Policies+and+Procedures

Following the compilation of the results of a survey conducted earlier this year on gifted programming and services, the Luzerne Intermediate Unit’s Gifted Focus Group adopted a plan of action directed at implementing specific supports for our local districts in accordance with their expressed needs and interests. The district teachers overwhelmingly expressed an interest in learning strategies for //compacting and differentiation// within their classrooms; and this goal has been a major focus of our efforts to date. Additionally, the districts noted interest in having the LIU help to refine, formalize and/or document detailed policies and procedures related to other options available to gifted students within their standard programming. To this end, we have drafted the following document. Central to this exercise is the idea that, by bringing these services to the forefront, and by formalizing their designs, the service options will be offered to more students, more often, and more efficiently and effectively. We anticipate that these services will be added to the framework of the GIEPs utilized by the districts. The document is intended to provide “boilerplates” that districts can utilize in the adoption of their own policies and procedures. It is expected that the format and general text can be widely accepted by all the districts that choose to offer these options to their students. Decisions need be made in regard to certain specific criteria best suited to the goals, capabilities and structures of each specific district. Options for each of these areas are presented in red type. It is suggested that   you review these documents in total, make adaptations to suit them to your individual needs, seek board approval, as necessary, and use them to **guide** your delivery of additional service options for the gifted students in your district. It is also recommended that you seek the advice of legal counsel before adopting any of the attached sample application or acceptance forms.
 * Service Options for Individual Gifted Students **
 * Within Standard Programming **
 * “Boilerplates” for Policies and Procedures **


 * Gifted Programming **

Recognizing that every class has students of varying abilities, and all children learn best when they are addressed at the level for which they are ready, a major challenge for schools is to find an optimal match between the individual child and the appropriate learning environment. As such, XXXXXXX School District is cognizant of the need for educational alternatives for its gifted students. Most gifted students’ needs can be addressed through **differentiating instruction** in the classroom. This option includes a modification of content, process, or product according to students’ readiness, interests and learning profiles. Differentiated instruction can be done at any time within the regular class setting, and our teachers are encouraged to implement this teaching option to best meet the needs of high ability students. In addition, the district provides a menu of service options for its advanced learners. These opportunities include:  §   Acceleration Early Entrance to Kindergarten Subject Acceleration Grade Acceleration Dual Enrollment  §   Mini Courses  §   List any additional gifted programming opportunities
 * __ Introduction  __**

In the less frequent cases when student needs cannot be accommodated through differentiated instruction in the regular classroom, the school and parents/guardians may consider **acceleration**. Acceleration is a modification of regular instructional programming that enables a student to progress more rapidly and complete a program in less time or at an earlier age than is tradition. Acceleration options available through XXXX School District include: **Early Entrance to Kindergarten, Subject Acceleration, Grade Acceleration, and Dual Enrollment. **   Research indicates that when students are carefully selected for acceleration, they do very well both academically and socially. Acceleration can be a key intervention for providing challenging educational opportunities for some advanced learners. Acceleration can improve the motivation, confidence and scholarship for these students; and research indicates that students are not harmed socially or psychologically. While “common sense” might suggest that children will be most successful emotionally and developmentally in a social environment comprised of their same age group, the research on the social effects of acceleration strongly contradicts this assumption. Research indicates that advanced learners generally feel more comfortable with their academic peers, rather than their age-level peers. A student’s social and emotional development is correlated more highly with his or her mental age than with his or her chronological age; and friendships tend to be made similarly. The evidence **in favor** of acceleration for appropriately selected students is quite extensive. Conversely, there is evidence that for extremely gifted students (with IQs of 160 or above) failure to accelerate can result in extreme difficulty in establishing positive social relationships, boredom, and disengagement in the academic setting.
 * __ Acceleration  __**
 * __ Benefits of Acceleration  __**

