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    Archived pages: 43 . Archive date: 2014-10.

  • Title: Kentucky Association for Gifted Education
    Descriptive info: .. Kentucky Association for Gifted Education.. Join KAGE.. Contact KAGE.. About KAGE.. KAGE Officers and Board of Directors.. Chapters.. List of Local Chapters.. Chapter Development Handbook.. Advocacy and Legislation.. Kentucky White Paper.. Fact Sheet on Gifted Education.. Regulations.. Make a Gift to KAGE.. Parents, Teachers, Citizens Working Together.. Calendar.. Annual Conference 2015.. Parents.. Gifted Talented Assurances.. Summer Camps.. Resources on Gifted and Talented Education.. Publications.. Powerpoint Presentations.. Videos.. White Paper.. Educators.. Gifted and Talented Assurances.. KAGE Annual Conference 2014 resources.. Podcasts.. GT Handbook.. 2012 Annual Conference.. Handout: Gentry Sessions (.. zip).. Handout: Model Site Options Application (.. doc).. Gifted Endorsement Programs in Kentucky.. Awards.. KAGE Foundation.. Mission.. Application for Student Financial Assistance.. Donate.. Advisory Council.. Model Service Delivery Options.. Members Only.. KAGE Distinguished Student 2013-2014.. Morgan Guess receives her $500 Entity Account from the.. KENTUCKY EDUCATION SAVINGS PLAN TRUST (KESPT.. from David Lawhorn (KHEAA) at the KAGE Annual Conference on February 25, 2014.. Morgan is a fifth grade student from McCracken County Schools.. Also pictured is Susan Guess, Morgan s mother.. Read more about Morgan and this award at.. kagegifted.. org/awards.. Thanks to.. KENTUCKY HIGHER EDUCATION ASSISTANCE AUTHORITY (KHEAA).. for its continued support of this program and congratulations to Morgan!.. Service Advocacy 2013-2014.. Congratulations to KAGE.. 2013-2014 KAGE Service and Advocacy winners.. Mary Ann Chamberlain Julie Stone (representing LexKAGE, KAGE Chapter Award), Jon Parker (Business Advocacy Award), Melissa Rash, (Michael Caudill Educator Award), Sylvia Crawford, (Michael Caudill Educator Award), and Jane Bush (Michael Caudill Educator Award).. Read more about these award recipients at.. KAGEGIFTED.. ORG/AWARDS.. Our Purpose.. The Kentucky Association for Gifted Education (KAGE), officially organized in 1979, is a non-profit volunteer group of parents, teachers, administrators, other educators, and all citizens interested in promoting appropriate educational opportunities for gifted and talented youth in Kentucky.. Kentucky’s greatest resource isn’t coal or horses or tobacco It’s our bright young people with gifted minds capable of solving longstanding problems in innovative ways.. Learn more about how you can support talented young people by providing financial assistance for a brighter Kentucky.. When you invest in gifted children, you invest in the best possible future.. Support gifted education! Learn more about getting involved  ...   Tracy Inman and Tracy Cross wrote an excellent Op-Ed in the Lexington Herald.. Tracy Inman is president of KAGE and is the associate director of The Center for Gifted [ ].. Continue Reading.. KAGE Fall 2014 Workshop on Social-Emotional Needs of Gifted Children.. June 26, 2014.. The KAGE Fall 2014 Workshop will be Tuesday, September 16 at the Hyatt Regency Hotel in Lexington.. Lynette Breedlove, Ph.. D.. will be the presenter, speaking on Supporting the Social-Emotional Development of Advanced Learners: Understanding Stress, Coping, and Positive Well-Being.. Held in conjunction with the KAGE Fall Workshop, the Issues for Leaders in Gifted Education and [ ].. 2014 Summer Opportunities in Kentucky for G/T Students.. April 9, 2013.. The summer 2014 programs listed here are just a sample of the opportunities available to gifted students.. Your child’s teacher or district G/T coordinator may be able to provide you with additional options.. We found that many Kentucky universities and community colleges offer summer programs that would be of interest to high-ability young people.. We [ ].. Older posts.. Check us out on social media.. How do I join KAGE?.. Click here to learn more about how you can become a KAGE member!.. Tangible benefits of membership include:.. free subscription to the.. KAGE Update,.. a quarterly newsletter with articles from leading educators in the field of gifted education, updates on federal and state legislative announcements, and registrations forms for KAGE events, calendars of events, checklists for parents, and much more.. discounts on registration for KAGE events, including Annual Conference, Summer Workshop, and Social/Emotional Needs for Gifted Students, a workshop for parents and educators.. The Kentucky Association for Gifted Education.. PO BOX 9610.. Bowling Green, KY 42102-9610.. Email: kage@wku.. edu.. Phone: 270-745-4301.. Fax: 270-745-6279.. KAGE is affiliated with the National Association of Gifted Children (NAGC), and is housed at Western Kentucky University in the Center for Gifted Studies.. KAGE is a 501(c)(3) not-for-profit organization that receives no government funding.. We are supported solely by membership dues, our annual conference, sale of publications and donations.. Gifted Education: Let s Do It!.. Kentucky Association for Gifted Education 2014.. All Rights Reserved.. Parents, Teachers, and Citizens Working Together..

