Handbookfor

North Little Rock School DistrictGifted ProgramsBonnie Dale Curlin

K-12 Gifted Programs Coordinator

Kelly Rodgers, Superintendent

North Little Rock School District2700 Poplar Street

North Little Rock, AR 72115-0687

Revised 20141

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Table of Contents

NLRSD Members of the Board of Education……………………………….…………………………………3 District Organizational Chart…………………………………………………..……………………..………………4 Philosophy……………………………………………………………………………………………………………………5 Program Goals……………………………………………………………………………………………………...………6 Definition, Rationale, Vision, and Mission…………………………..........….……..….…..…………………7 Screening, Referrals, and Case Study……………………………………………….……...…..….………………8 Instruments of Identification………………………………………………………….……....…..….………………9 Parent Notification and Identification Procedure……………………………..…..……..…………….……10 Due Process………………………………………………………………..……………...……...…..…………….……11 Parent Appeal and Exit Procedures…………………….…………….…….…………….…..………….………12 Acceleration Policy………………………………………………..……….……………………..…………….………13 Curriculum Options and Documentation of Program……………………….………..…….……….……14 Differentiated Curriculum and the Renzulli Triad Model…………………...…..………………………15-17 Elementary and Middle School......................................................................…..……..……..……18

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High School…………………………………………………..………..…….……….….……….…..…………………19 Community Involvement………………………………………………………………….…..…..…………………20 Job Descriptions…………………………………………………………………………..….…..………..……………21-22 Professional Development…………………………………………………………..……….…..………………….23 Annual Evaluation……………………………………………………………………...………………………………23 Forms (GP-1 to GP-14)…………………………..………………………………....….…………………..………..24-34Spanish Forms (GP-3, GP-4, GP-5, GP-7, GP-12, GP-13) …….……….……………….…..………….35-41Bi-Racial Case-Study Placement ………………………………………...…………………………...32, 41 SpanishDistrict parent advisory committee…...................…………………………...………………………….……42GT facilitator’s current schedule1…………………………………………………….…………………..………..43-51

1Alphabetically by buildings

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NLRSD Members of the Board of Education2014-2015

Scott Miller, Zone 2 PresidentLuke King, Zone 7 Vice-presidentSandi Campbell, Zone 6 SecretaryDarrell Montgomery, Zone 3 Disbursing OfficerRon Treat, Zone 4 ParliamentarianDorothy “Dot” Williams, Zone 1 MemberScott Teague, Zone 5 Member

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Formore details on

other departments,go to www.nlrsd.org “About

Us.”

Philosophy

ADE Curriculum 9.0-9.03

The North Little Rock School District believes that developing the unique potential of the gifted and talented student requires differentiated educational programs and/or services beyond those normally provided by the regular school program. Each gifted student will receive the opportunity for extended learning experiences, time to work and study with other gifted students, experiences working within a larger diverse environment, and opportunities to pursue learning in areas of specific strengths and interests through differentiated instruction. Additionally, classroom teachers shall modify and/or adapt the curriculum for identified gifted and talented students. At the middle-school level, GT seminar and preAP classes are program options for GT students. For high-school, preAP, AP, and IB classes serve GT students.The ultimate goal in designing and implementing appropriate program options for gifted and talented students is to provide challenging experiences and opportunities for the whole child,so that each can achieve full potential.

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Program goals

ADE 8.0- 8.05 Program Options1. Self Concept

Recognizes/understands abilities and limitations. Set standards/goals appropriate to ability. Be a self-advocate.

2. Interpersonal Relations Recognize one’s own role in various groups. Cultivate empathy.

3. Decision Making Establish priorities/set realistic goals. Explore varied career options.

4. Leadership Define/assess characteristics of leadership. Discriminate positive/negative attributes. Assess motivational/effective leadership. Participate if effective leadership activities.

5. Personal Growth Explore coping strategies for giftedness. Accept opportunities for new challenges. Demonstrate effective use of time. Accept responsibilities for own actions/ideas.

6. Research/Independent Learning Select/develop a topic. Collect, organize, and analyze data. Present and evaluate.

7. Creative Thinking Generate many ideas. Demonstrate flexibility of ideas. Express originality through products, solutions, answers, and ideas. Add details to products and communication, and use familiar objects in new

ways.8. Critical Thinking

Use strategies for problem-solving. Reason logically. Provide evidence, classify, deduce, sequence, and predict. Evaluate Recognize and solve problems

9. Communication Express information both verbally and in written form Demonstrate listening skills and evaluate benefits

10. 21st century skills Recognize and use technology in all of the areas listed above. Use the skills above to evaluate technological tools and sources.

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Definition

ADE 3.00 Definition

Gifted and Talented children and youth are those who have high potential or ability, and their learning characteristics and educational needs require qualitatively differentiated educational experiences and/or services. Possession of these talents and gifts, or the potential for their development, will be evidenced through an interaction of above average intellectual ability, task commitment or motivation, and creative ability.

RationaleStudents of high-ability learn quickly, generally with one to three repetitions in their area of competence. Students with specialized talents need or want to know more than can be offered in the standard curriculum.

Students of high ability may have affective (emotional) responses classified as "intense." This intensity is part of their motivational system, which assists learning and productivity.

VisionWorld Class Challenges for World Class Growth

MissionThe North Little Rock Gifted Programwill provide challenging experiences and opportunities for the whole child, so that each can achieve full potential.

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ReferralsADE 7.0-7.09 Identification

Referrals of students may be initiated by anyone who knows the student. These referrals may include, but are not be limited to the following: student referral for self or others, teacher recommendation, parent recommendation, community member recommendation, administrator or other school personnel recommendation. Anyone who knows a student or has seen specific student performance or knows of student interest may refer a student. See pages 67-76 for characteristics. Elementary GT facilitators give all elementary teachers district-wide a referral packet before, during, or after the training on referrals and gifted education. They follow-up with the teachers and receive referrals from multiple sources. The classroom teachers may inform them of parent and student self-referrals. GT facilitators and appropriate classroom teachers refer back to the enrichment checklist for referrals who may have been overlooked. Initial referrals involve gathering any, but not necessarily all, of the following: existing assessment data, teacher questionnaire, parent questionnaire, student interview, IQ assessment, creativity assessment. If it is determined that additional information is needed for a complete assessment, further data is gathered. Testing and placement conferences are be held throughout the school year as needed, but formal referral begins in the spring and is concluded by the end of the school year. Referrals may be made to the Gifted and Talented Program at any time during the school year. Kindergarten and transfer students will be considered at any time during the school year.

Non-Discrimination

It is the policy of the North Little Rock School District not to discriminate against any student on the basis of race, gender, ethnicity, or culture in the selection process for gifted and talented students.

GT Bi-racial Case Study Committee

Consisting of the GT coordinator, representatives from each building, and a secondary representative, the bi-racial case study-committee will use multiple criteria to determine appropriate options for the student. The identification procedures will be coordinated by the gifted and talented facilitators at each building. The process will include nominations, assessment, and placement in appropriate program options.

The Case Study

After a student has been referred, the formal process begins with a case study approach. The case study utilizes multiple criteria based on the state definition of gifted and talented, program goals, and the characteristics of gifted and

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talented students. Information about referred students for the case study may include: aschoolability index (currently Otis Lennon), grades, achievement tests, the PARCC assessment, creativity test (Torrance Test of Creativity), behavioral rating scales (Renzulli's rating scales), parent questionnaire, teacher observation, biographical data, product evaluations, and interviews. The case study will define provisions for educational opportunity.

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Instruments of Identification

ADE 7.0-7.09 Identification

Ideally, identification should include all of the information that can be gathered about each student. By using multiple criteria, the committee avoids the pitfall of exclusive attention to an insufficient number or variety of criteria. The case study/placement committee will be less likely to exclude students who could benefit and are in need of special services.

