Gifted students benefit from smaller class sizes, more challenging work, specially-trained teachers and a more motivated, high-achieving peer group. Supreme Court ordered the desegregation of schools - is troubling. But experts say the persistent racial disparity - coming six decades after the U.S. Twenty years ago, the AJC examined gifted participation and found white students were five times more likely than minorities to be enrolled in gifted programs. That's according to an analysis of 2012-13 school year education data by The Atlanta Journal-Constitution. Students attending WINGS should be considered fully enrolled and not be penalized for grades dependent on class participation, attendance, and daily assignments that occur on their day of attendance.Despite aggressive efforts to erase the gap between the races, white students in Georgia are roughly three times more likely than their black counterparts to be enrolled in gifted programs - and roughly two-and-a-half times more likely to be in those classrooms than minority students, including Hispanics and Asians.
on the day students attend the gifted program. The home school shall avoid scheduling major tests, assignment due dates for major projects, field trips, honor programs, etc. Students are accountable for the concepts, process skills and intellectual content as measured on end-of-unit tests, projects or other assessments included in the curriculum presented by the teacher from the home school. The WINGS student should not be held accountable for standard classroom assignments, such as review, practice exercises, daily work and other related activities missed on the day of participation in the gifted program.
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Because participation results in students being in another location one day each week, this presents unique situations to the District’s professional staff, participating students, and the involved families. Students participating in WINGS are involved in a shared home school/Phelps Center curriculum. Because of this, parents should carefully think about the appropriate time to submit a second referral. After a second evaluation is completed and placement decisions have been determined, the opportunity for additional evaluations is closed. Students who do not qualify for placement have the option of repeating the above process after one year has lapsed. The Gifted Education Director, and/or designee, will review the student’s test and meet with the parents/guardians to assist in interpreting the student’s assessment results and answer questions relating to the evaluation process.Īssessment protocol requires one year between tests. Parents/guardians who receive notice of their student not qualifying for gifted services may request a review of the evaluation process.
Referral form submitted to the Phelps Center.The evaluation process occurs at various times during the year and involves the following steps: In many cases, referrals are a combination of these. Parents/guardians, teachers or other school personnel, and student self-referrals are accepted. Evaluation for Springfield Public Schools gifted programs is an open process.
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