Gifted and Talented Students. The School will identify and provide resources and support to gifted and talented students to enable them to meet their particular academic and emotional needs with a focus on literacy, mathematics, leadership, and creativity. The School will follow the Institute’s procedures for identifying, assessing and serving gifted and talented students.
Gifted and Talented Students. The School will implement the District process for identifying gifted and talented students. Further, the School will develop programming for identified students that is acceptable to the District and comply with state rules to create and maintain an Advanced Learning Plan (“ALP”) for each student who is identified as gifted and talented. Finally, the School will identify an employee who will be responsible for the following: overseeing implementation of the identification process (including universal assessments), drafting ALPs, and ensuring that GT services are being provided in the classrooms.
Gifted and Talented Students. The Network will implement the District process for identifying gifted and talented students. Further, the Network will develop programming for identified students that is acceptable to the District and comply with state rules to create and maintain an Advanced Learning Plan (“ALP”) for each student who is identified as gifted and talented. Finally, the Network will identify an employee who will be responsible for the following: overseeing implementation of the identification process (including universal assessments), drafting ALPs, and ensuring that GT services are being provided in the classrooms.
Gifted and Talented Students. The Academy shall identify and provide services to students who possess demonstrated or potential abilities that give evidence of high-performing capabilities. The Academy will utilize eligibility criteria developed by the Idaho Department of Education. The identification system will align with the Gifted and Talented rules and regulations as identified by IDAPA.
Gifted and Talented Students. The Network will implement at each School a process for identifying gifted and talented students that is acceptable to the District and the Network will comply with state rules to create and maintain an Advanced Learning Plan (ALP) for each student who is identified as gifted and talented.
Gifted and Talented Students. HCCS shall identify and provide reasonable services to students who possess demonstrated or potential abilities that give evidence of high performing capabilities in intellectual, creative, specific academic or leadership areas, or ability in the performing or visual arts, and those students who require services or activities not ordinarily provided by the school in order to more fully develop such capabilities. HCCS will utilize eligibility criteria developed by the Idaho Department of Education as stipulated in Idaho Code 33-2003. The HCCS educational program will support the needs of gifted and talented students through its highly challenging curriculum. HCCS will also utilize the services of the Idaho Center on Disabilities and Human Development (CDHD) to ensure that gifted and talented students at the school are properly identified and provided with appropriate instruction.
Gifted and Talented Students. The Montessori learning approach meets the needs of Gifted and Talented (GATE) Students in the regular classroom—no separate program is necessary. Monticello shall identify and provide services to students who possess demonstrated or potential abilities that give evidence of high-performing capabilities. Monticello utilizes eligibility criteria developed by the Idaho Department of Education. The identification system aligns with the Gifted and Talented rules and regulations as identified by IDAPA 00.00.00.000. Xxxxxxxxxx’s identification process for GATE students uses multiple indicators of giftedness with information obtained through the following methods and sources: • Formal assessment methods, such as group and individual tests of achievement, general ability, specific aptitudes and creativity • Informal assessment methods, such as checklists, rating scales, pupil product evaluations, observations, nominations, biographical data, questionnaires, and interviews. • Information about students from multiple sources, such as teachers, counselors, peers, parents, community members, subject area experts, and the students themselves. The Gifted and Talented Education (GATE) program will be supervised by a certificated staff member who holds the Gifted and Talented Endorsement, or has accrued credits in accredited Gifted and Talented coursework, or by a certificated staff member of another school through a cooperative arrangement. Xxxxxxxxxx uses the Federal definition of Children with Outstanding Talent: “Children and youth with outstanding talent perform or show the potential for performance at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.”*
Gifted and Talented Students. In accordance with Idaho Code § 33-2003, The Village Charter School identifies students possessing high performing capabilities in specific academic, intellectual, leadership, creativity and visual/performing arts talent areas. The identification in each area uses a variety of assessments outlined in The Best Practices Manual for Idaho Gifted/Talented Programs. Once identified, TVCS will implement a modification of curriculum to provide a challenging educational experience. TVCS offers an enriched curriculum for all students. Teachers, with the help of educational assistants and parent volunteers, are engaged in the act of direct teaching throughout the day, using a variety of methods available to them (tactile, visual, kinesthetic, auditory, group and independent approaches). By taking into account and addressing the varying developmental rates and learning style of the student population, it is possible, through this direct-teaching and monitoring approach, to keep the curricula challenging and the expectations for learning high. The result is above grade level performance, high standardized-test scores, and extraordinary levels of parent and student satisfaction. The Limitless Learning Method, in most cases, will meet the needs of our students. If Idaho Code § 33-2001 is not being met through the LLM, programs such as the gifted and talented program may be offered at TVCS. The Board will determine if there is a need for internal services. Students enrolling with an active IEP will receive the services identified in an inclusion setting to meet the intent of their IEP. In all cases, transportation shall be provided to students by their parent(s) or the parent’s representative when exercising dual-enrollment opportunities. Identification. TVCS uses the federal definition of Limited English Proficiency as defined in Title III and IX of the Elementary and Secondary Education Act. Idaho LEP program guidance will be used to support the needs of students who are English Language Learners (ELL). Students for whom English is a second language will be assessed using the ELL placement test. The eligibility criteria (listed below) will be used for a Home Language Survey in order to identify the primary home language other than English. The “Xxxxxxxx Xxxxx” test or a similar test will be used to assess ELL progress throughout the school. • Registration cards include the question: What is the primary language spoken in the home? • If a response is any language other ...
