ga50000065.schoolwires.net€¦ · Web viewTwice Exceptional – The term twice exceptional is used...

Gifted and Talented ProgramGuidelines and Procedures

2017-18

Updated: 4/20/17

TABLE OF CONTENTS

Program Description and Goals 3-5

Program Policies and Procedures 6-7

Definitions 8-9

Gifted and RTI 10-11

Administrative Procedures 12-13

Evaluation Procedures 14-17

Continuation of Services 18-19

Make Up Work K-5 20

Testing Procedures 21-23

Testing Timeline 24

Identification, Referral, Eligibility Procedures 25-26

Student Progress Reporting 27-30

Service Delivery Options and Models 31-36

Security Procedures 37

Inactive Files 38

Family, School and Community 39-40

Additional Gifted Information and Forms 41-79

Spanish/Gifted Forms 80-91

2

GORDON COUNTY SCHOOLS

Section I. Gordon County Program Description and Goals

Gordon County School System has adopted the state definition of giftedness: Students who demonstrate a high degree of intellectual ability, creative ability, and motivation. Eligibility criteria for placement in this program are set by the Georgia State Board of Education. Referrals for consideration of eligibility for gifted services may be made by teachers, counselors, administrators, parents or guardians, peers, self, and other individuals with knowledge of the student’s abilities.

The Gordon County Board of Education recognizes the need to provide gifted education services to students who have the potential for exceptional academic achievement. Gordon County School System desires to provide an excellent course of study to its students with the greatest potential in order to meet the challenges of a global economy.

Mission Statement:

The mission of the gifted program in Gordon County Schools is to provide our students relevant and rigorous opportunities to develop and nurture critical thinking, creativity, collaboration, and communication skills.

Gordon County Gifted: Inspiring the Growth of Innovative, Independent, Life-Long Leaders

Elementary- REACH (Reinventing Excellence, Achievement & Creativity Here & Now)

The elementary program for the gifted in the Gordon County School System is called Reach and is intended to provide appropriate educational services conducive to the unique needs and special abilities of identified gifted students in grades K-5.

Students participating in the program at the elementary level leave the regular classroom for five segments one day each week to attend the gifted resource class. The class size is limited to the maximum size specified by the state of Georgia.

Curriculum is differentiated to the degree that the content and activities are clearly defined and appropriate. A differentiated curriculum offers courses of study in which the content, teaching strategies, pace, and expectation of student mastery have been adjusted so they are appropriate for all gifted learners. Courses and units developed for the program are interdisciplinary with the Common Core Performance Standards (CCGPS) serving as the foundation, along with the National Association for Gifted Children

3

(NAGC) Gifted Standards as recommended for use for gifted programs by the Georgia Department of Education.

The Reach program consistently focuses on major goals as prescribed by the state:1. creative problem-solving skills2. advanced research skills3. higher order and critical thinking skills4. advanced communication skills5. social/emotional needs

Project-Based Learning experiences, simulations, and cooperative projects are all common methods of instruction utilized by Reach teachers. Reach teachers are required to have the gifted endorsement mandated by the state of Georgia.

Middle School- REACH (Reinventing Excellence, Achievement & Creativity Here & Now)

Gifted students in the middle school grades who meet the prescribed criteria and qualify for one or more classes are served daily using an advanced content model in one or more of the following subject areas: ELA, Math, Science or Social Studies. Reach students master the Common Core Performance Standards at an accelerated pace along with state gifted goals. Students develop advanced research and problem-solving skills, enhance their creativity, and become more proficient with communication skills. Numerous independent and group projects associated with the topic of study allow students an opportunity to demonstrate their understanding. Students are served in their content area(s) of strength. Student learning is also enriched by using the latest in classroom technology.

4

High School

The high school gifted program for students in the Gordon County School System is designed to provide appropriate educational services conducive to the unique needs and special abilities of identified students in grades 9 – 12. Services available for qualified students include Pre-Advanced Placement courses, Honors and Advanced Placement courses in the four core subject areas of language arts, mathematics, science, and social studies. These accelerated courses offer curriculum in which the content, teaching strategies, pace and expectation of student mastery have been adjusted so that they are appropriate for gifted learners.

The high school program for the gifted is specifically designed as a continuation and expansion upon the elementary and middle school gifted programs. It strives to stimulate the development of critical and creative thinking, advanced research skills, and creative productivity among the participating students. The program also works to provide the opportunity for growth in the realms of social and emotional development. It is the intent of the program to instill the skills required for the students’ future educational needs.

Promethean Scholars/Warrior Academy At the high school level, gifted and highly able students have the opportunity to challenge themselves, pursue their passions, use creative talents, innovate, and become confident, autonomous learners who are equipped to excel at the collegiate level through the Promethean Scholars program at Sonoraville High School and the Warrior Academy at Gordon Central High School. Students experience and develop collaboration skills, digital literacy, and problem-solving skills needed to thrive in a modern world. There is an emphasis on helping students become independent thinkers and global problem solvers. At Sonoraville High School, students experience a compacted curriculum in their academic classes Mondays through Thursdays, leaving Friday's available for students participate in problem based learning to use their creative talents to produce high-quality, inter-disciplinary, authentic work to showcase and interact with the community. Gordon Central Warrior Academy participants also use their creative talents to produce inter-disciplinary, authentic work monthly and create a culminating task their senior year.

5

Section II. Gifted and Talented Program Policies and ProceduresRule Number: 160-4-2-.38

Purpose

The Gordon County Board of Education recognizes the need to provide gifted education services to students who have the potential for exceptional academic achievement. In accordance with the state guidelines, the superintendent is directed to operate a program for gifted students in kindergarten through twelfth grade.

Goals

This purpose fosters the practice of teachers of the Gordon County K-12 gifted program:1. To ensure mastery of the Common Core Performance Standards. 2. To increase and enrich performance in one or more of the following content areas:

Math, ELA, Science and/or Social Studies.3. To provide enriched, accelerated, and in-depth experiences through a

differentiated curriculum.4. To develop advanced research skills and methods.5. To foster analytical and creative thinking skills through real world applications in

which students develop innovative solutions.6. To incorporate technology as an integral element of the learning process.7. To promote collaborative and responsible leadership skills.8. To develop effective communication skills.9. To encourage the understanding of self and others.

Other Provisions

Personnel working as full-time teachers of the gifted shall hold professional certificates with the (add-on) Gifted in-Field Endorsement.Funding at the gifted weight is earned for all identified gifted students who receive gifted education services as authorized by O.C.G.A., 20-2-161 QBE Funding Formula.Requirements

Notice: The Gordon County Board of Education will use adopted procedures to notify parents or guardians in writing of the following:A. The referral procedures and eligibility requirements as determined by the school

system.B. Initial consideration of a student for gifted education services.C. The student’s eligibility status after an evaluation, at which time the parents or

guardians shall be afforded an opportunity for a conference to discuss student eligibility criteria and placement.

D. The type of services to be provided annually, the teaching methods to be used and the time allotted for the student to receive gifted services. Parents or guardians

6

will also be informed of the objectives designed for students to meet and the manner in which evaluation of the mastery of these objectives will be conducted.

E. The criteria that the student must meet in order to continue gifted services.

F. The length of the probationary period for the student in jeopardy of losing gifted services and the criteria the student must meet to continue receiving services.

G. The termination procedures of gifted education services in the event that the student fails to meet the continuation criteria.

H. The student may choose to re-enter the gifted program upon meeting the criteria adopted by the Gordon County Board of Education.

Local Board of Education

1. Shall establish the criterion score needed on the Georgia Milestones Assessment for automatic referral and further assessment.

2. Shall ensure that any tests or procedures used in the referral process and to determine eligibility for gifted education services meet standards of validity and reliability and will be non-discriminatory with respect to race, religion, national origin, sex, disabilities or economic background.

3. Shall ensure that any test score used to establish eligibility shall be current within two calendar years.

4. Shall ensure that students are assessed in all four data categories (mental ability, achievement, creativity, and motivation) before eligibility is determined.

5. Shall obtain written consent for testing from parents or guardians of students who are being considered for gifted education services. Written consent from parents or guardians is necessary before students determined to be eligible for gifted education can receive these services.

6. Shall adopt eligibility criteria that are consistent with Rule 160-4-2-.38.7. Shall collect and maintain statistical data on the number of students referred for

evaluation of eligibility for gifted services, the number of students determined eligible for services, and the number of students actually served during the school year. Data will be kept by grade level, gender, and ethnic group of students.

8. Shall provide the Georgia Department of Education with evaluation information regarding the following program components:

a. The student search, nomination, and referral processb. Student assessmentc. Program designd. Curriculum and instructione. Professional developmentf. Family-community development

9. Shall operate the gifted program according to Rule 160-4-7-.11.

7

DefinitionsAcceleration – Continuous progress based on academic ability and performance, not age or grade.Career pathways- Vocational and educational experiences that allow learners with gifts and talents to consider, identify, and prepare for career options based upon talents and interests; may include mentorships, apprenticeships, or career explorations. Collaboration- Stakeholders purposefully working together and sharing responsibility for achieving a common goal; reaching out to engage others in responding to needs (e.g., educators responsible for G/T and bilingual education together planning instruction for English language learners with gifts and talents).Compacting - Compacting involves using pre-assessment to determine what the student has mastered in order to eliminate unnecessary work and thus create time for students to be engaged in advanced work.Cross-Age Grouping/Multi-Age Grouping – Students of different ages/grades are grouped together for instruction for all or part of a day.Cultural Competence- Skills and dispositions for establishing and maintaining positive relationships and working effectively with individuals and communities from diverse backgrounds. Include an open mind, willingness to accept alternative perspectives, critical self-examination, and acquisition and use of information (Shaunessy & Matthews, 2009).Culturally Relevant- Describes elements (e.g., curriculum, materials) within culturally responsive classrooms that are rigorous and multicultural, engage culturally different students and have meaning for them, and enable them to connect new learning with their interests (Ford, 2010). Differentiated Assessment- The practice of varying assessment in such a way that it reflects differentiation in the curriculum and/or the instruction. Differentiated assessment implies that as students experience differences in their learning, they should experience differences in their assessment. For example, students with gifts and talents may require off level/above grade-level tests to accurately assess their level of ability or achievement. Differentiated Curriculum- Adaptation of content, process, and concepts to meet a higher level of expectation appropriate for advanced learners. Curriculum can be differentiated through acceleration, complexity, depth, challenge, and creativity (VanTassel-Baska & Wood, 2008).Differentiated Instruction- Multiple ways to structure a lesson so that each student is challenged at an appropriate level. Differentiated instruction may include such features as learner centeredness; planned assignments and lessons based on pre-assessment; and flexible grouping, materials, resources, and pacing (Tomlinson & Hockett, 2008).Eligibility Team –After the In-School Review Team completes the screening phase, the Eligibility Team (comprised of each school’s lead gifted teachers) makes recommendations regarding appropriate assessment, program eligibility upon completion of assessment, and service options.Gifted Student– A student who demonstrates a high degree of intellectual and/or creative abilities, exhibits an exceptionally high degree of motivation, and/or excels in

8

specific academic fields, and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her abilities.Grade Skipping/Advancement – Student is assigned full-time to a higher grade.Graduated Rubrics – The standard and level of student proficiency and accomplishment designed for students and teachers to measure learning outcomes. Graduated rubrics offer clear expectations for quality and levels of excellence to encourage optimum performance among high-ability learners.Honors/Advanced Courses – Students are enrolled in courses which are designed to present more complex subject matter at an accelerated pace.Independent/Directed Study – Students participate in a self-initiated, teacher directed and approved course of study in an area of interest as described in a written contract.In-School Review Team– A school-based committee comprised of an administrator, certified staff member and the gifted teacher. Teacher observation surveys and referrals are submitted to this team to consider the need for further assessment determining eligibility for gifted education services or instructional modifications in the regular classroom.Post-Secondary Options – Students may enroll in college, university or technical school courses for part of the school day. Students receive both high school and college credits.Qualified Evaluators – Individuals with expertise in relevant fields. Anyone who evaluates student products/performances for the purpose of determining gifted program eligibility must have demonstrated expertise and experience in the specific content area. Secondary Testing Measure–To be used for follow-up evaluation; requested by eligibility teams based on special circumstances and/or specific individual needs as indicated by initial evaluation results.Subject Advancement Across Grades – Individual students go to a different classroom, in a higher grade, for instruction in one or more subject areas.Subject Grouping Within Class – Students are grouped according to achievement, within a classroom, for instruction in one or more subjects (i.e., students stay in assigned classroom).Tiered Assignments – Assignments designed for varying ability levels of students. More complex assignments better meet the needs of high-ability learners.Twice Exceptional – The term twice exceptional is used to define students who are both gifted and have a disability, such as a learning disability, attention deficit hyperactivity disorder, emotional disturbance, Asperger’s Syndrome, sensory disability or physical disability.Underrepresented Populations – Potentially gifted students from culturally diverse, economically disadvantaged (ED), or disability populations.

