CURRICULUM AND INSTRUCTION 08.132
The District shall formally identify students in grades four through twelve (4-12) for participation in the District’s Gifted and Talented program. Students in the primary program (P1-P4) who display gifted or talented characteristics shall be selected through an informal process, be placed in a talent pool, and receive services that allow continuous progress.
In compliance with applicable statutes and administrative regulations, the District shall provide appropriate multiple-service options in an environment that addresses the abilities, interests and needs of students eligible for services in one (1) or more of the following categories: intellectual aptitude; specific academic aptitude; creative or divergent thinking; psychosocial or leadership skills; and visual or performing arts.
The definitions specified in 704 KAR 003:285 shall be used in the operation of the District’s programs for gifted and talented students.
Identification/Diagnosis and Eligibility
In compliance with 704 KAR 003:285, the Superintendent/designee shall develop strategies to address identification and diagnosis of the strengths, behaviors, and talents of these students. Determination of eligibility for Gifted and Talented services shall be based on the student’s individual needs, interests, and abilities and shall be designed to address environmental and cultural factors that may contribute to the student being overlooked such as whether the student is economically disadvantaged or underachieving, is a member of a racial or ethnic minority, or has a disability.
The District's plan for identifying gifted and talented students shall:
- Employ a multifaceted approach and utilize ongoing and long-term assessment;
- Be based on a variety of valid and reliable measures to include both informal and formal techniques and other data specific to each category of giftedness, consistent with standards established by Kentucky Administrative Regulation;
- Screen students for all areas of giftedness as defined by KRS 157.200.
Based on data gathered by the Gifted/Talented Coordinator or gifted education teacher, a selection/placement committee shall determine those students who are eligible for gifted education services and the level of the services to be provided. This committee shall consist of the Principal or designee, the Gifted/Talented Coordinator and/or the gifted education teacher, classroom teacher(s), teacher(s) of students with disabilities, counselor(s), and consulting professional(s), as appropriate.
Prior to selection or formal identification and placement of a student, the District shall obtain parental or guardian permission before administering an individual test to the student given as a follow-up to a test routinely administered to all students and used in formal identification. If it is determined that their child is eligible for gifted education services, parents/guardians also shall be notified, at least once annually, of the services included in the gifted and talented student services plan and shall receive a copy of the procedures to be followed should they wish to appeal the appropriateness of services.
Gifted and talented students shall be provided with a student services plan that meets requirements set out in administrative regulation.
Each school shall adjust its curriculum to meet the needs of gifted and talented students. Gifted and talented students shall be served in a manner that:
- Extends learning beyond the standard curriculum;
- Provides flexible curricular experiences commensurate with the student’s interests, needs, and abilities; and
- Helps the student to attain, to a high degree, the goals established by statute and the Board.
Procedures and strategies to implement this policy shall identify the following:
- A variety of appropriate options for grouping by ability, interest, and/or need,
- Multiple-service options reflecting continuous progress through a logical sequence of learning,
- Means of obtaining parental input for use in determining appropriate services,
- A gifted and talented student services plan format that provides for matching a formally identified gifted student’s interests, needs, and abilities to differentiated service options, and
- A plan for reporting to parents, at least once each semester, regarding their child’s progress in services included in the student’s services plan.
Neither the primary program nor any grade level shall be served by only one (1) gifted education service option.
Each school shall implement the guidelines as stated in the Iowa Acceleration Scale- 3rd Edition (IAS-3) as criteria for whole-grade acceleration (grade skipping) for students advancing to grades one through eight (1-8).
The Superintendent shall appoint a Gifted/Talented Coordinator who shall oversee the operation of the District’s Gifted and Talented program and assist schools in implementing the provisions of this policy. The Gifted/Talented Coordinator shall oversee the expenditure of funds for gifted education to ensure they are used to provide direct services to identified students.
Teachers of gifted and talented students shall meet requirements for certificate endorsement as established in Kentucky Administrative Regulation. Through professional development activities, all teachers shall receive training on identifying and working with gifted and talented students.
The Gifted/Talented Coordinator shall coordinate the annual, on-going process of evaluating all aspects of the gifted education program and make recommendations for upgrading those areas found to be deficient. Data collected in the annual evaluation shall be used in the comprehensive improvement planning process, and results of the evaluation shall be presented to the council in SBDM schools for review of instructional progress and to the Board who shall determine if District goals are being accomplished.
Students or parents who wish to file a grievance or appeal concerning the following areas may do so under the process outlined in administrative procedures:
- The District’s process for selecting students for talent pool services;
- The District’s process for formal identification of gifted and talented students; or
- The appropriateness and/or adequacy of talent pool services or services addressed in a formally identified student services plan.
