and unusual solutions

Without assistance, independently invents dramatic situations, original ideas, and unusual solutions

Improvisation Spontaneously creates an ineffective improvisation as compared to those of students of the same age or experience

Spontaneously creates an acceptable improvisation that is typical of students of the same age or experience

Spontaneously creates an effective improvisation that is advanced for students of the same age or experience

Spontaneously creates a highly effective improvisation that is extremely advanced for students of the same age or experience

Characterization The character lacks clarity, is under-developed, and/or not very believable

The character has some clarity, is partially developed, and/or is somewhat believable

The character is generally clear, developed, and believable

The character is exceptionally clear, well-developed, and believable


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DRAMA PERFORMANCE EVALUATION

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CRITERIA EMERGING (0 Points)

TYPICAL (1 Point each)

ABOVE AVERAGE (2 Points each)

SUPERIOR (3 Points each)

Engagement Performs with little energy, focus, and/or commitment

Performs with some energy, focus, and commitment

Performs with energy, focus and commitment

Performs with unusual energy, intensity, focus, and commitment

Technique Technique is typical of students of a younger age or of less training

Technique is typical of students of the same age or training

Technique is advanced compared to students of the same age or training

Technique is superior compared to students of the same age or training

Communication of Meaning Rarely uses voice, facial expression, gesture, and body movement effectively to communicate meaning

Sometimes uses voice, facial expression, gesture, and body movement effectively to communicate meaning

Generally uses voice, facial expression, gesture, and body movement effectively to communicate meaning

Consistently uses voice, facial expression, gesture, and body movement effectively to communicate meaning

Over-All Performance

Performance is typical of students of a younger age or students with less training

Performance is typical when compared with students of the same age or training

Performance is advanced when compared with students of the same age or training

Performance is superior when compared with students of the same age or training

Emerging Total Points __________

Typical Total Points _________

Above Average Total Points __________

Superior Total Points __________

Scoring:

Total Points __________

Signature:___________________________________

Date:_______________

Rater’s Comments


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Student ID:________________ Grade: _______________ Instrument: ______________________ Level of Difficulty: 1 2 3 4 5 Potential:_______

Piece One Piece Two Tone Quality

Intonation Accuracy of Pitches

Technique

Articulation, rhythm,

pulse,

Meter

(Bowing, diction,

tonguing, sticking)

Interpretation

Phrasing, expressive

elements, nuance,

dynamics, tempo

Musicality

Memorization, stage

presence, expression,

artistry, fluency, talent,

potential

Sight Reading, Scales/Arpeggios or Improvisation


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MUSIC PERFORMANCE EVALUATION

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Distinguished Proficient Apprentice Novice Tone Quality

Tone is warm, resonant,

controlled, clear, focused,

consistent, vibrant, rich,

full, beautiful.

Tone has some

warmth, resonance

and clarity, with

some

inconsistencies.

Tone has apparent

inconsistencies

with some

resonance and

clarity.

Tone is weak,

breathy, forced

or unclear.

Intonation Accuracy of

Pitches

Printed pitches are

performed with accuracy;

intonation is within the

appropriate range. Student

shifts cleanly.

Some inaccurate

pitches and some

intonation problems.

Several inaccurate

pitches and

difficulty

playing/singing in

tune consistently.

Inaccurate

pitches; out of

tune.

Technique

Articulation,

rhythm, pulse,

Meter

(Bowing, diction,

tonguing,

sticking,

fingering)

Student used appropriate

technique, as printed or

indicated stylistically for

the selection. Attacks and

releases are clear. Slurs

are smooth and connected.

Pulse of the music is

steady. Indicated meter is

performed correctly.

Notes and rests are held for

the correct value.

Enough technical

flaws to detract from

performance. Style

somewhat

appropriate. Some

inconsistencies in

performance or

printed articulations.

Some unsteadiness

of pulse. Some

rhythmic errors.

Some technical

flaws. Not

stylistically

appropriate.

Printed

articulations not

followed

accurately.

Unsteady pulse.

Several rhythmic

errors.

Flawed

technique.

Inaccurate

rhythms, time

signature not

followed,

accents

overdone or not

apparent. Slurs

are unclear.

Technique is

not appropriate

stylistically.

Interpretation

Phrasing,

expressive

elements,

nuance,

dynamics, tempo

Tempo is steady and

appropriate to the musical

selection. Dynamic

nuances are performed

with appropriate subtlety

and contrast. Phrasing

follows the contour of the

musical line. Phrase

endings have finesse.

Music breathes at

cadences.

