Gifted Education Program Information & Resources

Philosophy and Rationale

The philosophy of the Windsor C-1 School District Gifted Education Program focuses on the District Mission Statement in that the Gifted Education Program provides a supportive, personalized environment to inspire all students to develop a vision within themselves to grow strong intellectually, emotionally, and socially today in preparation for becoming a contributing member of our society tomorrow.

The Windsor C-1 School District is committed to an educational program that recognizes the unique value, needs, and talents of each individual student and recognizes that the cognitive and affective needs of our gifted students can best be met through a differentiated learning environment which allows opportunities to grow and learn at a pace and depth that fulfills their individual needs. Gifted students have special needs, which include having an advanced knowledge, talents, and learning capacity. The O.W.L. gifted education program is designed to motivate and challenge identified gifted students through a pull-out mode of enrichment. Curriculum and services are centered around a variety of interdisciplinary activities that challenge gifted students in the areas of gathering, analyzing and applying information; communicating effectively; analyzing problems and applying appropriate problem solving strategies; thinking critically; working responsibly; applying and analyzing research skills; and thinking affectively.

The O.W.L. program provides an atmosphere that is appropriate for nurturing the full potential of gifted students. This is a unique environment, necessary for gifted students to explore themselves by means of personal development, risk-taking in new areas of thought and action, and pursuit of independent study. Gifted students should also be challenged in their regular classrooms by teachers who know their individual needs, see their unique abilities, and offer an enrichment of the regular curriculum.

The Windsor C-1 School District Gifted Program, O.W.L., provides guidance and support to identified gifted students as they progress through the Windsor C-1 School District program of education. O.W.L. serves as a support system aiding gifted students to cope with life situations and offering modifications to curriculum, extended challenges, and enriching experiences emphasizing problem solving, divergent and higher-order critical thinking skills, and logic. The ultimate aim of the O.W.L. program is to help gifted students become autonomous learners with a lifelong desire to achieve their full potential and guide them in becoming productive contributors to society.

Nomination, Screening and Placement Policies 

Any child who resides in the Windsor C-1 School District can be considered for the Windsor gifted education program (O.W.L. – Outstanding Windsor Learner) 

The Windsor C-1 School District Gifted Education Program, Outstanding Windsor Learner (O.W.L.) is a differentiated educational program which provides a student-centered collaborative environment that challenges the student to fully develop his/her abilities while developing communication skills.  Creative problem solving, critical thinking skills, and enrichment activities in the academic areas of math, language arts, science, social studies, and computer literacy and information are appropriate to each grade level and are often applied to other areas of study. The affective needs of gifted students will be addressed to assist the students in understanding the emotional and social needs of the gifted. 

 In grades 1-5, gifted students are served in an academic pullout program by a resource teacher of the gifted.   Students leave the regular classroom and spend the day in the resource classroom.

 In grades 6-8, gifted students are served in a special class that is part of the student’s daily schedule by a special class teacher of the gifted.

 In grades 9-12, gifted students are served by a gifted resource teacher.  The high school gifted teacher meets regularly with the freshmen students and is available to assist upper classmen with research, planning, and mentoring related to college and other post-secondary educational options.  Gifted Students may also enroll in Honors and/or Advanced Placement (AP) courses.

Elementary Grades K-5

 Students may be nominated for the Windsor C-1 School District’s Gifted Program during the first 2 weeks of the 3rd quarter. Transfer students from a state funded gifted program to the Windsor C-1 School District may be screened upon enrollment and must meet the program requirements for automatic placement into the gifted program.  (If a child has already begun the testing process at the school from which they are transferring, the testing for qualification into the O.W.L. Gifted Program will continue.) Further testing may be required if O.W.L. program criteria is not met.

The most recent test scores will be used for screening and placement in the Gifted Education Program. Students who successfully complete the battery of testing will be placed in the gifted program the following school year.  Kindergarten nominees will complete the cognitive assessment(s) and the Gifted and Talented Evaluation Scale (GATES) in the current school year.  Creativity and/or achievement will be administered in the fall of 1st grade year.  If program requirements are met, then he/she will be placed into the program his/her 1st grade school year.

Parents of an elementary student (K-5) should consult with the child’s teacher to determine if the child is a candidate for the screening process. A parent recommendation form must be completed as part of this process.  The teacher will make the final decision for the student to be considered and nominated for the Gifted Program.

