Gifted and Talented Education

Mission, Principles & Vision

Mission
Gifted students’ learning and growth ensured by needed provisions and advocacy.

 

Principles

• Relevant, appropriate instruction and outcomes for gifted learners
• Shared responsibility and involvement of educators, parents, and community for the academic and affective outcomes and growth of gifted learners
• A climate of excellence and rigorous curricula for every child
• Differentiation in curricula, instruction, and assessment supporting tiered programming and a continuum of services for every gifted learner
• High quality standards for educators and counselors who work with gifted learners
• Identification and gifted programming in all populations of race, culture, gender, and income level

 

Vision (2008-2012)
Gifted student education is a shared responsibility among educators, parents and community members for the learning and growth of gifted students. Collaboration creates a partnership in which purposeful direction is set in the State Performance Plan and local Program Plans. Meaningful efforts are aligned and supported by all stakeholders. Regional networks expand a statewide support system, and, include representation from parents and each district. Aligned local and state policies ensure high expectations, personnel and accountability for gifted students. Jointly, stakeholders obtain additional resources for gifted student education.


Gifted student achievement is accomplished in a RtI adaptable system of ongoing assessment, problem solving and learning through a continuum of benchmarks and tiered programming options. Strengths, interests and needs of diverse gifted learners are matched to programming and/or interventions. Curriculum is rigorous and differentiated. 100% of administrative units implement evidence-based models and strategies for curriculum and instruction. Assessment (screening, diagnostic, progress monitoring and summative) drives instruction and student grouping. District and classroom assessments provide meaningful data for pace, depth and complexity. Acceleration methods are implemented in the areas of strength using Tier II and III methods for continued learning. Counseling and early college planning are vital to the needs of gifted students. 100% of administrative units meet their local achievement targets.


A system of accountability and record keeping for identification and programming is implemented by an advanced learning plan (ALP) for every gifted student. 100% of administrative units have Program Plans that align with the needs expressed in the ALPs of their particular gifted population. ALPs are dynamic documents developed by the student, parent and educators to address the exceptional ability and potential of gifted students, in any one or more areas of giftedness. ALPs are well articulated throughout the school system.


Gifted students are motivated toward maximum performance. Qualified personnel inspire and facilitate learning. 100% of administrative units provide professional development in gifted student education individually or through other means. Institutions of higher education support local and state efforts in professional development.


Parental engagement is valued and respected. Trusting relationships and sharing of responsibilities are the norm. Parents are well informed. Parents participate in ALP development, local and state committees, and provide input into important strategic planning and accountability efforts.


A statewide monitoring system for gifted student education is shared between administrative units and the state. High relationship between directors and the state create a positive attitude to improve and grow gifted education, together. The work in the field is valued and fostered through positive communication, technical assistance and collaborative networks. Statewide professional development aligns with needs identified through the shared work.