Gilmore City-Bradgate
Talented and Gifted Handbook
Gilmore City-Bradgate Elementary
402 SE “E” Avenue
Gilmore City, Iowa 50541
Revised November 2013
Table of Contents
Foundation
School Mission Statement ………………………………………………………… 2
School District Student Learning Goals …………………………………………. 3
Specific Areas to be Served ………………………………………………………. 4
TAG Program Mission Statement ………………………………………………… 5
TAG Program Philosophy ………………………………………………………... 5
TAG Program – Program Goals …………………………………………….......... 6
TAG Program – Student Goals …………………………………………………… 7
Law
Iowa Talented and Gifted Law ……………………………………………………. 7
Program
Identification ……………………………………………………………………… 7
Curriculum: Delivery of Services ………………………………………………… 9
Scope and Sequence ……………………………………………………………… 11
Support
Individual Education Plans ………………………………………………………..
Staff Development Plan ……………………………………………………………
Parent Education …………………………………………………………………...
Program Evaluation ………………………………………………………………..
Resources ………………………………………………………………………….
Glossary ……………………………………………………………………………
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Gilmore City-Bradgate Mission Statement
TO PROMOTE EXCELLENCE IN EDUCATION SO EACH STUDENT IS PREPARED WITH
THE SKILLS FOR A LIFETIME OF LEARNING; ENABLING EACH TO BECOME A
RESPONSIBLE PRODUCTIVE MEMBER OF A GLOBAL SOCIETY.
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Gilmore City-Bradgate Student Learning Goals
All K-12 students will perform at high levels in reading comprehension, prepared for success beyond high school.
All K-12 students will perform at high levels in mathematic s, prepared for success beyond high school.
All K-12 students will perform at high levels in science, prepared for success beyond high school.
All K-12 students will use technology in developing proficiency in reading, mathematics and science.
All students will feel safe at school and connected to school. To develop a nurturing and positive school climate
through student management, data collection and school improvement.
Students in grades K-1 will annually demonstrate continuous improvement from fall to spring on the DIBELS Next
assessment.
Student Learning Goals
All students will demonstrate the ability to read.
All students will demonstrate the ability to write.
All students will demonstrate the ability to speak effectively.
All students will demonstrate the ability to listen effectively.
All students will demonstrate the ability to perform mathematical computations and use mathematics as a practice
life skill.
All students will demonstrate the ability to apply concepts and principles of the arts, sciences, humanities and social
studies to situations and problems they may encounter as citizens.
All students will demonstrate the ability to select, apply, adapt, and maintain technology and technological tools.
All students will demonstrate thinking skills, including decision making, problem solving, reasoning, logic and
learning skills.
All students will demonstrate personal management skills necessary to be an independent, productive member of a
community or society.
All students will demonstrate interpersonal skills necessary for working effectively with other people.
Specific Areas to be Served
The TAG Program will serve those students who are exceptional in the following areas of
giftedness.
1.
General Intellectual Ability:
The intellectually gifted have intellectual abilities superior to other
children in the school system. They are recognized as having a storehouse
of knowledge. Curiosity and a large variety of interests are supported by
these learner’s capacity for processing information. Learning and
understanding comes easily to them. They are identified by achievement
or IQ tests. Scores for these children will be high when looking at
achievement and intelligence. They are usually successful in school but
are not being fully challenged within the regular classroom.
2.
Specific Academic Aptitude:
The talented are those who have developed one specific area in which they
excel. The ability is more focused on one area (such as math) and is not as
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global as the learner with intellectual or creative abilities. The talented
learner possesses a very strong drive or motivation to devour everything
about that one area. Talented learners may be identified through
observation and performance as well as achievement or cognitive abilities
tests. Participation in the area is consistently outstanding and there is the
need for further facilitation and enrichment.
*Description of Areas: Copyright (1996) by George Betts & Jolene Kercher
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TAG Program: Mission Statement
The TAG Program’s mission is to offer a broad base of experiences to identified students. By
providing qualitatively differentiated curriculum, this program facilitates the growth of students
as independent, life-long learners, with the development of skills, concepts and positive attitudes
within the cognitive, emotional and social domains. A major goal of the curriculum should be the
teaching and practice of the thinking skills at all levels of the hierarchy.
