Gifted and Talented Coordinator: Tina Grivois
Phone: 567-3264

During the 2004-05 school year, the district's Gifted and Talented Committee met with the Superintendent to revise the district's plan to meet current state requirements.

As a result, the MSAD #56 Gifted and Talented Plan was approved by both the State, and then the MSAD #56 Board of Directors on August 9, 2005.

Goals of the Program

Children to be Served

Definitions

Identification Process

Goals

All children who excel or have the ability to excel will have the opportunity to pursue an education, which will challenge them to grow from potential to performance. The Gifted and Talented Program will support these students by:

• providing an appropriate learning rate and instructional level
• providing program models, instructional strategies and materials that will challenge students
• providing advanced conceptually complex and carefully differentiated curricula
• providing appropriate settings for the changing needs of students
• assuring that all learning experiences are aligned to the content of the MLR
• developing personal learning plans that will specify how individual needs will be met
• building the capacity in all classes to emphasize critical and creative thinking

Children to be Served

Gifted and talented students shall receive specialized, differentiated instruction if they have exceptional abilities, aptitude, skill or creativity in one of the following categories:

General Intellectual Ability:

Shows or demonstrates significant achievement, or potential for significant accomplishment, above their age peers in all academic areas.

Specific Academic Aptitude:

Shows or demonstrates significant achievement, or potential for significant accomplishment, above their age peers in one or more academic areas.

Definitions

• Gifted and Talented Children: Those children who excel, or have the potential to excel, beyond their age peers. True "giftedness" is found in only 1% to 2% of children.
• Gifted and Talented Program: A program that provides specialized, differentiated instruction beyond that available in the regular school program.
• Differentiated Instruction: Creating multiple paths so students of different abilities experience appropriate ways to absorb, use, develop, and present concepts.
  
  
  

Identification Process

The identification process will be a 4-step process, involving two phases of screening and two information review sessions.

1. Phase #1 Screening: The first phase involves all students grades 3 to 12. In this phase, students will be screened using at least three different methods.
2. Information will be reviewed by the gifted and talented committee. Potentially gifted and talented students will be identified and then participate in the Phase #2 screening process.
3. Phase #2 Screening: The second phase will involve at least two different screening methods.
4. Information will be reviewed by the gifted and talented committee. Gifted and talented students will be identified.