To be successful, students selected for acceleration must possess the necessary social maturity. However, it should also be noted that a student’s apparent social-emotional immaturity may be due to his/her inappropriate placement away from others of like abilities. There are three factors considered critical in regard to a choice for acceleration:  ·   A student should be accelerated only if he/she is agreeable. It is crucial that the child be involved in the decision for acceleration.  ·   A student’s abilities and performance levels should be formally evaluated and documented. There needs to be evidence that the student can learn quickly.  ·   A student should not be accelerated into the same grade as an older sibling; and a student should not be accelerated if he/she is currently in the same grade as a sibling. Difficult family issues can be intensified, and there is the strong possibility of harmful effects to the self-esteem of both students. The different types of acceleration are characterized by varying levels of intensity. Each should be approached with both an open mind and caution. All cases of acceleration should be initiated on a trial basis.
 * __ Concerns  __**

**__ XXXXX __****__ School District __**
 * __ Early Entrance to Kindergarten  __**
 * __ Policies and Procedures  __**


 * I.  ****__ Introduction __**

**__ Definition __** – Early entrance to kindergarten involves a waiver of policy for exceptionally mature and advanced children, allowing them to begin school prior to the established age entrance criteria. Schools that allow early entrance usually require some formal testing and a “trial” period to determine if the children are in possession of the typically-required kindergarten skills. **__ Benefits/Concerns __** - While some parents/guardians choose to delay their child’s kindergarten entrance by one year, there are others who opt for entrance one year early, at age four. It may be obvious to parents and other adults that a child is ready for school before his/her age-mates. Research on early entrance to kindergarten has shown that, when the early entrants, whether boys or girls, have superior intelligence, and when their parents and the teacher support the decision and have realistic expectations of the child, then academic achievement, athletic involvement and social adjustment are at least as great as children of similar intelligence who entered at age five. Parents should be reminded to keep in mind that these children may be competing in school with children who are fourteen months older than they; and the children should not be admitted early unless they are physically, emotionally, and intellectually ready. Parents/guardians should also consider the long term ramifications, such as: the early entrant may be the last in the class to get a driver’s license, the last allowed to date, the smallest on the soccer team, etc. However, research indicates that early entrance to school is a safe alternative option for bright students. Social and psychological adjustment is neither enhanced nor threatened. Actually, clinical experience suggests that the younger the student is when accelerated, the easier the adjustment. Although some educators express concern that a child’s motor skills may not equal those of children in higher grades, these concerns should only be viewed as minor, since easy accommodations (for example, special scissors) can usually be utilized to ameliorate lags in motor skills until the child catches up. For early placements like this, it is important that the student has previous experience in a structured preschool classroom setting. Parents/guardians might also consider exploring other enrichment options available in the community during the year prior to regular entrance to kindergarten, as well identifying the options for meeting their child’s advanced needs if the child entered at the regularly scheduled time. **__ Early Entrance in Pennsylvania __** – The PA Department of Education gives the local school board the right and responsibility for establishing the age at which a child can begin the kindergarten program. Once the age requirement is established, districts cannot refuse admission to a child that meets the age requirement. The district's minimum entry age cannot be less than four (for K-4) or five (for K-5) before the first day of the school term. A district can also   establish its own early admission policy to kindergarten as long as the early admission age is not less than four years. **__Eligibility Criteria __** -  XXXX School District’s standard policy sets 5 by date as the minimum age for children to begin in their kindergarten program. If parents/guardians feel that their child's total development is superior to most children of his/her age, and feel he/she can compete with older children, they may apply for early entrance. In general, children who are healthy and coordinated, emotionally mature, socially well-adjusted, and above average in intelligence may be considered. These children must speak plainly; express themselves well; and be socially outgoing to associate with older, more mature children. Specifically, the student must have:  ·   Turned 4 by date, (Note: It is recommended that the child should be within 6 months of the approved entering age.),  ·   Successfully demonstrated general social, emotional, pre-academic and cognitive development at the 5.5 age level or higher,  ·   Verbal and intelligence quotients at the superior level ,  ·   Social development at the 6 year old level, and <span style="font-size: 14pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   Good physical health and development. The purpose of these guidelines is to better insure that the student will be able to successfully interact with the higher functioning (top half) peers in the kindergarten setting. ** III. ****__ Application Process __** **__Initial Contact__** – Interested parents/guardians should submit an //Application for Early Entrance Form// (See Appendix A) to the principal in the elementary school in their attendance area. Upon receipt of the application, the principal will arrange an evaluation. The child’s birth certificate must be included with the application. Applicants may also choose to submit the child’s current preschool progress report or letter from the child’s current teacher to help in determining the child’s readiness for a formal school experience.
 * II.  ****__ Participation Requirements __**