 Middle/High School Grades 6-12

Parents or teachers may request their child be considered for the Gifted Program after the end of the first quarter.  Parents should contact the building counselor to request that their child be screened for possible placement in the Gifted Program. Students who successfully complete the battery of testing will be placed in the gifted program the following semester.

Click the links below to see the specific criteria that must be met for consideration and inclusion in the O.W.L. Program:

District Website Screening

Gifted Placement Evaluation Procedures

(1) Critical Thinking

Students will…

1. Use critical thinking to inquire about a topic, problem or issue.

2. Use appropriate critical thinking skills to analyze a topic, problem or issue.

3. Use reflection as a critical thinking tool.

4. Use critical thinking to problem solve a topic, problem or issue.

(2) Problem Solving

Students will…

1. Determine, collect, and organize the relevant data needed to solve real-world problems.

2. Evaluate the reasonableness of solutions to real-world problems.

3. Apply problem solving strategies to solve problems related to basic living skills.

4. Draw logical conclusions and make generalizations using deductive and inductive reasoning.

5. Determine the validity of an argument or a solution.

(3) Communication

Students will…

1. Demonstrate awareness and purpose in composing text.

2. Exhibit effective speaking skills for both peers and elders.

3. Utilize oral and written directions to lead a group to accomplish a common goal.

4. Experiment with new media and technology as communications tools.

5. Assimilate complex ideas or concepts and interpret that information for audiences of varied levels.

(4) Research

Students will…

1. Identify a topic, problem or issue and formulate questions for research.

2. Select and apply a research methodology appropriate for the topic, problem or issue.

3. Access information from a variety of primary and secondary sources through print, electronic and other media.

4. Assess the validity reliability and relevance of information collected from different sources.

5. Organize and analyze data.

6. Synthesize and interpret data to develop conclusions and implications in the light of the problem(s) researched.

7. Plan, pace, implement, and evaluate an independent project.

8. Select an appropriate medium to communicate the results of research.

9. Demonstrate effective allocation of time and resources.

(5) Creativity

Students will be able to…

1. Use fluency of thought to develop creative thinking behaviors.

2. Use flexibility of thought to develop creative thinking behaviors.

3. Use originality of thought to develop creative thinking behaviors.

4. Use elaboration of thought to develop creative thinking behaviors.

(6) Affective

Students will…

1. Develop an understanding of self in relationship to their and others perceptions of giftedness.

2. Identify with others situation, feelings or motives (empathy).

3. Demonstrate task commitment to projects and activities (persistence).

4. Become masters of their own learning (intrinsic motivation).

5. Develop communication, self-control, and interpersonal skills to enhance relationships with their peers and adults (social competency)

(7) Responsibility

Students will…

1. Be accountable for their academic obligations.

2. Be responsible for maintaining an environment that is conducive to learning.

3. Develop an attitude of self-confrontation when issues of ethics and character arise.

(8) Technology

Students will…

1. Demonstrate the ability to use the Internet as a research tool.

2. Demonstrate the ability to use a computer to publish their work.

3. Demonstrate the ability to use a computer to create multi-media products.

Missouri Department of Elementary and Secondary Definition

Gifted students are defined in Section 162.675, RSMO, as those students who exhibit precocious development of mental capacity and learning potential as determined by competent professional evaluation to the extent that continued educational growth and stimulation could best be served by an academic environment beyond that offered through a standard grade level curriculum.

Giftedness is a “cultural” definition. Each society defines “giftedness” to suit their own needs. In early cultures, the talents of the hunter, the warior, or the healer were important to the survival and progress of early civilizations. In ancient Greece, the orator and artist were honored. In the ancient Roman cultures, characteristics shown in the most talented soldier or leader were considered gifts.

How is “giftedness” defined in the 21st century? Why should society care about the future of gifted children? The answer to these questions have far reaching implications. How these children manage in our society and in our educational system will strongly influence the quality of our future as a society.

Characteristics of Giftedness

Today’s society has a more complex view of gifts and talent. Those who demonstrate strengths in intellectual ability, academic aptitude, creative or productive thinking, leadership ability, psychomotor skills or artistic talent are viewed as “gifted”. These key leaders, creators, and problem solvers of our time earn recognition through the productive use of their “gifts” toward the good of our society. We must nurture those talents.

Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits above average ability, high levels of task commitment, and high levels of creativity. Students demonstrating gifted behaviors are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance.       

