Green Local Schools Primary Enrichment Program

GREEN LOCAL SCHOOL DISTRICT GREEN PRIMARY ENRICHMENT PROGRAM Grades 1 & 2 PARENT INFORMATION PACKET 2009 - 2010 TABLE OF CONTENTS Acknowledgments . 3 Program Philosophy. 4 Rationale . 4 Goals . 4 Program Descriptions for Grades I & 2 . 5 K - 12 State Gifted ID Guidelines. 6 Ongoing Identification . 6 Tests Used for Gifted ID (grade 1). 7 Criteria for Gifted Program Services (grade 1) . 7 Test Used for Gifted ID (grade 2). 7 Criteria for Gifted Program Services (grade 2). 7 Review Process. 8 Evaluation . 8 Parent Communication . 8 2 GREEN PRIMARY SCHOOL ENRICHMENT PROGRAM ACKNOWLEDGMENTS Many people have contributed to the growth and development of the Green Primary School Enrichment Program and its students. Thanks to the following people who help with implementation of the enrichment program: Kathy Nolan Green Primary School Principal, Grades 1 & 2 Special thanks to the cluster teachers at Green Primary School who provide classroom differentiation to extend the learning of their students. Thanks to the following for their support of the program: Mike Nutter, Superintendent Donna Plunkett, Director of Curriculum/Gifted Programs Coordinator, K - 12 Eydie Snowberger, Treasurer School Board Members Bob Campbell, President James Bell, Vice President Jay Dettorre Connie Leonard Dr. Victor Pinheiro Thanks to the curriculum secretarial staff for their assistance: Melinda Collett Susan Lawson Appreciation is also extended to the parents of the ENRICHMENT students for their continued support of the Primary School staff and programs as we all work together to meet the needs of all students. 3 GREEN LOCAL SCHOOLS PRIMARY ENRICHMENT PROGRAM Grades 1 & 2 2009 - 2010 PROGRAM PHILOSOPHY Green Local Schools is committed to academic excellence and to meeting the needs of all students. The intent of the Primary Enrichment Program is to identify the specific strengths and needs of each child through a comprehensive identification process and to provide for individual needs. This is done through differentiated classroom instruction in a cluster classroom format. Program Rationale • Provides an opportunity for young gifted students to work at a high level the entire day in a cluster classroom rather than just during gifted pullout class • Provides classroom teachers with the opportunity to team with the Gifted Programs Coordinator • Eliminates labeling of students, since grouping is more flexible • Offers programs and activities that are designed to meet the needs of individual students. GOALS To enable students to: • develop creative and critical thinking skills • acquire greater self-understanding and skills in working with others • become self-directed learners • enrich and accelerate their areas of academic strength • use their strengths to explore interests and develop new skills 4 PROGRAM DESCRIPTION Grade 1 Students who have been identified in superior cognitive or specific academic ability are cluster grouped in classrooms with teachers who will receive training in working with gifted students in the development of creative and critical thinking skills. Based on 2008 State Gifted Standards, students must meet at least 225 minutes weekly with a gifted specialist to meet state guidelines for service. Therefore, grade one students will not be recognized as served by the state and Written Education Plans (WEPs) will not be completed for these students. Grade 2 Students who have been identified in superior cognitive or specific academic ability students are cluster grouped in classrooms with teachers who will receive training in working with gifted students in the development of creative and critical thinking skills. Based on 2008 State Gifted Standards, students must meet at least 225 minutes weekly with a gifted specialist to meet state guidelines for service. Therefore, grade two students will not be recognized as served by the state and Written Education Plans (WEPs) will not be completed for these students. Students at both grades 1 and 2 are encouraged to work at their ability levels with a focus on problem solving and higher level thinking skills. Appropriate differentiation according to their needs is provided. Students with IQ scores of 130 or higher, based on grade one gifted testing, who do not have a 95% or higher achievement score in math or reading will be closely monitored in grade 2 and retested in math and reading in March of grade 2 to determine their need for enrichment services the following year. 5 K - 12 STATE GIFTED IDENTIFICATION GUIDELINES Any student who meets the following requirements will be identified as gifted and shall be eligible for the enrichment program in grades K -12. The students who are selected and enrolled in a program have been identified as gifted in one or more of the following areas: Superior Cognitive Ability - A score of 130 IQ on a state-approved ability test is required. Students also qualify for retest if they attain a score of 125-129 IQ. Retesting will occur if student placement into a gifted program is dependent on the necessary qualifying score. Specific Academic Ability - A score of 95% National