1. Policies that Impact Gifted Education Shakertown at Pleasant Hill, KY
October 26, 2017
Shakertown at Pleasant Hill, KY
Katrina Kinman, Director of Policy and Procedure Services
Two daughters – Both identified as exceptional children.
One formally identified as gifted and received services through a GSSP
Other also received services through an IEP.

2. Statutory Basis for Policy
Kentucky Revised Statutes
Also federal and state regulations and federal laws.

3. Other Acronyms Used Today
Kentucky Administrative Regulations

4. School Based Decision Making
Also called Site Based
School Council Policies

5. Key Statutes and Regulations
KRS
KRS , KRS
KRS , KRS
KRS
KRS
KRS
KRS – Opportunities for military children
KRS , KRS – Definitions for exceptional children – including gifted
"Gifted and talented student" means a pupil identified as possessing demonstrated or potential ability to perform at an exceptionally high level in general intellectual aptitude, specific academic aptitude, creative or divergent thinking, psychosocial or leadership skills, or in the visual or performing arts.
KRS , KRS – Attendance Requirements including early entry in kindergarten
KRS – Extensive changes to the State Evaluation System – including appropriate instructional modifications for advanced learners
KRS – Advanced Placement Courses
KRS – Expands definition of accelerated learning to “enable students to move more quickly through the course requirements”

6. Key Statutes and Regulations (continued)
KRS
KRS
KRS
KRS
Every Student Succeeds Act (ESSA)
KRS – Educational Enhancement Opportunities
KRS – SBDM Statute responsible for curriculum at the school level
KRS – AP, IB courses – rigorous academic courses
KRS – Established Dual Credit Scholarship Program/KEES funds through KHEAA
Every Student Succeeds Act (ESSA) – replaced NCLB – contains provisions for GT

7. Key Statutes and Regulations (continued)
16 KAR 2:110, 16 KAR 4:010
702 KAR 7:125
704 KAR 3:305
704 KAR 3:285
704 KAR 19:002
16 KAR 2:110, 16 KAR 4:010 – Endorsement and qualifications for teachers of Gifted Education
702 KAR 7:125 – Petition for early enrollment into kindergarten
704 KAR 3:305 – Early Graduation/Middle school performance based credit toward high school graduation
704 KAR 3:285 – Gifted regulation requires policies and procedures open to the public
704 KAR 19:002 – Alternative education programs may include online courses, off-site programs, more types of programs to address student learning needs that may include an alternative digital learning environment, credit recovery, or an innovative path to graduation.

8. Policies & Procedures by the Numbers:
172 school boards belong to the KSBA Policy Service.
All boards have adopted a GT policy.
103 GT policy versions on file districts have adopted the KSBA model policy.
161 districts belong to the KSBA Procedure Service.
63 procedure versions on file - 89 districts are using the KSBA model procedure.
173 School Districts in Kentucky
Policy May look different in your district

9. Policy 08.132 and Procedure 08.132 AP.1 Gifted and Talented Students
How many of you have seen your district’s GT policy and procedure?
Do you know how to access your district’s online manual?
ksba.org or your district’s website
Once there you may view by chapter or search by keyword

10. Policy 08.132/Gifted and Talented Students
District Provisions
Identification/Diagnosis And Eligibility
Services
Personnel
Program Evaluation
Grievances
Policy outlines the district’s requirements
How are students identified?
What services are provided for identified students?
Who are the teachers?
How effective is the program?
What process is in place for complaints and/or grievances?

11. What Must the District Provide?
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.
Formal identification of students in grades four through twelve (4-12) for participation in the District's GT program.
An advising and guidance process to support development of an individual learning plan for ALL students by the end of the 6th grade year that includes career development and awareness.
Note the difference between informal and formal identification.
Once primary students identified they need not be re-evaluated until end of P4 year
Once identified in grades 4-12 – need not be re-evaluated except to determine suitability of services.

12. Identification/Diagnosis and Eligibility
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.

13. Keeping Parents in the Loop
Prior to selection/identification/placement of a GT student, obtain parent/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.
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.
Report to parents, at least once each semester, regarding their child's progress in services included in the student's services plan.
Give a test to all students. If student scores exceptionally well, any follow up tests require parental permission.
Annual notice – at enrollment? When is this provided?
Gifted Talented services PLAN – not policy.
Notification of child’s progress each semester

14. Service Strategy Requirements
Variety of appropriate options for grouping by ability, interest and/or need
Multiple service options reflecting continuous progress through a logical sequence of learning
Assuring that neither the primary program, nor any grade level is served by only one (1) gifted education service option
Means of obtaining parental input for use in determining appropriate services
A services plan format providing for matching a formally identified gifted student's interests, needs, and abilities to differentiated service options
Going back to definition
"Gifted and talented student" means a pupil identified as possessing demonstrated or potential ability to perform at an exceptionally high level in
general intellectual aptitude,
specific academic aptitude,
creative or divergent thinking,
psychosocial or leadership skills,
or in the visual or performing arts.

