Gifted & Talented
District Plan
Sheridan School District is committed to helping its students achieve their highest potential, and it has identification procedures and programming options in place to serve the unique needs of its students.
Primarily, Sheridan uses differentiated instructional strategies to meet the learning needs of its diverse student population. This district recognizes that all students have the need to learn something new each day and to be challenged at their level of understanding. That cannot be accomplished by using one-size-fits-all instructional approaches. In classrooms where teachers practice differentiated instruction, students are offered opportunities to learn curriculum in a variety of ways based on their readiness, interests, and learning profiles.
Secondarily, students with exceptional abilities may be subject or grade accelerated to provide them with the rigor and relevance they need. In order to provide these students with the most appropriate learning environment, qualified students may take advanced classes at another school in the district or at Arapahoe Community College. Advanced Learning Plans (ALPS) are developed to document their learning needs and goals.
Additionally, the district strives to offer a variety of enrichment activities before, during, and after school, so that ALL students may discover and further their individual abilities and talents. Among those offered are field trips and guest speakers; foreign language; art; athletics; music; leadership training; and competitions. The district’s Gifted and Talented Education Office helps coordinate extracurricular activities for advanced learners.
District Definition
Sheridan School District bases its definition on the one found in National Excellence: A Case for Developing America's Talent (1993). “Gifted and talented students are those whose abilities, talents, and potential for accomplishment are remarkably higher than others of their age, experience, or environment; therefore, these students may require special programming not ordinarily provided by schools in order to achieve their highest potential. These students are capable of high performance in one or more of the following areas:
- General intellectual ability
- Specific academic aptitude
- Creativity
- Leadership
- Visual or performing arts
Children from all races and all socio-economic groups exhibit gifted behaviors.”
District Identification Process
As early as kindergarten, students may be referred to the District Gifted and Talented Coordinator on the basis of exceptional ability, talent, or potential for accomplishment as evidenced by high scores on individual or group standardized tests or state and district assessments; report cards; and/or samples of outstanding student work or student performances. Referrals may come from teachers and staff, parents, students, or community members at any time during the year.
Once a student has been referred for gifted and talented assessment, the District Gifted and Talented Coordinator gathers information, documenting student need for programming. To compile such a body of evidence, cumulative files are reviewed, checklists are completed by teachers, and a personal interview is conducted. During that interview the following are discussed: the student's course load and its relevance and rigor; his or her academic strengths, weaknesses, and interests; and the student's career and/or college plans. One-on-one assessments, administered by the District Gifted and Talented Coordinator, are given in the areas of creativity and reasoning. Achievement tests may also be administered. Additionally, a parent information survey and a student interest inventory are sent home to help identify unique abilities and talents that are not visible in the classroom, to collect information about student's attainment of developmental milestones, and to further discover interest and need areas.
A conscious effort is made to identify students from traditionally underrepresented populations, including female, culturally diverse, linguistically diverse, economically disadvantaged, and twice-exceptional students by using assessments that are as linguistically and culturally unbiased as possible and by working collaboratively with ELA and Special Education professionals to find gifted and talented students in these populations
Programming Services, Options, and Strategies
After a student's needs are assessed and the body of evidence shows gifted and talented services are needed, a variety of instructional strategies and programming options may be implemented. Most of these will be provided by classroom teachers; others will be arranged for by district staff and administration; some will be arranged, taught, or facilitated by the District Gifted and Talented Coordinator; and still others will be organized by the student's parents.
A. COGNITIVE NEEDS
- DIFFERENTIATION, including but not limited to:
Activities, Curriculum Compacting, Independent Projects, Contracts, Learning or Interest Centers/Groups, Tiered Assignments, Flexible Skills Grouping, Concept-based Teaching
- ACCELERATION, including but not limited to:
Honors Courses, Grade Acceleration, Subject Acceleration, Concurrent Enrollment
- ENRICHMENT, including but not limited to:
Development of Higher Level Thinking Skills, Interdisciplinary Learning Opportunities, Development of Creative Thinking and Problem Solving Skills, Exposure to Content beyond the Prescribed Curriculum, Exploration of Creative Arts, Field Trips, Artist-in-Residence Programs, Special Classes, Shadowing/ Mentorships, Competitions, Lessons
B. AFFECTIVE NEEDS
Interaction with Students of Similar Interests, Abilities, and Needs; Development of Self-Awareness and Self-Understanding; Acceptance of One's Own and Others Strengths and Weaknesses; Appreciation of Individual Differences; Opportunities for Career Exploration; Opportunities for Developing Leadership Skills.
Programming options available to serve the needs of the gifted and talented:
ELEMENTARY
Advanced learning plans (ALPS), acceleration, concurrent enrollment at Sheridan Middle School. Saturday extension programs for high-ability high-potential learners, needs based literacy, and math programs (both differentiated-instruction models), Junior Great Books, student council, performing arts and visual arts programs, after-school sports, district art show.
MIDDLE SCHOOL
Advanced learning plans (ALPS), acceleration, concurrent enrollment at Sheridan High School, 6th-8th grade Honors Literacy class, 6th-8th grade Honors Math classes, differentiated instruction, Junior Great Books, Mock ACT, Science Fair, technology competitions, community service projects, intramural and interscholastic sports programs, choir, band, conflict mediation training, art, student council, spring musical, district art show, affective groups, seminars.
HIGH SCHOOL
Advanced learning plans (ALPS), accelerated placement program, concurrent enrollment at Arapahoe Community College (post secondary options), honors classes, 21st Century Diploma program, differentiated instruction, small group counseling, foreign language, student council, peer counseling training, conflict mediation training, league sports, choir, band, spring musical, art, foreign and domestic travel, AVS program, district art show, affective groups, seminars.
If you have questions or referrals, please direct them to:
Sheridan’s District Coordinator of Gifted and Talented Services
Tami Hogan
4000 S Lowell Blvd. Sheridan, CO 80236
720-833-6624
hogant@sheridan.k12.co.us
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