9

Gifted LearnersResponse to Intervention

How does gifted education fit into Response to Intervention (RTI)?Gifted students are served under Tier 4. Advanced learning needs can be addressed in the general education classroom by providing instructional interventions prior to identifying students for specialized educational services. By documenting instructional interventions, the RTI process allows high-achieving students’ access to differentiated curriculum, flexible pacing, cluster grouping, and other universal interventions available to all students in the regular classroom.

10

RTI is a multi-tiered problem solving approach which focuses on instructional and social/emotional needs, research-based strategies and on-going progress monitoring of students. Research indicates that gifted students are a diverse group and, as such, should be provided with an advanced curriculum, one that is clearly different in content, pacing, process skills emphases, and expectations of student performance from the courses that more typical students in that grade level would take.

11

12

Section III. Administrative Procedures

NominationThe purpose of nomination is to determine a student’s need for gifted education services. The Gordon County Board of Education has established a decision-making procedure that allows professional staff members to consider all information collected in order to determine whether it is appropriate to proceed with a formal evaluation. (Please see Gifted Talent Search Flowchart, p. 50.)

When the In-School Review Team screens nominated students, the following will be documented:

the date of the meeting/decision the committee members present the names of the students who are being considered the source of the nomination (automatic, teacher, parent, etc.) the committee’s decisions and rationale for those decisions regarding whether

students who are considered should be referred for formal evaluation

If the decision is made to refer a student for gifted program consideration, parents/guardians are notified in writing. Parents must be notified that their child is being considered for possible gifted program placement at whatever point district personnel need to collect data or evaluate the student’s performance in any way that is not done routinely for other children in that grade.

Referral ProcessFormal identification of students begins as early as kindergarten and continues through grade 12. In order to identify all students in need of instructional modifications and/or special services, a comprehensive Talent Search (see Gifted Talent Search Flowchart) is conducted annually and includes the following components:

A) Reported Referrals, K-12 – Any person who has knowledge of a student’s intellectual functioning, such as teachers, counselors, administrators, parents, guardians, peers, self, and others, may make a referral. However, such referral does not mandate an evaluation of a student. The referring party should complete a Referral Form (p. 51) by circling the characteristics observed and give it to the student’s classroom teacher or lead gifted teacher. The student may demonstrate compelling evidence in other academic areas (e.g. varied assessments or project-based learning).

B) Automatic Referral –Automatic referrals for consideration will be made for all students who score ≥ 95th percentile on the Georgia Milestones and/or Gordon County Benchmarks (grades 1-12). Additionally, a student may be automatically referred or re-tested if there is compelling evidence that eligibility for the gifted program would be probable. Kindergarten will use AIMS Web data as a screener; however, if a student has been previously evaluated and determined to be ineligible for gifted education services, the

13

referral process may be terminated provided no new data indicates a need for additional evaluation information.

C) Structured Observation - Under the direction of an In-School Review Team* or other staff members as appointed by the principal, the following observation is conducted system-wide:

Referral/Talent Survey Form, K-8 – Classroom teachers observe their students and note those students who demonstrate specific behaviors associated with gifted children. Talent Surveys are returned to the gifted program teacher. Names of students who may need instructional modifications or additional services are listed, along with available data and submitted to an In-School Review Team* for consideration of need such as further assessment to determine eligibility for gifted education services or instructional modifications in the regular classroom. Teachers retain a copy of their original surveys based on informal observations and may add names throughout the year.

*Note: Existing committees such as the Student Support Team (SST) may be used as the In-School Review Team, but must include the gifted program teacher or someone knowledgeable of gifted student characteristics and behaviors such as a classroom teacher who holds the Gifted In-Field Endorsement. In-School Review Teams must keep up to date notes on all students considered for gifted program services. Consider available data for all referrals generated by the Referral Process, including:

1. Student needs are currently being met and no instructional modifications or additional services, including further evaluation are required.

2. The student needs instructional modifications, but does not need further evaluation based on data on file. Suggested modifications are provided to classroom teachers.

3. The student needs further evaluation, instructional modifications, and/or gifted education services. Parents are notified and consent to evaluate is obtained and regular referral procedures continue.

Note: If consideration resulted from a parent/guardian referral and it is determined by the review team that no further evaluation or referral is needed, this decision is communicated to the parent/guardian in writing.

14

Gordon County SchoolsGifted Program Assessment and Eligibility Criteria

Rule 160-4-2-.38(Multiple Criteria)

Mental Ability Achievement Creativity Motivation

Standardized Test of Standardized Test of Standardized Test of GPA ≥ 3.6 (as defined inMental Ability: Academic Creative Thinking: Rule and Regulation) onFull scale or Achievement: Score ≥ the 90th a 4.0 scaleappropriate Score ≥ the 90th percentile (by age orcomponent score ≥ percentile (by age or grade) on the Total ORthe 96th percentile grade) on - - Battery(by age) Total Reading, or Standardized Motivational

Total Math, or Total Battery OR Characteristics Rating Scale Score > the 90th percentile

Standardized Creativity Characteristics Rating Scale: Score ≥ the 90th percentile

To be eligible for gifted services, a student must either:

(a) score at the 99th percentile (grades K-2) or the 96th percentile (grades 3-12) on the composite or full scale Score of standardized mental ability test and meet one of the achievement criteria described above, or

(b) meet 3 of the 4 multiple criteria described above.

Information shall be gathered in each of the four data categories. At least one of the criteriamust be met by a score on a nationally normed standardized test. Any data used in one categoryto establish a student’s eligibility may not be used in any other category. Assessment data mustbe current within two years.

Companion document to SBOE Rule 160-4-2-.38

Evaluation ProceduresIn compliance with Georgia Department of Education Rules 160-4-2-.38, evaluation data for all students referred is gathered in four areas, Mental Ability, Achievement, Creativity and Motivation. To ensure equal access to gifted education services, evaluation measures for all students are as follows:

15

Kindergarten First SecondM

EN

TA

L A

BIL

ITY

Primary Secondary Primary Secondary Primary Secondary

CogAT Verbal

OLSAT CogAT Verbal

OLSAT CogAT Verbal

OLSAT

CogATNon

Verbal

NNAT 2 CogATNon

Verbal

NNAT2 CogAT Non

Verbal

NNAT2

CogAT Quantitativ

e

TOMAG CogAT Quantitativ

e

TOMAG CogAT Quantitativ

e

TOMAG

CogAT Composite

CogAT Composite

CogAT Composite

AC

HIE

VE

ME

NT

ITBS Reading

Stanford 10

Readingor

MAP

ITBS Reading

Stanford 10

Readingor

MAP

ITBS Reading

Stanford 10

Readingor

MAPITBS

Mathematics

Stanford 10

Mathematicsor

MAP

ITBS Mathemati

cs

Stanford 10

Mathematicsor

MAP

ITBS Mathemati

cs

Stanford 10

Mathematicsor

MAP

CR

EA

TIV

ITY PCA TTCT PCA TTCT PCA TTCT

16

MO

TIV

AT

ION

Hawthorne Student Motivation Interview



Third Fourth Fifth

Men

tal A

bilit

y


CogAT Verbal

OLSAT CogAT Verbal

OLSAT CogAT Verbal

OLSAT

CogAT NonVerbal

NNAT2 CogAT NonVerbal

NNAT2 CogAT NonVerbal

NNAT2

CogAT Quantitative

TOMAG CogAT Quantitative

TOMAG CogAT Quantitative

TOMAG

CogAT Composite

CogAT Composite

CogAT Composite


Achi

evem

ent

ITBS Reading

Stanford 10 Reading

orMAP

ITBS Reading

Stanford 10 Reading

orMAP

ITBS Reading

Stanford 10 Reading

orMAP

ITBS Mathematics

Stanford 10 Mathematics

orMAP

ITBS Mathematics


orMAP

ITBS Mathematics


orMAP

Cre

ativ

ity

PCA TTCT PCA TTCT PCA TTCT

M Primary Secondary Primary Secondary Primary Secondary

17

otiv

atio

n




6th-8th Grade

Men

tal A

bilit

y

Primary SecondaryCogAT Verbal OLSAT

CogAT Non Verbal NNAT2

CogAT Quantitative

CogAT Composite

Ach

ieve

men

t

Primary SecondaryITBS Reading Stanford 10 Reading

orMAP

ITBS Mathematics Stanford 10 Mathematicsor

MAP

Cre

ativ

ity

PCA TTCT

Mot

ivat

ion

GPA Hawthorne

18

Continued Participation

Local boards of education shall review the progress of each student receiving gifted education services each year. Any student who receives gifted education services shall continue to receive services provided the student demonstrates satisfactory performance in gifted education classes as described in the local boards’ Continuation Policy.

(i) Local boards of education shall provide to any student who fails to maintain satisfactory performance in gifted education classes (middle/high) and regular and/or gifted education classes (elementary) a probationary period in which the student shall continue to receive gifted education services while attempting to achieve satisfactory performance status. The length of the probationary period shall be determined by the local board of education.

(ii) Students who fail to demonstrate satisfactory performance in gifted education classes (middle/high) and regular and/or gifted education classes during the probationary period and for whom gifted services are no longer appropriate shall have a final review before cessation of services occurs. A student may resume receiving gifted education services upon meeting the criteria adopted by the local board of education for the continuation of gifted services.

Withdrawal

Parents may remove a student from the gifted program for any reason. However, it is required that a child be withdrawn only at the end of a 9-week period. A conference including the gifted teacher, regular classroom teacher, and parent is requested. In addition, the decision to remove a student must be documented and signed by the parent, teacher and student. Students withdrawing may re-enter the program at the beginning of a 9-week period after re-evaluation has taken place. If the student has been out of the program for more than two years, the student will be re-assessed for gifted eligibility.

19

Test Scores from Outside Sources – Private TestingData gathered and analyzed by a source outside the school system may be considered a part of the screening for determination for evaluation; however, such data cannot be substituted for data generated by school system personnel for eligibility purposes. State regulations (Rule 160-4-7-.11) on the procedure for handling private testing state the following:

Assessment data which were gathered and analyzed by a source outside the student’s school or school system must be considered as part of the nomination and evaluation process. However, these outside data shall not be substituted for data the school generates during the testing/evaluation process and may never be the sole source of assessment data. Systems shall never rely on them exclusively for determination of eligibility for gifted program services. Instead, outside test data may be used as part of a comprehensive profile of test and non-tests evidence of advanced instructional needs. If any system elects to use outside test data to help establish student’s eligibility, the local board of education shall collect and maintain statistical data which allow the Department of Education to evaluate the impact of this practice on the identification of gifted students from all ethnic and socioeconomic groups.

Transfer Students

Eligibility of students who transfer into the school system is determined as follows:A. Within the State of Georgia (reciprocity) Students transferring from a school system within Georgia, who have been identified per state criteria (Rule 160-4-2-.38), are eligible for services without further evaluation provided adequate documentation of eligibility is available and/or verifiable and the student meets local continuation criteria. Parent(s)/guardian(s) are notified to provide consent for placement. Parents are also offered an opportunity to meet to discuss the appropriate Service Delivery Options and the local Continuation Criteria.

B.Outside the State of Georgia (no reciprocity) Students transferring from an out of state school system are referred to the gifted program teacher for consideration as soon as records are available. Regular referral procedures are followed to determine the need for evaluation and/or eligibility for service. Note: Per Rule 160-4-2-.38 any test scores used to establish eligibility shall be current and within two calendar years. A student who does not have qualifying scores consistent with Georgia Rule 160-4.2-.38 must be referred to the Eligibility Team to determine evaluation needs. The referred student will be evaluated during the next scheduled testing window.

C. Within Gordon County SchoolsGifted students transferring from one school to another within Gordon County are automatically placed in the gifted program of the receiving school unless they have been dismissed from the program. Student records are transferred to the enrolling school upon request.

20

K-5 Make-Up Work

Reach students are to be held responsible for mastery of all standard curriculum objectives. However, due to the unique nature of the gifted program and the workload that these students are expected to carry, they will, in most cases, be excused from daily and related homework assignments given while participating in gifted program classes. While all classroom assignments are important, requiring Reach students to make up all work is actually a penalty to the gifted student. The following are guidelines to be used when making decisions regarding work missed while attending gifted program classes.

