Talent Development

Instruments

In order to identify students for the Talent Development Program, several assessment instruments are utilized. The student profile includes:

1. Minnesota Comprehensive Assessment scores
2. FAST testing, iReady, MAP/NWEA
3. Teacher referral
4. Other: CoGAT, STAR reading assessment, accelerated reader, outside assessments etc.

Process

1. Scores are accumulated over time and evaluated for further gifted/talented placement.  Students that score at the 90% or higher consistently will be further tested for potential placement.
2. Parents are notified that their child will be further tested for potential placement in the GT cluster program
3. A parent information meeting is held to present additional information about the program.
4. Coordinator obtains most recent FAST/iReady and MCA test scores
5. Cognitive abilities test is administered
6. Other pertinent information is gathered (STAR, Sp.Ed. records etc.)
7. Selection committee examines findings and makes final selections
8. Parents are notified of final selections

Students new to the district

When new students enter the district, records are screened for participation in gifted and talented programs in their previous school. Students who have been identified in a previous school district by a testing process similar to that used by Delano Public Schools will be assessment for placement into the Talent Development Program.  While we try to honor placement in other districts, it is still our practice to assess based on Delano's placement criteria.

Students who have not been previously tested may be referred for screening during the next scheduled assessment period to determine placement.

Early Entrance to Kindergarten Application Procedure

The following procedures will govern those students whose parents apply for early entrance to kindergarten:

• The parents of any district child whose birthday falls between September 2 and October 15may request consideration for early entrance to kindergarten by March 1 preceding the September of the desired entrance.
• If a child has attended kindergarten in another state, and is not five years of age, the child will have to proceed through the Early Entrance Procedure.  The child would have to qualify by meeting standards and team approval before beginning kindergarten.
• Parents should request an application form from the Elementary Principal, Rachel Schultz at 763-972-6200.  Parents should complete the form and return it with a $200 screening fee.
• Parents must complete and return student questionnaire to the elementary principal by March 15.
• Parents must make an appointment to visit a kindergarten classroom and visit with the classroom teacher by March 15.
• The child will be screened by a kindergarten teacher by March 15.
• If the child meets the criteria established by the kindergarten teacher who conducts the screening, the child will be referred to the school authorized licensed psychologist for an intellectual assessment.  
• The child will meet with the school Gifted and Talented Instructor for a short assessment.
• The child will take the Gesell Screening Assessment and must score a developmental age of at least 6 – 6 ½ years on the screening, and demonstrate an IQ of at least 130 on the ability test.  
• The Early Entrance team or representative will confer with the parent(s) to discuss the evaluation and make a determination if the process is to continue.
• Upon the completion of the total assessment process, a team decision will be made.  Members of the team may include: a kindergarten teacher, a first grade teacher, the Gesell Administrator, the school district psychologist, G/T instructor, and elementary principal. The Early Entrance team’s decision is final.

Advanced Language Arts Placement Flow Chart

• Student scores at the 90% or higher on two the Fall FAST, Winter FAST or MCA.
• Teacher team examines list of qualifying student scores and recommends placement determined by classroom performance and qualifying scores.
  • If teacher team examines list of qualifying student scores and reviews classroom performance and they do not recommends placement, student is not placed in Advanced Language Arts.
• Information letter and parent consent form is sent home for signature. 
  • If parent consent letter is not returned to school, student is not placed in Advanced Language Arts.
• Consent form returned to school. Student is placed in Advanced Language Arts.

Advanced Math Placement Flow Chart

• Student scores at the 90% or higher on two the Fall FAST (local norms used), Winter FAST (local norms used) or MCA.
• Teacher team examines list of qualifying student scores and recommends placement determined by classroom performance and qualifying scores.
  • If teacher team examines list of qualifying student scores and reviews classroom performance and they do not recommends placement, student is not placed in Advanced Math
• Information letter and parent consent form is sent home for signature. 
  • If parent consent letter is not returned to school, student is not placed in Advanced Math.
• Consent form returned to school. Student is placed in Advanced Math.

Definition: Accelerated progression relates to an advanced pace of learning. It enables students who are gifted to learn at a level corresponding to their ability and matched to the speed at which they learn. Acceleration is based on comprehensive assessment of readiness of the individual.

Options available

• Fully acceleration to the next grade level
• Accelerate to the next grade level for a single subject only
• Development an educational plan which will make necessary modifications in the current grade level’s curriculum

Eligibility for acceleration

In order to design the most appropriate educational program for students, the school district recognizes that some students demonstrate a need for grade level or course acceleration. Grade level acceleration may be considered for students who exhibit superior levels of aptitude and have demonstrated high levels of competency in multiple academic areas. In this case, the degree to which the regular grade level curriculum demands modifications may become difficult for the educators to both facilitate and manage. It is under these circumstances that grade level acceleration may be considered in order to better meet the student’s learning needs.

Course or subject acceleration may be considered for students who exhibit superior levels of aptitude and have demonstrated high levels of competency in one academic area. An educational program plan may be established in order to assure alignment between academic strength and core requirements. Acceleration may be accomplished by scheduling the student into next level courses as available and/or differentiated classroom work.

In order for a student to be considered eligible for accelerated progression, the following are key requirements:

• Student is processing and achieving well beyond the current grade level placement

• Student is self-directed, independent, and motivated to learn

• Student must be able to remain at the top his class after acceleration takes place

Acceleration Process

1. Acceleration referral is made by the teacher, parent or child
2. Intelligence test is administered and assessed. If benchmark scores are reached, the evaluation process continues. If benchmark scores are not reached, no further action is taken on the referral
3. Information is gathered from parent and teacher regarding student performance
4. MCA, FAST, and Cogat scores are gathered. Information is synthesized. A grade acceleration will follow the guidelines as recommended by the Iowa Acceleration Scale
5. Parent, Principal, Teacher and Talent Development Coordinator meet to discuss results and make final decision

Instruments

• SIT-R Slossen Intelligence Test

• Minnesota Comprehensive Assessment (when available)

• Cogat (cognitive abilities test)

• Sayler Gifted/Talented Performance Questionnaire (parent and teacher for primary grades)

• FAST scores

• Other (Continental math scores, Fountas and Pinnell results, Star test etc.)

Summer Activities

• Star Tribune Summer Camp and Activity guide
• West Suburban Summer School-classes geared to the needs to the gifted learner

Resources

• National Council for Gifted Children a great website to find about parenting gifted children
• mnegt.org the best site to receive updates on Minnesota's gifted students
• mcgt.net great site to connect with other parents of gifted students in Minnesota.
• Supporting the Emotional needs of the Gifted better known as SENG, this site provides information about how to support the emotional needs of the gifted child and the adults in their lives
• TAG Family Network-A national association for parents started in Oregon in 1990 and continuing nationwide. Information is available by e-mail: rkaltwas@teleport.com. There is also a TAG hotline: 503-378-7851.
• Reading Beyond- Reading lists for gifted readers

Periodicals

Gifted Child Today-Directed at teachers and parents, it avoids jargon and provides practical advice on working with gifted, creative , and talented children. This magazine is published by Prufrock Press.

Parenting for High Potential-An excellence magazine designed for parents published by NAGC.