Moderate and Above Moderate Gifted Students Program for High School Students

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Introduction

Giftedness in students is the capability of learners performing considerably higher than the normal performance of the students in the same peer class. In most cases, giftedness occurs in various categories of learning such as the cognitive, imaginative, socio-efficient, and sensory-motor fields (Kaufman, Plucker, & Russell, 2012). On the other hand, talent in students is characterised by higher performance of the learners than expected from the learners in the same peer class (Catholic Education Office, 2007). The performance is determined by activities such as sports, athletics, technology and academic fields (Mansfield, n.d.).

Accordingly, three models illustrate the framework of developing giftedness in the moderate and above moderate gifted students. The models include the Tannenbaums Star, the Munich, and the Gange Developmental Model of Giftedness and Talent (DMGT). However, the most relevant model is DMGT, which differentiates abilities, aspects and catalysts in moderate and above moderate gifted students (National Council of Women of Queensland Inc, 2013).

Gange Developmental Model of Giftedness and Talent (DMGT)

Gange Developmental Model of Giftedness and Talent (DMGT)

In the DMGT model, the community and school have the responsibility of identifying the moderate and above moderate gifted students who lack the talent. Moreover, the community and school support the moderate and above moderate gifted students abilities to progress to be successful. The model also makes the community and school accountable by giving further assistance to the talented moderate and above moderate gifted students, for them to perform to their highest levels (National Council of Women of Queensland Inc, 2013).

Basing on the above introduction, the following is a proposal paper of the identification process of the moderate and above moderate gifted students. The proposal is presented to the executive staff of the high school. In this moderate and above moderate students’ identification plan, there are simplified and clarified policies enabling the procedures to be precise and open to the moderate and above moderate gifted students, parents/guardians, communities or the schools staff (K-12 Directorate, 2004).

Moderate and above Moderate Gifted Students Identification Process

In the current community, which interacts with technological, academic and intellectual facilities, it is necessary to nurture the possibilities in the moderate and above moderate gifted students. This plan is meant to provide the moderate and above moderate gifted students with the needed thinking dynamicity, problem solving and the leadership skills. It also outlines the practices leading to validation process, description methodologies and evidence collection (Education and Training, 2008).

Programs

The moderate and above moderate gifted students program assist the moderate and above moderate gifted students in High School meet their abilities. It is availed to moderate and above moderate gifted students in chronological order. Each selection differing services facilitates the learning needs (Local AIG Plan, 2011).

Academic nurturing and enrichment (NE)

The moderate and above moderate gifted student program is offered to the high school moderate and above moderate gifted students. The moderate and above moderate gifted students show great potential in achieving the skills needed in the advanced study but they have moderate achieving (Local AIG Plan, 2011).

Moderate and above moderate gifted students’ education

The moderate and above moderate gifted students performs and shows the capabilities defined in the top five percentages and begins the moderate and above moderate gifted students educational program. The high school observes a high level of attentiveness in the attendance of the moderate and above moderate gifted students. Hence, the number of the moderate and above moderate gifted students needing the moderate and above moderate gifted students program is bigger than the five percent of the district (Local AIG Plan, 2011).

Moderate and above moderate gifted students Education

The moderate and above moderate gifted students education is offered to the moderate and above moderate gifted learners in the top one or two percentages of their accomplishment in the scholarly potential of the schools population (Local AIG Plan, 2011).

Learning environment for the advanced programming (LEAP)

According to LEAP, the moderate and above moderate gifted students identification offers distinct gifts. The students in these categories perform several years above their class peers levels of grade in the given subject (Local AIG Plan, 2011).

Screening and strengthening

The preliminary action for the moderate and above moderate gifted student’s identification is their screening and nomination. The screening processes involve quantitative and qualitative evaluation of the moderate and above moderate gifted students abilities in divergent foundations (Silverman, n.d.). Standardized and researched information is integrated with the modern methods of gathering the information leading to the creation of a huge collection of moderate and above moderate gifted student’s identification (Local AIG Plan, 2011).

Moreover, a teacher, parent or any other member of the society can nominate the student to participate in the program as long as the nominating party observes the basic set regulations in the desired option (Silverman, Chitwood, & Waters, 1986). In addition, the moderate and above moderate gifted students identification program allows the students to nominate themselves (Masse & Gange, 1996). The nomination period is referred to as window. It occurs in two different times of the year leading to the nomination window 1 and nomination window 2. The nomination window 2 is the time for nominating new students while the nomination window 1 is the main time for the overall moderate and above moderate gifted students nomination (Local AIG Plan, 2011).

