Cossatot River School District

Gifted and Talented Policy Handbook

2025-2026

Table of Contents

District Information……………………………………………………….….………...2

Definition of Giftedness………….………………………………………………...…..3

Program Goals and Objectives………………………………………….……………...4

Needs of a Gifted Student……………………………………………………….……...5

Program Description………………………………………………………………........6

Bright Child vs. Gifted Learner………………………………………....………….......7

Behavioral Characteristics of a Gifted Student………………………....………………8

Identification Flowchart…………………………………………………………...........9

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

Exit Policy………………………………………………………………..….….….…..13

Frequently Asked Questions……………………………...……………….......…….....14

CRSD GT Policies extended…………………………………………………………...15

Cossatot River School District

G/T Staff Assignments

2025-2026

   Director of Gifted/AP Programs

K-12 G/T Specialist

               Bethany Brantley

Cossatot River School District

AP Staff Assignments

2025-2026

Advanced Placement Courses

Chemistry                                Nick Depriest

Language & Composition                Beverly Higgins

Cossatot River School District has a long history of commitment to excellence. Part of that commitment entails helping every student meet his/her full potential; therefore, providing for the needs of gifted students is essential. The district recognizes and supports the concept of differentiated curricula for students placed in the gifted and talented program. Extension of the depth and complexity of the learning experience is accomplished by promoting higher order thinking skills, critical and creative problem solving, opportunities to study areas of self-interest, and a sense of individual self-worth.

DEFINITION OF GIFTEDNESS

According to the Gifted and Talented Rules and Regulations: Program Approval Standards (ADE 1999), “Gifted and talented children and youth are those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experiences and/or services.”

Possession of these talents and gifts, or the potential for their development, will be evidenced through an interaction of the following:

1. Above average intellectual ability
2. Task commitment and/or motivation
3. Creative ability

PROGRAM GOALS AND OBJECTIVES

• Our goal is to provide varied types of opportunities appropriate to meet gifted students’ cognitive and affective needs within the school.  In order to achieve this goal, we will

• provide opportunities for students to pursue individual interests, develop talents, take risks and produce creative products.  

• provide for the cognitive needs of gifted students through challenging instruction that differs in content, process, product, and pace from the traditional classroom.

• provide for the social-emotional needs of gifted students through peer discussions and activities designed to develop self-awareness, a healthy self-concept, and an understanding of strengths, weaknesses, and potentials.

• provide opportunities for students to utilize a variety of technologies as appropriate

• To make sure the program includes nondiscriminatory identification procedures.

• Our goal is to serve as a resource for teachers and parents in meeting the needs of gifted students.  In order to achieve this goal, we will

• provide staff development and support in the differentiation of curriculum and instruction necessary to challenge gifted students at their ability levels.

• provide training for staff regarding the characteristics and educational needs of gifted students.

• collaborate with regular education teachers in order to meet the cognitive needs, as well as the social and emotional needs, of gifted students in the classroom.

• effectively communicate with parents of gifted students concerning student progress and program options.

• provide an informational public meeting, evaluate the program annually to determine strengths and areas for implementing change

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HOW DO WE MEET THE NEEDS OF A GIFTED STUDENT?

Gifted children need special education services:

Enrichment

Provide opportunities to study content that adds to or goes beyond that which is taught in the regular classroom

Acceleration 

Provide opportunities to study new material that is typically taught at a higher grade level than the one in which the child is currently enrolled

Individualization

Recognize the student’s needs based upon his/her readiness level and interests

Remediation

Focus on closing any gaps which may have occurred during previous learning

Social/Emotional Needs 

Focus on the affective needs of gifted students

Research 

Acquire research skills necessary to explore areas of interest

Adapted from Feldhusen: Excellence in Educating the Gifted (1989)

CRSD G/T PROGRAM DESCRIPTION

The G/T Program is systematically organized, with the long range goal of providing a rigorous and relevant education in preparing our gifted students to become college and career ready.  The program is designed to monitor and adjust to meet the changing needs of our students from the time they are identified through graduation from high school.  The Gifted and Talented Coordinator will work in conjunction with campus principals, under the authority of the superintendent and school board to provide and/or facilitate the following program options within our school district:

Grades K – 2: Whole Group Enrichment Program:  The G/T Specialist designs whole group enrichment lessons emphasizing creativity, problem solving, logic, and critical/reflective thinking. All K-2 students receive weekly enrichment lessons. Two lessons per month are delivered by the G/T Specialist and two lessons are delivered by the regular classroom teacher.  These lessons are designed to help identify potentially gifted learners for future placement.

