A local program for the education of gifted and talented children may include, but need not be limited to, the following:
(1)The use of assessment instruments, such as nonverbal ability tests and tests in students' native languages, and a selection process that is equitable to and inclusive of underrepresented groups, including low-income students, minority students, students with disabilities, twice-exceptional students, and English learners.
(3)The use of multiple valid assessments that assess both demonstrated achievement and potential for achievement, including cognitive ability tests and general or subject specific achievement tests, applied universally to all students, and appropriate for the content focus of the gifted services that will be provided. School districts
Free access — add to your briefcase to read the full text and ask questions with AI
A local program for the education of gifted and talented children may include, but need not be limited to, the following: (1) The use of assessment instruments, such as nonverbal ability tests and tests in students' native languages, and a selection process that is equitable to and inclusive of underrepresented groups, including low-income students, minority students, students with disabilities, twice-exceptional students, and English learners. (2) (Blank). (3) The use of multiple valid assessments that assess both demonstrated achievement and potential for achievement, including cognitive ability tests and general or subject specific achievement tests, applied universally to all students, and appropriate for the content focus of the gifted services that will be provided. School districts and schools may add other local, valid assessments, such as portfolios. Assessments and selection processes must ensure multiple pathways into the program. (4) The use of score ranges on assessments that are appropriate for the school or district population, including the use of local norms for achievement to identify high potential students. (5) A process of identification of gifted and talented children that is of equal rigor in each area of aptitude addressed by the program. (6) The use of identification procedures that appropriately correspond with the planned programs, curricula, and services. (7) A fair and equitable decision-making process. (8) The availability of a fair and impartial appeal process within the school, school district, or cooperative of school districts operating a program for parents or guardians whose children are aggrieved by a decision of the school, school district, or cooperative of school districts regarding eligibility for participation in a program. (9) Procedures for annually informing the community at-large, including parents, about the program and the methods used for the identification of gifted and talented children. (10) Procedures for notifying parents or guardians of a child of a decision affecting that child's participation in a program. (11) A description of how gifted and talented children will be grouped and instructed in order to maximize the educational benefits the children derive from participation in the program, including curriculum modifications and options that accelerate and add depth and complexity to the curriculum content. (12) An explanation of how the program emphasizes higher-level skills attainment, including problem-solving, critical thinking, creative thinking, and research skills, as embedded within relevant content areas. (13) A methodology for measuring academic growth for gifted and talented children and a procedure for communicating a child's progress to his or her parents or guardian, including, but not limited to, a report card. (14) The collection of data on growth in learning for children in a program for gifted and talented children and the reporting of the data to the State Board of Education. (15) The designation of a supervisor responsible for overseeing the educational program for gifted and talented children. (16) A showing that the certified teachers who are assigned to teach gifted and talented children understand the characteristics and educational needs of children and are able to differentiate the curriculum and apply instructional methods to meet the needs of the children. (17) Plans for the continuation of professional development for staff assigned to the program serving gifted and talented children.