The goals of the gifted education program are…
• To provide differentiated learning experiences which enhance the regular
• To help students become more independent and self-directed learners.
• To enable gifted students to interact with and challenge each other by structuring
a format through which they are able to work with other students with similar
abilities and interests.
• To develop students’ creative problem solving and critical thinking, reasoning
abilities, and skills in decision-making and communication.
• To assist in developing personal growth, social skills, and self-esteem and in
recognizing and responding to specific strengths and needs of self and others.
• To utilize all available resources to enhance the learning opportunities for high
Students in grades kindergarten through eighth can be referred for testing for the Gifted
Education Program by a parent/guardian or teacher who believes that a student may
meet the gifted criteria.
The testing to determine eligibility for the gifted program includes an achievement test
and an intelligence test (IQ). Once testing is requested district personnel will administer
the KTEA, an achievement test for math, reading comprehension, and writing. If scores
are above the 97th percentile in one or more areas, then the WISC-IV test will be given.
This measures the student’s intelligence quotient. A score of 127 or above would
qualify your child for the Gifted Education Program.
Discontinuance of Participation
Parents or guardians may request discontinuance from participating in the gifted
program at any time they believe the gifted program has met the needs of their child.
Parents or guardians, on behalf of their child, may appeal decisions regarding
identification or participation options by following Policy File: KLD Public Complaints
About School Personnel or Programs. Complaints and grievances are best handled
and resolved as close to their origin as possible. Therefore, the proper channel of
complaints for gifted program placement will be as follows:
• Teacher/classified employee
• Differentiated Instruction Coach
• Director of Special Services
• Superintendent of School
• School Board
If a resolution is not reached through the proper channels then a written appeal can be
made. The steps for this are identified in the policy high lighted above.
Implementation of Gifted Education Services
At the elementary level, students in the gifted program receive support through the
collaboration of the Differentiated Instruction Coach and their classroom teacher in
clustered groups. The teacher and Coach are able to provide extended learning
opportunities to the group. Cluster grouping provides an effective component to our
gifted education program for this age of learners. They also benefit from time together
as a small group, so the Differentiation Instruction Coach will rotate through the grades
(k-5) to ensure each grade level has time for gifted projects. These projects are based
on the classroom curriculum at that time and are planned together with the classroom
teacher. These clusters move together during grades 1-5. Students’ progress in K-5
will be monitored through classroom observations, and product assessments. Products
will be expected to demonstrate higher order thinking, and divergent and abstract
In grades six through eighth, students will be placed in a heterogenous mix. The
Differentiated Instruction Coach works with teachers to help them differentiate the
curriculum for the students. The Coach is available to come into classrooms and to
meet with teachers at team meetings to provide ideas and suggestions to best meet the
individual needs of the gifted learner.
At the High School level, the Differentiated Instruction Coach works with high school
teachers to differentiate in general education classrooms. The Differentiated Instruction
Coach will also work with students and the guidance counselor to help students make
course decisions as needed. Students also have the opportunity to take Honor’s,
Advanced Placement and Dual Credit courses during their high school years.
General Program Management
Staffing and professional development
All specialist teachers in gifted education should possess a certification or degree in
Regularly scheduled planning time will be allotted to the gifted education teacher to
assist classroom teachers with compacting and differentiating curriculum.
All school staff will be provided ongoing staff development in the nature and needs of
gifted learners, and appropriate differentiated instructional strategies. Additional training
may take place in faculty meetings.
Responsibility of educating the gifted learner
Responsibility for the education of gifted learners is a shared one requiring strong
relationships between the gifted education program and general education district wide.
Relationships between the gifted education program and general education will be
fostered through staff development, partnerships in developing curriculum and on-going
Socio-Emotional Guidance and Counseling
Recognizing that gifted learners have unique socio-emotional development needs, a
scope and sequence curriculum containing personal/social awareness and adjustment,
academic planning, and vocational and career awareness will be provided to gifted
A diversity of resources such as parents, community, and technology should be
available to support the gifted education program. There should be a growing network of
these resources developed in cooperation with the general education district wide.
The gifted education program will be evaluated annually based on the student needs
and best practices.
Communication of programming