Group or Individual School Ability Test--Otis-Lennon School Ability Test will be the primary test used. The test will be administered by the teacher/facilitator for gifted and talented. The NNAT may be used when there is conflict in data in the case study. These tests give an estimate of potential, but will not be used to exclude students from the services of the gifted and talented program.

Creativity Test-Thinking Creatively with Pictures. Figural booklet A by E. Paul Torrance. This test will be administered and graded by the teacher/facilitator for gifted and talented.

Achievement Tests and Grades should be used to indicate students' performance. Neither low test scores nor low grades should be used to exclude students from services provided by the gifted and talented program.

Scales for Rating the Behavioral Characteristics of Superior students.* Renzulli Scales for Learning, Motivational, Creativity, and Leadership Characteristics will be used for grades K- 5. Grades 6-12 will use The Purdue Secondary Checklist for English, math, social studies and science. The scales will be completed by the classroom teacher(s).

Parent Questionnaire-The parent questionnaire will be completed by the parent. Parents can provide information on advanced abilities, which are often not observable in the school setting. Teacher/facilitator will document data.

Student Questionnaire-Students will complete the questionnaire. Teacher/facilitator will document the data. An interview may be conducted by the teacher/facilitator for gifted and talented.

Product Evaluation-Products from class work such as poetry, photo essays, and science projects may be used to document ability, creativity, and motivation.

Creative Positives among the Culturally Different by Paul E. Torrance. (A list of indicators of potential) The teachers/facilitator for gifted and talented will assist the classroom teachers in applying these criteria to the students' characteristics.

An Enrichment Checklist-elementary classroom teachers will complete this during whole-group enrichment to identify students displaying specific traits during a lesson.

*Due to copyright law, please contact a GT facilitator or the GT coordinator to view these forms. 10

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Referrals, ContinuedADE 7.0-7.09 Identification

Parent Notification

GT facilitators/teachers will notify parents/guardians of student referral to the gifted program; parent permission for testing is required; parents are notified of the committee decision and may request a conference.

Identification Procedure

Student placement decisions are based on multiple criteria. No single criterion or cut-off score is used to exclude a student from placement. Teacher ratings may override poor test scores: however, good normative information may outweigh negative teacher ratings. A committee evaluates all data to determine if the child requires additional educational programming. Teachers may use Creative Positives among the Culturally Different by E. Paul Torrance and the Naglieri NonVerbal Ability Test to assist in identification of those students who might be subject to test bias.

After data have been gathered and recorded, and discussed during the blind screening by the case-study committee, recommendations concerning selection will be made. A parent may request a conference to be scheduled with the GT Coordinator or a GT facilitator.

At the placement conference, the case study will be summarized and the following program options will be considered: (1) placement in the Gifted and Talented Program; (2) placement in the regular classroom with appropriate differentiated instruction; and (3) acceleration in a strength area or areas in K-6. All committee members sign a form agreeing to placement in the Gifted and Talented Program and/or appropriate program options and send it home for parent/guardian signature. GT facilitators will place the case-study decision in the student's permanent folder to indicate appropriate programming, and keep a folder of the other information with GT records. The office of the Gifted and Talented Coordinator will keep all documentation concerning recommendations and placement decisions on file for six years.

If placement in the Gifted and Talented program is not the recommended consensus, the student may be monitored during the next school year. The gifted facilitator will share the information from the case-study with classroom teachers and discuss options available to meet the needs of the individual student. Some students may participate in a limited number of Quest activities based on their academic strengths, and the referral file will be kept and reconsidered at the end of the year.

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Due ProcessADE 7.0-7.09 Identification

Explanation of Intent

The appraisal of any student is a serious task, and the North Little Rock School District feels that the appraisal process must be undertaken with the utmost concern. We maintain that it is the parents’ right to be included in the various steps and apprised of the outcomes that would affect their child. We feel that the following steps will ensure the student’s rights and provide a guide for referral, appraisal, and programming.

Steps

1. Nominations may be initiated by anyone who knows the students. The student’s teacher(s) will complete the Referral Form (GP-1) and (GP-2) Scales for Rating the Behavioral Characteristics of Superior Students or Perdue Secondary Checklists.

2. Forms (GP-1 and GP-2) are submitted to the GT facilitator. 3. Using the Parent Notification Form (GP-3), the facilitator notifies the parent,

sends (GP-12) Information for Parents and Guardians, and requests permission to test (GP-4). The Parent Questionnaire (GP-5) will be sent to the parent to complete.

4. Upon receipt of the signed Permission to Test and the completed Parent Questionnaire, the GT facilitator will send original Permission to Testforms to the Office of Coordinator for Gifted and Talented. The teacher will administer the Otis Lennon School Ability Test to K-1 and the Torrance Test for Creative Thinking to referred students.

5. The GT facilitator documents all data gathered on (GP-6) Documentation of Unique Characteristics.

6. The bi-racial case-study committee holds the referral conference. (Members listed on page 79)

7. The GT facilitator notifies parent of the placement decision using parent Notification of Conference (GP-7, GP-7P).

8. The referral conference will result in one of three decisions: (1) Place the student in the Gifted and Talented Program, (2) remain in the regular class, (3) receivedifferentiation or other appropriate options with further monitoring. The decision will be recorded on Committee Conference Record Form (GP-8).

9. Once the student is placed, the facilitator will place all forms in an orange folder and a single orange page in the student’s permanent folder to indicate placement. If the student is not placed, an orange dot or orange highlight will be on a manila folder to alert future facilitatorsof monitoring.

10. If the student is placed in the Gifted and Talented Program, the facilitator will work with the regular classroom teacher(s) to modify the curriculum in the regular classroom. The curriculum will be differentiated as stated in the Handbook.

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11.Tests and copies of documentation will be sent to the District Office for Gifted and Talented Education.

12.Students new to the district who have been identified as gifted and talented will begin receiving services immediately; however, if the criteria do not meet NLRSD qualifications, the case study committee will review the information and determine what kind of differentiation needs to be developed.

13.The classroom teacher and GT facilitator will have an evaluation conference on re-entry students and review data and documentation.

14. When considering removal from the program, the exit procedures will be followed as stated in the handbook.

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Due Process, Continued

ADE 7.0-7.09 Identification

Parent Appeal

After meeting with the GT facilitator at the building, parents who wish to appeal the decision of the case-study committee should notify the principal of their appeal and submit to the GT Coordinator a written appeal stating the reasons the child should be placed. The Coordinator of the Gifted and Talented Program will schedule a conference with parents. If new information becomes available, this will be included in the case-study and taken to the case-study committee whose decision will be final. Students will not retest as part of the appeal process; however, if other data seem to warrant reconsideration, a student may retest after one year.

Exit Procedures

When considering the removal of a student from the gifted and talented program, the reasons for removal or for non-performance will be examined closely. The GT facilitator will analyze the case-study profile, grades, current assessments, and other evaluations carefully. Throughout the process, the focus should be on meeting the academic, social, and emotional needs of the student. A student should not be removed from the gifted and talented program based on poor academic performance alone. When academic performance is not commensurate with expected abilities of the gifted and talented student, at any time during the year, the facilitator for gifted and talented and the classroom teacher will conduct a conference with the student in order to identify the problem. A Plan of Action outlining goals for the student and a timeline will be created between the teachers and student. The facilitator will contact the student's parent/guardian to discuss the needs of the student, and to explain the problem, plan of action, and the time limit. If at the end of the time period, the plan has not improved the student's performance, the parent/guardian will be contacted by the facilitator and asked to attend a conference. A Plan of Action Prior to Exit will be discussed, and the parent will sign the GP-8 which will also be signed by all members of the committee to exit the student from the program. A copy of the form will be sent to the office of the Coordinator of the Gifted and Talented, a copy will be placed in the student's GT folder and permanent records, and a copy will be given to the parents. A student may exit the program at any time upon parent request.

