Gifted and Talented Program Overview

The Pulaski County Schools Gifted & Talented Handbook and related forms detailing the district's comprehensive program for gifted students in compliance with Kentucky regulations. It outlines the process for identification and selection in five categories: General Intellectual Ability, Specific Academic Aptitude, Creative/Divergent Thinking, Leadership, and Visual/Performing Arts. The program uses a multifaceted approach, requiring a minimum of three pieces of evidence and a committee recommendation for formal identification starting in the fourth grade. Primary students are placed in a Primary Talent Pool based on screening and teacher recommendations. Furthermore, it describes the differentiated services provided through a Gifted Student Service Plan (GSSP), procedural safeguards for grievances, and the roles of staff and parents in supporting these students.

The program is designed to formally identify students in grades 4 through 12 and informally select students in the primary program (K-3) for the Primary Talent Pool. The overall goal is to provide appropriate multiple service options in an environment that addresses the abilities, interests, and needs of eligible students, ensuring these services are qualitatively differentiated from the standard curriculum.

I. Categories of Identification

The Pulaski County School District identifies students in five categories, adhering to definitions specified in 704 KAR 003:285:

Category

Definition Summary

Key Identification Requirements (Grades 4-12)

General Intellectual Ability (GI)

Consistently outstanding mental capacity reflected in extraordinary performance across various cognitive areas (abstract reasoning, logical reasoning, memory, analysis).

A composite score at the 96th percentile or above on the CogAT/NNAT3, plus at least two other pieces of evidence.

Specific Academic Aptitude (SAA)

Demonstrated or potential ability to perform at an exceptionally high level in specific academic areas (Language Arts, Math, Science, Social Studies) significantly beyond chronological peers.

Academic areas require a minimum of three pieces of evidence, including a qualifying test score (96th percentile) unless a special consideration is documented. For Math or Language Art this typically means two IReady at or above the 96th percentile within the last three school year. Science and Social Studies require a score of 96% or above to qualify.

Creative/Divergent Thinking (CR)

Demonstrated or potential ability to perform at an exceptionally high level in creative thinking, divergent approaches, advanced insight, and solving problems in unique ways.

Screening via Williams CAP (121 or above). Students must have a 121 or above and two other pieces of evidence.

Leadership Ability (L)

Demonstrated or potential ability in social skills and interpersonal qualities such as poise, effective expression, managerial ability, and setting goals/organizing others.

Screening via teacher nomination and a student interview. Students must also have at least two other pieces of evidence.

Visual and Performing Arts (VPA)

Demonstrated or potential ability for outstanding aesthetic production, accomplishment, or creativity in Art, Music, Drama, or Dance.

Formal identification requires a score of 96% or higher (96 out of 100 points) on the Evaluation Form following a portfolio review (Art) or audition (Music, Dance, Drama). Visual Art identification specifically requires an audition or portfolio.

II. Identification Process (Formal Identification, Grades 4-12)

The district employs a multifaceted approach utilizing ongoing and long-term assessment. Formal identification begins in the 4th grade.

A. Criteria and Evidence

• Minimum Evidence: Formal identification requires a minimum of three pieces of evidence and a committee recommendation for each category of giftedness.

• Examples of Evidence (varies by area): Standardized test scores (CogAT, NNAT3, IReady, OLSAT, Stanford 10, ACT), anecdotal records (teacher or parent), teacher/parent/peer nomination forms/checklists, portfolios, student work samples, and specific scale scores (e.g., Williams CAP).

B. The Identification Committee

A District Gifted/Talented Selection Committee is appointed by the Superintendent and chaired by the Gifted Coordinator. For a specific student review, the School’s Gifted and Talented Identification Committee meets, consisting of:

1. Gifted Staff

2. Principal or Principal’s Designee (e.g., counselor or assistant principal)

3. Recommended Student’s Classroom Teacher

4. Teacher with Gifted and Talented Certification (if available)

5. Any other necessary members (e.g., Art teacher for VPA recommendation)

C. Post-Identification Steps

If a student is identified, the following actions occur:

1. The committee discusses the completed Gifted Student Service Plan (GSSP). The GSSP is completed annually and is a component of the student’s Individual Learning Plan (ILP) from fifth grade through high school.

2. Parents/guardians are notified of the identification and must sign for students to participate in the gifted program.

3. The identification and GSSP information are entered into Infinite Campus. The "End Date" is not marked until the student graduates or transfers out, except for Primary Talent Pool students, which ends at third grade.

4. Once formally identified, a student receives gifted services in that area until they graduate from Pulaski County High School or transfer out of the district.

III. Primary Talent Pool (K-3)

Students in the Primary Talent Pool are informally selected as having characteristics and behaviors of a high-potential learner. Formal identification begins in the fourth grade.

A. Primary Talent Pool Selection Criteria

Selection for the Primary Talent Pool is based on evidence, including the IReady test and the teacher recommendation:

• IReady Tests: Students who earn two scores at or above the 90th percentile on Reading OR Math within the last three testing administrations in the school year.

B. Differentiation for Primary Students

Students in the talent pool receive services that allow continuous progress. Once selected, a primary student need not be re-evaluated with the exception of the annual teacher checklist. The Primary Talent Pool folder is removed from the cumulative folder at the end of third grade.

IV. Service Delivery and Program Monitoring

A. Services

Each school must adjust its curriculum to meet the needs of gifted/talented students by extending learning beyond the standard curriculum and providing flexible curricular experiences. The Gifted Student Service Plan (GSSP) identifies differentiated service options.

• Service Options include: Differentiation of Instruction, Collaboration/Consultation, Enrichment Services, Resource Services, Seminars, Cluster Grouping, Mentorships, and participation in specific opportunities like educational enrichment activities outside of the classroom.

• Academic Services (GI/SSA): Students are encouraged to enroll in Honors, Advanced Placement, or Dual Credit classes during their 8th or high school years.

• VPA/Creativity/Leadership Services: Differentiation occurs within specialized, elective, or exploratory classes.

B. Reporting and Progress

Parents must be notified of the services included in the GSSP annually. The district reports on a child's progress in services included in the GSSP in the parent portal at least once each semester. Progress reports are completed in December and May for identified students in grades 5–12. All of this is in Infinite Campus Parent Portal.

V. Grievances and Appeals

Parents and/or students (4-12) have the right to file a grievance or appeal concerning the district's process for selecting/identifying students or the appropriateness/adequacy of services.

1. The appealing party must submit the grievance in writing to the Gifted-Talented Coordinator.

2. The District Selection/Placement Committee hears the appeal and provides a written response within ten working days of receiving the appeal.

3. If the Committee rules against the grievant, a further written appeal may be made to the Superintendent, who must respond in writing within ten working days.

4. Should the Superintendent uphold the decision, the appealing party may petition the Board, which holds the final decision