EAST BERNSTADT INDEPENDENT SCHOOL
PRIMARY TALENT POOL
GIFTED AND TALENTED
HANDBOOK
“The purpose of learning is growth, and our minds, unlike our bodies,
can continue growing as long as we live.”
Mortimer Adler
EAST BERNSTADT INDEPENDENT SCHOOL
Mission Statement
Educate all students and
Build lifelong learners who are
Inspired to be their best while
Striving for success
Gifted and Talented Identification Process
General District-Wide Guidelines
In compliance with 704 KAR 3:285, 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, interests and abilities shall be designed to address environmental and cultural factors that may contribute to the student being overlooked, such as whether the student is economically disadvantaged, or underachieving, is a member of a racial or ethnic minority or has a disability.
- A district-wide Gifted and Talented Identification and Placement Committee will remain in place to help develop policies and procedures, identification standards, and to identify students to be served. This committee will consist of representatives from:
- The Teaching Staff
- Administrators
- The Gifted Education Teacher and/or District Coordinator.
- Sub-Committees will be developed for the purpose of identification of primary talent pool students. The Sub-Committee for Primary Talent Pool Identification and Placement shall consist of the following members:
- 1st grade—all first grade teachers and GT Resource Teacher
- 2nd grade—all second grade teachers and GT Resource Teacher
- 3rd grade—all third grade teachers and GT Resource Teacher
2. The district Gifted and Talented Identification and Placement Committee will have at least one meeting per semester for the purpose of identifying identifying students in the areas of general intellectual ability, specific academic aptitude, creative or divergent thinking, and psychosocial or leadership skills. In addition, meetings for screening for visual and performing
Arts will be held as necessary.
3. Parents will be notified via letter that their child has been selected to participate in thetalent pool or receive gifted education services in one of the five identified areas. They willalso receive a letter after initial identification and during transition points requesting anyinformation that they feel would be helpful to the school/district in developing the GiftedStudent Services Plan (hereafter GSSP).
4. For students who have been nominated but not placed by the identification committee,parents/guardians and/or teachers may appeal the decision as spelled out in the district’sAppeals Policy.
5. Criteria for identification are listed in each specific area of giftedness in this handbook.
6. Students remain identified in areas of giftedness until graduation; however, appropriatelevels of service are determined yearly using information from test data and classroomperformance. Talent Pool participants remain in Talent Pool until the end of the primarygrades. Parents of Talent Pool students will receive an exit letter at the conclusion of theprogram.
7. Transfer students will be admitted to the program if the evidence is acceptable and meets state regulations and the standards of the East Bernstadt Independent School Gifted and Talented Identification and Placement Committee.
EAST BERNSTADT INDEPENDENT SCHOOL
General School-Wide Guidelines
1.GSSP’s will be written by the classroom teacher in consultation with the gifted/talented teacher/coordinator and/or the building administrator. The GSSP will be a document placed on EB-Share and readily available for review. Each teacher will create a folder to house the GSSP’s for any PTP/GT student they have during any given year.
2. Each identified student will have an annual GSSP for service delivery in each area ofgiftedness for that specific student.
3. Parents/guardians will receive a copy of the GSSP first and second semester. They will also receive a minimum of two progress reports (one each semester) throughout the year.
4. Each student will have a gifted and talented folder (provided by the district) that will followthe student through his/her academic career at EBS. Folders will be maintained in theGT office. An alert letter will be placed in each student’s record at the time of initialidentification.
5. The school will notify parents that they are eligible to nominate their own child foridentification. Notification can be through regular newsletter or through information placed on the school web-page.
EAST BERNSTADT INDEPENDENT SCHOOL
Nomination Timeline and Process
1. Nominations from teachers, administrators, and parents will be accepted at any time butwill be strongly encouraged in September/October. The district Gifted and Talented Identification and Placement Committee will meet to determine identification and placement during first semester.
2. A second round of nominations will be accepted in January/February. The Gifted and Talented Identification and Placement Committee will meet in for identification and placement during second semester.
3. Additionally, teachers and administrators will be encouraged to nominate students in Aprilor May toward the end of the school year (when teachers know their students best). Thecommittee will meet prior to the close of the school year for identification and placement.
4. When teachers and administrators nominate students, supporting evidence must beincluded.
5. When scores are returned during the summer and students are eligible for identification,The Gifted and Talented Identification and Placement Committee will need to meet and discuss the student’s eligibility for gifted services based on scores and evidence provided.
6. Teachers may submit any of the following pieces of evidence, as they apply to each area ofgiftedness
EAST BERNSTADT INDEPENDENT SCHOOL
Appeals Policy
Parents/Guardians and teachers/administrators of students in grades 4-8 may petition on behalf of a student not selected by the Gifted and Talented Identification and Placement Committee in the following manner:
1. The appealing party shall submit in writing to the Gifted Education
Coordinator/Teacher(s) with specific reasons why he/she thinks the screening results arenot accurate or why an exception should be made.
