Gifted Playbook

The Gainesville City School System is committed to providing its highly talented and gifted students with an education that both fosters and promotes their potentials and abilities. This education provides for a differentiated curriculum through which the content, instructional strategies and expectations of mastery are appropriate for the student.

 The Gainesville City School System recognizes that highly talented and gifted students may be identified among all ethnic and socioeconomic groups, and is committed to the use of multiple criteria for their early identification.

There are three (3) documents that provide the authority and the specific requirements for gifted education in the state of Georgia. They are found in state law, State Board of Education (SBOE) Rule, and SBOE-approved Regulations.

 The Georgia Department of Education requires that the Local Board of Education shall make a copy of its administrative procedures for the operation of its gifted education program and the LEA’s gifted education curricula available for review by the public and the GA DOE.

All identified gifted education students can be served in the general education MTSS framework. The following information from the GADOE relates to the tiers within the gifted education program.

Advanced learning needs for most students can be addressed in the general education classroom which offers a quality learning environment by providing instructional interventions prior to, or in lieu of, identifying students for specialized educational services. By documenting instructional interventions, the MTSS framework allows gifted and high-achieving students access to a differentiated curriculum, flexible pacing, cluster grouping, and other universal interventions. The MTSS process for referral, evaluation, eligibility, and instruction of gifted education students is set by the State Board of Education and defined in the Georgia Department of Education Resource Manual for Gifted Education Service.

If there is evidence that instructional modifications have not met a student’s needs, GCSS will follow the student nomination and decision-making process outlined in this manual. Factors to be considered in the nomination process should include evidence of the student’s advanced learning needs and the performance levels of any previous gifted program referrals or placements.

Stakeholder Communication

Teachers, counselors and administrators will be informed concerning gifted education services, referral procedures (including process for school level referral and automatic referral) and eligibility requirements by the Gifted Education Coordinator or designee during school-level faculty meetings and/or school-level PLC meetings in the fall/spring of each year.

Eligibility Team

Each school shall establish an Eligibility Team that consists of, at a minimum, the Gifted Education Teacher, two other teachers with knowledge of the student and an administrator. All decisions regarding referral and eligibility shall be made by the Eligibility Team.

Reported Referral:

The Gainesville City Schools Talent Survey will be distributed to school personnel periodically throughout the year in order to help identify students who might be good candidates for nomination for gifted education testing. The Talent Survey is given to the gifted education teacher, who is responsible for gathering any other available pertinent data. This could include standardized test information, grade reports or report cards and/or student work samples.

Parents who wish to nominate their students for consideration may complete a TABS Form (attached at end of document). If a student nominates him/herself, a Self Nomination Form would be completed. If a student nominates a peer, the student would complete a Peer Nomination Form.

Automatic Referral:

The Gainesville City Schools Board of Education has determined guidelines for achievement that automatically refer a student for consideration for gifted program evaluation. Students who score at or above the 80^th percentile on a school-system administered nationally normed mental ability test, any student who scores at or above the 80^th percentile on a standardized nationally normed achievement test in Total Reading, Total Math or Composite scores will automatically be referred to the school Eligibility Team for review for further evaluation consideration. The gifted education teacher is responsible for nominating any student automatically referred based on standardized test score data. He/she may obtain work samples and any other available data pertaining to the student’s academic performance/potential.

Review of Referrals

Following the completion of the reported or automatic referral process, the Eligibility Team will review each referral. The Eligibility Team should document the date of the meeting/decision; the committee members present; the names of the students who were considered; the source of the nomination (automatic, teacher, parent, etc.) and the committee’s decisions regarding whether each student who was considered should be referred for formal evaluation. The Eligibility Team will make one of the following decisions:

1. The student is referred for *formal evaluation. When the team agrees that the data warrants continuation of the evaluation process, the Team chairperson will notify parents in writing through the use of the Notification of Consideration and Consent to Evaluate form (available in English and Spanish). If consent is obtained, the evaluation process will begin.

2. More information about the student is needed. If the Team determines more information is needed in order to determine the appropriateness of formal evaluation they will request that this information be gathered.

3. The data does not support a recommendation to continue the referral process. The Eligibility Team may decide that the data provided is sufficient in depth and quantity to determine that continuation for evaluation for eligibility is not warranted. The Team will

notify the nominating person in writing that the referral process has been discontinued at the present time through the use of the Eligibility Team Decision form (available in English and Spanish). This decision, however, does not preclude the possibility that the student may be again referred for consideration at a later date.