Practice A

Practices A involves articulating and circulating precise, understandable, and equitable screening, referral, and identification procedures for moderate and above moderate gifted students in high school to their parents (Jin & Feldhusen, 2000).

Description

Understandable and equitable procedures for identifying moderate and above moderate gifted students are availed in various grades in the high school. In most of the public places, in print and online manuscripts informs the public of the screening, referral and identification procedures of the moderate and above moderate students’ identification process using comprehensible words and information (Local AIG Plan, 2011).

Activities

In practice A, there is the formation of the moderate and above moderate gifted students or Talented Advisory Council (GTAC). This team tackles the communication problems and forecast others that may arise in the course of assisting the moderate and above moderate gifted students. For instance, the team provides laymans language description of the moderate and above moderate gifted students identification program, provide documentation of the moderate and above moderate gifted students in different languages, and simplify and update the information to the schools website (K-12 Directorate, 2004).

Practice B

In the process of developing student profile, Practice B employs several strategies for identifying the moderate and above moderate gifted students as a methodology of revealing their performance, accomplishment, and possibility of attaining the above. In this moderate and above moderate gifted student’s identification process, the academically or intelligently moderate and above moderate gifted students are undoubtedly acknowledged in equitable and intelligible procedures that lead to educational services.

Description

This system of identification employs several procedures of identification such as math profiles, math deep judgments, math visualisation evaluation, and student profile filing. Besides, before the approval of implementation of differentiated education system, this identification process dictates the presence of at least three differing verifications of the need of the moderate and above moderate gifted students program. Lastly, this system enhances the dependability and soundness of the incorporated assessment schemes and supplies the moderate and above moderate gifted students programs equally to all social class students(Local AIG Plan, 2011)s.

Activities

The teacher in-charge is provided with the precise directive of the qualitative and quantitative measures to the moderate and above moderate gifted students program. That is, the student profile, the teachers track up for meetings with the students who have been nominated, inclusion of artifacts to enable higher performances in the students, eradication of the class restrictions on the chances of showing students personal abilities, and researching on other evaluation opportunities.

Sources of evidence

This highlights the several verification tools, which include the folders identifying information for the student, an analysis of the student performance, the survey data and the student performance under the program.

Practice C

In this practice, the moderate and above moderate gifted students nomination is based on research theories and methodologies.

Description

Despite the research-based methodologies of testing including the qualitative and quantitative measures, they also consist of the verbal and non-verbal (Lohman & Gambrell, 2012). The assessment criteria include the rating scale, standard achievement and the capability tests.

Activities

This is the employment of the universal screening methodologies as the identification procedures. Besides, the various modern methodologies of identification are incorporated as long as they include the research-based strategies.

Sources of Evidence

The various sources of evidence include testing calendar, district administered tests and students ID with the results from the assessment.

Practice D

In this practice, the moderate and above moderate gifted students practice, the screening, referral and identification is for the poorly represented population of the moderate and above moderate gifted students. Such students comprise of the culturally different and economically underprivileged moderate and above moderate gifted students.

Description

Regarding this practice, the moderate and above moderate gifted students programs implements the programming and testing to ensure considerable improvement is undertaken. After the tests are intermingled with several qualitative measures, screening and identification of the moderate and above moderate gifted students implement the modern moderate and above moderate gifted students capability and attainment test.

Furthermore, the moderate and above moderate gifted students who are not identified through the traditional scheme are determined by science, arts and mathematics tests in respective grades. Additionally, the identification of the moderate and above moderate gifted students in the under-represented students’ collections is determined by the Response to Instruction (RTI) model, which refers to the educational background of the students.

Activities

The moderate and above moderate gifted students identification program efficiency depends on extent of integration of the partakers in the nomination process. The process raises the number of parents participating in the nomination process and gives the parents precise information. What is more, the students testing procedure advances from being school based on district and nationwide.

Evidence Sources

The evidence of the moderate and above moderate gifted students identification in this practice is identified by the census of the participants from the school in comparison to the districts, screening, referral and identification trends, allowing the documented tests, and availing detailed program descriptions.

Practice E

In this practice, the moderate and above moderate gifted students procedure ensures consistence is maintaining the process of implementing screening, referral and identification methods within this system of identifying the moderate and above moderate gifted students (Chapel hill-Carrboro schools, n.d.).

