In Campbell County Schools, our gifted program serves students who demonstrate gifted in the area of General Intellectual Ability. Students who demonstrate gifted characteristics . Prior to referring students for nomination to determine eligibility into the program, student data is collected and reviewed. The data consists of MAP indicators and other work samples which demonstrate high order thinking skills.
Each school has a designee and eligibility committee to assist with the referral process and reviews student data to determine if gifted placement is appropriate.
An evidence- based procedure assists Campbell County Schools in maximizing resources and better advocating and serving the needs of our gifted learners.
Classroom Folders are created by classroom teachers and kept throughout the Fall Semester for students who are being considered as possible nominated students for Odyssey instruction. These folders are used to streamline the nomination/referral process by linking the referrals to strong evidence to support the student’s nomination referral. Nomination Meetings are conducted at the conclusion of the Fall Semester (December) to determine which students are to continue through the screening process.
Evidence includes but not limited to just one of the following (Requires ample evidence).:
Parents, guardians, and others who would like to nominate a student for Odyssey should begin by communicating with the classroom teacher about the student. Upon meeting, discussions should include indicators of why the student might be gifted which involves more than a straight “A”reason. After the discussion, if an individual chooses to nominate a student, the teacher should begin the appropriate protocol which includes the paperwork titled- Initial Nomination Form: Screening Pool. After appropriate signatures are collected, the teacher will create a student folder and begin collecting classroom performance evidence of higher- level thinking skills. The classroom teacher will be responsible for maintaining these files. Any notes from meeting with parents can also be used as evidence if there are specific examples of higher-leveling thinking skills.
Each school conducts a Nomination Meeting to determine students who will be screened or not based on the evidence contained within student folders. Nomination meetings are held in December. Staff expected to attend the meeting include the Odyssey Eligibility Committee, Gifted Representative-designee, teachers with nominations, and school principals. Each student is discussed as teachers account for nomination reasons. At the conclusion of the meeting, some students will continue through the screening process while others will no longer be considered. These students are now in the phase known as Formal Referral.
Each student determined as Odyssey Screening candidates receives an envelope containing information to be sent home and completed by the parent. Packet includes a Parent Narrative Form, Scale For Rating the Behavioral Characteristics of Superior Students-Renzulli, and Parent Permission for screening. Packets have a specific due date for returns. Any packet not return by the specific due date removes the student as a screening candidate.
The testing window for Elementary is the month of February and for Secondary the month of December. Students nominated for the program will be tested during this window after parent permission has been received.
Once all components are accounted for, each will be reviewed, scored, and calculated by trained personnel to determine the student’s total profile score. A mean score is obtained by dividing the total score by the number of items considered. Double weight is given to the ability test score.
*Note: Other ability tests may be used, but also require a score of 93% or higher. (CogAt, Raven’s, Toni, Otis Lennon, Woodcock-Johnson are a few additional examples)
Nominees receiving a profile score ranging from 3.0-4.0 are accepted into the program. The consensus of the committee determines eligibility for nominees receiving a profile score of 2.9 and below.
Each school’s Odyssey Eligibility Committee determines student placement into the program. The school's Gifted Representative serves as the committee's chair person. Other attendees to the meeting include building principals, the classroom teacher who has nominated student/s, and the building’s selected Odyssey Eligibility Committee created by principals.
Parents receive notification by mail of their child’s results in May.
Students that are accepted are done so on a provisional basis and begin the following fall semester. An explanation of provisional admittance is as follows:
Provisional admittance: Students are identified by the Selection Committee (Gifted Eligibility Committee) as potentially benefiting from participation in the gifted program. Continued participation in the program will be reviewed periodically. Students may be removed from the program if it is determined they are not benefiting.
If a student moves within the Campbell County School District, then they maintain their Odyssey status.
Secretaries, principals, and teachers carefully review transfer student records for any information concerning Gifted Identification. The parent or student themselves should also express involvement in gifted curriculum from the previous school. These students aren’t considered Odyssey students in Campbell County until their files have been reviewed by Gifted Personnel. Campbell County has specific criteria that may vary than that from other school systems. Transfer student gifted information requires immediate attention. These student records do not wait for the nomination meeting held in December. Student records are to be reviewed immediately upon arrival to new school for possible placement at any time.
Giftedness can have varying meanings across cultures. Some researchers have re-defined giftedness among English language learners. Gifted English learners can display a wide range of skills, for example, the ability to:
• Acquire a second language at an
accelerated rate
• Respect and appreciate languages
and cultures that differ from their own
• Perform well in mathematics
• Switch between English and their
native language with ease, sometimes
referred to as code-switching
• Interpret the English language
• Grasp and use American idioms
and expressions
• Adapt behaviors so that they are
culturally relevant and appropriate