TAG Program: Philosophy Statement
The philosophy of the TAG Program is to meet the diversified cognitive, emotional, and social
needs of talented and gifted students regardless of gender, ethnic origin, or socioeconomic status
or physical ability.
Since there are great differences among students’ abilities, special educational provisions are
often necessary for those students whose needs cannot adequately be met through the standard
curriculum.
This program is intended to create an environment in which deliberate efforts are made to
recognize students’ emerging strengths, talents, and interests and then nurture them through
appropriate and challenging educational experiences.
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TAG Program Goals
*Adopted from the National Association for Gifted Children
1.
The TAG program shall provide services that will be matched to the needs of the gifted
learners through the provision of a full continuum of options.*
2.
The TAG program shall provide an Individual Education Plan for identified students
needing differentiated services.
3.
The TAG program shall serve as an advocate for students by facilitating activities and
encouraging positive attitudes in the school and community.
4.
The TAG program shall provide to teachers, administrators, and parents instruction,
practice, and application opportunities for the use of skills, techniques, resources, and
materials that may be appropriate to meet the unique needs of talented and gifted students
or other students as appropriate.
5.
The TAG program will supplement and build on the basic academic skills and knowledge
learned in the regular classrooms at all grade levels to ensure continuity as students
progress through the program.*
6.
Gifted learners shall be included in flexible grouping arrangements whenever possible to
ensure that gifted students learn with and from intellectual peers.*
7.
The TAG program shall employ valid and systematic procedures using multiple criteria
for identifying talented and gifted students for services.
8.
The TAG program will be evaluated systematically for the purpose of program
improvement.
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TAG Program: Student Goals
As a result of participation in the TAG program, the students should be able to:
1.
Comprehend own giftedness in relation to self and society.
2.
Develop skills appropriate to interact effectively with peers, family, parents, adults, and
community.
3.
Increase knowledge and exposure in a variety of subject areas.
4.
Develop critical thinking, decision-making, and problem-solving skills.
5.
Develop and demonstrate creative thinking skills.
6.
Demonstrate responsibility for learning in and out of the school setting.
Iowa Talented and Gifted Law
12.5(12) Provisions for gifted and talented students. Each school district shall incorporate gifted
and talented programming into its comprehensive school improvement plan as required by Iowa
Code section 257.43. The comprehensive school improvement plan shall include the following
gifted and talented provisions: valid and systematic procedures, including multiple selection
criteria for identifying gifted and talented students from the total student population; goals and
performance measures; a qualitatively differentiated program to meet the students cognitive and
affective needs; staffing provisions; an in-service design; a budget; and qualifications of
personnel administering the program. Each school district shall review and evaluate its gifted
and talented programming. This subrule does not apply to accredited nonpublic schools.
Student Identification Process
The Gilmore City-Bradgate Community School District has a responsibility to provide
educational programming, which will respond to the unique needs of students and maximize
their potential. Students whose abilities clearly lie beyond the traditional student population may
require differentiated educational opportunities and support facilitated by the Talented and
Gifted Program. The opportunities may vary in kind, degree, delivery and duration depending
on the needs of the students.
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The key to identification is the use of multiple measures. The use of more than one criterion in
the identification of gifted and talented students is essential. Experts in the field are emphatic in
asserting that no one method is capable of identifying all gifted children. The gathering of many
kinds of information maximizes the probability that most gifted children will be identified.
The target student population will be identified in the areas of general intellectual ability and
specific aptitude ability. All students will be considered in the initial screening process. Students
will advance to the identification stage if they meet the appropriate criteria.
All test scores will be based on the most recent data. TAG nominations may come from parents,
teachers, or students. Characteristics that show up in the home provide valuable insight. Parents
are asked to give specific examples when possible. Forms are sent home with nominated
students, but any parent may request a form to fill out on their child.
Student’s traits, aptitudes, and abilities will be observed by classroom teachers. Teachers will
mark the characteristics of gifted learners, nominate students and make comments.
Teacher recommendations may be based on products, processes, motivation, and grades.