 

*Formal evaluation is conducted within two testing windows. The fall testing window for elementary school will be conducted in the fall (1st-5th grades) and testing for Kindergarten will take place in the spring. Middle school testing will be conducted in the fall and spring as well.

 

General Assessment Requirements

The gifted program teacher will gather pertinent biographical information including parental consent for evaluation and any previous test results. In compliance with Georgia Department of Education Rule 160-4-2.38, the gifted program teacher or other authorized party will gather information in each of the following areas: mental ability, achievement, creativity and motivation, as defined in Table 1. All assessments utilized by Gainesville City Schools are current and/or approved editions and meet standards of validity and reliability and are nondiscriminatory with respect to race, religion, national origin, sex, disability or economic background. Test scores on utilized instruments may be no older than two years. The determination of ineligibility does not preclude reconsideration of the student at a later date. However, re-evaluation may not occur within a two-year span. Decisions concerning the need for administration of secondary assessments may be made in each area, as defined below. Data used to establish criteria in one area may not be used to establish criteria in additional areas.

Category One: Mental Ability  

The CogAT (with verbal, quantitative and nonverbal components) will be the primary assessment administered to students in grades K-12 who are referred for testing. In order to establish eligibility, either the composite score or component scores may be utilized. Scores should be determined by the gifted program teacher or authorized party using norms current within ten years and by establishing the student’s percentile ranking by age. The test should be administered in a group setting and the appropriate test level should be determined using established guidelines.

Any student who does not meet criteria but scores at a minimum of the 90^th percentile on either the composite or a component test may be administered a secondary assessment, if additional testing is recommended by the Eligibility Team. In order to determine the appropriate secondary assessment, the highest component score should be considered.

●       If the verbal component score is highest, the WISC may be administered by the school system psychologist if all other assessments have been administered and a qualifying score would establish gifted education program eligibility. All other categories of student data must be established and criterion met before a WISC referral can be made. Referrals can be made through the Gifted Coordinator or Central Office using the WISC referral form.

●      If the quantitative component score is highest, the WISC may be administered by the school system psychologist if all other assessments have been administered and a qualifying score would establish gifted education program eligibility. All other categories of student data must be established and criterion met before a WISC referral can be made. Referrals can be made through the Gifted Coordinator or Central Office using the WISC referral form.

●      If the nonverbal component score is highest, the Naglieri Nonverbal Ability Test (NNAT) may be administered to a group of students by the gifted program teacher or authorized party. The Naglieri may also be utilized as the primary assessment if the Eligibility Team determines that a student’s lack of English language proficiency could negatively impact test performance or if its administration is recommended based upon other data reviewed.

Category Two: Achievement

The Iowa Assessments will be the primary assessment administered to students in grades K-8 to assess achievement. In order to establish eligibility, the total battery (composite) score, reading total or math total may be utilized. The gifted education teacher or authorized party will administer the tests to a group, score the tests using norms current within ten years and establish the student’s percentile ranking by grade. Fall norms should be used until December 1^st, midyear norms from December 1^st to February 29^th, and spring norms should be used from March 1^st until the end of the year.

For grades K-5, iReady may be used as a qualifying score for achievement. K-1 students must score 90% or higher in math and grades 2-5 must score a 90% or higher in reading or math.

The Stanford TASK will be the primary assessment administered to students in grades 9-12 to assess achievement.

The Stanford Achievement Test can be utilized as a secondary achievement measure in grades K-8, if additional testing is recommended by the Eligibility Team, and the Woodcock Johnson can be utilized as this measure in grades 9-12. In most cases, the ITBS(K-8) or Stanford (9-12) score would be the best indicator of the student’s instructional needs, but there may be cases in which the team determines that this score does not accurately reflect the student’s achievement. In this case, the gifted education teacher or authorized party will administer and score the tests using norms current within ten years and by establishing the student’s percentile ranking by grade.

Category Three: Creativity

The Torrance Test of Creativity (Figural or Verbal) TTCT will be the primary assessment administered to students in grades K-8 to assess creativity. The gifted education teacher or authorized party will administer the assessment. In this case, the gifted education teacher or authorized party will administer and score the TTCT using norms current within ten years and by establishing the student’s percentile ranking by age.

The creativity score of the GRS can be used if GRS is not utilized as a qualifying score for motivation.

