Gifted Program
IGNITE
(Intellectually Gifted Navigating Intelligence Through Education)
MISSION STATEMENT/PHILOSOPHY
The mission of the Greenwood Leflore Consolidated School District Gifted Program is to provide a qualitatively differentiated educational program for gifted children based on their exceptional abilities, thereby enabling the gifted students to realize their potential contributions to self and society. This is in accordance with the 2013 gifted state regulations.
It is the philosophy of the Greenwood Leflore Consolidated School District that gifted students require a qualitatively differentiated curriculum taught in an atmosphere that allows students to take intellectual risks. We support and develop policies and practices that encourage and respond to the diverse expressions of gifts and talents in youth from all cultures, racial, and ethnic backgrounds, and socioeconomic groups.
Gifted Program
GOALS
I. To provide an enrichment program of purposeful activities designed for the development of the process skills necessary to bring about metacognition and lifelong learning.
II. To provide career exploration opportunities appropriate for gifted children through interdisciplinary connections.
III. To provide activities and counseling that will support the social and emotional needs of gifted students in both self-directed learning, virtual learning, or group situations.
STATE DEFINITION
“Intellectually gifted children” shall mean those children and youth who are found to have an exceptionally high degree of intelligence as documented through the identification process. The needs of these students should be addressed based on the program options provided in the Outcomes for Intellectually Gifted Education Programs Grades 2-6 in Mississippi.
Student Identification Processes
The identification process shall consist of a combination of subjective and objective measures to determine eligibility for the gifted program. No single evaluation method or instrument adequately identifies students who are gifted. Therefore, a multi-factored identification process is followed to ensure a fair evaluation of each individual student.
The identification process shall provide an equitable opportunity for the inclusion of students with an emerging potential for gifted. The student identification processes are separated into six stages The six stages are: referral, LSC review of referral data, parental permission for testing, assessment, assessment report, and the LSC eligibility determination stage.
IDENTIFICATION OF INTELLECTUALLY GIFTED STUDENTS
NOTE: Throughout the identification process, district personnel shall be careful to select measures that target the student’s strengths.
STAGE 1: REFERRAL
There are two types of gifted referral processes:
• Type One - Mass Screening Referral Process addresses those students who are mass screened for gifted eligibility.
• Type Two - Individual Referral Process addresses those students who are individually referred for gifted eligibility.
Type One: Mass Screening Referral Process
A normed group measure of intelligence is used in the Mass Screening Referral Process. The Greenwood Leflore Consolidated School District blanket screens all first and second grade classes each year. Students who obtain a full-scale score at or above the 90th percentile on the normed group measure of intelligence shall move forward in the referral process students who scored at or above the 85th percentile but lower than the 90th percentile on the normed group measure of intelligence shall be subjected to an Emerging Potential for Gifted Referral Checklist (Form 1). If these students meet the criteria on the checklist, they shall move forward in the referral process.
The next step in the process will consist of the collection of substantiated student data obtained through the use of other objective and subjective measures. A student shall satisfy two of the following additional criteria before moving forward to the LSC Review of Referral Data Stage:
1. a score at or above the superior range on a normed published characteristics of giftedness checklist,
2. a score at or above the superior range on a normed published measure of creativity,
3. a score at or above the superior range on a normed published measure of leadership,
4. a score at or above the 90th percentile on total language, total math, total reading, total science, total social studies, or the composite on a normed achievement test,
5. a score at or above the 90th percentile on a normed measure of cognitive ability,
6. a score at or above the 90th percentile on an existing measure of individual intelligence that has been administered within the past twelve months, and/or
7. other measures that are documented in the research on identification of intellectually gifted students.