Multiple examples of high quality products, initiative to complete extensions and thought
process are used. Multiple examples may include but not be limited to the following: student
daily work, student potential as demonstrated across multiple curricular area, unit or long term
projects, district assessments, end of unit assessments, student interest inventories, and teacher
experience with students at this level.
In alignment with our philosophy of using multiple measures to identify students for the TAG
program, we may include any of the following criteria in our identification process:
General Intellectual Ability and Specific Academic Ability:
Initial assessment criteria for General Intellectual and Specific Academic Areas will reflect:
1.
Nominations: teacher, parent, student, self, peer
2.
Iowa Assessments: 90% and above on the National Percentile Rank (NPR) / National
Standard Score
3. Cognitive Abilities Test: Standard Age Score of 120 and above (verbal, quantitative, and/or
composite).
4. Supplemental screening information may include:
Out-of-level tests
Portfolio of student demonstrations or work samples
District Performance Assessment: BRI, DIBELS, etc.
Additional information correlated to student ability: grades, report card, district
assessments, etc.
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The list of potential students generated through this process will be updated yearly to reflect any
changes in scores and the movement of students in and out of the district. Appropriate retesting
of students as well as evaluation of new students to the district will occur as needed.
After eligibility is established, placement in TAG is decided by input/observations of the TAG
teacher, building principal, classroom teachers, and counselor (as needed).
A great deal of time is spent evaluating and placing a student in the TAG program. If the
classroom teacher or the TAG teacher feels that the performance of the child is questionable, a
conference can be held with the parents. If the parents feel that there is a problem, they should
contact the TAG teacher.
The needs of students change as they develop. Our focus is not on determining which children
are gifted and which are not, but rather, determining which children have educational needs that
are not being met through the regular curriculum. Therefore, participation in TAG does not
mean that the student will automatically continue in the TAG program in the future years.
A student will never be put into or terminated from the program without parent involvement.
Any student terminated from the program may later be reconsidered for placement. The student
must be referred again, re-evaluated, and meet the current guidelines for eligibility.
Delivery of Services: Grades K-3
Grades K-2: The elementary TAG teacher serves individual K-2 students on an as needed basis.
The TAG teacher will work closely with the classroom teacher to provide
enrichment/acceleration for students who are performing above grade level.
The TAG coordinator will visit kindergarten, first, second, and third grade during designated
times. During these visits, the TAG coordinator will present lessons and record gifted
behaviors/characteristics of students. Planned experiences, collective work samples, and other
projects will be saved by the TAG coordinator as evidence of a student’s need of further
services.
Grade 3: In 3rd grade, students are identified for enrichment in reading and/or math. The
Cognitive Abilites test will be given in October for use as one source of data. We also use the
DIBEL scores and Iowa Assessment reading scores to determine students who are above grade
level in reading. Students’ Iowa Assessment math scores, as well as their classroom
performance in math, will help determine which students will receive enrichment in math.
Students may enter/exit the enrichment groups based on the most recent assessment data. This
also allows the TAG teacher the opportunity to work with a larger group of students. In grades
K-3, the TAG teacher works with the classroom teachers to target and challenge students with
unmet needs.
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Enrichment of Regular Curriculum:
Working with the regular classroom teacher, the TAG teacher will provide opportunities for
talent development and enrichment through the regular classroom to benefit high ability students.
Enrichment opportunities could include activities such as creative thinking skills, higher order
thinking skills, problem-solving skills, decision-making skills, subject learning packets and
advanced resources. The TAG teacher will collaborate with the classroom teacher and serve as a
resource.
Differentiation/Modifications of Regular Curriculum:
Students, identified collaboratively by the TAG teacher and teaching staff, will receive
modifications to the regular curriculum. The regular curriculum will be modified in content,
pacing, and learning environment by the classroom teacher to match the appropriate level of the
learner. Modifications may include compaction, acceleration, and/or enrichment.
Delivery of Services: Grades 4-6
Enrichment of Regular Curriculum:
Working with the regular classroom teacher, the TAG teacher will provide opportunities for
talent development and enrichment through the regular classroom to benefit high ability students.
