Gifted and Talented Information

Gifted and Talented Booklet
Gifted Program Nomination Form
Gifted and Talented Rubric
Elementary Gifted Educational Program
Individual Programming Option Sheet

Relative to House Bill 2041 , 70 O.S. § 1210.301-308



Advertisement of the Gifted Program
Advisory Committee
Annual Deadlines
Definition of Terms
Expenditures Report
File Folder, Gifted and Talented
Identification for Gifted programming
Parental Notification
Permanent Record & Transcript
Program Monitoring
Programming Options
Qualifications of Gifted Education Program Staff
Roles and Responsibilities of Staff
Students With Limited English Ability


The Lawton Public Schools is student-centered. We believe that all children should have the opportunity for the best instructional program possible and that all students should be provided equity of educational opportunities. Because some students have special educational needs, the district will provide educational programs which are designed to provide the experiences necessary for those students identified as "Gifted and Talented."

The mission of the gifted program of the Lawton Public Schools is to develop and challenge those students who give evidence of high performance capability as defined by state law in the areas of:

Intellectual Ability,

Creative Ability,

Leadership Ability,

Artistic Ability and

Specific Academic Ability.

Advertisement of the Gifted Program

The public will be informed about the gifted and talented program through the district elementary and secondary student handbooks. The Gifted Education Plan will be made widely available, and will be available upon request to the community.

Advisory Committee on Gifted Education

Members of the Gifted Advisory Committee are a broad representation of the community, and are selected according to the requirements of state law.

The Gifted Advisory Committee assists in the formulation of district goals for gifted education, the development of the district plan for gifted child educational programming, the preparation of the district expenditures report on gifted child educational programming and performs other advisory duties as requested by the Board of Education.

The Gifted Advisory Committee is appointed or reappointed by the district Board of Education by September 15 of each school year. Members serve two-year terms. The first meeting of the Advisory Committee will be called by October 1 of each year, and will meet at other times as necessary. At the first meeting of each year the committee will elect a chair and vice-chair.

The Gifted Advisory Committee will consist of three to eleven members. The Board of Education will appoint all members, at least one-third of whom will be selected from a list of nominations submitted by organizations whose purpose is advocacy for gifted and talented children. Committee members will consist of parents of children identified as gifted, and community members who may be, but are not required to be, parents of students within the district.

District personnel knowledgeable of gifted programming and practices will be appointed to serve on the committee. Other district personnel will be available to advise the committee when needed. Space for meetings will be provided by the district. All meetings of the advisory committee are subject to the provisions of the Oklahoma Open Meeting Act.

Annual Deadlines

September 15 Board of Education approves membership of Gifted Education Advisory Committee.

Updated Gifted Education Plan due to State Department of Education.

Updated Budget due to State Department of Education.

October 1 Superintendent calls first meeting of the Gifted Advisory Committee on or before this date each year.

Chair and Vice-Chair elected.

December 1 Gifted Child Count due to the State Department of Education.

August 1 Expenditures Report due to State Department of Education.


The district coordinator will prepare, in conjunction with the superintendent and the gifted advisory committee, a district budget for gifted educational programming.

The district budget for gifted educational programming will be prepared and submitted on the forms required by the State Department of Education.

Definition of Terms

Artistic Ability - The ability to excel in any imaginative art form, including, but not limited to, drawing, painting, printmaking, sculpture, jewelry-making, music, speech, debate or drama. The site staff is encouraged to develop methods of identifying students with Artistic Ability.

Confidentiality - All student information will be maintained in accordance with the strict rules and regulations provided by law and the district.

Creative Ability - Refers to students who show imagination or inventiveness. Students with creative ability can discover new solutions to problems, see new relationships, find new modes of artistic expression, or new and better ways of achieving goals. The site staff is encouraged to develop methods of identifying students with Creative Ability.

Gifted Programming Options - Special instructional programs, supportive services, unique educational materials, learning settings and other educational services which differentiate, supplement and support the regular program in meeting the needs of the gifted child.

Gifted and Talented Children - Students identified at the elementary and secondary level as having demonstrated high-performance capabilities and who need differentiated or accelerated education or services.

Identification - The process through which students qualify for the gifted program.

Individual Programming Option Sheet (I.P.O.S.) - Form used to record a student’s area of giftedness, test scores and program options. The school will mail a copy of the I.P.O.S. to the parents of all identified students at the beginning of each year.

Intellectual Ability - Students who at any time scored in the top three per cent on a nationally standardized test of intellectual ability. Students scoring in the top three percentile qualify for automatic placement in gifted programming regardless of other factors.

Leadership Ability - Refers to students who show the ability to lead. Leadership may be displayed in a variety of ways: academics, behavior, athletics, student council, civic responsibility. The site staff is encouraged to develop methods of identifying students with Leadership Ability.

Nomination - Any teacher, parent, student or community member may nominate any student for the gifted educational program. Once nominated, the student’s records will be screened for evidence of giftedness.

Parent - A parent, legal guardian or person legally responsible for the child’s welfare.

