• Gifted and Talented


    Welcome to the Mancos Re6 Gifted and Talented page.  On this page you will find information related to understanding gifted education including the identification process, programming, and additional resources. 

    Gifted Education Mission


    Recognize and nurture the development of exceptional abilities so that all gifted students demonstrate positive self-esteem, high level thinking and creative productivity.

    Principles:
    • Relevant, appropriate instruction and outcomes for gifted learners
    • Shared responsibility and involvement of educators, parents, and community for the academic and affective outcomes and growth of gifted learners
    • A climate of excellence and rigorous curricula for every child
    • Differentiation in curricula, instruction, and assessment supporting tiered programming and a continuum of services for every gifted learner
    • High quality standards for educators and counselors who work with gifted learners
    • Identification and gifted programming in all populations of race, culture, gender, and income level
    Definition:   
             

    "Gifted and talented children" means those persons between the ages of five and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Children under five who are gifted may also be provided with early childhood special educational services. Gifted students include gifted students with disabilities (i.e. twice exceptional) and students with exceptional abilities or potential from all socio-economic and ethnic, cultural populations. Gifted students are capable of high performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness:
    • General or specific intellectual ability
    • Specific academic aptitude
    • Creative or productive thinking
    • Leadership abilities
    • Visual arts, performing arts, musical or psychomotor abilities
    (Exceptional Children’s Education Act (ECEA) Section 2220-R-12.00)

    Common Characteristics
    • Exhibits advanced vocabulary for age or grade.
    • Reads with a comprehension at an early age.
    • Shows quick mastery and recall of factual information.
    • Is a keen and alert observer.
    • Displays curiosity about many topics.
    • Has a passionate interest area.
    • Shows intense concentration.
    • Prefers complex and challenging tasks rather than "basic" work.
    • Sees connections between apparently unconnected ideas and activities.
    • Prefers to work independently.
    • Prefers older companions.
    • Is a perfectionist.
    • Has a sophisticated sense of humor.
    • Loves puzzles, mazes and numbers.
    • Is a good problem solver.
    • Is persistent.

    Identification Process

    Screening
    Students are screened by Gifted Education staff using the Naglieri Nonverbal Ability Test (NNAT) in 2nd and 7th grades. Students may also be screened by classroom teachers trained in the use of the Kingore Observation Inventory (KOI) or Teacher’s Observation of Potential in Students (TOPS) as supplemental analytical observations to differentiate instructional rates and levels in response to the needs of students.
     
    Referral
    Students may be referred for services a number of ways:
    • Teachers
    • Parents/Guardians
    • Counselors
    • Self
    • Peers
    • Administrators
    • Community Members
    After students are screened and/or referred, a body of evidence is gathered and reviewed for formal identification by the Gifted Education staff member and the RtI Committee. The body of evidence includes the following documents:
    • Screening assessments
    • District and State assessment data
    • Grades
    • Anecdotal information
    • Teacher and Parent Inventories
    • Portfolio of demonstrated performance
    Identification Indicators for Gifted Programming
    • Advanced achievement on MAP assessments
    • Advanced achievement on CSAP assessments
    • High grade point averages (GPA)
    • Exceeds expectations as evidenced by demonstration or portfolio
    • Anecdotal records of high performance
    Programming
    Balanced programming includes the components that provide for the educational needs of gifted and talented students.  The programming components are based upon national standards, research and best practices in gifted education. 

    Programming components address the instructional and grouping practices that promote high achievement for gifted students.  It is essential that programming choices link to the student profile compiled during the identification process.  Programming seeks development of the whole child so that gifted students become successful adults demonstrating self-esteem, self-efficacy and creative productivity in their own ways.
     
    The programming components include:
    • Structure for learning; placement
    • Affective guidance and college planning
    • Differentiated curriculum, instruction, and assessment (decisions about pace, depth, and complexity)
    • Content Extensions
    All gifted students require balanced gifted programming over time.  It is our district’s responsibility to ensure that programming components are accessible to gifted students through options in classroom instruction, advanced curriculum, targeted programs, community resources, or acceleration and counseling interventions. Student eligibility for special programming and an ALP must be reviewed every three years or at transitions. A current copy of the District budget and Program Plan may be obtained from the Gifted and Talented District Coordinator.

