Gifted Education Programming Criterion: Curriculum and Instruction

Description: Gifted education services must include curricular and instructional opportunities directed to the unique needs of the gifted child.

Guiding Principle

Standards

  1. Differentiated curriculum for the gifted learner must span grades pre-K-12

  1. Regular Classroom curricula and instruction must be adapted, modified, or replaced to meet the unique needs of gifted learners.

  1. Instructional pace must be flexible to allow for the accelerated learning of gifted learners as appropriate.

  1. Educational opportunities for subject and grade skipping must be provided to gifted learners.

1.0M Differentiated curriculum(curricular and instructional adaptations that address the unique learning needs of gifted learners) for gifted learners must be integrated and articulated throughout the district.

The River View Local gifted plan states that each gifted student have a written WEP (written educational plan) This plan articulates social emotional goals and emphasizes gifted strategies for teaching incorporating PBL’s and  accelerated curriculum.

In order to meet the exemplary standards  we need to start with the implementation of the already existing problem solving curriculum that is written into the individual WEP.

2.0M Instruction, objectives, and strategies provided to gifted learners must be systematically differentiated from those in the regular classroom.

The River View Local gifted plan states that regular classroom teachers give a pretest at the beginning of every unit of study.  Then the teacher uses compacting, and project or problem based learning to move the student horizontally or vertically in the subject area. In order to meet the exemplary standards the district would need to implement curriculum plans that would include objectives, content, and resources that challenge gifted learners in the regular classroom.

2.1M Teachers must differentiate, replace, supplement or modify curricula to facilitate higher level learning goals.

The River View Local gifted plan states that teachers are to implement depth and complexity to each lesson.  The gifted specialist will give ideas and strategies for implementation. In order to meet exemplary standards teachers should be responsible for developing plans to differentiate the curriculum in every discipline for gifted learners, and River View is working towards this goal.

2.2M Means for demonstrating proficiency in essential regular curriculum concepts and processes must be established to facilitate appropriate academic acceleration.

The River View Local gifted plan states that STAR data and pretest scores are used to demonstrate student proficiency.  To meet the exemplary standards River View needs to implement the use of  the IRLA framework into more grade levels to document instruction for assessing level(s) of learning and accelerated rates of learning that demonstrate plans for gifted learners based on the specific needs of individual learners.

2.3E Gifted learners should be assessed for proficiency in all standards courses of study and subsequently provided with more challenging educational opportunities.

STAR testing in reading and math is used to show student growth, whereas pretests and the teacher’s SLO are used to show proficiency in all other courses of study.  Each of these provide knowledge to the teacher as to what additional educational challenges the students are in need of.

3.0E When warranted, continual opportunities for curricular acceleration should be provided in gifted learners’ areas of strength and interest while allowing sufficient ceiling for optimal learning.

River View Local Schools gifted plan has implementation in place for subject and grade acceleration.  River View also encourages to allowing vertical as well as horizontal strides in a subject area.

4.0E Possibilities for partial or full acceleration of content and grade levels should be available to any student presenting such needs.

According to RiverView Local Schools gifted plan a student may be accelerated in any single subject, (subject acceleration) or if needed full grade acceleration can also occur.

5.0M Diverse and appropriate learning experiences must consist of a variety of curricular options, instructional strategies and materials.

River View local schools gifted plan states that teachers, in order to be exemplary, appropriate service options for each student to work at assessed level(s) and advanced rates of learning should be available.

5.1M Flexible instructional arrangements (e.g., special classes, seminars, resource rooms, mentorships, independent study, and research projects) must be available.  To be exemplary a differentiated educational program curricula for students pre-K-12 should be modified to provide learning experiences matched to students’ interests, readiness, and learning style.

Gifted Education Programming Criterion: Program Administration and Management

Description: Appropriate gifted education programming must include the establishment of a systematic means of developing, implementing, and managing services.

Guiding Principles

Standards

  1. Appropriate qualified personnel must direct services for the education of gifted learners.

         2. Gifted Education programming must be integrated into the    general  

             education program.

