Gifted & Talented Program 

What is Giftedness?

There are many definitions of giftedness. The State of Maine defines gifted children as those in grades K-12 who excel or have the potential to excel, beyond their age peers, in the regular school program, to the extent that they need and can benefit from programs for the gifted and talented. This group comprises approximately 3-5% of students. Annemarie Roeper, educator/author, defines giftedness as "a greater awareness, a greater sensitivity and a greater ability to understand and transform perceptions into intellectual and emotional experiences". Both definitions connect directly to the 12 characteristics of giftedness we use to identify gifted thinkers, recognized in various forms by teachers and families. Please bear in mind that a gifted thinker need not exhibit every single one of these characteristics.

The behaviors listed underneath each characteristic may be viewed as potentially positive (with a +) or potentially negative (with a -), depending on the context.

SUPERIOR ABSTRACT THINKING

+ Grasps concepts and complex problems easily, recognizes relationships, reasons well.
- May resist rote learning, drill and practice; argues well (too well).

SUPERIOR COMMUNICATION

+ Large vocabulary precisely used; expresses thoughts and ideas well.
- May dominate class discussions or not listen to others.

LEARNS MORE RAPIDLY

+ Retains information well; needs minimal direct teaching; may be high achiever.
- Not easily kept busy; may be annoyed/ frustrated with routine or repetition; may be disruptive.

HEIGHTENED CURIOSITY

+ Willing and eager to learn new material; asks provocative questions.
- May persist in asking questions; not satisfied with simple explanations.

BROADER & DEEPER KNOWLEDGE & INTERESTS

+ Interests may be unusual for age; often reads extensively.
- May overextend self; may be preoccupied with own choices.

LONG ATTENTION SPAN

+ Sticks with task if interested.
- May lose track of time; ignores deadlines or other work.

INDEPENDENT

+ May show initiative; may enjoy working alone; not afraid to voice opinion.
- May challenge authority or appear rebellious.

HEIGHTENED SENSITIVITY

+ Concern with social injustice and moral issues; may have aesthetic appreciation.
- May be overly sensitive to peers; may be rigid about social issues.

CRITICAL OF SELF, IDEAS, OTHERS; PERFECTIONIST

+ May do exceptional work; senses discrepancies or injustices.
- May suffer from own perception of failure; may not complete tasks; may be skeptical or judgmental

KEEN OBSERVER

+ Alert and perceptive; sees unusual connections and details.
- May point out discrepancies or other’s mistakes.

IMAGINATIVE & ORIGINAL

+ Uses strategies to solve problems; generates ideas and solutions.
- May reject usual methods.

KEEN SENSE OF HUMOR

+ Intellectually playful; derives pleasures from many aspects of learning.
- May distract or annoy others with jokes, puns, etc.; not always understood by peers; may be bizarre.

Adapted from Molly Smith for the Talents Program - Yarmouth Schools (12.2008)

CAMDEN-ROCKPORT ELEMENTARY SCHOOL 

GIFTED AND TALENTED PROGRAM DESCRIPTION

Camden-Rockport Elementary School’s Gifted and Talented (GT) program aims to serve upper elementary school students (Grades 3 and 4) who are specifically identified as gifted and talented. To support these students and create rich learning environments, students who perform well above grade level may also be included in enrichment classes as space permits.  There are screening and identification processes for GT identification that are described in a separate document. To identify intellectually or artistically gifted children we use the state criteria of 3% - 5% of the school population as a guide. We do not offer specific GT programming in Grades K – 2.

Gifted & Talented services at Camden-Rockport Elementary School are designed to provide small group or individual learning experiences based upon the needs and characteristics of identified students.  The goal is to help students access a variety of appropriate learning opportunities available to them throughout their school day.  Program options may include pullout groups, advanced classes, subject acceleration, grade based acceleration, independent study, and differentiation and instructional grouping within the regular classroom.  Although we do not offer differentiated programming to students in the primary grades, we will provide appropriate services to students who are highly or profoundly gifted in those grades.