    Student Services


    Elementary
    • Differentiated Instruction
    • Gifted Education facilitator
    • Advanced Learning Plans
    • Activities outside the regular classroom
    • Art enrichment
    • Independent study
    • Leadership opportunities
    • Educational competitions*
    • Special classes or clubs, when offered**
    Middle School
    • Differentiated Instruction
    • Gifted Education facilitator
    • Advanced Learning Plans
    • Accelerated Instruction
    • Enrichments***
    • Educational Competitions*
    High School
    • Differentiated Instruction
    • Gifted Education facilitator
    • Advanced Learning Plans
    • Accelerated Instruction
    • PCC and Fort Lewis classes
    • Educational competitions*
    • Special classes or clubs, when offered
    • Mentorship
    • Work study

    *which may include Spelling Bee, Geography Bee, Destination Imagination, and Knowledge Bowl
    **which may include Reading, Writing, Music, and Performing Arts
    ***which may include Spanish, Outdoor Education, Math Counts, 8th Grade Science Fair, History Day, Drama, Archaeology, Art, and Band


    Appeals Process
    The appeals process begins when a student and/or parent is not satisfied with the decision of the assessment team in planning the student's educational programming and determination of gifted and talented services. This process involves the reconsideration of any of the assessment process for gifted and talented services.

    • Before a formal appeal, an attempt should be made at the building level to resolve the disagreement. The student or parent shall request a conference with the building level Gifted and Talented facilitator in order to review the student profile and test scores, along with a thorough explanation of the screening process and its purpose.
    • If the conference with the building level Gifted and Talented facilitator is not to the satisfaction of the student or parent's satisfaction, then a written appeal must be submitted to the building Principal. The Principal must schedule and hold a conference with the submitting party upon receiving the written appeal. The written appeal must contain a statement of the complaint, any evidence in its support, the solution desired, the student or parent's signature and the date the appeal is submitted.
    • If the outcome of the conference with the building level administrator is not to the student or parent's satisfaction, then the submitting party shall request a conference with the Director of Exceptional Student Services at the Southwest Board of Cooperative Educational Services. The Director will schedule and hold a conference with the disagreeing party. This decision is final.

    Supporting Your Gifted Child . . . At Home


    Activities

    • Read aloud routinely as a family, even when children can read themselves
    • Read the classics.
    • Encourage friendships.
    • Join an adult interest group (photography, birds, chess, etc.) with your child.
    • Encourage your child to enter contests.
    • Help your child to develop presentation skills. Sign up for a storytelling class or encourage her to become a magician, clown, or juggler.
    • Explore the non-fiction section of your library.
    • Select challenging games and play them with your children.
    • Encourage your child to start a collection, going beyond just gathering objects. Think of ancillary activities to enhance the project.
    • Foster an appreciation for the arts. Visit museums and attend concerts. Participate in a play or be a member of a stage crew.
    • Choose a foreign language to learn as a family.
    • Host an exchange student.
    • Encourage your child to keep a journal or find a pen pal.
    • Teach your child how to take advantage of new technologies.
    • Develop your children's bodies as well as their minds. Include some family fitness activities.
    • Let your child plan his birthday party around a theme.
    • Borrow recipe books from the library and have your child prepare a weekly meal. Try some ethnic dishes.
    • Take advantage of the free offerings at nearby colleges.
    • Arrange for an internship for your child at a local business.
    • Encourage science projects and inventions.
    • Check out special-interest classes and camps.
    • Become involved in a social cause as a family.
    • Promote environmental awareness by adopting and endangered animal, planting trees, recycling, buying an acre of rain forest, etc.
    • Study the stock market. Purchase some stock or mutual funds and track the investment.
    • Encourage your child to be an entrepreneur.
    • Support your child's interest in construction.
    • Dream, imagine, and have fun!
    Attitudes
    • Model life-long learning.
    • Encourage and model good communication with your children.
    • Encourage your child to share his/her feelings in an accepting environment.
    • Be a good listener.
    • Be a facilitator and guide. Share in the adventure of learning something new.
    • Allow childhood to be a part of your gifted child's life.
    • Don't compare your children with each other.
    • Make free time a regular pastime. Don't "over program" your child.
    • Set clear and consistent expectations and consequences. Follow through.
    • Help your child believe in him/herself.
    • Nurture the passions and interests within your child.
    • Compliment your child with accurate descriptors only when deserved: bright, good thinker, rather than brilliant, genius, etc.
    • Model general respect for educators. Avoid critical conversations of particular teachers in front of your child.
    • Be a role model who reflects the values you demand of others.
    • Value hard work and the satisfaction of achievement.
    • Emphasize the positive. Deal with the negative in non-judgmental ways.
    • Discuss effective ways to solve problems and deal with failure.
    • Encourage independence through responsible behavior.
    • Remember who the student is, who owns the homework, and who needs to do the learning.