         3. Gifted education programming must include positive working    

             relationships with constituency and advocacy groups, as well as  

             compliance agencies.

 

     

           4. Requisite resources and materials must be provided to support

            the efforts of gifted education programming.

1.0E The designated gifted programming coordinator must have completed a certification program or advanced degree program in gifted education.  According to the River View local school gifted policy, the gifted coordinator and the gifted intervention specialist need to complete a certified gifted program. River View Gifted Specialist’s seek out and participate in a wide variety of gifted development opportunities.

2.0E Responsibility for the education of the gifted learners is a shared one requiring strong relationships between the gifted education program and general education school wide.  River View Locals gifted policy states that the regular classroom teacher deliver the gifted services with any help with guidance and differentiation tools needed from the gifted intervention specialist and/or the gifted coordinator through bi-weekly meetings to discuss the needs of the gifted.

3.0E The gifted education programming staff should facilitate the dissemination of information regarding major policies and practices in gifted education (e.g., student referral and screening, appeals, informed consent, student progress, etc.) to colleagues, parents, community members, etc.  RiverView local schools gives colleagues, parents, community members, etc. access to referrals, the appeals process and other pertinent information via the RiverView Local School website under gifted enrichment.

3.1E Parents of gifted learners should  have regular opportunities to share input and make recommendations about program operations with the gifted programming coordinator. RiverView Local School district holds parent teacher conferences twice throughout the school year.  At either of these meetings the gifted coordinator and/or the gifted intervention specialist are available to meet with and discuss the program.  Also at any time a meeting can be scheduled between all necessary parties regarding the gifted program.

3.2E The gifted education program should consider current issues and concerns from other educational fields and agencies regarding gifted programming decision making on a regular basis.

We regularly consult with the Ohio Department of Education, and NAGC to ensure that we are planning for and implementing the best research based practices, and are exceeding all Gifted Regulations. We have a core set of values and are not afraid to implement new ideas to continue to strengthen and enhance opportunities for our students.

4.0E A diversity of resources ( e.g., parent, community, vocational, etc.) should be available to support program operations.

4.1E Gifted education programming should provide state-of-the art technology to support appropriate services. RiverView Local School District offers wi-fi in all of the buildings and has technology available in all classrooms for student use.  We want our students to integrate technology into their education, and continue to seek new resources to enhance their education.

4.2E The acquisition plan for purchasing new materials for the school should reflect the needs of the gifted learners. River View local supports the gifted program by allowing purchases of  gifted differentiation resources, and technology for the gifted students to utilize.  We select assessment based on the needs of our students..  They also have monies allocated in a gifted program account to be used for purchasing the above mentioned materials.

Gifted Education Programming Criterion: Program Design

Description: The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical, and empirical support

Guiding Principles

Standards

  1. Rather than any single gifted program, a continuum of programming services must exist for gifted learners.

        2.    Gifted education must be adequately funded.

        3. Gifted education programming must evolve from a comprehensive

         and sound base.

         4. Gifted education programming services must be an integral part

          the general education school day.

          5. Flexible groupings of students must be developed in order to

           facilitate differentiated instruction and curriculum.

           6. Policies specific to adapting and adding to the nature and

      operations of the general program are necessary for gifted education.

1.0E Levels of services should be matched to the needs of gifted learners through the provision of a full continuum of options. According to the gifted policy teachers are to assess all students to find out where the student  stands academically and build from that point forward,working on digging deeper into the meaning of the concepts, or going vertical from that standard. We also offer a continuum of services including whole grade acceleration, or subject acceleration and various levels of differentiation in the classroom.  SEE PROGRAM BROCHURE.

2.0E Gifted education programming must receive funding consistent with the program goals and sufficient to adequately meet them.  River View Local School District has a fund set aside for the gifted services program..  This is to help purchase testing materials, professional development opportunities, or purchase resources for the gifted program.  River View recognizes that a strong gifted program enables all students to reach higher levels of achievement and growth.

3.0E Gifted Education programming should be planned as a result of consultation with informed experts. RiverView Locals gifted program is inspired by the work of Joseph Renzulli.  He developed the three-ring model of giftedness, which promoted a broadened concept of giftedness.  The program continues to look for other resources that fit into the gifted philosophy at River View through conferences and other professional development.