**__Screening __ – ** An initial screening is conducted by highly-qualified kindergarten teachers in an approximately one-hour session designed to observe how the child interacts in a classroom environment and to determine whether the child appears to demonstrate required skills. At the conclusion of the screening, the teachers determine if the child is eligible for individual testing. **__ Formal Testing __** – If the screening process reveals that the child may be appropriate for early entrance into kindergarten, an individual testing process is initiated. A school psychologist administers an in-depth assessment of kindergarten readiness skills through standardized, formal testing. **__ Assessment Outcome __** – At the conclusion of the assessment, a review conference will be scheduled with the parent/guardian, the building principal, kindergarten teacher(s), and the psychologist. Verification of the child’s acceptance or rejection will also be made in writing to the concerned parent/guardian. All decisions are final. OR An appeal may be made in writing to offer compelling evidence to overturn a decision. **__ Trial Period __** – Students eligible for Early Entrance are assigned to a kindergarten class for a four-week trial period. After this time, the teacher and building principal review the child’s performance to determine whether he/she should continue as a kindergarten student. The determination of final placement is the decision of the school.

**__ Deadlines __**** - ** Note: If a date falls on a weekend or holiday, the deadline moves to the next school day. Last day for application for Early Entrance: add date Notification of trial approval/denial: add date Notification of formal approval/denial: add date

**__ XXXXX __****__ School District __** ** __Definition__ – ** Subject acceleration allows students to move to an advanced grade level in one or more subject area(s), but remain identified with their own age group and grade. This can be accomplished within the regular classroom, or by having the child spend part of the day with students of a higher grade. For example, a sixth grade student attends a seventh grade math class.
 * __ Subject Acceleration __**
 * __ Policies and Procedures  __**
 * __ I. Introduction  __**

**__ Benefits __** – Subject acceleration is the least radical type of acceleration. It allows students who have demonstrated that they have advanced knowledge and skills in a particular domain to access a curriculum at least one year in advance of their current year-for-age level. Where a student has specific talents in a subject area, such as mathematics or languages, single-subject acceleration may be beneficial to the student’s overall academic achievement and school satisfaction. Research on subject acceleration indicates it may result in significant positive academic increases for both elementary and secondary students. Socialization was shown to be neither harmed nor enhanced. **__ II. __****__ Participation Requirements __** **__Eligibility Criteria__** – Students most suitable for this option are usually of above average ability, working well in most subjects, and displaying a real interest and ability in a particular subject area. To be considered for subject acceleration in the XXXX School District, a student must satisfy all of the following criteria:

<span style="font-size: 14pt; color: black; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-ansi-language: EN;"> ·   Demonstrate skill proficiency in the top quartile of the subject being considered, <span style="font-size: 14pt; color: red; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-ansi-language: EN;"> ·   Demonstrate 85% mastery of essential learning as determined by the district’s curricular-based assessment and/or standardized tests, <span style="font-size: 14pt; color: red; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-ansi-language: EN;"> ·   Demonstrate standardized testing performance at least two years above current placement, with a target score at or above the 75th percentile compared to students two years older (nationally), <span style="font-size: 14pt; color: red; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-ansi-language: EN;"> ·   Be placed at the 95th percentile or higher on related nationally-normed achievement tests, when accelerating in English or Math, <span style="font-size: 14pt; color: black; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-ansi-language: EN;"> ·   Demonstrate sound study attitudes, capability to work independently, and the desire to subject accelerate without parental pressure, and <span style="font-size: 14pt; color: black; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-ansi-language: EN;"> ·   Be free of any serious social, emotional and/or physical adjustment problems that will negatively impact on this placement.