Category Four: Motivation

The Gifted Rating Scales will be the primary assessment used for motivation in grades K-8.

Students in grades 9-12 may meet criteria in the area of motivation through achieving an overall grade point average at or above 3.5 over the two years prior to evaluation in core subject areas. These areas include: Mathematics, Language Arts/Reading, Science, Social Studies and Foreign Language (if applicable). Numerical grades will be averaged with the average computer and rounded to the second decimal place. Weighted averages will not be computed, as the criteria clearly specify that numerical averages be computed on a 4.0 scale.

The Gifted Evaluation Scales can be utilized as a secondary motivation measure in grades 9- 12, if additional assessment is recommended by the Eligibility Team. There may be cases in which the team determines that the score does not accurately reflect the student’s motivation.

Collection of Data Following Established Eligibility

If a student’s eligibility for gifted services is established before assessments in all four areas have been administered, the Eligibility Team may utilize other data collected throughout the nomination and referral process (i.e. Talent Survey results) in order to provide assessment results for the remaining areas. (Copy of Eligibility Report attached at end of document).

Statistical Data

Statistical data will be maintained on the number and type of referrals, the number of students eligible, and the number of students served during a year. This information also includes gender and ethnicity data and is housed in the LEA’s Student Information System (Infinite Campus). The LEA evaluates the program on a yearly basis using the GADOE Gifted Resource Manual.

Test Data from Outside Gainesville City Schools

The Eligibility Team may consider test data gathered and analyzed outside the public school system in order to make decisions concerning referral. However, in compliance with Rule 160-4-2-38, these outside data shall not be substituted for data the school generates during the testing/evaluation process in order to establish eligibility, unless eligibility is established in accordance with State of Georgia reciprocity.

Test Data from Non-Standard Testing Administrations

Scores from nonstandard administrations of tests may not be used to establish gifted program eligibility.

Eligibility Criteria

Students in Georgia may become eligible for gifted program services through the process detailed below. Georgia Board of Education Rule 160-4-2-.38 defines eligibility criteria for program placement.

Eligibility via the Psychometric Approach:

To be eligible for gifted education services under the psychometric approach, a student must score at the 99^th percentile (grades K-2) or the 96^th percentile (grades 3-12) on the composite score of a standardized test of mental ability and meet criteria in the area of achievement.

Eligibility via the Multiple Criteria Process:

To be eligible for gifted education services under the multiple criteria process, a student must meet criteria in any three of the following four areas: mental ability, achievement, creativity and motivation.

Identification of Students Who Meet Eligibility Requirements

When all needed data has been obtained in each criteria area, the Eligibility Team will meet to formally determine student eligibility. An Eligibility Report Form will be completed and a decision made as to the eligibility status of the student.

If the student is eligible for Gifted Program placement, the gifted education teacher will notify the parent or guardian in writing using the Notification of Eligibility form (available in English and Spanish). Additionally, a copy of the Program Description and Continuation Policy will be sent to the parent or guardian at this time.

If the student is determined ineligible for program placement, the Eligibility Team will notify the parent or guardian in writing using the Notification of Talent Development Team Evaluation or Notification for Future Review (available in English and Spanish), depending on the team’s decision.

Upon receipt of the form detailing the decision of the Eligibility Team, parents or guardians shall be afforded an opportunity for a conference to discuss student eligibility criteria and placement. Interpreters, if needed, shall be provided by the school during conferences for parents who do not speak English as a first language.

Reciprocity

Students who have met eligibility criteria in other Georgia public school systems will be placed in the gifted education program upon transfer into the Gainesville City School System, through in-state reciprocity. Students who have been identified as gifted in another state or private school system will not be granted automatic eligibility. However, if recent assessment data is available that enables the Talent Development Team to qualify the student using Georgia criteria, no additional testing is necessary. The LEA adheres to Georgia Code regarding placement of students from military families.

The Georgia Resource Manual for Gifted Education Services 2021-22 states: There is no mandated reciprocity between states unless the student is a dependent of military personnel as provided in O.C.G.A. § 20-2-2140 et. seq.

O.C.G.A. § 20-2-2140: https://docs.google.com/document/d/1fwS312qo89M6_gduD7dKL-7u1CEeK3Z8m5H_z1GROlQ/edit#heading=h.fcopwlhzoaru

Program Continuation Requirements

The Gainesville City School System has developed criteria that an identified, placed student must meet in order to continue to receive services in the gifted program. Student progress is assessed on an annual basis (or more frequently, if deemed appropriate). (Continuation Policy attached at end of document).

