1. DeSoto County Schools’ Intellectually Gifted Mission Statement
Specialized
Plan Of
Teaching
Learners 
Involving
Gifted
Highly
Talented
DeSoto County Schools’ Intellectually Gifted Mission Statement
DeSoto County Schools will offer a qualitatively different educational experience that is not available in the elementary or middle school general education classroom.  Each school will develop a differentiated program designed to address the needs of the students enrolled in the school in line with the districts instructional management plan.  These programs guarantee intellectually gifted students an appropriate opportunity to experience continued personal growth.  These programs strive to provide intellectually gifted students with the opportunity to maximize their personal potential.

2. Social and Emotional Development
In SPOTLIGHT we will explore thematic units in which we will incorporate the areas of gifted education.  These elements include the following:
Creativity
Communication
Research
Thinking skills
Leadership
Group dynamics
Social and Emotional Development
Visual and Performing Arts  
All students are mass tested in the spring of 1st grade.
The Spotlight Program begins in 2nd grade in DeSoto County.  

3. Mississippi Guidelines of Giftedness
Sections of Mississippi Law on Gifted Education
Sec Definitions
Sec General powers and duties of state board of education
Sec Promulgation of rules, regulations, guidelines
For more information and teaching resources

4. The Mississippi Definition of Giftedness
“Gifted Children” are defined by the state of Mississippi as children “who are found to have an exceptionally high degree of intellect, and/or academic, creative or artistic ability”
Mississippi has their own guidelines for gifted qualifications.

5. Giftedness Characteristics
There are some common character traits to gifted students :
High levels of intelligence (cognitive)
Excellence in academia (cognitive)
Intense focus on their interest (cognitive)
Immense vocabulary (cognitive)
Desire for perfection (affective)
However, these are not always present in all students that qualify for the gifted program in Desoto County.

6. Identifying Giftedness
There are stages for identifying students for gifted services in Mississippi
Referral (anyone may refer, including the student)
Informal Testing - usually done by GLSC/Teacher
OLSAT - Objective
NNAT2 - Objective
Gifted Evaluation Scale (GES) – Subjective
Emerging Potential for Gifted -Subjective
Gifted Local Survey Committee (GLSC) review of referral data (complete the paperwork)
Parental Permission for Testing (G-PPDS signed)
Assessment (formal testing)2nd Phase
Assessment report (write the results)
GLSC eligibility determination (document decision)

7. Understanding Assessments
Mass screening helps to identify students who may not otherwise be referred for gifted services.
The results of these measures of intelligence cannot preclude a student from being individually referred.
It is an anonymous process to prevent bias
NNAT2 and OLSAT
The cut score is the 91st percentile to align with modern scale scores found in current IQ tests and 84% for those meeting the Emerging Potential for Gifted requirement
Gifted Evaluation Scale (GES) subjective measure
Usually done by an educator with knowledge of the student.
Twice Exceptional
Students with IEP’s who meet at least one referral criterion and score in the 91st percentile on the Assessment can be ruled eligible by the GLSC.
If a student with and IEP does not score in the 91st percentile, but in the opinion of the GLSC would benefit from gifted education services, they could be ruled provisionally eligible.

8. Student Identification Process-Assessment
NNAT2 –Naglieri Nonverbal Ability Test Second Edition
It uses nonverbal measure of general ability intended to access cognitive ability independent of linguistic and cultural background
OLSAT –Otis Lennon School Ability Test
Is a multiple choice test that measures verbal, quantitative, and spatial reasoning.
Emerging Potential for Gifted
It makes provisions for certain factors that exist that may put the student at a disadvantage during the identification process.
Final Stage
Consist of Psyhcometor testing - usually with Wechsler Intelligence Test for Children
A battery of subtest
Assessment Report
The parent has a right to a copy of the assessment report and to have that report explained.
GLSC eligibility determination
This determination requires the signature of an administrator and a teacher of the gifted.
The cut score is the 91st percentile to align with modern scale scores found in current IQ tests and 84% for those meeting the Emerging Potential for Gifted requirement
Students who score at the 84th percentile (or within the 90th percentile confidence interval) on the assessment and meet criteria on the Emerging Potential for Gifted Assessment Checklist may meet state eligibility.

9. Curriculum The purpose of gifted education in MS is
“to ensure that gifted children who demonstrate unusually high potential… are identified and offered an appropriate education based upon their exceptional abilities.”
For grades 2-6, a class size of 12 or less is recommended.
Mandated 300 minutes per week
Differentiated Curriculum may be used in all classroom settings
Curriculum Compacting
Flexible pacing
Learning Centers
Problem based Learning
Many other ways

10. Affective Needs of the Gifted
The social and emotional needs of a gifted student are important too.
Gifted students often struggle with
Perfectionism
Boredom
Peer relations
Self awareness
Self esteem
Loneliness
Depression
Lack of organizational skills
Adjustment problems
As with all students, it is important that these issues be addressed in regards to the gifted student.

11. The Beginning
Any Questions?