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  • Title: Join KAGE | Kentucky Association for Gifted Education
    Descriptive info: You are here:.. Home.. About.. KAGE membership is important, numbers count!.. Strong membership is especially important when advocating with decision makers who make decisions regarding appropriate educational opportunities for gifted and talented children.. A membership in KAGE is an investment in advocacy efforts with our state and federal legislators.. Be an advocate for gifted programs and gifted children!.. The lifeblood of our success has been and will always be membership.. Advocacy requires members who believe in opportunities for gifted and talented students.. It is hard for a general to fight a war without soldiers.. Also it is hard to replace attitudes of apathy and indifference with enthusiasm and support without dedicated members willing to go the extra mile.. Dan Reeder.. a past President of KAGE.. Why join KAGE?.. Tangible benefits of membership include:.. subscription to the.. KAGE Update,.. a quarterly newsletter with articles from leading educators  ...   to state education personnel and government officials, as well as state organizations, the needs of children who are gifted and talented,.. providing workshops and conferences that bring together educators, parents, and community members to expand the understanding of giftedness and the needs of these high ability children and youth, and.. providing up-to-date information to members through the website, listserv, and the.. KAGE Update.. !.. New!.. Join KAGE for two years and save $5!.. A one-year membership is $30 and a two-year membership is $55.. KAGE is made of interested citizens like.. you.. Won’t you join us as we work to improve opportunities for gifted and talented youth?.. Click.. here.. to join KAGE online.. here.. to download and print a one-page membership form to mail.. to download and print the membership brochure in.. pdf.. We look forward to counting you as a KAGE Member!.. last updated 06/28/13..

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  • Title: Contact KAGE | Kentucky Association for Gifted Education
    Descriptive info: To contact a KAGE Officer or Board Member,.. click here.. PO Box 9610.. Fax: 270-745-6279.. Name.. Email.. Message.. Send a copy of this email to yourself.. If you want to submit this form, do not enter anything in this field..

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  • Title: About | Kentucky Association for Gifted Education
    Descriptive info: Purpose.. This association seeks to.. encourage the improvement of educational services to all students, including those that are gifted and talented,.. support appropriate educational opportunities for gifted and talented students,.. offer training for parents and teachers of gifted and talented students, (.. See Events.. ).. disseminate information about opportunities for gifted and talented students as well as for parents and teachers of these students,.. inform the general public of the needs of gifted and talented students,.. assist  ...   who are gifted and talented,.. secure permanent state funding and legislation to provide appropriate education for the gifted and talented students in every school district in Kentucky, (.. See Legislative News.. ) and.. provide scholarship assistance to qualified students participating in summer gifted programs offered by Kentucky Universities.. (.. See Foundation.. Elected officers and a geographically representative board of directors conduct the business of KAGE.. Click here.. for a list of KAGE Officers and the Board of Directors..

