1. What Needs to Be in Place for High-Level Learning-- Meeting the Needs of High Potential Students With Appropriate Policies, Procedures, and Practices! Jan W. Lanham jlanham@nelson.k12.ky.us Nelson County Schools jlanham@nelson.k12.ky.us

2. Kentucky’s Gifted Regulation Requires that: Schools provide articulated services for students K-12 in the areas of: General Intellectual Ability, Specific Academic Aptitude, Leadership, Creativity, and Visual/Performing Arts. Schools provide articulated services for students K-12 in the areas of: General Intellectual Ability, Specific Academic Aptitude, Leadership, Creativity, and Visual/Performing Arts. Students are formally identified in grades 4-12; and selected for the Talent Pool in grades K-3. Students are formally identified in grades 4-12; and selected for the Talent Pool in grades K-3. Schools serve students through multiple service delivery options. Schools serve students through multiple service delivery options. Schools group students for instruction. Schools group students for instruction.

3. Kentucky’s Gifted Regulation Requires Identification and Service of Student in 5 Areas: General Intellectual General Intellectual Specific Academic Aptitude Specific Academic Aptitude Leadership Leadership Creativity Creativity Visual and Performing Arts Visual and Performing Arts

4. These Services shall be provided through: M ultiple Service Delivery Options & Grouping

5. Fundamentals of Gifted Services: Multiple service delivery options used Grouping is used to deliver services based on student needs, interests, and abilities. flexible grouping flexible grouping cluster grouping cluster grouping cooperative grouping cooperative grouping Special Counseling services Special Counseling services Leadership training Leadership training

6. Gifted Assurances Board has approved: Policies and procedures which address each requirement in 704 KAR 3:285, the administrative regulation for programs for the gifted and talented, and related KRS. Policies and procedures which address each requirement in 704 KAR 3:285, the administrative regulation for programs for the gifted and talented, and related KRS. Policies and procedures for the identification and diagnosis of gifted characteristics, behaviors, and talent and determination of eligibility for services, primary through grade twelve. Policies and procedures for the identification and diagnosis of gifted characteristics, behaviors, and talent and determination of eligibility for services, primary through grade twelve. Procedure to obtain information related to the interests, needs, and abilities of an identified student from her/his parent or guardian Procedure to obtain information related to the interests, needs, and abilities of an identified student from her/his parent or guardian Annual program evaluation process. Annual program evaluation process. Process to report progress of child related to the gifted student services plan at least once each semester. Process to report progress of child related to the gifted student services plan at least once each semester. Articulated primary through grade twelve multiple service delivery options. Articulated primary through grade twelve multiple service delivery options. Provides a comprehensive framework or course of study for children and youth, primary through grade twelve, who are diagnosed as possessing gifted characteristics, behaviors and talent and is based on a district or school’s curricula. Provides a comprehensive framework or course of study for children and youth, primary through grade twelve, who are diagnosed as possessing gifted characteristics, behaviors and talent and is based on a district or school’s curricula.

7. District must: Use state funds for gifted education specifically for direct services to students who are gifted and talented. Seventy-five (75) percent of the district’s gifted education allocation is used to employ properly certified personnel to provide direct instructional services. Use state funds for gifted education specifically for direct services to students who are gifted and talented. Seventy-five (75) percent of the district’s gifted education allocation is used to employ properly certified personnel to provide direct instructional services. Designate a gifted education coordinator to oversee the district gifted education operation, serve as liaison between the district and the state, ensure internal compliance with state statutes and administrative regulations, administer and revise the gifted education program budget. Designate a gifted education coordinator to oversee the district gifted education operation, serve as liaison between the district and the state, ensure internal compliance with state statutes and administrative regulations, administer and revise the gifted education program budget. Employ properly certified personnel to administer and teach in the program. Employ properly certified personnel to administer and teach in the program. Establish a district wide grievance procedure through which a parent, guardian or student may resolve a concern regarding the appropriate and adequate provision of talent pool services or services addressed in a formally identified student’s gifted and talented student services plan. Establish a district wide grievance procedure through which a parent, guardian or student may resolve a concern regarding the appropriate and adequate provision of talent pool services or services addressed in a formally identified student’s gifted and talented student services plan.

8. Board assures that schools have: Differentiated, replaced, supplemented, or modified curricula to facilitate high level attainment of learning goals and assists students identified as gifted and talented to further develop their individual interests, needs, and abilities. Differentiated, replaced, supplemented, or modified curricula to facilitate high level attainment of learning goals and assists students identified as gifted and talented to further develop their individual interests, needs, and abilities. Direct services to students identified as demonstrating gifted and talented behaviors and characteristics provided by professionally qualified and certified personnel. Direct services to students identified as demonstrating gifted and talented behaviors and characteristics provided by professionally qualified and certified personnel.

9. Service Options/Differentiation Flexible skills grouping Flexible skills grouping Cluster grouping Cluster grouping Enrichment Enrichment Resource/pull out Resource/pull out Acceleration—topical, subject, grade level Acceleration—topical, subject, grade level Dual enrollment/Early enrollment Dual enrollment/Early enrollment Mentorships Mentorships Special Counseling Services Special Counseling Services Independent Study Independent Study

10. Why Differentiate? Because children differ!! High Stakes Accountability Requires that: No child is left behind. Skill mastery and skill gaps are diagnosed and addressed. All students progress.

11. 18 types of acceleration: Continuous progress Continuous progress Self-paced instruction Self-paced instruction Subject matter acceleration Subject matter acceleration Combined classes Combined classes Curriculum compacting Curriculum compacting Telescoping curriculum Telescoping curriculum Early admission to kindergarten Early admission to kindergarten Early admission to first grade Early admission to first grade Mentoring Mentoring

12. Credit by examination Credit by examination Correspondence courses/virtual high school Correspondence courses/virtual high school Concurrent/dual enrollment Concurrent/dual enrollment Advanced placement Advanced placement Grade skipping Grade skipping Extra curricular programs Extra curricular programs Early graduation Early graduation Early entrance—middle school, high school, college Early entrance—middle school, high school, college Acceleration in college Acceleration in college

13. School Level Policies, Procedures, and Practices: Expectation of continuous progress for all/preassessment Expectation of continuous progress for all/preassessment Expectation of rigorous curriculum for all Expectation of rigorous curriculum for all Expectation of appropriate interventions for all/differentiation Expectation of appropriate interventions for all/differentiation Expectation of use of instructional best practice Expectation of use of instructional best practice Removal of barriers—pacing, scheduling, resources, age/grade barriers, technology access Removal of barriers—pacing, scheduling, resources, age/grade barriers, technology access Acceleration options Acceleration options KVHS access/off level coursework KVHS access/off level coursework Credit Access/Credit recovery Credit Access/Credit recovery Assessment practices Assessment practices Performance assessment vs. seat time Performance assessment vs. seat time Protection from Discrimination/Harassment (student and adult) Protection from Discrimination/Harassment (student and adult) Response to Intervention Procedures Response to Intervention Procedures

14. Ask About: Board Assurances Board Assurances Related Board Procedures Related Board Procedures Policies, Procedures, and Practices at the school level Policies, Procedures, and Practices at the school level Response to Intervention (RTI) procedures Response to Intervention (RTI) procedures “Non-gifted” policies, procedures, practices that are barriers to access to continuous progress and appropriate instruction “Non-gifted” policies, procedures, practices that are barriers to access to continuous progress and appropriate instruction