A Guide to Comprehensive Programming for Gifted and Talented Students in the Dubuque Community School District
Click on this illustration to view a larger version
*PEP stands for Personalized Education Plan
Definition of Gifted and Talented:
In referring to "gifts" and "talents" we are referring to a set of characteristics and potentials, dimensions of behavior that can be observed and documented among many individuals in different contexts, and at various times. They are not fixed designations or labels which can be permanently assigned to a person in all circumstances.
PYRAMID PROGRAM MODEL
The pyramid model above (a larger version is available by just clicking on it) is based on a recognition that no single "program" can meet the needs of students with a wide range of observable talents and gifts. Programming represents a decision-making process in which we analyze the characteristics and needs of students in order to determine the most effective instructional responses. The decision making process may lead to a conclusion that services presently being provided should be modified in some ways. Nothing is more central to programming than responsiveness to the unique needs of each student.
For some students, school-wide enrichment activities or modifications to the regular curriculum may be sufficient to address learning needs. For other students, further program modifications, provided either inside or outside of the regular classroom, or outside of the school setting, may be required. These program modifications will vary in their duration and design from school to school or student to student, and may be considered "revolving door" services provided when and for whatever time the services are required.
The upper level of the pyramid indicates that for a small number of students (1 to 2%) more intensive efforts must be made to accommodate the learning needs of students who consistently provide evidence of superior performance capacity in specific academic areas, creative thinking, visual and performing arts, and leadership. For these students, a personalized education plan is created, with input from classroom teachers, parents, and the students.
A key individual in advocacy, identification, and programming is each school’s GAT Facilitator and the current roster and how to contact them are in the table below.
WHAT IS THE LAW?
Iowa law makes it clear that all Iowa public school districts must have the following in place for Kindergarten through 12th grades:
"Each school district shall incorporate gifted and talented programming into its comprehensive school improvement plan as required by Iowa Code section 257.43. The comprehensive school improvement plan shall include the following gifted and talented program provisions: valid and systemic procedures, including multiple selection criteria for identifying gifted and talented students from the total student population; goals and performance measures; a qualitatively differentiated program to meet the students' cognitive and affective needs; staffing provisions; an inservice design; a budget; and qualifications of personnel administering the program. Each school district shall review and evaluate its gifted and talented programming."
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Gifted and Talented: The Dubuque Community School District's Educational Philosophy
We, the Board of Directors of the Dubuque Community School District, believe that, in a free and democratic nation, the establishment and maintenance of the best possible educational opportunity, regardless of age, race, creed, color, gender, national origin, disability or marital status is the responsibility of the people.
Each individual should be provided both the appropriate support and academic challenge necessary for continuing educational development. The learning process should be predicated on developing lifelong learners utilizing methods that are compatible with learning theory and educational research.
Educational programs will assist students in achieving high performance standards by clearly identifying the skills, competencies, and understandings expected of students as a result of instructional and learning experiences within each program. Methods of assessing student learning will be identified at the time of program adoption. A variety of relevant learning experiences will be provided to meet individual student needs and learning styles and to challenge students of varying abilities.
Opportunities will be provided to help each pupil understand and accept her/his responsibilities to himself/herself and to others. Respect for differing/divergent viewpoints and opinions will be encouraged at all levels.
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GAT PROGRAM PHILOSOPHY
The Dubuque Community School District will provide and maintain a program to meet the cognitive and affective needs of gifted and talented students. The District will offer appropriate services, educational opportunities, and differentiated curricula for students who give evidence of high performance capability in specific academic fields or in intellectual, creative, artistic, or leadership areas.
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SUPPORT FOR GAT EDUCATION
LOCAL
Cheryl Werner, Consultant
Dubuque Community School District
The Forum, 2300 Chaney Road
Dubuque , Iowa 52003
563/552-3093
ChWerner@dubuque.k12.ia.us
REGIONAL
Gifted & Talented Consultant
Keystone Area Education Agency
1400 2nd Street NW
Elkader , Iowa 52043-9564
800/632-5918 Ext. 321
STATE
Gifted Consultant
Department of Education
Grimes State Office Building
Des Moines , Iowa 50319
515/281-3199
Iowa Talented and Gifted Association (ITAG)
8345 University Blvd. Suite F1
Des Moines , Iowa 50325
iowatag@aol.com
Belin-Blank Center for Gifted Education & Talent Development
600 Blank Honors Center
The University of Iowa
Iowa City , Iowa 52242-0405
800/336-6463
belinblank@uiowa.edu
NATIONAL
National Association for Gifted Children (NAGC)
1707 L Street, N.W., Suite 550
Washington , D.C. 20036
202/785-4268
nagc@nagc.org
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