Placement - The process of selecting the appropriate programming options for each identified student. Appropriate placement for each gifted and talented student will be determined by the sitecommittee and the student’s parent.

Screening - The process by which students are evaluated to determine giftedness as defined by state law.

Site Committee on Gifted Education - Will consist of the site principal or designee, the site gifted and talented coordinator and a teacher who is a "specialist" in the area of giftedness to be determined. The site committee may also include the parent of the student, counselor, librarian, student and other certified staff. The site committee will have no fewer than three members. The site committee coordinates and uniformly implements the process for identification and communicates these procedures to the entire school staff consistent with the gifted educational plan, State Board of Education regulations and state statutes.

Site Coordinator for Gifted Education - Site principal or designee charged with the ongoing process of screening, identification and placement of students in gifted educational programs.

Specialist - Educational professional, usually a teacher, with specialized training or expertise in a specific area. This person is an advisor in regard to the student’s potential ability and placement in the gifted program in the specialist’s area of expertise; for example: specific academic area, visual art or performing arts.

Specific Academic Ability - Students who excel in one or more academic areas, such as math, English, etc. High achievement test sub test scores and/or high grades in specific subject areas.

Expenditures Report

A report of district gifted and talented expenditures will be submitted to the State Department of Education by August 1 of each year. Expenditures will be coded to the gifted program using the Oklahoma Cost Accounting System


The Gifted Education Advisory Committee will set aside one meeting a year at which parents and other community members may speak and express themselves concerning gifted educational programming. Evaluation findings are communicated to appropriate audiences. Evidence of mastery of content, higher level thinking skills and creativity are evaluated.

The evaluation process provides accurate, timely and relevant information to decision-makers for improving programming options to gifted students. Programming options are evaluated whenever programming options are planned. Identification, staff development, programming options, curriculum, community involvement and evaluation are evaluated.

Data for evaluation are obtained from a random sample taken from district personnel and the community.

Advanced content courses are noted on student transcripts.

File Folder, Gifted and Talented

The site coordinator will maintain an individual file for each identified student enrolled in his/her school. The "Gifted and Talented File Folder" must be maintained throughout the child’s school career and must move with the child from grade to grade. The Gifted and Talented Folder must be filed separately from other records and must contain:

A. The Individual Programming Option Sheet (I.P.O.S.).

B. A copy of the Letter to Parents notifying them of their child’s gifted placement.

C. The Nomination Form, unless identified by test score.

The Gifted and Talented File Folder should also contain:

A. A copy of the test results that resulted in gifted and talented placement (only if placed by test score).

B. Evidence of the method of placement if other than test scores.

C. Contests entered.

D. Contest results.

E. Field trips for gifted and talented students.

F. Other evidence of participation in gifted and talented activities.

Identification for Gifted programming

The process of identifying students for the gifted and talented program will accommodate the pluralistic population and diverse talents of the students in the Lawton Public Schools. The procedures used in the identification of gifted students will be nondiscriminatory with respect to race, economic background, national origin or handicapping condition. Identification of gifted students is an ongoing process extending from grade one through grade twelve. Opportunities will be provided for students to be considered for placement in gifted programs throughout the school experience.

Parental Notification

Each year the school site will notify in writing the parent of all students identified as gifted and talented. A parent conference may be held with the parent of a student identified for the first time. The Individual programming Option Sheet and the Parent Letter will be used as written notification and will serve as a description of the program to be offered the student.

A copy of the Parent Letter and the Individual Programming Option Sheet must be in the student’s gifted file to serve as documentation of parental notification.

Permanent Record and Transcript

The identified student’s Permanent Record and Transcript will be marked appropriately: "GIFTED AND TALENTED."

Program Monitoring

The State Department of Education will monitor twenty-five randomly selected districts, as well as districts with extraordinary numbers of identified students, identified students who as a group are not representative of racial and socioeconomic demographics, unusual budget reports, inappropriate implementation policies or questionable gifted child programming.

Programming Options

The professional staff of each school will provide programming which meets the special needs of students identified as gifted and talented in their building. The goal of comprehensive programming is to provide appropriate differentiated educational opportunities for all students modified in pace, breadth and depth that include multiple programming options and curriculum. The school site program may include any appropriate option but is not limited to any of the options. Appropriate programming for gifted students may include many options designed to meet the needs of the student. Some options are available only at particular grade levels. These programming options may also be appropriate for able learners who have not been identified as gifted.

Programming options will be coordinated by the site gifted education coordinator and committee to guide the development of gifted students from the time they are identified through graduation from high school. Students will be placed in programming options based on their abilities, needs and interests.

Gifted child educational programming is ongoing and a part of the school schedule. Differentiated edcuation will be in place within three weeks of the beginning of the school term. Curriculum for the gifted extends or replaces the regular curriculum. Curriculum is differentiated in content, process and/or product. Content is differentiated in breadth, depth and/or pace. Processes for gifted students stress creativity and higher level thinking skills. Curriculum is planned to assure continuity. A parent conference must be held prior to a student’s exit from a particular programming option or options.

Academic and Creative Competitions - Opportunities for students to enter local, regional, state or national contests in a variety of areas.

