MISSION STATEMENT

  The ExCEL-Gifted and Talented program seeks to provide identified students with the opportunity to interact with their intellectual   

  peers as they experience a challenging and differentiated program designed to meet their cognitive and affective needs.  This 

  experience builds the ExCEL student's leadership, communication, critical thinking, academic, and creative skills.  The ExCEL-  

  Gifted and Talented Program provides a unique learning experience and challenge to be internalized for application in the ExCEL- 

  Gifted and Talented student's evolving world.

1. How does the GT Program at Beebe Public Schools define a gifted and talented student?

 According to the Gifted and Talented Rules and Regulations: Program Approval Standards (ADE 2009), "Gifted and talented children and youth are those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experiences and/or services."

Possession of these talents and gifts, or the potential for their development, will be evidenced through an interaction of the following:

1. Above average intellectual ability

2. Task commitment and/or motivation  

3. Creative ability 

Renzulli's Three Ring Venn of Giftedness: Beebe School District used the Renzulli three-ring conception of giftedness that embraces multiple criteria. It is the interaction among the three clusters that research has shown to be the necessary ingredient for creative-productive accomplishment (Renzulli, 1978).

 2.  How are students identified for the ExCEL-G/T program?

ExCEL-GT identification is an ongoing process through 12th grade, however, Beebe School District formally identifies students in 3rd grade.  Before then, all students in K-2 are seen for Whole Group Enrichment by an ExCEL-GT Specialist.  Starting with observations during Whole Group Enrichment (K-2), the ExCEL-GT Specialists and classroom teachers document information on the Jot-It-Down Observation Checklist.  This checklist, along with work samples, serves as a tool for possible ExCEL-GT referrals. As another referral tool, all 2nd-grade students are given a norm-referenced, non-verbal ability test during April.  The data that results from this screening tool can also be used as a referral tool when searching to find students who may possibly need a referral for possible ExCEL-GT placement. 

As stated in 7.0 of the Arkansas Gifted and Talented Program Approval Standards, screening for possible GT placement will use at least two objective (one of which much measure creativity) and two subjective measures in the GT referral process. Objective information consists of augmented state assessments, G/T cognitive ability test(s), and a creativity assessment.  Subjective information is gathered from parent/teacher behavioral scales, grade point average, evaluation of product(s), and student interviews/observations.

Once all objective information (data) is gathered from testing and subjective information has been quantified, an ExCEL-GT Placement meeting is held.  Students are identified using a blinded identification process (the placement committee knows no student names).  No single criterion or cut-off score is used to include or exclude a student.  The ExCEL-GT Placement committee is comprised of at least five members chaired by a trained specialist in gifted education. The committee will make a decision, regarding the best educational placement/ programming, for each child referred. The data reviewed will provide justification for placement/non-placement of students in the gifted program.  Parents and teachers are notified by letter of the decisions of the ExCEL-GT Placement Committee.  A parent/guardian must give written permission before a student may be placed in the gifted program. Instructionally useful student information obtained during the G/T identification process may be disseminated to the classroom teacher(s) via grade-level team meetings.  A student review is completed each year which provides documentation for the continuation of gifted services.

A parent may appeal the decision of the ExCEL-GT Placement Committee or the annual review (ExCEL-GT identified students in grades 3-8 receive an annual review.  ExCEL students in grades 9-12 are monitored by the ExCEL-GT Director each progress report and end of each quarter).  A conference will first be held at the building level by the ExCEL-GT specialist and the building administrator/and or GT Director.  If the parent then wishes to file a formal appeal, a written appeal form will be used.  The district ExCEL-GT Placement committee will review the appeal.  (The GT Placement committee is comprised of at least five members consisting of, but not limited to, a classroom teacher(s), G/T Specialist(s), counselor(s), building administrator, and the Director of the Gifted/AP Programs.)  The decision of the ExCEL-GT Placement Committee will be final.  

3.  What are some characteristics of giftedness?

     There are a number of characteristics of giftedness.  However, it should be noted that not every gifted student portrays every characteristic.  The list below covers some

     of those characteristics:

      Academic Ability

   * Masters and recalls factual material quickly

   * Sees cause and effect relationships; wants to know "why" and "how"

   * Reads often; doesn't shy away from difficult material; may read at an advanced level (with comprehension) and/or prefer non-fiction

   * Has a highly-developed vocabulary and the ability to use verbal skills to solve conflicts, influence others, etc.

   * Analyzes newly-learned material easily

   * Understands relationships of numbers and concepts of time

   * Makes connections between prior knowledge and new information

      Motivational Characteristics

   * Shows interest in adult issues (politics, religion, etc.)

   * Asks questions; curious

   * Focuses on topics of interest

   * Is independent and self-assertive

   *Has a strong sense of justice

   * Can be self-critical; perfectionist

      Creativity Characteristics

   * Is adventurous; a risk-taker

   * Has a mature sense of humor

   * Is curious about a wide variety of topics

   * Expresses unique artistic perspectives

   * Recognizes other points of view

   (Adapted from the Renzulli Hartman Rating Scale)

4.  Is Beebe Public Schools obligated to accept the evaluation of a student's giftedness from another state, school district, or independent service?

    No.  Beebe Public Schools is not a reciprocal district in terms of the identification of gifted students.  Within the state of Arkansas,

    each district has the ability to create its own G/T Program model.  As such, it is imperative that the students placed in the G/T

    program are best served by those program options.  Therefore, it is essential to our district that the placement procedures match

    the goals of the program.  Beebe Public Schools is not obligated to accept an out-of-district evaluation.  Beebe Public Schools reserves the 

    right to analyze each case on an individual basis; an analysis that is in keeping with our district's mission and goals.  New students, 

    particularly those identified as gifted in another setting, will be evaluated by the district in a timely manner.

5.  What is twice-exceptional?

     Students who are identified as twice-exceptional may have learning disabilities that mask their giftedness/talent.  These students may 

     require different identification methods and program modifications to reach their full potential.  It should not be assumed that students with 

     disabilities cannot participate in gifted and talented programs.

6.  If I am concerned about the services currently available to my child, what should I do?

     If parents/guardians have questions or concerns about the Gifted and Talented or Advanced Placement services offered to their students, 

     they should contact the building G/T Specialist, Honors or AP teacher(s) teaching the course(s), or the Director of Gifted 

     Programs. 

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