Webb City R-VII School District

 

 

Gifted Enrichment Program (GEM)

 Handbook

 

PREFACE

 

In 1984, upon the recommendation of a subcommittee on the study of curriculum in the elementary schools, the Webb City School System initiated a program to serve those children in the R-VII schools found to be academically gifted.  The school district applied for and received approval from the Missouri Department of Elementary and Secondary Education to receive funding as provided by the state to assist in meeting the costs of the program.

 

In the original application, student levels targeted for the project were fourth, fifth, and sixth grades.  The program was designed to be a “pull-out” format where each student in the gifted program would attend the gifted classroom located at a central location within the district.  Later, services were expanded to include grades three through twelve.

 

PHILOSOPHY

 

The Webb City R-VII School District is committed to an educational program that recognizes the unique value, needs, and talents of each individual student.  It recognizes, however, that academically gifted students possess extraordinary abilities to think creatively and critically.  These cognitive and affective needs can best be met by an environment that provides for a differentiated learning format.  The Webb City R-VII Gifted Enrichment Model, or GEM Program, is for the academically gifted student, as defined by the Missouri Department of Elementary and Secondary Education in Section 162.675, RSMO:

 

those students who exhibit precocious development of mental capacity and learning potential as determined by competent professional evaluation to the extent that continued educational growth and stimulation could best be served by an academic environment beyond that offered through a standard grade-level curriculum.

 

The GEM program is intended not as a reward or status symbol for selected students, but is intended to be an educational intervention for those who might benefit by it.  It is, therefore, dedicated to meeting the needs of the gifted student by providing differentiated instruction suitable for their levels of intellectual, physical, and social maturity.

 

STAFF

Dr. Allison Pope, Superintendent of Curriculum and Instruction

Dr. Alicia Zornes, GEM Coordinator

Sarah West, Elementary/ Intermediate GEM Instructor

Stacy Stockton, Jr./ Sr. High GEM Instructor

 

RATIONALE FROM CURRICULUM GUIDE

 

The Webb City R-VII School District is committed to providing for individual differences and the complete development of individual skills and abilities of intellectually gifted students.  It recognizes that some students possess extraordinary abilities to think creatively and critically and may exhibit asynchronous development. It is recognized that gifted students need:

 

1. Activities that precipitate complex thoughts and feelings
2. Opportunities for divergent thinking and productivity
3. Challenging group and individual work
4. Discussions with intellectual peers
5. Variety of experiences
6. Opportunity to see interrelationships between bodies of knowledge
7. Special courses in areas of strengths and interests
8. Greater exposures to new areas of learning
9. Opportunities to apply abilities to real problems
10. Skills in critical thinking, creative thinking, research, problem solving, coping with exceptionality, decision-making, and leadership

 

PROGRAM GOALS

 

Students completing the Webb City School District Gifted Education Program will be able to:

 

1. Demonstrate the ability to use skills in critical thinking, creative thinking, research, problem solving, and decision-making.

 

2. Demonstrate the ability to explore new ideas, practice analysis, synthesis, evaluation skills, and generate new ideas resulting in creative solutions to real problems.

 

3. Demonstrate learning that is integrated across content areas and differentiated in complexity from the regular education curriculum.

 

4. Demonstrate the ability to utilize technological tools to communicate or exchange information and ideas.

 

5. Demonstrate process/product outcomes through group and individual work.

 

6. Demonstrate the development of behaviors that will allow them to cope with the challenges and struggles of real life situations within and outside the school structure including acceptance of self, goal-setting, perfectionism, multi-potentiality, and learning styles.

 

7. Demonstrate knowledge of career options and pathways to realization of career goals.

 

8. Demonstrate the ability to participate as a team member in group discussions and interactions with intellectual peers.

 

The gifted education goals will be accomplished through the following curriculum strands:  intellectual skill development, communication development, personal growth, and social development.

 

PROGRAM DESCRIPTION

 

The GEM program for grade three provides instruction through the use of a resource teacher located at Webb City Middle School.  Students at this grade level meet with the GEM teacher one half day per week.  Transportation will be provided from the middle school to the student’s home school.  Students in grades four, five, and six meet with the GEM teacher one full day per week.  This class is located at Webb City Middle School and transportation is provided by the district.  

 

The elementary GEM program is designed to give students instruction in all core subject areas, as well as affective and communication skills. Various units encompassing reading, writing, math, science, and social studies are covered each year, and in grades four through six, students are part of the unit selection process. Each grade level also participates in a novel study unit. Affective topics such as resiliency, personal boundaries, friendship, self-esteem, stress management, and emotional intelligence are discussed. Students in grades five and six also attend a GEM field trip related to one of their curriculum units.

