The Anchorage Independent Board of Education believes that all children and youth should be provided with educational services that allow them to develop to their maximum potential. Gifted children and youth exist in all levels of society regardless of sex, race, socioeconomic background, ethnic origin, or disability. They should be identified by their outstanding intellectual, academic, creative, leadership and visual and performing arts abilities and be provided with educational experiences commensurate with these abilities.
Gifted children and youth are a unique segment of Anchorage Independent School’s population who, because of their abilities and/or capabilities for advanced achievement, may need educational opportunities different from those available through the regular school program to realize their potential.
Therefore, in order to meet the needs of gifted children, services are designed to provide multidimensional and appropriate learning experiences. The curriculum should consist of challenging, diverse, and qualitatively differentiated experiences conducted in an environment that addresses the academic, psychological, and social needs of these students.
This philosophy embraces 704 KAR 3:285 – Programs for the Gifted and Talented. The regulation, relating to several Kentucky statutes, requires each district to adopt policies and procedures that provide for identification of strengths, gifted behaviors and talents of students in kindergarten through grade twelve.
These students are ones who possess demonstrated potential ability in one of the following areas:
- general intellectual ability
- specific academic aptitude (math, science, social studies, language arts/reading)
- creativity or divergent thinking
- leadership skills
- visual and performing arts
How are students identified?
General intellectual ability is determined by the student’s score on the Cognitive Abilities Test (Cog AT) given usually in late April of the 3rd grade year. A composite score at or above the 96th percentile level in verbal, nonverbal, and quantitative test batteries required. Further, a teacher recommendation form, which includes at least two other forms of evidence, is needed. This evidence can take the form of anecdote, student work that substantiates giftedness, or other relevant information. The recommendation form also includes a check list of characteristics of typical gifted student behaviors. At least 80% of the items on the recommendation checklist must be identified by the teacher.
Specific academic aptitude is determined student’s score on the Iowa Test of Basic Skills (ITBS) given usually in late August of the 4th grade year. The student must score at or above the 96th percentile in any given academic area. Further, a teacher recommendation form, which includes at least two other forms of evidence, is needed. This evidence can take the form of anecdote, student work that substantiates giftedness or other relevant information. The recommendation form also includes a check list of characteristics of typical gifted student behaviors. At least 80% of the items on the recommendation checklist must be identified by the teacher.
Other than the ITBS, students may be identified by scoring at the 96thpercentile or above in science or social studies on the Norm- Referenced portion of Kentucky Performance Rating for Educational Progress (K-PREP) administered usually in mid-May. Fifth and eighth graders are administered the test covering social studies while fourth and seventh graders take the science assessment.
Creative/divergent thinking, leadership skills, and visual and performing arts are based upon recommendations by the teacher. Individuals from outside the school community may also provide recommendations. For example, a director of the Humane Society may recommend a student for leadership potential if they demonstrate this trait by volunteering and leading initiatives at the animal shelter. A private piano teacher may recommend a student for performing arts due to their prowess as a pianist.
Parents are notified regarding their child’s scores on the assessments identified above at the beginning of each school year or as the various assessment results are returned to the school.
For questions or additional assistance, please contact:
Anchorage Independent Public School
Phone: 245-2121 Extension 2207