��Identifying and Serving�the Gifted Child��The Identification Process�and Opportunities for Curriculum Enrichment �in the School District

Meagan Padgett

GT Coordinator

for Gifted & Talented Services

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slideshow created by Anita Skinner, M.Ed., NBCT (Monticello)

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What is the�Gifted and Talented Program�in the DeWitt School District?

Is it a

reward

for

making all As?

What is the�Gifted and Talented Program�in the DeWitt School District?

Does a child

qualify

for it

by passing a test?

What is the�Gifted and Talented Program�in the DeWitt School District?

Is it a

special treat

for being

really, really good?

What is the�Gifted and Talented Program�in the DeWitt School District?

Is it a

place to go

because you’re

bored in class?

What is the�Gifted and Talented Program�in the DeWitt School District?

Is it an

elite club

for a few kids

hand-picked

by the teachers?

OKAY, so what is it?

Arkansas State Law requires requires every school district to develop a program of services for students who are identified as “gifted” and/or “talented.”

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The State of Arkansas gives school districts a great deal of freedom to plan program options that fit their students’ needs.

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In our School District, every child in Grades K-3 receives “Whole Group Enrichment” at least 30 minutes �per week.

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Beginning in 4^th grade, children may be identified as gifted/talented.

Although districts have significant freedom to plan G/T program options appropriate to their students’ needs, they must adhere to definitions and procedures set forth by the State

of Arkansas. District program options

are continually monitored for compliance with the law by the Arkansas Department of Education.

Arkansas Definition�of Gifted/Talented

“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.”

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ADE OGTAP Rules and Regulations, Standard 3.01

Arkansas Definition�of Gifted/Talented

“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.”

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ADE OGTAP Rules and Regulations, Standard 3.01

IN OUR EFFORTS TO IDENTIFY “GIFTEDNESS,” WE MUST CONSIDER AN INTERACTION OF…

◊ above average intellectual ability ◊

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◊ task commitment (motivation)◊

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◊ creative ability ◊

Hmmm…wonder if that

applies to my child! let’s see…

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• Above average intellectual ability?

Check!

• Committed and motivated?

Check!

• Creative?

Check!

[Devoted Parent]

Gee…it sounds like

I have a gifted child!!!

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AND THIS IS WHERE IT�GETS A LITTLE STICKY…

Experts say only about

1%-5%

of any given group of children

possess these characteristics

to such an extent that they require modifications to the regular curriculum in order to meet their learning needs.

In other words, for every smart, clever, talented, creative, motivated, hard-working, delightful, hopeful child who is referred and screened for the G/T program, we finally have to ask this question:

“Can this child’s needs be met

in a regular classroom setting…

or does this child

REQUIRE something else

to meet his/her needs?”

The G/T Identification Process (in a Nutshell)

• From Kindergarten through 3^rd grade, classroom teachers, the media specialist, and the G/T Coordinator work together to monitor children’s individual responses to learning opportunities, both in regular classroom activities and in Whole-Group Enrichment Activities.

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• ALL 3rd graders take a nonverbal (picture-based) ability test administered by the G/T Instructional Coordinator.

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• At the end of 3^rd grade, based on K-3 observations, the nonverbal ability tests, and other relevant factors, a child may be referred for further evaluation to discover whether he or she might need G/T placement.

The G/T Identification Process (in a Nutshell)

• Students may be referred at any time after 3^rd grade. The referral may come from any of the child’s teachers, community members, parents or a legal guardian. Older children who believe they would benefit from G/T placement may refer themselves.

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• Parental/legal guardian permission must be obtained before the Identification Process can continue beyond this point. Families are also asked to complete a rating scale to give their opinion of their child’s intelligence, task motivation, and creativity, and to provide written comments, details, and examples to support their opinion.

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WHO MAKES G/T IDENTIFICATION AND PLACEMENT DECISIONS?

• The State of Arkansas requires that G/T placement decisions be made by a committee of at least five certified school staff members.

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• In the School District, the members of the G/T Identification and Placement Committee do a “blind review” of each child’s portfolio… in other words, they have only the data, with no identifying information, to help them make their decisions.

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• The G/T Coordinator presents the data to the Identification Committee and helps them interpret it, but does not make the placement decisions.

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If your child is currently being evaluated for G/T placement, PLEASE TRY TO KEEP IN MIND…

• Education experts say that only about 1%-5% of students NEED to be served by a Gifted and Talented program.

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• Accordingly, the Arkansas Department of Education recommends that schools limit G/T placement to only about 5% of the total student body. Funding of Gifted and Talented programs is based on this recommendation.

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• Schools typically enroll 120-160 students per grade level. At the recommended 5% rate of identification, roughly 6-8 students per grade level are highly likely to be placed in the G/T program at the beginning of 4th grade.

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G/T referral, evaluation,�identification, & placement process

STEP ONE: Parent Permission

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referral, evaluation,�identification, and placement process

STEP TWO: Parent Evaluative Input

referral, evaluation,�identification, and placement process

STEP THREE: Assessment of Student

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• Assessments of achievement in mathematics, science, language arts, and social studies

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• Assessment of nonverbal/visual/spatial reasoning skills

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• Assessment of creative/divergent thinking

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• Other assessments may be administered at the discretion of the Coordinator and the Committee to obtain a clear “snapshot” of your child’s intellectual, creative, and affective characteristics.

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referral, evaluation,�identification, and placement process

STEP FOUR: The Identification and Placement Committee

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• The Committee conducts a “blind” review of each student’s assessment data as well as parent/guardian and teacher input.

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• The Committee seeks a consensus on the most appropriate placement for each child (Gifted/Talented pull-out services or regular classroom setting).

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• The GT Coordinator informs parents/guardians by letter of the Committee’s recommendation for the child’s placement.

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• Students recommended for G/T placement will not begin classes until the parent/guardian returns the Permission to Provide Services form.

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SO MANY WAYS TO ENRICH!

Parents of bright and successful students are encouraged to remember that while very few will be placed in the G/T Program, all can benefit from an abundance of enrichment opportunities at our schools and in our community!

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• School field trips
• STEM Program
• Chess Team
• Special programs offered through

other agencies such as PCCUA, the

DeWitt Public Library, local

churches, 4-H, Girl Scouts,

Boy Scouts, etc.

• Family outings

If you have further questions that you would like to ask individually, please don’t hesitate to contact the Coordinator of Gifted & Talented Services:

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Your interest in & support of your

child’s education are

PRICELESS…

and I appreciate you!