3.1E The school or school district should have a mission/ philosophy statement that address the need for gifted education programming.

RiverView Local school district has a gifted program mission/philosophy statement.  It reads as follows...Every child has a right to a first-class, world

class education.  Gifted and talented education is the business of

every classroom and every teacher.  Every school has gifted and talented pupils and a responsibility to identify, understand and meet their needs. Gifted Pedagogy is grounded in High Quality Formative Instructional, Differentiation and Challenge in every lesson. Differentiation is at the heart of school improvement, school accountability and an inclusive path to meeting

the needs of every child.  Identification of gifted and talented learners is a

highly sensitive business. Immensely dependant on data and wider understanding of student backgrounds to identify hidden gifts and talents,

by unlocking the potential of all students particularly those who are traditionally disadvantaged.  Growth of gifted students can ONLY be achieved by routinely examining data derived from sound research,

progress monitoring, formative instructional practices, and RESPONDING in a timely manner to student data to guide instructional decisions.

3.2E  A comprehensive pre-K program plan should include policies and procedures for identification, curriculum and instruction, service and delivery, teacher preparation, formative and summative evaluation, support services and parent involvement. River View Local School District’s gifted plan states that curriculum and instruction,service and delivery, teacher preparation,formative and summative evaluations shall occur for all grades K-12.

4.0M Gifted education programming should be articulated with the general education program.  To be exemplary, gifted services must be designed to supplement and build on the basic academic skills and knowledge learned in regular classrooms at all grade levels to ensure continuity as students progress through the program. River View does have a problem solving curriculum that aligns to specific grade level standards, in grades K-12.  Implementation has been challenging.

4.1E Local school districts should offer multiple service delivery options as no single service should stand alone.

SEE PROGRAM BROCHURE FOR OUR CONTINUUM OF SERVICES.

5.0E Gifted learners should be included in flexible grouping arrangements in all content areas and grade levels that ensures that gifted students learn with and from intellectual peers.

We ask that students are cluster grouped with intellectual peers, we continually rearrange student schedules to enable this to occur.  The state of Ohio has recently passed legislation that states in order for a student to be served gifted they must be clustered in groups of at least 3.

6.0E Gifted education policies should exist for at least the following areas: early entrance, grade skipping, ability grouping, and dual enrollment. RiverView Local School District’s gifted policy accepts students for early entrance into Kindergarten, and based on test scores and teacher input both subject and grade acceleration may take place based on the student’s individual need.  In each classroom student’s are to be grouped according to the results of pre-testing of the concept.  The ability of a student to be dual enrolled is also an option for any student who qualifies.

Gifted Education Programming Criterion: Program Evaluation

Description: Program evaluation is the systematic study of the value and impact of services provided.

Guiding Principles

Standards

  1. An evaluation must be purposeful.

  1. An evaluation must be efficient and economic.

  1. An evaluation must be conducted competently and ethically.

  1. The evaluation results must be made available through a written report.

1.0E Information collected should address pertinent questions raised by all constituency groups, and should be responsive to the needs of all students.

2.0E School districts should allocate adequate time, financial support, and personnel to conduct systematic program evaluation.

3.0E Persons conducting the evaluation should possess an expertise in program evaluation in gifted education.

3.1E The evaluation design should report the strengths and weaknesses found in the program as well as critical issues that might influence program services.

3.2E Care should be taken to ensure that instruments with sufficient evidence of reliability and validity re used, and that they are appropriate for varying age, developmental levels, gender, and diversity of the target population.

3.3E Formative evaluations should be conducted regularly with summative evaluations occurring minimally every five or more years.

4.0E Evaluation reports should be designed to present results and encourage follow-through by stakeholders.

Gifted Education Programming Criterion: Socio-Emotional Guidance and Counseling

Description: Gifted education programming must establish a plan to recognize and nurture the unique socio-emotional development of gifted learners.

Guiding Principles

Standards

  1. Gifted Learners must be provided with differentiated guidance efforts to meet their unique socio-emotional development.

