GIFTED IDENTIFICATION PROCEDURE

Browning Public Schools

School Year 2010-11

Dear Friends,

Welcome to a new school year and the Browning Public School’s Gifted and Talented
Education Handbook. This is the culmination of work done by the District’s Gifted and
Talented Education Committee. Inside, you will find the referral process, identification
procedures, services designs, and curriculum offerings for our academically identified
gifted students. The District’s G&T Committee is currently working to refine it’s
processes and expand services to meet the culturally and creativity needs of gifted and
talented students.

Philosophy
The Browning Public Schools recognizes that many students possess gifts and
talents and have unique needs that are not commonly met in the regular classrooms.
These students may require differentiated instruction and opportunities in order to
make adequately year progress that is commensurate with their abilities. School
administrators, staff, parents and community members must work together to
ensure that the educational needs of our gifted and talented students are being met.

The District Gifted and Talented Committee strives to serve all identified gifted students
in grades K-12. Our goal is to continually challenge identified students in their area of
giftedness. Another goal is to establish criteria for the identification procedure and
services for the creative and artistic strands of students’ giftedness.

BPS Gifted and Talented Education Committee Members

KW Bergan/Vina Chattin Elementary Schools - Tana Steiner

Browning Elementary School – Vivian Sanderville and Samantha Grant
Napi Elementary School– Edith Wagner
Browning Middle School – Rodolfo Rivas and Everett Holm
Browning High School – Monty Harrison
Babb Elementary School – Joanne Powell
K-12 BPS District – Gloria Wilkinson

If you have any questions or comments, please feel free to contact any committee
member or Gloria Wilkinson, Assistant Superintendent

Sincerely,

Edith Horn-Wagner, M.Ed.

Browning Gifted and Talented Education

1
 GIFTED IDENTIFICATION PROCEDURE
Browning Public Schools

Pre-referral Process: There are two routes by which an academically able student
can be referred for possible placement in the Browning Gifted Education Program.

1. Students who score in the 95th %-ile and above on the Total Score on the ITBS in any
of the following areas: Math, Science, Social Studies and Reading will be targeted for
further consideration.

The Browning Gifted Education Committee chose the 95 %-ile, knowing that gifted
programs usually use 95 %-ile on these types of assessments. The average scores of the
general student population in Browning fall below the 40th %-ile on the ITBS. Students
who score at the 95th %-ile and above are significantly above average and may require
additional services.

Students who score in the Advanced proficiency levels on the Montana Comprehensive
Assessment System (MontCAS) test in the following areas: Math, Science, an Reading.

2. Students can be nominated at any time by a teacher, parents or a community member

for consideration.

Multiple Criteria:
The multiple criteria used to select students for the Browning Gifted Program (BGP) are:
• Achievement Test Results (e.g. Advanced Level on MontCAS; 95 %-ile on ITBS;
2 levels or more above grade-level placement on SRI; 2 levels or more above
grade-level placement on STAR Math Assessment);
• Grades in targeted subject area(s);
• Teacher Rating Scale in the targeted area(s);
• Student Product(s) (e.g. advanced level of work on student products/projects (e.g.
Science Fair; Genealogy Fair; Math Counts; student publications; 6-Trait Writing)

* An Individual IQ test that can be administered by the Gifted Education Specialist will
be given in special circumstances.

2
 GIFTED IDENTIFICATION PROCEDURE
Browning Public Schools

Appendix A
Browning Schools District 9
K-12 Gifted Education Plan
2004-2005
Developed and Revised March 2005
To begin implementation August 2005
Complete implementation 2008-2009 SY

Philosophy Statement

The Browning Public Schools recognizes that many students possess gifts and talents,
and have unique needs that are not commonly met in the regular classroom. These
students may require differentiated instruction and opportunities in order to make
adequate yearly progress that is commensurate with their abilities. School administrators
and staff, as well as parents and community members must work together to ensure that
the educational needs of our gifted and talented students are being met.

Program Objectives

The Browning Public Schools has established the following objectives to fulfill its goals
of meeting the unique needs of gifted and talented students.

• To develop a viable K-12 gifted education program that is appropriate to the

needs of the child.
• To use appropriate, researched based identification and assessment tools which
are inclusive to all students, especially the school’s 97% Native American
population.
• To provide ongoing professional development on issues of gifted education to the
staff, the parents and the community.
• To include school, parents and community members in the planning,
implementation and evaluation of the gifted education program.
• To provide ongoing evaluation of the program effectiveness, including student
achievement and attainment of yearly objectives.

Identification – Definitions

The Browning Public Schools Gifted Education Program will identify gifted and talented
students who excel or show potential to excel in one or more of the following three areas.

3
 GIFTED IDENTIFICATION PROCEDURE
Browning Public Schools
• Cultural: Unusual awareness of tribal culture; adept in tribal language; applies
traditional ideas in new ways;
• Creativity: Possesses artistic and aesthetic interests, demonstrates musical, writing or
artistic abilities, displays sense of humor and playfulness; attracted to the novel,
complex and mysterious; willing to take risks;
• Academic: On average, scores at ‘Advanced’ levels on designated sub-tests on
standardized measures, such as the ITBS (95 %-ile +), MontCAS-2 (Advanced),
and on 6-Trait Writing.