 

One day is to be a planning/conference time whereby the elementary GEM teacher will plan curriculum and confer with parents and teachers regarding individual student needs and progress.  One half-day is to be used for developing interventions to support regular classroom teachers who are working with gifted students or students who benefit from a more rigorous academic curriculum.

 

The junior high program (grades seven and eight) is designed so that the GEM teacher meets with the seventh and eighth grade classes separately every other day.  This class time intermingles required communication arts (reading) curriculum with GEM enrichment topics.  Activities include reading classic novels, conducting in-depth independent research, developing vocabulary and logic skills, as well as enrichment in drama, computer science, psychology, and public speaking.  Affective topics such as self-understanding/acceptance, perfectionism, study skills, stress management, and appreciating others are also included.  Students hear from guest speakers and are given opportunities to complete community service projects.  Much time is spent in goal-setting for high school, college, and future careers.  

 

The GEM teacher in the high school program serves as a resource teacher, facilitating individual and group meetings, opportunities for using community resources, and especially resources regarding college and career preparation, selection, and application.  The GEM teacher encourages students to take ACT, PSAT, and participate in special programs like Missouri Scholars Academy and National Merit Scholars.  Through Honor Diploma, the GEM teacher provides opportunities for community service, tutoring, summer programs, and college visits.  Materials addressing the needs of gifted students are available for parents and students.  Students and parents receive newsletters and may request and schedule appointments with the high school GEM teacher.

 

MINIMUM ELIGIBILITY REQUIREMENTS

 

Minimum eligibility requirements are in compliance with those of the state and must be met by the student before placement in the program can occur.  The total number of gifted students accepted into the program is not likely to exceed five percent of the total class population.

INITIAL IDENTIFICATION DURING SECOND GRADE

 

Norm-referenced assessments are administered during the child’s second grade school year.  These results are used to determine eligibility for further testing.  Those students meeting the criteria for advancement are given an I.Q. test near the beginning of their third grade year to determine final placement in the program.  Students must score at or above the 95th percentile on this I.Q. test in order to participate in the district’s gifted program.

 

ADDITIONAL IDENTIFICATION THROUGH TWELFTH GRADE

 

Students who did not previously qualify or who transfer into the district at a later date will be monitored and considered for placement into the program.  Teachers and parents may request a gifted referral.  

 

Students who meet at least two of the three criteria outlined in the gifted referral process are then given an I.Q. test to determine final placement in the program.  For the purpose of identification for the gifted program, Webb City will administer a selected I.Q. test no more than two times with the test dates being at least 12 months apart.  There are no specified timelines for gifted testing.  As such, students are tested as quickly as possible based on the availability of the school psychological examiners who administer the I.Q. tests.  Students must score at or above the 95th percentile on this I.Q. test in order to participate in the district’s gifted program.

 

TRANSFER STUDENTS

 

Students transferring into the Webb City R-VII School District who have appropriate documentation of having previously participated in a Missouri state-approved public school gifted education program will be allowed to participate in the Webb City R-VII GEM Program as long as the previous school district can provide documentation verifying the student’s participation in their district’s gifted program.  Students transferring from another state must provide documentation of an I.Q. test with a score at or above the 95th percentile in order to be eligible for the Webb City R-VII School District’s gifted program.  If the transfer student is able to provide documentation he or she participated in a gifted program at an out of state district but was not administered an I.Q. test for participation in that program, the student will be administered an I.Q. test by the Webb City R-VII School District.  The student must score at or above the 95th percentile on this I.Q. test in order to participate in the Webb City R-VII School District’s gifted program.

 

PLACEMENT/REMOVAL FROM GEM PROGRAM

 

Once a student qualifies and is placed in the gifted program, he/she may remain in the program without further testing.

 

A student may be withdrawn from the gifted program for any of the following reasons:

 

1. Classroom performance below grade level.
2. Student recommendation with parental approval.
3. Parent recommendation.
4. Gifted program teacher and Gifted Program Coordinator recommendation.
5. Failure to complete assigned work.
6. Failure to behave according to classroom and school rules.

 

Students who are withdrawn from the gifted program, either voluntarily or due to any of the reasons stated above, must have a form signed by the parent or guardian indicating their withdrawal from the program.  Students who withdraw from the program, either voluntarily or due to the reasons stated above, will not be allowed to return to the program in the future.

 

DISCIPLINARY CONSEQUENCES

 

Students participating in the district’s gifted program are expected to follow the expectations and procedures outlined by the gifted teacher.  In addition, they are expected to follow the policies and procedures of both the school and the district.  