– Adapted from Joseph Renzulli’s definition.

The following list of characteristics is the result of both experience and research in the area of gifted education.

Gifted children may exhibit many, but not necessarily all, of these characteristics:

• Has outstanding memory; possesses a broader base of knowledge than peers

• May be an early reader

• Has advance vocabulary for chronological age

• Learns rapidly, easily and efficiently

• Enjoys learning

• Thrives on complexity

• Has the ability to concentrate for long periods of time

• May be impatient and intolerant

• Self-initiates learning

• Asks thoughtful or penetrating questions

• Is curious about about many and different things

• Has diverse interests

• Is intense; gets totally absorbed in activities and thoughts

• Is comfortable with abstract thinking

• Is an analytical thinker; perceives subtle cause-effect relationships

• May be able to attend to two or more things simultaneously

• Is able to elaborate on ideas

• Has strong feelings and opinions; advance sense of justice and fairplay

• Cares about ethical or humanitarian issues at an early age

• Set high standards for him/herself as well as others

• Is persistent and highly motivated

• Has a sophisticated sense of humor; loves to play with words

• Transfers concepts and learning to new situations

• Sees connections between apparently unconnected activities and ideas

• May prefer the company of older children or adults

• Works well independently

• Exhibits leadership ability in peer group

• Displays original ideas; flexibility in problem solving situations

• Sees endless possibilities for various situations or uses for objects

• Is passionately interested in some topic of field of endeavor

MO Department of Elementary & Secondary Education

To access the Gifted Education webpage directly, click here:

https://dese.mo.gov/quality-schools/gifted-education

For direct access to the list of Parents & Students Resources, click here:

dese.mo.gov/quality-schools/gifted-education/parents-students 

Gifted Association of Missouri website

GAM hosts a state conference in October (Columbia, MO), as well as a District A conference toward the beginning of March (Lindenwood University campus in St. Charles). Sessions for both parents and educators are offered. Membership information is also available on the website.

http://www.mogam.org

National Association for Gifted Children

The National Association for Gifted Children (NAGC) is an organization of parents, teachers, educators, other professionals, and community leaders who unite to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be able to develop their talent potential with appropriate educational experiences.

They support and develop policies and practices that encourage and respond to the diverse expressions of gifts and talents in children and youth from all cultures, racial and ethnic backgrounds, and socioeconomic groups. NAGC supports and engages in research and development, staff development, advocacy, communication, and collaboration with other organizations and agencies who strive to improve the quality of education for all students.

http://www.nagc.org

NEAG Renzulli Center for Gifted Education and Talent Development at the University of Connecticut

The NEAG Center for Gifted Education and Talent Development comprises many unique teaching, research, and service components, including Mentor Connection, an inquiry-based research program for talented teens. Rising juniors and seniors from across the country are selected to participate in ongoing research projects by faculty and doctoral students. Young people experience all phases of research during their 3-week residential experience. As junior professionals, they summarize their learning through a research symposium at the conclusion of their mentorship experience.

http://www.gifted.uconn.edu

St. Louis Association for Gifted Education

SAGE is a nonprofit organization whose primary focus is to provide information and support for parents, educators, students, psychologists, and others interested in developing the talents of high-potential children. Three ladies who helped found SAGE also founded College for Kids, which is sponsored by the St. Louis Community College at Meramec and offers approximately 20 classes in the spring and over 40 each summer for students in grades 3-9.

http://giftedsage.org/index.html

Gifted Resource Council – Home Page

The GRC provides parenting classes as well as opportunities for gifted students (click on the link for the Fall Learning Lab below).

http://www.giftedresourcecouncil.org/

Camp Invention

The Camp Invention program was created in an effort to provide extended school-year learning for children entering grades one through six through engaging, week-long summer fun.

http://www.campinvention.org

Emily Kircher-Morris, LPC

Emily Kircher-Morris, LPC, is a mental health professional and advocate for neurodiversity, with a deep commitment to creating inclusive and supportive environments for all students. As a Licensed Professional Counselor, she has spent over a decade working with neurodivergent individuals, specializing in providing therapy and resources that empower her clients to thrive.  She hosts a podcast that has become a vital resource for educators, parents, and neurodiverse individuals themselves.

https://www.emilykirchermorris.com/gifted--high-potential.html 

Neurodiversity Podcast