Eligibility Criteria – Pre-screening by Building GT Committee

Criteria for identification should include, but is not limited to:

• Nomination
• Results from a culturally-based identification tool
• Referrals from a teacher, parent, or guardian
• A self-interest inventory
• Evidence of student work (i.e. standardized assessment score or student product)
• Observation data from a teacher, facilitator or counselor

Procedure for Services

The Browning Public Schools Gifted Education Program will use a matrix identification
procedure that includes at least one measure from each of the following categories to
individualize the student’s academic plan:

• Cultural Tools: American Indian Gifted and Talented Assessment Model

(AIGTAM); Elementary American Indian Gifted and Talented Assessment Model
(EAIGTAM); RAVEN
• Student Achievement Documentation: ITBS; MontCAS; 6-Trait Writing
Assessment; Student Products
• Referrals and Checklists: Teacher and Parent Referrals; Community Referral;
Observation Checklist; Self-Referral; Student Self-Inventory

Each school will create a Gifted and Talented Team/Committee for the student. Teams
will vary depending upon the students’ giftedness. The team will conduct an
individualized academic plan meeting for the student. The individualized plan will
include:
• Student’s interest, learning styles, strengths and needs;
• Goals, strategies, and schedule to meet the student’s giftedness;
• Follow up team meetings, and

4
 GIFTED IDENTIFICATION PROCEDURE
Browning Public Schools
• Alternative assessments of student work that may include projects, portfolios,
etcetera.

Curriculum and Instruction

The Browning Public Schools Gifted Education Program will provide identified students
with advanced curricular options, differentiated instruction within the regular classroom
setting, flexible grouping for high ability students, individual learning opportunities and
instructional delivery that recognizes the unique needs of gifted and talented students.

Elementary Level Services: (Kindergarten through Sixth Grade)

o Cluster grouping based on different interests.

o Flexible grouping for high ability learners in reading and math (e.g. Math
Lab; SFA)
o Use of individualized programs, such as Accelerated Vocabulary,
Accelerated Reader, and Success Maker.
o Involvement in individual projects made possible by curriculum
compacting.
o Use of parent volunteers.
o After school enrichment programs.

• Secondary Level Services: (Seventh through Twelfth Grade)

o Advanced Placement classes.
o Advanced Placement tests given in areas not offered as a class.
o Honors classes in English, math and science.
o Credit given for higher-level classes (i.e. Algebra at grade 8)
o Credit given for Test Out Mastery of specific classes
o Concurrent (dual) enrollment at a post-secondary setting.
o Independent Study options
o Integration of Blackfeet and Native culture.
o Reading Edge groups for high ability students.
o After School enrichment for Middle School.
o Summer Academy

5
 GIFTED IDENTIFICATION PROCEDURE
Browning Public Schools

Professional Development

The Browning Public Schools Gifted Education Program recognizes the need for ongoing
professional development to accomplish the successful implementation of the program.
Training will be available for all teachers of identified gifted students as well as
interested parents and community members. Topics for professional development will be
selected to support the goals for that particular year.

Support Services

The Browning Public Schools recognize the need for support services beyond the
expertise and professionalism of the immediate teaching staff. Support services made
available for its gifted and talented students include:
• Counselors
• School Psychologists
• Consultants
• District Gifted Education Committee
• School/Building Gifted Education Committee
• Community Elders

Parent Involvement

The Browning Public Schools Gifted Education Program invites and encourages parental
and community input and involvement. To encourage and support both the parents and
identified students, the following activities will be available:

• Hold monthly meeting with parents and families, district staff members and
community members to discuss current issues in the GT program.

6
 GIFTED IDENTIFICATION PROCEDURE
Browning Public Schools
• Provide training designed to help parents understand and nurture their child’s
unique gifts and talents.
• Provide parents with information about the opportunities for nurturing gifted and
talented children in the community and elsewhere.
• Provide “Parent Rights” information before the identification process begins.
• Encourage parents to volunteer in various aspects of the GT program.

Evaluation

The Browning Public Schools Gifted Education Program will measure the overall
effectiveness of each separate component of the gifted program with regard to the degree
to which each of the program goals are being met. It will also measure program
effectiveness by the degree of students’ achievement resulting form their involvement in
the program. Each school will develop an action plan that states the goals and activities
planned for each school year.

Student Effectiveness

The effect of the program on students will be documented through the use of student
surveys and portfolios. This will document students work and opinions of the program
from identification through exiting the program. Among the items included in the
portfolio will be: surveys and narratives; student product assessments; year-to-year
comparisons of the degree of growth made in the targeted are; anecdotal data (i.e. teacher
observations, counselor report, list of exploratory activities). One and five year follow up
surveys will be given to all students who have exited the program.

Program Effectiveness

Evaluation of the overall program will be both formative and summative. Formative
evaluation will focus on the degree to which each of the targeted goals for a particular
year has been successfully achieved. A summative evaluation will occur every three
years, to examine the implementation of each program component.

7
 GIFTED IDENTIFICATION PROCEDURE
Browning Public Schools

Implementation Timeline

The Browning Public School Gifted Education Plan was implemented in phases over a
three-year period.

• 2005-2006 Year 1: Academically Gifted: The top 3-5% of students grades K-12
who are academically gifted will be targeted for gifted educational services by
August 2005 as measured by the formal process being completed by each one.
• Planning and processing appropriate placement and services for the culturally
gifted will occur in Year 1.
• 2006-2007 Year 2: Culturally Gifted: Identification and services provided.
• Planning and processing appropriate placement and services for the creatively
gifted will occur in Year 2.
• 2007-2008 Year 3 Creatively Gifted: Identification and services provided.
• 2008-2009: All areas will be completely phased in.
`