Opportunities for upper elementary students who are well-above grade level at CRES are outlined here and described in further detail below:

Math

• Accelerated course work (typically GT only)

• Subject specific grade level advancement (typically GT only)

• Math/Science Extension Classes (Gr. 3 and 4)

• Differentiated Classroom support

Reading

• Reading Extension Classes (Gr. 3 and 4)

• Differentiated classroom support

Science

• Math/Science Extension Classes (Gr. 3 and 4)

Art/Music

• Enrichment Opportunities

• Individual Consultation (Gr. 3 and 4 GT only)

I.  MATHEMATICS

A.  Opportunities for high ability math students (not limited to GT)

• Math/Science Extension Class – An integrated math and science extension class is offered in Grades 3 and 4 as a supplement to the regular curriculum for students who show a strong aptitude in those areas. 

• Differentiated Classroom Support – The CRES GT teacher works with classroom teachers in Grades 3 and 4 to help differentiate instructional material, provide challenge materials, and at times offer in-class support.

B.  Opportunities for students identified as Gifted and Talented in Math

• Grade Level Advancement – If a student, identified as GT, is more than a year above grade level in Math, we would consider advancing the student to the next grade level in that subject only.

• Accelerated Coursework – If a student, identified as GT, is more than two years beyond grade level peers in math, we would set up an independent study course that focused on material to meet the particular student’s needs.

II.  READING

A.  Opportunities for high ability reading students (not limited to GT)

• Reading Extension Class – A reading extension class is offered in Grades 3 and 4 as a supplement to the regular Language Arts class for students who show a strong aptitude in reading.  The extension class provides students an opportunity to deepen their comprehension and analysis of text.  

• Differentiated Classroom Support – The CRES GT teacher works with classroom teachers in Grades 3 and 4 to help differentiate instructional material, provide challenge materials, and at times offer in-class support.

III.  SCIENCE

A.  Opportunities for high ability students (not limited to GT)

• Math/Science Extension Class – An integrated math and science extension class is offered in Grades 3 and 4 as a supplement to the regular curriculum for students who show a strong aptitude in those areas. 

IV.  ART/MUSIC

ART

A.  Extended Opportunities for artists of all abilities

• Guest Artist Residencies – All third and fourth grade students have the opportunity to immerse themselves in an art project while working with a professional in the field.  The residency occurs once a year and is held over a two week period. 

B.  Opportunities for students identified as Gifted and Talented in Art

• Extension Opportunities – The CRES Art teacher provides opportunities for gifted students to go beyond routine assignments and work at a higher level where appropriate.

• Consultation – The CRES Art teacher also consults with individual students on additional opportunities that may be available at school or in the community (private art instruction)

MUSIC

A.  Extended Opportunities for musicians of all abilities

• Guest Artist Residencies – These residencies offer all students the opportunity to immerse themselves in a music project while working with a professional in the field.  Residencies typically occur at least once a year and can be spread up to 2 weeks in duration. 

B.  Opportunities for students identified as Gifted and Talented in Music

• Extension Opportunities – The CRES Music teacher provides opportunities for gifted students to go beyond routine assignments and work at a higher level where appropriate.

• Consultation – The CRES Music teacher also consults with individual students on additional opportunities that may be available at school or in the community (e.g. Odeon Youth Orchestra)

K – 2

Although we do not offer direct programming for students in the primary grades, the GT teacher may be available on a limited basis to consult, team teach, and serve as a resource for primary grade teachers to help them differentiate their instruction as needed.

CAMDEN-ROCKPORT ELEMENTARY SCHOOL 

Gifted & Talented Academic Identification Process 

The purpose of the screening process is to identify students who are gifted and talented so that their needs, interests, and abilities may be supported through appropriate learning experiences. The identification process is outlined below. 

Camden-Rockport Elementary School’s Gifted and Talented (GT) program serves students who are specifically identified as gifted and talented. To support these students and create rich learning environments, students who perform well above grade level may also be included in enrichment classes as space permits. The screening / identification process is outlined below.

End of Second Grade Screening and Identification 

1. Initial Parent Information  (Late April of Grade 2)

A letter is sent home to all parents of Grade 2 students explaining the Gifted and Talented (GT) identification process at CRES.

