Advanced Programs Identification

A case study approach is used in the continuous identification process on the basis of mental ability, creativity, and task commitment. Emphasis is placed on potentially gifted students’ needs for specialized services rather than on a preconceived notion of labeling a child as "gifted." The referral process can begin when a student is referred.

Identification Process: 
The identification process begins after receiving a completed Parent Inventory and written permission from the parent. This typically takes four to six weeks (4-6 weeks) and includes a review of the full data collection by the district's Placement Committee. Students are screened by the Advanced Learning team with multiple objective and subjective measures. No single criterion or cut-off score is used to include or exclude a student. All procedures used in the identification process are non-discriminatory with respect to race, cultural or economic background, religion, national origin, sex, or handicapping condition. Any instructionally useful information about a student obtained during the identification process is communicated to the appropriate members of the staff and/or family regardless of final placement. 

​Subjective and objective assessments measure both cognitive and non-cognitive areas. These are used to evaluate students’ needs for gifted and talented services. Each school has a designated Advanced Learning Coach and reviews the screening data collected. Students moving in from other districts or states will be re-evaluated using the placement criteria. 

Characteristics and Identification Process

Referrals are made by:

• Talent Pool
• Teachers/educators
• Parents
• Peers
• Community Members
• Self
• Transfer Students

Committee Assessment: 
The results of the identification are evaluated by the District Placement Committee to ensure consistency and continuity of services provided throughout the district. This committee is composed of Advanced Learning coaches certified in gifted and talented education and includes and classroom teacher(s), counselor, principal or asst. principals. Students and parents are notified about the placement decision by a letter sent in the mail. Parents are invited to setup an appointment to further discuss the results with their building Advanced Learning Coach, Director of Advanced Programs, and/or building-level administrator. Parents may appeal a placement decision with which they disagree, but all appeals should be written and communicated at the building level to the Advanced Learning Coach. 

​Placement

Students demonstrated a specific academic and/or social or emotional need will be referred to the Advanced Programs Department for specific placement or services. Students and their families will be notified by mail so that the identified Advanced Learning student’s weekly schedule will be modified (if needed). Students attend their Advanced Learning instructional classes for a minimum of 150 minutes weekly in block segments (most of our schools meet for extended time beyond the 150 mandatory minutes, weekly.)

Acceleration

In some unique circumstances, whole grade-level or specific content acceleration is also considered a viable alternative for meeting a student’s academic needs.  If a parent, teacher, or other staff member believes there is sufficient evidence to consider potential acceleration, that person is encouraged to initiate that conversation with the building principal and/or Advanced Learning Coach to begin the process for formal acceleration. Every student is capable of self-selecting into one of the accelerated honors courses  in math, science, or English if they are willing to accept the rigorous challenge of curricular compacting and pursue their passions to harness their unique talents to flourish in their chosen career or academic path.