Grades 3-6: Elementary G/T Program:  The 3-6 program operates through a pull-out program divided into grades 3-4 and 5-6. Identified students receive direct instruction for a minimum of 150 minutes per week; however, there is not a maximum amount of time allowed in the GT resource room, and students often exceed the 150 minute time requirement.  The district’s goal is to serve at least 5% of our elementary school population. Students meet in small groups weekly with the certified G/T Specialist where differentiated curriculum is implemented and includes student interests, affective needs, and specifically designed to challenge students beyond that provided in the regular classroom. Activities and assignments promote logical and creative thinking skills.  Identified elementary students are involved in ancillary programs operated through the G/T program and/or specific campuses such as Community Service opportunities, Quiz Bowl, Chess, Battle of the Books and Spelling Bee. Shadowing experiences and guest speakers from the community are scheduled when available.

Grades 7 – 9: Junior High G/T Program:  Identified G/T students in grades 7-9 are served through modifications in the regular classroom using the Differentiation for Secondary Course Content as well as regular meetings with the GT Specialist. All 7-9 teachers have been trained on how to properly differentiate for gifted learners.  Regular classroom teachers and the G/T Specialist continue to work together to plan curriculum differentiation for identified gifted students.  Identified students also receive direct services through the G/T Specialist. Meetings with the G/T Specialist are provided at least once monthly and are designed to meet the affective needs of gifted students. It also promotes critical/creative thinking skills and strategies for taking high stake exams such as the ACT. Identified junior high students are given the opportunity to participate in programs such as quiz bowl and chess.

Grades 10-12: High School G/T Program:  Identified G/T students in grades 10-12 are served through AP and/or Concurrent courses and G/T Specialist meetings. Through our AP program, students have the opportunity to pursue college-level studies while still in secondary school through a high school preparatory course.  Our Concurrent Enrollment courses provide students an opportunity to enroll in a college level course offered by UARM, that upon completion would qualify for academic credit in both the institution of higher education and a public high school following ADE AP/IB Rules.  Additionally, our identified 10-12 students receive direct services through the G/T Specialist that are designed to help students excel in AP/Concurrent courses as well as teach them strategies for taking high stakes exams such as the ACT and college/career preparedness. The Identified G/T students are given the opportunity to participate in programs such as quiz bowl, chess, Governor’s School, NHS, and Beta.

BRIGHT CHILD VS. GIFTED LEARNER

BEHAVIORAL CHARACTERISTICS OF A GIFTED STUDENT

Academic Ability

• Masters and recalls factual material quickly
• Sees cause and effect relationships; wants to know “why” and “how”
• Reads often; doesn’t shy away from difficult material; may read at an advanced level and/or prefer non-fiction
• Has a highly-developed vocabulary and the ability to use verbal skills to solve conflicts, influence others, etc.
• Analyzes newly-learned material easily
• Understands relationships of numbers and concepts of time
• Makes connections between prior knowledge and new information

Motivational Characteristics  

• Shows interest in adult issues (politics, religion, etc.)

• Asks questions; curious

• Focuses on topics of interest

• Is independent and self-assertive
• Has a strong sense of justice

• Can be self-critical; perfectionist

Creativity Characteristics

• Is adventurous; a risk taker
• Has a mature sense of humor
• Is curious about a wide variety of topics
• Expresses unique artistic perspectives
• Recognizes other points of view

(Adapted from the Renzulli Hartman Rating Scale)

PROGRAM IDENTIFICATION FLOWCHART

IDENTIFICATION PROCEDURES

For the purposes of identification, special programming, and intervention, the Cossatot River School District’s definition of gifted and talented is consistent with the state of Arkansas’ definition:

 “Gifted and talented children and youth are those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experiences and/or services. Possession of these talents and gifts, or the potential for their development, will be evidenced through an interaction of above average intellectual ability, task commitment and/or motivation, and creative ability” (Gifted and Talented Rules and Regulations: Program Approval Standards).