2. The Gifted Education Coordinator/Teacher(s) shall complete a student profile and presentthat, along with the petition or appeal, to the Gifted and Talented Identification and Placement Committee. The profile shall include a recommendation from the appealing party withsubstantiating evidence from the child’s present and/or previous teacher(s).
3. The Gifted and Talented Identification and Placement Committee shall hear appeals in a timely manner. Appeals need to be made to this committee within two weeks of the semester’s Gifted and Talented Identification and Placement Committee identification meeting.
4. If the Gifted and Talented Identification and Placement Committee determines that the student qualifies for the Gifted Education program, he/she may begin participating as soon as the parent/guardian is notified and any appropriate forms are signed.
5. If the student does not qualify for the program, a written appeal may be made to theSuperintendent/designee, who must respond in writing within two (2) weeks of the appeal.
6. If the Superintendent/designee upholds the decision of the Gifted and Talented Identification and Placement Committee, theappealing party may petition with an additional appeal to the Board of Education.
SPECIFIC ACADEMIC APTITUDE
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 have typically, at least, above average 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 (Specific Academic Area)
1. Identification is based on multiple evidences. No child will be denied entrance to theprogram based on only one criterion. Three measures/processes will be used to
determine eligibility. If the student meets the minimum criteria in three areas, he/shewill be admitted into the program. The areas are as follows:
a. Norm Referenced Test: The criterion is met if the student scores in the ninth stanineon one or more subject test scores of a standardized normed achievement test.
b. EBS Specific Academic Checklist: Criterion is met if the student scores 32+ on thechecklist.
c. Teacher Recommendation: Criterion is met if two additional forms of evidence is included along with the teacher recommendation form that indicates high level of ability in the nominated subject area.
d. Additional Evidence: Teachers may submit any of the following pieces of evidence:parent nomination, self-nomination, continuous progress data, Specific Academic jotdown notes, or evidence from student portfolios (or work samples)
demonstrating exceptional performance. To meet criterion, the evidence must be
considered valid, reliable, and convincing. Evidence must support
behaviors/performance outlined in the EBS Specific Academic Checklist.
2. When a student is identified, parents will be notified by letter. Students who are new tothe gifted/talented program will receive a parent/student input form to aid in developmentof the GSSP.
3. A GSSP must be completed and sent home each semester. The gifted education teacher will create a GSSP folder to be maintained in the GT office.
4. A student may be identified in one or more of the academic core content areas.
5. Students may be identified at any time during grades 4-12.
6. Transfer students will be admitted to the program if the evidence is acceptable and meets state regulations and the standards of the East Bernstadt Independent School Gifted and Talented Identification and Placement Committee.
7. Progress reports on the GSSP are to be completed for each identified student at the end ofeach semester.
POSSIBLE INTERVENTIONS FOR STUDENTS IDENTIFIED IN
SPECIFIC ACADEMIC APTITUDE
? Teach the student how to manipulate written and spoken language by using analogies andeuphemisms.
? 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 day.)
? Ask the student to compare two objects of his/her own choice.
? Allow the student to select and complete a science project.
? Have the student compare and contrast ancient number systems.
? Allow the student to take advantage of accelerated math curricula rather than repetitious drillwhen he/she has shown mastery level achievement on a diagnostic test.
? Use reading series material with high interest and high vocabulary.
? Provide a large variety of supplementary reading materials in the student’s interest area at his/her reading ability level.
? Encourage the student to communicate and/or demonstrate his/her ideas or solutions to othersas a means of sharing discoveries.
? Assist the student in becoming familiar with online research.
? Facilitate the student’s interest in a specific area by matching him/her with an appropriatementor for a designated amount of time.
? Require the student to analyze survey data and make a generalization(s) about its results.
TEACHER CHECKLIST FOR STUDENTS IDENTIFIED IN THE
AREA OF LANGUAGE ARTS /READING
Student Name______Teacher______
Grade______Date______
In the section below, circle the number which indicates your observation of the characteristic for this child in comparison to their peers of the same age.
Never (0) / Seldom (1) / Sometimes (2) / Frequently (3)Is an avid reader
Has a large, advanced and/or rich vocabulary
Expresses feelings of characters to make them seem real
Writes more than other students (quantity)
Writes for run
Introduces, develops and concludes a story interestingly and elaborately
Enjoys composing poems, original stories and plays or keeping a journal
Exhibits great desire to excel
Enjoys talking with experts in this subject
Understands cause and effect
Prefers to work individually
Is eager to complete tasks
Is very alert: supplies rapid answers
May have favorite author and can compare one author to another
Total: ______
Language Arts Jot Down Sheet
Brief description of the activity:
Teacher: School:
Date: Grade Level:
As student in your class show evidence of the following LANGUAGE ARTS characteristics, make notes in the appropriate box or boxes.
When recommending students for gifted services, use this chart to record your anecdotal records.
Sees connections. / Asks many probing questions. / Enjoys sharing what they know. / Provides many written / oral details.Widely read or likes to read about subject area. / Absorbs information quickly from limited exposure. / Has a large vocabulary in subject areas. / Benefits from rapid rate of presentation in subject area.
