Clinton City Schools
242 North Hicks Street,
Clinton, TN 37716
865-457-0159
Talented & Gifted Program
Philosophy of Talented & Gifted Program
The Clinton City School System Philosophy of Talented & Gifted Program views gifted and talented students as those students who demonstrate outstanding academic and intellectual ability, creative thinking, and leadership skills in their daily education. Clinton City Schools is committed to providing an appropriately challenging academic environment which focuses upon high achievement goals aligned with the Tennessee State Standards.
Definitions
Intellectually Gifted is defined as a child whose intellectual abilities and potential for achievement are so outstanding the child’s educational performance is adversely affected. “Adverse affect” means the general curriculum alone is inadequate to appropriately meet the student’s educational needs that special provisions are required to meet the student’s educational needs to ensure Free Appropriate Public Education (FAPE).
Academically Talented is defined as a child whose academic performance demonstrates outstanding abilities that may require enhancement and/or supplementation to the general education program.
I. Program Goals
A. Provide training for all staff on the revised talented and gifted program.
Steps to Achieve Goal
·Develop training and assemble handouts to include forms, procedures, etc.
·Schedule training annually to update procedures and inform new staff.
·Evaluate effectiveness of training and plan future training based on evaluation comments and suggestions.
B. Provide training for staff to promote an understanding of the characteristics of talented and gifted students and instructional strategies needed to accommodate their educational needs and provide supports for teachers on school system website.
Steps to Achieve Goal
·Provide training in activities that support the academic needs of gifted students (enrichment and differentiation, acceleration opportunities, cluster grouping, compacting curriculum, etc.).
·Provide links on the special education website devoted to information on gifted students (TN Gifted Manual, educational activities, educational resources, link to National Association for Gifted Children, etc.)
·Evaluate effectiveness of training and plan future training based on evaluation comments and suggestions.
C. Develop educational strategies to use in the general education setting to support special education services provided for students identified as talented and/or gifted.
Steps to Achieve Goal
·Review training on the educational needs of gifted population.
·Develop list of teaching strategies and student activities to use to enrich and promote academic learning and growth.
·Evaluate effectiveness of training and plan future training based on evaluation comments and suggestions.
D. Increase the use of technology in the talented and gifted program.
Steps to Achieve Goal
·Provide training to special education teachers of gifted students in the use of technology in the gifted program (Use of Smart Boards, laptops, Power Point, etc.)
·Meet with staff and develop a five-year plan of integration.
·Purchase needed software programs, materials, and equipment.
·Meet with special education staff at the end of each school year to evaluate plan and make adjustment sin goals as needed.
II. Referrals
A. Public Awareness
Information regarding the Talented and Gifted Program is included in the Clinton City Schools Calendar and Handbook which is distributed to all students at the beginning of each school year and as new students register during the school year. Information in the Handbook includes:
· Definition and Criteria for Eligibility for Talented & Gifted Identification
· Services for Talented & Gifted Children
· Referral Process
B. School Screening Teams (SST)
1. Gifted Screening
a. Each school has a screening team that consists of the school system psychologist, the referring teacher, and the special education teacher responsible for providing gifted services.
2. Talented Screening
a. Each school has a screening team that consists of the referring teacher, the school principal, and the special education teacher responsible for providing talented academic opportunities.
3. Duties and responsibilities of the SST Gifted Screening team are to:
a. Receive all referrals from parents, teachers, and principals.
b. Review all information from grade level screenings.
c. Collect, maintain, and track all data from all referrals.
d. Distribute and collect all required information for individual screening or comprehensive assessment.
e. Schedule meetings in a timely manner to review referrals.
f. Notify parents when the child has been referred.
g. Notify parents of the SST decisions and inform them of their rights.
h. Obtain parental consent for individual screening or comprehensive assessment when appropriate.
i. Base decisions on multiple criteria and not exclude any student on the basis of a single test score.
j. Exhibit sensitivity to cultural, economic, and/or linguistic differences.
k. Arrange for any further assessments.
l. Provide the completed assessment information to the Eligibility Determination Team.
