Create an Acrostic - Oklahoma State Department of Education



Checklist for

Gifted Educational Plan

and

Program Monitoring

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Definition, Goals and/or Philosophy

Identification

The school district shall identify and serve students who score at or above the 97th percentile (including the Standard Error of Measure per OAC 210:15-23-1.2) on any nationally standardized test of intellectual ability. Provided, with first and second grade level children, a local school district may utilize other evaluation mechanisms such as, but not limited to, teacher referrals in lieu of standardized testing measures. [70 O.S. 1210-301]

A school district may also serve students who excel in the following areas:

a) Creative thinking ability

b) Leadership ability

c) Visual and performing arts ability and/or

d) Specific academic ability. [OAC 210:15:23-2(a)(2) & (3)]

Student placement decisions in the capability areas are based on multiple criteria. No single criterion or cut-off score is used to exclude a student from placement.

A written process for assessment and selection of children for placement in gifted and talented programming options assures that the process for identifying students has several stages:

Nominations are sought from a wide variety of sources to ensure that all potentially gifted and talented students have an opportunity to be considered.

Data are collected on the nominated students to aid in making decisions for selection of students who are in need of gifted educational programming.

Data obtained through a variety of procedures and from many independent sources.

Identification procedures are clearly stated, uniformly implemented for PK through grade twelve, and communicated to the entire school staff.

A committee chaired by an educator with training in gifted education and including administrators, teachers, and/or counselors collects and analyzes data, maintains appropriate records, and makes professional decisions on placement of students. (This is NOT the Local Advisory Committee.)

Procedures used in the identification process are nondiscriminatory with respect to race, economic background, national origin or handicapping condition.

Instructionally useful information about individual students obtained during the identification process is communicated to the appropriate members of the instructional staff regardless of final placement.

Written identification and placement procedures include parental involvement.

Parents grant written permission for individual testing.

An additional evaluation is available upon parent request.

Parents are given written notice that their child has been identified for placement in gifted educational programming.

Parents are provided with a summary of the gifted educational programming to be offered their child is filed in individual student files.

Parents may appeal a placement decision with which they disagree.

Describe the appeal process.

Identification of gifted students is an ongoing process extending from school entry through grade twelve and opportunities are provided for students to be considered for placement in gifted programming throughout their school experience.

Identification of students based on a nationally standardized test of intellectual ability is valid for a minimum of three years and may be valid for the student’s educational experience.

Procedures for the consideration of identification and placement of a pupil who was identified as gifted and talented in another school district are developed and implemented.

Evaluation of the appropriateness of students’ placement in gifted educational programming shall be ongoing.

Written policies for exit from a programming option include a procedure for conferencing with parents relative to any change in placement.

Confidentiality procedures are followed in regard to records of placement decisions and data on all nominated students.

Records of placement decisions and data on all nominated students are kept on file for a minimum of five years or for as long as needed for educational decisions.

Gifted Services

A description of programming options and curriculum assures that:

Differentiated education includes multiple programming options and curriculum content which is modified in pace, breadth and depth.

Programming Options

______ Programming options are coordinated to guide the development of gifted students from the time they are identified through graduation from high school.

______ Students’ placement in programming options is based on their abilities, needs and interests.

______Gifted child educational programming is ongoing and a part of the school schedule. Differentiated education shall be in place within three weeks of the beginning of the school term.

Curriculum

______Curriculum for the gifted extends or replaces the regular curriculum.

______ Curriculum is differentiated in content, process and/or product.

______ Processes for gifted students stress creativity and higher level thinking skills.

______ Curriculum is planned to assure continuity.

Local Advisory Committee

This portion of the Gifted Educational Plan assures that:

A Local Advisory Committee is appointed by the local Board of Education by September 15 of each year and meets no later than October 1 of each year in compliance with State Board of Education regulations and state statutes.

______ The Local Advisory Committee is broadly representative of the community and consists of parents and community members.

The school district furnishes staff that has training in gifted education for the Local Advisory Committee. (Section 910.1)

This portion of the Gifted Educational Plan demonstrates that the Local Advisory Committee:

______ Assists in the formulation of district goals for gifted education,

______ Assists in development of the district plan for gifted child educational programming,

______ Assists in preparation of the district report on gifted child educational programming, and

______ Performs other advisory duties as requested by the board of education.

Qualifications and Training

This portion of the Gifted Educational Plan assures that:

Teachers hold a valid Oklahoma teaching certificate.

Teachers whose duties include direct involvement with gifted and talented students shall participate in inservice training or college training designed to educate and assist them in the area of gifted education.

Gifted educational program coordinators hold a valid Oklahoma teaching certificate.

Gifted educational program coordinators shall participate in inservice training or college training designed to educate and assist them in the area of gifted education.

Roles and Responsibilities

Clearly delineated roles, responsibilities and coordination procedures in regard to gifted educational programming options and staff are defined.

Expenditure Report – Program 251

An expenditures report for the previous school year will be submitted by the superintendent to the State Department of Education by August 1 of each year as required by 70 O.S. 1210.307(D).

Evaluation

The plan for evaluation of the gifted child educational programming assures that:

The evaluation process provides accurate, timely and relevant information to decision makers for improving programming options offered gifted students.

All components of the gifted educational program are evaluated: identification, gifted services (programming options and curriculum), training, and evaluation.

Data for evaluation are obtained from a variety of instruments, procedures and information sources.

Student progress is assessed, with attention to mastery of content, higher level thinking skills and creativity.

Address questions to:

Robbyn Glinsmann

Gifted and Talented Education Director

(405) 522-3522

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District Name

County/District Number

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