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Program OptionsADE 8.0-8.05 Program Options

The Gifted and Talented Program will provide options for identified gifted and talented students which may include resource room pull-out, advanced coursework which includes pre-AP, AP, and IB, and independent study, acceleration in content area, acceleration in grade placement, EAST initiative, and summer programs.

Acceleration Policy ACCELERATION FOR K-5 SCHOOLS

When high academic achievement is evident, a student may be recommended for acceleration into a higher grade. The Process: 1. Recommendation by the teacher or parent. 2. Contact the Director for Gifted Programs to proceed with the process. 3. Data* gathering including but not limited to the following: Gifted Files, Intellectual Ability, Standardized Testing, Behavior Rating Scales, Grades, Teacher Interview, Student Interview, Parent Interview. 4. Committee meeting which includes but is not limited to the following: Gifted Programs Coordinator, current and previous teacher(s), gifted facilitator, parent(s)/guardian(s)2, counselor, school administrator 5. Decision is made and student is placed at the appropriate level. 6. The Gifted Programs Appeal Process may be requested. *These data should indicate ability above grade level and concern that the student’s needs may not be met at the present grade. Considerations: 1. There should be a comprehensive psychological evaluation of the child's intellectual functioning, academic skill levels, and social-emotional adjustment. 2. Intellectually, the child should have an IQ higher than average or have a level of mental development above the mean for the grade he or she desires to enter. 3. Academically, the child should demonstrate skill levels above the mean of the grade desired. If the child is high in several skill levels but low in only one, the child may be advanced to the appropriate grade if private tutoring is provided in the area of weakness. Conversely, some children's academic skill levels vary considerably. That is, they may be very far advanced in mathematics but just moderately above average in language arts or reading. For such children it may be best to keep them in grade but allow them to work with a higher grade only for the subject in which they are precocious. 4. Socially and emotionally, the child should be free of any serious adjustment problems. Additionally, the child should demonstrate a high degree of persistence and motivation for learning. However, in specific cases there may be serious adjustment problems caused by inappropriately low grade placement. In such cases, the problem may be alleviated by grade advancement. 5. Physically, the child should be in good health. The child's size should be considered only to the extent that competitive sports may be viewed as important in later years.

2 According to ADE standards, parents cannot participate in the case-study committee.

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Program OptionsADE 8.0-8.05 Program Options

ADE 9.0-9.03 Curriculum

Curriculum Options

The Gifted and Talented Program will provide curriculum for the identified students that may include locally written curriculum developed by teachers of the gifted, advanced study in core areas and the fine arts, Pre-Advanced Placement and Advanced Placement, International Baccalaureate, Quiz Bowl, Destination Imagination, Math Olympiad, and chess matches Students identified as Gifted and Talented who are placed in a regular classroom will be given differentiated instruction suitable and challenging for their educational needs.

Documentation of Program and Curriculum

The Gifted and Talented Program will document the program through a variety of options that may include, but is not limited to the student’s self-reflection and teacher reflection, and a Gifted Education report card sent to parents twice a year, and newsletters to parents. The documentation of student accomplishments in the program will be placed in the student's orange folder and in the office of the Coordinator for the Gifted and Talented Program. The differentiated curriculum for the identified Gifted and Talented students will be documented through secondary content differentiation forms, individual teacher lesson plans, and samples of student work.

CurriculumA differentiated curriculum for gifted and talented students needs to be significantly different from the regular curriculum. It does not mean more work of the same work, but needs to be based upon the gifted student's unique characteristics, needs, learning styles, and motivational characteristics. The curriculum may be differentiated through content, process, product, and environment. Classes may be differentiated in the following ways: 1. Present content that is related to broad-based issues, theme, or problems. 2. Integrate multiple disciplines into area of study. 3. Present comprehensive, related, and mutually reinforcing experiences. 4. Allow for the in-depth learning of a self-selected topic within the area of study. 5. Develop independent or self-directed study skills. 6. Develop productive, complex, abstract, and/or higher level thinking skills. 7. Focus on open-ended tasks. 8. Develop research skills and methods. 9. Integrate basic skills and higher level thinking skills into the curriculum. 10. Encourage the development of products that challenge existing ideas and produce "new" ideas. 11. Encourage the development of products that use new techniques, materials, and forms.

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12. Encourage the development of self-understanding: recognizing and using one's abilities, becoming self-directed, and appreciating likenesses and differences between oneself and others.13. Evaluate student outcomes by using appropriate and specific criteria through self-appraisal, criterion referenced, and/or standardized instruments.

Program OptionsADE 8.0-8.05 Program Options

ADE 9.0-9.03 Curriculum

Differentiated Curriculum Modified to FitGifted and Talented Student's Needs Through

Learning Styles, Cognitive Styles, and Motivational Characteristics3

CONTENT more abstract more varied more complex learn subject matter as well as application integrate conflicting bits of knowledge learn underlying concepts and principles of a discipline develop generalizations about events, people and objects challenge to become autonomous learner

PROCESS higher levels of thinking discovery learning problem solving &logic Socratic method group process approach limited use of lecture acceleration and modification enhance imagination and creativity stimulate thinking and idea sharing promote self-evaluation

PRODUCT real problem real audience more than summary of information professionally evaluated foster self-discipline create producer of knowledge rather than consumer only test validity of concepts and reasoning

ENVIRONMENT flexible open

3Information above summarized from "Practices of Curriculum Development for the Gifted Student" by Theresa M. Monaco, Lynne B. Perryman, and Marsha Sonnenberg.

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accepting complex student -centered increase motivation to learn promote self and peer acceptance reward critical and creative thinkingbuild leadership skills

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A Systematic Guide for Designing Differentiated CurriculumRenzulli Triad Model

Type I. General Exploratory Activities - Activities which expose students to a variety of topics of areas of study to broaden experiences and generate new interests.

At least three general guidelines are suggested to help achieve the objectives of Type I Enrichment. First, although a great deal of exploratory freedom must be permitted, students should be made aware from the very beginning that they are expected to pursue exploration activities purposefully; and that after a given period of time has elapsed, each youngster will be responsible for analyzing his or her own experiences and coming up with some alternative suggestions for further study.

Secondly, Type I deals with strategies for exposing students to a wide variety of topics or areas of study from which they might like to select problems for in- depth investigations.

The third and final guideline deals with the direction that exploratory activities should give to teachers in selecting Type II enrichment Activities. The teacher must be a sensitive observer of the spontaneous activities of his or her students so that if one group of youngsters shows on interest in politics, for example, the teacher may then decide to use a simulation game, which deals with various processes of political decision making. Another group, however, may be extremely interested in rocks and minerals, thus leading the teacher to decide that some exercises in the process of classification (using science materials) might be of value.

Type II. Group Training Activities - Activities which are designed to develop the higher-level thinking and feeling processes, and introduce students to more advanced kinds of studies.

A good way to understand the nature of these types of activities is to compare them with content-oriented learning situations in which the major objective is to increase the learner's storehouse of knowledge or information in a particular segment of the curriculum. Type II is to develop in the learner the processes or operations that enable him or her to deal more effectively with content. E.g. critical thinking, problem solving, reflective thinking, inquiry training, divergent thinking, sensitivity training, awareness development, and creative or productive thinking.

Type III. Individual and Small Group investigation of Real Problems - activities in which the student becomes an actual investigator of a real problem or topic by using appropriate methods of inquiry. The success of a Type III activity depends on the interest and task commitment of the individual student.

