We believe all students across the spectrum of abilities in learning benefit from the time and attention to maximize their individual learning potential.

 In accordance with Maine’s Department of Education Chapter 104, the gifted and talented program strives to find ways to support students’ gifts, talents, and abilities while maximizing their potential. This will happen through a variety of curriculum enhancements and/or modifications that add depth and complexity to a topic as well as granting student opportunities to move at their own rate through differentiation and/or acceleration within and outside of the general classroom setting. We additionally work toward developing students’ abilities as problem solvers and innovative thinkers, as well as cultivating grit which enables them to persevere through challenges. With goals to foster our students’ love for learning, inspire them to think critically and creatively, further develop their interests, and nurture their talents, we help students identify their passions and then strengthen their motivation, confidence, and independence toward achieving their own goals and aspirations. 

ACADEMIC/INTELLECTUAL 

Our gifted and talented staff of three covers grades 3-8 across four schools and existing program opportunities vary by school. Recommendations for inclusion in the RSU 1 Gifted and Talented program follow the Chapter 104 state guidelines of three data points when making identification determinations. In our district, we use two objective pieces of data (one must be a cognitive abilities screening tool) and one subjective piece of data. As recommended by the State of Maine, we aim to identify approximately 5% of the grade level population for formal identification and services. 

While identification practices vary by district and state, the process in RSU 1 is as follows: 

Annually, the Gifted and Talented Committee looks closely at the scores from common assessments. All students enrolled in RSU 1 complete the CogAT (Cognitive Abilities Test) in the Spring of 2nd and 5th grades. The CogAT is a series of short assessments that measure students’ reasoning skills with different types of verbal, quantitative, and nonverbal questions.  Students with qualifying cognitive scores (typically starting with >95th percentile)  will be evaluated further for GT services based on other normative assessments (NWEA), learner behaviors (a combination of characteristics of motivation/task commitment, creativity, and above average ability), to determine if the available programming is a match for the learner. Historical student performance as well as comments and recommendations written by student advocates (teachers/guardians) are also taken into consideration. The team may request to take a look at student work samples, teacher created or classroom based assessments, student projects, and/or reading assessments to gain  more information. Occasionally, we may also make observations of the student in action in a classroom setting. 

Formally identified students in grades 4-8 will meet once or more each week to work on lessons in a small group, pull-out setting. The intent of these special programs is to explore students' creative potential and logical reasoning skills, and/or enrich, compact, and/or differentiate the curriculum with challenging activities that will continue to promote the gifted students' interests and develop their individual talents. These classes may be subject specific in areas of students' academic strengths or they may be interest or creativity based. 

Continued eligibility for gifted programming is reviewed at the end of each school year. Because the available programming differs across our schools and grade spans (particularly at the transition from elementary to middle school), a student who benefits from differentiated instruction at one point in their school career might not always need it. A student no longer receiving gifted and talented services does not mean their potential has decreased, only that our general curriculum is adequately suited to their needs in the area served. 

Once students reach high school, the identification status does not go away; however, no gifted specific services are provided since students begin to create their own schedule and have many enriching opportunities and Advanced Placement classes available. 

ENRICHMENT

Third grade students who score in >95th percentile on the CogAT and/or NWEA may participate in informal enrichment opportunities with the gifted educator. These short-term groups may fluctuate throughout the year in order to reach a broader range of students before making formal determinations.

Occasionally, our gifted educators are able to  extend learning opportunities to additional highly able students in other grade levels through enrichment groupings; however, this is on an informal basis and is schedule dependent. This means the frequency may be irregular or the duration may be short-term. Enrichment opportunities differ from school to school within the district.

ART

Art services are provided by art educators within the general academic setting, offering extensions and opportunities for students to go beyond standard art goals. Students may also have the chance to participate in additional art opportunities when available. These services vary by building and are driven by student motivation and interest. If you have any questions, please reach out to your building’s art educator.

Maine DOE Chapter 104

You can learn more about gifted identification on the NAGC website. Read more about RSU 1's identification process here.

It is important to note that in the event a nominated student is not formally picked up for services, it does not mean they are not viewed as highly able students. It may mean that our current programming does not match their needs, or their needs are able to be met through differentiation within the general classroom. Whether identified or not, all high ability children should be challenged through extensions that allow for more depth and complexity of topics covered in the classroom as well as receiving supportive nurturing of their strengths and passions at home. It is important to continue to advocate for their needs within the general education setting.

When a student is identified as Gifted and Talented, they do not automatically carry that distinction with them until graduation. Each student who is identified will be reviewed every three years to establish whether or not they should continue to receive services. In cases where a student is not showing adequate growth, is unable to accomplish work, does not demonstrate the expected learner characteristics (task commitment/motivation/above average ability/creativity), or wishes to part ways with gifted programming for some reason, she or he may be dismissed. The criteria for this re-identification is the same as that for original identification: one piece of subjective evidence and two pieces of objective evidence.

If any stakeholder (guardian, teacher, student, administrator) disagrees with the dismissal of a student from the GT program, she or he can make an appeal. The GT staff will address your question(s) and will look for evidence of student work/achievement for all parties to analyze. Depending on the results of the analysis, the student may or may not be re-admitted into the program.