Enrichment opportunities could include activities such as creative thinking skills, higher order
thinking skills, problem-solving skills, decision-making skills, subject learning packets and
advanced resources. The TAG teacher will collaborate with the classroom teacher and serve as a
resource.
Differentiation/Modifications of Regular Curriculum:
Students, identified collaboratively by the TAG teacher and teaching staff, will receive
modifications to the regular curriculum. The regular curriculum will be modified in content,
pacing, and learning environment by the classroom teacher to match the appropriate level of the
learner. Modifications may include compaction, acceleration, and/or enrichment.
Pull-Out:
Pull-out students are included in this plan because students benefit both from individualized
instruction and from small group interactions with ability peers. A variety of models and
teaching strategies will be used that are effective for high ability learners. The ultimate goal is to
help students develop the skills necessary for independent, lifelong learning.
Special Opportunities:
A variety of special opportunities may be offered to Talented and Gifted and other highly
interested/able students that are based upon feasibility considering factors such as interest, cost,
time, accessibility, and transportation. Special opportunities may include field trip or
competitions (such as Current Events League, Quiz Bowl, History Day, Invent Iowa, etc.)
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TAG Scope and Sequence Matrix
(Grades 7-12 continue at Sioux Central)
K-2
3-6
7-8
9-12
I
E
E
I
E
E
I. The student will comprehend own giftedness in relation to self and society.
I.1 recognize and exhibit characteristics of giftedness and state the characteristics
he/she possesses
I.2 articulate positive and negative aspects of being gifted
I.3 utilize the peer group as a supportive environment for growth and learning
I
I
E
E
I.4 demonstrate responsibility, decision-making skills, and self direction
I
I
E
E
I.5 exhibit confidence in expressing his/her ideas
I
I
E
E
I.6 demonstrate positive and productive intrapersonal skills
I
E
E
I.7 facilitate and integrate cognitive, emotional and social development
I
E
E
II. The student will develop skills appropriate to interact effectively with
peers, family, parents, adults and community.
II.1 use communication skills effectively (productive feedback)
I
E
R
II.2 demonstrate public speaking skills
I
E
E
II.3 utilize effective interpersonal skills
I
I
E
E
II.4 participate effectively in group discussion
I
I
E
E
I
E
E
I
E
R
III.2 demonstrate knowledge in rigorous academic domains
I
E
E
III.3 access educational opportunities and options commensurate with abilities
I
E
E
I
I
E
E
R
R
IV.3 apply the steps in the decision-making process
I
E
R
IV.4 practice and utilize critical thinking to solve problems
I
E
R
IV.5 demonstrate visual thinking skills
I
E
R
II.5 explore a wide variety of career options based upon student’s values, needs,
abilities, and interests
III. The student will increase knowledge and exposure in a variety of subject
areas.
III.1 effectively use technology relative to development level
IV. The student will develop critical thinking, decision-making, and
problem-solving skills.
IV. 1 integrate higher level thinking skills producing quality performance
IV.2 utilize inductive and deductive thinking skills to solve problems
I = Introduce
E = Emphasize
I
I
R = Review
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TAG Scope and Sequence Matrix
(Grades 7-12 Continue at Sioux Central)
V. The student will develop and demonstrate creative thinking skills.
V.1 develop improvisational skills
V.2 demonstrate fluent thinking
V.3 demonstrate flexible thinking
V.4 generate original ideas
V.5 develop elaborative thinking
V.6 participate in activities designed to encourage curiosity, risk-taking,
imagination and complexity
VI. The student will demonstrate responsibility for learning in and
out of the school setting.
VI.1 work at a level appropriate to ability/skills
VI.2 produce at a significant higher level than age mates
VI.3 show initiation and responsibility for learning
VI.4 evaluate self in relation to environment and others
VI.5 implement effective strategies for time/material management
VI.6 utilize effective search strategies in research selecting valid and
reliable sources/information
VI.7 design and employ short and long-term goals making modifications
when necessary
VI.8 develop, implement, present, and evaluate an
investigation/independent project
I = Introduce
E = Emphasize
K-2
3-6
7-8
9-12
I
I
I
I
I
I
I
I
I
I
I
I
E
E
E
E
E
E
R
R
R
R
R
E
I
I
I
E
E
I
I
I
I
E
E
E
E
E
E
E
E
E
R
R
R
I
E
E
I
E
E
R = Review
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Personalized Education Plan
The TAG teacher, in consultation and collaboration with the classroom teacher, the parent, and
the student completes a Personalized Education Plan that includes all modifications, scores, and
other information about the student. The plan is reviewed and updated annually.