  1. Gifted learners must be provided with career guidance services especially designed for their unique needs.

  1. Gifted at-risk students must be provided with guidance and counseling to help them reach their potential.

  1. Gifted learners must be provided with affective curriculum in addition to differentiated guidance and counseling services.

  1. Underachieving gifted learners must be served rather than omitted from differentiated services.

1.0M Gifted learners, because of their unique socio-emotional development, must be provided with guidance and counseling services by a counselor who is familiar with the characteristics and socio-emotional needs of gifted learners.

2.0M Gifted learners must be provided with career guidance consistent with their unique strengths.

River View local Schools provide Professional Development Opportunities to enable teachers to discuss these individual results. The state of Ohio currently requires any teacher with gifted students in their class to have 30 gifted professional development hours the first year, 30 hours the second year and 10 hours every year after that.  During this professional development the focus is on 8 gifted competencies set forth by the state.

3.0M Gifted learners who are placed at-risk must have special attention, counseling, and support to help them realize their full potential.

 We have a large population of at risk gifted students.  They are at risk for not meeting their full potential.  To meet this challenge, we seek to implement a 6-12 Gifted Guidance program in collaboration with the high school guidance team.  A member of the gifted team is always available to speak with the student, and oversees academics and may call student in for meetings.

4.0M Gifted learners must be provided with affective curriculum as part of differentiated curriculum and instructional services.

Online module, “So You Are Gifted Now What”

5.0M Gifted students who are underachieving must not be exited from gifted programs because of related problems.

River View Local Schools in accordance with the Ohio law clusters students with similar gifted achievement and abilities together.

Gifted Education Programming Criterion: Professional Development

Gifted learners are entitled to be served by professionals who have specialized preparation in gifted education, expertise in appropriate differentiated content and instructional methods, involvement in ongoing professional development, and who possess exemplary personal and professional traits.

Guiding Principle

Standards

  1. A comprehensive staff development program must be provided for all school staff involved in the education of gifted learners.

  1.  Only qualified personnel should be involved in the education of gifted learners.

  1. School personnel require support for their specific efforts related to the education of gifted learners.

  1. The educational staff must be provided time and other support for the preparation and development of the differentiated education plans, materials, curriculum.

1.0E All school staff should be provided ongoing staff development in the nature and needs of gifted learners, and appropriate instructional strategies.

River View Local School District’s gifted education plan states that the gifted specialist meet with the regular classroom teacher and provide professional development and discuss the gifted students growth, social emotional needs and offer differentiation strategies along with the 8 gifted competencies to implement for the gifted students.  Optimal meetings would be once a week, but sometimes schedules only allow for once every other week meetings to take place. According to the Ohio law teachers that have gifted in their class should receive 30 hours of gifted professional development the first year and 30 hours the second year and 10 hours for following years.

1.1 E All teachers of gifted learners should continue to be actively engaged in the study of gifted education through staff development or graduate degree programs.

River View Local School District’s gifted education plan states that  all teachers have access to online coursework through ODE’s Javits I-get-gted program.   The gifted specialist also provides embedded professional development  for the teachers through the scheduled meetings between the specialist and the regular classroom teacher. To improve this standard we could enhance what is available by providing college credit for completion of the Javits program.  

2.0E All personnel working with gifted learners should participate in regular staff development programs.

River View Local School District’s gifted education plan states that the gifted specialist meet with the regular classroom teacher and provide professional development and discuss the gifted students growth, social emotional needs and offer differentiation strategies to implement for the gifted students.  Optimal meetings would be once a week, but sometimes schedules only allow for once a month meetings to take place.

2.1E All specialist teachers in gifted education should possess a certificate/specialization or degree in gifted education.

River View Local School District’s gifted education plan states that all gifted specialist should obtain a gifted and talented certification.

2.2E Only teachers with advanced expertise in gifted education should have primary responsibility for the education of gifted learners.

