Pea Ridge Gifted and Talented Education Services
PARENT HANDBOOK
2016-2017
INTRODUCTION
The Gifted and Talented Program for the Pea Ridge School District has been operational since the spring of 1986. The program provides differentiated educational opportunities to children from kindergarten through twelfth grades.
The GT Handbook describes the program and related services of the gifted and talented program at Pea Ridge Schools. The handbook is reviewed annually and is available to parents, teachers, administrators, and interested community members via the GT website or upon request.
The GT Handbook describes the program and related services of the gifted and talented program at Pea Ridge Schools. The handbook is reviewed annually and is available to parents, teachers, administrators, and interested community members via the GT website or upon request.
MISSION STATEMENT
The mission of the Pea Ridge Gifted and Talented Program is to provide an inviting, safe, engaging, and playful environment in which students engage in meaningful learning based on strengths and interests while emphasizing the process skills of risk-taking, collaborating, and creating in order to develop a growth mindset.
The mission of the Pea Ridge Gifted and Talented Program is to provide an inviting, safe, engaging, and playful environment in which students engage in meaningful learning based on strengths and interests while emphasizing the process skills of risk-taking, collaborating, and creating in order to develop a growth mindset.
STATEMENT OF PHILOSOPHY
Students identified as gifted and talented are more likely to reach their maximum potential when educational opportunities are provided that prepare them to use their exceptional ability to contribute positively in an increasingly complex and challenging world. These opportunities are facilitated through gifted and talented education services where students participate in a differentiated curriculum which develops concepts, skills, and products beyond those provided by the regular school program.
MOTTO
Due to both internal and external expectations that accompany the label of “gifted and talented”, these students are especially at risk for perfectionistic paralysis in which they venture no further - academically or creatively - than where they are absolutely assured of success. It is therefore, very important that these students have a safe haven in which to explore their interests while accepting the inevitable frustration that accompanies new challenges.
Adopting the words of Irish author Samuel Beckett, our program motto is: “Try again, fail again, fail better.”
Adopting the words of Irish author Samuel Beckett, our program motto is: “Try again, fail again, fail better.”
PEA RIDGE GIFTED and TALENTED PROGRAM GOALS
1. Encourage ongoing intellectual curiosity by utilizing the process skills of speculation, investigation, analysis, and evaluation.
2. Promote initiative and self-direction in both independent investigation and group collaboration.
3. Facilitate critical thinking skills of analysis, synthesis, and evaluation.
4. Facilitate creative thinking skills of fluency, flexibility, originality, and elaboration.
5. Guide student understanding of communication skills in both interpersonal relations and media/technology.
6. Support personal growth and development in student self-concept, interpersonal relations, personal decision-making, and risk-taking.
7. Advise and facilitate students in post-secondary (college and career) transition.
PEA RIDGE GIFTED and TALENTED PROGRAM IDENTIFICATION AND PLACEMENT PROCESS
(ADE Standard 7.0 and 7.01)
(ADE Standard 7.0 and 7.01)
STEP ONE
Referrals for gifted education services may be made by parents, school personnel, students, and community members. Those who wish to nominate a student will do so via a nomination form to be completed and returned to the GT Coordinator. Decisions involving referral, identification, or placement in the gifted and talented program are made without discrimination or bias in regard to ethnicity, gender, socioeconomic standing, or disability (ADE Standard 7.06). STEP TWO Parents are sent a Consent to Collect Data form and an evaluation inventory to be returned for the student’s portfolio (ADE Standard 7.0). Classroom teachers complete an inventory of their observations of the student’s behavior in different areas of giftedness. STEP THREE The results of at least two subjective and two objective measures in the areas of academic achievement, mental ability, motivation/task commitment, and creativity are compiled. Other anecdotal data may include grades, student products, benchmark scores, and/or curriculum based measurements. This information is charted on a screening form. No single criterion or cut-off score is used to include or exclude a student. (ADE Standard 7.05) |
STEP FOUR
Identification and placement is ongoing throughout the school year (ADE Standard 7.09). A Placement Committee chaired by the GT Coordinator and consisting of the building principal, the building counselor, and two or three building teachers meet throughout the year to conduct reviews of all referrals (ADE Standard 7.0). The committee considers the student’s entire profile rather than a single score or a series of minimum scores when making a placement decision. A decision form is completed for each referral and instructionally useful information is shared with the student’s classroom teacher. (ADE Standard 7.07) Students identified as gifted and talented show evidence of – via objective and subjective measures – an interaction among all three areas of above average intellectual ability, task commitment/motivation, and creative ability. Letters are sent home advising parents of the committee’s decision (ADE Standard 7.08). Students may be placed, not placed, or they may be categorized as under further consideration. In the case of further consideration, the committee needs to collect additional data in order to make a decision in the best interest of the child. Students not placed may be renominated after one year. STEP FIVE Before a final placement decision is made, parents must give signed permission for their child to receive gifted education services (ADE Standard 7.08). Continued placement in the program is reviewed on an annual basis. |
APPEALS PROCEDURE
If at any point during the evaluation, identification, and/or placement process parents do not concur with the GT Building Placement Committee’s decision, a further review can be made (student appeal will be made through parent). This will result in collecting additional data and may include the results from additional verbal and/or nonverbal achievement or ability assessments, creativity assessments, interviews/inventories, and/or student products in addition to the multiple criteria (ADE Standard 7.05) used to determine the initial placement decision.