Some inaccuracies

in tempo and

dynamic contrast.

Phrasing needs

some improvement.

Several

inaccuracies in

tempo and dynamic

contrast. Phrasing

needs

improvement.

Inappropriate or

uneven tempo.

No contrast in

dynamics.

Phrases do not

have beginning,

middle and end.

Music runs on

at cadences.

Musicality

Memorization,

stage presence,

expression,

artistry, fluency,

talent, potential

Student has correct posture

and poise in performance.

Music is memorized and, if

appropriate, any memory

slips are handled well.

Student expresses

him/herself through the

music selected. Student

uses vibrato appropriately.

Student shows enthusiasm

and potential.

Student has a few

posture problems or

some lack of poise.

Some memory slips.

Signs of emerging

vibrato. Student

shows potential.

Student has posture

or poise issues

which detract from

the performance.

Lack of expressive

qualities.

Incorrect

posture, student

is unprepared,

nervous, not

poised.

Sight Reading or Improvisation

Student performs correct

pitches, rhythms,

dynamics, meter, key

signature. Phrasing and

other marked items are

followed.

Performs pitches

and rhythms with

some accuracy.

Makes a good

attempt at imitating

pitches and rhythms.

Student is an

emerging sight

reader. Tries but

has some difficulty

imitating pitches

and rhythms.

Does not read

music. Does

not imitate

pitches, rhythms

and melodic

phrases

accurately.


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SCORING GUIDE

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STUDENT.ID________________LEVEL.OF.DIFFICULTY:...1...2...3...4...5.....POTENTIAL:___________________ Grade Level: _____________

Distinguished 19-20

Proficient 17-18

Apprentice 15-16

Novice 0-14

Comments

Tone Quality/ Technique (Breath, placement, etc.)

Tone is warm, resonant, controlled, clear, focused, consistent, vibrant, rich, full, beautiful. Consistency between head and chest voice is demonstrated. Effective breath management is demonstrated

Tone has some warmth, resonance and clarity, with some inconsistencies between registers and with the breath.

Tone has apparent inconsistencies with little resonance and clarity. Student breathes at inappropriate times; demonstrates lack of breath support.

Tone is weak, breathy, forced or unclear. Flawed technique. No evidence of breath management.

Intonation/ Rhythmic Accuracy (Accuracy of pitches and rhythms)

Printed pitches are performed accurately; good intonation is demonstrated. Indicated meter is performed correctly. Notes and rests are held for the correct value. Pulse of the music is steady.

Some inaccurate pitches and a few minor intonation problems. Some unsteadiness of pulse. Some rhythmic errors.

Several inaccurate pitches and difficulty singing in tune consistently. Unsteady pulse. Several rhythmic errors.

Inaccurate pitches, out of tune throughout. Inaccurate rhythms, time signature not followed.

Diction (English or foreign language)

Diction is clear. Student demonstrates mastery of the text.

Some inconsistencies in diction but does not take away from the overall performance.

Mispronunciation of text is prevalent and detracts from the performance.

No understanding of foreign language diction; English diction unclear

Musicality (Phrasing, expressive elements, nuance, dynamics & tempo)

Tempo is steady and appropriate to the musical selection. Dynamic nuances are performed with appropriate subtlety and contrast. Phrasing follows the contour of the musical line. Phrase endings have finesse.

Some inaccuracies in tempo and dynamic contrast. Phrasing needs some improvement, but shows progress.

Several inaccuracies in tempo and dynamic contrast. Phrasing needs improvement.

Inappropriate or uneven tempo. No contrast in dynamics. Phrases do not have beginning middle and end.

Performance (Memorization, stage presence, expression, artistry, fluency, talent, potential)

Student has correct posture and poise in performance. Music is memorized. Student expresses him/herself through the music selected. Student used vibrato appropriately. Student shows enthusiasm and potential.

Student has a few posture problems or some lack of poise. Some memory slips, but handled well. Signs of emerging vibrato. Student shows potential.

Student has posture or poise issues which detract from the performance. Lack of expressive qualities. Significant memory slips.

Incorrect posture, student is unprepared, nervous, not poised. The selection is not memorized.

TOTAL:__________________ Selection 1_____________________________________

Selection 2_____________________________________


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MUSIC PERFORMANCE EVALUATION

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MUSIC JOT DOWN Teacher: ____________________________________________________ Date: / / Grade: School: Brief description of observed activity: _____________________________________________________________________________ 1. As students in your class show evidence of the following musical characteristics, jot their names down in the appropriate box(es). 2. When recommending students for gifted services, use the identification jot down as a reminder of student performances

in the area of music. Perceives fine differences in sound. Easily remembers melodies and can

reproduce them accurately. Sensitive to rhythm. May tap fingers or feet while working.