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Renzulli states that the role of the teacher in TypeII Enrichment is to:

1. Assist the students in translating and focusing a general area of concern into a solvable problem.

2. Provide students with the tools or methodological techniques that are necessary to solve the problem.

3. Assist students in communicating the results to an authentic audience.

The teacher must not try to channel every interest of the student into a Type III activity.

OVERVIEW OF THE ENRICHMENT TRIAD MODEL

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Program OptionsADE 8.0-8.05 Program Options

ADE 9.0-9.03 Curriculum

ELEMENTARY (Grades K-5):NLR offers a comprehensive and varied gifted program in all 11 elementary schools. All schools offer a 1-5 pull-out program format where the licensed gifted facilitators work with identified gifted students a minimum of 150 minutes each week. These same gifted facilitators also collaborate with classroom teachers to provide compacting assistance and enrichment and extension lessons of the classroom content and share differentiation techniques and strategies for the gifted students in their classrooms. This begins with individual meetings at the beginning of the school year to discuss the student’s case study, including strengths and weaknesses. Teachers complete check lists, including grade checks periodically to alert the gifted facilitator of specific academic needs. Gifted facilitators notify parents of student progress through a variety of methods that may include both a student self-reflection and a teacher reflection, and the semester report card.

In the Pull-out Resource Room for 1-5, students participate in a variety of activities, which include field trips, special speakers, and competitions or performances. Specifically, at the K-2 level, teachers emphasize creative thinking and understanding of the self as a gifted individual; at the 3-5 level, students continue creative thinking and learn critical thinking skills; this includes study and research skills in areas of interest, culminating in an independent study. Additionally, creative problem-solving, current events, creative writing, and emphasis in math are elements of the gifted classroom. Students beginning in 4thgrade will become better researchers.

___________________________________________________________________________________ MIDDLE SCHOOL (Grades 6-8): At all secondary schools, many teachers have attended the required CollegeBoard two-day training sessions in preAP or the week-long institute for AP. Pre-AP teachers have been trained to use specific strategies, teach skills such as critical thinking, assimilate core content, teach problem solving, use literary analysis, and provide opportunity for individualized research projects in order to prepare students for International Baccalaureate and Advanced Placement. Counselors enroll GT students in one or more pre-AP classes with trained teachers delivering the instruction and with the collaboration of the facilitator to ensure the skills and opportunities required to meet the needs of the gifted. Should grades and task commitment conflict with the expectations in preAP, students may be assigned to regular classes taught by preAP trained

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teachers who offer appropriate differentiation based on individual students. Certified GT facilitators teach GT Seminar at the middle schools.

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Program OptionsADE 8.0-8.05 Program Options

ADE 9.0-9.03 Curriculum

____________________________________________ HIGH SCHOOL (Grades 9-12): Identified gifted students are offered both Advanced Placement courses and the International Baccalaureate Diploma. In AP, students with advanced academic strengths can choose classes in which they naturally excel or in which they need a strong foundation for possible careers. NLRHS offers the following AP courses: Language& Composition, Literature & Composition,Drawing, and 2D and 3D Design,Spanish, Physics, Calculus AB, Calculus BC,Biology, Chemistry, Environmental Science, Physics, Psychology, andUS and World History.Students also have a variety of electives to pursue areas of interest. Many identified students are enrolled in at least one AP class. In International Baccalaureate, students choose a program of study that offers students a challenging curriculum with an international perspective. The IB Diploma Program offers the following courses: English HL, History HL I and II, Spanish IV SL, Mathematics Studies SL, Physics HL I, Psychology SL and HL,Biology SL and HL,Visual Arts SLand HL. Extended Essay, Theory of Knowledge and Career Action Service are also elements of IB where students participate outside the regular school day. IB enrolls an increasing number of students every year. Many students enroll as diploma candidates, but many students elect to take individual courses in IB, which will earn them a certificate for participation rather than the diploma. This is the tenth year graduating Diploma Candidates. Out of 12 testing areas, and 72 students, there were 205 passing grades in May 2014. More than 90% of the identified gifted students participate in at least one of the AP or IB classes. Other identified students are in secondary content classes such as English, where the teacher has completed preAP or AP training. The GT Coordinator or GT facilitator works with the students and teachers, as needed, to ensure academic success. NLRSD provides gifted students a variety of opportunities to pursue their interests, talents, and abilities. Gifted facilitators collaborate with other teachers and serve as an advocate for the gifted students to ensure that they are provided a differentiated, rigorous, and relevant curriculum. Additionally, those creatively gifted students who do not participate in a pre-AP class do have opportunities to pursue their strengths in the fine arts or technology through the wide variety of elective programs. NLRHS is known for its exceptional arts program where students can participate in many elements of theatrical arts and competitive speech. In addition, students can enroll in art, music, drama, and dance classes, technology opportunities including EAST Initiative, and classes in journalism. NLRSD has National Merit Scholars almost every year and some receive AP Scholar Status from College Board. Nine students attended the

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Arkansas Governor’s School this past summer. 12 seniors and 4 juniors are attending the Arkansas School for Math Science and the Arts this year.

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Community InvolvementADE 4.04.03 Community Involvement

The Gifted and Talented Program will involve the greater North Little Rock community through district and school newsletters, the NLRSD Website, supplemental websites, the media, parent meetings, local civic organizations, and evaluations of the program on www.surveymonkey.com.

Advisory Council

Made of members from each school in the district, an advisory council to the Gifted and Talented Program will meet annually to discuss issues and concerns for the Gifted and Talented Program. An advisory council for each school is recommended. The council will be made up of members who represent parents, local businesses, school personnel, and other interested parties. Partner in Education

Partner in Education

This partnership is a collaboration between the NLRSD GT facilitators and The Kumon Math and Reading Center.

Business Team Contributions Financial assistance for field trips, for buses for the Leadership

Conference, Quiz Bowl, and Math Wars Financial assistance for certificates and trophies. Volunteers to help during Quiz Bowl and Math Wars. Volunteers to help test students with Torrance, OLSAT, and NNAT

District Team Contributions Training in testing and the referrals process Information about current educational practices Awareness of the schools and buildings in North Little Rock

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NORTH LITTLE ROCK SCHOOL DISTRICTPOSITION TITLE: Coordinator of Gifted and Talented Program and Arkansas Induction Mentoring Program

SALARY CATEGORY: Administrative Salary Scale

REPORTS TO: Director of College and Career Readiness

QUALIFICATIONS: Master’s Degree or higher and valid District Administrator license from the Arkansas Department of Education. Ability to communicate effectively to a variety of audiences in both oral and written form.

SUMMARY: To provide expertise and support to the Administrative Directors of Elementary Education and the assistant superintendent over secondary education in the planning, implementation, and evaluation of the Gifted and Talented, Advanced Placement, and International Baccalaureate programs. To secure, train, and manage mentors for Mentoring program throughout the District.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Develop and facilitate the implementation of district initiatives. Assist schools with the implementation of district initiatives. Serve as a program consultant to school personnel with assistance in the

identification of program needs and the selection of appropriate instructional materials, technology, and equipment.

Prepare and disseminate reports for the evaluation of District initiatives. Develop and administer budgets assigned to areas of responsibility. Write and/or manage grants, guidelines, and documents in areas of

responsibility. Prepare all required reports and maintain accurate records. Develop and provide technical assistance in areas of responsibility. Insure that all state and federal mandated assessments are completed. Assist in planning professional development activities for staff and school

personnel relative to areas of responsibility. Use appropriate interpersonal styles and methods to guide individual and

groups toward task accomplishment. Maintain communication links between district and local and state gifted

programs. Maintain contact and be available for parents, teachers, and administrators. Examine case studies of referrals to maintain consistency of race and gender. Perform related duties as assigned.