The right to appeal the decisions of the review is also assured. To obtain a review, one must:
The right to appeal the decisions of the review is also assured. To obtain a review, one must:
- Contact the GT Coordinator. A written request will be required.
- Agree to have the data reviewed by impartial educators.
- Agree that placement in the gifted/talented program is an educational professional decision made by the Building Placement Committee (ADE Standard 7.03). Decisions for placement or non-placement are made by educational professionals of the Building Placement Committee. Parents are not included as members of the Building Placement Committee. Results of the committee's decision are communicated in writing to parent
GT TRANSFER STUDENTS
A GT student from another district who transfers to Pea Ridge does not automatically receive gifted education services. A review of the student’s records is conducted and, if necessary, additional data is collected (ADE Standard 7.0). Any additional testing will require written consent of the parent. The Placement Committee will then determine whether the student’s educational needs are best met by gifted education services or within the regular education classroom. A letter will be sent home to the parents notifying them of the decision of the Building Placement Committee.
GT PROGRAM EXPECTATIONS
Within the GT program, students are expected to face challenges – both academic and affective - that may be frustrating to them. Meeting failure with perseverance is consistently emphasized which means that oftentimes, more emphasis is placed on the learning process rather than the product. Each student who is recommended for gifted education services signs a student participation form with the understanding that they are expected to:
- Try new things and think about new ideas.
- Face challenges that may be frustrating.
- Persist even when faced with frustration or failure.
- Listen and learn from others, including peers and adults.
- Acknowledge and accept mistakes.
- Respect others’ ideas and opinions.
- Work cooperatively with others and be willing to compromise.
- Work independently and be accountable for their efforts.
- Share what they have learned with others.
- Attend GT classes regularly
- Maintain high academic standards.
- Put in time outside of the school day in order to study topics in depth and produce quality products.
BEHAVIOR EXPECTATIONS
GT students are expected to be respectful to self, others, and property and behave in a way that positively represents themselves, their school, and their community. GT students are subject to the rules and discipline procedures of their building and/or the Pea Ridge School District.
EXIT PROCEDURE
In the event that a student or parent determines that gifted education services are no longer necessary and initiates the process to exit the student from GT, a written statement will be required. Students initiating the exit process must have written permission from their parent/guardian.
If a situation occurs in which continuing in the GT program does not meet the educational needs of the student (AR regulation 7.09), the following steps will be taken:
1. A conference will be held in an effort to address areas of concern and facilitate improvement. Those present at the conference may include the student, classroom teachers, the GT facilitator, parents, administrators, counselors, etc.
2. An action plan will be developed and a timeline will be set. The plan will be in writing and the student, parent, GT teacher, and any other involved parties will sign that they are informed of the plan. This action plan will not change the student’s placement.
3. If there is no improvement, the student may be exited from the program. If the exit was initiated by the school, than all pertinent data (including at least two objective and two subjective measures) will be compiled and presented to the identification committee of at least five professional educators, chaired by the GT Coordinator (ADE Standard 7.03). The identification committee will review the data and make a decision about what is in the best interest of the student.
4. Parents and/or classroom teachers may appeal the exit decision. The appeals procedure for placement decisions will then be followed.
If a situation occurs in which continuing in the GT program does not meet the educational needs of the student (AR regulation 7.09), the following steps will be taken:
1. A conference will be held in an effort to address areas of concern and facilitate improvement. Those present at the conference may include the student, classroom teachers, the GT facilitator, parents, administrators, counselors, etc.
2. An action plan will be developed and a timeline will be set. The plan will be in writing and the student, parent, GT teacher, and any other involved parties will sign that they are informed of the plan. This action plan will not change the student’s placement.
3. If there is no improvement, the student may be exited from the program. If the exit was initiated by the school, than all pertinent data (including at least two objective and two subjective measures) will be compiled and presented to the identification committee of at least five professional educators, chaired by the GT Coordinator (ADE Standard 7.03). The identification committee will review the data and make a decision about what is in the best interest of the student.
