Does my child have to be identified as gifted to participate in the gifted program?
No, in recognizing the unique academic needs of your student, our goal is to support them the best we can with our resources and programming- a student may have advanced academic needs that do not necessarily qualify as "gifted" on traditional standardized measures. We do, however, test in the traditional manner and label students as gifted and talented -those numbers of identified students are reported to the state that provides guidance for programming and identification procedures. Students with a G/T label may have different needs than those talented students without that designation, but the gifted program still strives to recognize the advanced needs of all students.
For example, Florence has an accelerated math program that talented math students are able to accelerate, or grade-skip, specifically in the subject of math. Students that are not generally labeled as gifted and talented may have a domain-specific talent in this subject that should be addressed, and therefore qualify for gifted programming without the label.
Does your school specifically identify students using a gifted and talented label?
Yes, we do test in the traditional manner and label students as gifted and talented if the assessments indicate those conclusions-those numbers of identified students are reported to the state who does provide guidance for programming and identification procedures.
What do students do in the gifted program?
Florence uses the Response To Intervention (RTI) Model to address individual student needs, therefore what students do in the gifted program is often completely dependent on them and their needs. That criteria may, and often does, shift even within a school year. This year students have had subject replacement curriculum for a higher grade level; reading enrichment groups; independent novel study; interest-driven, project-based learning; science and social studies groups to explore specific topics; support time to successfully complete accelerated studies; above-level math groups; and time to develop critical thinking and creativity. Two components of the gifted program that are not student-centered, if students participate, are accelerated math and the 2nd Grade Walk-To-Read.
What age/grade do students typically begin participating?
Students are generally screened and tested at the end of first grade, and begin more formally participating in second grade. (There have been exceptions for first grade students.) If students are not tested through that process for many possible reasons such as moving to the district or later recognition of potential giftedness, then the testing process can be outside of that framework either individually or gathering a mixed group of students. Students who have other testing or identification measures from other districts or psychologists are recognized by our district as Montana has a wide array of acceptable assessments and processes for identifying gifted students.
My student was participating in the program last year or last semester, why isn't he or she now?
Students academic needs can change from year to year, as does the programming available each year to due to scheduling, program offerings, and consideration of balancing all students' needs.
Example:
The second grade does a Walk-To-Read program where all students are flexed into different rooms twice a week for ability-grouped reading instruction. This is one way that grade differentiates to meet all learners. Students may be in the advanced reading group run through the gifted program even if they not labeled a gifted student. When those students continue to third grade, their high reading needs may be able to be met in the classroom through enrichment without additional support or based on the ability of the overall classroom cohort, although it is student dependent, and the student may still be pulled into an additional enrichment group run through the gifted program.
What are the Gifted Coordinator's credentials?
Amber Dobb has a Master's degree in Curriculum Development, a K-12 Reading Endorsement, and a certificate in Gifted and Talented Education. She is a trained Supporting the Emotional Needs of Gifted (SENG) group facilitator and a member of the Montana Association of Gifted and Talented (AGATE). She has worked with gifted and enrichment students in some capacity for 15 years at Florence. Amber was a University Scholar Honors Student at the University of Montana and summa laude Master's graduate. She is interested in further specializing to work with twice-exceptional(2E) learners.
Can I help with supplies for the classroom?
View the classroom's Wishlist on Amazon:
https://www.amazon.com/hz/wishlist/ls/1J4R2IHL8GCVE?ref_=wl_share
I am a teacher, where do look for guidance?
The go-to resource guide from OPI is the Montana's Gifted Education Planning Guide.
Did you know that gifted education is mandated by Montana law?
Gifted Education in Montana Rule and Law
In the School Laws of Montana, §20-7-901, Montana Code Annotated (MCA), high ability/high potential students are defined as children with capabilities that "require differentiated educational programs beyond those normally offered in public schools in order to fully achieve their potential contribution to self and society." Montana's Standards of Accreditation, require each school district to provide educational services to high ability/high potential students commensurate with their needs as outlined in a comprehensive district framework for gifted education - Administrative Rules of Montana (ARM) 10.55.804.
(Retrieved from https://opi.mt.gov/GTE-Requirements)