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Position Title: Teacher/Facilitator of Gifted and Talented POSITION SUMMARY

Responsible for creating a flexible K-5 gifted program within the school(s) assigned, as well as a class environment favorable to learning and personal growth; to establish effective rapport with pupils; to motivate pupils to develop skills, attitudes and knowledge needed to provide a good foundation for education, in accordance with each pupil’s ability; to establish good relationships with parents and with other staff members. ESSENTIAL FUNCTIONS Reasonable Accommodations Statement To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable Accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. Essential Functions Statement(s)

Screens, tests, and assists with selection for the program. Acts as a liaison between regular classroom teacher and parents involved with students in the program. Assists with the development and implementation of the curriculum for the Gifted and Talented Program. Selects, develops, and implements materials, activities, and strategies for use with gifted students. Develops lesson plans and instructional material and provides individualized and small-group instruction to

adapt the curriculum to the needs of each pupil. Translates lesson plans into developmentally appropriate learning experiences. Serves as a facilitator to bring resources, community mentors, and students together. Uses a variety of teaching strategies that effectively incorporate higher conceptual levels in the areas of

content, process development, product development, and affective skills. Provides informal guidance/counseling for gifted students and their parents. Evaluates students' performance, based on program goals and individual characteristics and abilities. Communicates this information appropriately to students, parents, and others, as necessary. Cooperates in staff development regarding gifted education. Attend professional meetings and in-service workshops. Assists in preparing newsletters to acquaint parents and others with activities of the gifted classes. Keeps abreast of current research and new developments related to the field of gifted education. Performs other duties as assigned.

POSITION QUALIFICATIONS Competency Statement(s)

Positive attitude - optimistic, team-first attitude displayed at all times Communication, Oral - Ability to communicate effectively with others using the spoken word. Communication, Written - Ability to communicate in writing clearly and concisely. Creative - Ability to think in such a way as to produce a new concept or idea. Customer Oriented - Ability to take care of the customers’ needs while following North Little Rock School

District - HR Office procedures. Diversity Oriented - Ability to work effectively with people regardless of their age, gender, race, ethnicity,

religion, or job type. Friendly - Ability to exhibit a cheerful demeanor toward others. Loyal - The trait of feeling a duty to the employer. Presentation Skills - Ability to effectively present information publicly. Relationship Building - Ability to effectively build relationships with customers and co-workers. Tactful - Ability to show consideration for and maintain good relations with others. Team Builder - Ability to convince a group of people to work toward a goal.

SKILLS & ABILITIES Education : Bachelor's Degree (four year college or university) Experience : One to two years related experience Computer Skills Knowledge of MS Word, EXCEL, and ability to successfully learn and operate other related technologies. Certificates & Licenses Valid Arkansas Teacher's License with grade level appropriate Early Childhood certification (P-4 or 1-6), with additional certification in Gifted & Talented P-8 (#305). Other Requirements Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies. LANGUAGE SKILLS: Ability to effectively present information and respond to questions from groups of administrators, staff and the general public. REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

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Professional DevelopmentADE 5.0-5.02 Staff Development

The North Little Rock School District in conjunction with the office of the Gifted and Talented Coordinator will conduct relevant professional development for the faculty, administration, and staff concerning the needs of Gifted and Talented students, their programming and instruction. All pre-Advance Placement, Advanced Placement, and International Baccalaureate teachers will receive appropriate training for certification as mandated by the Arkansas Department of Education. ADE requires that all teachers are trained by a CollegeBoard or IBO sanctioned workshop a minimum of once (1) every five (5) years. All regular classroom teachers who serve gifted students will receive either Secondary Course Content for gifted or Collegeboard training, compacting training from the GT facilitators, and other training in differentiation and gifted education. GT facilitators will present information and training on gifted referrals, curriculum, and the needs of gifted students to all teachers district-wide.

Annual EvaluationADE 10.0-10.07 Evaluation

The North Little Rock School District Gifted and Talented Program will conduct an annual self-evaluation. Using www.surveymonkey.com, surveys will be conducted with students, parents, teachers, administrators, and community members. For those without computer access, the school will provide access during parent-teacher conferences and also provide hard copies that may be filled out and returned to the school and forwarded to the district office for Gifted and Talented Education. The Gifted Program Administrator will provide the summary report on the NLRSD website, and building administrators or GT facilitators may print hard copies for those who are interested.

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The results from the survey and from the GT parent advisory committee will be presented in writing to the appropriate district administrators, to principals, and GT facilitators at their group meetings once during the school year in order to include the results in the decision-making process for the next year.

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NORTH LITTLE ROCK SCHOOL DISTRICT PARENT NOTIFICATION FOR THE GIFTED TALENTED PROGRAM

Date:

Dear

has been referred as a possible candidate to receive special services from the Gifted and Talented Program. It is important for us to gather data from as many sources as possible to help us determine your child's needs. The enclosed forms will give us permission to administer a school ability test and a creativity test. While testing is a part of our selection process, it is not the only measure used in our extensive screening process. We are also asking that you complete the parent questionnaire. The questionnaire will provide information on advanced abilities which are often not observable in the school setting.

The case-study approach the NLRSD utilizes is a lengthy process. Once all data has been gathered, you will be notified of the committee’s decision before the end of the school year.

Please complete and sign the forms and return to your child's school by Please feel free to contact me if you have any questions. The phone number is

Signature of GT facilitator

School

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GP-3 Copy to: Office of Gifted and Talented, Gifted Education Folder, Parent

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NORTH LITTLE ROCK SCHOOL DISTRICTGIFTED AND TALENTED PROGRAM

INFORMATION TO PARENTS AND GUARDIANS

It is the intent of this statement to inform parents and guardians of their rights and responsibilities and those of the North Little Rock School District concerning the referral, and placement of gifted children.

The following procedure and policies have been adopted:

I. Data

A. Confidentiality

Consent will be required before the school district:

1 Discloses any information concerning the child to anyone other than authorized personnel employed by the district.

2 Uses any information concerning the child for any purpose other than educational planning and programming.

3 Conducts a formal evaluation of the child.

B. Destruction of Data

The school district has the responsibility to maintain the confidentiality of data concerning the child and for the destruction of the data five years following termination of services. Parents may inspect the data at any time prior to its destruction.

C. Access to Data

Access to data is available to authorized school personnel only. Upon written request, parents and guardians may inspect data collected concerning the child. Parents disagreeing with data may file a letter stating the reason for the disagreement.

When the child reaches age 18, he may, upon written request, inspect the data and place in the file a letter(s) of disagreement with the data. He alone may determine who outside the school district has access to the data.

II. Prior Notification and Consent

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No comprehensive evaluation or placement of the child in the Gifted and Talented Program will be made without your written informed consent.

GP-12

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NORTH LITTLE ROCK PUBLIC SCHOOLSPARENT QUESTIONNAIRE

QUEST PROGRAM DATE

STUDENT’S FULL NAME PARENT/GUARDIAN ALL INFORMATION ON THIS FORM WILL BE STRICTLY CONFIDENTIAL AND WILL BE USED ONLY BY THE REFERRAL AND PLACEMENT COMMITTEE.

PLEASE BE AS DETAILED A POSSIBLE 1. Child resides with: (Check)

Father ( ) Mother ( ) Other ( ) If other, please specify________ Other adults in the home 1. Brothers and sisters Names Ages

2. Hobbies of Parents: Father Mother GP-5, Page 1 Revised 8/09

1. My child has enjoyed visiting… 2. Our family activities include… 3. Child’s recreational choices 4. Choice of friends (ages, sex, numbers, etc.) 5. How does he/she get along with his/her friends? Explain

6. When your child is alone, what does he/she choose to do? GP-5, Page 2

1. Child’s membership in out-of-school clubs or groups 2. Child’s reading interests (books, magazines, etc.) 3. When and how often does your child read? 4. Child’s hobbies: 5. Child’s special talents or skills 6. How does your child express him/herself creatively (or use his/her imagination)? 7. Child’s special problems or needs at home: 8. How does your child get along with others in the home? Explain 9. Child’s home responsibilities:

10. In what ways is your child unique? GP-5, Page 3

1. Discuss the attitude of your child toward school: 2. Child’s school needs as you see them 3. Describe the child as you see him (personality, attitudes toward home, work, friends) 4. Are there any special conditions we need to be aware of before testing your child?