Sustained interest in musical activities.

Expresses feelings or emotions through music.

Makes up original tunes. May hum or sing to break the silence. Interested in musical symbols.

Can identify short rhythmic patterns as same or different.

Likes to perform musically. Sings on pitch. Able to perform musically with a high degree of technical difficulty.

Interested in musical instruments. Enjoys musical performances. Can play or would like to play a musical instrument.

Is interested in and learns musical symbols quickly.



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DANCE JOT DOWN

Teacher: __________________________________________________________ Date: / / Grade: School: Brief description of observed activity: _____________________________________________________________________________ 1. As students in your class show evidence of the following characteristics of dance, jot their names down in the appropriate box(es). 2. When recommending students for gifted services, use the identification jot down as a reminder of student performances

in the area of dance. Perceives fine differences in movement. Easily remembers dance steps and can

mimic them accurately. Sensitive to rhythm. May tap feet while working/walking.

Sustained interest in dance activities.

Expresses feelings or emotions through dance.

Makes up original dance movements. May dance spontaneously. Interested in a variety of dance types.

Can identify short rhythmic dance steps as same or different.

Likes to perform through dance. Dances to beat. Able to perform through dance with a high degree of technical difficulty.

Interested in dance tools, music, dress, etc.

Enjoys dance performances. Can dance or would like to dance to music.

Is interested in and learns dance movement quickly.



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DRAMA JOT DOWN

Teacher: _________________________________________________________ Date: / / Grade: School: Brief description of observed activity: _____________________________________________________________________________ 1. As students in your class show evidence of the following characteristics of drama, jot their names down in the



in the area of drama. Perceives differences in types of drama. Easily remembers lines of dialogue and

can speak them accurately. Quotes lines from movies, shows, plays, and acts out in appropriate setting.

Sustained interest in drama activities.

Expresses feelings or emotions through drama.

Makes up original plays and dialogues. May quote dialogue from various sources; plays, movies, shows, spontaneously.

Interested in scripts.

Can identify varied drama as same or different.

Likes to perform through drama. Uses appropriate expressions according to the type/mood of scene.

Able to perform dramatically with a high degree of technical difficulty.

Interested in the tools of drama; scripts, plays, shows, etc.

Enjoys performances of drama. Able to act and is passionate about acting.

Is interested in acting and learns scripts easily.



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VISUAL ART JOT DOWN

Teacher: ____________________________________________________________Date: / / Grade: School: Brief description of observed activity: _____________________________________________________________________________ 1. As students in your class show evidence of the following characteristics of visual art, jot their names down in the appropriate box(es). 2. When recommending students for gifted services, use the identification jot down as a reminder of student performances

in the area of visual arts. May be asked by others to do art work. Likes to comment on colors, shapes and

structure of things. Enjoys and appreciates or may be critical of own art work and work of others.

Takes pride in doing things well.

Draws or doodles a lot in school/home. Does outstanding original art work. Likes to use many different materials. Enjoys talking about art and collecting works of art.

Masters basic art skills quickly and easily.

Has a keen sense of humor/makes unusual connections with drawing.

Concentrates on art projects for long periods. May shut out other things going on around them.

Creates exceptional charts, graphs, models, or other visuals when given the opportunity.

Demonstrates elaboration in art work. Has a sensitive use of line/color/texture. Enjoys open-ended art activities. Has an appreciation of beautiful objects.



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LEADERSHIP JOT DOWN

Teacher: _________________________________________________________ Date: / / Grade: School: Brief description of observed activity: _____________________________________________________________________________ 1. As students in your class show evidence of the following leadership characteristics, jot their names down in the



in the area of leadership.

Gets others to work toward desirable/undesirable goals.

Looked to by others when something must be decided.

Initiates activities that involve peers. Able to figure out what is wrong with an activity and show others how to do it better.

Transmits his/her enthusiasm for a task to others.

Judges abilities of others and finds a place for them.

May appear “bossy” at times. Interacts easily with both children and adults.

Sought out by other students for play/activities.

Sense of justice and fair play. Can be counted on to do what he/she has promised.

Self-confident.

Often the captain of teams Helps settle differences. Makes things happen. May be frustrated by lack of organization or progress.