4. Parents and/or classroom teachers may appeal the exit decision. The appeals procedure for placement decisions will then be followed.
pROGRAM DESIGN
PRIMARY SCHOOL
Students in grades K-2 are served via the whole group enrichment option by certified elementary teachers trained in Talents Unlimited. One of the purposes of these whole group enrichment classes is to identify students to be referred for gifted education services. Anecdotal data and a portfolio of selected products is maintained for each grade.
Content in these classes is differentiated via project-based extension of the regular education curriculum and enrichment based on Talents Unlimited. K-2 students receive whole group enrichment for at least 30 minutes each week.
Process skills of critical thinking (analysis, evaluation, and synthesis), creative thinking (fluency, flexibility, originality, and elaboration), problem-solving, independent investigation, group collaboration, communication, and personal development are emphasized.
Products may include, but are not limited to, models, structures, posters/exhibits, etc. Students have many opportunities to share their products with authentic audiences through school-based community nights, school building or GT website, and/or class presentations.
Content in these classes is differentiated via project-based extension of the regular education curriculum and enrichment based on Talents Unlimited. K-2 students receive whole group enrichment for at least 30 minutes each week.
Process skills of critical thinking (analysis, evaluation, and synthesis), creative thinking (fluency, flexibility, originality, and elaboration), problem-solving, independent investigation, group collaboration, communication, and personal development are emphasized.
Products may include, but are not limited to, models, structures, posters/exhibits, etc. Students have many opportunities to share their products with authentic audiences through school-based community nights, school building or GT website, and/or class presentations.
INTERMEDIATE AND MIDDLE SCHOOL
Students in grades 3-8 are served via the resource room pull-out option for a minimum of 150 minutes/week. At the end of each school year, the students are surveyed to determine their interests. The results of these surveys help determine the enrichment clusters offered during following school year. These enrichment clusters are based on student interest and choice, rather than by grade level, so that students may participate with like-ability and interest-based GT peers. Enrichment clusters are offered in content areas of STEM, creative problem-solving, dramatic arts, humanities, and independent study.
Units of study vary and are based on topics not typically covered in the regular classroom as well as student interest/choice. Students in grades 3-8 have investigated or will investigate such topics as Computer Coding, Inventions, Robotics, Creative Problem-Solving/Odyssey of the Mind, True Characters, World Expeditions, Mythology, and International Marketplace. Also included are independent studies based on student interest; in the past, students have chosen to research World War II, the Giant Squid, Shakespeare, The Great Wall of China, Vincent Van Gogh, Loch Ness Monster, Special Olympics, Computer Programming, and Graffiti Art.
Process skills of critical thinking (analysis, evaluation, and synthesis), creative thinking (fluency, flexibility, originality, and elaboration), independent investigation, group collaboration, communication, and personal development are emphasized.
Students choose which types of original products to create based on the type of work or research in which they are involved.
Products may include, but are not limited to, websites, exhibits, performances, documentaries, models, experiments, etc. Students have many opportunities to share their products with authentic audiences through school-based community nights, competitions, GT website, and/or class presentations.
Students in grades 3-8 are served via the resource room pull-out option for a minimum of 150 minutes/week. At the end of each school year, the students are surveyed to determine their interests. The results of these surveys help determine the enrichment clusters offered during following school year. These enrichment clusters are based on student interest and choice, rather than by grade level, so that students may participate with like-ability and interest-based GT peers. Enrichment clusters are offered in content areas of STEM, creative problem-solving, dramatic arts, humanities, and independent study.
Units of study vary and are based on topics not typically covered in the regular classroom as well as student interest/choice. Students in grades 3-8 have investigated or will investigate such topics as Computer Coding, Inventions, Robotics, Creative Problem-Solving/Odyssey of the Mind, True Characters, World Expeditions, Mythology, and International Marketplace. Also included are independent studies based on student interest; in the past, students have chosen to research World War II, the Giant Squid, Shakespeare, The Great Wall of China, Vincent Van Gogh, Loch Ness Monster, Special Olympics, Computer Programming, and Graffiti Art.
Process skills of critical thinking (analysis, evaluation, and synthesis), creative thinking (fluency, flexibility, originality, and elaboration), independent investigation, group collaboration, communication, and personal development are emphasized.
Students choose which types of original products to create based on the type of work or research in which they are involved.
Products may include, but are not limited to, websites, exhibits, performances, documentaries, models, experiments, etc. Students have many opportunities to share their products with authentic audiences through school-based community nights, competitions, GT website, and/or class presentations.
