PRIMARY TALENT POOL (PTP)
Q: What is the Primary Talent Pool (PTP)?
A: The Primary Talent Pool is a group of students who possess demonstrated or potential ability to perform at exceptionally high levels in the primary years (P1-P4; Kindergarten through Third Grade). These students may be referred to as high potential learners. The purpose of selecting students to participate in a Primary Talent Pool is to provide early enrichment for those students whose talents must be nurtured in order for those talents to fully develop. These students are not automatically identified as gifted once they reach the fourth grade. Meeting certain criteria formally identifies students in the 4th grade.
Q: Can any formal testing be done with PTP students?
A: Formal, normed measures may be used for diagnosing the level of instructional service needed by a student and for evaluation of student progress. Data from formal, normed measures shall not be used for the purpose of eliminating eligibility for services to a child in the primary program but may be used to discover and include eligible students overlooked by informal assessments.
Q: What percentage of students in primary should be included in the PTP?
A: According to 704 KAR 3:285, “high-potential learners” are students who typically represent the top quartile (25%) of the entire student population in terms of the degree of demonstrated gifted characteristics and behaviors.
Q: Why should 25% of primary students be involved in the PTP?
A: It is important to cast a wide net to find high potential learners. The PTP could include the top 5% in each of five areas (general intellectual ability, specific academic aptitude, leadership, creativity and the visual and performing arts) for a total of 25% of the entire primary school population.
Q: Can a student be selected for the PTP one year and not the next?
A: Once a student is in the primary talent pool, the student remains in the talent pool until exiting the third grade (P4). Services may need to be adjusted to fit the individual child’s specific needs. However, students are not removed from the talent pool.
Q: Are parents to be notified that their child is in the Primary Talent Pool?
A: There is no reference in the gifted regulation that parents of PTP students are to be notified. However, it is a district decision to create policies and procedures that may include notifying parents of students selected for the PTP.
Q: How are services delivered to Primary Talent Pool students?
A: 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. Emphasis on educating gifted students in the general primary classroom, shall not exclude the continued, appropriate use of resource services, acceleration options, or other specific service options. A recommendation for a service shall be made on an individual basis.
FORMAL IDENTIFICATION
Q: Can the Kentucky Department of Education (KDE) come up with a set of regulations/criterion that would unify all districts for identification?
A: KDE feels the reason the regulations do not specify an identification criterion is that it should be a local district decision. There is diversity across the Commonwealth, with each district unique in their population and having different needs. As a result, districts may use identification tools that match their population. As far as the unified requirements, it is provided in the regulation, 704 KAR 3:285, Section 3. It does spell out that three evidence options are required and that each area of identification has criteria to be able to identify students for Gifted and Talented. The more districts follow the regulations, the more consistency will be in identifying gifted and talented students.
Q: Must a student show evidence in both Reading and Language Arts to be identified in the area of Language Arts Specific Academic Ability?
A: Only one area is needed, not both for identification purposes. However, the additional information can be used as supporting evidence, especially when providing service options matching strengths, interests and abilities.
DIVERSITY
Q: How can a district address the issue of the under representation of minority students being identified as Gifted & Talented (GT)?
A: Alternative means and methods are often helpful in identifying gifted/talented children from minority populations. Alternative means relying more heavily upon observation (by teacher and/or GT specialist) and nonverbal tests. Such nonverbal tests include the NNAT (Naglieri Nonverbal Ability Test) and the Raven’s Progressive Matrices. Observation-based methods for teachers include the KOI (Kingore Observation Inventory) and the Renzulli Rating Scales. It would be helpful to combine these methods for teachers with information specifically relating to gifted minority students.
TESTING
Q: What tests are recommended to use to identify social studies and science?
A: KDE has not made any formal recommendations of any specific tests for any specific area. Presently, districts have a choice as long as it follows the gifted regulation criteria.
Q: On the SAGES–2 test, there are Math/Science and Language Arts/Social Studies subtests. If a student scores in the 9th stanine on either subtest, can this be used as a qualifying score for both subject areas?
A: The subtest does not provide a composite test score in a specific subject area. SAGES-2 can be used as supporting evidence, but not the qualifying piece of evidence.
GIFTED STUDENT SERVICE PLAN (GSSP)
Q: What is a GSSP?
A: A Gifted and talented student services plan (GSSP) is an educational plan that matches a formally identified gifted student’s (Grades 4-12) interests, needs, and abilities to differentiated service options and serves as the communication vehicle between the parents and school personnel.
Q: Is a GSSP required for every gifted/talented student?
A: Every formally identified student, grades 4-12, must have an annual GSSP. This piece of the regulation was effective beginning with the 2001-2002 school year.
Q: Do parents play a role in the development of the GSSP?
A: A local school district shall implement a procedure to obtain information related to the interest, needs, and abilities of an identified student from his parent or guardian for use in determining appropriate services. A parent or guardian of an identified student shall be notified annually of services included in his child's gifted and talented student services plan and specific procedures to follow in requesting a change in services.
SERVICE OPTIONS
Q: What are gifted and talented education services?
A: Gifted and talented education services are delivery of service options for qualifying P-12 students. “Gifted and talented student,” a category of exceptional students included within the definition of “exceptional children,” KRS 157.200 (1)(n), means a student identified as possessing potential or demonstrated ability to perform at an exceptionally high level in general intellectual aptitude, specific academic aptitude, creative or divergent thinking, leadership skills, and/or in the visual or performing arts.
