What Needs to Be in Place for High-Level What Needs to Be in Place for High-Level Learning--Learning--

Meeting the Needs of High Potential StudentsMeeting the Needs of High Potential Students

With Appropriate Policies, Procedures, and With Appropriate Policies, Procedures, and

Practices!Practices!

Jan W. LanhamJan W. Lanhamjlanham@nelson.k12.ky.usNelson County SchoolsNelson County Schools

Kentucky’s Gifted Regulation Requires thatKentucky’s Gifted Regulation Requires that:: Schools provide articulated services for Schools provide articulated services for

students K-12 in the areas of: General students K-12 in the areas of: General Intellectual Ability, Specific Academic Intellectual Ability, Specific Academic Aptitude, Leadership, Creativity, and Aptitude, Leadership, Creativity, and Visual/Performing Arts. Visual/Performing Arts.

Students are formally identified in grades 4-Students are formally identified in grades 4-12; and selected for the Talent Pool in grades 12; and selected for the Talent Pool in grades K-3.K-3.

Schools serve students through multiple Schools serve students through multiple service delivery options.service delivery options.

Schools group students for instruction.Schools group students for instruction.

Kentucky’s Gifted Regulation Requires Kentucky’s Gifted Regulation Requires Identification and Service of Student in Identification and Service of Student in

5 Areas:5 Areas:

General IntellectualGeneral Intellectual Specific Academic AptitudeSpecific Academic Aptitude LeadershipLeadership CreativityCreativity Visual and Performing ArtsVisual and Performing Arts

These Services shall be These Services shall be provided through:provided through:

MMultiple Service Delivery Optionsultiple Service Delivery Options&&

GroupingGrouping

Fundamentals of Gifted Fundamentals of Gifted Services:Services:

Multiple service delivery options usedMultiple service delivery options used

Grouping is used to deliver services based Grouping is used to deliver services based on student needs, interests, and on student needs, interests, and abilities.abilities.

flexible groupingflexible grouping cluster groupingcluster grouping cooperative groupingcooperative grouping

Special Counseling servicesSpecial Counseling services Leadership trainingLeadership training

Gifted AssurancesGifted AssurancesBoard has approved:Board has approved: Policies and procedures which address each requirement in 704 KAR Policies and procedures which address each requirement in 704 KAR

3:285, the administrative regulation for programs for the gifted and 3:285, the administrative regulation for programs for the gifted and talented, and related KRS. talented, and related KRS.

Policies and procedures for the identification and diagnosis of gifted Policies and procedures for the identification and diagnosis of gifted characteristics, behaviors, and talent and determination of eligibility characteristics, behaviors, and talent and determination of eligibility for services, primary through grade twelve. for services, primary through grade twelve.

Procedure to obtain information related to the interests, needs, and Procedure to obtain information related to the interests, needs, and abilities of an identified student from her/his parent or guardianabilities of an identified student from her/his parent or guardian

Annual program evaluation process. Annual program evaluation process. Process to report progress of child related to the gifted student Process to report progress of child related to the gifted student

services plan at least once each semester. services plan at least once each semester. Articulated primary through grade twelve multiple service delivery Articulated primary through grade twelve multiple service delivery

options. options. Provides a comprehensive framework or course of study for children Provides a comprehensive framework or course of study for children

and youth, primary through grade twelve, who are diagnosed as and youth, primary through grade twelve, who are diagnosed as possessing gifted characteristics, behaviors and talent and is based on possessing gifted characteristics, behaviors and talent and is based on a district or school’s curricula. a district or school’s curricula.

District must:District must: Use state funds for gifted education specifically for direct services to Use state funds for gifted education specifically for direct services to

students who are gifted and talented. Seventy-five (75) percent of the students who are gifted and talented. Seventy-five (75) percent of the district’s gifted education allocation is used to employ properly certified district’s gifted education allocation is used to employ properly certified personnel to provide direct instructional services. personnel to provide direct instructional services.

Designate a gifted education coordinator to oversee the district gifted Designate a gifted education coordinator to oversee the district gifted education operation, serve as liaison between the district and the state, education operation, serve as liaison between the district and the state, ensure internal compliance with state statutes and administrative ensure internal compliance with state statutes and administrative regulations, administer and revise the gifted education program budget.regulations, administer and revise the gifted education program budget.

