Here you will find:

• Our Programming Philosophy

• Identification Practices and Services Information for RSU 1

• School Programming Information

• Parent Resources and Information

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. 

While at the elementary level, we often identify for General Intellectual Ability, in some cases, programming opportunities may take shape for Specific Academic Aptitude at the secondary level.

ACADEMIC

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. 

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 such as NWEA and CogAT (Cognitive Abilities Test, which is a series of short assessments that measure students’ reasoning skills with different types of verbal, quantitative, and nonverbal questions).  All students enrolled in RSU 1 complete the CogAT in the Spring of 2nd and 5th grade. We also take into consideration comments and recommendations written by teachers and/or parents through a provided rating scale/questionnaire. Learner behaviors, student motivation, and performance profiles are factored in as well. We may take a look at student work portfolios, teacher created or classroom based assessments, student projects, and/or reading assessment. Occasionally, we may also make observations of the student in action in a classroom setting. 

As recommended by the State of Maine, we aim to identify approximately 5% of the grade level population for formal identification and services.  Our primary indicator is the CogAT (Cognitive Abilities Test), which measures students abilities in logic and reasoning in the areas of verbal, nonverbal, and quantitative.  Students with qualifying scores (typically 95th-99th percentile)  will be evaluated further for GT services and/or enrichment opportunities based on other normative assessments (NWEA), learner behaviors (a combination of characteristics of motivation/task commitment, creativity, and above average ability) and teacher recommendations as room allows, if the available programming is a good match for the learner.  Occasionally, we are able to serve additional students scoring high on the CogAT and NWEA but not quite within the gifted range.

Our gifted and talented staff of three covers grades 3-8 across four schools. The identification process begins at the end of second grade with the CogAT. Students who achieve 90th percentile or higher on this assessment will be placed in an informal talent pool and monitored for third grade.  Additional data from NWEA, observations, and other bodies of evidence will aid in determinations for identification of students for gifted or enrichment services for fourth and fifth grade.  At the end of fifth grade, all students across the district are re-evaluated with the CogAT and NWEA before entering sixth grade. 

Eligibility for gifted programming is reviewed at the end of each school year. Because the programs available differ across our schools and grade spans, a student who needs differentiated instruction at one point in their school career might not always need it. A student no longer needing gifted and talented services does not mean their potential has decreased, only that our regular curriculum is adequately suited to their needs.  Enrichment services may still be provided by the gifted educator; however, the frequency of meetings may not be as regular. Many enrichment opportunities should be provided through the general classroom setting through the differentiation and extension of learning.

Formally identified students 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 regular classroom curriculum with challenging activities that will continue to promote the gifted students' interests and develop their individual talents beyond the regular classroom. These classes may be subject specific in areas of students' academic strengths or they may be interest based. 

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. 

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.

ART

Art services will be provided through art educators within the general academic setting through extensions and encouragement to go above and beyond the general level art goals. Students may additionally participate in extra art opportunities when offered. These services vary by building and are motivation and interest driven. Please speak with your building's art educator if you have any questions.

Maine DOE Chapter 104

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

Programming by School

Parent Resources