5. Please feel free to attach any additional information that you feel is pertinent. GP-5, Page 44

4 This 4-page document is compacted here to save space.

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ID#____________

NORTH LITTLE ROCK SCHOOL DISTRICTCommittee Conference Record ForThe Gifted and Talented Program

Date sent to parent

Dear :

In accordance with our previous notification, a committee conference was held on . The signatures below indicate the members of the committee.

ERL AW AmboyGT facilitator Indian Hills GT facilitator

KF __ AP Boone ParkGT facilitator Lakewood GT facilitator

AB MLF Crestwood GT Facilitator RidgeroadGT facilitator

GT KA Glenview GT Facilitator Meadow Park GT facilitator

___ _MB___ Seventh Street GT facilitatorIt is the committee’s recommendation that your child, _________________________________

remain in the regular class

Parents, please check the statements that apply. Due to program approval standard 7.08 of the Arkansas Department of Education, we must have this on file.

I am, the parent or guardian, am aware of the decision of the committee.

I give the North Little Rock Schools my permission to provide the services outlined in the committee recommendation.

I refuse gifted interventions and will not hold the committee, nor the district responsible, for not providing gifted services for my student should this be the recommendation of the committee.

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_______________________________ ______ Signature of Parent K-12 Coordinator of Gifted Education

GP-8 Copy to: Office of Gifted and Talented, Permanent Folder

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ESCUELAS PÚBLICAS DE NORTH LITTLE ROCK CUESTIONARIO DEL PADRE

PROGRAMA QUEST (FECHA)

NOMBRE COMPLETO DEL ESTUDIANTE PADRENT/GUARDIÁN

TODA LA INFORMACIÓN SOBRE ESTA FORMA SERÁ TERMINANTEMENTE CONFIDENCIAL Y SERÁ UTILIZADA SOLAMENTE POR EL COMITÉ DE REFERENCIA Y

COLOCACIÓN.FAVOR DE SER LO MÁS DETALLADO POSIBLE

1. El niño reside con: (cheque) Padre ( ) Madre ( ) Otro ( ) si otro, favor de especificar Ocupación de: Padre Madre Otros adultos en el hogar 2. Hermanos y hermanas: Nombres Edades 3. Pasatiempos de los Padres: Padre MadreGP-5, Página l

4. El niño/a tiene su propia habitación( ); comparte con otros_______________(número). 5. Lecciones privadas tomadas por el niño/a: Clase Cuánto tiempo tomada Frequencia6. Viajes que ha tomado el niño/a: Lugar Edad 7. Cosas que la familia hace juntos ________________________________________ 8. Opciones recreacionales del niño/a _______________________________________ 9. Opción de amigos (edades, sexo, números, etc.)____________________________ 10. ¿Cómo el/ella se lleva junto con su amigos? Explique ____________________ 11. ¿Qué le gusta hacer al niño/a hacer cuando el/ella está solo? ________________ GP-5, Página 2

12. Calidad de miembro del niño/a en clubs o grupos extraescolares ____________ 13. Intereses de lectura del niño/a (libros, revistas, etc.) ______________________ 14. ¿Su niño/a lee cuándo y cómo a menudo? _______________________________ 15. Pasatiempos y colecciones del niño/a __________________________________ 16. Talentos especiales o habilidades del niño/a _____________________________ 17. ¿En qué maneras su niño/a se expresa creativamente? _____________________ 18. Problemas especiales o necesidades del niño/a en su hogar _________________ 19. ¿Cómo se lleva el niño/a junto a otros en el hogar? Explique _______________ 20. Responsabilidad casera del niño/a ____________________________________ 21. ¿Cómo es su niño/a diferente de otros niños? ___________________________ GP-5, Página 3

22. Discutir la actitud del niño hacia escuela ________________________________ 23. Necesidades de la escuela del niño/a como usted los ve ____________________ 24. Describir al niño/a como usted lo ve (personalidad, las actitudes hacia, hogar, trabajo, los amigos 25. Favor de sentirse libre de agregar cualquier información adicional que usted sienta sea pertinente. GP-5, Página 45

5Este documento de cuatro páginas esta condensó aquí para ahorrar el espacio.

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Distrito Escolar de North Little RockNotificación del padre de la conferencia de la remisión

para el programa dotado y talentoso

Fecha

Estimado

Todos los datos sobre la remisión de_________________________ al programa dotado y

talentoso se ha colectado y documentado.Mientras que muchos niños en nuestro districto tienen

muchos regalos y talentos, no todos necesitarán la programación adicional.Una conferencia fue

llevada a cabo para repasar los expedientes, y después de la consideración cuidadosa, el comité

se determinó que las necesidades de su niño pueden ser resueltas en la sala de clase regular en

este tiempo.Si usted tiene preguntas, solicitar por favor una conferencia de padres abajo.Usted

puede referirse al manual de GT para el procedimiento de la súplica.Favor de terminar y regresar

la porción inferior en la orden para que resolvamos lo más mejor posible sus necesidades.

Facilitador de GT Escuela Teléfono

GP-7 Copia Para: Oficina del Programa Dotado y de Talentoso, Carpeta de Referemcia/GT

Favor deseparar y volver la porción inferior._____ He visto la carta sobre la colocación y no estoy solicitando una conferencia. Favor de enviarme la forma de la recomendación del comité y la firmaré y se la volveré en el plazo de 10 días.

_____ He visto la carta sobre la colocación y quisiera programar una conferencia para discutir la decision del comite. El mejor número para alcanzarme es ____________________, y también intentaré llamar. Mi dirección del correo electronico es _________________________ (indicar por favor una fecha y una hora conveniente.)_________________ y _____________________. fecha tiempo

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______________________________ ______________________________ Nombre del niño Firma del Padre

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Distrito Escolar de North Little RockNotificación del padre de la Conferencia de la Remisión

para el Programa Dotado y Talentoso

Fecha

Estimado

Todos los datos sobre la remisión de_________________________ al programa dotado y

talentoso se ha colectado y documentado. Una conferencia de referencia se program para repasar

toda la documentació,y después de la consideración cuidadosa, el comité determinó que su niño

si necesita los servicios de un facilitador entrenado en educación dotada y talentosa y se reunira

con ese facilitador por 150 minutos cada semana al nivel de la primaria y recibira servicios

apropriados al nivel de necesidad individual al nivel de la secundaria. Favor de terminar y

regresar la porción inferior en la orden para que resolvamos lo más mejor posible sus

necesidades. Todas las formas necesitan ser firmadas y regresadas para poder terminar este

proceso.

_______________________________________Facilitador de GT _______________________________________Escuela _______________________________________Teléfono GP-7P Copia Para: Oficina del Programa Dotado y de Talentoso, Carpeta de Referemcia/GT

Favor de separar y volver la porción inferior.________________________________________

_____ He visto la carta sobre la colocación y no estoy solicitando una conferencia. Favor de enviarme la forma de la recomendación del comité y la firmaré y se la volveré en el plazo de 10 días._____ He visto la carta sobre la colocación y quisiera programar una conferencia para discutir la decision del comite. El mejor número para alcanzarme es ____________________, y también intentaré llamar. Mi dirección del correo electronico es _________________________ (indicar por favor una fecha y una hora conveniente.)_________________ y _____________________. fecha tiempo

______________________________ ______________________________ Nombre del niño Firma del Padre

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ID#

DISTRITO ESCOLAR DE NORTH LITTLE ROCK Expediente del Comité de Conferencia para el

Programa de Dotado y Talentoso

Fecha

Nombre________________________________

Calle________________________________

Ciudad________________________________

Estimado :

De acuerdo con nuestra notificación anterior, una conferencia del comité fue llevada a cabo en . Las firmas abajo indicant los miembros del comité.

