1. Fayette County Public Schools Gifted and Talented Overview
Gifted and Talented Office

2. Who are our gifted students?
Across all grade levels, gifted students fall under the category of “exceptional students” under the definition of “exceptional children”.
Kentucky regulation, 704 KAR 3:285 defines gifted students as “possessing demonstrated or potential ability to perform at an exceptionally high levels in the areas of general intellectual aptitude, specific academic aptitude, creative or divergent thinking, psychosocial or leadership skills, or in the visual or performing arts.”

3. Formal Identification - General Intellectual grades 4-12
General Intellectual Ability (GI) is defined as possessing either the potential or demonstrated ability to perform at an exceptionally high level in general intellectual ability and possessing a consistently outstanding mental capacity as compared to children of one’s age, experience, or environment.  GI is usually reflected in extraordinary performance in a variety of cognitive areas, such as abstract reasoning, social awareness, memory, spatial relations, analysis, and synthesis. 
Mandatory for identification is a 9th stanine score on a full scale standardized normed referenced mental ability test.  Other evidences must include qualitative and objective based evidences.  
In early fall, at the close of the elementary MAP window, all Fayette County students in 3rd grade are given the CogAT assessment. The testing results are used for instructional purposes and to screen for potential GI gifted students.  

4. Formal Identification - Specific Academic Areas graded 4-12
Specific academic giftedness is defined as possessing either potential or demonstrated ability to perform at an exceptionally high level in specific academic areas significantly beyond the age, experience, or environment of one’s chronological peers.  
Mandatory for formal identification in a specific academic area requires a composite score in the 9th stanine on a standardized normed referenced achievement test in one or more specific area which include math, reading, social studies, and science.  Other evidences must include qualitative and objective based evidences.
In early fall, at the close of the elementary MAP window, all Fayette County students in 3rd grade are given the IOWA assessment.  The testing results are used for instructional purposes and to screen for potential gifted students in the areas of math, language arts, science, and social studies.  

5. Formal Identification - Leadership grades 4 - 12
Giftedness in leadership or psychosocial ability is defined as possessing either potential or demonstrated ability to perform at an exceptionally high level in social skills and interpersonal qualities such as poise, effective oral and written expression, managerial ability, and the ability, or vision, to set goals and organize others to successfully reach those goals.  
A mandatory piece of evidence for identification must include the willingness or participation in leadership activities in the class, school, and community.  Other evidences must include qualitative and objective based evidences.   
Screening will begin in grade 5 and resume in grade 6, where formal identification may occur.  

6. Formal Identification - Visual and Performing Arts grades 4 – 12
Giftedness in visual and performing arts is defined as possessing either potential or demonstrated ability to perform at an exceptionally high level in the visual and performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in areas such as art, dance, drama, speech, and in activities requiring exceptional gross or fine motor skills.   
A mandatory piece of evidence for identification must include either a performance, a portfolio, or a recommendation.  Other evidences must include qualitative and objective based evidences. 
Screenings for drama, dance, and art will begin in grade 4 in late fall, screening for dance will be by referral for grade 6 in the second semester.  

7. Formal Identification - Creative and Divergent Thinking grades 4 – 12
Giftedness in creative and divergent thinking is defined as possessing either potential or demonstrated ability to perform at an exceptionally high level in creative thinking and divergent approaches to conventional tasks as evidences by innovative or creative reasoning, advanced insight and imagination, and solving problems in unique ways. 
A mandatory piece of evidence for identification is the Torrance Test of Creative Thinking. The Torrance is utilized to demonstrate creative thinking skills which include fluency, flexibility, originality, and elaboration.  Other evidences must include qualitative and objective based evidences.   
Screenings for creativity will begin in grade 4. 