Identification of gifted and talented students in the Cossatot River School District is an ongoing process extending from grades K-12, serving at least 5% of the student population. Written identification and placement procedures for the G/T program are available to all stakeholders. A district parent meeting designed to give information regarding the gifted and talented identification process and the criterion for placement is held annually. As pursuant with state rules and regulations, a public announcement is made notifying stakeholders of the nomination process. Nominations are accepted from stakeholders such as parents, school personnel, community members, peers, or by self-nomination. Once a student has been nominated, data is collected in a non-discriminatory manner. Multiple criteria are used to determine placement. Placement is made by at least a five member committee consisting of, but not limited to principals, counselors, classroom teachers, parents and the Director of Gifted/AP Programs. Identification procedures are uniformly implemented across the district. Gifted and talented student records remain on file for five (5) years post-graduation.

Identification for the Gifted and Talented Program (3-12)

The first stage of identification consists of gathering subjective and objective data. Through observations during G/T whole group enrichment (K-2), the G/T Specialist and classroom teacher discuss students displaying gifted characteristics. Information is gathered and kept in anecdotal form by the classroom teacher and G/T Specialist. Objective data, such as current standardized achievement tests, formative assessments, and norm-referenced tests are also documented.

At the conclusion of second grade, formal identification begins with a pre-referral conference in which the classroom teacher and the G/T Specialist review information gathered since kindergarten. Once student data has been reviewed, recommendations are made for additional testing and possible placement in the gifted program. Additionally, stakeholders may also recommend students for testing from grades 3-12. Once a nomination is received, the district placement procedures will take place. Parents must give written permission before G/T testing can be administered.

Objective information collected consists of augmented state assessments, an approved IQ Assessment, and an approved Creativity Assessment.  Subjective

information is gathered via teacher and parent rating scales, by grades, and by anecdotal records kept by the G/T specialist and classroom teachers.

Once objective information is gathered from testing and subjective information has been quantified, placement meetings are held. Students are identified using a blind identification process. No single criterion or cut-off score is used to include or exclude a student. Staffing forms are completed which provide justification for placement/non-placement of students in the gifted program. Parents and teachers are notified by letter of the decisions of the placement committee. A parent/guardian must give written permission before a student may be placed in the gifted program. Instructionally useful student information obtained during the G/T identification process is disseminated to classroom teachers via grade level team meetings. A student review is completed each year which provides documentation for continuation of gifted services.

A parent or teacher may appeal the decision of the placement committee or the annual review committee. A conference will first be held at the building level by the G/T specialist and the building administrator. If a parent or teacher files a formal appeal, they will send a letter including their request for an appeal along with any other data or subjective information which

indicates their child is in need of gifted programming. Once that formal appeal is made, a district committee will hear the appeal. The district appeal committee will be comprised of at least five members consisting of, but not limited to, a classroom teacher, counselor, building administrator, and the Director of Gifted/AP Programs. The district appeal committee will consider both the objective and subjective information considered by the initial placement committee. This data will include an assessment of creativity. Parents and teachers are notified by letter of the decision of the appeal committee

Identification of Special Needs Population (K-12)

Students with special needs are screened in the same manner as the general population. Students with learning disabilities and/or other mentally handicapping conditions, who could be considered twice exceptional (gifted and LD), are placed when giftedness can be positively identified through objective/subjective data and motivation. Programming is based on the student’s strength areas and the ability of the district to provide facilities, equipment, and personnel to meet the educational needs of that individual in the least restrictive environment.

EXIT POLICY AND PROCEDURE

Exit from the Cossatot River School District’s Gifted Program (K-12) may be initiated by a

G/T specialist, classroom teacher, parent, or student. A recommendation for discontinuation of gifted services should be based upon proper documentation of multiple criteria, which should include both subjective and objective information, that indicates a student would not be best served by continuation in the gifted program.. This data may include: unsatisfactory annual reviews, attendance, lack of motivation and/or task commitment in the G/T classroom, failure to work to full potential in the regular classroom, and other information as needed.