Elena Reyes-Lovins ERL Amanda Ware AW Amboy & MPE GT facilitator Indian Hills GT facilitator

Kim Fonville KF Mary Lou Ferguson MLF Boone Park & LWE GT facilitator North Heights & Lakewood GT facilitator

Amy Burks AB Kay Adams KA Crestwood & 7th Street GT Facilitator Meadow Park & Park Hill GT facilitator

Genea Tharp GT Deborah Jeter DJ Glenview & CWE GT Facilitator Pikeview & IHE GT facilitator

Joyce Lofton JL Secondary GT Facilitator other

It is the committee’s recommendation that your child, ___ ______________________________Child’s name

remain in the regular class

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I hereby give the North Little Rock Schools my permission to provide the services outlined in the committee recommendation. _______________________________ ______ Signature of Parent K-12 Supervisor de Dotado/TalentosoGP-8 Copy to: Office of Gifted and Talented, Permanent Folder

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District Parent Advisory Committee Members

Please contact the GT coordinator should you be interested in serving on this committee.

Edith Adams 7th Street 2013-2014Jennifer Teague LWMS 2014Angela Zakrzewski CWE and LWMS 2013-2014Jill Dillman LWE 2014Suzanne Dorsey IHE 2013-2014Tabatha Degler PHE 2014Jabetta Barnhart CWE 2013-2014Kevin Donn CWE 2014Boyce A. Burns PHE 2014Amandia Acebedo AE 2013Charlanda Ford LDE 2012-13Susan Harris West 2012-2013Michael O’Connor West 2013Kate Makan business partner 2013Elesha Couch GVE 2011-2012Gladys Cruz PHE 2011Rochelle Gray LWE 2011-2012June D. Joseph East 2011Julie Delashaw PVE 2011Brian Midkiff LWMS 2011-2012Rosalyn Orange ME 2011Angel Williams BPE 2011

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Amboy Elementary Quest ScheduleMrs. Reyes Lovins

2014-2015Mondays - Amboy

8:00-8:20 a.m.-morning routine8:25-9:25 a .m. -5th grade Math Olympiads 9:30-10:30 a.m. –4th grade Math Olympiads 10:35-11:05 a.m. –1st grade enrichment (Sorenson/planning)11:10 a.m.-11:50 a.m. – lunch11:55 a.m.-12:30 p.m. –1st grade Math Quest12:35-1:20 p.m. – 2nd grade math 1:25-2:10 p.m.-3rd grade Making Connections2:15-3:20 p.m.-due process, planning, and meeting with teachers

Tuesdays- Meadow Park

Wednesdays-Amboy8:00-8:10 a.m.-morning routine8:15-8:45 a.m. –K enrichment (Dellinger/Weaver)8:50-9:20 a.m. – 1st grade enrichment (Arnold/Clement)9:25-10:25 a.m. – 1st/2nd grade Unit Study10:30-11:30 a.m.-4th/5th grades Unit Study11:35 a.m.-12:15 p.m. - lunch 12:20-1:20 p.m.-3rd grade Unit Study1:25-1:55 p.m. –K enrichment (Felts/planning)2:00-3:20 p.m. – due process, make up enrichment, planning, and meeting with teachers

Thursdays –MeadowPark

Fridays-Amboy8:00-8:10 a.m.-morning routine8:15-9:15 a.m. –1st/2nd grades Making Connections9:20-10:20 a.m. – 3rd grade Math Quest 10:25-11:25 a.m. –4th/5th grades Making Connections11:25 a.m.-12:05 p.m.-lunch12:10-2:40 p.m. - planning and GT meetings

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2:40-3:20 p.m.-planning and meeting with teachers

Quest ScheduleKim Fonville Boone Park Elementary

2014-15

Monday (afternoon only) 12:15-12:45 Kindergarten GT Enrichment 12:50-1:20 Kindergarten GT Enrichment 1:25-1:55 Kindergarten GT Enrichment 2:00-2:30 Kindergarten GT Enrichment 2:30-3:20 Dismissal, planning, collaboration

Tuesday (morning only)8:30-9:25 3rd grade GT Math Enrichment9:30-10:25 1st grade GT Math Enrichment 10:30-11:25 2nd grade GT Math Enrichment

Wednesday1:15-2:15 4th/5th Math Olympiad ---M.Ferguson

Thursday7:50-8:25 hall duty, planning, collaboration8:30-10:00 1st/2nd Unit Study/Making Connections10:00-11:30 4th/5th grade Unit Study/Making Connections11:35-12:15 Lunch

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12:20-12:55 planning, collaboration, classroom visits1:00-2:30 3rd grade Unit Study/Making Connections2:35-3:20 Dismissal, collaboration, planning

Amy Burks MondayCrestwood7:50 – 8:25 Unit Preparation/ Due Process8:25 – 9:25 GT Pull-out 1st / 2nd60 min.9:25 – 9:45 Unit Preparation/ Due Process9:45 – 10:25 Stanley 2nd40 min.10:25 – 10:50 Project Lead the Way Paperwork and

Preparation11:30-12:00 Ott ALE 30 min.12:00 – 1:05 Teacher collaboration; data and research1:05 – 1:45 Hawkins 1st40 min.1:45 – 2:25 Akin 1st40 min.2:25 – 2:40 Due Process

TuesdayCrestwood7:50 – 8:40 Due Process8:40 – 9:40 GT Pull-out 1st / 2nd60 min.9:40 – 10:20 Prater 2nd40 min. 10:20 – 11:30 Unit Preparation11:30-12:10 Lunch12:10 – 12:40 Whitlock K30 min.12:40 – 1:10 Jordan K30 min.1:10 – 1:30 Unit Preparation/ Due Process1:30-2:10 Woods 1st40 min.2:10-2:40 Due Process

Wednesday Seventh Street7:50 – 8:15 Due Process8:15 – 8:50 Springer 2nd35 min.8:50 - 9:05 Due Process9:05– 10:30 GT Pull-Out 4th – 5th85 min.10:30 – 11:05 Driskill 2nd35 min.11:05 – 11:45 lunch11:45 – 12:15 Cass K30 min.12:15 – 12:45 Walker K30 min12:45-1:15 Ervin K30 min.1:15– 2:00 Due Process/Data Evaluation2:00-2:30 Makani 2nd grade ALE 2-2:30

Thursday MorningSeventh Street7:50 – 8:15 Due Process8:15 – 9:20 GT Pull-out 4th /5th 65min.10:20 – 11:20 GT Pull-Out 2nd/3rd60 min.11:20-12:00 Lunch

Thursday Afternoon Crestwood12:00-12:10 Preparation for Afternoon

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12:20 – 1:00 Baggett 1st 40 min.

1:00 – 1:30 Homan K 30 min.1:30 – 2:00 Dial K30 min.2:00 – 2:40 Hastings 2nd 40 min.