Gifted and Talented Students. The Liberty Charter School environment allows areas to be pursued beyond the scope of the regular curriculum – regardless of the students’ areas of giftedness or talents. The use of a direct instruction method where teachers teach above grade level provides multiple opportunities for students to reach higher learning levels. Students are also encouraged to pursue challenges beyond the scope of the regular curriculum, including Hall of Fame, Famous I, Famous II, and Famous III. At the high school level, this is accomplished through, but not limited to, clustering, competitions, consultations, curriculum compacting, honors classes, concurrent credit college courses. Liberty Charter School uses the following outline of identification procedures for our gifted and talented program: • Intellectual/Academic • Specific Academic • Creativity – see attached student profile • Visual/Performing Arts portfolio/audition; expert recommendation: teacher rating form • Leadership – portfolio; teacher recommendation; parent questionnaire; student questionnaire Eligible Liberty Charter School students will participate in dual-enrollment in local school districts in which they reside as provided for in Chapter 2, Title 33, Idaho Code and Liberty Charter School’s policies regarding dual enrollment. When appropriate the students will enroll in the non-charter school or charter school within their attendance zone. Transportation will be provided to students by their parents when exercising dual-enrollment opportunities. Reimbursement when appropriate for these dual enrollment opportunities will be the same amount as all students who enroll from private schools, home schools, and other public schools.
Gifted and Talented Students. Given the rigorous nature of the academic program at USC Hybrid High School and the personalized, self-paced learning that takes place in Studio courses, all students will be challenged to reach their intellectual potential through the regular instructional program. Differentiation is an inherent part of the academic program, and students who have been identified as gifted or who are achieving at high levels will receive differentiated, personalized instruction at their level. USC Hybrid High School will therefore not offer a formal separate Gifted and Talented Program. Students who are achieving above grade level will be challenged to reach their potential in the following ways: Access to a rigorous, high quality, college preparatory curriculum Online, self-paced coursework that allows them to advance through material as quickly as they are able to, creating the opportunity for them to access higher-level content Project-based learning Honors classes Extracurricular activities that allow them to explore new hobbies and interests and develop their leadership skills Hybrid High ensures that academically low achieving students succeed by offering differentiated instruction, through responsive problem solving as issues occur, and by continuously monitoring student progress and intervening as needed. The academic components of these approaches are implemented through a Response to Intervention (RTI) framework. Response to Intervention (RTI) identifies three tiers of instruction and intervention provided to students who struggle with academic work: Tier 1 — consists of high-quality core instruction founded on research-based best practices and delivered to all students. Tier 2 — involves instructing students in "pull-out intervention.” This typically consists of a group of students who receive focused instruction in study skills, problem solving, and other areas needing improvement. Tier 3 — is a more concentrated form of pull-out intervention in which specialized teachers work with students, either one-on-one or in small groups, to develop basic skills. Hybrid High’s overall instructional design addresses barriers commonly faced by academically low achieving students with: Individualized Pacing: Students have more time to achieve mastery and are able to work at their own pace.