1. For elementary schools:

 Students will maintain satisfactory progress in gifted education classes by completing work and participating in class activities.

2. For middle and high schools:

 Students will maintain satisfactory progress by maintaining an average of 80% or above in gifted education classes.

*Students may not be removed from gifted education classes based on performance in general education classes, unless performance in gifted education classes is also a concern. If continuation criteria are not met:

 

● The student will be placed on probation for one grading period. Parents or guardians shall be informed through the use of the Notification of Placement Review. During the probationary period, students remain enrolled in gifted classes.

● A plan for improvement will be developed using the Gifted Program Improvement Plan. Involvement in the plan development will include, but not be limited to: the gifted program teacher, classroom teacher(s), parent/guardian, and the student. The improvement plan will include steps to be taken in order to facilitate the student’s increased performance. A copy of the plan will be provided to the parent/guardian. A copy of the plan will be placed in the student’s central office file.

● At the end of the probationary period, the student’s progress will be reviewed to determine if continuation criteria are being met. If criteria are met, gifted services will continue, and probation is terminated. If continuation criteria remain unmet, those persons involved in the development of the improvement plan will reconvene to determine the specific course of action (continued probation with a plan of improvement or termination of program services).

If a student is suspended from the gifted program, he or she is required to submit evidence of academic performance, for a minimum of two consecutive grading periods that meets continuation criteria in order to be reinstated.

If it is determined that participation in the gifted program is not in the student’s best interest, the parent or gifted program teacher may request a change. The Talent Development Team shall meet to make this determination and document the decision using the Gifted Program Withdrawal form. A student may be placed on voluntary inactive status for up to one year during a three year time period.

Student Needs/Services Options Match

The final step in the determination of gifted program placement is the matching of the student’s advanced learning needs and interests (as documented by assessment results) to programming options. Once assessment activities and data collection are complete, it is the responsibility of the Eligibility Team to:

a. review all pertinent student information, gathered from multiple sources b. determine gifted program eligibility

c. make recommendations regarding needs for curriculum differentiation and special program services.

The decision of the Eligibility Team should be based on a review of the information gathered during both the student talent search/nomination phase, the formal assessment results, and any other pertinent data. Schools must utilize a variety of service delivery options that may include but are not limited to resource room pull-out, consultation, mentorships, advanced classes, and independent study. Each student is served through one or more models for a minimum of 5 segments a week or the yearly equivalent. Gifted students’ need

for complexity and accelerated pacing, must be accommodated in the general education program. Accommodations may include strategies such as flexible skills grouping, cluster grouping with differentiation, curriculum compacting, subject and grade acceleration, dual enrollment, and advanced classes. All decisions regarding matching student needs to programming options shall be made in accordance with Board of Education policy, as detailed below:

Acceleration Policy:

The Gainesville City School System supports the use of educational acceleration in order to effectively match student ability and talent with optimal learning opportunities. According to NAGC, “the purposes of acceleration as a practice are 1) to adjust the pace of instruction to the students’ capability in order to develop a sound work ethic, 2) to provide an appropriate level of challenge in order to avoid the boredom from repetitious learning, and 3) to reduce

the time period necessary for students to complete traditional schooling. Acceleration benefits many highly capable individuals by better motivating them toward schooling, enhancing their involvement with extracurricular activities, promoting more challenging options in the middle school and high school years, and preparing them to begin contributing to society at an earlier age.”

Research-based practices that may be considered by a school include grade skipping, early entrance into college, and acceleration in content areas through such programs as Advanced Placement and International Baccalaureate. Adaptations in the classroom, such as curriculum compacting, are highly encouraged.

Group and individual decisions concerning acceleration can be made by the Eligibility Team at each school. Examples of decisions of this type include gifted program placement, AP or advanced content program placement, or the need for curriculum compacting in the regular classroom.

Decisions concerning grade skipping or early entrance to college should be made on an individual basis by a child study team composed of, at a minimum, the parent(s) and teacher(s) of the candidate, the school counselor, and an administrator. The Iowa Acceleration Scale should be used in order to help guide decision making. Acceleration decisions of this type should be made thoughtfully with the needs of the whole child in mind by considering the child’s intellectual and academic profile, socio-emotional and physical development, and preferences of the child. A written acceleration plan that specifies a monitored transition period should be developed by the team (attached at end of document). Other considerations in the plan may include (when applicable) determination of which grade-level achievement test the student will take, clarification of transportation issues, procedures for determination of class rank and the process for awarding course credit, and procedures for inclusion in appropriate extracurricular activities.