It should be noted that subject acceleration is not an option reserved exclusively for students who have been formally identified as gifted. ** III. ****__ Application Process __** **__Initial Contact__** – A parent /guardian or teacher can initiate subject acceleration. The student and parent/guardian should express an interest in subject acceleration to the teacher, principal, or gifted specialist, and complete and submit an application form (See Appendix).

**__Screening__** - A Subject Acceleration Committee comprised of a teacher, principal, school psychologist and gifted education specialist will review all applications in accordance with established entrance criteria. Students will be approved or disapproved for progress to a higher grade level course of study. Independent study and differentiated instruction strategies will also be considered as alternative options during this review. The accepting building principal must also approve the recommendation.

** __Determination__ ** – The student and parent/guardian will be notified in writing of the Committee’s decision regarding eligibility; and additional issues related to scheduling and transportation will be worked through with the parent/guardian, student and principal before a six or nine week trial placement is initiated. Following this trial period, if it is determined that this placement can successfully continue, progress will be reviewed on a quarterly basis by the teacher and parent/guardian. The student will be placed in a curriculum no more than one year ahead of current placement, with the goal of providing appropriate challenge while allowing the student to perform at a high level within the new curriculum. NOTE: At the high school level, courses that are waived will be noted on the high school transcript, but will not be credited toward graduation requirements.

**__ Deadlines __** – Note: If a date falls on a weekend or holiday, the deadline moves to the next school day. Last day for expression of intent to participate: no later than the first day of the last quarter for the fall subject acceleration Notification of approval/denial: add date

**__ XXXXX __****__ School District __** ** IV. ****__ Introduction __**
 * __ Grade Acceleration __**
 * __ Policies and Procedures  __**

** __Definition__ ** – Grade acceleration allows a student to proceed to an advanced grade level in all subject areas to meet the student’s ability and performance needs.

**__ Benefits/Concerns __** – Grade acceleration should be preceded by much deliberation. While research supports that, if carefully selected, students do very well academically and socially, this is the most aggressive form of acceleration. The greatest benefit of grade acceleration is that it provides, for some, the greater level of intellectual stimulation that is required to meet their intellectual readiness for challenges and growth. In most cases, students accelerated as a result of a careful formal evaluation process perform well in the advanced setting. Most studies of acceleration consider only students who were recommended for acceleration based on evidence of social, as well as academic, maturity. Therefore, the selection process for this option of service should be certain to include an examination of the total child. Acceleration for well-selected students is likely to succeed, if everyone involved is willing to make necessary adjustments in expectations for classroom behavior and performance. Grade-skipping for selected students generally appears to be beneficial at all levels. However, the greatest research-supported academic and social effects seem to be in grades 3-6. It appears that if intervention for underachievement is not carried out by the end of the upper elementary grades, it may be more difficult to do so in later years. Yet, there are reports of successful instances of grade acceleration in middle school and high school. **Generally, it is recommended that students skip only one grade at a time. However, students may need to skip another grade at a later time.**

