District+GE+Program+FAQs

= //**Frequently Asked Questions** //  =
 * About the Gifted Education Program**
 * 1) What is clustering?
 * 2) What does elementary clustering look like?
 * 3) What is differentiation?
 * 4) What is unique about differentiated instruction for the gifted learner?
 * 5) Will my child’s elementary school have a Gifted Education teacher?
 * 6) What are the continuum of service components in the new Gifted Education program?
 * 7) Who can answer questions about the continuum of services at my child’s elementary school?
 * 8) Will Continental Math League be a part of the pull-out instruction in the new model?
 * 9) Is there still ExCEL?
 * 10) What is early admission to Kindergarten?
 * 11) What is the NAGC?
 * 12) What is the MEGT?

A: “Clustering” uses performance data to place students with similar instructional needs together for part or all of the school day. [|Click here for information on clustering]
 * Q: What is clustering?**

A: At least one first through sixth grade classroom at each site includes a cluster of students with the highest need for instructional rigor. Clustering these students in designated classrooms with specially trained teachers helps ensure that challenge and relevant learning are a part of every school day.
 * Q: What does elementary clustering look like?**

A: Differentiation meets the needs of a range of students by making changes to instruction based on data. Driven by standards and benchmarks, teachers modify content, process, and/or product to ensure that high-ability students are challenged daily. [|Click here for information on differentiation]
 * Q: What is differentiation?**

A: Research indicates that high-ability and gifted students learn at an accelerated pace and master new content with little or no need for repetition. Because the average student needs eight to fifteen repetitions to master concepts, differentiation supports the range of learners in the classroom as the teacher designs instruction to meet the needs of all students. All students benefit from differentiated instruction.
 * Q: What is unique about differentiated instruction for the gifted learner?**

A: Yes, each site will have a Gifted Education teacher.
 * Q: Will my child’s elementary school have a Gifted Education teacher?**

A: A "continuum of services" provides administrators, teachers, parents, and students with a menu of educational options that are respectful of individual student differences and mindful of classroom and community resources. The decisions about the range of services offered are made by the Results teams that followed Gifted Education strategic planning, and may include pull-out programs, varied grouping strategies, acceleration, differentiation of curriculum and instruction, dual enrollment, magnet schools, and specialized, self-contained schools (e.g., high schools for performing arts). The Osseo Area Schools continuum of services for Gifted Education is as follows:
 * Q: What is the continuum of service components in the new Gifted Education program?**

Level 1 – Support at all elementary sites Gifted Education staff are present in all elementary buildings. Classroom teachers participate in professional development to understand the characteristics of gifted learners and address their academic needs. Student screening for needs-based pull-out instruction is provided beginning in grade two. Level 2 – Cluster-Based Service (CBS) Gifted Education (GE) staff collaborate with and support the general education classroom teacher. In kindergarten and first grade (2009-2010) and second grade (2010-2011), the GE teacher goes into each classroom to focus collaborative instruction on higher-level thinking skills and differentiation. Affective support is provided outside of the classroom for students demonstrating the greatest need for rigor. In grades two through six, the GE teacher focuses on differentiating instruction in the cluster classroom with students who have the greatest need for rigor. Professional development for the Gifted Education teacher and cluster classroom teacher at each grade level focuses on differentiation of instruction throughout the year. Some schools also pursue the opportunity to develop before or after school on-site teams participating in academic challenges, such as Destination Imagination or Future Problem Solving. Level 3 – Needs-Based Classes (NBC) Gifted Education staff provide direct instruction in a pull-out model for students identified with the greatest need for rigor. Students previously in the “core” group and newly-identified students form the new NBC group. Students participate in three topics per year at each grade level: Affective, Non-Verbal and either Verbal or Quantitative, depending on the site focus. Children’s Chorus is also a part of the Level 3 service. Gifted students from all elementary sites in the district have the opportunity to meet weekly to enjoy music, gain choral skills, and prepare for performances in the local and surrounding communities. Level 4 – Service for a few Gifted Education staff work directly with individual students to meet specific needs such as early admission, dual enrollment, and/or acceleration. This data-driven process to meet the needs of gifted students frequently includes collaboration between parent, teacher, student and GE teacher.

A: Each building has a Gifted Education teacher who will be meeting with students and teachers. The GE teacher at your child’s school will provide site specifics. There will also be a parent information meeting in the fall.
 * Q: Who can answer questions about the continuum of services at my child’s elementary school?**

A: No. Continental Math League may be provided by classroom teachers during math instruction time rather than as a pull-out in Gifted Education.
 * Q: Will Continental Math League (CML) be a part of the pull-out instruction in the new model?**

A: Yes, under a new name. Formerly known as ExCEL, pull-out services are now called Needs-Based Classes (NBC).
 * Q: Is there still ExCEL?**

A: Four-year olds who turn five by November 1st may participate in Early Admission Screening in the spring of the year they turn five.
 * Q: What is early admission to Kindergarten?**

A: The National Association for Gifted Children (NAGC) is an organization of parents, teachers, educators, other professionals, and community leaders who unite to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be able to develop their talent potential with appropriate educational experiences. [|NAGC Mission Statement]
 * Q: What is the NAGC?**


 * Q: What is the MEGT?**

A: MEGT is an advocacy network designed to promote and support the professional preparation of teachers and other educational professionals who have responsibility for the education of gifted and talented students, to cooperate with other organizations and agencies in efforts to promote the education, funding and welfare of gifted and talented students, and to encourage scholarly research and the dissemination of information pertaining to gifted and talented children in school and society. [|MEGT Website] **.**