Employ properly certified personnel to administer and teach in the Employ properly certified personnel to administer and teach in the program.program.

Establish a district wide grievance procedure through which a parent, Establish a district wide grievance procedure through which a parent, guardian or student may resolve a concern regarding the appropriate guardian or student may resolve a concern regarding the appropriate and adequate provision of talent pool services or services addressed in a and adequate provision of talent pool services or services addressed in a formally identified student’s gifted and talented student services plan. formally identified student’s gifted and talented student services plan.

Board assures that schools Board assures that schools have:have:

Differentiated, replaced, supplemented, or modified curricula to Differentiated, replaced, supplemented, or modified curricula to facilitate high level attainment of learning goals and assists facilitate high level attainment of learning goals and assists students identified as gifted and talented to further develop their students identified as gifted and talented to further develop their individual interests, needs, and abilities. individual interests, needs, and abilities.

Direct services to students identified as demonstrating gifted and Direct services to students identified as demonstrating gifted and talented behaviors and characteristics provided by professionally talented behaviors and characteristics provided by professionally qualified and certified personnel.qualified and certified personnel.

Service Service Options/DifferentiationOptions/Differentiation Flexible skills groupingFlexible skills grouping

Cluster groupingCluster grouping EnrichmentEnrichment Resource/pull outResource/pull out Acceleration—topical, subject, grade levelAcceleration—topical, subject, grade level Dual enrollment/Early enrollmentDual enrollment/Early enrollment MentorshipsMentorships Special Counseling ServicesSpecial Counseling Services Independent StudyIndependent Study

Why Differentiate?

Because children differ!!

High Stakes Accountability Requires that:

No child is left behind.Skill mastery and skill gaps

are diagnosed and addressed.

All students progress.

18 types of acceleration:18 types of acceleration: Continuous progressContinuous progress Self-paced instructionSelf-paced instruction Subject matter accelerationSubject matter acceleration Combined classesCombined classes Curriculum compactingCurriculum compacting Telescoping curriculumTelescoping curriculum Early admission to kindergartenEarly admission to kindergarten Early admission to first gradeEarly admission to first grade MentoringMentoring

Credit by examinationCredit by examination Correspondence courses/virtual high Correspondence courses/virtual high

schoolschool Concurrent/dual enrollmentConcurrent/dual enrollment Advanced placementAdvanced placement Grade skippingGrade skipping Extra curricular programsExtra curricular programs Early graduationEarly graduation Early entrance—middle school, high Early entrance—middle school, high

school, collegeschool, college Acceleration in collegeAcceleration in college

School Level Policies, School Level Policies, Procedures, and Practices:Procedures, and Practices:

Expectation of continuous progress for all/preassessmentExpectation of continuous progress for all/preassessment Expectation of rigorous curriculum for allExpectation of rigorous curriculum for all Expectation of appropriate interventions for all/differentiationExpectation of appropriate interventions for all/differentiation Expectation of use of instructional best practiceExpectation of use of instructional best practice Removal of barriers—pacing, scheduling, resources, age/grade Removal of barriers—pacing, scheduling, resources, age/grade

barriers, technology accessbarriers, technology access Acceleration optionsAcceleration options KVHS access/off level courseworkKVHS access/off level coursework Credit Access/Credit recoveryCredit Access/Credit recovery Assessment practicesAssessment practices Performance assessment vs. seat timePerformance assessment vs. seat time Protection from Discrimination/Harassment (student and adult)Protection from Discrimination/Harassment (student and adult) Response to Intervention ProceduresResponse to Intervention Procedures

Ask About:Ask About: Board AssurancesBoard Assurances Related Board ProceduresRelated Board Procedures Policies, Procedures, and Practices at Policies, Procedures, and Practices at

the school levelthe school level Response to Intervention (RTI) Response to Intervention (RTI)

proceduresprocedures ““Non-gifted” policies, procedures, Non-gifted” policies, procedures,

practices that are barriers to access to practices that are barriers to access to continuous progress and appropriate continuous progress and appropriate instruction instruction