Programming & Services
Identified Student Needs: Programming and Services
Depending upon a student’s abilities and needs as evaluated by the Gifted and Advanced Learner screening committee and Gifted and Advanced Learner department at the time of their identification, one of four options are communicated to home schools and parents/guardians for further nurturing each student’s intellectual strengths and meeting his/her intellectual and social/emotional needs as they relate to school success. These four options are:
- Student shows talent potential in one or more content areas. While the student’s needs are currently being met successfully in his/her classroom, other enrichment activities and programming opportunities (i.e., History Day, Battle of the Books, Chess Club, Math Stars, Saturday Institute) are offered to further develop the student’s specific emerging skills and talents.
- Student has one or several curricular areas needs for which a differentiated curriculum is determined to be beneficial. This curriculum is expected to be delivered by his/her classroom teacher, with resources and support offered by the building GALP consultant. Depending upon administrative leadership within each building, staffing resources and teacher strengths, building philosophy of programming and the like, these needs may be met in one or a combination of ways (7c). The student is also offered building and district-wide enrichment activities and programming opportunities. Regarding the student’s social and emotional well-being, individual or group work with the school counselor may by recommended for students who have needs (anxiety, perfectionism, insufficient social skills, and the like) which are affecting their school success.
- Student has one or more areas of need that may require a variety of in class curricular options, or may require further assessment for consideration of a combination of in-class and accelerated class options. This student may leave his/her classroom to take one or more content areas in the grade above, remain in the classroom to work with a content specialist assigned to provide these services in the building, or in a cluster group or ability group model within their own classroom. This student is also offered enrichment activities and programming opportunities offered within their building and across the district. Regarding the student’s social and emotional health, individual or group work with the school counselor/social worker/behavior interventionist may by recommended for students who have needs (anxiety, perfectionism, insufficient social skills and the like) which are affecting their school success.
- Student needs are such that he/she requires further assessment for possible multi-class or full grade acceleration (grade-skipping). Specific protocol follows the DMPS board protocol and the publication guidelines of the new acceleration procedures manual published by the Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development at The University of Iowa. All other programs and services as listed above are also recommended.