Idenfication+Process

=Gifted and Talented Identification- William O. Schaefer: Grades K & 1=

Enrichment for identified students in Kindergarten and first grade is infused into the curriculum in a variety of ways. Teachers provide enrichment activities by offering a variety of reading books in subject related areas as well as expanding the availability of specific author books. Students also receive additional reference materials, opportunities to develop writing skills, and supplemental work in math, science, social studies and language arts. Students should be able to develop their talents and skills as their abilities, interests, and available resources allow.

Schoolwide enrichment lessons will be provided to all students. The gifted/talented consultant teacher will work with the teachers in the development and execution of these lessons. These lessons cover such topics as creativity, problem solving and exploration. The gifted/talented consultant teacher will work weekly with teachers to develop classroom lessons, differentiated experiences and additional resources for high ability learners. . At the K-1 level there is a GT instructor who consults with teachers and provides pull out small groups where appropriate.

=**__Gifted and Talented Identification - TAPPAN ZEE ELEMENTARY: Grade 2__**= At TZE there is a .4 gifted and talented teacher that provides staff development, in classroom modeling and pull out services. At Cottage Lane there is a .8 gifted and talented teacher who also supports students at SOMS .6 In addition at SOMS there is a G/T certified library media specialist. We all work together as the GT team and support each other - with ideas, reviewing nominations, redesigning program formats, planning trainings, etc. Our role as GT educators is to support teachers, as well as students. Push-in lessons should incorporate the general education teacher from planning to implementation, as a means of staff development. We are a resource for teachers to support the development of specific differentiated or enriched instruction.

Students are identified in second grade, for services that begin in third grade. The identification process begins day one, as the GT teacher in TZE provides push-in lessons for every second grade classroom, 40 min. every other six-day cycle. This continues over the course of the school year. This allows you to get to know the kids, and identify students with specific strenghts, interests and talents. In addition to your interactive, organic assessment and anecdotals, we utilize the following measures: - Provide a parent information session about the OLSAT (see information below) - Train all second grade teachers in implementation of the test - Collate test booklets for each second grade class, including Center Base - Attach absentee sheet for teachers that separates Part 1, 2 / Part 3 - Collect all test books - Implement OLSAT make-ups - If sending out for scoring, pack up tests, fill out scoring information, order Basic Service, Master List and send. - Order tests for next school year: order from Harcourt Brace and then connect from site to Pearson. You will order testing through Ruth Schroeder. - 2009 is the first year we started to score the OLSAT in house. Here are the steps should you choose to continue. - Work with the school secretary to generate class lists with student ID number, name and date of birth (needed for scoring). The technology teacher, Miss Farry, and classroom teacher Mrs. Healy, are aware of the steps for scoring and can train you in use of the rubrics. - Calculate number verbal correct and non-verbal correct for each student. - Convert raw scores and total to scaled score (using scoring book) - Based on student birthdate, determine SAI (School Ability Index) for verbal, non-verbal and total. - When scoring is complete, identify those students automatically admitted. The current cut-off score for automatic admission is 140 - in any sub area or total. - All parents are to receive notification of their child's score, and whether or not they are admitted to the program. The letter should also state that all students that did not test in to the program may choose to portfolio as an alternate route to admission. Students should contact you, the GT teacher, if they want to portfolio (personal responsibility) - Work with students who choose to do a portfolio. Here is our current design: Students work over the course of five days. The process begins with a socratic seminar on a big idea, such as the concept of "change". Students worked on 3 different projects over the week (app. 45 min/day) that are connected to the concept and address the areas of Mathematical Thinking, Language and Thought and Creative, Divergent Thinking. Students are provided materials needed to express their thoughts and ideas. On day 3 (Creative, Divergent Thinking) a variety of hands on materials are set out for students to use. - Teachers of students that are creating a portfolio need to fill out a Renzulli Teacher Rating Scale, assessing various aspects of GT behaviors. - When portfolios and rating scales are complete, you meet with the GT team (district GT teachers and Mrs. Gorey, the Asst. Superintendent.) Each portfolio, along with OLSAT scores and teacher recommendations are reviewed. Students are identified as Accepted, Unaccepted or Watch. "Watch" means that during 3rd grade you will check in with the student and teacher, review student work, etc. to determine possible identification. - Send home subsequent letters informing all parents whose children completed a portfolio as to whether or not they have been identified. - Create your master list for accepted and watch students.
 * January or February implementation of the OLSAT (Otis Lennon School Abilities Test). It is your responsibility to:

- Give an introduction about gifted education and the SOCSD district services for identified students. - The OLSAT is NOT and IQ test. - The OLSAT measure verbal and non-verbal reasoning skills. - All students take the OLSAT in 2nd grade. If a parent does NOT want their child to take it, they send in a a note to that effect. - The OLSAT is only used for GT identification. It will not be used for any other purpose. Some parents get concerned about ramifications if their child does not score well on the test. - The test takes place over two days. - Absent students will receive a make-up - 140 (sub area or total) is automatic entry - Below 140 students can opt to portfolio (describe process)
 * __Key information for OLSAT parent meeting:__**

- Students are placed in GT cluster classes. (Number of cluster classes is based on number of identified students.) - GT students receive one 40 minutes pull-out per week - GT students receive one 40 minute push-in per week
 * __Third Grade Services__**

- You have the option to provide additional services under GT, but non-identified student participate. Here are some examples: Poetry art mural project Crimebusters extravaganza, etc. Earth Day Festival Spelling Club Chess Club
 * __Additional Services__**

If you choose to do additional programs, you need to introduce them at the grade level team time, and get the support of the teachers. You then be responsible for overseeing the design and implementation.

*Renzulli Scale — a generally recognized rating scale to obtain teachers’ estimates of student characteristics in the areas of learning, motivation, creativity and leadership. *Otis-Lennon School Ability Test Scale — a generally recognized rating scale to obtain teachers’ estimates of student characteristics in the areas of learning, motivation, creativity and leadership.

 =**Cottage Lane (grades 4-5)**= Students are identified from Tappan Zee Elementary. These students are placed in three classes (clusters.) New students to SOCSD are given a new entrants screening (ctp4) if they perform in the 9th stanine they are passed onto the gifted teacher for further screening using the OLSAT. Students can aslo be identified in 4th and 5th grade through parent and/or teacher recommendations. Consent forms are sent home for testing. Using current OLSAT results, local and state assessments along with nominations forms, the GT committee reviews potential students. Letters are sent home informing parents of the recommendation for services.

Programs outside the schoolday (WordMasters and Math Olympiads) are offered to the general population. Strong math students are encouraged by parents and teachers to join Math Olympiads. Students who score in the 9th stanine on the GRADE vocabulary are invited to join WordMasters. Schoolwide enrichment activities are also offered to entire student body (Blogs, website, math challenges, etc.)

 =**South Orangetown Middle School (grades 6-8)**= Students who are indentified at Cottage Lane are clustered into specific core classes. In addition there is a Challenge Lab where identified students work on projects based on their interest and abilities. There are also Virtual High School classes open to high achieving students at SOMS. New students to SOCSD are given a new entrants screening (ctp4) if they perform in the 9th stanine they are passed onto the gifted teacher for further screening using the OLSAT.The top 3-5% of gt students are clustered in content specific classes. The G/T teacher serves as a consultant teacher to the cluster teachers. There are accelerated classes at SOMS in the area of Math, Science, Art and Technology.There are also advanced music groups. There are numerous afterschool activities including Science Olympiad and Math Olympiad. Middle school teachers will have the opportunity to work with a consultant from Innovative Designs in Education. This work will focus on developing problem based units with an emphasis on integrated technology.

=**Tappan Zee High School (grades 9-12)**= Many different course offerings are available at the high school level. There are Honors courses for each curriculum area as well as 14 AP courses. Students have many options for electives. Afterschool enrichment classes and clubs span all areas. There are contests and competitions for students at all levels.Virtual High School courses are also available at TZHS.