1. Students attending gifted program classes will be excused from the daily/ homework assigned during the class period(s) missed. Students will be excused from these assignments without penalty to their grades, loss of other scheduled activities, or loss of any classroom privileges.

2. Mastery of standard curriculum objectives may be determined by oral review, teacher observations, quizzes, modified assignments, and/or a few selected problems. It is the responsibility of the regular classroom teacher and the student to determine mastery of objectives reflected in daily/homework assignments missed while participating in the Reach.

3. If mastery of standard grade appropriate objectives becomes a problem for any gifted program student, the classroom teacher and the teacher of the gifted should work together to find a solution to the problem.

4. Tests, science labs, and other major or long-range assignments should not be made up before or after school. It is the responsibility of the student and classroom teacher to make alternate arrangements to ensure that the assignment is completed in a reasonable time period agreed upon by the teacher and the student. (For example, a test administered while the gifted student is attending the gifted program might be made up the following class day in lieu of that day’s assignment.)

5. Time spent in the gifted program class is governed by State Regulations. Therefore, students are not to miss any of the scheduled time for gifted program

21

services. Assignments due on the day the student is to attend his/her Reach class(es) are to be turned in the next scheduled class time.

It is certainly important that gifted program students succeed in their academic classes. By not requiring daily assignments in addition to gifted program assignments for these students, the classroom teacher can take some of the pressure off and encourage their success. The thinking skills that students are learning and practicing in the gifted program can only enhance their performance in regular education classes.

Companion Document to SBOE Rule 160-4-2.38

Testing Procedures

Gifted Lead Teachers administer the mental abilities, achievement, creativity and motivation assessments as dictated by the individual grade levels. All possible efforts must be made to prevent testing irregularities which could invalidate tests results. Please read and follow all regulations exactly in each test manual for testing and scoring. Report any testing or scoring irregularities to the Gifted Coordinator as soon as possible.

Those who have test materials under their control should take all steps necessary to assure that only individuals with a legitimate need for access to test materials are able to obtain such access.

Gifted Coordinator

1. Keep all materials in a locked room with controlled access to all keys.

2. Keep a detailed inventory of all test materials. A sign-out sheet will be provided by the gifted coordinator to indicate who took which tests and other materials each day.

3. Never reproduce a copyrighted test or answer sheet without written permission from the test publisher.

Gifted Lead Teacher

1. Keep all materials in a locked room with controlled access to all keys.

2. Never reproduce a copyrighted test or answer sheet without written permission fromthe test publisher.

22

3. Return all used/scored tests to the gifted coordinator. The gifted coordinator will inventory all test materials and return them to the Central Office.

4. Do not remove the back cover of test booklets as identifying information could be misplaced. Transfer all needed scores to the student’s Eligibility Report.

5. Informed consent (permission for testing) must be obtained from parents or other legal guardians before testing is done. Exceptions are permitted when:

(a) Testing is mandated by law or governmental regulation (e.g., Statewide achievement testing programs), or(b) Testing is conducted as a regular part of school activities (e.g..,

school wide testing programs and participation by schools innorming and research studies).

6. Never leave students alone during testing even when there is only one student.7. Do not issue the actual test or a completed answer sheet to anyone.

8. Parents are NOT ALLOWED to review/see test booklets.

9. Do not let students keep their answer sheets. Do not show anyone a student’sanswer sheet except an authorized professional.

10. Never reproduce a copyrighted test or answer sheet without written permission fromthe test publisher.

11. Do not give or score the test of a student who is related to you or with whom youare friends of their parents.

12. In general, scores should not be released over the telephone.

13. Creativity and Motivation Checklist Scales are not distributed, sent home or sent toanother school system.

Pre- and Post- Test Administration Procedures for Both District Coordinator and School-Level Lead Gifted Teachers:

Pre-Administration Procedures:1. The District Gifted Coordinator will schedule a meeting with all Lead Gifted

teachers to review each test. Items to review may include the section of the tests, the time allotted, and materials that are required such as student answer sheets and DFAs.

2. The Lead Teachers will sign an agenda stating that they have reviewed the testing materials and procedures.

3. Time will be scheduled for each location to ensure that each candidate receives enough time to complete the assessments.

23

Post-Administration Procedures:1. The District Gifted Coordinator will schedule time for all of the Lead Teachers to

work together to grade the assessments. (Some assessments may be sent to an outside source for grading.)

2. The Lead Teachers will review each test booklet or answer sheet to ensure that each student completed all required sections of each assessment.

3. The Lead Teachers will document specific situations if a test is interrupted or the student was unable to complete the assessment.

Test Results:

Test results identified by the names of individual test takers should not be released to any person or institution without the informed consent of the parents or legal guardians unless otherwise required by law. Scores of individuals identified by name should be made available to those with a legitimate, professional interest in particular cases.

Testing Environment:

A testing environment and situation that is non-threatening, convenient, and comfortable should be provided for the student. The testing appointment should not conflict with previously scheduled classroom events, recess, first week of school, last week of school, etc. The teacher should also determine if the student is feeling well, can see and hear the tester, and/or needs a bathroom or water break before the session. It is better to postpone testing than to complete it in a rushed or uncomfortable fashion.

Testing Procedures for Both District Coordinator and School-Level Lead Gifted Teachers Pre-, During, and Post- Administration of Assessments:

Pre-Administration Procedures:1. Tests, answer sheets, and other materials should be ordered well in advance.2. The District Gifted Coordinator will schedule a meeting with all Lead Gifted

teachers to review each test. Items to review may include the section of the tests, the time allotted, and materials that are required such as student answer sheets and DFAs.

4. The Lead Teachers will sign an agenda stating that they have reviewed the testing materials and procedures.

5. The Lead Teachers will make arrangements for a testing room of sufficient size to allow seating every other seat. Pay attention to friendship pairs, separating them when assigning seats.

6. The Lead Teachers will collect necessary materials such as pencils, scrap paper, and a clock accurate to the second well in advance.

During Administration Procedures:1. The Lead Teacher will read the directions to the test exactly as they are written.

Do not attempt to recite them from memory or provide a summary or the “gist.”

24

2. The Lead Teacher may prompt a student to finish or to remain on task but may not read any questions or directions beyond what is stated in the official DFA.

3. The Lead Teachers will document specific situations if a test is interrupted or the student was unable to complete the assessment. (e.g. tears, getting upset during the text, not understanding the instructions, mismatching number between test booklet and the answer sheet, student’s defiance in completing a section, and/or students who disturb others.)

4. The Lead Teacher will make note of any unusual occurrence during the text. Noises, disruption in the testing area, extremes of temperature, inadequate work space, illegible materials, and so forth are among the conditions that should be avoided during texting situation and noted if they do occur.

5. If a student cannot maintain an age-appropriate level of behavior and the child is disturbing the testing environment for other students, stop the texting. Arrange to take the student back to the classroom; schedule another 1:1 testing session for the disruptive student.

Post-Administration Procedures:1. The District Gifted Coordinator will schedule time for all of the Lead

Teachers to work together to grade the assessments. (Some assessments may be sent to an outside source for grading.)

2. The Lead Teachers will review each test booklet or answer sheet to ensure that each student completed all required sections of each assessment before the group gathers to grade or before assessments are sent to an outside grader.

25

Testing Timeline

August Complete any Secondary Testing that is needed (K-8) based on previous year’s

Primary testing data.

January Characteristics of Gifted Child presentation given to faculty by lead gifted teacher

at each school. Distribution of Talent Surveys and Nomination Forms. K-5 classroom teachers formally observe their students and complete the

Referral/Talent Survey Form. If applicable, review out-of-state transfer of gifted students for acceptance into the

system’s program.

February All referrals are to be submitted to the lead gifted teacher by the first week of

March. In-School Review Team meets to review Talent Surveys and Nomination Forms

to make recommendations for gifted testing. Submit all elementary testing orders to the Central Office Testing Coordinator by

February 15. Once tests scores are received, the Eligibility Team meets. Test results are documented on appropriate form. Notify parents of eligibility results. Meet with parents to place eligible students in the program.

March Primary Testing conducted at each school. Once tests scores are received, the Eligibility Team meets. Test results are documented on appropriate form. Notify parents of eligibility results. Meet with parents to place eligible students in the program.

26

Spring Transition Meetings

Parents of fifth and eighth grade students will attend an individually scheduled meeting to discuss the content area of strength to be served in middle school or high school.

Fifth and eighth grade students will attend a scheduled orientation at his/her perspective middle or high school for the following year.

Section V – Identification, Referral, Eligibility Procedures

IdentificationA) Lead gifted teachers at individual schools conduct a staff development session

during February on the characteristics of gifted students.B) Conduct a “child find” for automatic referral by checking test scores:

Exceeded in two or more – Milestones (≥95thpercentile); Highest 15th Percentile - Kindergarten AIMS Web; Permanent Records.

C) Referral packets which include a nomination form, list of gifted traits, observational checklist(s), and instructions on how to complete the process are distributed to classroom teachers.

D) K-5 classroom teachers formally observe their students and complete the Referral/Talent Survey Form.

E) Referrals are returned to the gifted program teacher no later than the first week of March.

In-School Review TeamA) Meet with In-School Review Team regarding referrals.B) The team will discuss need for further assessment to determine eligibility for

gifted education services or instructional modifications in the regular classroom.

C) Consent forms are sent home with referred students.

TestingA) Collect current cognitive and achievement scores.B) Complete testing.

Eligibility TeamA) Discuss and review test scores.B) Make eligibility decisions.C) Complete “Referral Data and Testing Results” form.

NotificationA) Results of evaluation are sent home.

27

B) Eligibility report placed in student gifted file.C) Place notification of gifted eligibility in the student’s permanent record.D) Conferences are scheduled with parents and students for the opportunity to

discuss test scores

OrientationA) Orient student and parents about the Reach program by scheduling a meeting after eligibility has been determined.

B) Discuss expectations of the gifted program. .C) Request parental permission for services.D) Parent and student review and sign Continuation Criteria form to be

placed in the student’s gifted file yearly.

Other ProceduresA) If a student fails to meet the requirements of the Continuation Criteria, send a

Student Jeopardy letter to the parent.B) After a probationary period send a withdrawal form to the parent if a student

continues to fail to meet the requirements of the Continuation Criteria, or if a parent wishes to terminate gifted services.

C) When a student meets the requirements to re-enter the gifted program, send the parent a Re-Entry form and place it in the gifted file.

D) At the end of the year, an Annual Review form is to be completed on each student and sent home to parents. A copy of the annual review is placed in the student’s gifted file. Conferences are scheduled with parents in the spring of the year if needed or if a student is being promoted to 6th or 9th grades.

E) If a parent does not wish to continue with gifted services for a prolonged period of time, the parent must sign a Withdrawal Form. A copy will be placed in the student’s gifted file.

F) Student medical records are to be filled out at the beginning of the year before any student can go on a field trip with the gifted class.

G) After each 9-week period or semester, a student’s progress is checked to ensure Continuation Criteria is being met.

H) To use GPA/NGA for eligibility in the area of motivation, a two-year average of ELA, Math, Science, Social Studies, and a full year of world languages is required.

28

Section VI - Student Progress Reporting

Annual ReviewStudent eligibility to continue receiving gifted services is reviewed annually for all students. At the beginning of each school year, parents are notified of the student’s schedule for gifted classes as well as the goals, objectives, and the process for measuring student progress. Parents are notified in writing at the end of the school year regarding eligibility status for the next school year (Annual Review of Services – Grades K-12).Additionally, at the end of the 5th and 8th grade students and parents will meet with their child's gifted teacher(s) for a review of progress in the area of strength for the next year’s gifted program. The conference will be a student-led conference with input from the teacher. All gifted students receive 5 segments of gifted service per week, or the yearly equivalent.

Elementary School (K-5)Individual student progress is communicated to parents/guardians four times a year.At the end of each nine weeks grading period, a formal evaluation of student progress is reported (Student Reach Report Card, K-5).

Middle School (6-8)/High School (9-12)Numerical grades are given to students enrolled in classes with the Cluster Grouping, Collaborative or Resource Models, Advanced Placement Courses (AP) and Honors Courses.

Continuation of Services

Elementary Continuation Criteria

The Gordon County Gifted Education Program requires that students meet the specific performance standards at their grade for continuation in the Gifted Program.

Academic1. The student maintains a satisfactory status in gifted education classes.

29

The gifted student must:o complete tasks on time.o participate actively in class.o work independently when independent work is assigned.o interact appropriately in group situations.o behave appropriately.

