Gifted and Talented

Programming Overview

The Centennial School District recognizes that gifted learners are a population with special educational needs. These learners are capable of high performance when compared to others of similar age, experience, and environment, and represent the diverse populations of our communities.  These learners have potential that requires differentiated and challenging educational programming beyond those provided in the general school program.

The Centennial School District uses data from multiple sources on an ongoing basis to determine the educational needs of students. Centennial Gifted Education uses ability and achievement data to create educational profiles identifying students’ needs for added rigor, challenge, and support in their educational programming. This inclusive process matches students’ identified needs with learning opportunities supported by Gifted Education Levels of Service Programming.

Level One Programming
    • Programming for ALL Students Grades K-12
    • Gifted staff provides support for teachers and students inside the classroom.
    • Students in kindergarten and grade one exhibiting uniquely high academic needs will be considered individually for further assessment to determine possible additional programming needs.
Level Two Programming
    • Programming for MANY Students Grades 2-12
    • Gifted staff provides short term enrichment for students exhibiting high academic achievement.
    • Students will receive Level Two Programming based on standardized assessment data, teacher referral, and classroom performance.
Level Three Programming
    • Programming for SOME Students Grades 2-12
    • Gifted staff has direct involvement with identified students.
    • Students will be identified for Level Three Programming based on standardized assessments of ability and achievement, teacher and parent feedback, and classroom performance.
Level Four Programming
    • Programming for FEW Students Grades Three and Four (2014-2015) Gifted staff has direct involvement with identified students.
    • Highly gifted students will participate in Level Four Programming, a full-time self- contained classroom. 

 


 

Process and Criteria to Assess and Identify Students for Participation in Gifted and Talented Programs

 

Ability Criteria

Achievement Criteria

Programming

Tier A

Any one score at or above on the following:

  • CogAT Verbal 99%
  • CogAT Quantitative 99%
  • CogAT Nonverbal 99%
  • CogAT Composite 99%
  • 99% on equivalent ability tests as determined by the District Placement Committee

Best performance within two years 99% or higher MAP 2-5 or equivalent in reading and math

A student meeting at least one criterion in both ability and achievement is recommended for full-time gifted programming. Families interested in full-time programming should complete an application. Students in Tier A not wishing to attend full-time programming will receive Level 3 programming which is offered at all elementary buildings and Centennial Middle School.

Tier B

Any one score at or above on the following:

  • CogAT Verbal 98%
  • CogAT Quantitative 98%
  • CogAT Nonverbal 98%
  • CogAT Composite 98%
  • 98% on equivalent ability tests as determined by the District Placement Committee

Best performance within two years 98% or higher in reading or math with supporting score at 95% or higher on MAP 2-5 in the other subject

A student meeting at least one criterion in both ability and achievement is recommended for full-time gifted programming as space allows. Families interested in full-time programming should complete an application. Students in Tier B who do not attend full-time programming will receive Level 3 programming which is offered at all elementary buildings and Centennial Middle School.

Tier C

Any one score at or above on the following:

  • CogAT Verbal 97%
  • CogAT Quantitative 97%
  • CogAT Nonverbal 97%
  • CogAT Composite 97%
  • 97% on equivalent ability tests as determined by the District Placement Committee

Best performance within two years 98% or higher in reading or math with supporting score at 95% or higher on MAP 2-5 in the other subject

A student meeting at least one criterion in both ability and achievement is recommended for full-time gifted programming as space allows or Level 3 programming. Families interested in full-time programming should complete an application. Students in Tier C who do not attend full-time programming will receive Level 3 programming which is offered at all elementary buildings and Centennial Middle School. . Students scoring at the 97th percentile or above on three or more areas of the CogAT may be recommended for full-time programming without qualifying achievement scores. The District Placement Committee will make the final recommendation decisions.

Tier D

Any one score at or above on the following:

  • CogAT Verbal 96%
  • CogAT Quantitative 96%
  • CogAT Nonverbal 96%
  • CogAT Composite 96%
  • 96% on equivalent ability tests as determined by the District Placement Committee

Best performance within two years 97% or higher in reading or math

A student meeting at least one criterion in both ability and achievement is recommended for Level 3 services. Level 3 programming is offered at all elementary buildings and Centennial Middle School.

 

Tier E

Any one score at or above on the following:

  • CogAT Verbal 94%
  • CogAT Quantitative 94%
  • CogAT Nonverbal 94%
  • CogAT Composite 94%
  • 94% on equivalent ability tests as determined by the District Placement Committee

Best performance within two years 94% or higher MAP 2-5 or the equivalent in math or reading

A student meeting at least one criterion in both ability and achievement and recommended by his/her teacher may be recommended to receive Level 2 enrichment programming. This programming will occur inside and/or outside the regular classroom. Programming may include advanced or accelerated
classes or language arts and/or math short term enrichment learning opportunities.

 


 

Acceleration (District Policy #513)

Acceleration is an academic intervention that moves students through an educational program at a rate faster or at an age that is younger than typical. Acceleration helps match the level, complexity, and pace of the curriculum with the readiness and motivation of the student. It is about creating a better match between a student and the level and pace of instruction.