2. Screening Pool Determination (May/June of Grade 2)

At the end of Grade 2, we begin to determine which students will be screened for GT identification in the fall of Grade 3.  To do this, we use quantitative and qualitative data sources. Students who meet both criteria (a NWEA score of 95th percentile or higher and meet the required score on the individual student teacher questionnaire) are added to the screening pool.

A. NWEA Scores

The CRES GT teacher reviews spring NWEA test scores. All students who scored at the 95th percentile or higher will be considered in the initial screening pool. A score of ≥95th percentile on either the math or the reading NWEA is equivalent to the following RIT scores:

Spring G2 RIT Scores:

     Math: 212 or greater

     Reading:  211 or greater

Fall G3 RIT Scores: 

     Math: 211 or greater

     Reading:  214  or greater

B. Individual Teacher Questionnaires

Grade 2 teachers will complete individual questionnaires for any student who scored at the  95th percentile or higher on either Math or Reading spring NWEA.

• All Grade 2 students who score a 39 or higher on the Individual Teacher Questionnaire AND also scored at the 95th percentile or higher on either NWEA will form the fall GT identification screening pool.

3. Final Screening Pool (June)

The students who met the above criteria form the screening pool for Grade 3 GT identification. Every student in the screening pool will meet with the GT teacher for an informal interest inventory interview. This interest interview allows the identification committee to learn more about each student, beyond what a test score can show.  This interview is also directly linked to commonly recognized gifted and talented characteristics and is designed to glean more about each student’s passions, interests, and curiosities.

The students in this screening pool will then continue the full screening process in the fall of Grade 3. Each parent will be mailed a Parent Questionnaire to complete and return to the CRES GT teacher. This is not used as screening data, but is very helpful in allowing the GT identification committee to gain more insight into each child being screened. Parents will also be asked to complete a permission form giving the CRES GT teacher permission to give the CogAT (Cognitive Abilities Test), the SAGES (Screening Assessment for Gifted Elementary and Middle school students) II Math/Science, and the SAGES II Reading/Social Studies tests in the fall of 3rd Grade.

4. Screening Process (Fall of Grade 3 - September)

1. Every student in the screening pool is given the CogAT test in their identified subject area.

2. Every student in the screening pool is given the SAGES II test  in Math/Science and/or Language Arts/Social Studies as determined by their subject specific identification.

5. Review of Scores and Recommendations (typically completed by end of September)\

All of the screening data is scored, norm-referenced, collected, and compiled by the CRES GT teacher. The CRES GT Identification Committee then meets to review all the data and determine who meets the eligibility criteria. The committee membership includes both a district and a building administrator, GT teacher, and the guidance counselor. If a student receives scores indicating that he or she is eligible to be identified as Gifted and Talented, the identification committee will determine the most  appropriate programming (e.g. subject advancement, extension class, in-class differentiation support, etc.).

6. Identification Notification Process

After the identification committee has met and made placement decisions, a letter describing a clear instructional plan is mailed home to the parents/guardians of all students who were screened. If a student does not demonstrate a need for Gifted and Talented identification, it will be indicated in this letter. The programming options (may be one or a combination) for students who are identified as  Gifted and Talented are the following:

1. Pull-out/Push-in extension program with content focused on math/science or reading. This instruction does not replace the classroom instruction, but extends and provides a more challenging level of learning. There are also times where the GT teacher will team with the classroom teacher.

2. Curriculum modification and support by the classroom teacher, with guidance and resources provided by the GT teacher when requested.

3. Individual programming for students identified as Gifted and Talented may include an in-class independent research project or other individualized programming.

4. Subject acceleration with subject specific instruction at the appropriate instructional level (*this requires much more extensive screening, beyond that administered for regular GT identification). Students must be identified as GT to be eligible for subject acceleration screening (see Screening Criteria document for Gifted Qualifications.)