Percentile Rank (NPR) in total math reading, science, and/or social studies identifies students as gifted in that specific content area based on a state-approved achievement test. Students also qualify for retest if they attain a score of 90-94% NPR in a specific subject area. Creative Thinking Ability - Students who are referred, attain 110 IQ, and demonstrate creative thinking ability as documented through a Checklist of Creative Thinking Characteristics are identified. Visual / Performing Arts Ability - Students who are referred, assessed by a trained assessor through an exhibit of art portfolio and/or performance or audition, and meet the required criteria are identified. A state criterion set forth by H.B. 282 directs the above identification process. A complete description of Eligibility Criteria and Assessment Instruments used for Gifted Identification is contained in the pamphlet entitled “Identification of Children Who Are Gifted - Information for Parents - PB 1-3 Revised.” This pamphlet is available in each building office, on the district website and from the office of the gifted coordinator. Students are identified as gifted based on the state-determined criteria in each area listed above. Once a student has been identified as gifted in a specific area, they are always identified, even if services are not available in the district. H.B. 282 does not guarantee service for identified gifted students, as there is no state law mandating gifted services. Based on the March 2008 State Gifted Standards, Administrative Code 3301-51-15, there is a requirement to provide “written criteria for determining eligibility for gifted services and an equal opportunity for all students to receive that service” if state or local funding and gifted personnel are available to provide service. ONGOING AND NEW STUDENT IDENTIFICATION Testing is done during the year with students who have moved into the district. Requests for testing during the year can be made in the following manner: 1. Parents, teachers, administrators, or private visual / performing arts instructors may refer students for assessment. 2. Referrals are made to the coordinator of the gifted program. 3. If further assessment is needed based on assessment guidelines in the district identification plan, the parents will be notified to request permission and the testing will be completed. 4. If the assessment indicates that placement in the program is appropriate, the parents will be notified, the program explained, and permission requested for participation. 6 Grade 1 Tests Used for Gifted Identification Test results from kindergarten testing were used to determine gifted services based on test scores from a state-approved achievement test in math and/or reading that was administered to those students who were referred by teachers and/or parents. Testing of all grade one students will occur in March 2010 in math and reading using a state-approved achievement test. In addition, a state-approved ability test is used to identify students in Superior Cognitive Ability. These test results will be used to determine gifted identification and services in grade two. Grade 1 Criteria for Gifted Program Services All first-grade students who are identified with specific academic ability based on math and/or reading testing completed in kindergarten qualify for gifted services in first grade. Students must have had a score of at least 95% in math and/or reading in kindergarten. Grade 2 Tests Used for Gifted Identification State-approved achievement test and state-approved ability test results from grade one or other achievement and ability tests done in kindergarten have been used to determine needed gifted services in grade two. All grade two students will be tested in March, 2010, in math, reading, science, and social studies using a state-approved achievement test. Results will be used to determine needed gifted services the following year in third grade. Grade 2 Criteria for Gifted Program Services All second-grade students who are identified with specific academic ability in math and/or reading based on testing completed in kindergarten or first grade qualify for math and/or reading gifted services. Students who have attained the score of 130 IQ and/or 95% National Percentile Rank (NPR) in math or reading will be placed in a cluster classroom and the teacher will be made aware of their high scores and will be responsible for assuring they are appropriately challenged. Consulting assistance from the Gifted Coordinator will be provided as needed. Teachers receive training in working with gifted students in the development of creative and critical thinking skills. 7 REVIEW PROCESS Placement for the succeeding year will be based on an evaluation of the student's performance in the cluster classroom. If a change is appropriate, the parents will be notified and options will be discussed. Parents of students who are experiencing difficulty in the cluster group during the year may request a parent meeting with the classroom teacher and principal, in consultation with the Gifted Programs Coordinator.

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