 

The following is a representative (but not necessarily complete) list of possible problem areas which will be addressed under the area of behavioral misconduct:

 

• classroom disruption (acting out)
• disruptive communication (speaking out)
• cafeteria misconduct
• bus misconduct
• lack of reasonable effort
• damage to school or school property
• disrespect/aggressive behavior toward staff or other students
• other infractions covered by the Webb City School District Student Handbook

 

Students who are failing to abide by classroom, building, and district expectations will be assigned consequences by the gifted teacher and/or the building administrator if necessary.  If discipline problems persist, a meeting with the gifted teacher and the Gifted Program Coordinator may be necessary.  Persistent discipline issues and/or behaviors that are deemed unsafe for students or staff may result in the student’s dismissal from the gifted program.  

 

It is hoped that no student encounters problems resulting in the necessity to enforce the above policy.  The combined efforts of the student, parents, and teachers can help assure a successful school year for all.

 

TRANSPORTATION

 

Students in grade three will be transported to their home school at the conclusion of their half day gifted program.  Students in grade three may also elect to be transported to the middle school from their home address at the beginning of the school day.  Please note, this may require the student to ride a different bus than they would otherwise normally ride.  Students in grade four may elect to be transported to the middle school from their home address at the beginning of the day and from the middle school to their home address at the conclusion of the school day.  Please note, this may require the student to ride a different bus than they would otherwise normally ride.  Transportation for students in grades five through twelve will not require special transportation arrangements as the gifted program in these grades takes place at their home school.   Parents may elect to provide their own transportation.

 

ATTENDANCE

 

All absences will be reported by the elementary GEM teacher to the student's home school.  The junior high GEM teacher will report absences to the junior high office.  At the high school level, attendance will be dealt with in accordance with the attendance policy at the high school.  

 

A good attendance record is an asset to any student.  It is noticeable that good attendance and consistent progress usually go together.  A sequential curriculum necessitates regular and meaningful attendance to the gifted classroom.  Excessive absences may result in a meeting with the student’s parents and/or the Gifted Program Coordinator to develop a plan for improvement.  

 

LUNCH

 

Third grade students will eat lunch at their home school.  Fourth grade students may either bring their lunch or get a tray at the middle school.  Payment will be deducted from their home school account.  Students who receive free or reduced lunch rates will retain that same privilege while at the GEM class.  Students will eat lunch in the cafeteria at Webb City Middle School.  

 

Fifth and sixth grade students will eat in the cafeteria at Webb City Middle School during a specified lunch period.  This may or may not be the same lunch period when they normally eat.  Students may either bring their lunch or get a tray at the middle school.  Payment will be deducted from their school account.   Students who receive free or reduced lunch rates will retain that same privilege while at the GEM class. 

 

No special arrangements are necessary for students at the junior high or high school.

 

FIELD TRIPS

 

Field trips may be planned as a part of the GEM units of study.  A signed permission form will be required for each student before they are allowed to participate in any field trips.

 

STUDENT GRADES

 

Students do not receive grades for the work completed during their gifted program class.  In order to encourage the skill of self-evaluation, students are asked to evaluate their own work (under the close supervision of the gifted teacher).  Parents will be kept informed of their child’s progress through conferences and by written communication at the elementary and junior high school level.   

 

STUDENT RESPONSIBILITIES

 

Elementary students are responsible for finding out about work missed in the regular classroom on the GEM day.  Students are expected to make up tests and are responsible for new concepts introduced.  They are not required to make up daily assignments such as math assignments, reading worksheets, or reading and spelling exercises.  It is not uncommon for gifted students, for a variety of reasons, to work to stay up with all assignments, including those that are not required.  However, this desire to “do all” is not to be taken by the classroom teacher as a standard, which would supersede the above statements.  Classroom projects that take more than one class period to complete are required to be made up for the class periods missed.    Because of the departmentalized scheduling of the junior high school day, the junior high GEM student should have this conflict only on very rare occasions.

 

All students are encouraged to perform at grade level in regular classroom subjects.  Failure to do so may result in the student being placed on academic probation in the GEM program at both the elementary and junior high levels and may lead to the student’s dismissal from the program.  If on grade level performance is not maintained, the student may be placed on probation for a period of nine weeks.  At the end of the nine week probationary period, on grade level performance or higher for the probationary quarter is expected.  If on grade level performance is not attained, the student may be dismissed from the GEM program upon the recommendation of the GEM teacher and approval of the Gifted Program Coordinator.

 

Elementary, junior high, and high school GEM students will be required to make up any work missed in regular classes due to GEM field trips.  These absences are considered excused absences, and all work must be completed.

 

GEM students may miss some favorite regular class activities due to their participation in the gifted program.  Despite our best efforts, it is impossible to schedule around P.E., vocal music, art, band, swimming, etc.  GEM students will participate in regular classroom field trips scheduled on the GEM day; however, the student may have to make up work for the GEM class.  At the elementary level, the GEM schedule will be adjusted so students are able to attend Halloween, Valentine’s, and Christmas parties at their home school and in their regular classroom.