4. Duties and responsibilities of the SST Talented Screening team are to:
a. Receive all referrals from parents, teachers, and principals.
b. Review all information from grade level screenings.
c. Collect, maintain, and track all data from all referrals.
d. Distribute and collect all required information for individual screening or comprehensive assessment.
e. Notify parents when the child has been referred.
f. Obtain parental consent for individual screening or comprehensive assessment when appropriate.
g. Base decisions on multiple criteria and not exclude any student on the basis of a single test score.
C. Screening Criteria
1. System-wide Talented & Gifted screening is implemented in the fourth grade for all students. Each fourth grade teacher completes the Classroom Screening Summary (CSS), the TCAP Class Summary, Think Link Assessment, STAR Reading, and Classroom Observations and submits the information to the SST.
2. The SST uses the information from the CCS, TCAP Class Summary, Think Link Assessment, STAR Reading, and Classroom Observations to refer students for individual screening. The Intellectually Talented & Gifted Referral Form is completed for each student referred for individual screening.
3. Each referral accepted for Individual Screening is required to include a completed Tennessee Assessment Team Instrument Selection Form (TnATISF).
4. The Response to Individual Screening Form is completed and sent home to parents after screening is completed.
5. The SST Gifted Team considers individual screening information to determine if a comprehensive evaluation is needed. The Intellectually Gifted Referral Form is completed if a referral is made.
6. The SST Talented Team considers individual screening information to determine if student is eligible to participate in Talented Program.
III. Evaluation
Intellectually Gifted
The school psychologist makes decision on assessments to use with students based on knowledge of the student from the Tennessee Assessment Team Instrument Selection Form (TnATISF). Tests chosen include, but are not limited to, Wechsler Intelligence Scale for Children-IV, Woodcock Johnson-III, Torrance Tests of Creative Thinking, and the Gifted Evaluation Scale. The TnATISF will indicate if there is a need to consider alternative assessments due to cultural, economic, environmental, linguistic, or disability differences. Evaluation instruments and materials are selected that are appropriate for special populations such as the sensory impaired, limited English proficient, or physically impaired students.
Academically Talented
The general classroom teacher, the special education teacher, and the principal makes the decision upon assessments to use with students based on knowledge of the student from the TCAP State Assessment, Think Link Assessment, STAR Reading, and Classroom Observations. Tests chosen include, but are not limited to the assessments above.
IV. Eligibility
Intellectually Gifted
A. Eligibility Determination Teams
Each student’s IEP team reviews evaluation data and determines the student’s eligibility for special education services.
B. Gifted Service Delivery Model
Gifted services are provided by the special education staff through both pull-out and inclusion programs based on individual needs of students.
C. Eligibility Determination
The Eligibility Determination Team uses the TN K-12 Intellectually Gifted Assessment Scoring Grid to determine if the student meets the criteria for gifted certification.
D. Duties and responsibilities of the Eligibility Determination Team are to:
· Determine if all assessment information has been gathered by the SST; vision and hearing screening (if need is indicated); observation from the classroom teacher (may be from the TnTOC and TnCreat) group and/or individual achievement test scores, documentation of student need for special education services, and test results obtained from the assessment of Educational Performance, Creativity/Characteristics of Gifted, and Cognition during the evaluation for Intellectually Gifted.
· Determine if the student meets the criteria to be determined eligible for services.
· Complete the Eligibility Report Form.
· Attach the Intellectually Gifted Scoring & Documentation Grid to the Eligibility Report Form.
· Inform parents of the decision (including Rights of Children with Disabilities and Parent Responsibility). If eligible for Special Education Services, include the Prior Written Notice Form.
· If eligible, inform the teacher of the gifted; if ineligible, inform the person who referred the student and the student’s parent.
· Exhibit sensitivity to cultural, economic, and/or linguistic differences
Academically Talented
A. Eligibility Determination Teams
Each student’s classroom teacher and special education teacher review evaluation data and determine the student’s eligibility for the Talented Program.
B. Talented Service Delivery Model
Talented services are provided by the general education and special education staff through talented program.
V. Service Delivery Options
Intellectually Gifted
· Pull-out services in the gifted lab with emphasis on academic enrichment. Students work on IEP goals through group/individual projects and group activities.
· Inclusion services in the general education setting that meet IEP goals through curriculum enrichment. The special education teacher works with the general education teacher to enhance the curriculum, modify assignments, and/or make classroom accommodations to meet the needs of gifted students.