Displays intensity for learning within subject area. / Requires little drill to grasp concepts. / Generates large numbers of ideas or solutions to problems. / Knowledgeable about things others 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. Whaley and M. Evans, the Center for Gifted Studies, WesternKentuckyUniversity
TEACHER CHECKLIST FOR STUDENTS IDENTIFIED IN THE
AREA OF MATH
Student Name______Teacher______
Grade______Date______
In the section below, circle the number which indicates your observation of the characteristic for this child in comparison to their peers of the same age.
Never (0) / Seldom (1) / Sometimes (2) / Frequently (3)Gets the answer correct, but may find it difficult to tell you how
Invents new obscure systems and codes
Reasons effectively, likes problems and puzzles
Grasps the abstract nature of Mathematics easily
Enjoys trying to solve difficult problems
Intuitive: has the ability to do deductive and inductive reasoning
Exhibits great desire to excel in Mathematics
Is eager to tell others about discoveries and shows excitement in voice when talking about this subject
Prefers to work individually
Is inquisitive
Is very alert: supplies rapid answers
Enjoys talking with experts in this subject
Is eager to complete tasks
Total: ______
Mathematics Jot Down Sheet
Brief description of the activity:
Teacher: School:
Date: Grade Level:
As student in your class show evidence of the following MATHEMATCIS characteristics, make notes in the appropriate box or boxes.
When recommending students for gifted services, use this chart to record your anecdotal records.
Gets the answer correct, but may find it difficult to tell you how. / Invents new, obscure systems and codes. / Reasons effectively, likes logic problems and puzzles. / Grasps the abstract nature of mathematics easily.Enjoys trying to solve difficult problems. / Intuitive; has the ability to do deductive and inductive reasoning. / Exhibits great desire to excel in mathematics, as a mathematician or a scientist. / Is eager to tell others about discoveries and shows excitement in voice when talking about this subject.
Prefers to work individually. / Is inquisitive. / Is very alert; supplies rapid answers in mathematics. / Enjoys talking with experts in this subject.
Is eager to complete tasks.
Developed by L. Whaley and M. Evans, the Center for Gifted Studies, WesternKentucky University
TEACHER CHECKLIST FOR STUDENTS IDENTIFIED IN THE
AREA OF SCIENCE
Student Name______Teacher______
Grade______Date______
In the section below, circle the number which indicates your observation of the characteristic for this child in comparison to their peers of the same age.
Never (0) / Seldom (1) / Sometimes (2) / Frequently (3)Interested in Science books and / or Science programs on TV
Has Science related hobbies, collections
Likes gadgets
Learns Science concepts quickly
Curious about natural relationships and wants to understand how things work
Comes up with good questions or ideas for experiments
Persistent: sticks with investigations in spite of difficulties
Exhibits great desire to be a scientist
Is eager to tell others about discoveries and shows excitement in voice when talking about this subject
Prefers to work individually
Is inquisitive
Is very alert: supplies rapid answers in Science
Enjoys talking with experts in this subject
Enjoys Science museums, Discovery Channel, Weather Channel, Etc….
Total: ______
Science Jot Down Sheet
Brief description of the activity:
Teacher: School:
Date: Grade Level:
As student in your class show evidence of the following SCIENCE characteristics, make notes in the appropriate box or boxes.
When recommending students for gifted services, use this chart to record your anecdotal records.
Interested in science books and/or science programs on television. / Has science related hobbies and collections. / Likes gadgets. / Learns science concepts quickly.Curious about natural relationships and wants to understand how things work. / Comes up with good questions or ideas for experiments. / Persistent; sticks with investigations in spite of difficulties. / Exhibits great desire to be a scientist.
Is eager to tell others about discoveries and shows excitement in voice when talking about this subject. / Prefers to work individually. / Is inquisitive. / Is very alert; supplies rapid answers in science.
Enjoys talking with experts in this subject. / Enjoys science museums, Discovery Channel, Weather Channel, etc.
Developed by L. Whaley and M. Evans, the Center for Gifted Studies, WesternKentuckyUniversity
TEACHER CHECKLIST FOR STUDENTS IDENTIFIED IN THE
AREA OF SOCIAL STUDIES
Student Name______Teacher______
Grade______Date______
In the section below, circle the number which indicates your observation of the characteristic for this child in comparison to their peers of the same age.
Never (0) / Seldom (1) / Sometimes (2) / Frequently (3)Sensitive to social issues, concerned with moral and ethical questions
Knowledgeable about current events
Reads or watches TV programs dealing with global awareness
Shows interest in learning a foreign language
Has a high interest level in global issues of environment, endangered species, etc.
Enjoys learning about the past, present and future
Exhibits great desire to earn high grades
Is eager to tell others about discoveries and show excitement in voice when talking about a subject
Enjoys talking with experts in this subject
Understands cause and effect
Can apply knowledge to a variety of social science related issues
Enjoys Discovery Channel
Interested in people
Is inquisitive, especially in history related topics and items
Total: ______