Policy

Anti Bullying Policy – 2023 -2024

Gifted and Talented Policy

2023-2024

DIPS Vision:

DIPS, in partnership with parents and community, strives to ensure all students are digitally literate, lifelong learners, productive citizens, and nurture their well-being in an inclusive learning environment.

Gifted and Talented Policy

1. Rationale:

This policy outlines the procedures for identifying and supporting gifted and talented students (G/T) starting in Grade 3 at our K-12 private school. Our goal is to create a comprehensive program that nurtures the unique abilities of these students, fostering their academic, social, and emotional development in a challenging and supportive environment. This is in addition to promoting equity, inclusion, and the optimal development of each student’s potentials.

1. Guiding Principles

• Early Identification: Recognizing G/T potential early allows for tailored interventions and support.
• Multiple Measures: A variety of assessment tools will be used to ensure a holistic understanding of each student’s strengths and needs.
• Differentiation: Curriculum and instruction will be adapted to meet the individual needs of G/T learners.
• Collaboration: Parents, teachers, and specialists will work together to create a successful G/T program.
• Equity and Access: Every child with G/T potential, regardless of background or abilities, will have access to appropriate support and opportunities.

III. Identification Process

1. Grade 3:

• Universal Screening: All third-graders will participate in universal screening using standardized measures of cognitive ability (CAT 4) and academic achievement.
• Teacher Nominations: Teachers will identify students who demonstrate exceptional abilities in various domains (e.g., academics, creativity, leadership).
• Parent Input: Parents/guardians can provide valuable insights into their child’s abilities and interests.

1. In-Depth Evaluation:

• Students exceeding the predetermined threshold of 126 or greater in any battery of the CAT 4 assessment or nominated by teachers/parents will undergo a multi-faceted evaluation.
• This may include individual intelligence testing, portfolio reviews, performance-based assessments, and interviews with students, parents, and teachers.

1. Eligibility Committee:

• A committee composed of specialists, teachers, and administrators will review all evaluation data and determine program eligibility. (to be formed by end of AY 2023-2024)

1. Program Options

• Pull-out Model: G/T students participate in small group enrichment classes focused on specific areas of interest and talent.
• Push-in Model: Teachers differentiate instruction within the regular classroom to meet the needs of G/T learners.
• Independent Study: Advanced projects and research opportunities tailored to individual student interests.
• Mentorship Programs: Pairing G/T students with experts in their chosen fields.

1. Program Monitoring and Evaluation

• Ongoing progress monitoring will ensure students are challenged and supported effectively.
• Regular program evaluation will assess effectiveness and identify areas for improvement.

1. Communication and Collaboration

• Regular communication with parents/guardians about their child’s progress and program participation.
• Collaboration with teachers to provide differentiated instruction and support G/T students in the classroom.
• Professional development opportunities for teachers on G/T education and differentiation strategies.

VII. Confidentiality

• All G/T identification and program participation information will be treated with the utmost confidentiality.

VIII. Review and Revision

• This policy will be reviewed and revised periodically to ensure it remains aligned with best practices and the school’s educational philosophy.

1. Resources

• The school will allocate adequate resources to support the G/T program, including qualified personnel, materials, and professional development opportunities.

By implementing this comprehensive G/T policy, our school can ensure that all students with exceptional abilities have the opportunity to reach their full potential and become future leaders, innovators, and changemakers.

Addendum 1:

Gifted and Talented Identification Process

Step 1: Universal Screening (Early Fall)

• All third-graders will complete standardized assessments of cognitive ability and academic achievement (e.g., cognitive ability tests, standardized achievement tests, such as CAT 4 and MAP). These assessments provide initial data on students’ potential for giftedness.

Step 2: Teacher Nominations (Throughout the Fall Semester)

• Teachers will observe and identify students who demonstrate exceptional abilities in various domains, considering factors like:
  • Academics: Advanced understanding, critical thinking, mastery above grade level.
  • Creativity and Innovation: Originality, divergent thinking, problem-solving skills.
  • Leadership: Effective communication, initiative, organizational skills.
  • Visual and Performing Arts: Exceptional talent in music, art, drama, or dance.
• Teachers will submit nomination forms, providing anecdotal evidence and specific examples of the student’s abilities.