Individual Referral Process
This process involves students who are individually referred for gifted eligibility. A student may be referred by a parent, teacher, counselor, administrator, peer, self, or anyone else having reason to believe that the student might be intellectually gifted at any time regardless of their academic performance. The person initiating the referral shall sign the referral form. Once the student is referred, the district personnel shall collect the data required to satisfy the referral criteria. Once a referral form has been initiated, signed, and dated, only the LSC or parents can stop the identification process. As Gifted students’ identification requirements, there must be three measures/assessment: Objective Measure-Screener (RAVENS, OLSAT, NNAT, etc) Subjective Measure (Teacher Checklist- GRS, GES, SIGS) and Individual Assessment-IQ Test (RIAS2, KBIT, LEITER, etc.) Students participating in the Individual Referral Process shall satisfy three of the following criteria before moving forward to the LSC Review of Referral Data Stage:
1. a score at or above the 90th percentile on a group measure of intelligence that has been administered within the last year,
2. a score at or above the superior range on a normed published characteristics of giftedness checklist,
3. a score at or above the superior range on a normed published measure of creativity,
4. a score at or above the superior range on a normed published measure of leadership,
5. a score at or above the 90th percentile on total language, total math, total reading, total science, total social studies, or the composite on a normed achievement test,
6. a score at or above the 90th percentile on a normed measure of cognitive ability,
7. a score at or above the 90th percentile on an existing measure of individual intelligence that has been administered within the past twelve months, and/or
8. other measures that are documented in the research on identification of intellectually gifted students.
NOTE: Any student who does not meet the minimum acceptable criteria (score in the 90th percentile) on the normed group measure of intelligence during the Mass Screening Referral Process and does not qualify for the Emerging Potential for Gifted criteria, can be referred by anyone for the Individual Referral for Screening Process. The individually referred student shall not be excluded from the referral process by their performance on the normed group measure of intelligence administered during the Mass Screening Referral Process.
Classroom teachers are asked to complete a Test Selection Checklist (Form 1:2) and an Emerging Potential for Giftedness form (Form 1).
Potentially Twice-Disability Students
Students who already have an eligibility ruling under IDEA and are being assessed for an intellectually gifted eligibility, and who did not satisfy the minimal criteria on the individual test of intelligence shall have their results reviewed by the LSC and a licensed examiner. If a student scores at or above the 90th percentile on the nonverbal scale, or who in the opinion of the reviewing committee would benefit from the participation in the intellectually gifted program, the student may be granted a provisional eligibility for the intellectually gifted program for a period of one year. At the end of that year, the student’s teacher of the gifted shall meet with the review committee to discuss the student’s performance in the program. If the student has demonstrated success in the program, the LSC shall change the eligibility status from provisional to regular eligibility. If the student has not been successful in the program, the provisional eligibility shall be revoked.
Out-of-state gifted eligibilities
Each state has a unique set of eligibility criteria for placement in a gifted program. Hence, a student moving to Mississippi with a gifted eligibility from another state must satisfy Mississippi eligibility criteria before being considered for placement in the gifted program. The eligibility ruling from another state may be used to initiate the referral process in Mississippi. There is no temporary placement in the gifted program while the student goes through the eligibility process within the local district.
In-state gifted eligibility
NOTE: Students who have a valid Mississippi gifted eligibility ruling do not have to be reevaluated before placement.
EXITING THE INTELLECTUALLY GIFTED PROGRAM
*All students exit the program after the 6th grade.
*A parent may remove a child from the program with a written, signed, and dated notification to the teacher (Form 7).
ANNUAL REASSESSMENT:
“The Local Survey Committee (LSC) meets annually to determine continued placement of students in the gifted program. Since participation is an entitlement under law, students should remain in the program as long as they are being successful. Grades and/or success in the regular education program is the responsibility of the regular classroom teachers and should not be considered as a reason for removal from the gifted program (Form 5). Should the LSC determine that a student should exit the program due to lack of progress in the program and/or unsatisfactory participation in the program, the student’s parents must be notified and given the opportunity to discuss the decision with the committee before the student is removed. Should the parents not agree to the removal of the student from the program, the local district shall grant the parents a hearing.”
The initial hearing shall be composed of the student’s teacher of the gifted, an administrator and a decision will be made. If a full time or a provisional status is considered, a contract must be signed by the parents, student, and teacher (Form 6) (Form 14). The student’s progress and participation will be monitored. If the student does not comply, the student will be reevaluated by the LSC, and the student will exit the program (Form 13).
Hearing Process
Parents who are not in agreement with the school based committee decision to remove the student from the gifted program will present their concerns, orally or in writing, to the principal of the school. The principal and parent(s) will attempt to resolve the matter informally.
