1. Anderson School District Two Gifted and Talented Programs

2. What is the Mission of GT Education?  nurture potential of students  challenge those with advanced learning capabilities  address the needs of gifted learners across all populations

3. The Goal of GT Education Enhance students’ capabilities to develop learning and thinking characteristics: Enhance students’ capabilities to develop learning and thinking characteristics:  advanced content knowledge  content organized around key ideas and principles  content applied meaningfully in problem solving

4. What are the Characteristics of Gifted Learners? What are the Characteristics of Gifted Learners?

5.  has advanced oral and/or written language skills; expressive language  makes unique connections; understands systems; sees the "big picture"  asks many questions; seeks in-depth information  is nonconforming; risk-taking; independent  has broad and varied interests, at times, simultaneously

6.  is resourceful at finding unique solutions  exhibits keen powers of observation; is highly sensitive and insightful  has intense and sustained interests; transfers learning to new situations  exhibits an early moral concern; is empathetic  makes nontraditional responses and/or products

7. Highly Able or Gifted Behaviors ? Highly Able  Knows answers  Shows interest  Is attentive and alert  Works hard  Answers the question  Listens and follows directions  Needs a few repetitions for mastery  Comprehends ideas  Enjoys peers

8. Highly Able Learners  Completes assignments  Absorbs ideas and information  Copies accurately  Memorizes well  Prefers straightforward sequential presentation  Is pleased with learning accomplishments  Accepts teachers’ standards for excellence

9. Gifted Learners  Asks questions  Is highly curious  Is keenly observant & involved  Plays around, yet tests well  Elaborates; discusses exceptions  Reacts – strong feelings and opinions  Needs little or no repetitions for mastery  Constructs abstractions; seeks relationships  Seeks adult involvement  Initiates projects

10. Gifted Learners  Explores and manipulates ideas  Creates and transforms  Is an inventor  Takes risks and guesses  Thrives on complexity  Is highly self-critical and perfectionistic  Sets own goals for learning

11. How are Students Referred for Gifted and Talented Academic Programs?

12. Teachers, parents and students can make referrals each year from August 1-Sept. 30. Please visit the school office for referral forms. Please visit the school office for referral forms.

13. When will qualifying students be notified? Students are tested in November and March of each year depending on the type of assessment needed. Students are notified in January and June of qualification into the program. Students are notified in January and June of qualification into the program. Students who qualify after PASS results are reviewed will be notified in July. Students who qualify after PASS results are reviewed will be notified in July.

14. Who can be served in Gifted and Talented Programs? Gifted and Talented students qualify based on test data.

15.  All districts in the state use the same identification criteria.  If a child is gifted in Anderson School District Two, he/she will be gifted in any other district in the state. (If a child moves, the gifted profile will go with him/her.)

16. Criteria for Qualification: (2004 Regulations) Students with 96 th or higher national age percentile composite score on COGAT automatically qualify for gifted services. Students with 96 th or higher national age percentile composite score on COGAT automatically qualify for gifted services.

17. Criteria for Qualification: Must meet 2 of 3 Dimensions below to qualify: Dimension A: 93 or higher national age percentile rank score Dimension B: 94 or higher national age percentile score or PASS minimum scale score established as the top 10% yearly (ELA or Math). Dimension C: Minimum of 93.75 GPA (rising grade 7), OR qualifying score on STAR Performance The law does not permit districts to consider grades until students are rising 7 th graders.

18. Star Performance: Primary Verbal: Grade 2- must score 16 or better, Grade 3- must score 18 or better Or Primary Nonverbal: Grade 2- must score 16 or better, Grade 3- must score 18 or better

19. Star Performance: Intermediate Verbal: Grade 4- must score 16 or better, Grade 5- must score 18 or better Or Intermediate Nonverbal: Grade 4- must score 16 or better, Grade 5- must score 18 or better

20. How Can Teachers Access Student Data? Teachers can access all data for their current students through TestView. GT Profiles, which are easier to read and understand, are placed in each qualifying child’s permanent record.

21. How are students selected for GT/NonGT classes? State regulations allow us to serve non-GT students who perform well academically with other gifted and talented students as long as we do not exceed the gifted and talented teacher/pupil ratio and they meet a certain criteria. (Test scores are analyzed to determine the highest non-GT scores in math and ELA when space is available.)

22. These children will be exposed to the same academic course enrichment and be required to complete the same advanced course assignments. We are hopeful that after GT coursework experiences during the year these children will qualify for GT when retested for placement. Non-GT placement is on a year to year basis. Test data and class size will be analyzed yearly to determine these placements.

23. How is the area of gifted services determined? Beginning with the 2005-2006 school year, students have been served in their area(s) of giftedness at the middle school level (ELA and/or math) as determined by their test data. The data (including PASS) will be reviewed each year to determine if additional areas should be added.

24. What if my child does not do well in the gifted and talented program? If your child is not performing well in the gifted and talented program or if you have concerns, please call your child’s teacher to discuss these concerns.

25. How is gifted and talented instruction different from regular education instruction?

26. “…Curriculum tells us WHAT to teach; differentiation tells us HOW.” Carol Tomlinson, University of Virginia Carol Tomlinson, University of Virginia

27. In the gifted classroom, teachers are still teaching grade level standards, they are just adjusting HOW they teach.

28. Gifted and Talented Instruction  How will instruction look different for gifted students? Students will be taught through: Acceleration and enrichment

29.  How will instruction look different for gifted students? Provide service that matches the strength area of the child Escalate one or more facets of the curriculum in order to match the characteristics associated with giftedness

30. Strategies that Benefit the Gifted Learner  Compact the regular curriculum  Regroup gifted students by the talent area as identified through GT testing (math and ELA)  Provide differentiated learning experiences

31. Essential Elements of a Gifted and Talented Program  Acceleration  Discovery learning  Like-ability group projects  Independent study skill development  Proof and reasoning practice

32. Essential Elements of a Gifted and Talented Program  Consistent challenge  Conceptual discussions  Early content mastery  Individual benchmark setting  Systematic, corrective feedback

33. How are Students Referred for Gifted and Talented Artistic Programs?

34. Teachers, parents and students can make referrals each year from November 1- December holidays. Please visit the school office for referral forms. Please visit the school office for referral forms.

35. For more information about Gifted and Talented Academic Program Services, please contact your child’s gifted and talented teacher or… Lana Major Director of Gifted and Talented 369-4001