Regulation 6320-1

Gifted Program

Differentiated Curriculum and Instruction

Reviewed and affirmed by the Board: 
Last Revision: 
Original publish date: 11/24/2009
Related policies & regulations:  
Legal references:  

 

The services that will be provided by the District for students who are placed in the gifted program are:

1. Differentiation of curricula and instructional strategies
   • Curricula and instruction will be differentiated in the following ways:
     • The content objectives taught
     • The processes, appropriate instructional strategies and resources used in teaching
     • The expectations (activities and experiences) required of students
     • The products and assessments required of students
     • The learning environment
       • Differentiated English/Language Arts and Mathematics curricula will be available to kindergarten through sixth grade students.
       • Differentiated English, Mathematics, Social Studies and Science curricula will be available to seventh and eighth grade students.
2. Acceleration/Acceleration via Remote Learning
   • Modifications in curriculum and instruction will be made in accordance with individual student needs.  Options available are:
     • Move rapidly through a sequence of objectives at a pace consistent with the learning ability of the student that will likely be beyond grade level
     • Receive a compacted version of a course, unit or activity.  Compacting in District curriculum will provide modifications in the regular curriculum materials by reorganizing and combining similar objectives to provide economical and effective use of instructional and practice time
     • Advance (skip) a grade prior to high school.
     • Access grade level or course content not offered within the student’s school via remote learning to a course at the middle or high school level.
     • Apply for a waiver for a middle school or high school course(s).  A transitional plan will be put in place to devise a waiver process
     • Exemptions can be brought before the steering committee
   • The principal, in consultation with the curriculum specialist, appropriate department chair, building facilitator, and the gifted supervisor, will approve grade level advancements, waivers, grades, and credits earned.
3. Grouping
   • Student grouping will be flexible, except for the purpose of instruction in the differentiated curricula and/or acceleration, at which time students will be grouped with other gifted students to the extent possible.
4. Other Services
   • Highly gifted students who have exceptional needs that cannot be met through standard curriculum and instructional options may be offered an additional layer of services, including remote learning, online learning, grade skipping, acceleration options, course waivers or on-site mentor services, during the school day in the disciplines of English/language arts, world foreign language, mathematics, computer science, science and social studies.
5. Appropriate Courses and Activities
   • In grades 9-12, core curricular areas required for graduation (English, math, science, social studies) will offer differentiated and/or Advanced Placement or International Baccalaureate classes.  Differentiated sections of electives may be offered at the discretion of the school.
   • Highly gifted students, with permission from the principal/designee in consultation with the gifted consultant and the curriculum specialist, may take appropriate courses in other buildings and/or take up to 6 credit hours per calendar year of local, state-supported college or university coursework.  Any variation of the above must be approved by the steering committee.
   • Tuition will be paid by the District.  Students will purchase materials needed for the class; they may submit the receipts for reimbursement by the District.  If the student receives District reimbursement, the materials become the property of the District.  Students wishing to keep the materials may purchase them.  Transportation will be provided by the student.
   • Post-secondary courses may be used as credit toward graduation at the rate of five high school credit hours for every three college credit hours completed.  Courses will be included on the student’s high school transcript.
6. A Personal Learning Plan (PLP) will be written for students who:
   • Are advanced (skip) an elementary or middle school grade
   • Are granted a waiver for a middle level and/or high school course(s)
   • Qualify for a mentor subject to the conditions outlined above.
   • Take a course at another administrative level (i.e., an elementary student taking a middle level course)
   • Are participating in post-secondary course work
   • Have instructional needs in elementary English/language arts and mathematics that cannot be met through the differentiated curricula
     • The principal/designee will be the PLP manager and the PLP will be reviewed annually by the principal, designee and/or the building program design team.
7. Each school will establish a gifted program design team whose purpose will be to:
   • Determine the procedure for referral and identification
   • Plan program services in curriculum, instruction and guidance/counseling
   • Plan professional development options for certified staff
   • Plan the evaluation procedures for determining the success of program services
   • Communicate the building plan to parents
8. Articulation
   • The District will create procedures to ensure smooth articulation between administrative levels.