Before the exit procedure is initiated, a parent will be contacted in an effort to improve student performance. If the student performance continues with no improvement, a G/T exit committee will place the student on probation or exit the student from the program. The exit committee will be comprised of at least five members consisting of, but not limited to,

a G/T specialist, building administrator, counselor, and classroom teachers.

A parent or teacher may appeal the exit decision. The appeal will be heard by a district exit committee. The district exit committee will be comprised of at least five members consisting

of, but not limited to, a principal, G/T specialist, classroom teachers, and the Director of Gifted/AP Programs.

FREQUENTLY ASKED QUESTIONS

My child has just been identified as gifted. Now what do I do?

Parents should learn as much as possible about giftedness, the school’s gifted program, and ways in which they can be proactively involved in their child’s education.

How do I refer a child for the gifted program?

A person interested in referring a child for the gifted program should contact the Director of Gifted/AP Programs, Bethany Brantley.

What if my child isn’t selected for the program? Will he/she be considered next year?

A student who is not selected must be re-nominated in order to be considered for the program each year.

How often does the district select students for the gifted program?

The Gifted and Talented Placement Committee convenes whenever a need arises. The committee will always meet at the beginning of the school year to make placement decisions based on the previous year’s nominations and testing results. During the meeting, the committee will also review the records of any student that has transferred into the district who was identified as gifted in his/her former school.

Is my child required to make up work completed in the regular classroom while he/she was attending G/T classes?

The Arkansas Gifted and Talented Rules and Regulations state G/T assignments should be in lieu of, not in addition to, regular classroom assignments; however, on occasion it may be necessary for students to complete a classroom assignment. You may contact the Director of Gifted/AP Programs if this becomes an issue for your child.

How often will my child receive gifted services?

The Arkansas Department of Education’s Rules and Regulations for Gifted and

Talented Education mandates that identified gifted students receive an average of 150 minutes of G/T services weekly.

How do I know my child is receiving a quality “gifted education”?

Arkansas Standards for Accreditation require districts to evaluate the gifted and talented program annually. All stakeholders (students, parents, teachers, administrators, and members of the community) are encouraged to evaluate the program through surveys, interviews, and focus groups. The results of the data collected are compiled into an annual report and submitted to the State Department of Education, Office of Gifted and Talented; in addition, each school district’s gifted and talented program is monitored by the state department every three years.

 Cossatot River School District Gifted and Talented Policies

4.     COMMUNITY  INVOLVEMENT

A key element in any successful program for students is the continuing communication and mutual support among the school staff and administration, the parents, the students, and the community.  This can be accomplished by having an active parent group and annual parent meetings. To enhance our curricula, parents and community members are solicited as mentors, coaches, resources, and audiences for student product/projects presentation.  The Cossatot River School District Gifted Program is committed to promoting parent and community communication and involvement.

4.01        The parents and community are given ongoing opportunities for awareness and involvement in the gifted program and activities through the school website, media, meetings, and newsletters. Evidence of these opportunities is collected and filed.  

2. Parents and community members are informed annually of program opportunities, allowing parents/community members the opportunity to ask questions, make suggestions, and gain information about our program.  Meeting agendas and other communications are kept on file.  

3. An advisory committee including parents and community members is established each school year. The advisory committee is an effective tool to help the program serve the needs of gifted students.  The district suggests that the role of the advisory council is threefold – awareness, advocacy, and advisory.   The coordinator will keep on file the list of members of said advisory committee, sign-in sheets, and the minutes from each meeting.

5.00        STAFF DEVELOPMENT

5.01 and 5.02

        The Cossatot River School District provides ongoing and continuous opportunities for professional growth in the area of Gifted and Talented by organizing a flexible and varying program to meet the individual needs of school personnel.  The gifted and talented annual professional development plan is based on feedback from the stakeholders, including professional growth plans, program evaluation report, and overall school professional development plan.  Areas of gifted training appropriate for the entire school staff could include: (1) characteristics and needs; (2) identification procedures; (3) curriculum and teaching strategies; (4) creativity; (5) utilization of community resources; (6) program evaluation; (7) district’s philosophy and program model for gifted; and (8) overview of state requirements.

The District G/T Coordinator is responsible for staff development through a variety of venues which may include: formal sessions, faculty meetings, participation in professional learning communities, handouts and professional literature.  The coordinator will also make arrangements for consultant services and provide information about regional and state workshops and conferences.  Training for the teacher of the gifted will be provided as needed.