If the above criteria are not met, a team of teachers and/or administrators will meet to formulate an improvement plan and consider the following options:

1. A probationary period during which the student will not participate in Reach.2. A probationary period during which the student will participate in Reach.

Parents and students will be notified of all decisions and may request a conference with the Reach teacher.

After the probationary period, the student’s performance during the probationary period will be evaluated. The following options will be considered:

1. Continuation of probation.2. Termination of probation status3. Termination/Withdrawal from Gifted Program.

A student may re-enter the program for the gifted upon meeting the continuation criteria of the Gordon County School System after two consecutive grading periods.

Middle School Continuation Criteria


Academic

1. The student maintains a grade of 80 or higher in his/her content area of giftedness for each grading period.

2. The gifted student must:o complete tasks on time.o participate actively in class.o work independently when independent work is assigned.o interact appropriately in group situations.o behave appropriately.

If the above criteria are not met, a team of teachers and/or administrators will meet to formulate an improvement plan and consider the following options:

1. A probationary period during which the student will not participate in the specified area of gifted content for one grading period.

30

2. A probationary period during which the student will participate in the specified area of gifted content for one grading period.




A student may re-enter the program for the gifted upon meeting the requirements of the continuation criteria of the Gordon County School System after two consecutive grading periods.

High School Continuation Criteria

The Gordon County Gifted Education Program requires that students adhere to thefollowing adopted continuation criteria.

The student maintains an overall average of 80 or higher in his/her content area of giftednessincluding Advanced Content and Cluster Group classes, Executive Internship, Pre-Advanced Placement (Pre-AP) classes, Advanced Placement (AP) classes, and Honors Classes (HP).

If the above criteria are not met, a team of teachers and/or administrators will meet with the student to formulate an improvement plan and to consider the following options:

1. A probationary period (one semester) during which the student will notparticipate in Gifted Program classes.

2. A probationary period (one semester) during which the student will participate inGifted Program classes.

Parents and students will be notified of all decisions and may request a conference with the Evaluating team.

After the probationary period, the student’s performance during the probationaryperiod will be evaluated. At that time, the following options will be considered:

1. Continuation of probation.2. Termination of probation status.3. Termination of gifted services – withdrawn from program.

31


Student FilesActive Files– Each gifted teacher is responsible for maintaining accurate records of the gifted students served. If a student moves from the school, it is critical that the gifted record is noted in the permanent record. Copies of the actual tests are not kept; however, it is important that test data, eligibility forms, and consent forms signed by the parent/guardian are all included in the file. Under no circumstances should a student file be released to someone other than a system administrator. It is critical that all student files, eligibility forms, and tests are kept in a secure location, such as a locked cabinet, at all times.

Inactive Files– Files for students who were evaluated for services, but did not meet eligibility requirements are filed in the student’s gifted file folder as documentation of evaluation.

Transfer of Student Files – Elementary/Middle/High SchoolsEach school’s lead gifted teacher for the gifted program is responsible for transferring the gifted files for students being promoted from elementary to middle school and middle school to high school within the Gordon County School System. The system gifted coordinator will schedule a day and time for lead gifted teachers to exchange student folders. Inactive files are sent to the Central Office.

32

Section VII - Service Delivery Options and Models

The needs of gifted students vary widely, therefore, an array of service delivery options address all grade levels and content areas. Specific options and individual learner objectives are determined on a case-by-case basis based on identified need and interests. Options include, but are not limited to, the following:

Interdisciplinary Enrichment ActivitiesCluster Grouping/Full-Time ClassSubject Groups within ClassAdvanced Content CoursesAdvanced Placement Courses

These options are provided primarily through four delivery models – Resource Class, Collaborative Teaching, Cluster Groups, and Advanced Content. Students enrolled in any model must receive a minimum of five (FTE) segments per week from a gifted certified teacher or one who holds the Gifted In-Field Endorsement. However, in order to earn 1 FTE per student, a student must be served six segments per week.

Resource Class (K-12) - Gifted students are grouped together for direct instruction from a gifted endorsed teacher. The curriculum has an academic content foundation, aligned with the Common Core Performance Standards, as well as a focus on interdisciplinary enrichment activities. The content and pacing are differentiated to the degree that the activities are clearly not appropriate for more typical students.

Collaborative Teaching (K-12) – Direct instruction is provided by a regular classroom teacher, but there is substantial, regularly scheduled, documented collaborative planning between the content area teacher and the gifted specialist (the teacher with the gifted endorsement who is serving as the instructional facilitator). The gifted specialist, the regular classroom teacher, and the gifted student (when appropriate) collaborate in the development of challenging assignments which substitute for or extend the core curriculum objectives which the identified gifted student has already mastered.

33

To ensure adequate time for the gifted specialist to meet with teaching partners and gifted students, develop or secure advanced materials and other resources, develop individual student contracts, and provide small group or individual instruction, he/she must be given one full period each day or its weekly equivalent during which he/she has only gifted education programming responsibilities (as determined by the local system) for every three classes in which he/she has collaborative teaching responsibilities. The total number of gifted students whose instruction may be modified through this collaborative approach may not exceed an average of eight per class.

Table 1:Required Planning Time for Gifted Program Specialist in the

Collaborative Teaching Model

Number of Classes within which the gifted specialist collaborates

Number of segments which can be counted at the gifted weight

Number of periods that must be allotted for collaborative planning, individual and small group work etc.

1-3 1-24 14-6 25-48 27-9 49-72 3

10-12 73-96 413-15 97-120 516-18 121-144 6

Instructional segments which have been modified for gifted learners may be counted at the gifted weight only if the teacher-partners document the curriculum modifications made for the gifted students by way of (a) separate lesson plans; (b) a time log of collaborative planning by the teacher partners; and (c) individual student contracts which show the reason(s) why any student whose instruction is counted at the gifted weight needs an advanced curriculum in that particular content area (e.g., pretest grades), the learning objectives for the gifted student, the alternative activities in which the gifted student will be engaged, the dates and amount of time (in segments) the student will be engaged in the higher-level activities, the means by which the gifted student’s learning will be assessed (e.g., the expected outcomes or products), and the responsibilities of the gifted education teacher and the classroom teacher.

Cluster Grouping (K-12) – Identified gifted students are placed as a group into an otherwise heterogeneous classroom, rather than being dispersed among all of the rooms/courses at that grade level. To count any gifted student at the gifted weight when this delivery model is used, the regular classroom teacher must have the gifted endorsement. One or two segments per day provided in this setting may be counted at the gifted weight if the teacher documents the curriculum modifications he/she has made

34

for the gifted students by way of (a) separate lesson plans and (b) individual student contracts which show the:

1. Reason(s) why that particular student needs an advanced curriculum in that particular content area (e.g., pretest grades);

2. Learning objectives for the gifted student; 3. Alternative activities in which the gifted student will be engaged; 4. Dates and amount of time (in segments) the student will be engaged in the higher level activities.

5. Means by which the gifted students learning will be assessed (e.g., the expected outcomes or products).

Advanced Content Class (6-12) – Students are homogeneously grouped on the basis of achievement and interest in a specific academic content area. The district may elect to include students who are not identified as gifted but who have demonstrated exceptional ability and motivation in a particular content area. In that case, the local district must establish criteria and guidelines that identify students who will be successful with the advanced curriculum to be offered in these classes. (Identified gifted students may also be required to meet the specific achievement criteria). Identified gifted students in the advanced content course may be counted at the gifted weight only if (a) maximum size specified for gifted resource classes in State Board Rule 160-5-1-.08 CLASS SIZE is observed; (b) a description of the course curriculum (showing very clearly how the advanced course content, pacing, process skills emphasis, and expectation of student outcomes differ from the course more typical students at that grade level would take in that content area) is developed and maintained by the local board of education; and (c) the teacher has the following qualifications:

1. Advanced Placement (AP) Courses – The teacher must have the appropriate content area certification. In addition, the teacher must (a) have been trained by the College Board in that specific AP course and have had at least 10 clock hours of staff development in characteristics of gifted learners and curriculum differentiation for gifted students; or (b) have the gifted endorsement.

2. Honors/Pre-AP Courses – The teacher of a locally developed honors course curriculum must have the appropriate content area certification and the gifted endorsement in order to count the gifted students in the class at the gifted FTE weight.

Mentorship/Internship (9-12) – A gifted student works with a mentor to explore a profession of interest. The gifted education specialist maintains close contact with both the participating student(s) and the selected mentor(s) to ensure acceptable progress toward the student’s individual learning goals. The gifted specialist, the regular classroom teacher, and the gifted student (when appropriate) collaborate in the development of appropriately challenging assignments which substitute for or extend the core curriculum objectives which the identified gifted student has already mastered.

35

One or two instructional segments per day may be counted at the gifted weight for students participating in a gifted mentorship/internship if an individual student contracts/documents the work to be done, the learning objectives for the gifted student, the dates and amount of time the student will be participating in the internship/mentorship, the means by which the gifted students learning will be assessed (e.g., the expected outcomes or products), and the responsibilities of the gifted education teacher and the mentor.

Joint Enrollment/Postsecondary Options – High school students may be enrolled in college, university, or technical school courses. Students enrolled in such courses receive both high school and college credits, and this instruction may serve as the gifted instruction local districts are required to provide for qualified students. Note that present rules indicate FTE funding generated while away from the regular school campus will be awarded to the post-secondary institution. Students served through joint enrollment must meet state regulations for attendance and must be present on the secondary campus for at least three instructional segments. The student must have an advanced curriculum than any which could be provided on the high school campus, the learning objectives for the gifted student, the dates and amount of time (in segments) the student will participate in the joint enrollment arrangement, and the means by which the gifted student’s learning will be assessed (e.g., the expected outcomes or products).

Acceleration

In accordance with the belief that all children are entitled to an education commensurate with their particular needs, students who can exceed the grade-level indicators and benchmarks set forth by the Common Core Performance Standards must be afforded the opportunity to do so. When used appropriately, acceleration is perhaps the most effective intervention for enhancing academic growth of advanced students (Kulik & Kulik, 1989). The landmark report “A Nation Deceived: How Schools Hold Back America’s Brightest Students,” published by the University of Iowa and the Templeton Foundation, noted that, “Acceleration is the most effective curriculum intervention for gifted children;” that, “For bright students, acceleration has long-term beneficial effects, both academically and socially;” and, “Acceleration is a virtually cost-free intervention” (Colangelo, Assouline, & Gross, eds., 2004).

Policy IHE governs the provisions regarding promotion, retention, placement, or acceleration of Gordon County students. The local board of education believes that such students often require access to advanced curriculum in order to realize their potential contribution to themselves and society. The Gordon County Gifted Guidelines describe the process that is used to evaluate students for acceleration in one or more individual subject areas and/or promotion to a higher grade level than their same-age peers.This process shall be used for evaluating students for acceleration in one or more individual subject areas and/or promotion to a higher grade level than their same-age peers.

36

Whole-Grade Acceleration – The practice of assigning a student to a higher grade level than is typical (given the student’s age) on a full-time basis for the purpose of providing access to appropriately challenging learning opportunities.

Individual Subject Acceleration – The practice of assigning a student to a higher grade level than is typical (given the student’s age) for the purpose of providing access to appropriately challenging learning opportunities in one or more subject areas.

I.) Referrals and Evaluation

a) Any student residing in the district may be referred to the principal by a teacher, administrator, gifted education specialist, or a parent or legal guardian for evaluation and possible accelerated placement.

b) The lead gifted education teacher shall solicit referrals of students for evaluation for possible accelerated placement annually, and ensure that all staff he or she supervises is aware of procedures to refer students for evaluation and possible accelerated placement.

c) An instructional team comprised of the student’s teacher(s), principal or designee and others deemed necessary by the local school administration shall consider requests or recommendations to allow a student to vary from the age/grade appropriate curriculum. The instructional team may be an existing student support team or a team created solely for this purpose. The following factors shall be considered:

- Academic achievement in all subject areas, but specifically mastery of basic reading and mathematics skills, as determined by standardized test scores, teacher records, and mastery of grade level objectives as indicated on the student’s report card.- Classroom performance including work and study habits- Mental ability- Chronological age- Degree of initiative and effort demonstrated- Physical development- Social maturity/relationship with peers and adults- Emotional maturity/self-concept- Attendance

II.) Procedure to Follow

1. A parent/teacher conference shall be scheduled to discuss and document student’s academic needs, parental concerns, and curriculum modifications previously tried to meet the student’s needs. Attempts to involve the parent(s) must be documented.

37

2. If it appears that acceleration is a viable option, an Acceleration Recommendation Form(p.69) shall be completed and submitted to the designatedinstructional team.

