FowlerElementarySchool DistrictGiftedProgram
School's Philosophy
Gifted children have special needs that are best addressed through qualitatively differentiated learning opportunities. Fowler's Gifted Resource Program is designed to provide an environment in which students do not encounter limitations to their cognitive and affective development.
Gifted Program Goal
The program goal of the gifted program of the FowlerElementarySchool District is to assure appropriately differentiated learning opportunities to those students falling outside of the traditional range of regular education classes.
Fowler Elementary School District Gifted Program Definitions
Verbal Reasoning
Generally, verbal reasoning refers to a student's ability in oral and writing expression, reading and comprehension skills, and literal understanding and use of words. This reasoning also refers to how well students solve problems using words
Quantitative Reasoning
Generally, quantitative reasoning refers to a student's ability in understanding the elements of number theory, or the application and analysis of number problems. This reasoning also refers to how well students solve problems using numbers.
Nonverbal Reasoning
Generally, nonverbal reasoning refers to a student's ability in spatial and abstract thinking. This reasoning also refers to how well students solve problems using shapes and figures.
FowlerElementary School District Program Descriptions
Services to 5th grade- 8th grade + Ell
This program provides assistance to ensure compliance with state requirements for the appropriate identification procedures of potentially gifted students, and curriculum and instruction for students who have been identified as gifted.
At each school site, the gifted resource teacher provides consultative services to regular classroom teachers in grades 5-8 in order to assist the teacher in differentiating instruction for highly able students. Instructional strategies utilized may include:
• Flexible ability/skill grouping (e.g., within regular classroom or by movement to neighboring classrooms)
• Variation of product options
• Adjusted outcome expectations
• Individualized projects
• Provision of enrichment opportunities (e.g., classroom learning centers, literature studies, library studies, guided research, and advanced computer usage)
Services to 5th – 8th
Verbal Reasoning
Children identified as gifted in the area of verbal reasoning are eligible for gifted programming in the area of language arts. They may attend a gifted resource language arts class during communication arts uninterrupted time. Appropriate grade-level and accelerated objectives for communication arts will be addressed.
Quantitative Reasoning
Children identified as gifted in the area of quantitative reasoning are eligible for gifted programming in the area of mathematics. They receive instruction on appropriate grade-level and accelerated objectives. Where identified students are not taught directly by the gifted resource teacher, the gifted resource teacher provides on-going consultative services to the classroom teacher in designing, implementing, monitoring, and evaluation math instruction.
Nonverbal Reasoning
Children identified as gifted in the area of nonverbal reasoning are eligible for gifted programming in abstract reasoning and spatial relationships concepts. Services consist of consultation by the gifted resource teacher and other teachers working with the student to enhance each child's nonverbal reasoning abilities within curriculum areas. Gifted resource teachers collaborate with teachers and provide ideas and materials.
Future Goal: A website will be created with many nonverbal activities for the students. This website will be accessed by students, teachers, and parents.
Middle School Advanced Placement
FowlerElementarySchool District is committed to an educational program that recognizes the value, needs and talents of the individual student. The GATES program for gifted students is an integral part of this commitment.
This program is designed to challenge the gifted student through a multidimensional teaching approach involving special curricula, enrichment, and the acceleration of course content.
The ultimate goal of the program is to develop within the student a desire for excellence and a sense of individual responsibility to the school community and to a changing society.
The FowlerElementarySchool District offers advanced placement courses for middle school students in grades six through eight. Advanced classes in Mathematics and Language Arts are available for those students who meet designated criteria. Placement is based on meeting criteria on indicators of achievement and a high degree of motivation as evidenced by grades or mastery of objectives and teacher assessment of work completion. These indicators include:
- State tests
- Fowler District tests
- Middle School Math placement assessment
- Elementary School gifted placement
- 5th grade primary language arts or math teacher evaluation of student performance
Specialized Programs
GATES – Gifted and Talented Education Program for Under Represented Students
FowlerElementarySchool District is using methods to reach students in all sectors of our student population, including students from minority ethnic and cultural groups and from our ELL community. To reach students at the elementary and middle school level who do not appear to fit the traditional profile of a gifted student (high academically oriented student), we have developed a teacher observation form that lists a variety of characteristics often exhibited by gifted students. In this way, we hope to provide access to the gifted program for all potentially qualified students. GATES testing is provided in English and Spanish.
Students referred for identification will be provided with a multi-dimensional assessment to determine the range of abilities and the significance of cultural, linguistic and socioeconomic backgrounds.
Special Education Program
Services for English Language Learners are available and follow the district identification process.
IDENTIFICATION PROCESS: SCREENING AND REFERRAL FOR EVALUATION
What are some recommended techniques or tools for screening potentially gifted LEP students?