Less formal staff development is encouraged by adding books and journals on gifted education to the school’s professional library; placing reprints of pertinent articles in teacher boxes; presenting short, specific classroom demonstrations and teaching techniques at regular building-level faculty meetings; and sharing gifted students’ projects with all staff.

        The coordinator and facilitator is encouraged to attend regional, state and national workshops and conferences which provide staff development opportunities for the G/T facilitator(s) and other interested staff members.

The staff is encouraged to attend staff development sessions that are conducted by professionals with special training in gifted education.

Opportunities to increase knowledge of the education of gifted and talented students will be provided for new and continuing school board members, school and district administrators, teachers and support staff on a continuing and regular basis.

Documentation of staff development kept on file will include an annual plan, certificates of attendance, rosters, and programs.

6.00        PERSONNEL

6.01 6.02  6.03        

The Cossatot River School District acknowledges that personnel who teach homogeneously grouped gifted students and personnel who coordinate and/or administrate the district gifted and talented program must have the appropriate certification as listed in standards.  Administrator/Coordinator will keep all certificates (and transcripts with ALP when necessary) on file.

6.04        The selection of administrators, coordinators, and teachers of the gifted is defined clearly in accordance with the Cossatot River Public School’s employment policies and practices. A potential employee completes an online application. Upon completion of the application, a notification is sent to the superintendent. The potential employee, if applicable, is interviewed by a committee.  The committee’s hiring recommendation is presented by the superintendent to the school board.  The school board’s approval of the potential employee is the final part of the hiring process.  Qualities such as the ability to be flexible of time, pace, materials, instructional patterns will be considered.  Personnel should be accepting of diverse ideas and populations.  Personnel hired to work with gifted students should possess a genuine concern for gifted children and youth.

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

6.06        The Cossatot River School District provides Gifted Coordinators/Administrators with regularly scheduled time for duties other than direct services to the identified students.  A copy of the coordinator's schedule is kept on file.   In addition to time spent in planning the overall structure of the district gifted program and direct services to gifted students, the coordinator/administrator will perform a variety of duties that promote integration of the gifted program with the regular education program.  These duties might include:

1. working with classroom teachers and other personnel;
2. locating resources;
3. arranging mentorships and other out-of school learning experiences;
4. supervising independent studies and mentorships;
5. leadership of the identification process;
6. conducting community awareness activities;
7. conducting staff development activities;
8. program documentation;
9. development of appropriate curriculum; and/or
10. involvement in Advanced Placement and/or International Baccalaureate program planning and implementation.

1.   IDENTIFICATION

Because Arkansas Gifted Standards require identification of gifted students, the Cossatot River School District considers the task of identifying gifted students extremely important.  The district also maintains that it is the parents’ right to be included in the process and informed of the outcomes which could affect their child.  The process for identifying students has several stages.  School personnel, teachers, parents, students, and community members are provided with information concerning the identification process, including characteristics of the gifted through newsletters, handbooks, and the district gifted website.  

Procedures for Identification:  (7.01, 7.02)

1. Referrals:  Referrals are accepted from teachers, school personnel, parents, students, and community members.  The coordinator can also use the review of student assessment scores to refer students, along with the data retrieved from enrichment.  Although the district might set specific times for placement testing or the requesting of referrals, referrals are encouraged and accepted at all times during the school year (7.09).  Placement for services can be made at all times during the school year.  It will be the responsibility of the gifted coordinator to seek these referrals and begin the identification process in a timely manner.   A referral form should be completed on each individual and submitted to the gifted coordinator.  Referral forms are available on the district website.

2. Permission:  Once the referral form is completed and submitted to the coordinator, the coordinator notifies the parent by letter.  At this point, the parent/guardian is asked to sign the permission to assess and collect data form (7.08).  Permission is requested to collect relevant data, administer various tests, and share pertinent data with a professional placement committee.  This permission must be granted before the data collection process can begin.  