3. Upon receipt of the request, the following should take place:

a) Student interview to determine the extent to which the student is willing or desires to be advanced.

b) Consultation with appropriate district level instructional personnel to reviewproposal and/or available options with prospective teacher(s) to determine

capacity to work with student as needed to ensure success.

4. After consideration of all information, a Written Instructional Plan (p. 71) shall be developed as indicated:

a) If subject advancement across grades in one or more areas is recommended, the plan shall specify academic goals and strategies.

b) If whole grade skipping is recommended, the plan shall specify how student progress will be monitored and how success of placement will be assessed.

5. The principal or his/her designee shall notify the parent(s) of the team’s decision and provide the parent with a copy of the Student’s Written Acceleration Plan. (p.72)

6. A copy of the Student’s Written Acceleration Plan (p.72) shall be given to the parent(s). A copy shall be attached to the Acceleration Recommendation Form (p.69) and filed in the student’s permanent record. Further, a copy should remain for at least one year in the school in which the plan was originally developed.

Professional Development for Gifted Teachers:Gordon County Schools supports the participation of gifted education specialists and general education teachers in professional development activities designed to increase subject matter knowledge, improve the use of curriculum and instructional strategies, and assessment measures that are appropriate for gifted and talented students. Gifted teachers are given professional development opportunities through the Georgia Council of Gifted Children annual conference, assessment trainings, gifted in-field endorsement courses, AP training, and pre and post planning professional development.

38

Section VIII – Security Procedures

Security of Gifted Materials

Student files and all testing materials should be kept in a locked cabinet at all times. Access to these materials should be restricted to the gifted program lead teachers and other certified personnel as necessary.

Student Files

The Gifted Program Lead Teacher at each school is the caretaker of official, completed files of gifted students. It is the responsibility of the Gifted Lead Teacher to maintain accurate student files at the local school and to assist in the transfer of those files within the Gordon County School System when necessary. Under no circumstances should a student file be released to someone other than another Gifted Program Lead Teacher without authorization from the Central Office.

All qualifying or non-qualifying materials (used test booklets) are kept for five years in a locked building at the Central Office. Test booklets over five years are shredded using the protocol for shredding tests utilized by the Gordon County School System’s Central Office.

Every eligible gifted student must have a file that contains the following data:

________ Eligibility Report________ In School Review Team Meeting Documentation________ In School Review Team Parent Notification________ Parental Consent for Evaluation________ Permission for Placement________ Annual Review Form________ Continuation Form________ Student Reach Report Card (K-5)________ Referral/Talent Survey Form (K-12)________ Recommendation for Services Option

39

All files for non-qualifying students should have the following:________ Referral for Gifted Program________ Notification of Referral/Permission for Evaluation________ Eligibility Report (Not Eligible for Services Should Be Marked)

*Additional documentation may include referrals for Duke University’s TIP, parent communication, awards, Directed Study coursework, etc.

Section IX – Inactive Files

When a student leaves the district or is no longer receiving gifted services, the student’s file is moved to a locked, inactive file location. At the end of the year, that file will be passed to the next grade level in case the student returns to Gordon County Schools, requalifies or gains active status. Gifted files of students who are graduating seniors are to be included in the student’s permanent record.

40

Section X – Family, School and CommunityCommunication Strategies

Communication is the key to success of any institution, program, or activity. Gordon County Schools utilizes various means to communicate information to students, parents/guardians, teachers/staff, and the community at large as no one method is effective for all stakeholders. The following communication strategies support our commitment to promoting parent and community involvement as well as maintaining open lines of communication. Any or all of the strategies below may be used at various times to develop an ongoing dialogue with the community.

Site based lead gifted teachers facilitate school level informational meetings with faculty and staff to ensure their understanding of the program as well as distributing referral packets.

Site based lead gifted teachers schedule beginning of the year grade level and department meetings with all teachers and are required to present a PowerPoint on characteristics of the gifted student, underrepresented populations, twice-exceptional students, instructional strategies that differentiate instruction for gifted students in the regular classrooms and other important information that applies to the gifted program. ESS, ESOL, counselors and regular education teachers are required to attend.

Principals facilitate schedules that support collaborative planning between regular education, ESS, ESOL, and gifted teachers.

Fifth and eighth grade parents are invited to attend a special meeting at the end of the school year to discuss with the gifted the teacher transitions from the elementary to the middle school/middle school to high school gifted programs. Portfolios, student projects, and other formative/summative data is assessed to ensure the student is placed in the content area of giftedness.

41

The lead gifted teacher at each school is responsible for distributing a flyer for students to take home at the beginning of each year to communicate referral procedures/eligibility requirements/program descriptions to parents.

Parents are made aware of Due Process procedures and changes through any of the following tools: system handbook, system website, letters, brochures, individual/group meetings, emails, school newsletters, and newspaper articles.

Parents attend a gifted orientation at the beginning of the school year.

Parents are included on gifted field trips.

Parents are informed of such organizations as the National Society for the Gifted and Talented and of accelerated programs such as the Duke Talent Identification Program.

Gifted information may be sent home with students at the beginning of the year for parents to learn about the program.

42

Additional GiftedInformation and Forms

43

REACH Lesson Plan Template

Standards:

Critical Thinking: Vocabulary:

Materials:

STEM:

Reflection:

Vocabulary:

Materials:

44

Project-Based Learning:

G0RDON COUNTY GIFTED PROGRAM - UNIT QUALIFIERS

ExemplaryNote: “Exemplary” includes all “Acceptable” qualifiers plus the following:

Acceptable Comments/Revisions

Essential questions reflect lesson abstractions, complexities, and guide all student learning

Essential questions stimulatehigher-order thinking and are long-term, thought-provoking, and meaning-making

Level of rigor remains grade level appropriate for gifted students, yet truly “pushes” students continuously and requires sustained intellectual and personal growth

Level of rigor is grade level appropriate for gifted students.

Timeline/Pacing shows detailed, logical progression and follows through on all activities

Timeline/Pacing is realistic in terms of estimated time for unit completion

Level of materials are appropriately aimed, stimulate student inquiry and promote intellectual interest and independence

Level of materials match targeted student learning

Research is infused throughout the learning activities and aligns with the national gifted goals

Research is utilized and is of an appropriate level

Unit requires engagement of students in exploration of multiple disciplines

Unit engages students in a few disciplines

Unit provides for a variety of teaching practices and strategies that involve various modalities and learning styles

Unit provides for a variety of teaching practices/strategies

45

Unit content includes: Rich development of advanced

knowledge Fully aligned instruction of

research skills Appropriate logical thinking

development that cultivates creative thinking

Unit content includes: Development of advanced

knowledge Research Creative thinking

Unit content: aligns with the CCGPS enriches and accelerates the

CCGPS to provide age appropriateness and continuity of student learning

Unit content: aligns with the CCGPS

Gordon County SchoolsGifted and TalentedStudent Report Card - Elementary2016-2017

Student ________________________________________________________Homeroom Teacher_______________________________________________Grade _________School ___________________________________________

Process & PerformanceAssessment

1st

9 Weeks

2nd

9 Weeks

3rd

9 Weeks

4th

9 Weeks

Participates in class discussionsReasons things out: thinks logically; recognizes relationships (critical thinking)Exhibits imagination and creative thinking skillsExhibits ability to make judgments & grasps concepts rapidly (cognitive thinking)Exhibits willingness to take risks & accept challenges; exhibits curiosity (affective thinking)Shows initiative & commitment to taskWorks independently in a self-sufficient mannerWorks cooperatively in a groupComes to class prepared & organizedCompletes assignments in the allocated timeCompletes assignments neatly; takes pride in personal workExhibits a positive attitudeListens & follows directions

3: always 2: sometimes 1: seldomGradingPeriod

Units of Study

Unit Assessment

46

1st

9 Weeks2nd

9 Weeks3rd

9 Weeks4th

9 WeeksComments

1st 9 Weeks 2 nd 9 Weeks 3 rd 9 Weeks 4 th 9 Weeks

47

High School Honors/Pre-AP/AP Contract

In signing this contract I understand that the Honors/Pre-AP/AP courses offered at __________________________ hold certain expectations of students:

1. Courses go at a quicker pace than other academic courses.2. Courses may require more homework and/or more independent work on

average than other academic courses.3. Courses require more preparation and study time than other academic courses.4. Courses will have more out of class assignments such as research projects,

reading assignments, labs, and study sessions than other academic courses.5. Courses will have a more rigorous and in depth curriculum including critical

thinking skills and analysis. 6. Attendance is considered critical in these courses.7. It is the responsibility of the student to take advantage of all tutorial and credit

recovery opportunities. (It is highly recommended that parents register for, and monitor, I-Parent.)

Student’s Name: ______________________________________________________

Student’s Signature:______________________________________________________

Parent’s Name: ________________________________________________________

Parent’s Signature: _____________________________________________________

Please select the AP/Pre-AP or Honors Course(s) the student is taking for _________________________ ________ semester.

48

Accelerated Math I9th Lit./Comp. (HN/Pre-AP)

Human Geog.(HN/Pre-AP) Physics HN Spanish I (HN/Pre-AP)

Accelerated Math II10th Lit. /Comp. (HN/Pre-AP) AP Human Geog.

Chemistry (HN/Pre-AP) Spanish II (HN/Pre-AP)

Accelerated Math III11th Lit. /Comp. (HN/Pre-AP)

World History(HN) AP Chemistry Spanish III (HN/Pre-AP)

Analysis Advanced Comp.US History (HN/Pre-AP)

Biology (HN/Pre-AP) Spanish IV (HN)

Adv. Alg. & Trig. AP English AP US History AP Biology AP SpanishCalculus (HN) Humanities (HN) Government (HN/Pre-AP) Physics II HN French I (HN)AP Calculus AP Government French II (HN)

GORDON COUNTY TALENT SEARCH FLOWCHART

49

Georgia Department of Education – Curriculum, Instruction, and Assessment – Referral Process

Gordon County School System Gifted & Talented Program

50

Referral Form

Please complete the entire form and return to the gifted program teacher. You may use the back of this form to make additional comments.

Date __________________ Student ____________________________ Grade _______

Teacher ________________________ School _________________________________

Race _______________ Gender __________________ Birth Date _________________

Behavioral Characteristics of Gifted LearnersPlease highlight the student’s behavioral characteristics.

Mental Ability Achievement Creativity MotivationStudents who

learn easily and rapidly know a lot about a

variety of topics exhibit quick mastery

of most academic subjects

retain/recall information easily

have keen powers of observation

demonstrate superior ability to think critically, reason logically, and/or conceptualize

are highly verbal and demonstrate advanced language development

Students who

demonstrate advanced ability or knowledge in specific areas

have high standardized test scores

memorize easily and rapidly

demonstrate superior ability to organize

Easily comprehend what they see, hear, read, etc.

enjoy challenging activities

set personal goals and strive to achieve them

are perfectionists

Students who

exhibit heightened curiosity or questioning attitudes

are highly imaginative have a keen sense of

humor have high energy levels are unusually sensitive or

intuitive have a wide range of

interests are risk takers offer many, original ideas

or solutions are nonconformists,

flexible, accept disorder, do not fear being different

include details in work elaborate

Students who

are unusually persistent, goal-directed

have longer than average attentions spans

are unusually eager demonstrate an intense

desire to learn are independent self

starters consistently make good

grades have hobbies,

collections, long term interests

are concerned with adult topics

require little direction to complete work

Referring Person ______________________________________ GPA (grades 3-12 only) ___________

GMAS Scores Rdg. ______ Math _______ ELA _______ Science ______ Soc. Studies _______

Parents/Guardian Name ________________________________________________________________

Mailing Address ______________________________________________________________________

Home Phone _____________________________ Work Phone _______________________________

Additional Comments or Observations: ________________________________________________

________________________________________________________________________________

51

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Gordon County School SystemGifted and Talented Program

52

Referral Form

Please complete the entire form and return to the gifted program teacher.

Referral Date ______________ Student ____________________________________

School Max # ________________Race ______________ Gender __________________

Date of Birth ________________ School ___________________________________

Grade _________ Referring Person ________________________________________

Reason(s) for Referral:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Parent/Guardian Name __________________________________________________

Mailing Address ________________________________________________________

Home Phone _______________________ Work Phone ________________________

Gordon County Schools Gifted and Talented Program

53

Consent for Evaluation

Date: ______________________

Parent or Guardian of ____________________________________________

Your child is currently being considered for the Gordon County gifted program. This consideration is based upon the following:

_____ A referral by ___________________________

_____ Review of standardized test scores

_____ Other ________________________________

Further evaluation of your child is required in the following areas:

_____ Cognitive Ability _____ Achievement

_____ Creativity _____ Motivation

Once the evaluation process is complete, you will be notified in writing of the results and given the opportunity to discuss the information. You may revoke consent for the evaluation at any time by notifying your school’s gifted program teacher in writing. If this form is not received from you within 10 school days, no further action will be taken regarding your child’s evaluation. Please complete the information below in it entirety and return to ___________________________ at ________________________. Please call the gifted program teacher at your child’s school if you have any questions.