 

Gifted Program Curriculum

The Gainesville City Schools Gifted Program seeks to enrich students’ mastery of the Georgia Standards of Excellence by providing instruction that incorporates advanced research and communication skills, social and emotional support and creative and critical thinking. Specific standards for gifted students have been established that align to the regular classroom curriculum. Approved curricula include, but are not limited to: Georgia Frameworks lessons, McGee-Keiser units, William and Mary units, GEMS units, P.E.T.S., Hands On Equations, Future Problem Solvers and a variety of other units developed using backward design. At the high school level, mentorship opportunities, dual-enrollment, and Advanced Placement classes are offered. Parents are notified concerning school-specific curriculum and programs on an annual basis. Additionally, Gifted Education personnel review and revise (if needed) curricula at the close of every year.

Rich and rigorous instruction is achieved through the use of a variety of models, including resource services, advanced content classes and collaboration among classroom and gifted endorsed teachers. All eligible and served students receive a minimum of five segments of gifted education per week. The appropriate type or combination of services are designed and

implemented at the school level, although in addition to services that may be designed at the school, all elementary students participate in a full-day resource model one day a week.

Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2011). The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum (Hall, 2011). A differentiated curriculum for gifted learners includes the following expectations:

Content: Complex and challenging subject matter that:

• Requires intellectual struggle

• Utilizes primary documents

• Integrates research skills and methods

• Incorporates relevant and real-life experiences

• Integrates interdisciplinary connections

Process: Instructional strategies are designed to:

• Emphasize higher-order thinking, problem-solving and communications skills

 • Foster self-initiated and self-directed learning

• Promote creative application of ideas

• Model and encourage academic discussion

Product: Gifted student products should demonstrate a developmentally appropriate capacity for:

• Self-directed learning

• Meaningful collaboration

• Effective problem solving of challenging and complex issues

• Effective communication

• Social and emotional understanding of self relative to community, culture, and physical environment

Environmental: Physical setting and work conditions to:

• Change the actual place where students work

• Allow flexible time

• Provide opportunities for independent study and in-depth research

• Provide opportunities for mentorship

Assessment: Gifted learners need various methods and opportunities to document mastery of curriculum such as:

• Pre/post tests

• Self assessment through rubrics

• Creation of goal-based checklists

• Conferencing, commentary, and qualitative feedback (Cobb, 2012)

Gifted Program Teacher Professional Development

In order to ensure continual improvement in the education of gifted learners, Gifted Education Specialists and General Education teachers participate in a variety of professional development opportunities throughout the year. Teachers participate in Gifted in-field Endorsement courses and AP training. Gifted Education Specialists meet as a Work Group with the Gifted Education Coordinators on a regular basis as part of a Gifted Professional Learning Community. The topics of these meetings include training on the administration of assessments, curriculum, and program review, and other pertinent information.

Full Time Equivalent (FTE)

FTE reporting refers to the state funding mechanism based on the student enrollment and the educational services that local school systems provide for the students. The base amount of money received for each FTE student is determined by the Georgia General Assembly. Refer to O.C.G.A. § 20-2-161 for information concerning the Quality Based Education (QBE) formula. Gifted Education is one of 19 categories of instruction funded through the state's Full-Time Equivalent Funding Formulas. A Full-Time Equivalent Student (FTE) is defined as six (6) segments of instruction. To view state FTE funding rates and levels go to https://www.gadoe.org/Technology-Services/Data-Collections/Pages/FY2019- FTEResources.aspx and select a school year and a specific report.

Report QBE 001 shows the rate of QBE funding per FTE.

Report QBE 003 lists local school system FTE funding.

Report QBE 004 lists the QBE Funding at the state level.

Students who are served in an approved gifted education model are reported with the Gifted Education weight (PROGRAM CODE == "I") for each segment served on the FTE count day. The school system may claim students for gifted weight who are serviced on the day of the count only. Gifted students who are not provided with gifted program instruction on the

day of the count must be reported according to the weight that indicates the actual services they receive on the FTE count day. For state funded FTE earnings, the count dates are the first Tuesday in October and the first Thursday in March. The FTE count days provide a “picture” or “point in time snapshot” of the scheduled instructional services provided to students on that specific date.