7. Appeal Process

Parents may appeal the decision of the GT Identification Committee by writing a letter to the building administrator and GT teacher. This is considered a first appeal and should include additional information, if available. The GT teacher will collect additional data during the appeals process, by administering the SAGES 2 Reasoning subtest and a NWEA retest to make a final determination.  If denied, a further appeal can be made to the Assistant Superintendent who serves as the Director of Gifted and Talented.

8. Annual Programming Review (Spring of Grade 3 and fall of Grade 4)

The programming plan for every student identified as Gifted and Talented will be carefully reviewed at the end of Grade 3 to confirm the best programming options going into Grade 4. It is important that the students demonstrated engagement and commitment to their work in order to continue receiving services. A student, and their parents, can request that the student no longer receive the Gifted and Talented programming at any time. Students who were identified as GT will retain that identification for the years they remain in MSAD #28. However, placement into Gifted and Talented programming will be re-evaluated each year.

End of 3rd Grade  or Fall of 4th Grade Screening and Identification 

Selection for Further Testing (Grade 3 students in Spring or as Grade 4 students in Fall)

Students who did not participate in Gifted and Talented program during Grade 3 can enter the screening pool in any of the following ways:

• Parent Questionnaire (nomination)

• Teacher Questionnaire (meeting criteria)

• A score of ≥95th percentile on either the math or the reading NWEA, which is equivalent to the following RIT scores:

Spring G3 RIT Scores: 

     Math: 224 or greater

     Reading:  224 or greater

Fall G4 RIT Scores:

     Math: 223 or greater

     Reading: 224 or greater

Students who meet the screening criteria in spring of third grade will be screened in the fall of 4th grade.

The CRES GT Identification Committee will go through the same process they did the previous fall to identify students as Gifted and Talented.

CAMDEN-ROCKPORT ELEMENTARY SCHOOL 

GIFTED AND TALENTED SCREENING CRITERIA

1. SCREENING POOL CRITERIA

Guidelines for inclusion in the screening pool at the end of Grade 2 (must meet both):

• Teacher Questionnaire (39)

• NWEA Reading or Math (95th percentile)

2. GIFTED AND TALENTED IDENTIFICATION

                Criteria for

Gifted and Talented Identification

NWEA 98%

CogAT 96%

SAGES II: MATH/SCIENCE 98%

SAGES II: LA/SS 98%

Student Interview 5 pts

To be identified as 'gifted' in a particular subject, a student would need to meet the criteria by scoring  3 out of the 4 targets in the 'Gifted and Talented' range on the above chart.

In order to support students with Gifted and Talented identification and to create rich learning environments, students who perform well above grade level may also be included in Gifted and Talented enrichment classes as space permits.

Students who are gifted may also have a special need or disability— just as students with disabilities may also be gifted. The term “twice-exceptional,” also referred to as “2e,” is used to describe children who qualify for Gifted and Talented services while also qualifying for special education support. 

Very special consideration has to be made when scheduling the instruction and programming for these students. The GT teacher meets with the special education teachers and the parents to determine a plan since the available time must be shared by special education and the GT Program.

• Parents should email the Gifted and Talented teacher (sarah.scordino@fivetowns.net) to set up a time to discuss the student's educational background and programming received at their prior school. 

• Review of Records: A record review involves verifying screening that took place at a previous school AND whether or not a student was identified to receive previous programming in gifted and talented.

• If a student is new to CRES at the start of the school year, a Teacher Questionnaire is completed by their teacher in October/November.

• If a student is new to CRES after fall screening is completed, the teacher will complete a Teacher Questionnaire no later than 2 months after their arrival.

• If indicated, further full evaluation will include the CogAT, SAGES, and NWEA when possible. The same identification criteria will be used.

• Parents will be notified by mail of any recommendation.

• Teacher or Parent Referral will prompt

• Review of Records

• Parent Questionnaire

• If a student is new to CRES in the fall, a Teacher Questionnaire is completed by teachers in October/November. If a student is new to CRES after fall screening is completed, the teacher will complete a Teacher Questionnaire no later than 2 months after their arrival.

• If indicated, further full evaluation will include the CogAT, SAGES, and NWEA if possible. The same identification criteria will be used.

• Parent will be notified by mail of any recommendation.