Greenville Central School District
Committee on Gifted and Talented Education
New York State Definition of Giftedness
"Pupils who show evidence of high performances capability and exceptional potential in area such as general intellectual ability, special academic aptitude and outstanding ability in visual and performing arts. Such definition shall include those pupils who require educational programs or services beyond those normally provided by the regular school program in order to realize their full potential."
(This definition is taken from NYSED Chapter 740 of the Laws of 1982)
This broad definition is the foundation on which identification of gifted students in New York State rests. A school district’s philosophy of gifted education, identification practices, and program should be consistent with the State definition.
The definition allows districts a great deal of latitude. For example, use of the phrase, "such as," indicates that giftedness can extend to areas other than "general intellectual ability, special academic aptitude, and outstanding ability in the visual and performing arts." In addition, the definition permits each district to determine the kinds of data to be used and procedures to be followed in identifying gifted students.
( from www.emsc.gov/ciai/gt/define.htm)
Our Beliefs about Gifted and Talented Education:
Greenville Central School District has high achieving, gifted, and talented students.
- Children’s gifts and talents should be nurtured.
- There are multiple forms of intelligence, and therefore giftedness. Students may demonstrate giftedness in areas such as: linguistic, bodily-kinesthetic, visual-spatial, musical, logical-mathematical, intrapersonal, interpersonal, or naturalistic intelligence.
- Giftedness can be observed in areas that are easily noted and rewarded by school personnel (schoolhouse giftedness) and in areas that are less easily quantified (creative-producers).
- Priorities related to gifted and talented youth should be recognized in district plans and allocation of resources (budget).
Identification of gifted and talented students should be ongoing and clearly defined.
- Gifted and talented students demonstrate superior skill in some dimension.
- Selection for enrichment opportunities should be related to performance in that area.
- Children should be identified as early as possible. Eligibility for special programs should be continuously reviewed.
- There must be multiple entry and exit points for specialized programming.
- Identification strategies should be age appropriate and consist of multiple measures that may include: self-referral, recommendations from teachers, parents, and peers, and use of objective and subjective tools.
- Giftedness is not limited to students who score in the superior range on an IQ test.
Gifted and talented students should be challenged to learn each day. The majority of gifted students’ learning needs should be met in the classroom.
- All faculty members should be encouraged to help children at each grade level to reach their fullest potential.
- Enrichment in the classroom should be of high quality and make effective use of the student’s time.
Ongoing professional development is needed to support teachers and administrators in meeting the needs of all students, including gifted and talented youth.
- Teachers need ongoing professional development to recognize and successfully work with gifted and talented students.
- Administrators and teachers must collaborate in order to present challenging choices for gifted and talented students
- Professional development should prepare teachers to implement flexible and differentiated instructional practices such as independent study, compacting and acceleration.
- When possible, Gifted and Talented youth should not be isolated from other G/T students. The opportunity to work with other high ability peers should be a planned experience.
- Gifted and talented students should be assisted in making connections with enrichment offerings that are located beyond our school facilities.
- Access to curriculum offerings should be flexible and not be limited by age or grade level.
Students, parents and teachers should work in partnership.
- All parents should be given information on how to recognize gifts and talents in their children.
- Parents and teachers should communicate about children’s strengths.
- The school should create opportunities that encourage collaboration between parents and teachers.
- Teachers, parents and gifted and talented students have a shared responsibility to see that student completes the core academic program to the best of their ability.
- Families and students should be treated equitably.
