MCSD Talented & Gifted and Extended Learning Program

Mission
The mission of the Muscatine Community School District is to Ensure Excellence in Education for Every Student through a Comprehensively Differentiated Continuum of Services

Vision

• The Muscatine School District will provide a safe, nurturing environment through a K-12 gifted education program where academic excellence is expected and diversity is recognized as a strength. We will meet individual needs while developing independent gifted learners who are also successful team players.
• Drawing on recommendations from federal and state resources as well as from leaders in the field of gifted education such as the National Association for Gifted Children (NAGC), we will embrace innovative practices that are research-based and promote high levels of student learning. Technology-rich classrooms and a variety of gifted programming options will enhance active learning and excitement. Interior and exterior walls will become seamless as learners and the community collaborate.
• Our students with gifts and talents will focus on social-emotional development, which promotes respect and responsibility to self, family and community,self-esteem. resulting in positive
• School-community partnerships will prepare and challenge each individual to become a goal-oriented, lifelong learner in an ever-changing global society.

MCSD G/T Policy

Following assessment and identification procedures at the appropriate readiness level of the child,
district-wide administration, faculty/staff, and G/T specialists will provide

• special instructional programs and supportive services,
• a unique curriculum,
• 21st century learning settings,
• and other educational services which differentiate, supplement, support, and extend the standard education program in meeting the talents and gifts of our culturally and economically diverse K-12 student population.

MCSD G/T Identification

The Muscatine Gifted/Talented program serves gifted and talented students as defined in Iowa Code 257.44

“Gifted and talented children” are those identified as possessing outstanding abilities that are capable of high performance. Gifted and talented children are children who require appropriate instruction and educational services commensurate with their abilities and needs beyond those provided by the regular school program.

Gifted and talented children include those children with demonstrated achievement or potential ability, or both, in any of the following areas or in combination:

• general intellectual ability,
• creative thinking,
• leadership ability,
• visual or performing arts ability, and/or
• specific ability aptitude.

The Muscatine Community School District serves approximately 5,500 students both in the urban and surrounding rural areas of Muscatine within eight elementary buildings, two middle schools and one high school. The population of the school district is diverse both in ethnic make-up and needs of the students.

• Approximately 72% of the students are European American
• 23% are Hispanic American
• 4% comprise other nationalities
• The district serves a low-SES population of approximately 51%
• Every effort is made by trained and properly-endorsed educators to ensure that all student populations are identified correctly so that each student’s needs are appropriately met

The official identification process takes place yearly in the spring, at the end of 3^rd grade after the district-wide CogAT test and subsequent evaluation. Beginning as early as kindergarten, students can be identified for services on a case-by-case basis.

• Students are identified for the program using a three-step process that screens the entire student population. Standardized objective data is collected as per each specific test (such as RAVENS, ITBS, CogAT, EXPLORE, and/or SAGES), including the administration of the test to either individual students or groups of students. Subjective data which includes teacher, parent and student recommendation as well as student portfolios is also collected.
• The team utilizes multiple screening criteria and a committee review process consisting of the requisite G/T Department representative(s), selected grade level teachers, building principals, and counselors.
• Finally, observation tools such as the Kingore Observation Inventory (KOI) are implemented in grades K-2 in order to gather data to assist G/T teachers in identifying and providing services for students who have exceptional abilities in areas not readily apparent via objective testing.
• In accordance with best practice, approximately 4-8% of the student population is identified for the program and receives differentiated programming options that are developed based on individual scores on the identification tools.
• This information is updated yearly in each student’s Personalized Education Plan (PEP), which is a portfolio where programming information, test scores, observations, student’s work, and goals are collaboratively maintained.

MCSD G/T Programming

Following the formal identification process, identified students receive direct/indirect services based on individual needs as determined by identification, which are then recorded on their Personalized Education Plans (PEPs). Services may include:

• academic planning
• accelerated learning (subject or whole-grade)
• Advanced Placement classes
• Advanced Independent Studies
• affective curriculum
• bibliotherapy
• cluster grouping
• concurrent/dual enrollment/PSEO classes
• correspondence/online classes
• curriculum compacting
• early graduation
• enrichment seminars
• highpoint academies
• mentoring/internships
• pull out groups
• recommendation for acceleration in college
• telescoping curriculum
• tiered assignments

The TAG teacher provides resources for classroom teachers to meet the needs of students in the regular classroom setting. Teachers and staff are educated along with administrators at specific buildings via inservice sessions. So that educators can be a part of the identification process and active members of the review committees in their buildings, these sessions may include:

• information specific to understanding how gifts and talents are manifested at home and in the school environment
• how to recognize characteristics of students with gifts and talents
• how to incorporate strategies that challenge students to think and produce at high levels on the knowledge taxonomy

Additionally, in order to ensure that parents and guardians are sufficiently educated with regard to best practice in gifted education so that they may help recognize and support gifts and talents in their students at home and be an integral part in developing programming options for their students both in and out of the classroom, the district provides informational newsletters to:

• all parents/guardians of students in grades K-2
• parents/guardians of all identified students in subsequent grades

TAG and ELP

The MCSD Gifted/Talented Program has two components: Talented & Gifted (TAG) and the Extended Learning Program (ELP). These components are differentiated as follows:

• TAG is the official program for students who are identified in the Iowa Code as needing services outside the general education program. After official identification and parental notification, individualized services are provided to gifted and/or talented (g/t) individuals to ensure that their needs are met through comprehensively differentiated programming
• ELP is an enrichment model wherein students who display aptitudes in specific areas are provided enrichment opportunities (as opposed to receiving TAG services) based on those areas of strength in order to help them develop emerging talents. Students in ELP are not in the TAG program but may receive extended learning opportunities.

Please see individual school websites for additional information, or contact one of the educators below.

Contact Information