8. Gifted Recommendation Committee
The Gifted Recommendation Committee, GRC, consists of administrators, classroom teacher(s), gifted education teacher, guidance counselor, special education, and other appropriate personnel who follow procedures to formally identify and determine the level, as well as type, of service options. 
All evidences will be reviewed at the GRC. The committee will decide on:
 Necessary testing for possible identification(s) 
 The formal identification(s) 
 Select service options which best meet the student needs, interest, and abilities  
Transition meetings occur when students are moving from elementary school to middle school, and from middle school to high school.  The transition GRC will consist of representatives from both schools. 

9. Services for Gifted Students
   

10. Gifted Student Service Plan
Upon identification, a Gifted Student Service Plan, GSSP, must be written.  The GSSP is an IEP for gifted students. 
The GSSP is developed annually for all formally identified students in grade 4 – 12. The GSSP is sent home annually with the student for the parents and or guardians to review.  
At the end of each semester, GSSP Progress Reports are written and sent home to document the progress of the student.
The service options may be amended at any time to better meet the needs of the student, as long as the GRC reconvenes.  

11. Service Delivery
According to regulation 704 KAR 3:285, a school shall differentiate, replace, supplement, or modify curricula to facilitate high level attainment of the learning goals established in KRS 158:6451 and to assist students identified and diagnosed as gifted and talented to further develop their individual interests, needs, and abilities. Students shall be provided with articulated services specified on the Gifted Student Service Plan which must be qualitatively different to meet individual needs.
 A minimum of two service delivery options must be provided for each student, tailored to meet the individual needs, abilities, and interests. Services may include, but are not limited to:
Push in/co-teach
Consultation
Enrichment
Differentiation-cluster grouping and/or flexible grouping
Regular classroom instruction will focus on implementing appropriate Tier 1 instructional differentiation strategies. 

12. Multiple Service Options
According to 704.KAR 3:285, each identified 4-12 grade student shall be provided multiple service delivery options annually which meets their needs, interests, and abilities with no single option existing alone at any grade level. 
Services options are tailored to the individual student to meet their needs, interests, and abilities. 
Students formally identified as GT should receive differentiated services daily within the classroom setting.  
Through collaborative means, the teachers and staff at the school are responsible for providing services to meet the needs of each gifted student.  

13. Any questions regarding gifted and talented, grades 4-12?  

14. Gifted Accelerated Program
   

15. Gifted Accelerated Program grades 4 -12
The Gifted Accelerated Program is a full-time, self- contained, district-wide gifted service option. 
Students who are formally identified in the areas of math, language arts, and general intellectual ability, qualify for the program.  
Students will be eligible for the program with:
 9th stanine scores on a standardized, normed referenced test in the areas of math, language arts, and general intellectual
Multiple pieces of evidence, which support identification in all three aforementioned areas, is collected by the classroom teacher
Evidences must include above grade level work samples 

16. GAP Selection Timeline
Parents who are interested in the GAP service option, must complete an Interest Application form which is available online at,  gifted and talented and magnet pages), from August 15th to October 7th.  Paper copies are available at the schools and the District Office.
October 7th – 19th – Gifted Recommendation Committees at each elementary and middle school will meet to review current available test scores on students of parents interested in the option.  Additional potential students will be reviewed for testing opportunities who are culturally, economically, or linguistically disadvantaged and/or have exceptionalities.  School committees will make determinations on any possible testing opportunities based upon students’ current scores on IOWA and CogAT assessments, and or MAP tests. 
October 19th – 26th – Parents will receive information on decisions by their school’s Gifted Recommendation Committees. The GRC will send home a Consent to Test form if applicable.  
NOT SCAPA

17. GAP Selection Timeline
November – testing will occur online for eligible students in 4th through 7th grades. 
*Please note, that enrolled FCPS 3rd grade students are automatically tested in early fall with the IOWA (reading, math, science, and social studies) and CogAT (general intellectual) assessments per state screening requirements. 
December – students who obtain a 9th stanine score in all three areas, will begin the process of an evidence collection which includes above grade level work samples along with anecdotal evidence pieces in reading, math, and general intellectual.  Students must have multiple pieces of supporting evidences in each area to proceed in the process for possible placement into the Gifted Accelerated Program.  
January – student data is rank ordered, and placement offers for the Gifted Accelerated Program will be sent via from the District Gifted and Talented Office. Placement offers will be made based on space availability per grade and school.   
Parents will have the opportunity to visit the program school of offer.  Offers for attending the accelerated program will be made according to the feeder system based on the student’s home address.  
Program offers and score reports will be sent out at the end of January.