Activities

There is increased sharing of the common plan with other schools in the district. This is done through meetings between the moderate and above moderate gifted students Education Specialist (GES) from the individual school and the other GES from other schools in an idea-exchange meeting chaired by the Coordinator of the Moderate and above moderate gifted students Education in the district (CGE). Within the school, the GES is supposed to lead the team of the moderate and above moderate gifted students program in the implementation of new, adopted or new, consistent moderate and above moderate gifted students program.

Sources of evidence

In this practice, evidence about the identification of the moderate and above moderate gifted students is collected from the meeting notes between the GES and the CGE, identification calendars in the district and the survey results.

Practice F

According to this practice, procedure consists of rules and regulation protecting the rights of the moderate and above moderate gifted students, their guardian, teachers and the community. It include well-versed agreements concerning the identification, placement, process of reassessing, and the methods of resolving the differences.

Description

The policies and process involved in the moderate and above moderate gifted students identification are written down and recognized in this system of identification. Besides, the policies are continually maintained and updated as the system orders. Before the student is allowed to undertake the district test, the parent agrees through a signed document. After the moderate and above moderate gifted student’s identification testing, the parents are given duplicates of the test results derived after their children participation. Lastly, annual review process resolves the disagreement and harmonising the results with the system (Chapel hill-Carrboro schools, n.d.).

Activities

The annual review process is conducted by Moderate and above moderate gifted students Program team, which discerns the changes to be effected in the moderate and above moderate gifted students’ identification system to ensure the similar problems do not reoccur. The need of the changing the current system occurs after parent writes a notification. Mostly, the adjustment occurs during updating of the student data, and inclusion of academic performance in the program determination (Catherine, n.d.).

The procedure for resolving disputes comprises of the parent in the hunt for the decision to the concerns from the class teacher. If the oral process does not solve the issues, the parent makes a written request to the teacher and waits for ten school days. In case the problem is not resolved, the parent can contact the principal for the answers. Sometimes the case does not resolve within the school authority and the parent contact other offices above principal like the coordinator of the moderate and above moderate gifted students programs, assistant superintendent for instructional services, the superintendent and the board of education. In case all of the above fails, the parent meets the GES and tries to solve the issue in the amicable way. If it does not resolve, the parent can file a petition in the court (Catherine, n.d.).

Sources of evidence

Parents’ survey, disagreement resolution procedures and the parent channels of communications comprises the evidences sources for the moderate and above moderate gifted students’ identification.

Practice G

In this practice, the outline of the various schemes of documenting the procedure of identification and the service option selects the moderate and above moderate gifted students to enable easy reviewing of the moderate and above moderate gifted students’ identification by the parent annually.

Description

The documentation methodologies involve the Differentiated Education Plan (DEP) and the Individual Differentiation Plan (IDEP). This system not only communicates with the teacher and GES but also educates the guardian and the students on the moderate and above moderate gifted students identification.

Activities

The revised DEP and IDEP creates moderate and above moderate gifted students sheet that lists the year of student in the school, grade, identification status and a summary of the student curriculum. It has a signing space where the parent must sign as a way of emphasizing the parents consent. It is simplified into the laymans language and outline the educational flow of the student after the secondary school education (Catherine, n.d.).

Sources of evidence

The evidence sources to be used in the moderate and above moderate gifted students identification consists of revised DEP/IDEP documents, guidelines for using and understanding the DEP/IDEP, written strategies for the DEP/IDEP in the cumulative records, and survey results (Chapel hill-Carrboro schools, n.d.).

Flowchart of the Identification Process of the moderate and above moderate gifted students

The process above moderate are outlined in the below flowchart.

Referral to the District Coordinator for the Moderate and above Moderate gifted students Programs and The referral procedure is a continuous process for the high school grades and it begins with any of the following steps

The information derived from the school performance in the present year is screened by the end of the year and the recommendation is initiated for the schools meeting the following
  • Conscription in the honours/AP course
  • Recruitment in the AVID course
  • Enrols the curriculum work, which is three years above the normal rank
  • Double conscription in an institution of higher learning
Appointment by parent/guardian/teacher/student according to the following abilities decisive factors, in the least two of the below results in identification
  • Class position in top 10 percent
  • Appointment for the NCs Governors school
  • Conscription in numerous honours classes, which have maintained a high performance
  • Enrols in the curriculum work which is three years above the normal position
  • Enrols in the AP curriculum which has maintained a high performance
  • Double recruitment in the higher institutions of learning
  • There is confirmation of partaking in the accelerated programs like the Duke TIP
  • There is a verification of partaking in the moderate and above gifted students and talented or honours track program recently held in other high schools.
Identification of the Moderate and above moderate gifted students Education Services

