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Policy
"The School Board recognizes the principle that all gifted and talented students should be provided with access to educational programs appropriate to their needs. To the extent possible within the resources available, all gifted and talented students shall have an opportunity to participate in appropriate programs."
"The Board recognizes that conditions necessary to ensure appropriate
educational opportunities for gifted and talented students include:
1. An identifacation
system which identifies gifted and talented students in their schooling
experience;
2. An identification
system which is based upon multiple techniques which ensure all students
equal access to gifted and talented programs, regardless of social, economic,
linguistic and
ethnic background;
3. Educational programs
which include access at all grade levels and which encompass all of
the fundamental areas of learning;
4. The gifted program
should provide for continuity among grade levels, and the objectives
of the program should be in keeping with the long range goals for the District;
5. Qualified instructional
and administrative personnel with appropriate knowledge, training
and experience shall be required to implement an effective program;
6. Staff development
programs should be made available which address the need for all
teachers to be knowledgeable about the characteristics and learning needs
of gifted and
talented students;
7. Cooperative relationships
among classroom teachers, parents, and the teachers assigned
to the gifted program should be established and maintained;
8. Active parental
involvement is viewed as an integral and crucial ingredient of a quality
gifted program. Every effort should be made to foster parental involvement
in all aspects
of the program;
9. The placement and
progress of students in the gifted program should be continually
evaluated and documented, with periodic progress reports issued to parents."
Identification
The US Office of Education defines gifted and talented children as:
"...those identified
by professionally qualified persons who by virtue of outstanding
abilities are capable
of high performance. These are children who require differentiated
educational programs
and services beyond those normally provided by the regular
school program in
order to realize their contribution to self and society."
"Children capable of high
performance include those with demonstrated achievement
and/or potential ability
in any of the following areas:
a. General intellectual ability
b. Specific academic aptitude
c. Creative or productive thinking
d. Leadership ability
e. Visual and performing arts
f. Psychomotor ability"
Recognizing the definition of gifted and talented as stated above, based
upon the criteria of identification of the Illinois State Board of Education
Gifted Education Rules (Section 227.40), and consistent with District 207's
philosophy, the on-going identification system used to select students
for appropriate gifted education services will include two separate processes:
1) screening and
2) selection.
Screening
The screening process will be applied to all students in District 207. It is important to note that District 207 is a high school district of grades 9-12. The process will be applied to those already in the district and those who will enter as 9th graders. Students who meet any one of the following categories will be placed in the Preliminary Talent Pool Matrix:
Category A: Current Enrollement in:
--Honors Level or AP class(es) with no semester grade lower than a B
--Successful performance in Gifted Program in 8th grade or at the high
school
Category B: Test Data:
--95% or higher in a least one of the invidual sub-tests on the Stanford
Achievement
or similar test (i.e. Total Math, Total Language, Total Reading, or Total
Science)
--Individual IQ Test score of 130 or higher
--Portfolio; performance tests
Category C: Referrals:
--Teacher nomination based on a checklist
Selection
The Gifted and Talented Facilitator and others from the Gifted and Talented Advisory Committee will review the talent pool on an annual basis and narrow down the pool of students. An estimated 5% of the student population will compirse the final group of Gifted and Talented students. The following selection procedure will be used to meet the Gifted and Talented Program quotient:
1. Students meeting
3 out of 3 of the categories will be considered first.
2. Students meeting
2 out of 3 of the categories will be considered second.
3. Students meeting
1 out of 3 of the categories will be considered third.
Appeal Process
Parents may make an appeal in writing to the Gifted and Talented Advisory
Committee if their student is not selected for the program. The committee
will review the request and make a timely decision on the appeal.
Transfer Student Policy
Students who move into the Hononegah High School District and are currently
enrolled in a gifted program will participate in District 207's program
for the remainder of the school year. The student will be evaluated
at the end of the year for inclusion in the identification process for
the following year.
Participating in the Program
Students identified and selected for the Gifted and Talented Program
will be invited in writing to participate. The students will be advised
of the Gifted and Talented Instructional Program available at Hononegah
High School. Students will accept or reject the invitation.
Students agreeing to participate in the program will be given a needs assessment
to clarify specific needs and determine interests, goals, learning style,
and other pertinent information to facilitate their success in the program.
A differentiated program and services will be developed to meet the needs
of the particular student. A continuous and timely system will be
established to monitor and report each student's progress during the course
of the year.