Student _______________________________ School __________________________

Grade ___________________________ Date of Birth ______/_______/______

______ Yes, I agree for the evaluation to be conducted.

______ No, I do not agree for the evaluation to be conducted.

Parent/Guardian Signature: _________________________________ Date: ____________

Gordon County SchoolsGifted and Talented Program

54

Results of Evaluation

Date: __________________________

To the Parents or Guardian of _______________________________________

_____ Your child is eligible to participate in the gifted program. You will be notified of an orientation meeting at the beginning of the school year. At that time your child’s participation will be discussed, a description of the REACH program will be provided, and consent forms will be signed.

_____ Your child is not eligible to participate in the gifted program at this time. Results of your child’s evaluation are listed below. A copy of the criteria is included for your information as well.

If you have any questions regarding your child’s status, please call the gifted program teacher at your child’s school.

Test Results

Mental Ability: Verbal _____% Quantitative _____% Nonverbal _____%

Achievement: Total Reading _____% Total Math _____% Composite Score _____%

Creativity: PCA _____% TTCT ______%

Hawthorne _____%

Motivation: Hawthorne _____% (1st – 5thgrades) GPA _____ (6th – 12th grades)

Interview _____%

Explanation of Percentile:

The percentile shows your child in comparison with the national age norm group of students. Example: If your child’s score is 65% then your child scored as well as 65% of the students in the national sample. The level of tests administered is based on the child’s age.

Gordon County SchoolsRecommendation for Secondary Assessment

55

Date: __________________________

To the Parents or Guardian of _______________________________________

Assessment scores for the gifted program have been reviewed and indicate that your child may be eligible to participate in the gifted program. Results for one or more of the assessments taken for eligibility in the gifted program indicate the need for a secondary assessment to be administered. Secondary assessments are provided if a student scores within an approximate 10 percentile range of the required cut score and if there is compelling evidence that the student is able to achieve the score.

Area for further testing:

Mental Ability _____________________________________________________

Achievement_______________________________________________________

Creativity__________________________________________________________

Motivation_________________________________________________________

If you have further questions, please contact the gifted teacher at the school your child attends. Please check the statement you agree with and sign below.

_______ I agree for my child to be administered a secondary gifted assessment in order to be eligible for the gifted program.

_______ I do not agree for my child to be administered a secondary gifted assessment.

Parent Signature _________________________________ Date ___________________

Gordon County Gifted Education Program

In-School Review Team Notification – Parent Referral

56

Date: _______/_______/_______

Re: ________________________________ (Name of Student)

Dear Parent(s) or Guardian(s)

In response to your referral, a review of your child’s records and school performance to determine educational needs has been completed. Based on all available data such as norm-referenced test scores, grades, and teacher observations, the In-School Review Team has determined that the above named student . . .

_______ is not eligible for further evaluation at this time.

_______ is not eligible for further evaluation at this time, but may benefit from instructional modifications in the area(s) of _____________________________.

_______ needs further evaluation to determine eligibility for gifted education services. Please sign and return the enclosed Consent for Evaluation form to your child’sClassroom teacher.

If you have any questions regarding this recommendation, please contact

______________________________ at _______________________________.(Phone number and extension)

Sincerely,

________________________________________ (In-School Review Team Chair/Representative)

Gordon County SchoolsIn-School Review Team/Eligibility Team

Documentation of Meeting

57

Local districts must establish a decision-making process that allows professional staff members to consider all information collected during the student search stage of the nomination process and determine whether it is appropriate to proceed with a formal referral and further assessment. This decision-making process must be applied consistently to all students who meet the system’s automatic consideration criteria, as well as to those who are nominated through a reported referral. Factors to be considered in this screening process should include the strength of evidence of the student’s advanced learning needs, the performance levels of any previous gifted program referral, circumstances which would indicate those assessment results have changed significantly, or other criteria adopted by the local system.

The following information must be documented on each nominated student:

Date of Meeting: ______________________________

School Name: ________________________________

Committee Members: ___________________________ _________________________

___________________________ _________________________

Name of Student Being Considered: _________________________________________

Nomination Source (i.e., automatic, teacher, parent, etc.)

___________________________ ________________________

___________________________ ________________________

Decision and Rationale for Formal Evaluation:

_______________________________________________________________________

_______________________________________________________________________

Gordon County SchoolsGifted Education Program

Eligibility Report

58

Student Name __________________________________________________________

Date of Birth _____________________Grade _______ School ___________________

MultipleCriteria

Test(s) Dates Scores Eligible

Mental Ability Cognitive Abilities Test Verbal Quantitative Nonverbal Composite

Secondary Test ___________________

__________

____________

V = __________Q = __________NV = ________C = __________

_____________

96% Minimum

Yes or No

Achievement Iowa Test of Basic Skills (ITBS) Reading Math Total BatterySecondary Test ____________________

_________

_________

R = __________M = __________T = __________

__________

90% Minimum

Yes or No

CreativityPCA

Torrance Test of Creative Thinking(TTCT) K-12

Secondary Test ___________________

__________

__________

__________

___________

___________

___________

90% Minimum

Yes or No

MotivationHawthorne Gifted Evaluation Scale

Student Motivation Interview

Core Grade Point Average (GPA)(Grades 6-12 only)

__________

__________

__________

___________

___________

___________

90% Minimum

Core GPA ≥ 3.6

Yes or No

*Student cannot qualify on basis of two standardized rating scales. Test scores used to establish eligibility shall be current within two calendar years from Nomination Date.Eligibility:_______ Student Qualifies for Gifted Services_______ Student Does Not Qualify for Gifted Services_______ RECIPROCITY date from another Georgia County Eligibility Date: ___________________

Eligibility Team: _________________________________ ______________________________________

_________________________________ _____________________________________

Go. Co. Eligibility Date ___________________________ Date of Parent Notification ___________________


59

Permission for Placement

To the Parent or Guardian of _______________________________________________

Your child has been determined to be eligible for placement in the Gordon County Program for the Gifted. After receipt of your signed consent below, services will begin

_________________________________. Date

After orientation, should you desire a conference to discuss this matter further, please contact me at the school to schedule an appointment.

Sincerely,

Please complete and return to the gifted program teacher.

Student: __________________________________ School: _______________________

_____ I do agree for placement in the program for the gifted.

_____ I do not agree for placement in the program for the gifted.

I understand that if I agree, services will begin on _______________________________

Parent/Guardian Signature: ___________________________ Date: ________________

Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________Gordon County School SystemGifted and Talented Program

Annual Review Form

60

Student Name ____________________________________________________ Grade Level __________ Last First MI

School _____________________________ Recommended Services for Next School Year: ____________ (Year)

Program Description

I. Delivery Models

Direct Services Indirect Services

_____ Resource _____ Cluster Teaching

_____ Advanced Content Class (MS/HS) _____ Mentorship/Internship

________ Directed Study

II. Contact Hours: Service is a minimum of five segments per week.

III. Curriculum Focus

All levels of the gifted program include instruction in skills areas basic to gifted education. These are: (1) Developing Cognitive Skills; (2) Learning Skills; (3) Research and Reference Skills;

(4) Communication Skills; and (5) Creativity. The gifted curriculum incorporates these skill areas into units and/or courses which deal with one or more of the following content areas: Language

Arts, Mathematics, Foreign Language, Social Studies, Science, Technology. Curriculum is differentiated to accommodate areas of strength.

Elementary: Multi-Disciplinary units emphasizing higher levels of thinking.

Middle: _______________ (Subject) ______________ (Subject)

_______________ (Subject) ______________ (Subject)

High: Check One: Fall Semester ______ ____________ _____________ _____________ (Subject) (Subject) (Subject)

Spring Semester ______ ____________ _____________ _____________ (Subject) (Subject) (Subject)

_____ Student has withdrawn.

Completed By: ______________________________________ Date: _______________________Gifted Teacher

_____________________________________ Date: ______________________Parent Signature

Gordon County SchoolsGifted Program

61

Notice of Meeting

_________ Annual Review _________ Conference

Date: __________________

Dear _____________________________,

There will be a meeting at ____________________________________ School on

________________________________ at ______________________. The purpose (Day) (Time)

of this meeting is to review all relevant information concerning your child. You are

invited and urged to participate in this meeting.

____________________________________ Gifted Teacher

____________________________________Student Name

______ I will attend the meeting.

______ I would like to attend the meeting, but cannot at this date or time. I will contact the school regarding a different date and time.

______ I will not be attending the meeting and understand that I may request a copy of the recommendation.

____________________________________________ ________________________ Parent or Legal Guardian Date


62

Notification of Student Jeopardy - Elementary

Date: __________________________

To the Parent/Guardian of _________________________________

This is notify you that your child is experiencing problems in gifted program as demonstrated by:

_______ Unsatisfactory performance as noted by evaluation of student work and progress in gifted education classes.

_______ Unsatisfactory behavior.

A student failing to meet the continuation criteria is automatically placed on probation until improvement is documented.

If you have any questions about the continuation criteria in regards to your child’s placement, please give the gifted program teacher a call.

Please sign and return to the gifted program teacher.

Gifted Teacher Signature: _____________________________________________

Parent/Guardian Signature: _____________________________________________

Comments: __________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


63

Withdrawal Form

Date: ____________________

To the Parent/Guardian of ___________________________________

This is to inform you that your child has been removed from the program for the gifted as a result of the following breech in policy:

_______ Unsatisfactory performance in the gifted program as noted by evaluation of student work and progress.

_______ Voluntary withdrawal.

_______ Unsatisfactory behavior in the gifted program.

As you are aware, your child may re-enter the program once he or she meets the requirements specified in the continuation criteria.

If you have any questions regarding your child’s placement, please give me a call at the school.

Sincerely,

Please sign and return to the gifted program teacher.

Parent/Guardian Signature: _______________________________________

Comments:

____________________________________________________________________

____________________________________________________________________

Gordon County SchoolsMiddle School Advanced Academic Program

Withdrawal Form

64

Date: ____________________

To the Parent/Guardian of ___________________________________

This is to inform you that your child has been removed from the advanced program for advanced/high achieving students as a result of the following breech in policy:

_______ Unsatisfactory performance in the accelerated program as noted by evaluation of student work and progress.

_______ Voluntary withdrawal.

(Please list subject(s) from which student is withdrawing.)

________________________________________________________________

_______ Unsatisfactory behavior in the accelerated program.

_______ Unsatisfactory performance in the regular education program as noted onstudent report card.

As you are aware, your child may re-enter the program once he or she meets the requirements specified in the continuation criteria.

If you have any questions regarding your child’s placement, please call the school.

Sincerely,

Please sign and return to the accelerated program teacher.

Parent/Guardian Signature: _______________________________________

Comments:

________________________________________________________________

________________________________________________________________

Gordon County School SystemProgram for the Gifted and Talented

65

Re-Entry Form

Date: ___________________

To the Parent or Guardian of: _________________________

Your child has met the requirements established in the continuation criteria for re-entry into the program for the gifted as demonstrated by __________________________

__________________________________________________________________

__________________________________________________________________.

Your child will resume classes on _________________________. Should you desire a conference to discuss this matter further, please contact the gifted program teacher.

Please indicate below your decision concerning your child’s re-entry into the program for the gifted by signing and then returning this form to the gifted program teacher.

______ I do agree for placement in the program for the gifted.

______ I do not agree for placement in the program for the gifted.

Parent or Guardian Signature: ________________________ Date: ________________

Comments: _____________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

GORDON COUNTY SCHOOL SYSTEMPROGRAM FOR THE GIFTED

66

Continuation/Probationary Criteria

Elementary


Academic

1. The student maintains a satisfactory status in gifted education classes.The gifted student must:

o complete tasks on time.o participate actively in class.o work independently when independent work is assigned.o interact appropriately in group situations.o behave appropriately.

If the above criteria are not met, a team of teachers and/or administrators will meet to formulate an improvement plan to consider a probationary period during with the student will still receive gifted services.




A student may re-enter the program for the gifted upon meeting the continuation criteria of the Gordon County School System after two consecutive grading periods.

