Kentucky Administrative Regulations › Title 704 - EDUCATION AND WORKFORCE DEVELOPMENT CABINET - BOARD OF EDUCATION, DEPARTMENT OF EDUCATION - OFFICE OF LEARNING PROGRAMS DEVELOPMENT › Chapter 3 - Office of Instruction › Section 704 KAR 3:285 - Programs for the gifted and talented

Current through Register Vol. 51, No. 1, July 1, 2024
RELATES TO:
				KRS
				157.196,
				157.200(1)(n),
				157.224,
				157.230
NECESSITY, FUNCTION, AND CONFORMITY:
				KRS
				157.200(1)(n) includes
				within the definition of "exceptional children" a category of "exceptional
				students" who are identified as possessing demonstrated or potential ability to
				perform at an exceptionally high level in general intellectual aptitude,
				specific academic aptitude, creative or divergent thinking, psychosocial or
				leadership skills, or in the visual or performing arts.
				KRS
				157.224(1) commits the state
				to a comprehensive educational program for its exceptional school-aged
				children.
				KRS
				157.230 requires all school districts to
				operate programs for resident exceptional children, primary - grade twelve
				(12). This administrative regulation establishes the requirements for programs
				for gifted and talented students.
Section
			 1. Definitions.
(1) "Acceleration
			 options" means various forms of advancing through material or grade levels
			 prior to the prescribed time based on early mastery, such as pretesting in
			 content and being excused to go onto higher level activities, curriculum
			 compacting or linear acceleration, simultaneous or dual enrollment in courses
			 at different grade levels including postsecondary, early exit from school, and
			 grade-skipping.
(2) "Advanced
			 placement and honors courses" means courses emphasizing college-level content
			 based on college board curricula and tests (advanced placement), or the
			 provision of more challenging material through higher levels of content,
			 process and product (honors courses).
(3) "Cluster group" means a group usually
			 consisting of four (4) or more identified students placed in a heterogeneous
			 classroom or other instructional setting with a teacher trained in the
			 appropriate instruction of special needs students, specifically gifted and
			 talented, for the purpose of receiving a differentiated educational experience
			 matched to the student's needs, interests, and ability.
(4) "Collaborative teaching" means a gifted
			 education teacher provides differentiated direct instruction in a regular
			 classroom to a cluster group of identified gifted students in conjunction with
			 the regular classroom teacher.
(5)
			 "Consortium" means a collaboration of schools or districts that pool resources
			 to provide appropriate services for gifted and talented students.
(6) "Consultation services" means the
			 provision of instructional information and materials by the gifted teacher to
			 the regular classroom teacher so that he may provide appropriate and adequate
			 services to the gifted student while in the regular classroom
			 setting.
(7) "Counseling services"
			 means effectively-based counseling assistance planned in coordination with the
			 gifted teacher and provided by a counselor familiar with the characteristics
			 and socioemotional needs of gifted and talented students.
(8) "Creative or divergent thinking ability"
			 means possessing either potential or demonstrated ability to perform at an
			 exceptionally high level in creative thinking and divergent approaches to
			 conventional tasks as evidenced by innovative or creative reasoning, advanced
			 insight and imagination, and solving problems in unique ways.
(9) "Diagnosis" means the evaluation and
			 determination of the appropriate type and level of service options which would
			 meet a given individual child's interests, needs, and abilities.
(10) "Differentiated service experiences"
			 means educational experiences which extend, replace, or supplement learning
			 beyond the standard curriculum.
(11) "Differentiation" means a method through
			 which educators shall establish a specific, well-thought-out match between
			 learner characteristics in terms of abilities, interests, and needs, and
			 curriculum opportunities in terms of enrichment and acceleration options which
			 maximize learning experiences.
(12)
			 "Disadvantaged" means operating under conditions detrimental to normal
			 cognitive or affective growth due to socioeconomic limitations, cultural
			 factors, geographic isolation, or various combinations of these factors to a
			 degree that requires special considerations.
(13) "Distance learning" means learning
			 opportunities offered through the use of computer technology and satellite
			 transmission or optical fiber transmission.
(14) "Extracurricular enrichment
			 opportunities" means differentiated, academically-based activities that
			 supplement classroom instruction and are often after school and competitive in
			 nature, such as academic teams.
(15) "Formal identification" means a process
			 by which a student in grades four (4) through twelve (12) is identified and
			 diagnosed as having gifted characteristics and behaviors using a balanced
			 combination of criteria specific to a category of giftedness - intellectual
			 aptitude, specific academic aptitude, creativity, leadership, or visual and
			 performing arts, and by which a student may be determined eligible for various
			 levels of services in each category in which the student meets the
			 criteria.