Step 3: Parent Input (Optional, Ongoing)

• Parents/guardians are encouraged to share their observations and insights about their child’s abilities, interests, and learning styles. This can be done through informal conversations with teachers, parent-teacher conferences, or completing a parent questionnaire.

Step 4: In-Depth Evaluation (For Students Exceeding Thresholds or Nominated)

• Students who score above a predetermined cut-off on the universal screening or are nominated by teachers/parents will undergo a more comprehensive evaluation. This may include:
  • Individual Intelligence Testing: Measures cognitive abilities like reasoning, problem-solving, and spatial reasoning.
  • Portfolio Review: Collection of student work showcasing their strengths and accomplishments in various areas.
  • Performance-based Assessments: Hands-on tasks or projects that demonstrate specific skills and talents.
  • Interviews with Students, Parents, and Teachers: Gathering different perspectives on the student’s abilities and needs.

Step 5: Eligibility Committee Meeting (Early Spring)

• A committee composed of specialists, teachers, and administrators will review all evaluation data (screening scores, nominations, in-depth evaluation results) and discuss each student’s case.
• The committee will determine eligibility for the G/T program based on established criteria and a holistic understanding of the student’s strengths and needs.

Step 6: Notification and Program Placement (Spring)

• Parents/guardians and students will be notified of the eligibility decision and program options available.
• Decisions will be communicated in a clear and respectful manner, addressing any questions or concerns.
• Students who qualify will be placed in the most appropriate G/T program option based on their individual needs and interests.

Addendum 2:

Understanding the Gifted and Talented Child

Gifted and talented (G/T) students have unique needs that differ from their typical peers in several ways. Here are some key points to consider:

Academic Needs:

• Advanced Learning: G/T students often learn faster and deeper than their peers. They crave complex material, intellectual challenges, and opportunities to explore their interests in depth. Traditional curriculum and pacing may feel monotonous and unfulfilling.
• Differentiation: They require instruction tailored to their specific abilities and learning styles. This may include acceleration, enrichment activities, independent study projects, and opportunities to engage in higher-order thinking skills like critical analysis and problem-solving.
• Motivation and Engagement: G/T students can become bored or disengaged if their intellectual needs are not met. Maintaining their motivation and enthusiasm requires providing meaningful challenges, fostering autonomy, and allowing them to pursue their passions.

Social and Emotional Needs:

• Social Asynchrony: G/T students may experience asynchronous development, where their intellectual abilities are advanced compared to their social and emotional maturity. This can lead to difficulties connecting with peers and feeling isolated.
• Perfectionism and Sensitivity: They often have high standards for themselves and can be perfectionistic, leading to anxieties, frustration, and fear of failure. They may also be highly sensitive to criticism and social judgment.
• Need for Peer Interaction: Despite potential social challenges, G/T students still need meaningful peer interaction with others who share their interests and intellectual capacities. Providing opportunities for peer mentorship, collaboration, and participation in G/T-specific social groups can be crucial.

Additional Needs:

• Creative Expression: G/T students often possess strong creative abilities and need outlets to express their unique ideas and talents. Providing opportunities for creative projects, artistic endeavors, and exploration of various artistic mediums can be essential.
• Leadership and Advocacy: Many G/T students demonstrate strong leadership potential. Empowering them to take on leadership roles within the school community or advocating for causes they care about can foster their sense of responsibility and agency.
• Individualized Support: While some G/T students thrive in a mainstream setting with appropriate differentiation, others may benefit from additional support, such as counseling, social-emotional learning programs, or personalized mentorship.

Remember: G/T students are a diverse group with varying needs and individualities. Addressing their unique needs requires a personalized approach that considers their academic, social, emotional, and creative abilities. By understanding their specific challenges and opportunities, schools and educators can create supportive environments that nurture their talents and help them reach their full potential.