_________________________________ _______________________________ Student’s Signature Teacher’s Signature

_________________________________ _______________________________Parent’s Signature Date

Gordon County SchoolsYearly Advanced Course Eligibility

67

Continuation/Probationary Criteria

Middle School

The requirements for continued eligibility for the Advanced Courses that any student is accepted to are as follows:

Academic

1. The student maintains a grade of 80 or higher in his/her content area(s) qualified for in each grading period.

2. The student must (for each eligible honors course):

o complete tasks on time.o participate actively in class.o work independently when independent work is assigned.o interact appropriately in group situations.o behave appropriately.

If the above criteria are not met, a team of teachers and/or administrators will meet to formulate an improvement plan and consider the following option.

1. A probationary period during which the student will not participate in the specified area of content for one grading period.

Parents and students will be notified of all decisions and may request a conference with any honors teacher that the student is served by.


Continuation of probation. Termination of probation status. Termination/Withdrawal from any honors course serving probation for.

_____________________________ _______________________________Student’s Signature Teacher’s Signature

_____________________________ _______________________________Parent’s Signature Date

* Please note: Advanced course eligibility is evaluated annually based on teacher recommendation & end of the year evaluation measures/results.

68

Gordon County SchoolsYearly Advanced Course EligibilityContinuation/Probationary Criteria

High School

The Gordon County Gifted Education Program requires that students adhere to thefollowing adopted continuation criteria.

The student maintains an overall average of 80 or higher in his/her content area of giftedness including Advanced Content and Cluster Group classes, Executive Internship, Pre-Advanced Placement (Pre-AP) classes, Advanced Placement (AP) classes, and Honors Classes (HP).

If the above criteria are not met, a team of teachers and/or administrators will meet with the student to formulate an improvement plan and to consider the following options:

1. A probationary period (one semester) during which the student will notparticipate in Gifted Program classes.2. A probationary period (one semester) during which the student will participate inGifted Program classes.

Parents and students will be notified of all decisions and may request a conference with the In-School Review team.

After the probationary period, the student’s performance during the probationaryperiod will be evaluated. At that time, the following options will be considered:

3. Continuation of probation.4. Termination of probation status.5. Termination of gifted services – withdrawn from program.


_________________________________ _______________________________ Student’s Signature Teacher’s Signature

_________________________________ _______________________________ Parent’s Signature Date


69

GIFTED PROGRAM – CONTINUATION OF SERVICESPLAN OF IMPROVEMENT

Elementary

Student Name ____________________________________ Grade ________________

School __________________________________________ Date: _____/_____/_____

After reviewing your child’s participation in the gifted program, the In-School Review Team has determined that your child has demonstrated unsatisfactory performance in:

________ the gifted class. ________ the area of gifted content.

Date of Initial ISR Meeting: _____/_____/_____ Date of 2nd ISR Meeting: _____/_____/_____

The following goals have been developed for the above named student and must be met in order to continue placement in the gifted program:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signatures of In-School Review Team Members:

_________________________________ ___________________________________

_________________________________ ___________________________________

_________________________________ ___________________________________

Parent Signature: _________________________________ Date: _________________

Student Signature: ________________________________ Date: _________________

This Plan of Improvement will be reviewed for final eligibility determination on ______/______/______.

***********************************************************************FINAL PLACEMENT DECISION: _____ Continue _____ Dismiss Date: __________

I am aware that my child cannot be considered for placement back into the gifted programfor a minimum of one grading period. In addition, he/she must demonstrate successfulimprovement in the areas documented above as well as a need for this academic service.

Parent Signature: ______________________________________________

70

Gordon County SchoolsADVANCED COURSES – CONTINUATION OF SERVICES

PLAN OF IMPROVEMENT – Middle School

Student Name ____________________________________ Grade ________________

School __________________________________________ Date: _____/_____/_____

After reviewing your child’s participation in the accelerated course/s, the In-School Review Team has determined that your child has demonstrated unsatisfactory performance in the following:

The accelerated class/es: _________________________________________________

Date of Initial ISR Meeting: _____/_____/_____

Date of 2nd ISR Meeting: _____/_____/_____

The following goals have been developed for the above named student and must be met in order to continue placement in the accelerated course/s:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Signatures of In-School Review Team Members:

_________________________________ ___________________________________

_________________________________ ___________________________________

Parent Signature: _________________________________ Date: _________________

Student Signature: ________________________________ Date: _________________

This Plan of Improvement will be reviewed for final eligibility determination on ___/___/___.

***********************************************************************FINAL PLACEMENT DECISION: _____ Continue _____ Dismiss Date: __________

I am aware that my child cannot be considered for placement back into the advanced class/es for a minimum of one grading period. In addition, he/she must demonstrate successful improvement in the areas documented above as well as a need for this academic service.

Parent Signature: _____________________________________________

Gordon County Schools

71

Gifted Education Program

Recommendations for Service Optionsfor Gifted Services and Regular Education

Student Name ________________________________ Date _____________________

These findings should be used when planning for differentiation of instruction in the gifted and regular education classroom.

This student did / did not place in the Gifted Education Program.

The results from gifted education tests indicate that this student would benefit from instructional modifications in the following areas: (Please check all that apply.)

Mental Ability: Achievement:______ Verbal Skills _____ Reading______ Quantitative Skills (Math) _____ Math______ Non-Verbal Skills (Spatial) _____ Language Arts

_____ Social Studies_____ Science

Creativity:______ Highly creative as determined by the Torrance Test of Creative Thinking and/or the PCA.

Motivation:______ Highly motivated as determined by Hawthorne and/or GPA.

Recommendations:

_______ Served 5 segments a week in Gifted Resource Room for Enrichment.

_______ Served 5 segments a week in Gifted Advanced Content Class (AP/Honors)ELA Math Social Studies Science Foreign Language

_______ Served in regular classroom with differentiation in the following areas:ELA Math Social Studies Science Foreign Language Creativity Motivation*Tier 1 and Tier 2 POI

Copies Given to the Following: ________________________________________

________________________________________Gifted Teacher

________________________________________Signature of Regular Classroom Teacher(s)

cc: Permanent Record


72

ACCELERATION RECOMMENDATION FORM

Student Name: __________________________________________________________ Last First MI

Birth Date: ________________ Age: ______ School Year: _________ - __________

School: ________________________________ Teacher: ________________________

The above named student is recommended for ACCELERATION in grade ________

________________________________________________ ______________________Teacher Signature Date

Conference Dates: ______________________________________ (Attach a copy of the conference summary)COMMENTS:

************************************************************************

FINAL ACTION TAKEN: The above named student . . .

___________ is not accelerated for the _______ - _______ school year.

___________ is accelerated to grade ________ for the _______ - _______ school year.

___________ is accelerated in _________________ for the ______ - ______ school year. Subject area(s)

TEAM MEMBERS:

NAME POSITION DATE

________________________________ ___________________ _______________

________________________________ ___________________ _______________

________________________________ ___________________ _______________

________________________________ ___________________ _______________

PARENT’S SIGNATURE: _______________________________DATE: ___________

PRINCIPAL’S SIGNATURE: _____________________________ DATE: ___________

Distribute copies of this document to: student’s building principal, current teacher, receiving teacher, lead gifted teacher, and parent(s) or legal guardian(s). Place a copy in the student’s permanent file.


73

WRITTEN ACCELERATION PLANFOR

Student ________________________ School _____________________Grade _______

Type of Acceleration ______ Subject (Specify) _____________________ ______ Grade (From-To) _____________________

Placement From: _________________________________________________ GRADE/SUBJECT TEACHER

To: ___________________________________________________ GRADE/SUBJECT TEACHER

Transition Period Begins: _____________________________M/D/Y

__________________________________ _________________________________ SCHOOL DISTRICT REPRESENTATIVE PARENT/GUARDIAN/REPRESENTATIVE

__________________________________ ________________________________DATE DATE

Distribute copies of this document to: student’s building principal(s), current teacher, receiving teacher, lead gifted teacher, and parent(s) or legal guardian(s). Place a copy in the student’s permanent file.


74

Strategies to Ensure a Successful Transition :

Strategies to ensure continuous progress following the transition period:

STUDENT ACCELERATION INSTRUCTIONAL PLAN

Student Name: __________________________________________________________Last First MI

School: ________________________________________________________________

Teacher: ____________________________________ Date: ____________________

The above named student is accelerated to grade _______________ for the __________ -__________ school year.

The following information is provided in order that this student’s academic progress may be maintained:

Language Arts Mathematics

Strengths: Strengths:

Needs: Needs:

Science Social Studies

Strengths: Strengths:

Needs: Needs:

75

76

77

78

Gifted and Talented Program

Referral Data and Testing Results

School: _______________________________ Year ______________

Time of Year: _______________________________ Fall Spring

# Referred

Qualified AutomaticCogAT and ITBS

Qualified Through Multiple Criteria

# Eligible

Male

Female

Caucasian

African American

Asian

Hispanic

Other

SWD

Total # Students Referred ________

Total # Students Eligible ________

79

80

Gordon County SchoolsGifted and Talented Program

Permanent Record Notification

Student: __________________________________ Date: _______________________

To Whom It May Concern:

The student mentioned above has met the state of Georgia eligibility criteria for gifted

Programs, Rule 160-4-2-.38. The student may or may not be receiving services at this

time. For an eligibility placement report, please contact the gifted and talented teacher at

____________________________ in Calhoun, Georgia

( )____________________________.

Thank you,

Gordon County School System

81

Gordon County Schools

End-of-Year Checklist for Gifted Program Lead Teachers

_____ 1. List the names of all students remaining at your school for the next year in alphabetical order by grade level. Send a copy to the Central Office gifted coordinator. (Kim Pruett/Beth Herod)

_____ 2. For 5th and 8th grades: List the names of all students transferring to a Gordon County middle school or high school. Send a copy to the Central Office gifted coordinator. A copy of this list should be placed on top of the set of gifted folders and a rubber band placed around the records. Folders of any students who have been withdrawn from the program because of the not meeting the Continuation Criteria need to be separated. If any folders are not complete, please put a post-it inside telling the middle or high school teacher what is missing. Records of 5th or 8th grade students who have been evaluated this year but did not qualify and students who have moved should also be given to the middle and high schools.

______ 3. List the names of all inactive students in the gifted program at your school this year by grade level. Send that list to the Central Office coordinator.

______ 4. Gifted and Talented Program Referral Data and Testing Results (p. 76) should be filled out and completed for any results given in the current school year. (Include students that qualified this school year – fall from secondary/spring from primary testing)

______ 5. Make sure all student records are complete and have been updated to include the Annual Review form. (p. 58)

______ 6. Make sure every student’s folder has an Eligibility form in it. (p. 56)

______ 7. Make sure your In-School Review and Eligibility Team minutes are up to date for this and previous years and in a folder clearly marked.

______ 8. All used test booklets and answer documents are to be returned to the Central Office. Tests booklets that are five years old and older will be shredded. Test booklets under five years are kept in a locked storage facility at the Central Office.

______ 9. All students’ files must be stored in a locked filing cabinet at all times.

______ 10. Elementary, middle and high school gifted lead teachers will meet at the Central Office on a scheduled date at the end of the school year to exchange folders for students being promoted from fifth to sixth grade and eighth to ninth grade. The Gifted Coordinator will give notification of the date and time.

82

Sistema Escolar del Condado de GordonPrograma para Talentos y Dotados

Forma de Repaso Anual

Nombre del Estudiante ____________________________________________________ Nivel de Grado __________ Apellido Primer Nombre Segundo Nombre

Escuela ________________________ Servicios de Recomendación para el Próximo Año Escolar: ____________ (Año)

Descripción del Programa

II. Modelos de Reparto

Servicios Directos Servicios Indirectos

_____ Recursos _____ Enseñar en Grupo

_____ Clase de Contexto Avanzado (MS/HS) _____ Mentor/Interno

________ Estudio Directo

II. Horario de Contacto: Los servicios son de un mínimo de cinco segmentos por semana.

III. Enfoque de Currículo

Todos los niveles del programa de talentos y dotados incluyen instrucción en las destrezas/áreas básicas para la educación de talentos y dotados. Estas son las siguientes:

(1) Desarrollar Destrezas Cognitivas (2) Destrezas de Aprendizaje (3) Destrezas de Investigación y Referencia(4) Destrezas en Comunicación y (5) Creatividad. El currículo del programa talentos y dotados incorpora estas áreas de destrezas en unidades y/o clases, las cuales tratan con una o más de las siguientes áreas de contexto: Gramática, Matemáticas, Lenguaje Extranjero, Ciencias Sociales, Ciencias y Tecnología. El currículo establece diferencias para satisfacer las áreas de más habilidad.

Elementaría: Unidades de Varias-Disciplinas enfatizándose en los altos niveles de pensamientos.