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PRIMARY TALENT POOL


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PRIMARY TALENT POOL

PROCESSES & PROCEDURES

The state of Kentucky defines Primary Talent Pool (PTP) as "a group of students who possess demonstrated or potential ability to perform at exceptionally high levels in the primary years (grades K-‐3)." These students may be referred to as high-‐potential learners. High potential learners are defined as students who learn and comprehend at a faster pace and more complex level than their age peers. These students often acquire skills earlier and progress at an accelerated rate. The purpose of selecting students to participate in a PTP is to provide early interventions for those students whose talents must be nurtured in order for those talents to fully develop.

According to 704 KAR 3:285, “high-‐potential learner” are students who typically represent the top quartile (25%) of the entire student population in terms of the degree of demonstrated gifted characteristics and behaviors.

Identification and Services for Primary Talent Pool

McCracken County’s Gifted and Talented Placement Committee will conduct a primary review in the fall and spring. A minimum of four criteria is required as evidence that students should participate in McCracken County Schools' PTP. Informal and formal evidence is gathered by teachers and other school staff, gifted personnel, and parents. The evidence is then reviewed by the district’s Gifted and Talented Placement Committee and a decision is made regarding inclusion. Specifically, four of the following pieces of evidence are needed for placement in PTP: • Primary portfolio (collection of evidence demonstrating student performance) • Inventory checklists • Parent interview or questionnaire • Available formal test data • Anecdotal records (Jot Down) • Gifted and Talented Placement Committee recommendation (required)

Although, formal, normed measures may be used for diagnosing the level of instructional service needed by a student and for evaluation of student progress. Data from formal, normed measures shall not be used for the purpose of eliminating eligibility for services to a child in the primary program but may be used to discover and include eligible students overlooked by informal assessments.

McCracken County’s Gifted and Talented Placement Committee ensures equal representation during an informal selection of all Kindergarten through third grade


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students in the district. The Primary Talent Pool should include about 25% of primary students in the district. The idea of ―casting a wide net allows for a larger number of high potential learners to be nurtured through the primary years. This is particularly important for children who have little or no support at home. Research shows that students whose gifts have not been nurtured begin to underachieve at least by the third grade. When more students are nurtured through the primary years, more gifted children can be formally identified later.

Special considerations such as environmental, language, cultural, and economic barriers may be included in the identification process. Students are informally selected for PTP in the fall and spring of each school year. Teachers or parents may recommend a child for Primary Talent Pool. Recommendations are accepted in the fall and spring for any student Kindergarten through third grade. The recommendation process ensures a continuous, on-‐going review allowing for multiple entry points.

Once identified for PTP, the classroom teacher is primarily responsible for seeing that the individual needs of every student are met through differentiated instructional practices. The school counselor and school curriculum specialist are available to help with strategies and resources. Regardless of whether a student is or is not in Primary Talent Pool in no way indicates whether he/she will be identified for gifted and talented services in fourth grade. All students considered for gifted and talented educational services must be formally identified using multiple criteria different from those used for Primary Talent Pool.


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KINDERGARTEN CHECKLIST

Teacher______________________ School_________________ When compared with other students in the kindergarten, which of your pupils possess, to a marked degree, some of the following characteristics? Be particularly observant of the youngest students in the class. Do not exclude any student because of a speech defect.

1. Has unusually good vocabulary.

2. Has ideas that are often very original in one or more areas (i.e., block play, free

activities, art, rhythms, sharing) 3.Is alert, keenly observant, responds quickly.

3. Has an unusually good memory.

4. Has a long attention span.

5. Recognizes, on his or her own, some words in books on the browsing table.

6. Uses longer sentences.

7. Reasons things out, thinks clearly, recognizes relationships, comprehends meanings.

8. Is curious about many activities and places outside immediate environment

and/or experience.

9. Is a leader in several kinds of activities.

10. Is able to influence others to work toward desirable goals.

11. Has outstanding talent in special area(s) such as art, music, rhythms, dramatics [Indicate area(s) of talent]

If you have students who exhibit at least five of the above characteristics, please list their names on the attached form and return to school counselor or curriculum specialist. Following each name, list the number of all characteristics that fit the pupil. (Form developed by Curabelle Clark and Eleanor Dyer, Compton; Lyman Peterson, Paramount; Margaret Lund, Manhattan Beach; Beatrice Lantz, Division of Research and Guidance, Office of Los Angeles County Superintendent of Schools.)


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KINDERGARTEN CHECKLIST

Teacher______________________ School_________________

STUDENT’S NAME CHARACTERISTIC INDICATED BY NUMBER

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

ADDITIONAL COMMENTS:


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