For some, one area of concern is the issue of lagging physical development. The most common concern that is expressed is for boys who may either lack the ability to sit still in a classroom setting or who may later wish to engage in sports where size and weight are important for success. This same concern should be equally relevant to girls. There is some evidence that gifted boys who are accelerated are less likely than controls to participate in contact sports, but this issue has not been adequately addressed in existing literature. Acceleration may place some students, either at the time of the decision or later, at a competitive disadvantage in their particular sport. Parents and students should be made aware of this and should be encouraged to discuss any concerns that they may have. <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">  Another concern is that the accelerated student might have “gaps” in his or her academic background. Therefore, potential accelerants should be given a curriculum-based assessment. These students would be tested using the curriculum that is offered in their school for the grade that they are planning to skip. The purpose of this testing is to determine what a student knows and doesn’t know. If the student then works on “filling the gaps”, then the student begins the new grade with the same knowledge base as the other students in the grade. The gaps can often be filled in with just a few hours of study. There are some additional cautions concerning grade acceleration. One relates to its timing. It is easier to skip a grade at the beginning of the year, rather than mid term. However, there are times when mid-year advancement is desirable. Transition years (the years before a move to a new building) seem to be the logical times for implementing this option. This seems sensible because the accelerant is one of many new students in a new school. However, research indicates that this may not necessarily be true. For some students, a new building plus a new grade/class appears to be too difficult an adjustment. Another important rule of thumb in acceleration is that a student should not be skipped into the same grade as an older sibling. Such a move will introduce the accelerated child into the social and academic territory of the older sibling. Even if a school offers more than one class at the given grade level or if the accelerated student could be moved to another school, acceleration into the same grade as an older sibling is not recommended. **All grade acceleration should be arranged on a trial basis of** ** 6 **** weeks, with counseling services available to the student. **

** V.   ****__ Participation Requirements __** ** __Eligibility Criteria__ ** – Given the aggressiveness of this approach, XXXXX School District requires that a comprehensive psychological evaluation of the student’s intellectual functioning, academic skill level, and social-emotional adjustment need be completed prior to any decision for grade acceleration. To be considered for grade acceleration, the student must meet all of the following criteria: a.  Have already scored in the 95th or 99th percentile or above on grade level achievement and aptitude tests, or two or more years above grade level in both reading and math, b. Demonstrate achievement above the 70th percentile in ALL academic skill areas, c. Have an IQ of 125 or 130 or 135 or above, d. Appear socially and emotionally mature, based upon observation, e. Evidence ability for independent work, f. Express a desire to move ahead without undue pressure by parent/guardian, and g. Be free of any serious adjustment or physical development issues.

The “receiving teacher” is an essential person in this decision. It is imperative that the teacher be accepting of the idea; be willing to make any necessary accommodations; and prepare the receiving classmates, particularly if the grade skip occurs in the middle of the year. Therefore, the class to which the student will be advanced should be a major part of the decision-making process.

**__Initial Contact__** – The grade acceleration process can be initiated by the student’s teacher, parent/guardian, or gifted specialist. A meeting of these three persons, plus the building principal, will be held to discuss the appropriateness of and interest in proceeding. If the process is to proceed, the parent/guardian must complete an application form which includes written consent for the required formal evaluation of the student. (See Appendix A)  **__Screening__** - A comprehensive psychological evaluation of the student’s intellectual functioning, academic skill level, and social-emotional adjustment will be completed by the school’s psychologist. Tests will include cognitive ability and academic achievement tests. In addition, supplemental assessments such as writing samples, reading assessments, out-of-grade year-end inventories and others may be utilized as necessary. **__Assessment Outcome__** – At the conclusion of the assessment, a review conference will be scheduled with the parent/guardian, building principal, receiving teacher, and psychologist. Verification of acceptance or rejection will also be made in writing to the parent/guardian. All decisions are final. OR An appeal may be made in writing to offer compelling evidence to overturn a decision. **__ Trial Period __** – Students eligible for Grade Acceleration are assigned to the advanced class for a six-week trial period. After this time, the teacher and building principal review the child’s performance to determine whether he/she should continue in this placement. The determination of final placement is the decision of the school. Student progress will be reviewed on a quarterly basis by the teacher and parent/guardian. **__ Deadlines __**** - ** Note: If a date falls on a weekend or holiday, the deadline moves to the next school day. Last day for application for Grade Acceleration: add date or any time Notification of trial approval/denial: add date Notification of formal approval/denial: add date
 * __ III. Application Process  __**