Students who are referred during a school year, but who are not eligible for gifted services, need to be coded for the Student Records Collection that is transmitted in June. The students should have a gifted referral code (example: automatic, etc.) and the gifted eligibility code: “4. referred this school year, but not eligible.”

CLASS SIZE

Source: Code: IEC 160-5-1-.08 – CLASS SIZE

O.C.G.A. & 20-2-244 (H)

Gifted Education class sizes are established by the State Board of Education. The current funding ratio for gifted education is 12. The maximum individual gifted education class sizes are listed below:

GIFTED EDUCATION PROGRAM MAXIMUM CLASS SIZE Elementary (K-5) 17 Middle School (6-8) 21 High School (9-12) 21 Class size may be adjusted based on waivers included as a part of approved Charter System or Strategic Waiver System.

Gainesville City Schools

MPACT Program

Program Continuation Requirements

The Gainesville City School System has developed criteria that an identified, placed student must meet in order to continue to receive services in the gifted program.

1. The student must maintain satisfactory performance in all gifted education classes at the elementary level and/or complete assignments and actively participate in class activities.

2. For classes in which traditional grades are given, the student must maintain satisfactory performance in gifted education classes by maintaining a grade of at least 80% in each class where gifted services are provided or by completing all required assignments and actively participating in class activities.

If continuation criteria are not met:

● The student will be placed on probation for one grading period. Parents or guardians shall be informed through the use of the Notification of Placement Review.

● A plan for improvement will be developed using the MPACT Program Improvement Plan. Involvement in the plan development will include, but not be limited to: the gifted program teacher, classroom teacher(s), parent/guardian, and the student. The improvement plan will include steps to be taken in order to facilitate the student’s increased performance. A copy of the plan will be provided to the parent/guardian. A copy of the plan will be placed in the student’s central office file.

● At the end of the probationary period, the student’s progress will be reviewed to determine if continuation criteria are being met. If criteria are met, gifted services will continue, and probation is terminated. If continuation criteria remain unmet, those persons involved in the development of the improvement plan will reconvene to determine the specific course of action (continued probation with a plan of improvement or termination of program services).

If a student is suspended from the gifted program, he or she is required to submit evidence of academic performance, for a minimum of two consecutive grading periods that meets continuation criteria in order to be reinstated.

If it is determined that participation in the gifted program is not in the student’s best interest, the parent or gifted program teacher may request a change. The Talent Development Team shall meet to make this determination and document the decision using the MPACT Program Withdrawal form. A student may be placed on voluntary inactive status for up to one half year during a three year time period.

The Gainesville City School System has developed criteria that an identified, placed student must meet in order to continue to receive services in the gifted program.

1. The student must maintain satisfactory performance in all gifted education classes at the elementary level and/or complete assignments and actively participate in class activities.
2. For classes in which traditional grades are given, the student must maintain satisfactory performance in gifted education classes by maintaining a grade of at least 80% in each class where gifted services are provided or by completing all required assignments and actively participating in class activities.

 

If continuation criteria are not met:

●      The student will be placed on probation for one grading period. Parents or guardians shall be informed through the use of the Notification of Placement Review.

●      A plan for improvement will be developed using the Gifted Program Improvement Plan. Involvement in the plan development will include, but not be limited to: the gifted program teacher, classroom teacher(s), parent/guardian, and the student. The improvement plan will include steps to be taken in order to facilitate the student’s increased performance. A copy of the plan will be provided to the parent/guardian. A copy of the plan will be placed in the student’s central office file.

●      At the end of the probationary period, the student’s progress will be reviewed to determine if continuation criteria are being met. If criteria are met, gifted services will continue, and probation is terminated. If continuation criteria remain unmet, those persons involved in the development of the improvement plan will reconvene to determine the specific course of action (continued probation with a plan of improvement or termination of program services).

 

If a student is suspended from the gifted program, he or she is required to submit evidence of academic performance, for a minimum of two consecutive grading periods that meets continuation criteria in order to be reinstated.

If it is determined that participation in the gifted program is not in the student’s best interest, the parent or gifted program teacher may request a change. The Talent Development Team shall meet to make this determination and document the decision using the Gifted Program Withdrawal form. A student may be placed on voluntary inactive status for up to one half year during a three year time period.

Student Signature of Acknowledgement: _______________________________________ Date: ___________

Parent Signature of Acknowledgement: _________________________________________ Date: ___________