Exiting the Program
Students may request to exit the program. In addition, teachers
or administrators may request that a student be removed from the program
if the student is not taking advantage of the services being offered through
the gifted program. All attempts will be made to resolve any problems
or concerns before an exit is finalized.
Publicity
The identification process, screening and selection will be publicized
in the registration handbook. Other means may also be used to publicize
the process including but not limited to the disrict newsletter and area
newspapers.
Instructional Program
The Illinois State Board of Edcuation (Gifted Education Rules, Section 227.10) defines gifted education instructional programs as "learning setting and other state and local educational services which modify, supplement and support the standard education program of the public schools." Consistent with this definition, the Gifted Education Instructional Program for District 207 will be based on modifications of the core curriculum in the fundamental learning areas and be integrated throughout the educational system. The following are six means of delivering services that have been examined and are potential parts of the Gifted and Talented Program in District 207:
1.
The Regular Classroom
a. Cluster Grouping--differentiated curriculum by modifying content,
process,
and/or product.
b. Curriculum Compacting--compress the content to eliminate repetition
of previously
mastered material, to upgrade the challenge, provide time for
appropriate enrichment and/or acceleration activities.
c. Independent Study--special project(s) done as part of classwork
to replace or
modify specific course objectives or exit goals.
2. Mentorship
a. Teacher Mentorship--students with special interests or abilities
interact with
teachers who are experts in their field to share experiences and information.
Gifted and Talented students may do a project (no credit) or independent
study (for credit) with the guidance of the teacher mentor.
b. Community Member Mentorship--students with special interests or
abilities
interact with adults outside the school community who are experts in their
field
to share experiences and information. No academic credit will be
issued for
activities completed with a community mentor.
3. Learning Reseource
Center (Library)
The needs of gifted and talented learners may be met through materials
located in the
Learning Resource Center (Library). Relevant, appropriate supplemental
learning
materials and activities will be available in the fundamental learning
areas. Appropriate
materials for the teachers of gifted and talented students will also be
available (magazines,
curriculum guides, activity materials, books, etc.)
4. Beloit College Porter
Scholar Program
Identified students are encouraged to apply and if selected enroll in elective
college
courses for a maximum of four semester hours. Final selection is
based upon Beloit
College and the Porter Scholar Program criteria.
5. Extra-curricular
Opportunities
a. Activities/Groups
WYSE, Math Club/Team, Academic Bowl, Drama Club, Dramatic Productions,
and National Honor Society are a few of the activities/groups offered at
Hononegah High School that can help to meet the needs of the gifted and
talented student.
b. Summer School/Camps
Information on summer school/camps of interest to gifted and talented students
will be distributed, but will not be paid for by Hononegah High School.
Personnel
The roles and responsibilities for personnel involved in the implementation of the Comprehensive Program for Gifted and Talented Education are delineated below:
Administrative Coordinator
--Oversee the gifted and talented program
--Chair the Gifted and Talented Advisory Committee
--Set yearly goals for the Gifted and Talented Program
--Supervise the Gifted and Talented Program Facilitator
--Oversee the annual evaluation of the program
--Represent District 207 at local and State meetings on gifted education
--Direct curriculum development as it relates to identified student
needs
--Develop a budget for the program
--Write grants related to the Gifted and Talented Program
--Prepare financial, statistical, and descriptive reports as needed
to develop, maintain, and account
for the program
--Attend staff development training as necessary
Program Facilitator
--Direct the identification, screening, and selection of the gifted
and talented students annually
--Oversee the development of a program for each gifted and talented
student; monitor student
progress
--Attend staff development training as needed
--Serve as a consultant and resource to the staff, students, and parents
involved in the program
--Provide staff development opportunities to the staff regarding gifted
education
--Promote public relations
--Represent District 207 at local and State meetings on gifted education
--Keep abreast of current issues in Gifted Education
--Assist in grant writing as it relates to the Gifted and Talented
Program
--Assist with the preparation of financial, statistical, and descriptive
reports as needed to develop,
maintain, and account for the program
--Meet on a timely and regular basis with the Administrative Coordinator
Teachers
--Modify the core curriculum for the gifted student
--Implement enrichment strategies
--Document activities
--Evlauate pupil progress
--Attend staff development training as necessary
--Keep abreast of current issues in gifted education
Career and Academic Advisors