15. Personnel
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.
Through professional development activities, all teachers shall receive training on identifying and working with gifted and talented students.
Each district should have a GT coordinator.
ALL teachers – not just GT teachers.
GT Coordinator establish a process for identifying and implementing methods for providing equal access to services to under-represented populations.
Professional Development funds may be cut in half due to the Governor’s proposed budget cuts to K-12 education.

16. Program Evaluation
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.
Use this data in the School Improvement Planning process and presented to the SBDM council for review of instructional progress and then presented to the Board who will determine if district goals are being met.

17. Grievances
Students or parents who wish to file a grievance or appeal concerning the District’s process for.
Selecting students for the talent pool
Formally identifying students for GT services
Appropriateness/adequacy of services in the students Gifted Students Services Plan (GSSP)
Appeal to the GT Coordinator who compiles student data
GT Coordinator provides recommendation to the Selection/Placement Committee
Committee rules and either provides services or if rules against the grievant
Further appeal may be made to the Superintendent who must respond within 10 working days
May further petition the Board who will have final decision in the case at the next regular meeting following receipt of appeal.

18. To Policy or Not to Policy?
What is the appropriate placement for this information?
Board Policy – oversight, framework
Procedure – administrative implementation
Other format – plan, handbook, council policy, etc.

19. To Policy or Not to Policy? (continued)
Is this information consistent with the district’s other oversight documents, (vision/mission statement, goals, and district and school improvement plans)?
Are the proposed provisions consistent with applicable parameters (legal requirements, available resources)?
PD cuts???

20. To Policy or Not to Policy? (continued)
Does this proposed policy provide structural direction and guidance, i.e., a clear set of expectations for and/or information for the intended audience?
Is this policy practical; can it be implemented consistently over time and across the district?

21. To Policy or Not to Policy? (continued)
Does the policy address accountability and reflect how feedback will be provided?
Does it provide clarity for the reader and appropriate notice to stakeholders?

22. Related Board Policy Areas
Graduation Requirements (08.113)
Alternative Credit Options ( )
Guidance (08.14)
State minimum of 22 – many districts have more. AP, IB, Dual Enrollment- Including Early Graduation Options/Performance Based Credit
Online, off-site, other programs including Dual Credit and Dual Credit Scholarship Program
Guidance process to support development and implementation of an individual learning plan for each student that includes career development and awareness.

23. Related Board Policy Areas (continued)
Promotion and Retention (08.22)
A student may advance through the primary program without regard to age if the District determines that s/he has acquired the academic and social skills taught in kindergarten and that advancement would be in his/her best educational interest.

24. Related Board Policy Areas (continued)
Entrance Age (09.121)
Absences and Excuses (09.123)
Alternative Education ( )
A child who is five (5) or who may become five (5) years of age by August 1 may enter primary school and may advance through the primary program without regard to age Petition for early enrollment if not meeting age requirements
Educational Enhancement Opportunities
Online courses, alternative pathways, offsite, etc.

25. School Climate Barriers
Do all students feel safe, welcome and valued?
Are the school and its staff “parent-friendly”?
Are there intentional efforts to foster parental interaction and participation?
What methods are used to establish effective two-way communications between school and home?
PBIS – Positive Behavioral Intervention and Supports – schoolwide effort
Title I schools have a parent and family engagement policy
Volunteers?
PTO/PTA

26. Policy/Practice Barriers
Do ALL teachers receive regular professional development on working with GT students?
Are parents, members of councils and committees invited?
Is ongoing support provided to see that training is implemented?
Are primary school students advanced according to their best educational interest without regard to age?
Are communications to parents of GT students provided as required by law?
Are gifted services plans fully developed and implemented?

27. Policy/Practice Barriers (continued)
How are those plans integrated with the Individual Learning Plan (ILP) effective with the 6th grade?
Are students permitted to earn credit toward graduation through performance-based courses (dual credit/enrollment/online courses, etc.)?
Do board or school policies prohibit course/grade acceleration or, at the high school level, impose unnecessary course prerequisites?
Are parents aware that excused enhanced educational opportunities may be requested?

28. Questions???