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Programs for Gifted Students

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Programs for Gifted Students The Identification, Placement York Region District School Board Full-Time Gifted Program Locations and Review Committee (IPRC) (Monday to Friday) All grade three students in the York Region For information related to the IPRC process, please contact District School Board are invited to your home school. participate in the gifted screening process. Students write the Insight, a group test of CEC North cognitive abilities. A similar process is in Rogers Public School (Gr. 4-8) place for post-grade 3 gifted screening and Sutton Public School (Gr. 4-8) identification. Newmarket High School Student Services Coordinators Students who meet the criteria for gifted Gail Stewart/Amanda LeBlanc (905-895-5155) identification are referred to an IPRC. All pertinent information is reviewed by the CEC Central IPRC before a decision is made regarding Aurora Senior Public School (Gr. 4-8) identification as gifted and program Charles Howitt Public School (Gr. 4) placement. Crosby Heights Public School (Gr. 4-8) Silver Stream Public School (Gr. 4-7) Parents are encouraged to participate in Richmond Hill High School the IPRC meeting. Placement is reviewed Student Services Coordinators each year. Kate Diakiw/Cathy Hughes (905-884-4477) Programs CEC West Glen Shields Public School (Gr. 4-8) Special Education Advisory Henderson Avenue Public School (Gr. 4-8) for Committee (SEAC) Michael Cranny Elementary School (Gr. 4-8) SEAC is an advisory committee which may make Thornhill Secondary School recommendations to the Board regarding Special Woodbridge College Education programs and services. A SEAC brochure Student Services Coordinators is sent to parents along with the invitation to an IPRC Walter Chewchuk/John Tsourounis (905-764-6830) ifted tudents meeting. G S CEC East Ashton Meadows Public School (Gr. 4-7) Boxwood Public School (Gr.5-8) The Association For Donald Cousens Public School (Gr. 4-6) John McCrae Public School (Gr. 6-8) Bright Children (ABC) Parkland Public School (Gr. 4-7) ABC Ontario is a non-profit organization providing R.H. Crosby Public School (Gr. 4-6) support, information and advocacy for bright and William Berczy Public School (Gr. 4-8) gifted children and their families. ABC promotes Markham District High School communication and working in partnerships at both Markville Secondary School the local and provincial levels with individuals, Student Services Coordinators teachers, school boards and the Ministry of Sandi Cole/Kim Tanaka (905-940-7800) Education. There are two ABC chapters in York Region. You can contact them at Rev. January 2013 ONE DAY PER WEEK PROGRAM (grades 4-8 www.abcontario.ca. only): PrIDE North (Rogers P.S.) and PrIDE South (H.G. Bernard P.S.) are for elementary students only. Options for Students who are Gifted Programs for students who are gifted in York Region Elements of the Educational Program begin in Grade 4. The following options for placement Definition for Students who are Gifted are available: Students identified as Gifted through an IPRC are expected Giftedness is defined as “an unusually to demonstrate achievement of the same learning Remain in Home School advanced degree of general intellectual ability expectations for their grade level. The gifted program is The student may remain in his/her home school and that requires differentiated learning experiences based on the Ontario Curriculum and is differentiated in continue in the regular classroom program. Staff at the of a depth and breadth beyond those normally various ways to address the strengths and needs of gifted home school will discuss accommodation strategies. provided in the regular school program to learners. Some examples of this are: satisfy the level of educational potential Program for Individual Development and indicated.” Depth, Breadth, Pace and Kind: Students are given the Enrichment (PrIDE) chance to study topics in greater detail and to explore the PrIDE is a one day a week withdrawal program for -Ministry of Education and Training broad context of themes. They may proceed from concepts students identified as gifted in Grades 4 through 8. The already mastered to more challenging material within a students attend their home schools for the remainder of theme or grade. Students therefore have the chance to the week. Entry into PrIDE may occur in Sept. and Feb. study themes and concepts in greater depth. Full-Time Gifted Program (Monday to Friday) Characteristics of the Gifted Inquiry-Based Research: There are many ways in which The student may attend a Partially Integrated gifted students can learn and use the skills of research, inquiry program at one of the designated schools. Learner and presentation in order to maximize their potential as Individuals who are gifted possess as broad a range of independent learners. personality traits as any other group. There are, however, FACTORS TO CONSIDER: some characteristics common to many learners with Thinking Skills: Students are taught how to think The following factors should be considered when discussing and giftedness, including: effectively. The skills of creative and critical thinking are making recommendations for placement: integrated within the themes studied and the basic skills • the importance of the home school in the social, cultural and educational life of the child; • Advanced Cognitive Ability: being taught. • the degree to which the educational needs of the child are the capacity to absorb large quantities of information and being met by the home-school program; to think in abstract, conceptual and analytical ways; • the degree to which the child needs motivation/stimulation The Individual Education Plan beyond the regular program; and • Capacity for Autonomous Learning: • the development of the child’s work habits, responsibility, An Individual Education Plan (IEP) is developed for every a tendency to be curious; an eagerness and motivation to task-commitment, and organizational skills. student who is identified as exceptional. The IEP for a carry out in-depth inquiries; an interest in a wide range of student who is gifted may contain a general description of topics; Parents and guardians of external students who request that ways in which the program is differentiated to address the their child be placed in a YRDSB gifted program must: needs of gifted students. It may also contain specific goals • have a valid York Region address and have proof of • Creativity: and strategies which focus on the strengths and needs of their address; a capacity for seeing unusual and diverse relationships the individual student. Parents are consulted in the • register at their YRDSB regular home school. The and for generating original ideas and responses; and development of the IEP as outlined in the Ministry Guide to school locator can identify the home school based the IEP. It is a working document which is reviewed ay address; each reporting period and may be updated as the needs of • Affective Characteristics: • provide a signed consent form (FOR- 355-01) for the student change. a heightened sensitivity in certain areas including a strong Psychological Services staff to review the student’s sense of moral judgement. assessment; and • provide a thorough psychological assessment containing at least a full intelligence test and full academic assessment along with a review of school- based functioning. .
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