The District goes overthe suggestion to determine the verification of the service needed by the school. It also determines the extra confirmation expected from the school before approval of the services

Appointment for the moderate and above moderate gifted students education services First identification window
Parents notified of the outcomes of the identification process
Appointment of the moderate and above moderate gifted students education services Second identification window
Notification of the parents of the second identification process
In case the district approves there is the necessity for the moderate and above moderate gifted students services
  • A Differentiated Education Program (DEP) is brought up and matched to the abilities of the moderate and above moderate gifted students
  • The DEP is availed to the parents by first and second identification windows and signs.
  • DEP services begin
In case the districts disapprove the need for the moderate and above moderate gifted students student services due to insufficient evidence
  • There is no modification to the regular education procedures and parents are notified in a written document about the results of the first and second identification windows

Conclusion

From the above model, it is clear that many of the times when the highly moderate and above moderate gifted students under performs due to schools failing to avail competent curriculums to increase challenges to the moderate and above moderate gifted students. However, the change in the curriculum provides the learning environment to nurture the moderate and above moderate the gifted students capabilities of grasping the taught concepts. Hence, the outstanding moderate and above moderate gifted students end up having incredible achievements (Silverman, n.d.).

References

Catherine, T. (n.d.). Course two folders EDST 5802: Certificate of the gifted education. Washington, DC: NAGC.

Catholic Education Office (2007). Gifted education K-12. Position paper. Web.

Chapel hill-Carrboro schools (n.d.). Parents guide to the gifted program 2012-2013. Web.

Education and Training (2008). Gifted and talented students. Web.

Gange, F. (2009). Building gifts into talents: Brief overview of the DMGT 2.0. Web.

Jin, S. & Feldhusen, J. F. (2000). Parent identification of the talents of the gifted students. Gifted education international,14, 230-236.

K-12 Directorate (2004). What are the options? Extension program for gifted and talented students in the comprehensive school. USA: Department of Education and Training.

Kaufman, J. C., Plucker, J. A., & Russell, C. M. (2012). Identifying and assessing creativity as component of giftedness. Journal of Psychoeducational Assessment, 30(1), 60-73.

Local AIG Plan (2011). Local academically and intellectually (AIG) plan: Chapel hill-Carrboro schools. Web.

Lohman, D. F. & Gambrell, J. L. (2012). Using nonverbal test to help identify academically talented children. Journal of Psychoeducational Assessment, 30(1), 25-44.

Mansfield, m. (n.d.). Teachers as transformers: within the differentiated model of giftedness and talent. Web.

Masse, L. & Gange, F. (1996). Should self-nomination be allowed in peer nomination forms? Gifted child quarterly, 40(1), 24.

National Council of Women of Queensland Inc (2013). Paper presented in the Parents and Children Conference. Ganges Differentiated model of giftedness and talent. Web.

Silverman, L. K. (n.d.). Highly Gifted Children. Web.

Silverman, K. L (n.d.). Guidelines for screening and identification. USA: Gifted Development Center.

Silverman, K. L., Chitwood, D. G., & Waters, J. L. (1986). Young gifted children: can identify giftedness. TESCE, 6(1), 23-38.

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ChalkyPapers. (2022, February 1). Moderate and Above Moderate Gifted Students Program for High School Students. Retrieved from https://chalkypapers.com/moderate-and-above-moderate-gifted-students-program-for-high-school-students/

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ChalkyPapers. (2022, February 1). Moderate and Above Moderate Gifted Students Program for High School Students. https://chalkypapers.com/moderate-and-above-moderate-gifted-students-program-for-high-school-students/

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"Moderate and Above Moderate Gifted Students Program for High School Students." ChalkyPapers, 1 Feb. 2022, chalkypapers.com/moderate-and-above-moderate-gifted-students-program-for-high-school-students/.

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ChalkyPapers. (2022) 'Moderate and Above Moderate Gifted Students Program for High School Students'. 1 February.

References

ChalkyPapers. 2022. "Moderate and Above Moderate Gifted Students Program for High School Students." February 1, 2022. https://chalkypapers.com/moderate-and-above-moderate-gifted-students-program-for-high-school-students/.

1. ChalkyPapers. "Moderate and Above Moderate Gifted Students Program for High School Students." February 1, 2022. https://chalkypapers.com/moderate-and-above-moderate-gifted-students-program-for-high-school-students/.


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ChalkyPapers. "Moderate and Above Moderate Gifted Students Program for High School Students." February 1, 2022. https://chalkypapers.com/moderate-and-above-moderate-gifted-students-program-for-high-school-students/.