Services to all students at each grade level are of comparable quality and duration. Each student’s Individual Education Plan (IEP), through goals and objectives, outlines specific services for the student. IDEA requirements for the development of the IEP are followed and plans include individual goals that have been determined based on the student’s unique needs.
VI. Grievance Procedures
Intellectually Gifted
A grievance shall be defined as a concern a parent has regarding identification, evaluation, eligibility, or services for gifted students.
If the parent has a concern, he/she shall first schedule an IEP team meeting and discuss the concern with IEP team members in an effort to resolve the problem informally. If the problem is not resolved informally, the parent may file an Administrative Complaint with the Tennessee Department of Education, Division of Special Education, request Mediation, or request a Due Process Hearing as outlined in Individual with Disabilities Education Act, Notice of Procedural Safeguards.
VII. Tracking System
Talented & Gifted Students
The Intellectually Tracking Log developed by the State Department of Education will be used to track activity of each student referred for gifted services by the school psychologist and each student referred for talented services by the general education teacher and special education teacher. The tracking system will include the following:
· Student’s name
· School
· Grade
· Date of birth
· Race/ethnicity
· Sex
· Date of referral
· Source of referral
· Results of the referral
· Assessment results in Educational Performance,
· Creativity/Characteristics of Gifted and Cognition
· Eligibility
Intellectually Gifted
The school psychologist will use the information to track screening, referral, evaluation, and eligibility activity throughout the school year. Information gathered will be submitted to the Special Education supervisor for aggregation at the end of each school year. This information will be reported to the State Department on the End-of-Year Report for Gifted with other data required in the Division of Special Education.
Academically Talented
The general education and special education teachers will use the information to track screening, referral, and evaluation activity throughout the school year. Information gathered will be submitted to the Special Education supervisor for aggregation at the end of the school year.
VIII. Forms
Clinton City School will use all forms in the Intellectually Talented & Gifted Assessment Resource Packet for grade level or individual screening, assessment, and documentation of students who are suspected to be talented and/or gifted. There are no additional forms or documents that have been developed by the district.
Referral for Talented & Gifted Program
Teacher Observation
Behavior Checklist
Classroom Academic Areas
Parent Checklist
Rules and Procedures
Parent Acknowledgement & Consent
Emergency Information Sheet
Student and Parent Information Sheet
IX. Alternative/Enrichment Programs
There are no advanced programs in Clinton City Schools that provide enrichment opportunities to students other than programs described in the ’01 Gifted Manual.
Revised 7/5/2011 Talented & Gifted Program
Clinton City Schools
242 North Hicks Street,
Clinton, TN 37716
865-457-0159
______Clinton City Schools______
SCHOOL SYSTEM
______2011-2012______
SCHOOL YEAR
PLAN FOR TALENTED & GIFTED
ASSURANCES COVER PAGE
SIGNATURES
______
Director of Schools Special Education Supervisor
______
Gifted Coordinator Date Submitted
Teacher Referral for Talented Program
Available for Students in Grades 4th—6th
Student______Birth date______Grade______School ______Referring Teacher______
Parents’ Names______
Address______
Phone Numbers: Home______Cell ______
Referring Teacher’s Signature ______
RECORDS REVIEW
TCAP—above 92 to 99 %tile
Academic Area / Subject Proficiency / Percentile / GrowthEnglish/Language Arts
Mathematics
Science
Social Studies
Discovery Education—advanced in both areas
Academic Area / Subject Proficiency / Scale Score / Percent CorrectEnglish/Language Arts
Mathematics
STAR—above 92 %tile
Academic Area / Percentile / Grade Level EquivalentIndependent Reading
Days absent Last Year______Days Absent Current Year______
Previously/Currently Receiving (mark all that apply):
Enrichment (specify area) ______
Higher level reading materials ______
Other______
Teacher Observation
Student ______Grade ______School ______
Teacher Completing Indirect Observation ______
Carefully consider the following questions and provide as much information as possible regarding this student’s typical daily performance in your classroom. His/her behavior and/or academic skills should be evaluated in comparison to a typically functioning student of the same age and in terms of appropriate developmental stages and expectations.