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  • Title: KAGE Officers and Board of Directors | Kentucky Association for Gifted Education
    Descriptive info: Elected officers and a geographically representative Board of Directors conduct the business of KAGE, which consists mainly of communicating with members, planning conferences and seminars, and developing procedures for keeping the public informed of the nature and needs of gifted young people.. PRESIDENT.. Tracy Inman, Ed.. Bowling Green, KY.. tracy.. inman@wku.. PRESIDENT-ELECT.. Jennifer Chaplin.. Monticello, KY.. jennifer.. chaplin@monticello.. kyschools.. us.. PAST PRESIDENT.. Pam Harper.. Falmouth, KY.. pam.. harper@pendleton.. TREASURER.. Leah Ellis.. Lexington, KY.. Leah.. Ellis@fayette.. SECRETARY.. Dena Chaffin.. Louisa, KY 41230.. dina.. chaffin@lawrence.. EXECUTIVE  ...   pamela.. geisselhardt@adair.. 2ND.. DISTRICT.. Jan Kevin Lanham.. Gravel Switch, KY.. jwlanham@windstream.. net.. Susan Ryan.. Elizabethtown, KY.. susan.. ryan@etown.. 3RD.. Noel Weaver and Melissa Weaver.. Louisville KY.. noel.. weaver@jefferson.. melissa.. 4TH.. Jane Bush.. Walton, KYT.. jane.. bush@kenton.. 5TH.. Kelli Thompson.. Pikeville, KY.. kelli.. thompson@pike.. 6TH.. Peggy Workman.. Lexington KY.. UNIVERSITY.. LIAISON.. Dr.. Nielsen Pereira.. nielsen.. pereira@wku.. LEGISLATIVE.. Julia Roberts.. The Center for Gifted Studies.. julia.. roberts@wku.. CHAPTER.. Sharyl Yingling.. Sharyl.. yingling@fayette.. KDE.. Kathie Anderson.. KY Department of Education.. Frankfort, KY.. Kathie.. Anderson@education.. ky.. gov.. updated 03/10/14..

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  • Title: Chapters | Kentucky Association for Gifted Education
    Descriptive info: Affiliate chapters are a source of information for parents, educators, students, and communities.. The chapter provides parents a way to connect with other parents who have similar joys and concerns about raising and educating their gifted children.. For educators, it s an opportunity to communicate with parents and build a base of support.. For all, it s an opportunity to advocate for advanced and accelerated learners at the local, state, and national levels.. For a list of KAGE Chapters,.. A.. KAGE Chapter Development Handbook.. is available to download by.. clicking here.. (23 pages in a pdf)..

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  • Title: List of Chapters | Kentucky Association for Gifted Education
    Descriptive info: List of Chapters.. Current active KAGE chapters include.. Central Kentucky Chapter,.. C-KAGE –.. Contact Daksha Mehta at.. dakshapmehta@aol.. com.. (Click.. to download their membership brochure in MS Word ).. Daviess County KAGE –.. Contact Debbie Hendrix at.. debbie.. hendrix@daviess.. Glasgow/Barren County KAGE.. , Contact Aileen Rose at.. KAGE.. glasgowbarren@gmail.. Lexington-Fayette County KAGE, LexKAGE.. Contact Sharyl Yingling at.. sharyl.. or.. www.. lexkage.. for more information.. Marshall County KAGE, MCKAGE.. Contact Lisa Sills at 270.. 395.. 4664; click here to go to the MCKAGE webpage:.. http://mcwordpress.. marshall.. us/marshallcountygtprogram/marshall-county-kage.. For MCKAGE FaceBook:.. http://www.. facebook.. com/home.. php#!/MarshallCountyKAGE?sk=wall.. McCracken County,  ...   at.. NEKAGE09@gmail.. Or Ruth Crowe at.. ruth.. crowe@fairview.. Northern KY KAGE, NKAGE.. Contact Kathleen Lemmons at.. kathleen.. lemmons@fortthomas.. Northern KY KAG.. E.. -PALS –.. NKAGE-PALS.. org.. Owensboro – Contact.. Patrick Bosley at.. Patrick@moonlite.. if interested in a chapter in this area.. South Central KY KAGE, SOKY KAGE.. Contact Tony Harkins at.. Anthony.. harkins@wku.. Rowan County KAGE.. – Contact Genny Jenkins at.. genny.. jenkins@rowan.. Woodford County KAGE, WAGE.. – Contact Michelle Westerfield at.. 4westerfields@gmail.. For information on how to contact these chapters, or how to start a chapter in your area, please contact the KAGE office..

