Gallatin Gateway School District #35

1. Gallatin Gateway School District #35 Gifted and Talented EducationProgram

2. Introduction of Philosophy We, of the Gallatin Gateway School, realize that the perpetuation of our society depends on the progress of the individual. Continued progress and growth is the aim of education in Gateway. This education should be: • Intellectual in its direction • Individualized in its approach • Demanding in its efforts • Character building in its nature • Humane in its environment • Scientific in its method

3. Philosophy and Goals • Develop the recognition of personal dignity of man in each pupil • Cultivate curiosity • Direct in how to live a responsible and profitable life as a citizen of the community, nation, and world • Aid in acquiring and developing desirable character trails and a wholesome, well-integrated personality • Help each to realize their own potentials and help adjust to everyday problems – both intellectual and social • Teach the fundamental skills and develop effective study and work habits

4. Applying Giftedness • Giftedness will be cultivated in the domains of: • Creative and productive thinking • Advanced insight • Outstanding imagination • Innovated or creative reasoning ability • Advanced perception of cause and effect relationships • Problem solving • Advanced reasoning

5. Theories of Giftedness

6. Theories of Best Practices • Developed by Renzulli, Rogers, Van-Tassel-Baska, and Maker • Key practices: • Congregate gifted students regularly in a compatible brain environment • Use well-trained, experienced and empathetic teachers • Support both the cognitive and effective needs of gifted students • Orient the students at a highly intellectual level • Build substantially upon opportunities for individualization • Include components for independent abilities • Use appropriate audiences as an authentic assessment practice • Coach educational choices in the context of high-level career goals

7. Definition of Giftedness • Gifted Students: • Use increased higher order thinking even without training • Prefer a structured learning environment (desks, tables, etc) but open-ended assignments • Are uncomfortable talking risks or dealing with ambiguity • Mistrust the benefits of small group learning • Perform significantly better in true peer interactions (academic core areas only)

8. Student Identification Evaluations • Tests include: • DRA, Dibels, Chapter tests, Interviews, Portfolios, Writing assessments, ITBS, and MontCAS • Results are measured utilizing: • Woodcock/Johnson, Koffman Brief Intelligence Test, Raven Intelligence Test • Administered by K-8 teacher, administrator, counselor, or parent

9. Student Identification Process • Evaluation of students based on: • Academic ability • Composite scores on standardized achievement tests above 93rd percentile • Creativity, reasoning, and problem-solving ability • Creative and productive thinking • Advanced insight • Outstanding imagination • Innovative or creative reasoning ability • Advanced perception of cause and effect relationships • Problem solving of abstract concepts

10. Curriculum Programming and Adaptation • Built on unique characteristics, interests and needs of the talented group • Responds to the characteristic needs of gifted learners • Allows for faster pace of learning • Choosing themes and content that allow for more complex investigation • Adapting to particular gifted learners by i.e.: compacting, mini-lessons, and remediation • Curriculum links to the general scope but also reaches far beyond the regular • Options cut across grade levels, across discipline, and across all kinds of intelligences • Key components: • Attention to theme, content , processes, and products • Incorporates a wide variety of student interests and abilities

11. Content Modifications: Abstract content Complex tasks Multi-disciplinary History Methods of Inquiry Production Modification Transformations Real world problems Real audiences Systematic, Corrective feedback Individual benchmark setting Process Modifications Higher order thinking Proof and reasoning Discovery, shared inquiry, problem-based learning Organization, planning, time management training Communication and group skill training Affective awareness and support Social issues, ethical dilemmas, conflict resolution discussions Curriculum Programming and Adaptation Continued

12. Individualization Credit for prior learning Non-graded classes One to one mentoring Compacted curriculum Grouping Cross-graded classes Ability grouping Specific subject grouping Cluster grouping Acceleration Grade skipping Subject acceleration Grade telescoping Concurrent enrollment Credit by examination Instruction Delivery Compacting Simulations and games Conceptual closure discussions Multimodal lectures Hands on learning Curriculum Programming and Adaptation Continued

13. Professional Development • Effective educators possess: • A thorough understanding of a variety of learning theories, teaching, and human development • The ability to evaluate and apply these theories to the teaching-learning process • Skills in a variety of media • Leadership roles and effective writing skills • Excitement and commitment to learning, respect for new ideas, and commitment to growth • Ability to use strategies and methods they teach • Genuine acceptance and respect of others • Commitment to development of internal standards accompanied by self-improvement

14. Evaluation of Program • Ongoing throughout each school year • Include tests via: • DRA, Diebels, chapter tests, interviews, narrative documentation of academic progress, portfolios, writing assessments, ITBS, and MontCAS • Parent/Student surveys

15. Conclusion • Maximum education without elitism • Emphasis of equity and excellence for all students??? • Strategies for differentiating instruction are important in every teacher’s repertoire • Transforming from a Psychometric, unitary intelligence to a more malleable conception • Accordance with 10.55.804