18. Questions regarding the Gifted Accelerated Program?
   

19. Early Entry to Kindergarten  

20. Early Entry to Kindergarten
Parents or guardians may petition the school district for early enrollment into kindergarten by completing an Interest Application online.   Paper applications are available from the District Gifted Office for families who do not have internet access.
The application is only available from August 15 to October 7 for the following school year.  
Students must turn four (4) on or before October 31st to apply for early entry to Kindergarten. 

21. Early Entry Procedures
Procedures for early entry to kindergarten include:
Application screening
Standardized testing
Social and emotional evaluation 
Students must score a minimum of a 96% or higher on the standardized normed referenced test in order to proceed to the evaluation of a child's social and emotional readiness. The standardized, normed referenced test will be normed and scored for a student's exact age. 
Students must score a 75% or higher on the social and emotional evaluation  to be considered for early entry to kindergarten. 
The Accelerated Placement Team at the school will make a final decision and parents will be notified of the decision.  

22. Questions regarding Early Entry?

23. Primary Talent Pool

24. Primary Talent Pool K-3
State regulation 704 KAR 3:285 mandates that students in kindergarten through third grade who exhibit gifted potential and behaviors are informally selected for the Primary Talent Pool, PTP.  
Students may be selected in one or more of the five different strength areas which include general intellectual ability, specific subject aptitude, leadership, creativity, and visual and performing arts.  
The Primary Talent Pool may include up to 25% of the primary population between the five strength areas.  
The PTP is not a formal program, but rather a way for classroom teachers to highlight and nurture high potential students within the primary program of grades K-3. 
Primary Talent Pool students are not automatically identified gifted in the fourth grade. 

25. PTP Screening 
All students are screened annually using classroom sociograms and referrals.
Referrals may be made by parents, teachers, staff members, or the student. 
Once a referral is made the GT resource teacher will begin the collection of evidence, per area(s) of referral, for possible inclusion in the pool. 
A student must have at least three (3) valid and acceptable measures per area of strength to identify gifted behaviors which indicate a need and eligibility for service options.

26. Primary Recommendation Committee
The Primary Recommendation Committee (PRC) shall meet to analyze all data and evidence pieces to make the final Primary Talent Pool selection. 
Decisions regarding how services will be delivered are made at the PRC meeting.  
PRC members include primary teachers, gifted personnel, counselors, administrators, and other personnel familiar with the student. 

27. Service Delivery Options
Through collaborative means, the PRC will organize service delivery options to match specific student needs, interests, and abilities.  
PTP students shall receive multiple delivery service options in grades K-3, to meet their unique needs, interests, and abilities. 
Classroom instruction will focus on planning and implementing appropriate instructional differentiation strategies through Tier 1 instruction practices.  Support will be provided by the gifted teacher for students in all five gifted categories.  
Services should focus on planning differentiation strategies and activities in the regular classroom on a continuing basis for students who need challenge, acceleration, curriculum enrichment or extensions.  
Students with strength areas in creativity, leadership, and or the visual and performing arts may need opportunities outside the regular classroom to nurture and grow their talents. 
During the first semester, the gifted teacher will support service delivery options through a variety of service options which may include push in/ co-teach models, consultation, differentiation, enrichment, pull out groups, and/or other activities.  
During the second semester, the gifted teacher will provide students with an enrichment project which involves critical and creative thinking skills. 

28. Questions regarding PTP?