Secundaria: _______________ (Materia) ______________ (Materia)

_______________ (Materia) ______________ (Materia)

Preparatorias: Escoger Uno: Semestre del Otoño ______ ____________ _____________(Materia) (Materia) (Materia)

Semestre de Primavera______ ____________ _____________ _______ (Materia) (Materia) (Materia)

_____ El Estudiante salió de la escuela.

Terminado Por: ______________________________________ Fecha: _______________________ Maestra de Talentos y Dotados ______________________________________ Fecha: ______________________

83

Firma del Padre/TutelarPrograma de Educación de Talentos y Dotados del Condado de Gordon

Repaso en-la Escuela Notificación de Equipo- Referir/Petición del Padre

Fecha: _______/_______/_______

Con Referencia a: ________________________________ ( Nombre de Estudiante)

Estimados Padres o Tutelar

En respuesta a su petición de reherimiento, una revisión/repaso de los archivos de su hijo e igual a la representación escolar de su hijo para determinar sus necesidades educacionales ha sido terminada. Basándonos en toda la información disponible, por ejemplo, las puntuaciones de las pruebas, grados y observaciones de la maestra, el Equipo Escolar de Repaso ha determinado que el estudiante nombrado arriba…

_______ no es elegible para más evaluaciones en este momento.

_______ no es elegible para más evaluaciones en este momento, pero puede beneficiarse de modificaciones de instrucción en las áreas de _____________________________. Sugerencias proveídos por la maestra de su hijo incluyen, pero no se limitan ha las siguientes:

_______ necesita de mas evaluación para determinar la elegibilidad para los servicios de educación de talentos y dotados. Por favor, firme y regrese la forma adjunto de Consentimiento para Evaluación a la maestra del salón de clases de su hijo.

Si usted tiene algunas preguntas de acuerdo a esta recomendación, por favor, de contactar

______________________________ al _______________________________. (Numero de teléfono y extensión)

Sinceramente,

________________________________________ (Equipo Escolar de Repaso Presidio/Representativo)

84


Permiso para la Colocación

Para el Padre o Tutelar de _______________________________________________

Se ha determinado que su hijo es elegible para la colocación en el Programa del Condado de Gordon llamado Talentos y Dotados. Después de recibir su firma de consentimiento escrita debajo, los servicios comenzarán para su hijo._________________________________. Fecha

Si usted desea una conferencia después de la orientación, para analizar este asunto a un mas, por favor, contáctame en la escuela para colocar en el horario una cita.

Sinceramente,

Por favor, termine y regrese lo siguiente a la maestra del programa talentos y dotados.

Estudiante: ______________________________ Escuela: _______________________

_____ Yo estoy de acuerdo sobre la colocación en el programa para talentos y dotados..

_____ Yo no estoy de acuerdo con la colocación en el programa para talentos y dotados.

Yo entiendo que si yo estoy de acuerdo, los servicios comenzaran el _______________________________

Firma del Padre/Tutelar: ___________________________ Fecha: ________________

Comentarios:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

85

Escuelas del Condado de Gordon – Programa Talentos y DotadosCambio en el Estatus

Nombre de Estudiante ______________________________________________________________ Apellido Primer Nombre Segundo Nombre

Grado _____________ Escuela _________________________________ Ano __________

Maestra de Estudiantes con Talentos y Dotados: Identifica con una marca el area correcta de cambio, porvee la informacion necesaria requerida, y firmar. * Asegurar que el padre o tutelar firme cuando el cambio se identifque con cualquiera de las areas escritas debajo.

_____ Moverse – El estudiante se esta moviendo de _______________________ Escuelas del

Condado de Gordo ha ___________________________. (Maestra envia copias de las formas de elegibilidad del estudiante a la nueva escuela al ser pedidas. Envia una copia a la oficina del la Coordinadora del programa talentos y dotados.)

_____ Translado Dentro del Condado – El estudiante esta siendo trasladado a la siguiente escuela del condado: ____________________________. (Maestras evien la libreta del estudiante y una copia de esta forma a la nueva escuela. Envien una copia a la oficina de la Coordinadora del programa talentos y dotados.)

_____ Reentrada – El estudiante esta reentrando al programa talentos y dotados y es efectivo en la fecha ___________________________. La explicacion es la siguiente: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________.

_____ Inactivo – El estudiante no esta participando en una o mas de las clases talentos y dotados. Las razones y duracion anticipada: ______ El escoger del padre/tutelar/estudiante

______ Fallar en mantener un minimo del criterio de continuacion y terminos del “Plan de Mejoramiento” ______ Otro – Explicar: ______________________________________________. La fecha efectiva del estatus inactivo es: ___________________________________.

Para el Padre/Tutelar: Yo he leido lo de arriba y entiendo que el “estatus inactivo” del programa talentos y dotados permanece por lo que dura el ano escolar acutal. El o ella

86

puede reentrar en le programa de talentos y dotados al comienzo del proximo ano escolar. (Note: Si el estudiante permance en el programa por dos anadir o mas, el o ella debera de volver a calificar para la elegibilidad para volver a reentrar al programa.)

______________________________________ _________________________ Firma del Padre o Tutelar Fecha______________________________________ _________________________Firma de la Maestra del Programa Talentos y Dotados Fecha

87

PreparatoriaHonores/Pre-AP/AP Contrato

Al firmar este contrato yo entiendo que las clases de Honores/Pre-AP/AP ofrecidas en __________________________ mantienen ciertas expectativas por parte de los estudiantes:

1. Las clases van a un paso mas rápido que otras clases académicas.2. Las clases pueden requerir mas tarea y/o mas trabajo independiente en

promedio que otras clases académicas.3. Las clases requieren mas preparación y tiempo para estudiar que otras clases

académicas.4. Las clases tendrán mas trabajos/tareas fuera del salón como por ejemplo:

investigaciones sobre un reporte, laboratorio, y sesiones de estudio que otras clases académicas.

5. Las clases tendrán un currículo mas afondo y riguroso incluyendo destrezas de pensamientos críticos y análisis.

6. La asistencia se considera critica en estas clases.7. Es la responsabilidad del estudiante de tomar ventaja de todas las

oportunidades de tutoría y el recobrar créditos. (Es de altamente la recomendación que los padres se registren para, y monitoricen, I-Padre)

Nombre del Estudiante: __________________________________________________

Firma del Estudiante:______________________________________________________

Nombre del Padre: ____________________________________________________

Firma del Padre: _____________________________________________________

Por favor, seleccione la clase(s) de AP/Pre-AP o Honores que el estudiante estará haciendo para el ________________ ________ semestre.

Matemáticas I de Aceleración

9no Literatura y Composición(HN/Pre-AP)

Geografía Humana(HN/Pre-AP) Física HN Español I (HN/Pre-AP)

Matemáticas II de Aceleración

10no Literatura y Composición (HN/Pre-AP)

AP Geografía HumanaQuímica (HN/Pre-AP) Español II (HN/Pre-AP)

Matemáticas III de Aceleración

11to Literatura y Composición (HN/Pre-AP)

Historia del Mundo(HN) AP Química Español III (HN/Pre-AP)

Análisis Composición Avanzada

Historia de Estados Unidos(HN/Pre-AP)

Biología (HN/Pre-AP) Español IV (HN)

88

Algebra y Trigonometría Avanzado

AP Ingles AP Historia de Estados Unidos

AP Biología AP Español

Calculo (HN) Humanidad(HN) Gobierno (HN/Pre-AP) Frances I (HN)Calculo PH AP Gobierno Frances II (HN)

89

Escuelas del Condado de GordonTalentos y Dotados

Calificación del Estudiante2012-2013

Estudiante _________________ Maestra de Salón de Clases ______________________Grado _________Escuela _____________ Maestra del Programa __________________

Proceso y RepresentaciónPrueba

1era

9 Semanas

2da

9 Semanas

3era

9 Semanas

4ta

9 Semanas

Participa en las cuestiones de la claseRazona las cosas: piensa lógicamente; reconoce las relaciones (pensamiento critico) Exhibe imaginación y destrezas de pensamientos creativosExhibe habilidad para hacer juicios y obtiene los conceptos rápidos (pensamientos cognitivos)Exhibe buena disposición al tomar riesgos y aceptar desafíos; exhibe curiosidad (pensamientos efectivos) Demuestra iniciativa y el compromiso con sus tareasTrabaja independientemente en un manera auto-suficiente Trabaja cooperativamente en un grupoViene a la clase preparado e organizadoTermina los trabajos en el tiempo asignado Termina los trabajos limpiamente, tiene orgullo en su trabajo personalExhibe una actitud positiva Escucha y sigue instrucciones

3: siempre 2: algunas veces 1: casi nuncaPeriodo

De GradosUnidades

de EstudioUnidad

de Prueba1era

9 Semanas2da

9 Semanas3era

9 Semanas4ta

9 Semanas

Comentarios

90

1era 9 Semanas 2 da 9 Semanas 3 era 9 Semanas 4 ta 9 Semanas

Firma del Padre: ____________________________________Fecha: ______________

Escuelas del Condado de Gordon

91

Programa de Talentos y Dotados

Consentimiento para La Evaluación

Fecha: ______________________

Padre o Tutelar de ____________________________________________

Su hijo esta actualmente siendo considerado para el programa del Condado de Gordon Talentos y Dotados. Esta consideración se basa en lo siguiente:

_____ Fue referido por parte de ___________________________

_____ Repaso de las puntuaciones de las pruebas estándares

_____ Otro motivo ________________________________

Una evaluación más de su hijo es requerida en las siguientes áreas:

_____ Habilidad Cognitiva _____ Logro

_____ Creatividad _____ Motivación

Una vez que el proceso de la evaluación este terminada, se le notificara a usted por escrito de los resultados y usted tendrá la oportunidad de analizar la información. Usted puede revocar el consentimiento para la evaluación en cualquier momento, al notificar por escrito a la maestra del programa talentos y dotados de su escuela.Si esta forma no es recibida por parte de usted dentro de los 10 días escolares, no habrá ninguna acción de acuerdo con la evaluación de su hijo.Por favor, termine la información escrita debajo en su totalidad y regrese a ___________________________ en ________________________. Por favor, de llamar a la maestra del programa talentos y dotados de la escuela de su hijo si, usted tiene algunas preguntas.

Estudiante: ______________________ Escuela __________________________

Grado ___________________________ Fecha de Nacimiento ______/_______/______

______ Si, yo estoy de acuerdo para que la evaluación sea llevada acabo.

______ No, yo no estoy de acuerdo para que la evaluación sea llevada acabo.

Firma del Padre/Tutelar: _________________________________ Fecha: ____________

92

ESCUELAS DEL CONDADO DE GORDONPROGRAMA TALENTOS Y DOTADOS

Anuncio sobre la Junta

_________ Repaso Anual_________ Conferencia

Fecha: __________________

Estimado _____________________________,

Habrá una junta en la ____________________________________ el

________________________________ a las ______________________. El propósito (Día) (Horario)

de esta junta es para repasar toda la información relevante concerniente a su hijo. Usted es invitado para participar en esta junta.

____________________________________ Maestra de Talentos y Dotados

____________________________________Nombre de Estudiante

______ Yo asistiré a la junta.

______ Yo quisiera asistir a la junta, pero no puedo en este horario ni en este día. Yo contactare a la escuela con respecto a otro día y horario.

______ Yo no estaré asistiendo a la junta y entiendo que puedo pedir una copia de la recomendación.

____________________________________________ ________________________ Padre o Tutelar legal Fecha

93


Forma de Reentrada

Fecha: ___________________

A los Padres o Tutelar de: _________________________

Su hijo alcanzo los requerimientos establecidos en el criterio de continuación para reentrar en el programa como se demostró por __________________________

__________________________________________________________________

__________________________________________________________________.

Su hijo reanudara las clases en _________________________. Si usted desea una conferencia para analizar este asunto mas allá, por favor, contacte a la maestra del programa talentos y dotados.

Por favor, indique debajo su decisión concerniente a la reentrada de su hijo al programa talentos y dotados al firmar y luego enviar esta forma a la maestra de talentos y dotados.

______ Yo estoy de acuerdo para la colocación en el programa talentos y dotados.

______ Yo no estoy de acuerdo para la colocación en el programa talentos y dotados.

Firma del Padre o Tutelar: ________________________ Fecha: ________________

Comentarios: ______________________________________________________________________

_______________________________________________________________________

________________________________________________________________

94

Date post:	19-Aug-2020
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times

ga50000065.schoolwires.net€¦ · Web viewTwice Exceptional – The term twice exceptional is used...

Documents