Student handbooks and claims against school districts
Philosophy of the CISD Gifted/Talented Program
Download 131.58 Kb.
|
- Navigate this page:
- Goals of the Callisburg Academically Talented Students Program
Philosophy of the CISD Gifted/Talented ProgramThe Callisburg ISD is committed to an educational program that recognizes the unique value, needs, and talents of each individual student. Gifted/talented students have abilities, talents, and potential for accomplishments so exceptional that they require a variety of special provisions to meet their educational needs. Callisburg’s Academically Talented Students, C.A.T.S., is an integral part of the district’s commitment to an appropriate education for all students. This program is designed to challenge the identified student through a qualitatively differentiated curriculum and a variety of multidimensional teaching approaches. The ultimate goal of the program is to develop within the student a desire for excellence and a sense of individual responsibility to the school, the community, and a changing society. Goals of the Callisburg Academically Talented Students ProgramThe goals of the C.A.T.S. program acknowledge the unique needs of the students and provide direction for the program so that those needs may be met. 1. Student AssessmentIdentify at every level and in every school any student who is academically gifted and talented. 2. Program Design
Program Organization A comprehensive program for gifted/talented students accommodates the academic, social, and emotional needs of these students. Callisburg Academically Talented Students are provided opportunities to work together as a group, to work with other students of different abilities, and to work alone. The structures of elementary, middle, and senior high school levels vary to provide the most appropriate service for students at each level. CATS, students exhibiting high intellect in kindergarten through fifth grade, will be served in a pullout resource room program. A specialist with substantial training in gifted education will serve students with specifically designed curriculum and materials. Schedules are arranged for direct services of 40 minutes per day independent of other students. Here, students are involved in differentiated activities in all four-core subject areas. For the rest of the day, CATS students are clustered with the rest of the students in their own grade level. In so doing, CATS students are given opportunities to work with other G/T children as well as other students during the day. Teachers of the four core content areas (Math, Language Arts, Science, and Social Studies) will develop alternative curricula to meet the needs of these students while in the regular classroom that will:
Advanced Academics/Gifted Education Program Using the areas determined through the SAGES-2 testing, students in grades six through eight are placed into corresponding advanced classes as one method of service. Students whose schedules do not allow placement into advanced classes will be placed into regular classes with differentiation of curriculum by the classroom teacher. Another method of service is independent study. The decision as to appropriate placement would be made by a committee comprised of the parent, G/T Coordinator, classroom teacher and/or counselor, and Principal. Recommended Graduation Plan and Distinguished Achievement Program In grades nine through twelve, gifted students are strongly encouraged to pursue the Distinguished Achievement Program for high school graduation. Students who wish to be recognized as valedictorian, salutatorian, or among the top ten ranking students must be seeking a diploma on the Recommended Graduation Plan or higher. Identified G/T students are provided differentiated curriculum in the regular classroom and/or through:
Parent/Community Involvement Essential to the success of a gifted/talented program is the inclusion of parents as partners in the education of their children. Continuous communication with parents and community members is the goal of the program. Communication occurs through scheduled meetings, parent handbook, seminars, and exhibits of student products. Professional Development The state requires that teachers providing services for gifted/talented students have an initial thirty hours of professional development in the nature and needs of gifted students, assessment, and differentiating curriculum. Each year thereafter, six hours of training are required. Training may be provided at the district level, through the service center workshops, or from other conference attendance. Nominations and Screening Nominations will be accepted year round from parents, teachers, community members, faculty/staff, and students themselves. Nominations will be solicited during the fall of each year, and during the beginning of the second semester for kindergarten students. In addition, there are two universal nomination opportunities:
Directory: cms -> lib lib -> Security Survey lib -> 1. naclo 2015 – North American Computational Linguistics Olympiad lib -> 1. naclo 2017 – North American Computational Linguistics Olympiad lib -> Chem I honors Unit 2 Notes: Numbers in Chemistry Measurement lib -> Sanderson High School ap human Geography Summer Assignment 2016 lib -> Find fantastic ousd elementary music programs lib -> American Studies Pacing Calendar 2014-2015 lib -> The ap history Timeline 8000bce-the Present lib -> Absolutism in Europe Download 131.58 Kb. Share with your friends:
|