Iowa Admin. Code r. 281-59.4 - Responsibilities of school districts
A school district's program under this chapter shall meet the following criteria:
(1)
Development of goals and objectives. A school district will
establish goals and objectives for the following:
a. Curriculum and instructional
strategies.
b. Student
outcomes.
c. Program management and
administration.
d. Program
development.
(2)
Development of curriculum and instructional strategies. The
program of instruction will consist of content and teaching strategies that
reflect the accelerative pace, intellectual processes and creative abilities
that characterize gifted and talented students . A linkage among the selection
of students, the anticipated student outcomes and the special instructional
programs will be evident. Learning activities will provide for the development
of skills that are beyond the scope of the regular classroom, introduce
advanced concepts and contents, and offer students a greater latitude of
inquiry than would be possible without the specialized instructional program.
Specialized instructional activities are those not ordinarily found in the
regular school program and may include the following:
a. A special curriculum supplementing the
regular curriculum, using a high level of cognitive and affective concepts and
processes.
b. Flexible
instructional arrangements, such as special classes, seminars, resource rooms,
independent study, student internships, mentorships, research field trips, and
research centers.
(3)
Student enrollment. Students will be involved in a gifted and
talented program for a sufficient portion of the regularly scheduled school
time to ensure that projected student outcomes are likely to be
achieved.
(4)
Personalized
education plan. Best practice dictates that the services provided for
each student placed in a gifted and talented program be contained in a written,
personalized gifted and talented plan. Personalized education plans should be
in writing and reviewed at periodic intervals in accordance with the changing
needs of the student. The following items are suggested for inclusion in a
student's personalized education plan, but this is neither a mandatory nor an
exhaustive list:
a. Relevant background data,
assessment of present needs and projections for future needs. Relevant
information may include the student's leadership ability , interest inventories,
learning characteristics, and learning goals.
b. The nature and extent of the gifted and
talented services provided to the student, including indirect services, such as
consultative services or other supportive assistance provided to a regular
classroom teacher. Other services may include modifications to curriculum and
acceleration of the student's curriculum.
c. Personnel responsible for the services
provided to the student, as well as those responsible for monitoring and
evaluating the student's progress.
(5)
Student identification criteria
and procedures. Students will be placed in a gifted and talented
program in accordance with systematic and uniform identification procedures
that encompass all grade levels and that are characterized by the following:
a. Identification will be for the purpose of
determining the appropriateness of placement in a gifted and talented program,
rather than for categorically labeling a student.
b. The decision to provide a student with a
gifted and talented program will be based on a comprehensive appraisal of the
student, consideration of the nature of the available gifted and talented
program and an assessment of actual and potential opportunities within the
student's regular school program.
c. Multiple criteria will be used in
identifying a student, with no single criteria eliminating a student from
participation. Criteria will combine subjective and objective data, including
data with direct relevance to program goals, objectives and
activities.
d. In the event that
the number of eligible students exceeds the available openings, participants
will be selected according to the extent to which they can benefit from the
program.
e. Each identified
student's progress will be reviewed at least annually to consider modifications
in program or student placement.
(6)
Evaluation. The school
district will give attention to the following in its evaluation design:
a. Evaluation of gifted and talented programs
will be for the purpose of measuring program effects and providing information
for program improvement.
b.
Evaluation should be conducted for each program level where objectives have
been established.
c. Both cognitive
and affective components of student development should be evaluated.
d. Evaluation findings should report results
based on actual accomplishments by the gifted and talented students or their
teachers, which are a direct result of the project, program, or
activity.
(7)
Staff utilization plan. Staff will be deployed to ensure
quality gifted and talented programs by employing the following procedures:
a. A designated staff person will be
responsible for the overall program coordination throughout the school
district.
b. The teaching staff of
the gifted and talented program should work with the regular classroom teachers
to assess, plan, carry out instruction, and evaluate outcomes.
c. Coordination time will be made available
to staff providing gifted and talented programs to allow staff to perform
professional responsibilities.
(8)
Staff professional
development. Periodic professional development will be offered for all
classroom teachers to maintain and update understandings and skills about
individualizing programs for identified gifted and talented students . A staff
development plan for personnel responsible for gifted and talented programs
will be provided and will be based upon the assessed needs of the gifted and
talented instructional and supervisory personnel.
(9)
Qualifications of
personnel. Instructional personnel providing programs for gifted and
talented students should have preservice or in-service preparation in gifted
and talented education that is commensurate with the extent of their
involvement in the gifted and talented program. The gifted and talented program
teacher-coordinator will hold an endorsement allowing the holder to serve as a
teacher or a coordinator of programs for gifted and talented students from the
prekindergarten level through grade 12.
(10)
Fiscal and accountability
principles.
a. When programs are
jointly provided by two or more school districts or by a school district in
cooperation with another educational agency, the budget will specify how each
cooperating school district or agency will determine the portion of the program
costs to be provided by each school district or agency and will provide a
budget that specifies the contribution of each school district or
agency.
b. Gifted and talented
categorical funding will be used only for expenditures directly related to
providing the gifted and talented program described in the program plan.
Appropriate expenditures, inappropriate expenditures, and financial management
provisions are set forth in 281-Chapter 98.
c. School districts will include and identify
the detail of financial transactions related to gifted and talented resources,
expenditures, and carryforward balances on their certified annual report, using
the account coding appropriate to the gifted and talented program as defined by
Uniform Financial Accounting for Iowa LEAs and AEAs, as effective on January
31, 2024. Each school district will certify its certified annual report
following the close of the fiscal year but no later than September
15.
Notes
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