This policy and the procedures to implement it shall be made available for public inspection.
A Framework to Provide Successful Learning Opportunities for Gifted and Talented Students, Kentucky Department of Education
Selection for Services
The District shall systematically collect data on an ongoing basis that will provide the target population of candidates for services.
The Gifted-Talented Coordinator shall implement a process for selecting high potential learners for participation in the Primary Talent Pool per 704 KAR 003:285.
Once selected as qualifying for Primary Talent Pool services, a primary student need not be re-evaluated, except to determine suitability of services, until the end of the P4 year.
The Gifted-Talented Coordinator shall implement a process for the identification of students in grades four through twelve (4-12) displaying gifted and talented behaviors and characteristics as defined in KRS 157.200 and 704 KAR 003:285.
Once identified as qualifying for gifted education services in grades four through twelve (4-12), a student need not be re-evaluated, except to determine suitability of services.
At least once each school year, teachers will be provided information concerning the on-going identification process.
The Gifted-Talented Coordinator shall provide a system for diagnostic screening and identification of strengths, gifted behaviors, and talents which provide for racial and ethnic minority children, disadvantaged children, and children with disabilities and the implementation of methods for providing equal access to services for under-represented populations per 704 KAR 003:285.
The Gifted-Talented Coordinator shall implement a procedure to obtain parental or guardian permission prior to the administration of an individual test given as a follow-up to a test routinely administered to all students per 704 KAR 003:285.
The Gifted-Talented Coordinator shall implement a procedure to obtain information relating to the interests, needs, and abilities of an identified student from his/;her parent or guardian for use in determining appropriate services per 704 KAR 003:285.
Each school shall provide a differentiated, articulated curriculum in accordance with Kentucky Administrative Regulations.
Curricular materials shall be those designed to challenge:
1) The talent pool participant (P-P4) while focusing on continuous progress; and
2) The formally identified gifted learner (grades 4-12) and further develop the diagnosed talent and/or area of giftedness.
Service options for the formally identified gifted learner (grades 4-12) shall be described in the gifted and talented student services plan (GSSP), shall match the learner’s needs, interests, and abilities, and shall be qualitatively differentiated from those provided in the standard curriculum.
The District shall submit an application to the state in which seventy-five percent (75%) of the state funds for gifted education shall be used in the category of personnel, including salary, for those who primarily provide direct instructional services to students identified as demonstrating gifted and talented behaviors and characteristics. These teachers must hold an appropriate certificate of endorsement for gifted education or an official approval.
Funding for any services beyond the state allocation shall be from school allocations as determined in the District budget.
Performance data shall be collected by the Gifted-Talented Coordinator as directed by administrative regulation for annual submission to the Kentucky Department of Education.
Each year the Gifted-Talented Coordinator shall be responsible for collecting data required for the annual report and submitting it to the Superintendent for his/her information prior to forwarding it to the Kentucky Department of Education.
The program evaluation process shall be conducted on an annual basis and shall address:
a) Overall student progress;
b) Student, parent, and faculty attitudes toward the program;
c) Community involvement;
d) Cost effectiveness;
e) The incorporation of gifted education into the regular school program;
f) Overall quality of instruction and program personnel credentials; and
g) Future program directions and modifications.
Procedural Safeguards and Grievances
Parents and/or students (Grades P-12) may petition for identification or may appeal nonidentification or appropriateness of services.
- The appealing party shall submit in writing to the Gifted-Talented Coordinator specifically why s/he believes that screening results are not accurate or talent pool services or service options in the gifted and talented student services plan are not appropriate and why an exception should be made or reconsideration given.
- The Gifted-Talented Coordinator shall compile student data and present that along with the petition or appeal to the Selection/Placement Committee. The information presented shall include a recommendation accompanied by available substantiating evidence.
- The Committee shall hear appeals, make a recommendation, and respond in writing to the appealing party within ten (10) working days of receipt of the appeal and accompanying information. If the appeal concerns the non-availability of appropriate service options, the Committee shall consult with the school council.
- If the Committee rules in favor of the grievant, the following option shall apply as appropriate:
a) S/he may participate in the program as soon as the parent or guardian signs the required permission form.
b) A change in either the gifted and talented student services plan or provision of services shall be made in a timely manner
- If the Committee rules against the grievant, a further written appeal may be made to the Superintendent, who must respond in writing within ten (10) working days of receipt of the appeal.
- Should the Superintendent uphold the decision of the Selection/Placement Committee, the appealing party may petition the Board, which will have the final decision in the case. The Board shall make a determination at the next regular meeting following receipt of the appeal.