Academic and Creative Thinking Skills (ACTS) - Specialized optional pull-out program for fourth, fifth and sixth grade intellectually gifted students. Students attend one day each week, and are not required to make up work missed while at ACTS.

Acceleration - Students progress through the curriculum and/or grade levels at a rate faster than the average.

Advanced Placement (A.P.) - College-level courses available to senior high students meeting specific criteria of the individual department. Students may receive college credit by examination.

Cluster Grouping - Any classroom with a group of identified able learners purposefully organized to provide planned differentiated instruction.

Concurrent Enrollment - Qualified students may enroll in college courses concurrently while in high school according to district and university guidelines.

Correspondence Courses - This option allows high school students to satisfy accredited goals through an approved university.

Cross-Grade Grouping - Opportunity for a student to work in advanced grade-level settings.

Curriculum Compacting - System designed to adapt the regular curriculum to meet the needs of above-average students by either eliminating previously mastered work or streamlining work that may be mastered at a faster pace. The time gained may be used to provide students with appropriate enrichment and/or acceleration experiences.

Decathlon - Academic competition for high school students.

Differentiated Curriculum - Curriculum designed to meet the needs of high-ability students which is differentiated according to content, process and product.

Differentiated or Enriched Classes - Differentiated curriculum and accelerated content designed for able students.

Elective Courses - Gifted students’ needs in the areas of visual arts, performing arts and leadership are met through a variety of curricular offerings: band, orchestra, vocal music, art, leadership classes, etc.

Enrichment in the Regular Classroom - Experiences provided in regular classrooms that are supplemental to the established curriculum and which are purposefully planned with the needs, interests and capabilities of particular students in mind. This curriculum is made up of learning experiences with greater depth and/or breadth for the student who understands abstract ideas, enjoys complexity and has either a deep or a wide range of interests.

Guidance and Counseling - Assists students in planning their academic careers, and addresses the specific social-emotional needs of the gifted to include under-achievement.

Guided Research - Students engage in guided research.

Honors Classes - Available to secondary students who are highly motivated and have the ability to perform successfully in an accelerated course.

Independent Study - Individually contracted in-depth study of a topic within the classroom.

Interest-Based Independent Study- Students are encouraged to pursue their own interests with support and guidance from the teacher.

Learning Centers - A designated area designed to enrich or accelerate students’ interests in a given content area.

Mentorship Program- Senior students work with local professional people in order to be exposed to high-level careers. The student receives high school credit.

Proficiency-Based Promotion Test - Students advance through grade/level/subject by demonstrating proficiency at the ninety per cent level or higher.

Seminars (enrichment workshops, etc.) - This option is made available on a limited basis by colleges to senior high students.

Summer Enrichment Program - Enrichment classes or courses offered in the summer at various sites.

Teacher Guided Research - Classroom teacher assists student with research.

Qualifications of Gifted Educational Program

Teachers hold a valid Oklahoma teaching certificate appropriate to the grade levels included in the program.

Gifted educational program coordinators hold a valid Oklahoma teaching certificate, and will participate in inservice or college training designed to educate and assist them in the area of gifted education.

Teachers whose duties include direct involvement with gifted and talented students shall participate in inservice training or college training designed to educate and assist them in the area of gifted education.

Administrators responsible for gifted educational programming will attend professional development related to the educational needs of gifted students.

Roles and Responsibilities of Staff

Board of Education - Elected representatives of the community.

Superintendent - Works with the advisory committee, oversees the district coordinator who files reports and information as required by the State Department of Education relative to gifted educational programming.

Gifted and Talented Coordinator - Works with the advisory committee. Files the district report on gifted programming. Submits information as required by the State Department of Education, including the yearly gifted child count. Prepares the district gifted and talented budget in conjunction with the gifted advisory committee and the superintendent. Files other reports and information as are required by the State Department of Education relative to gifted educational programming.

Gifted Advisory Committee - Assists in the formulation of district goals and the district gifted educational plan in conjunction with the gifted and talented coordinator and superintendent. Performs other duties as requested by the Board of Education.

Site Principal - Coordinates gifted educational programming. Insures that the teaching staff understands that the responsibility to provide differentiated programming for gifted students lies with the classroom teacher. Works with the site committee coordinating gifted educational programming and completes such reports and information as required by the district coordinator for gifted educational programming. Assists the district coordinator with the yearly gifted child count.

Gifted Site Coordinator - Works with the site committee. Assists the principal in coordinating the site programming options and with reports and information as required by the district coordinator. Assists the district coordinator with the yearly gifted child count.

Gifted Site Committee - Works with the site principal and site coordinator to screen and identify gifted students. Assists in coordinating gifted educational program-ming and with reports and information as required by the principal and site coordinator.

Teaching Staff - Responsible for providing differentiated programming for gifted students. Implements appropriate programming options. Teachers with direct involvement with gifted and talented students will participate in training to assist them in gifted education.

Students With Limited English Ability

Bilingual students will be administered the Matrix Analogies Test by the bilingual education faculty. Parental permission is required prior to testing. Students scoring in the top three per percentile will qualify for gifted status.