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Minority Student Identification, Representation and Support in Gifted and Talented Programs

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Minority Student Identification, Representation and Support in Gifted and Talented Programs

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Professional Development of the Gifted identification, and testing process for school faculty and staff.

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The Gifted education and talented education program provide an educational setting with federal guidelines to challenge and support a wide range of gifted and talented students. Programs to support gifted and talented students began gaining more attention in the 20th century and funding was locally provided through individual school districts. By the late 20th century, federal funding by 1988 through the Elementary and Secondary Education Act. The purpose is to promote structure in the components of researching effective methods of testing, identification, and programming.

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-Minority students are often underrepresented demographics in gifted and talent programs and especially common in communities with high poverty and Title I.
- Schools with a high turnover of teachers often lack consistent procedures to ensure identified gifted students receive services and that potential students are identified and tested.
- The Covid-19 pandemic has resulted in a decline of professional development to ensure compliance as it pertains to gifted identification and testing.
- Minority Students who are identified gifted do not choose to pursue or accept gifted services on the secondary level. And these students choose to take general education classes.
- Gifted students are not receiving appropriate differentiation to challenge and support them in general education courses.

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The success of the professional development will be measure based on the ability of teachers and staff members to follow the proper steps to identify potential gifted and talented students.

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Learning Target- Today I am going to learn about the characteristics of gifted and talented students.

Success Criteria- I know I am successfully when I can:
- Explain the steps to identify students for gifted testing
-Identify and recommend students who demonstrate characteristics reflecting gifted learners

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1. Teachers will be assessed on their prior knowledge about the gifted identification process to evaluate the extent of their professional development. The reason is to make sure teachers get professional development appropriate to their knowledge and to provide guidance specifically to induction level teacher.
2. Professional development will be implemented based on the knowledge a teacher already has about the process. Experienced teachers will receive a refresher session about the identification process, including additional updates and new strategies related to gifted and talented programs. Induction level teachers will receive training during the regular teacher support session.
3. Teachers will be assessed through survey to evaluate their understanding of the professional development session and additional support they may need to complete the process.

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Characteristics of Gifted and High Achieving Students

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Characteristics of Gifted and High Achieving Students

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The following video will be used during the presentation to breakdown the attributes of gifted and talented learners

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Understand the characteristics of gifted students / high achievers

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The following presentation will be used to give an overview about gifted screening and next steps.

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Screening for Gifted Support Referral Forms

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Screening for Gifted Support Referral Forms

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Screening for Gifted Support Team Referral Form (1).docx

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Gifted and talented education professional development will increase knowledge of the importance of supporting learners of this demographic. The hope is to create ongoing and regular procedures that can be used yearly as the school faculty and staff grow and change. Once a plan is in place to properly identify and test gifted students, next additional professional development will be implemented to develop teaching strategies across general education classes to instructional support gifted students. Lastly, the hope is to encourage teachers to become gifted certified and join the school professional learning community to continue building the schoolwide program.

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After the professional development sessions, the following steps will be followed:
- Data will be analyzed to plan for next steps to support teachers during the identification process.
- Teachers and staff will complete the identification process.
-The gifted support team will meet to review the submitted forms and create next steps to screen students and acquire additional evaluations if needed
- Once the identification and testing process of complete, the data will be share with faculty and staff at the next schoolwide meeting.