Staff Development
The Gilmore City-Bradgate School will develop a Staff Development Plan to educate
administrators, teachers, and staff on the knowledge of high ability students and how to work
with them.
Parent Connection
TAG Parent Education
Educational opportunities for parents of TAG students will be provided by the system. Outside
speakers, videos, or other educational opportunities can be utilized as appropriate. The TAG
teacher will also provide information to parents during conferences.
Evaluation Process
The Gilmore City-Bradgate School will develop an evaluation cycle so that all components of
the TAG program will be evaluated over a five year cycle. The Gifted and Talented Program
Assessment Rubric developed by Karen Garvin, along with the National Association for Gifted
Children’s Pre-K-Grade 12 Gifted Program Standards will be used for review of the program by
the school system. Other information will also be considered such as student achievement data
and student goals.
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Resources
Organizations
Iowa Talented and Gifted Association (ITAG)
5619 NW 86th Street, Suite 600
Johnston, IA 50131
Phone: (515) 225-2323
Fax: (515) 327-5050
E-mail: itag@assoc-serv.com
Web: www.iowatag.org
National Association for Gifted Children (NAGC)
131 H Street NW, Suite 1001
Washington, DC 20005
Phone: (202) 785-4268
Web: www.nagc.org
OPPTAG
Iowa State University
357 Carver Hall
Ames, IA 50011-2060
Phone: 515-294-1772
Web: www.opptag.iastate.edu
Belin-Blank International Center for Gifted Education and Talent Development
The Belin Blank Center
600 Blank Honors Center
University of Iowa
Iowa City, IA 52242-0454
Phone: 1-800-336-6463
Fax: 319-335-5151
E-mail: belinblank@uiowa.edu
Web: www.uiowa.edu/~belinctr
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Resources
Hoagies’ Gifted Education Page: The “All Things Gifted” Page
Help and support for parents, teachers, and gifted children alike
www.hoagiesgifted.org
Resources
Links
Message Boards
Mailing Lists
Blogs
Articles
Books
Reading Lists
Contests and Awards
Homework Help
Educational Games
Volunteer Opportunities
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Glossary
Ability
Ability is the capacity to act; talent, skill, aptitude, intelligence
Academic Opportunities
Activities that directly relate to academic subjects offered in the classroom.
Acceleration
Acceleration includes materials, programs, and curriculum that are of an advanced nature.
Students who successfully demonstrate mastery of the material being taught at one grade level
move to the next level of instruction, which is at the unmastered or challenging level. This may
be accomplished by moving the student from one classroom to another, by inclusion in cluster
groups of students at the same level, or by individual instruction.
Autonomous Learner
An autonomous learner is one who solves problems or develops new ideas through a
combination of divergent and convergent thinking and functions with minimal external guidance
in selected areas of endeavor.
Autonomous Learner Model
This model was developed specifically to meet the cognitive, emotional, and social needs of
gifted and talented students (grades K-12) for public and private schools. This model will be the
primary focus of the TAG Program.
Belin-Blank International Center for Gifted Education and Talent Development
This is the University of Iowa’s center of research for gifted and talented students. The Talent
Search program (BESTS and EXPLORE) is administered through this center. The National
Research Symposium on Talent Development is sponsored and held every other year. The
center also sponsors activities for gifted and talented youth in a summer program.
Betts, George, Ed. D.
Dr. Betts is a professor at the University of Northern Colorado, Greeley. He is an internationally
acclaimed speaker and consultant, helping schools, districts, states, and national Organizations
implement and refine programs for their gifted students.