(16) "General
			 intellectual ability" means possessing:
(a)
			 Either the potential or demonstrated ability to perform at an exceptionally
			 high level in general intellectual ability, which is usually reflected in
			 extraordinary performance in a variety of cognitive areas, such as abstract
			 reasoning, logical reasoning, social awareness, memory, nonverbal ability and
			 the analysis, synthesis, and evaluation of information; and
(b) A consistently outstanding mental
			 capacity as compared to children of one's age, experience, or
			 environment.
(17)
			 "Gifted and talented identification and placement committee" means a school or
			 district committee made up of the gifted education coordinator or a gifted
			 education teacher and representatives from classroom teachers, administrators,
			 counselors, special education teachers and other appropriate personnel who
			 follow district policies and procedures to formally identify and determine
			 level and type of service options.
(18) "Gifted and talented student services
			 plan" means an educational plan that matches a formally identified gifted
			 student's interests, needs, and abilities to differentiated service options and
			 serves as the communication vehicle between the parents and school
			 personnel.
(19) "High potential
			 learners" means those students who typically represent the top quartile
			 (twenty-five (25) percent) of the entire student population in terms of the
			 degree of demonstrated gifted characteristics and behaviors and require
			 differentiated service experiences to further develop their interests and
			 abilities.
(20) "Independent study"
			 means a self-directed course or study of a selected topic under the supervision
			 of a teacher or the auspices of a university.
(21) "Informal selection" means a process by
			 which a student in the primary program is documented as having the
			 characteristics and behaviors of a high potential learner in one (1) or more
			 categories using a series of informal measures for the purpose of determining
			 eligibility for the talent pool.
(22) "Instructional grouping" means the
			 temporary grouping of students for the purposes of addressing specific
			 continuous progress skill development, socioemotional needs, and
			 interests.
(23) "Magnet school"
			 means a school which is organized around an area of interests, draws students
			 from an entire community, and has no specific entrance standards except
			 interest in the focus of the school (e.g., a magnet school for the arts or a
			 magnet school for science and mathematics).
(24) "Mentorship" means specialized studies,
			 such as an internship, with an adult mentor in the community and under the
			 direction of an educator knowledgeable in gifted education.
(25) "Primary review committee" means primary
			 teachers, counselors, administrators, gifted education personnel, and other
			 appropriate personnel familiar with the child's potential or demonstrated
			 abilities.
(26) "Psychosocial or
			 leadership ability" means possessing either potential or demonstrated ability
			 to perform at an exceptionally high level in social skills and interpersonal
			 qualities such as poise, effective oral and written expression, managerial
			 ability, and the ability, or vision, to set goals and organize others to
			 successfully reach those goals.
(27) "Resource services" means a service
			 delivery option that:
(a) Entails a part-time
			 grouping of students with gifted characteristics based on the interests, needs
			 and abilities of the students;
(b)
			 Is designed for accelerated content, special interest groups, process skills
			 development or various combinations of all; and
(c) Is provided in a pull-out classroom or
			 other appropriate instructional setting.
(28) "Seminars" means discussion-based
			 sessions on specific topics focusing on advanced content and higher level
			 process skills.
(29) "Special
			 school" means a specialized school designed to:
(a) Serve gifted students in grades four (4)
			 through twelve (12) in specific academic areas (such as a magnet school in
			 science and mathematics); or
(b)
			 Develop specific areas of giftedness such as visual and performing
			 arts.
(30) "Specific
			 academic aptitude" means possessing either potential or demonstrated ability to
			 perform at an exceptionally high level in one (1), or very few related,
			 specific academic areas significantly beyond the age, experience or environment
			 of one's chronological peers.
(31)
			 "Talent pool" means a group of primary students informally selected as having
			 characteristics and behaviors of a high potential learner and further diagnosed
			 using a series of informal and formal measures to determine differentiated
			 service delivery needs during their stay in the primary program.
(32) "Travel study options" means
			 academically-based United States and overseas travel which may result in high
			 school or university course credit.
(33) "Underachieving" means the development
			 of a significant gap between a student's potential ability and demonstrated
			 achievement to a degree that there is an overall diminished ability to achieve
			 at the expected level of ability.
(34) "Visual or performing arts ability"
			 means possessing either potential or demonstrated ability to perform at an
			 exceptionally high level in the visual or performing arts and demonstrating the
			 potential for outstanding aesthetic production, accomplishment, or creativity
			 in visual art, dance, music, or drama.