Friday Seventh Street7:50 – 8:30 Due Process8:30– 9:00 Meeks 1st30 min.9:00 – 9:30 Levine 1st 30 min.9:30-11:00 GT Pull- Out 2nd / 3rd90min. (2nd grade only from 10:00-11:00)11:00 – 11:50 STAR data and student reports research11:50 – 12:30 Lunch12:30-2:40 GT Meetings

Genea Tharp 2014-15

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Indian Hills Quest ScheduleWare/Jeter2014/2015

Monday8:00 – 8:30 Due Process, Conference/resource for teachers 8:30 – 9:30 1st Grade GT Making Connections 9:30 –10:30 Upper/Special Interest Group/Computer Lab10:30-11:30 3rd Grade Unit Study 11:30-12:10 Lunch12:30-1:30 2nd Grade GT Making Connections1:30- 2:40 Kindergarten GT Enrichment (DiPippa, France)

Tuesday 8:00-8:30 Due Process, Conference/resource for teachers8:30 – 9:30 2nd Grade Unit Study 9:30- 10:30 1st Grade Unit Study10:30 -11:30 Upper Grade Special Interest Group11:30 -12:10 Lunch12:10 - 1:30 Differentiation research for teachers/students 1:30- 2:40 Kindergarten Enrichment (Koettle, Pressgrove)

Wednesday8:00 – 8:15 Due Process, Conference/resource for teachers8:15 – 9:30 GT Teacher meeting9:30 -10:30 5th Grade Unit Study (Ware)

2nd Grade Math Quest (Jeter)10:30 –11:30 5th Grade Making Connections Group A Bunting/Horton (Ware)

5th Grade Math Olympiad Group B Starks/Williams (Jeter)11:30- 12:30 5th Grade Making Connections Group B Starks/Williams (Ware)

5th Grade Math Olympiad Group A Bunting/Horton (Jeter)12:30- 1:10 Lunch 1:15- 2:15 1st Grade Critical Thinking Skills (Ware)

3rd Grade Math Quest (Jeter) 2:15-2:40 Due Process, Conference/resource for teachers

Thursday 8:15 – 9:15 4th Grade Making Connections Group A Merrell/Wheeler (Ware)

4th Grade Math Olympiad Group B Parker/Wells (Jeter) 9:15 -10:15 4th Grade Making Connections Group B Parker/Wells (Ware)

4th Grade Math Olympiad Group A Merrell/Wheeler (Jeter) 10:15-11:15 4th Grade GT Unit Study (Ware)

3rd Grade Math Quest (Extra students) Jeter11:15-12:00 LUNCH12:30 – 1:30 Differentiation research for teachers/students1:30 – 2:40 Kindergarten Enrichment (Huffstuttler)

Friday 8:00 –8:15 Due Process, Conference/resource for teachers 8:15 – 9:15 3rd Grade Making Connections9:30 –10:30 Differentiation research for teachers/students

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10:30-11:30 Kindergarten reflections/paperwork/testing 11:30-12:10 Lunch12:10– 2:40 Due Process, testing, GT meetings, planning

2014-15Lakewood Elementary

MONDAY7:50-8:25 Hall duty, planning, collaboration8:30-9:25 3rd grd Math Enrichment9:30-11:15 2nd grd Unit Study/Making ConnectionsAfternoon at BP

TUESDAYMorning at BP12:45-1:15 Kinder Enrichment Willard1:20-1:50 Kinder Enrichment Stalcup1:55-2:25 Kinder Enrichment Matthews2:30-3:20 Dismissal, planning, teacher collaboration

WEDNESDAY7:50-8:55 Hall duty, planning, testing, collaboration9:00-10:30 3rd grd Unit Study/Making Connections10:30-11:15 2nd grd Math Enrichment11:20-12:15 5th grd Math Olympiad --MLF 11:30-12:00 Kinder Enrichment Butler---KF12:15-12:55 Lunch1:00-2:40 5th grd Unit Study/Making Connections2:45-3:20 Dismissal, planning, collaboration

THURSDAY12:45-1:40 4th grd Math Olympiad---M. Ferguson1:45-2:40 1st grd Math Enrichment---M Ferguson

FRIDAY

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8:30-10:00 1st grd Unit Study/Making Connections10:10-11:45 4th grd Unit Study/Making Connections11:50-3:20 Lunch, planning, G/T meetings, due process, testing, dismissal

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Quest ScheduleNorth Heights

2014/15

Monday 7:50-8:30 – Hall duty, planning 8:30-9:30 - 1st grade (Miller) Making Connections 9:30-10:30 - 3rd grade (Clawson/Hill) Making Connections 10:30- 11:30 - 2nd grade (Bias) Quest Math 11:35-12:15 - Lunch 12:20-1:00 - 1st grade (Miller) Quest Math 1:00-1:20 - classroom visits, collaboration1:20-2:30 - 5th grade (Russenberger) Math Olympiad 2:30-3:20 - Hall/bus duty, planning

Tuesday7:50-8:30 - Hall duty, planning 8:30-9:30 - 2nd grade (Bias) Unit Study 9:35-10:35 - 1st grade (Miller) Unit Study 10:45-11:45 - 5th (Spory) Making Connections

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11:50-12:30 - Lunch 12:30-1:30 - 3rd grade (Williams) Quest Math 1:30-2:30 - 4th grade (Jennings) Math Olympiad 2:30-3:20 - Hall/bus duty, planning

Wednesday 7:50-8:30 - Hall duty, planning 8:30-9:00 - Kindergarten Enrichment (Yager) 9:05-9:35 - Kindergarten Enrichment (DeJesus) 9:40-10:10 - Kindergarten Enrichment (Watkins) 10:15-10:45 - Kindergarten Enrichment (Umsted) Travel to Lakewood 11:20-12:10 - 5th grade Math Olympiad 12:10-1:10 - Lunch Travel to Boone Park 1:15-2:30 - 4th/5th grades Math Olympiad 2:30-3:20 - Staff meeting, planning

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Revised 10-15-14 Pike View ElementaryMrs. Jeter’s Quest Schedule

2014-2015Monday7:50-8:25 Morning Circle, Messages, Conferencing with

Teachers8:30-9:20 1st Grade, Unit Study9:25-10:25 Kindergarten Enrichment—alternate weeks,

England/Johnston10:00-12:00 5th Grade, Unit Study/Making Connections12:05-12:45 LUNCH/Read Mail/Phone Calls, etc.12:50-1:50 2nd/3rd Grades, Unit Study1:50-2:30 Special Interest Groups (PTA Reflections, Quiz Bowl,

Math Wars)OR Planning/Due Process

2:30-3:20 Monitor Hall, Car Rider Duty, Planning, Collaboration with Teachers

Tuesday7:50-8:25 Morning Circle, Messages, Conferencing with

Teachers8:30-9:30 4th Grade, Math Olympiad + Katia9:35-10:35 5th Grade, Math Olympiad10:35-11:25 2nd Grade Problem Solving, Logical Thinking

Skills 11:40-12:20 LUNCH12:25-1:25 1st Grade Problem Solving, Logical Thinking Skills 1:30-2:30 3rd Grade Math Quest 2:30-3:20 Monitor Hall, Car Rider Duty, Planning, Collaboration

with TeachersThursday11:30-12:30 LUNCH and Travel Time from Indian Hills12:45-2:30 4th Grade Unit Study/Making connections2:30-2:30 Monitor Hall, Car Rider Duty, Planning, Collaboration

with TeachersFriday7:50-8:00 Morning Circle, Messages8:30-9:30 2nd /3rd —Making Connections9:35-10:05 Kindergarten Enrichment Cook (alternate weeks)10:05-11:05 1st Grade—Making Connections10:50-11:45 3rd Grade, Making Connections

(meet with early group when doing early lunch with students)

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11:05- 11:45 Lunch or Recess with Students(Behavior Rewards)except meeting day

(LUNCH when doing with late group)11:45-12:25 Lunch or Recess with Students(Behavior

Rewards)except meeting day (LUNCH when doing with early group)

12:30-2:35 Meet with GT Coordinator on 2nd Friday, Planning and Due Process.

1:15-1:45 Kindergarten Enrichment – Arendt (alternate weeks)2:30-3:20 Monitor Hall, Car Rider Duty, Planning

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