Q: According to regulation, what is differentiation?
A: Differentiation is 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. Differentiated service experiences are educational experiences that extend, replace, or supplement learning beyond the standard curriculum.
Q: When documenting service options, should “Early Exit from Primary” and “Grade Skipping” only be marked during the year in which the student exits early or skips a grade (as opposed to marking this in succeeding years to denote that the child has skipped a grade or exited primary early?)
A: Grade acceleration should be documented as a service option for the year the student skipped. The early exit should be used the year of exit. The second year, for example, would not reflect these service options, but would still need continuing service options, maybe differentiation, enrichment, compacting, etc.
UNDERACHIEVEMENT
Q: Would an underachieving GT student be generally interpreted as meaning receiving grades at the “B” level or below in classes?
A: Essentially a common, general definition as it applies to education: Underachievement is defined as a student achieving poorly and/or less than their potential or mental abilities would indicate they should be capable of attaining. Simply stated, a discrepancy between potential and performance, or unfulfilled potential. See link below for more detailed information: http://www.education.ky.gov/KDE/Instructional+Resources/Gifted+and+Talented/Frequently+Asked+Questions++Gifted+and+Talented+Underachievement.htm
STATE REPORTING
Q: Is it required to enter student information as soon as it is received or can districts wait until the end of the year?
A: For the 2007-2008 school year, all K-9 student data and evidence is required to be entered. It is recommended to input data regularly, as soon as it is available and not just at the end of the year. KDE has the capability to extract district data at any time and do so periodically. This data needs to be current and reflect daily changes in order to create an accurate view of Kentucky’s GT student data at any given time during the year.
Q: Do districts need to enter STI & IC (Infinite Campus) information on high school students?
A: Presently data and evidence on newly identified students in grades 10-12 or transfer students in grades 10-12 must be entered into state reporting tools STI or IC. Eventually data and evidence for all identified students in grades 10-12 will need to be entered and phased into the state-reporting tool.
Q: On the STI report, which provides the number of students identified for GI, LA, Math, etc. at each grade level, should there be any students showing up in grades K-3 since students are not formally identified in these areas until 4th grade?
A: K-3 students in the PTP should be documented using the drop down menu named “Primary Talent Pool” only and not in any specific area of identification. Also, remember to take out the creative and divergent thinking category that was required in the past before there was a PTP choice and use the appropriate choice.
FUNDING/ALLOCATIONS
Q: Does money allocated to districts for GT education need to be spent before the fiscal year closes?
A: Yes, districts must use the state allocation for GT Funding by June 30th. If nearing the deadline, unused money can be encumbered and off the books immediately unless districts wish to return the allocation to the state.
GT PROGRAMMING/DISTRICT RESPONSIBILITY
Q: What should parents look for in quality GT Programming?
A: Quality GT Programming includes: Clearly articulated policies, procedures and services, primary through grade twelve (12); knowledge of procedural safeguards, a grievance procedure through which a parent, guardian, or student may resolve a concern regarding the appropriate and adequate provision of primary talent pool services or services addressed in a formally identified gifted and talented student’s services plan; evidence of appropriate professional development for all personnel working with gifted and talented students; and equitable opportunities for consideration for services at the primary level and in each category of service in grades 4-12.
Q: What are some basic operational standards for quality GT Programming?
A: Basic operational standards include: Articulated, primary through grade twelve (12), multiple service delivery options that are qualitatively differentiated to meet students’ interests, needs, and abilities and promote continuous progress; Primary program services provided within the framework of the primary program requirements allowing for continuous progress through a differentiated curriculum and flexible grouping and regrouping based on individual student needs; Primary program services that shall not exclude the continued, appropriate use of resource services, acceleration options, or specialized service options made on an individual basis; An educational plan, Gifted and Talented Student Services Plan (GSSP), grades 4-12, that matches a formally identified gifted student’s interests, needs, and abilities to appropriate services; and Grouping for instructional purposes and multiple services delivery options (i.e. cluster grouping, flexible grouping and regrouping).
Q: What can GT students expect from quality GT services?
A: Students can expect a comprehensive framework or course of study; Differentiated, replaced, supplemented, or modified curricula to facilitate high level attainment of the learning goals established in KRS 158.6451; Ongoing assistance to further develop their individual interest, needs and abilities; and Services during the regular school day.
Q: What is a local school district’s responsibility?
A: A local school district is required to adopt policies and procedures that provide an ongoing opportunity for all students to be considered for GT education services through informal screening and selection in the primary program, P1-P4, and formal categorical identification in grades four (4) through twelve (12) in general intellectual ability, specific academic aptitude (language arts, mathematics, science, social studies), Creative or Divergent Thinking, Leadership Skills, and visual &/or performing arts (art, dance, drama, music). School personnel shall take into consideration environmental, cultural, and disabling conditions that may mask a child’s true abilities that lead to exclusion of otherwise eligible students. The system for qualifying P-12 students for GT education services shall provide equal access for racial and ethnic minorities, disadvantaged children (defined as qualifying for free or reduced lunch), and children with disabilities. Local school districts must provide multiple service delivery options primary through grade twelve (P-12). Each local school district must offer multiple service delivery options, a minimum of two services at each grade level district-wide.
References:
704 Kentucky Administrative Regulation (KAR) 3:285. Programs for the gifted and talented.
Primary Talent Pool Frequently Asked Questions; A Publication of the Kentucky Advisory Council
for Gifted & Talented Education & the Kentucky Department of Education