River View Local School District’s gifted education plan states that  the gifted specialist share the responsibility of educating gifted learners with the classroom teacher by empowering the classroom teacher with tools and techniques of differentiation shared through the routine meetings. General Education Teachers have these students every day of the week, by enhancing their gifted repertoire we will enhance education every hour of every school day.

3.0E Approved staff development activities in gifted education should be funded at least in part by school districts or educational agencies.

River View local schools through general funds pays for conferences and other professional development opportunities for teachers upon the completion of proper professional development paperwork. We need to continue to develop these opportunities, as well as offer the embedded opportunities.

4.0M School personnel must be allocated planning time to prepare for the differentiated education of gifted learners.

According to River View Local School’s gifted education plan regular classroom teachers are to meet with the gifted specialist.  During that meeting the teacher discusses and plans various differentiation strategies for the gifted student. -  To meet the exemplar standards we would have to regularly schedule planning(e.g.,release time, summer pay, etc.)  for the development of differentiated educational programs and related resources.

Gifted Education Programming Criterion: Student Identification

 Description: Gifted learners must be assessed to determine appropriate educational services.

Guiding Principles

Standards

  1. A comprehensive and cohesive process for student nomination must be coordinated in order to determine eligibility for gifted education services.

  1. Instruments used for student assessment to determine eligibility for gifted education services must measure diverse abilities, talents, strengths, and needs in order to provide students an opportunity to demonstrate any strengths.

  1. A student assessment profile of individual strengths and needs must be developed to plan appropriate intervention.

  1. All student identification procedures and instruments must be based on current theory and research.

  1. Written procedures for student identification must include at the very least provisions for informed consent, student retention, student reassessment, student exiting, and appeals procedures.

1.0E The school district should provide information annually, in a variety of languages, regarding the process for nominating students for gifted education programming services.  RiverView Local school district’s website has a gifted enrichment section.  This section allows anyone the opportunity to nominate a student. By downloading and filling out the nomination form to be turned in.

1.1E The nomination process should be ongoing and screening of any student should occur at anytime.  River View school’s gifted policy states that based on a student’s scores on a variety of tests will allocate whether or not further gifted

1.2E Nomination procedures and forms should be available in a variety of languages.

1.3 M Parents must be provided information regarding an understanding of giftedness and student characteristics. To be exemplary parents should be provided with special workshops or seminars to get a full meaning of giftedness.

2.0E Assessments should be provided in a language in which the student is most fluent, if available.

2.1E Assessment should be responsive to students’ economic conditions gender, developmental difference, handicapping conditions, and other factors that mitigate against fair assessment practices.

This is why we utlize the NNAT2;  we know we have a large non traditional gifted population.

2.2E Students identified in all designated areas of giftedness within a school district should be assessed consistently across grade levels.

River View Local follows the Ohio guidelines and conducts whole grade testing of ability, math and reading in grade bands K-3 and 4-6.

2.3E Student assessments should be sensitive to all stages of talent development.  River View Local conducts whole grade testing at almost every grade giving students at all levels a chance to test gifted.

3.0E Individual assessment plans should be developed for all gifted learners who need gifted education.  Teachers strive to differentiate in their classroom and give enrichment when needed for each individual student.

3.1E An assessment profile should reflect the gifted learner’s interests, learning style, and educational needs.

4.0E Student assessment data should come from multiple sources and include multiple assessment methods.  River View currently uses both online tests and paper pencil tests,  The list of available tests we can use are listed on River View’s website.

4.1E Student assessment data should represent an appropriate balance of reliable and valid quantitative and qualitative measures.  River View uses tests approved by both the state of Ohio and the National Association for gifted Children.  In following these guidelines the balance is met.

5.0E District gifted programming guidelines must contain specific procedures for student assessment at least once during the elementary, middle, and secondary levels. To be exemplary student placement data should be collected using an appropriate balance of quantitative and qualitative measures with adequate evidence of reliability and validity for the purposes of identification.

SEE GIFTED IDENTIFICATION BROCHURE.

5.1E District guidelines and procedures should be reviewed and revised when necessary.  The gifted team constantly reviews updates from the Ohio Department of Education and the National Association of Gifted Children and makes any changes necessary to be in full compliance with any laws or changes.