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  • Title: Advocacy and Legislation | Kentucky Association for Gifted Education
    Descriptive info: KAGE is very active in supporting legislation for the gifted and talented.. Since 1980, KAGE has worked closely with members of the Kentucky General Assembly to secure appropriate educational opportunities for gifted students.. In addition, KAGE members are advocates for Kentucky s gifted children, communicating with decision-makers: in Kentucky at local school councils, school districts, the Governor s Office, and the Kentucky Department of Education, and with other groups who care about education.. At the national level, KAGE advocates with Kentucky s Senators and Representatives for federal legislation for gifted children.. Decision-makers must know that gifted children constitute a special needs group along with other categories of exceptional children and that gifted children also need to make continuous progress in school.. Each year in February KAGE sponsors.. Gifted Education Week in Kentucky.. , and a.. Gifted Education Week Proclamation Signing.. in the Capitol in Frankfort.. The Proclamation Ceremony for Gifted Education Week, (February 17-23, 2014) was held at the Capitol Rotunda on February 11.. , 2014.. to read the press release.. • February 17-23, 2014 Gifted Education Week in Kentucky, All Around Kentucky.. CLICK.. HERE.. to download a list of suggestions on how you can get involved in Gifted Education Week  ...   to open positive dialogues with key decision makers, parents, local officials, and community members.. KAGE has put together a list of suggestions on activities to get you and your community involved in Gifted Education Week, but these activities would be great to do anytime during the year.. LEGISLATIVE PRIORITIES.. to learn how you can contact your legislators.. Kentucky’s commitment to funding gifted education has remained stagnant or decreased since the inception of KERA in 1990.. Yet, the scope of identification and services has widened as has the cost of providing those services.. The current allocation is not sufficient to meet the needs outlined below.. An increase in funding for Gifted and Talented Education.. is greatly needed.. Increased funding is crucial for:.. 1.. Ongoing professional development for teachers;.. 2.. Comprehensive identification of gifted students; and.. 3.. Appropriate services for gifted students.. for the KY White Paper on Gifted and Talented Education, KENTUCKY’S FUTURE: MINING UNTAPPED TREASURE, CHILDREN AND YOUTH OF THE COMMONWEALTH WHO ARE GIFTED AND TALENTED, for a fuller discussion of the need for increased funding for gifted education.. for a summary of the fundamental beliefs anchoring the White Paper.. for a Fact Sheet on gifted education in Kentucky.. last updated 02/17/14..

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  • Title: White Paper | Kentucky Association for Gifted Education
    Descriptive info: White Paper on Gifted and Talented in Kentucky.. for a copy of the White Paper in.. This was revised in August 2007.. (You will need Adobe Reader to open this document in.. To download a copy for free click.. ).. to download a copy of the Letter to the Editor sent to over 150 newspapers in Kentucky.. for list of resources.. for legislative contact information.. for a list of sources for more information.. for background on the White Paper.. for endorsements..

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  • Title: Gifted Education Fact Sheet | Kentucky Association for Gifted Education
    Descriptive info: Gifted Education Fact Sheet.. Gifted Education It s the Right Thing to Do!.. Download a printable version of this document.. As defined in.. 704 KAR 3:285.. Programs for the Gifted and Talented.. , Kentucky’s gifted and talented students are those “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 (e.. g.. , mathematics, science), creative or divergent thinking, leadership skills, or in the visual or performing arts.. How many gifted students in KY?.. Kentucky students have been identified in 5 areas of giftedness since the enactment of KERA.. KDE data from the 2010-2011 school year indicate that 97,770 students received gifted services in grades K-12.. What is the budget allocation for gifted and talented?.. $6,980,200 was allocated for fiscal year 2010-2011 and $6,979,200 for fiscal year 2011-2012.. $7,121,500.. was allocated for Gifted Education by the Kentucky General Assembly for 2008.. $100,000 of the allocated amount goes toward the Commonwealth Diploma Program leaving $6,879,200 for direct services to gifted students.. Funds are distributed to local districts based on a district’s total student population.. Jefferson and Fayette Counties receive more due to larger total student populations.. Due to budget cuts, the final funding received by districts for services  ...   Increased funding would allow for a more comprehensive identification of gifted students.. Identification of gifted students should echo the population diversity found within KY schools including the economically disadvantaged, ethnically diverse, those with Limited English Proficiency (LEP), and/or multi-exceptionalities.. Typically, only the specific academic aptitude and general intellectual ability are consistently identified within the five areas of giftedness.. Plan and implement the Gifted Student Services Plan.. Provide instructional services to properly identified students in the five areas named in the regulation for gifted and talented students, grades 4-12.. Provide services to the primary talent pool, K-3.. Increased funding would provide more appropriate services for gifted students.. The gifted child’s strength becomes the need that should drive the responses from educators as the needs do for children in other programs.. The needs arise from gifted children’s ability to learn at a significantly faster pace and their hunger for advanced, complex curricula.. Appropriate services allow for continuous progress by ability, not age.. Gifted children have no racial, cultural, or socioeconomic boundaries.. They are found in all schools every day.. Service options may go away but gifted students remain.. The needs of gifted students remain.. Academic modifications to meet these needs remain.. The need for educators trained in the nature and needs of gifted students remains..