Acceleration does NOT mean pushing a child. It does not mean forcing a child to learn advanced material or socialize with older children before he or she is ready. Acceleration is a strategy that respects individual differences and acknowledges the fact that some of these differences merit educational flexibility. (Belin-Blank International Center for Gifted Education and Talent Development, University of Iowa)

The following procedures will be employed following the submission of a formal request for consideration of grade acceleration. The timeline for this process will range from 30 to 60 days. Requests for consideration will be accepted between September 1 and April 1 each school year.

Formal Request for Consideration

A parent/guardian, student, teacher or administrator may request consideration for grade acceleration by completing the Request of Consideration for Full-Grade Acceleration form. The completed form must be submitted to the District Coordinator of Gifted Services.

Following the receipt of the request, an initial meeting will be scheduled by the District Coordinator of Gifted Services to review the process with the parent/guardian, the classroom teacher, the gifted resource teacher or counselor, the school administrator.

Data/Information Collection

The Iowa Acceleration Scale 3rd Edition will be used to guide the collection of data and information by the designated school personnel. The District Coordinator of Gifted Services will coordinate the collection of the data and the completion of the Iowa Acceleration Scale.

Qualitative data will be gathered through interviews with the parents, the student and the teacher using the Interview forms. The building administrator or her/his designee will conduct the interviews.

Initial Data/Information Review

The building administrator will schedule the meeting to review all the data and information. Participating in the meeting will be the current teacher(s), the gifted resource teacher or counselor, the teacher or the counselor at the grade level to which the student may be accelerated and the District Coordinator of Gifted Services. One of the following recommendations will be made.

  • Grant grade acceleration request
  • Request further testing
  • Deny grade acceleration request and develop a plan to meet the student’s educational needs in the current grade level with modifications to the curriculum or pursue subject acceleration

If a request for further testing is recommended, a representative from the team will meet with the school psychologist to determine the appropriate assessments to be administered.  The building administrator/designee will schedule a meeting with the parent/guardian to request permission for testing. The test(s) to be administered will be identified on the permission for testing form. Following the testing, the team will meet  to complete the Iowa Acceleration Scale 3rd Edition forms and to make a final recommendation.

Communicating the Recommendation

A meeting with the parent/guardian will be scheduled by the building administrator/designee to discuss the acceleration decision and the plan to support the student moving forward. Participating in the meeting will be the parents, the student (if appropriate), the building administrator/designee and the District Coordinator of Gifted Services.

If the decision is to grant the acceleration request, designees from the team, the receiving grade level, the parents and the student will create the acceleration transition plan. To ensure proficiency in the standards of the grade level skipped, the plan will identify the grade level standards achieved and those that still require instruction. Appropriate strategies to ensure the student an opportunity to demonstrate proficiency will be determined. The transition plan will be outlined on the Transition Plan for Full- Grade Acceleration form and the Iowa Acceleration Scale 3rd Edition Summary and Planning Record. A timeline for the transition and specific checkpoints to monitor the success of the transition going forward will be included. The timeline for the transition will be determined by the team. 

 


 

Early Admission to Kindergarten and First Grade

Admission to schools in Centennial School District 12 is free and open to all residents of Centennial School District 12 between the ages of 5 and 21 years.  As per Minnesota Statute 120A.20 Subd. 1, no child may be admitted to kindergarten unless he/she is at least 5 years of age on September 1 of the calendar year of school which he/she wishes to begin school. Grade one attendance is for children at least 6 years of age on September 1 of the school calendar year in which he/she wishes to gain entrance, and/or who have completed kindergarten in a public or private school.

Children who reach 5/6 of age on or before November 1 in the year the parent/guardian wishes to their child to enter kindergarten/grade one may contact the Executive Director of Teaching and Learning to get information on early entrance requirements for their child.  This inquiry must be made between April 1 and June 1 for the upcoming school year with a decision being made by July 15.  If determined appropriate, enrollment will be limited to space available.


Criteria for Early Admission 

Children who do not meet the current State of Minnesota September 1 cut-off date for school entry, may be assessed for early admission. The following criteria will be used in determining a child’s eligibility for early admittance

Children considered for early entrance to kindergarten must be 5 years of age on or before November 1 in the year of early entrance.
OR 
Children considered for early entrance to grade one must be 6 years of age on or before November 1 in the year of early entrance.
 

AND 

  1. Children must demonstrate superior general cognitive functioning as measured by the current Weschler Preschool and Primary Scale of Intelligence. Children must have a full scale score at or above the 95th percentile on this test to qualify for early entrance. AND
  2. Children must demonstrate average to above-average school readiness skills when compared to age-appropriate readiness measures to qualify for early entrance. AND
  3. Children must demonstrate average or above-average social skills as assessed by:
    • A standardized social/emotional/behavioral rating scale completed by a parent/guardian; AND
    • Clinical observations made by the evaluator.

 

 Evaluation Process

  1. Upon receiving a completed application form, the Director of Teaching and Learning will forward the information to the appropriate evaluator.
  2. The evaluator will then contact the parent or guardian in a timely fashion and schedule a time for the evaluation.
  3. After completing the assessment, the evaluator will meet with the Director of Teaching and Learning and review assessment results. Based on this review, a decision will be made regarding early entrance by July 15 unless otherwise arranged.
  4. The Director of Teaching and Learning will contact the parent/guardian to review the results and inform them of the decision.
  5. The evaluator will send a written report to the parent/guardian upon request. A copy of the report will also be kept by the Director of Teaching and Learning.