--Attend staff development training as necessary
--Assist gifted students in planning schedules, activities and related
tasks
--Counsel gifted students as appropriate to their special needs and
concerns
--Keep abreast of current issues in gifted education
--Become knowledgeable of post-secondary education institutions for
the gifted and talented
students throughout the United States
Teacher Mentors
--Attend staff development training as necessary
--Assist gifted students in selecting and developing projects and/or
independent study
--Assist students in finding appropriate materials for projects/independent
study
--Evluate projects and/or independent study
--Keep abreast of current issues in gifted education
Community Members
--Attend mentorship training as necessary
--Provide information and learning experiences to the gifted student
in areas of interest to the student
Principal
--Become knowledgeable about the unique needs of the gifted
--Stimulate interest in and concern for the gifted
--Urge educators to provide qualitatively-differentiated programs for
the gifted
--Encourage and assist educators in securing appropriate instructional
materials for the gifted
--Work with personnel in objectively evaluating the program
Gifted and Talented Advisory Committee
--Pariticpate in the final selection of students for the Gifted and
Talented Program
--Participate in the evaluation of the program on an annual basis
--Make recommendations to the administration for improvement of the
program
Staff Development
The District recognizes that an effective staff development program is essential for the program to be successful. The continuous staff development plan for Gifted Education will focus on raising competency levels of staff members in their work with gifted and talented students in the regular classroom as part of the total standard educational program. Staff development experiences will be varied and based on assessed needs. Staff development activities may include, but not be limited to, the following:
1.
Courses/workshops on gifted education topics with follow-up technical assistance
on:
--Characteristics and needs of gifted students
--Enrichment strategies
--Production of new and differentiated curriculum
--Learning styles of the gifted
--Guidance and couseling of the gifted
--Evaluation procedures for the gifted (alternate forms of assessment)
--Developing critical thinking skills in students
--Developing creative thinking skills in students
--Developing reference skills in students
--Developing decision-making skills in students
--Multiple Intelligences
--Mentorship Training
2. KIDS (Kishwaukee Intermediate Delivery System) Workshops
3. Conferences recommended by KIDS
4.
State and National Gifted Conferences
Articulation
Hononegah High School will articulate with the feeder school districts
on a regular basis in an effort to form a cohesive and suitable program
for gifted students.
Timeline
Services for the Gifted:
'97-'98 English, Math, Science
'98-'99 English, Math, Science, Social Studies
'99-'00 English, Math, Science, Social Studies, Physical Development and Health
'00-'01
English, Math, Science, Social Studies, Physical Development and Health,
Fine Arts
'01-'02
English, Math, Science, Social Studies, Physical Development and Health,
Fine Arts, Leadership
Staff Development Focus:
'97-'98 Characteristics and needs of gifted students; mentorship training
'98-'99 Continuation of previous training; curriculum development
'99-'00
Continuation of previous training; advanced training
Evaluation
Both formative and summative evaluation are important to a gifted program, the former to correct problems as they arise, the latter to enable one to take a comprehensive look at what the program has accomplished. Both the district's total gifted education program and the student's individual program need to be evaluated.
The evaluation of the program should include a review of the effectiveness of the following:
--The
identification procedures used
--Identification measures used
--Sequence of activities
--Program activities
--Student growth in the program
--Program objectives
--Staff development
Tools that may be used to evaluate the program are surveys, checklists, standardized tests, portfolios, performances, pre-and post-tests, questionnaires, interviews, time and effort reports, rating scales, logs, sample work and analysis of records.
Examples of areas to be evaluated and the tools of that evaluation are:
--Student growth: pre and post tests and student growth evaluation tools
such ass Renzulli;
student performance in scholastic competitions and on such tests as the
ACT, SAT, and
PSAT/NMSQT
--Program Objectives: checklists, surveys
--Levels of Thinking: sample work
--Attitudes toward the program: questionnaires/interviews
--Identification process: analysis of records/interviews
--Staff development: records, surveys, questionnaires
--Delivery methods: observation, interviews, surveys
--The evaluation process: records, interviews, checklists
The process begins with the Gifted Advisory Committee identifying the
group, area or objectives to be evaluated. Appropriate evaluation
tools are selected or developed. The data is collected and analyzed.
Reports are written and data provided to the audience for which it is intended.
The committee reviews the data and the evaluation process and makes recommendations
which point to writing program improvement. An annual report on the
status of the District's gifted program will be submitted to the School
Board.