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  • Title: Regulations | Kentucky Association for Gifted Education
    Descriptive info: For Parents.. Programs for the gifted and talented.. to link the Kentucky Department of Education Gifted and Talented Resource page.. RELATES TO: KRS 157.. 196, 157.. 200(1)(n), 157.. 224, 157.. 230.. STATUTORY AUTHORITY: KRS 156.. 070, 157.. 196(3), 157.. 220, 157.. 224.. 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.. 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.. , 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  ...   and talent shall be based on the following process:.. (a) Data gathering.. A district shall develop a system for searching the entire school population on a continuous basis for likely candidates for services using both informal and available formal, normed, standardized measures, including measures of nonverbal ability;.. (b) Data analysis.. A district shall develop a system for analyzing student data for the purposes of a comparison of the students under consideration for identification to local or national norms, including those required in this administrative regulation, and to district-established criteria of eligibility for each category of giftedness;.. (c) Committee for determination of eligibility and services.. A school district or school shall assemble a selection and placement committee which shall have four (4) purposes:.. To provide feedback on the adequacy of the district s identification and diagnostic procedure;.. To ensure that a variety of views are heard during the selection and placement process;.. To determine which students meet identification criteria and which services, at what level, shall be included in each identified student s gifted and talented student services plan; and.. To help provide communication and support in the schools and community;.. (d) Provision of services.. A district shall implement articulated services from primary through grade twelve (12) which provide multiple delivery options matched to diagnosed behaviors, strengths and characteristics of individual students; and.. (e) Petition and appeal for services.. A district shall provide a petition system as a safeguard for a student who may have been missed in the identification and diagnosis procedure.. (2) Exceptions and special considerations for eligibility.. School personnel shall take into consideration environmental, cultural, and disabling conditions which may mask a child s true abilities that lead to exclusion of otherwise eligible students, such as a student who qualifies as:.. (a) An exceptional child as defined in KRS 157.. 200;.. (b) Disadvantaged; or.. (c) Underachieving.. Section 5.. Program Evaluation.. (1) District policies and procedures shall ensure that a program evaluation process shall be conducted on an annual basis and shall address:.. (a) Overall student progress;.. (b) Student, parent, and faculty attitudes toward the program;.. (c) Community involvement;.. (d) Cost effectiveness;.. (e) The incorporation of gifted education into the regular school program;.. (f) Overall quality of instruction and program personnel credentials; and.. (g) Future program directions and modifications.. (2) Data collected in the annual program evaluation shall be utilized in the school and district instructional planning process.. (3) Beginning with the 2001-2002 school year, local district policies and procedures shall ensure that the school personnel report to a parent or guardian the progress of his child related to the gifted and talented student services plan at least once each semester.. Section 6.. Service Delivery Options.. (1) A student diagnosed as possessing gifted characteristics, behaviors or talent shall be provided articulated, primary through grade twelve (12) services which:.. (a) Are qualitatively differentiated to meet his individual needs;.. (b) Result in educational experiences commensurate with his interests, needs and abilities; and.. (c) Facilitate the high level attainment of goals established in KRS 158.. 6451.. (2) For a student in a primary program, services shall be provided within the framework of primary program requirements and shall allow for continuous progress through a differentiated curriculum and flexible grouping and regrouping based on the individual needs, interests, and abilities of the student.. (3) Emphasis on educating gifted students in the general primary classroom, shall not preclude the continued, appropriate use of resource services, acceleration options, or the specialized service options contained in subsection (5) of this section.. A recommendation for a service shall be made on an individual basis.. (4) Grouping for instructional purposes and multiple services delivery options shall be utilized in a local district gifted education plan.. Student grouping formats shall include grouping for instructional purposes based on student interests, abilities, and needs, including social and emotional.. (5) There shall be multiple service delivery options with no single service option existing alone, districtwide, at a grade level.. These service delivery options shall be differentiated to a degree as to be consistent with KRS 157.. 