    Additional Resources
     
    Mancos School District Resources:
    Differentiated Classroom, DVD, ASCD
    Differentiated Instruction Toolkit, ASCD
    Best Practice in Gifted Education, Ann Robinson and Bruce M. Shore
    When Gifted Kids Don’t Have All the Answers, Jim Delisle and Judy Galbraith
    The Kingore Observation Inventory, Bertie Kingore
    Differentiation in Practice, (grades K-5, 6-8, 9-16), Carol Ann Tomlinson
    Designing Services and Programs, Jeanne H Purcell
    How to Differentiate Instruction, Carol Ann Tomlinson
    Differentiated Instructional Strategies, Gayle H. Gregory  
    At Work in the Differentiated Classroom DVD and Facilitator’s Guide, ASCD
    Other Books:
    They Say My Kid’s Gifted, Now What?
    You Know Your Child is Gifted When…
    Smart Boys
    Smart Girls
    The Gifted Kids’ Survival Guide II
    What Smart Students Need to Know
    School Power: Strategies for Succeeding in School
    The Kid’s Guide to Service Projects
    Leadership for Students
    College Comes Sooner Than You Think!
    College Planning for Gifted Students
    Parenting Gifted Kids:  Tips for Raising Happy and Successful Children
    The Survival Guide for Parents of Gifted Kids
    The 7 Habits of Highly Effective Teenagers
    Teaching Gifted Kids in the Regular Classroom:  Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented
    Reaching All Learners:  Making Differentiation Work
    The Center for Autonomous Learning

    Colorado Department of Education
     
    Summer Institute for the Gifted
     
     
    National Association for Gifted Children (NAGC)


    Glossary of Terms


    Acceleration - Moving through academic content at a faster pace.
    Advanced Learning Plan (ALP) - An individualized educational program set on paper that may include such options as acceleration, differentiated instruction, and enrichment activities, and affective counseling and guidance.
    Affective needs - The social and emotional considerations of an individual.
    Cluster grouping - The intentional selection of a group of similar ability students in an otherwise mixed-ability classroom for a particular learning activity.
    Cognitive needs - The intellectual needs of an individual.
    Cooperative learning - An instructional strategy in which small, usually mixed-ability, groups of students work collaboratively to learn.
    Differentiation - The modification of programming and instruction based on a student's academic need and intellectual ability.
    Enrichment -  The enhancement of the curricular program with additional opportunities and avenues of learning.
    Mentorship -  A cooperative arrangement between a student and a professional adult for the purpose of sharing common interests in a particular skill, knowledge, or career orientation.
    Proficiencies - The School District's recognized standards of achievement that students must meet in order to advance in school.
    Pullout programs - Classes and activities held during the school day but outside the regular classroom.


Group Announcements

  • Supporting Your Gifted Child In School

    A successful partnership between home and school largely depends upon common knowledge, direct and honest communication, mutual respect, and focus on solution through shared responsibility.

    Attitudes
    See yourself as a contributor to enhanced learning. Be willing to give your time and talents (not just complaints). Be assertive, not adversarial. Take time to say 'thank you' to your child's …

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Discussion Topics

  • Gifted Services for Mancos Students

    Posted by Jeanette Allen on 7/5/2009 12:57:00 PM

    Although school districts need to comply with certain state and federal guidelines for gifted education, districts do have the opportunity to create programs specific to their school population and communities.  We encourage students, parents and community members to provide ideas for discussion regarding future planning for the Mancos gifted program. 

    Comments (0)

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  • Priestley, Adam

    Business: 970-533-7746
    Mobile: 970-901-1925
    Email: apriestley@mancosre6.edu
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