3. Data Collection: Once parental/guardian permission is obtained, the data collection process begins.  As standards require, the use of at least two objective measures (one of which must assess creativity) and two subjective measures, must be used in the identification process.  Data collection includes, but is not limited to current standardized test scores, an ability test, grades, creativity test, data collected through enrichment, and parent and teacher checklists.  It is the objective of the school district to ensure that the gifted and talented identification procedures are non-discriminatory with respect to race, culture, economic background, religion, national origin, sex, or handicapping (7.06). The coordinator is responsible for collecting data, overseeing any assessments given, and compiling the results in an orderly fashion to be shared with the placement committee (7.04).  

4. Placement Committee:  The placement committee of at least five members, chaired and trained by the gifted coordinator and including administrators, teachers, and/or counselors, will review the compiled data collection of the referred student.  The list of committee members is kept on file annually (7.03).   All current data is used to determine the placement of a child according to the appropriate program options.  It is important to note that student placement decisions are based on multiple criteria.  No single criterion or cut-off score is used to include or exclude a student from identification (7.05).  The placement committee will make professional decisions on the identification and placement of students (7.03).

5. Dissemination of Information: After the decision of the placement committee is made, parents (7.08), teachers, and school personnel are notified of the placement committee results.  If placement in the gifted and talented program is recommended, parental permission for participation in the program must be obtained. If placement in the gifted and talented program is not recommended, parents are informed of that decision and provided with contact information for questions or an appeal.  Instructionally useful information about individual students obtained during the identification process is communicated to the appropriate instructional staff through personal contact, regardless of final placement decision (7.07). This communication usually comes in the form of email, informal conferences or PLCs.

6. Placement Appeals:  Parents/Guardians may appeal placement decision through the following process (7.08):

1. Request an initial conference with the GT coordinator regarding the placement decision.  Those included in this conference would be the parent/guardian questioning the committee decision and the GT Coordinator.
2. After this informal meeting, if the parent/s still believes gifted services are needed then a placement committee meeting will be scheduled.
3. The Gifted Coordinator will collect any further data that might help in the identification process.
4. The decision of the placement committee must be based on multiple criteria (7.05).  As standards require, the use of at least two objective measures (one of which must assess creativity) and two subjective measures, must be used in the identification process.  Data collection includes, but is not limited to current standardized test scores, an ability test, grades, creativity test, data collected through enrichment, and parent and teacher checklists.   The decision of the placement committee will be communicated in writing to the parent/guardian making the appeal.  This decision concerning placement at this time will be final.

7.  Annual Review:  Identification of gifted and talented students is an ongoing process extending through grades 12 by the GT Coordinator/Teacher.  Each identified student’s placement will be reviewed at least annually and/or when specifically requested to update or modify the students’ educational plans by the gifted coordinator.  If evidence indicates that placement decisions may not meet the needs of the student, then exit procedures will be followed.  (7.00 #12 B)

8. Exit Policy - A student with signed parental permission to no longer participate in the program will be allowed to exit program without committee decision.  Although attention is given to carefully placing students in the program due to evidence that they need qualitatively differentiated educational services, situations may arise when placement in the program is no longer meeting the needs of the student.  Emphasis will be placed on meeting the needs of the student.  As with determining placement in the gifted program, multiple criteria will be used in determining if exiting the program is in the best interest of meeting the student’s needs. One factor will not cause a student to be excluded from the program. (7.05)

If the exit was initiated by the school, then all pertinent data (including at least two objective measures and two subjective measures) will be compiled and presented to the placement committee of at least five professional educators, chaired by the gifted specialist.  The placement committee will review the data and make a decision about what best meets the needs of the student.

Parents may appeal the exit decision. Procedures for appeals of placement decisions will then be followed.

9. Transfer students will be evaluated and considered for participation, but not automatically placed.  Records will be requested and the placement committee will determine whether a decision can be made with existing records or if further testing will be needed.  If further testing is needed, parental permission will be required and the identification procedures will be followed (7.01-7.09).  The only exception to this process will be the transfer of a previously identified gifted student, due to active military duty.  This military-transfer student will be placed immediately upon entering when the records indicate previous identification. (Act 146 -  2013)

10.  Record Keeping:  The Gifted and Talented Coordinator will keep all records of placement decisions and data on each student nominated and placed in the program.  Records are kept and appropriate confidential destruction of the records will take place upon graduation from the school district.   Transcripts and all permanent records of identified gifted students will reflect participation in the program.