HIGH SCHOOL
9th-12th grade GT students meet monthly with the GT Coordinator to work on post-secondary transition needs such as ACT prep, college visits/academic appointments, and job shadows/mentorships. GT students' academic needs are met through differentiation in secondary core content areas, including pre-AP and AP classes. All freshmen are encouraged to take pre-AP classes. Beginning their sophomore year, GT students are strongly encouraged to enroll in at least one AP class each year according to their strengths, interests, and needs. Secondary AP and Pre-AP teachers maintain their certification through Pre-AP or APSI workshops. AP teachers must also write College Board-approved syllabi for their courses. Secondary content teachers in core courses are provided training in offering a differentiated curriculum for the students within the regular classroom.
Process skills of self-reflection, self-awareness, and risk-taking are emphasized. Products are typically in the form of high school activity/leadership documents and student applications for leadership, summer classes, college, and scholarships.
9th-12th grade GT students meet monthly with the GT Coordinator to work on post-secondary transition needs such as ACT prep, college visits/academic appointments, and job shadows/mentorships. GT students' academic needs are met through differentiation in secondary core content areas, including pre-AP and AP classes. All freshmen are encouraged to take pre-AP classes. Beginning their sophomore year, GT students are strongly encouraged to enroll in at least one AP class each year according to their strengths, interests, and needs. Secondary AP and Pre-AP teachers maintain their certification through Pre-AP or APSI workshops. AP teachers must also write College Board-approved syllabi for their courses. Secondary content teachers in core courses are provided training in offering a differentiated curriculum for the students within the regular classroom.
Process skills of self-reflection, self-awareness, and risk-taking are emphasized. Products are typically in the form of high school activity/leadership documents and student applications for leadership, summer classes, college, and scholarships.
FIELD TRIPS
Field trips are an extension of the learning experiences offered through the GT program. Some of these field trips are in conjunction with academic competitions in the region or state. Competitions include, but may not be limited to Quiz Bowl, Odyssey of the Mind, Robotics, Math Day, Chess, Robotics, and Odyssey of the Mind. Other field trips included as an extension of special topics of study within GT and may include, but are not limited to college visits/academic appointments, cultural performances/exhibits, historical sites/museums, or science centers.
OTHER RESOURCES
The GT Advisory Committee is a group of parents, professional educators, and community members that meet annually to serve as a network of resources for gifted and talented students. Education of the gifted is not confined within the walls of a school building and having community members and career professionals available to serve as speakers or mentors is invaluable to a gifted and talented program.
The Duke University Talent Identification Program (TIP) is a program aimed at allowing eligible 7th graders to take the ACT or SAT. Eligibility requirements include having scored at the 95th percentile or above on a grade-level standardized achievement test, aptitude test, mental-ability test, or approved state criterion-referenced test OR having scored at or above 125 on a full scale or composite score on an IQ test that is no more than 2 years old. Benefits of the program include above-level testing experience, tools to interpret scores, special recognition, educational opportunity guide, Talent Search publications, Duke TIP education programs, Duke TIP distance learning opportunities, and the online Digest of Gifted Research for parents. The GT Coordinator will send home information to parents of eligible 7th grade students, including those not identified as GT.
The Arkansas Governor’s School (http://www.hendrix.edu/ags/ ) is a six-week summer program that provides opportunities for high ability 11th graders to be challenged and nurtured by exceptional teachers. This is an invaluable opportunity and all current 11th grade GT students are strongly encouraged to consider applying. The program is free to all selected students.
The Arkansas School for Mathematics, Sciences and the Arts (http://asmsa.org/) is a state-supported boarding school for high school students located in Hot Springs. This school offers a challenging curriculum and can be a viable opportunity for qualified students.
The Duke University Talent Identification Program (TIP) is a program aimed at allowing eligible 7th graders to take the ACT or SAT. Eligibility requirements include having scored at the 95th percentile or above on a grade-level standardized achievement test, aptitude test, mental-ability test, or approved state criterion-referenced test OR having scored at or above 125 on a full scale or composite score on an IQ test that is no more than 2 years old. Benefits of the program include above-level testing experience, tools to interpret scores, special recognition, educational opportunity guide, Talent Search publications, Duke TIP education programs, Duke TIP distance learning opportunities, and the online Digest of Gifted Research for parents. The GT Coordinator will send home information to parents of eligible 7th grade students, including those not identified as GT.
The Arkansas Governor’s School (http://www.hendrix.edu/ags/ ) is a six-week summer program that provides opportunities for high ability 11th graders to be challenged and nurtured by exceptional teachers. This is an invaluable opportunity and all current 11th grade GT students are strongly encouraged to consider applying. The program is free to all selected students.
The Arkansas School for Mathematics, Sciences and the Arts (http://asmsa.org/) is a state-supported boarding school for high school students located in Hot Springs. This school offers a challenging curriculum and can be a viable opportunity for qualified students.