How do I know if my child is gifted?

Gifted children show the potential for performing at exceptionally high levels compared to their age peers. Gifted children usually learn at a faster pace, use a large vocabulary, ask many questions, and need activities that are complex and challenging. They may also be highly sensitive, creative, and intense. These are only some of the characteristics of a gifted child.

What do gifted students need in a school setting?

• Gifted students’ learning needs are best met when parents, teachers, and the school community collaborate to provide educational opportunities

• They need opportunities to explore their passions and interests in order to develop their talents, promote self-direction and encourage life-long learning

• Gifted students require qualitatively differentiated curriculum and instruction that includes, but not limited to , increased rigor and appropriate pace

• These students learn best in the company of their intellectual peers

• They require appropriate opportunities to develop 21st Century skills as noted in the Iowa Core

How are needs of Saydel’s high ability students met?

• course compacting

• community service projects

• content acceleration

• cluster grouping with intellectual peers

• grade-based acceleration

• collaboration with classroom teachers

• competitions

• AP Classes

• online independent study

• mentoring

• early graduation

• goal-setting

How are Saydel students identified for ELP services?

Students are formally screened for ELP services in 3rd, 6th, and 9th grades.

Data Collection may include:

• ISASP

• MAP

• Kingore Observation

• aReading / aMath

• FAST

• CogAT

• Teacher referral

• Parent/guardian referral

• Self-nomination

How does the process work?

Formal identification process will be the collection of data culminating with a review by Extended Learning Program (ELP) Identification Committee which may include:

• grade level teachers

• ELP coordinators

• guidance counselor

• building principal

• district ELP director

What if we move into the district?

Data of students new to the district will be reviewed by the guidance counselor for possible ELP services and information will be passed to ELP staff for evaluation of possible program services.

If a student moves in from another school district and has Personal Education Plan (PEP) from his/her previous school, the guidance counselor/principal will pass the information on to the ELP staff for follow up data collection and evaluation. Decision for academic needs will be discussed before the next grading period.

Are students identified at any other times?

Screening by ELP staff will take place on a case-by-case basis for possible gifted services in general intellectual ability and specific academic needs. Based on the collected data, the ELP staff will continuously review information for the placement and/or continuation of gifted services.

Ongoing Grade Data Collection may include:

• Kingore Observation Inventory

• Classroom Teacher Recommendation

• ISASP

• CogAT

• MAP

• aReading / aMath

• ACT/SAT/PSAT scores

• Testing from another school

• Classroom assessments

• Student interview and/or parent interview.

What kind of educational programming does Saydel provide to students?

Formal Enrichment.

These students are identified with a PEP (Personal Education Plan) which creates and guides the level of challenge and rigor beyond the typical classroom curriculum in order to meet the students’ specific academic needs

Middle School Cluster Grouping for Enrichment

Definition of Enrichment

During enrichment students will participate in 30 minute class sessions which are subject to change each quarter (9 weeks). These enrichment sessions will include smaller classroom sizes and personalized experiences. Individual attention will be given and students will gain new skills as they accelerate beyond the standard-based core curriculum.

Process for entrance and exit of cluster grouping enrichment program

Entrance procedure

Students will demonstrate proficiency by scoring at or above 85% on MAP and ISASP tests in the areas of reading and/or math.

Each quarter ELP staff and classroom teachers will meet to discuss which students are in need of enrichment services.

Exit procedure

Enrichment groups will be re-evaluated at the end of each quarter and new students will be selected.

Each quarter ELP staff and classroom teachers will meet to discuss which students are in need of enrichment services. These meetings will help determine who will participate in enrichment class for that quarter.

Definition of Formally Identified ELP Students/Cluster-Grouped Enrichment Students

Formally identified ELP students consist of those who have been identified by the ELP Identification Process. The process includes data collection and analysis by the ELP team, which may include appropriate grade-level classroom teachers, ELP Staff, building principals, and/or district curriculum director). Enrichment students consist of those who demonstrate a higher level of proficiency than their grade-level peers in a particular subject area, but are not formally identified with a personal education plan.

Enrichment students will continuously be monitored throughout their education at Saydel for placement in enrichment classes.

Parents may request (verbally or in writing) that their student not be placed to receive enrichment or gifted services or that their student be removed from these services entirely.