**__ XXXXX __****__ School District __** **__Definition__** – Dual Enrollment is when a student is enrolled in two separate, academically related institutions. A student enrolled in a secondary school may be dual enrolled at a local institution of higher learning, such as a community college or university. The student may take classes at either institution for credit toward their high school diploma, as well as for college credits.
 * __ Dual Enrollment  __**
 * __ Policies and Procedures  __**
 * __ I. Introduction  __**

**__Benefits__** – Dual enrollment may be advantageous to students because it allows them to get a head start on their college careers, while improving the transition from high school to college. There may be some positive effects of students being adequately challenged by courses better suited to their interests and abilities. However, available research does not suggest a significant academic effect, or any significant outcome changes. At the same time, the research clarifies that participants are not harmed at the college level by having been credited for some courses. In addition, dual enrollment may be considered a money-saving strategy for parents because courses are taken through and paid for the local high school. There is some discussion concerning the potential disadvantages of dual enrollment including: the under-preparedness of ill-selected students and the subsequent effects of lower grades on high school and college transcripts, the diversion of needed money from local districts, and social issues related to the age differences between the high school and college populations. However, a growing body of research supports dual enrollment. According to the US Department of Education, earning college credits prior to high school graduation may reduce the average time to degree and increase college retention. Dual enrollment programs are credited with saving time and money, improving the transition and access to college, and allowing students to “test the waters” of college learning.


 * __Dual Enrollment in Pennsylvania__** - Dual enrollment, referred to as “concurrent enrollment” in the PA School Code, is seen by the Commonwealth as a mechanism to increase the number of students that go on to postsecondary education, and to decrease the need for remedial course work at that level. Pennsylvania administers a Dual Enrollment Grant Program that enables districts to receive funds to offset the cost of postsecondary coursework completed under approved programs. Grant money can cover tuition, books, fees and transportation. Information on the Dual Enrollment Grant Program can be found at [|www.project720.org].

**__Eligibility Criteria__** - Students may apply for Dual Enrolment through XXXXX School District if they are at least 16 years of age and have completed the tenth grade. They must have: <span style="font-size: 14pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   a cumulative high school GPA of 3.0 or above in the subject area, <span style="font-size: 14pt; color: red; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   an overall GPA of 2.5 or higher, <span style="font-size: 14pt; color: red; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   SAT scores of 500 in Critical Reading and 500 in Math, and <span style="font-size: 14pt; color: red; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   no more than 15 absences during the previous school year <span style="font-size: 14pt; color: red; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   an excellent discipline record <span style="font-size: 14pt; color: red; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   passed LCCC’s accuplacer tests in both verbal and math. Students may also be required to fulfill additional, more stringent requirements established at the discretion of the postsecondary education provider. Add any entrance exams, class rank, or essay requirements here. **__ Maximum Credits __**** – ** Students are permitted to enroll in a maximum of one course per term. **__ Transportation __**** – ** The student is responsible for transportation to and from the college. ** __Fees__ – ** The School district will assume the full or partial costs of college enrollment, tuition, and books. Students may be responsible for additional fees, such as those related to health screening, parking, mailings, etc. If students receive less than a C grade in their college classes, the students will be responsible for the entire or a partial amount of the college tuition. **__Course Requirements__** – A dual enrollment course will count as one elective course toward graduation requirements, as long as a grade of C or better was attained. College course grades will or will not be included in computing GPA or Class rank. It is the student’s responsibility to obtain final grades for their college courses and submit them to their guidance counselors in order to receive credit toward graduation requirements. **__Initial Contact__** - Interested eligible students should contact their guidance counselors for additional information and required forms. Counselors must/may meet with students and their parents to discuss the risks and benefits, including the potential impact on the student’s GPA, extracurricular and social activities. Parents/guardians and students must sign that they have received this information, express their intent to participate in the Dual Enrolment Program, and gain the appropriate approvals. (See Appendix A for //Application// form) **__ Required Documents __** – Students will receive written notification of their acceptance into Dual Enrollment. Once accepted, students must submit the attached //Dual Enrollment Acceptance Form// with all signatures included. (See Appendix A)  It is the student’s responsibility to satisfy all of the college’s requirements, including those related to course selection and registration. **__ Deadlines __** – Note: If a date falls on a weekend or holiday, the deadline moves to the next school day. Last day for expression of intent to participate: add date Notification of approval/denial: add date Last day to submit required documents: add date Notification of approval of course selection : add date
 * __ II. Participation Requirements  __**
 * __ III. Application Process  __**