8.00        PROGRAM OPTIONS

Gifted children are as different from each other as they are from other children.  They have needs for differing amounts of homogeneous grouping, and at various stages of development their interests differ.  The gifted program is systematically organized, with the long-range goal of providing a rigorous and relevant education in preparing our gifted students to become college and career ready.  This goal is designed to guide the development of gifted students from the time they are identified through graduation from high school.  Annual goals and/or objectives are developed based on the program evaluation.  Evidence is kept on file. (8.01)

A table of organization is developed which clearly delineates roles, responsibilities and coordination procedures.  A copy of the table of organization is on file. (8.02)

Identified students’ placement in program options is based on their abilities, needs and interests, and resources of the district.  Evidence of student assessment data is kept on file. (8.03)

Because no single program option can ever meet all of the needs of all gifted children, the Cossatot River School District tries to vary the programming options that are best suited at each campus.  These programming arrangements are designed to promote interaction among gifted students and both their intellectual and chronological peers (8.04).  All identified gifted students in grades 3 - 6 will receive at least 150 minutes per week of direct instruction (8.05).  The Cossatot River School District currently meets the needs of the gifted population through a variety of documented program options including:  whole group enrichment, pull-out program, Secondary Course Content, AP Secondary Classes, as well as other options.  The CRSD Gifted Program is designed to identify and to meet the needs of those students that are identified as needing specially designed instruction beyond that provided in the regular classroom to meet their educational needs. Placement in the CRSD Gifted Program is intended to focus attention on the special educational requirements of each identified gifted student.

9. CURRICULUM ( 9.01, 9.02, 9.03)

        The Gifted and Talented curriculum is designed to extend and/or replace the regular curriculum and is based on the adopted scope and sequence including 21st Century skills and themes.  This scope and sequence along with state standards provide the foundation for an aligned curriculum.  The curriculum developed for all programs is designed to extend or replace the regular curriculum and is differentiated in content, process, and/or product.  Documentation of curriculum happens in a variety of ways including; units of study, lesson plans, checklists, content differentiation documentation, etc.  Gifted curriculum should demonstrate the overall ideas of cross-curricular, project-based, and technology infused student work

10. EVALUATION 10.01 -10.07

The gifted coordinator is responsible for conducting an extensive  evaluation of the gifted program that provides accurate, timely, and relevant information to decision-makers for improving program options offered to gifted students (10.01).   This evaluation will be based on program goals and/or objectives (10.02).  Annual evaluation data will provide the data for the required evaluation report. The purpose of this evaluation is two-fold, including both a determination of the program’s effectiveness and assessment of student growth.  

1.  All components of the gifted program are evaluated, including identification, staff development, program options, program goals and objectives, curriculum, community involvement, program expenditures, and the evaluation process/plan (10.03).  Data for consideration are obtained from a variety of instruments, procedures, and informational sources.  Input should come from students, teachers, administrators, parents, school board members, other community members, statistical analysis of enrollment, and achievement data.  All stakeholders are given an opportunity to participate in the evaluation process using a variety of procedures because different components of the program call for different techniques and access to stakeholders vary.  Some procedures that might be used include surveys, focus groups, questionnaires, charts, anecdotal data, checklists, and/or informal discussions (10.04).  Evaluation findings are compiled, analyzed, and communicated by the Gifted Coordinator to the appropriate audiences.  The overall program evaluation is shared with the ADE Office of Gifted and Talented as required in the program approval application.  This evaluation is also shared with the other stakeholders in a variety of ways and provides the data for goals and/or objectives for the program. (10.05)
2. Evaluation of student growth is based on appropriate and specific criteria and includes self-appraisal, teacher appraisal, and criterion referenced and/or standardized instruments (10.04).  Student progress is assessed, with attention to mastery of content, higher level thinking skills, creativity, and affective growth (10.06).  The Cossatot River School District realizes that a gifted student’s progress cannot be fully assessed by standardized tests only.  (10.06) Although student assessment does not always come in the form of letter grades given, especially for elementary students in pull-out, student progress is reported to parents and teachers. (10.05)  Participation in the gifted program is noted on student transcripts and permanent records. (10.07)