200(1).. Both grouping for instructional purposes and multiple service delivery options may include:.. (a) Various acceleration options (e.. , early exit from primary, grade skipping, content and curriculum in one (1) or more subjects from a higher grade level);.. (b) Advanced placement and honors courses;.. (c) Collaborative teaching and consultation services;.. (d) Special counseling services;.. (e) Differentiated study experiences for individuals and cluster groups in the regular classroom;.. (f) Distance learning;.. (g) Enrichment services during the school day (not extracurricular);.. (h) Independent study;.. (i) Mentorships;.. (j) Resource services delivered in a pull-out classroom or other appropriate instructional setting;.. (k) Seminars;.. (l) Travel study options; or.. (m) Special schools or self-contained classrooms, grades four (4) through twelve (12) only.. (6) With the exception of an academic competition or optional extracurricular offering, services shall be provided during the regular school hours.. Section 7.. Curriculum.. (1) A comprehensive framework or course of study for children and youth who are diagnosed as possessing gifted characteristics, behaviors and talent shall be based on a district or school s curricula required to meet the goals established in KRS 158.. (2) A school shall differentiate, replace, supplement, or modify curricula to facilitate high level attainment of the learning goals established in KRS 158.. 6451 and to assist students identified and diagnosed as gifted and talented to further develop their individual interest, needs and abilities.. Section 8.. Personnel.. A local school district shall ensure that direct services to students identified as demonstrating gifted and talented behaviors and characteristics shall be provided by professionally qualified and certified personnel as required by the Education Professional Standards Board.. (1) A teacher shall be appropriately endorsed in gifted education in accordance with 704 KAR 20:280 if the teacher works:.. (a) directly with identified gifted pupils in addition to the regularly assigned teacher; or.. (b) For at least one-half (1/2) of the regular school day in a classroom made up only of properly identified gifted students.. (2) All other personnel working with gifted students shall be prepared through appropriate professional development to address the individual needs, interests, and abilities of the students.. Section 9.. Budget; Funding.. (1) State funds for gifted education shall be used specifically for direct services to students who are gifted and talented.. Direct services to students identified as demonstrating gifted and talented behaviors and characteristics shall be provided by professionally qualified and certified personnel as required by the Education Professional Standards Board in 704 KAR 20:280.. Seventy-five (75) percent of a district s gifted education allocation shall be used to employ properly certified personnel to provide direct instructional services.. (2) A local district budget decision impacting state funds for gifted education after the annual submission of the local district education plan shall be coordinated through the district gifted education coordinator.. If the change will cause a major or significant adjustment to the district gifted education budget, the change shall be submitted to the Kentucky Department of Education for approval as an amendment.. (3) A district receiving state gifted education funding shall designate a gifted education coordinator to:.. (a) Oversee the district gifted education operation;.. (b) Serve as liaison between the district and the state;.. (c) Ensure internal compliance with state statutes and administrative regulations; and.. (d) Administer and revise the gifted education program budget.. (4) State funding to a district shall be contingent upon:.. (a) Employing properly certified personnel to administer and teach in the program;.. (b) The annual submission of a local district gifted education year-end report;.. (c) A summative evaluation of the program and student progress; and.. (d) Complying with this administrative regulation.. Section 10.. Procedural Safeguards.. A school district shall establish a grievance procedure through which a parent, guardian or student may resolve a concern regarding the appropriate and adequate provision of talent pool services or services addressed in a formally identified student s gifted and talented student services plan.. This districtwide grievance procedure shall address:.. (1) How, and by whom, the grievance procedure is initiated;.. (2) The process for determining the need to evaluate or reevaluate the child for appropriate services;.. (3) The criteria for determining if placement of the child needs revision;.. (4) Procedures for ensuring that appropriate services are provided to all identified students consistent with KRS 157.. 200 and 157.. 230; and.. (5) Procedures for ensuring the participation of the parent or guardian, a regular education teacher of the student, a gifted education teacher or coordinator, administrator, and a counselor in addressing a grievance.. (4 Ky.. R.. 528; eff.. 7-5-78; Am.. 9 Ky.. 40; eff.. 8-11-82; 17 Ky.. 111; eff.. 9-13-90; 20 Ky.. 1685; 2350; eff.. 3-9-94; 26 Ky.. 203; 608; eff.. 9-1-99..

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