**__ XXXXX __****__ School District __** **__Definition__** – Mini-Courses for gifted students are specialized teaching and learning experiences that focus on a singular topic as an extension of the regular curriculum in all disciplines. They are designed to run for two hours per week over an eight-week period. Classes can be offered during one or more quarters of the school year.
 * __ Mini-Courses for Gifted Students  __**
 * __ Policies and Procedures  __**
 * __ I. Introduction  __**

**__Benefits__** – Mini-courses are intended to challenge gifted students and stimulate thinking. They are designed to maximize students’ learning potential through enrichment and extension of the general curriculum. **__ II. Participation Requirements __**

**__ Eligibility Criteria __** – Gifted students in grades 6, 7 and 8 are invited to participate in these mini-courses. **__ III. Application Process __** **__Selection of Teachers/Courses__** – Certified teachers from all disciplines who are interested in teaching a mini-course are asked to respond to a request for proposals. Teachers will be paid $525 per course. This is based upon a rate of $15.25 per hour for sixteen (16) hours of instruction and five (5) hours of planning for each course. Proposals should be formatted into the mini-course application form. (See Appendix A)

**__Initial Contact and Required Documents__** – Students interested in attending a mini-course should make their selection from the advertised course listing, and make application via the form provided. (See Appendix A.) The application must include a signed consent by the parent/guardian and be returned to the child’s gifted teacher.

**__Deadlines__** - Note: If a date falls on a weekend or holiday, the deadline moves to the next school day. Last day for teacher responses to Request for Proposals: add date Last day for student applications: add date Notification of approval for course participation: add date


 * Appendix A**


 * Forms**

<span style="font-family: 'Arial','sans-serif';">**Application for Early Entrance to Kindergarten** <span style="font-family: 'Arial','sans-serif';">Child’s name  (First) (Middle) (Last)
 * XXXX School District **

Birth date Male or Female (please circle)

<span style="font-family: 'Arial','sans-serif';"> School & grade level your child will attend if appeal is approved
 * //<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 12.0pt;">(Please attach a copy of the child’s birth certificate to this application) //**

Father’s name

Mother’s name


 * <span style="font-family: 'Arial','sans-serif';">(or) **<span style="font-family: 'Arial','sans-serif';"> Guardians name Relationship to child

Street address

City Zip Code  Home phone

Father’s work phone  Mother’s work phone

Name of current preschool ( **//<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 12.0pt;">Please include complete mailing address, phone number, and name of teacher) //** <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 12.0pt;">

<span style="font-family: 'Arial','sans-serif';">Date enrolled in preschool  Expected date of completion <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';">Name and age of sibling(s): Applicant’s signature Date

Please describe your child’s preschool experiences and other reasons you believe the kindergarten/first grade age requirement should be waived for your child. _<span style="font-family: 'Arial','sans-serif';">

** XXXX ** ** School District ** Student Name _ Date of Application I request subject acceleration into the following course/level: _
 * Subject Acceleration Application **
 * To be completed by the student (over age x) or parent/guardian for younger student **

// Please write a letter to the Acceleration Committee requesting subject acceleration and explaining how this will benefit you/student. //