If the parent(s) is not satisfied with the action taken by the principal, the parent shall within five (5) school days after the meeting with the principal, put their concerns in writing and present them to the Special Education Director for the district.
The Special Education Director will schedule a meeting of the District Local Survey Committee (LSC) within five (5) school days or a time frame agreed upon by the parent(s). Parents will be extended an invitation to attend the District LSC meeting. The District LSC will render a decision based on information shared during the meeting.
INTELLECTUALLY GIFTED PULL-OUT (GRADES 2-6)
A group of all intellectually gifted students is provided services by a properly endorsed teacher in a self-contained room for a recommended 300 minutes per week, or a minimum of 240 minutes per week (Required Minutes modification due to the National Pandemic was 150). The activities in the gifted class should develop and enhance the process skills in the outcomes document, the teaching strategies notebook, and required components of the gifted program standards document. Some of the activities should be short-term exploratory activities that introduce students to ideas and concepts not normally covered in the regular education program. The activities should enhance the integration of advanced content and individual student’s interests utilizing higher-level thinking skills, creative problem solving, critical thinking skills, research skills, personal growth and human relations exercises, leadership skills, and creative expression. Activities should also create an appreciation for the multicultural composition of the school and community.
An Instructional Management Plan is reviewed annually and students’ progress is monitored with a scope and sequence.
Supporting Documents for Onsite, Hybrid, and Remote Learning Environments:
Gifted Hybrid and Virtual Program Guidance- https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OEER/Advanced%20Learning%20and%20Gifted%20Programs/gifted_considerations_8.31.2020.pdf
Gifted Outcomes
Gifted Scope and Sequence
Gifted Standards
Gifted Learning Walk
| Staff Support | Email Address | Primary Location |
|---|---|---|
| Ms. Cynthia Armstrong | cyarmstrong@glcsd.org | Leflore Elem./Claudine Brown/Amanda Elzy Junior |
Ms. Sherry Seals L. Sullivan-Zinn | sseals@glcsd.org lasullivan-zinn@glcsd.org | Davis Elem./Threadgill Elem. Bankston Elem./East Elem. |
Andrea Thomas-Parker, Special Services Director For more information: 662.459.8039 or aparker@glcsd.org
Dyslexia (OVERVIEW)
The purpose of this site is to provide Mississippi educators with guidelines for academic instruction for students with characteristics of dyslexia. This handbook will provide:
general education classroom accommodations/strategies.
I. DEFINITION OF DYSLEXIA The following definition of dyslexia was endorsed by the Board of Directors of the International Dyslexia Association on November 12, 2002: Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. II. DYSLEXIA POLICY The Greenwood Leflore Consolidated School District will comply with all requirements of the dyslexia legislation provided in the Mississippi Code (House Bill 1031, 2012). Greenwood Leflore Consolidated School District will: |
- Administer a dyslexia screener to kindergarten students during the 2nd semester (Spring) and first grade students during the 1st semester (Fall).
- As required by the law, the screener will address the following components:
- Phonological awareness and phonemic awareness;
- Sound symbol recognition;
- Alphabet knowledge;
- Decoding skills;
- Encoding skills; and
- Rapid naming
- If a student fails the screener, the parent or legal guardian will be notified of the results of the screener.
- If a parent or legal guardian of a student who fails the dyslexia screener exercises the option to have an evaluation administered by a licensed psychologist, psychometrist or speech language pathologist licensed under Chapter 31, Title 73, Mississippi Code of 1972; , the resulting diagnosis of the evaluation shall be accepted by the Greenwood Leflore Consolidated School District for purposes of recommending that the parent completes the Dyslexia Therapy Program/Scholarship Application from the State of Mississippi for placement in a dyslexia program in another public school or nonpublic special purpose school. The District will provide intense reading interventions as documented in the district’s response to intervention guidelines to address students’ reading difficulties and enables them to perform on grade level. Should students continue to struggle with reading, writing, and spelling during intensive reading instruction, the Greenwood Leflore Consolidated School District TST (Teacher Support Team) chair will submit a written referral request in writing to MDET (Multi-Disciplinary Evaluation Team) in the Office of Special Education.
Andrea Thomas-Parker, Special Services Director
For more information: 662.459.8039 or aparker@glcsd.org