Screening is initiated by a request of the teacher, parent, or an interested individual and, as defined by AZDE Rules, is that process by which a rapid assessment is made to identify candidates for formal evaluation. Gifted screening may include survey, review and assessment of a student’s behavior, history, and current strengths and weaknesses. These data assist school personnel in determining whether a referral should
be initiated for a full evaluation as required under one of the two plans defined AZDE.
Techniques for screening potentially gifted LEP students may include these:
-Parent interviews to elicit evidence of behaviors in the home and community settings
- Academic assessment, irrespective of English proficiency
-Academic skills not dependent on English language (e.g., mathematics calculations, problem solving using visual-spatial reasoning)
-Nonverbal cognitive screening tests (e.g., Matrices subtest of the Kaufman Brief Intelligence Test [K-BIT]; Test of Non-verbal Intelligence [TONI])
- Curriculum-based assessment (if used with accommodations for heritage language)
- Student interviews
- Review of prior school records and performance including scores on tests in heritage language
- Work samples in heritage language and English
-Observations of student by school personnel, especially those who are proficient in the student’s heritage language
-Interviews with teachers with special consideration of ESOL teachers, bilingual paraprofessionals, and other personnel who work with the student
- Interviews with other appropriate people with knowledge of the student/family (clergy, former teachers, pediatrician, etc.)
-Test-educate-test paradigms to assess the modifiability of the student’s cognitive processes
IDENTIFICATION PROCESS: EVALUATION
Who is responsible for evaluating the intellectual abilities of LEP students?
AZDE requires that tests of intellectual functioning for all students referred for evaluation shall be administered and interpreted by a certified school psychologist as defined by Rule, or a psychologist or school psychologist licensed under Arizona Statutes. In the case of LEP students, evaluators need to have expertise in assessing LEP students. High levels of proficiency in the students’ heritage language and English are desirable as is knowledge of the students’ culture to ensure that all assessment data are interpreted within appropriate linguistic and cultural contexts. Evaluators should be knowledgeable about factors affecting second language acquisition and in the role that these factors play in the assessment process.
If there is not a school psychologist or psychologist available in the district with appropriate competencies to conduct evaluations with LEP students, how can the district ensure that the evaluation is conducted in the language or other mode of communication commonly used by the student?
School districts have the authority under Arizona Statutes, to cooperate in providing exceptional education services and to contract with approved non-public schools or community facilities for services. These powers can be used to share costs in making sure that appropriate school psychologists or psychologists are available when needed.
FowlerElementary School District Belief Statements
• Gifted children have a right to an appropriate education, one grounded in the recognition of individual differences and unique learning needs.
• Appropriate curriculum for gifted students must be qualitatively different from the regular school program.
• Gifted curriculum should be such that students do not encounter limitations to their cognitive and affective development.
• Gifted children require a curriculum responsive to their individual learning rate, style, and complexity.
• Gifted children need time to interact with their intellectual peers in order to nurture and support their cognitive needs.
• Gifted children need time to interact with their age/grade peers in order to nurture and support their social development.
• The diversity of individuals and cultures will be honored and integrated into substantive curricular content.
• Learning environments must incorporate activities to help students develop the following traits and skills: independence, openness to new ideas, innovation, exploration, self-monitoring, creativity, planning, decision-making, and other executive thinking processes.
• Provisions must be made for gifted students with special needs to facilitate successful interaction with gifted peers and achievement of individual goals.
• Meeting the affective needs of gifted students must be an integral part of the gifted program.
Child Study Team Roles
Decisions regarding the identification of gifted students as well as recommendations for services are made through a Child Study Team at each elementary school. Each member of the Child Study Team has specific responsibilities. The following are presented to help clarify these responsibilities.
Classroom Teacher
• Provides sufficient behavioral and academic data including completed Student Assessment Form (form may also be completed by previous year's teacher)
• Provides documentation regarding current differentiation in the classroom
Gifted Resource Teacher
• Schedules CST meeting dates and contacts staff involved regarding scheduling
• Provides current and previous testing data
• Maintains notes and records on CST meetings
• Provides written notification of identification status to parents as soon as possible
• Provides verbal communication of recommendation of services to parents within a reasonable time, when appropriate
• Does follow-up with all staff affected by the decision/recommendations
• Provides copies of CST Report Forms on all students tested to District Office
• Files original CST Report Forms in students' gifted resource files
• Schedules follow-up actions that are indicated by CST (follow-up meetings, further testing, etc.)
• Provide on-going communication where appropriate regarding CST recommendation to subsequent classroom teacher(s)
Principal
• Provides leadership in the CST meetings
• Follows up with classroom teachers on students not identified but who show need for differentiation in the regular classroom
• Verbally communicates with parents when appropriate
• Provides support to gifted resource teacher when direct service is indicated
Psychologist
• Observes student in the classroom if necessary
• Attends all gifted CST meetings
• Interprets current and previous testing
• Provide support to gifted resource teacher with parent concerns
• Provides additional testing if necessary
• Verbally communicates with parents when appropriate