 * To be completed by parent or guardian **

__ Principal signature: __ Gifted Education Specialist Signature: _ __ Date of receipt of application: __ Acceleration request approved: Acceleration request denied: // Reasons/Notes //
 * To be completed by school staff **
 * Recommendation of Acceleration Committee: **

// Attach implementation plan including class placement or independent study plans, and any other important considerations. //
 * Plan for student learning: **

** XXXX ** ** School District ** __ Student Name ___ __ Date of Application __ _ __to grade__. // Please write a letter to the Acceleration Committee requesting grade acceleration and explaining how this will benefit you/student. // I request acceleration from grade _ __to grade__. // Please write a letter to the Acceleration Committee requesting grade acceleration and explaining how this will benefit you/student. //
 * Grade Acceleration Application **
 * To be completed by the student (over age x) or parent/guardian for younger student **


 * To be completed by parent or guardian **

__ Principal signature: __ Gifted Education Specialist Signature: _ __ Date of receipt of application: __ Acceleration request approved: Acceleration request denied: // Reasons/Notes //
 * To be completed by school staff **
 * Recommendation of Acceleration Committee: **

// Attach implementation plan including class placement or independent study plans, and any other important considerations. //
 * Plan for student learning: **

** XXXX ** ** School District **
 * Dual Enrollment Application **

I am requesting application to attend college classes through the district’s dual enrollment program.


 * Student Name _**


 * Student Signature**


 * Parent/Guardian Name_**


 * Guidance counselor Name**

** XXXX School District  ** __ **(Student Name)** ___has been accepted into our Dual Enrollment Program**. ** I understand and agree to follow the rules and requirements that accompany this privilege, including:
 * Dual Enrollment Acceptance Form **

Student Signature_ Date
 * I will provide the guidance counselor with my schedule prior to the start of the semester.
 * I will arrive at and leave the school in compliance with the time set by the guidance counselor; and comply with the college’s calendar and delay/cancelation announcements.
 * I will submit my final grade to the guidance counselor at least two weeks prior to the end of the end of the term for inclusion on my transcript or calculation into my GPA and to receive credit toward graduation.
 * I understand that I must attain a C average or better in the college course in order to receive full or partial reimbursement for the course costs, and for it to count toward graduation requirements.
 * It is my responsibility to satisfy all of the college’s requirements, including those related to course selection and registration.
 * I understand that I am responsible to determine the transferability of the credits I take to any post-secondary institution.

to participate in the Dual Enrollment Program. <span style="font-size: 14pt; color: red; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  He/she is responsible for transportation to and from the college, and may drive to and from the college during regular school hours. <span style="font-size: 14pt; color: red; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  He/she may study at the college or at home on days when classes are not scheduled at the college. <span style="font-size: 14pt; color: red; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   I will not hold the school responsible should a violation of these rules result in this student having an insufficient number of credits to graduate.

_ __   <span style="font-weight: normal; font-family: 'Times New Roman','serif'; mso-bidi-font-weight: bold;">Date  ___

** XXXX ** ** School District ** ** Course Proposal ** Name of Course:
 * GIFTED MINI-COURSE**

Location (Building and Room #):

Time (no earlier than 3:15pm):

Proposed Schedule (2nd, 3rd and/or 4th quarter):

Main Goals of Mini-course:

Learning Objectives:

Instructional Methodologies to be Utilized:

Mini-Courses for Gifted Students Student Application and Consent Form

__** Student’s Name **__

__** Parent Signature: **___
 * I consent to my son/daughter’s participation in this course and understand that I will provide transportation for my son/daughter to and from the mini course sessions. **


 * ___Yes, I will attend the PA Forest and Wildlife Resources __ **

_Yes, I will attend the Creative Writing Inspire the Desire


 * ___Yes, I will attend Understanding Money, Interest, and Investing __ **

_Yes, I will attend the Introduction to Microcomputers


 * ___Yes, I will attend the Introduction to German **


 * ……………….Please return no later than November 5th ……………………… **