The Talented & Gifted Program serves students who demonstrate outstanding abilities or potential in the areas of general intellectual ability or specific ability aptitude.

• Students who demonstrate outstanding potential when compared with others of their age require differentiated instruction.
• Differentiated programming will enable these students to maximize their life-long learning potential and contribute to the betterment of their community.
• Community-wide advocacy of differentiated programming for these students is essential.

These are the beliefs that have guided the design of the Davenport Community Schools Talented & Gifted (TAG) Program for students in kindergarten through 12th grade.

We recognize that gifted students possess superior abilities and/or potential and are, therefore, a unique segment of the district’s student population. If gifted students are to develop their abilities and/or potential, they need ongoing and varied educational opportunities to extend their learning. Through an integrated approach, regular classroom teachers and TAG facilitators work together to provide varied opportunities to these students.

TAG Survey:  A survey is conducted every three years to provide information on how well the program is working.  The purpose is to evaluate the implementation of the collaboration/differentiation model.  The latest edition of this survey was conducted in May of 2006.  Executive Summary

Creating Connections is a quarterly publication from the Facilitators of the Talented and Gifted Program.

A Differentiation Strategy is featured in each issue of Creating Connections.  For you convenience,  these strategies may be accessed from the menu below.

• All Strategies
• BBC Website for Learning Resources
• Contract for Permission to Read Ahead
• Getting More Out of Biographies
• Most Difficult First
• Question Spinner
• Questions to Encourage Creativity
• Think-Tac-Toe
• Tiered Activities
• Vocabulary Web

Course/Grade Level Acceleration Approval Process - Revised April 2006

The Davenport Community School District recognizes that learners have different needs, and the district is committed to meeting the needs of its diverse learners.  Gifted students possess superior abilities and/or potential, and they need educational opportunities to extend their learning.  The guiding principle of the TAG program is to provide a variety of program options which are compatible with the learning characteristics of gifted learners, the unique needs of the identified students, and the resources of the district.  Course/grade level acceleration may be the best option for some learners.  Such acceleration paces students through the curriculum at a rate commensurate with their advanced ability.  Students new to the district must complete one semester/term before being recommended for acceleration.  Approval of the acceleration process includes:

Requests received after April 1 may not be completed by the end of the school year.

1. The person (i.e. parent/guardian, classroom teacher) recommending that a student be accelerated in a specific course/grade level completes a District Acceleration Request Form and gives it to the building TAG facilitator.  The form will specify the reasons for the request.  Parent/guardian will be notified and given an opportunity to provide input.

2. After the request has been received, a portfolio reflecting the student’s academic achievement including such items as student’s test scores, evidence of student achievement of grade level/course benchmarks, other available assessment information, written TAG facilitator recommendations, and teacher written recommendation for the subject(s) involved will be compiled by TAG facilitator and classroom teacher.  All data will be forwarded to the appropriate subject area Curriculum and Instruction Specialist.

3. The Curriculum and Instruction Specialist will consider the request and determine if additional data are required.  Data will be gathered as needed. This additional data gathering process may take up to three weeks to complete.

4. The team (i.e. current teacher, TAG facilitator, Curriculum and Instruction Specialist, guidance counselor, and/or principal) will review the request, examine the supporting data, consider the long-term impact and implications on the student’s learning, and make a decision.

5. A team meeting with the parents/guardians will follow.

6. If the team recommends acceleration, the classroom teacher with the TAG facilitator’s assistance will prepare a personalized education plan for the student.

7. If the team does not recommend acceleration, the requesting party can ask for reevaluation after the student completes at least one additional semester/term.

8. Appeal Process:  If the parents/guardians disagree with the team recommendation, they may appeal the decision to the Director of Curriculum and Staff Development.

Service Strands
To better meet the needs of all of our students, those identified for the TAG Program receive instruction and educational services to fit their unique needs. This is done through a flexible services model called Service Strands.

This model focuses on collaboration between classroom teachers and program facilitators to better enable gifted and talented students to develop their unique abilities and high potential. The three strands are:

• Exploration Strand – All students participate in classroom instructional activities. The unique needs of students begin to emerge during these activities. These unique needs may initiate a concern from the classroom teacher, who then confers with the TAG facilitator. 
   
• Modification Strand – For students whose needs go beyond the Exploration Strand, the classroom teacher and program facilitator collaboratively develop modifications. These modifications will be implemented by the classroom teacher and may include differentiation options such as acceleration, curriculum compacting, independent study, assignment modification, and/or flexible grouping.
   
• Extension Strand – Students whose needs go beyond the Modification Strand will be identified and may participate in the Extension Strand. At this time, the program facilitator will continue to work closely with the classroom teacher(s) and may work with students outside the classroom as well. More information on identification and personalized plans for this strand may be found at: Extension Strand.

Program Student Events
Here are some special events in which Talented & Gifted (TAG) Program students from many schools in the district also may participate each year:

Educators’ Roles
Here are the roles of school administrators, classroom teachers, and program facilitators in providing appropriate programming to each TAG student:

Administrators –

• Provide continued support for gifted and talented programming
• Supervise implementation in buildings
• Serve on identification teams
• Implement flexible grouping structures
• Participate as curriculum experts

Classroom Teachers –

• Provide differentiated instruction in the classroom
• Assess students and provide appropriate instruction in collaboration with the Talented & Gifted facilitator
• Participate in the identification process
• Serve on identification teams

Program Facilitators –

• Collaborate with classroom teachers to identify strategies, instructional practices, and resources for gifted students within the classroom
• Provide staff development
• Work with students whose needs are not being met in the general education classroom
• Provide direct instruction as needed
• Monitor student progress
• Facilitate and coordinate selection procedures
• Guide individual student programming
• Compile and maintain personalized education plans
• Participate in program evaluation

For more information on the Davenport Community Schools Talented & Gifted Program, please contact Kathy Learn, TAG coordinator, at 336-5030, 1606 Brady St., Davenport, IA 52803, or learnk@davenportschools.org

Links:
Iowa Talented & Gifted Association
Belin & Blank International Center for Gifted Education & Talent Development
National Association of Gifted Children