Clusters or Cluster Grouping
Students who demonstrate mastery of the content being taught in a classroom may be grouped
into clusters for more advanced, accelerated, or enriched instruction. Students who are talented
in specific subject areas, who are creative, or who have particular talents may also be grouped for
activities or instruction. Cluster groups may be formed from many classrooms or from only one
and are highly flexible in nature.
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CoGat (Cognitive Abilities Test)
The Cognitive Abilities Test is a traditional measurement of the verbal, quantitative, and
nonverbal aptitude of a student. The test is used for all students to compare achievement (ITBS)
to ability (CoGat) as reported on the parent profile. The test is also used as an indicator for
placement in special programs.
Collaboration and Consultation
The TAG teacher works with the classroom teacher to develop a differentiated or enriched
curriculum for the TAG student.
Compacting
Modifying or streamlining content, process or product in order to eliminate repetition of
previously mastered material and to provide time for appropriate enrichment and/or acceleration
activities while ensuring mastery of basic skills.
Contracting
The student remains in the regular classroom. The classroom teacher and student enter into a
written agreement concerning class work. Usually the student is allowed to work at his/her own
pace through the regular curriculum, demonstrating competency at specific intervals, and then
completes an independent project related to the curriculum and presents it to the class.
Cultural Activities
The purpose of cultural activities is to introduce students to new and different areas of cultural
enrichment in communities. Examples include visits to museums, plays, concerts, speeches,
historical events, and art displays.
Differentiated Curriculum
When a serious mismatch is discovered between the material being taught in the classroom and
the ability and mastery of the student, the TAG teacher, in consultation with the classroom
teacher, plans a curriculum for the student which more closely matches the level of instruction
needed for that student. This may include working with groups or clusters of students who
proceed at a more rapid pace, moving the student from the classroom during specific subjects or
units to another classroom more suited to the student’s level forming individual contracts and
programs.
Enrichment Activities
Enrichment activities are designed to allow students to learn what is “out there” to be learned.
Emphasis is on new and unique areas that students might want to pursue in the future. Within
the classroom, enrichment refers to incorporating additional materials or activities into the
existing curriculum. Activities outside the classroom may include field trips, speakers,
competitions or other special opportunities.
ITBS (Iowa Tests of Basic Skills) / ITED (Iowa Tests of Educational Developemnt)
A standardized measurement of achievement that reports normed results in areas including math,
science, social studies, reading, and language arts.
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Individual Development
The TAG program is designed to develop within the student the skills, concepts, and attitudes
necessary for life-long learning. Major emphasis is on learning skills, personal understanding,
interpersonal skills, and career involvement.
Individual Education Plan
The TAG teacher, in consultation and collaboration with the classroom teacher, the parent, and
the student completes a plan that includes all modifications, scores, and other information about
the student. The plan is reviewed and updated annually.
Intellectually Gifted
The intellectually gifted have intellectual abilities superior to other children in the school system.
Scores for these children will be high when looking at achievement and intelligence. They are
usually successful in school but are not fully challenged within the regular classroom.
Investigation
A topic is selected, a proposal developed and accepted, and the student/learner participates in the
investigation of a student-based content area. An investigation is a short-term research project.
Learner
One who possesses the necessary skills, concepts, attitudes, and areas of interest necessary for
the development of learning on an independent autonomous level.
Mentor
A mentor is an adult in the school or the community who serves as a role model and provides ongoing involvement for the learner.
Orientation
The first dimension of the Autonomous Learner Model is designed to give students, teachers,
administration, and parent a foundation of information for the model.
Pullout
Students are removed from the regular classroom to receive TAG services.
Renzulli Checklist
A checklist of traits observed in the areas of giftedness. The checklist is completed by the
student’s teacher and used as an indicator of student ability for identification purposes.
Scope and Sequence
A specific plan that outlines the skills, concepts, attitudes, and activities that is necessary to
facilitate student’s growth as autonomous learners.
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Student/Learner
One who is in the process of becoming an independent learner but is still not completely free of
the student roles within the school system.
Talented
The talented are those who have developed one specific area in which they excel. The ability is
focused on one area.
Teacher/Facilitator
The teacher responsible for the TAG program and activities in the Autonomous Learner Model.
Emphasis is placed on the learning process rather than on the development of a content area.
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