 |
    |
 |
 |
Coming Soon...
|
Identification
In Spring Lake Park, gifted students are identified through a research supported process that relies upon multiple criteria, including standardized ability and achievement test results, teacher recommendation, classroom performance, and peer nomination. The process used to screen and/or identify children has several steps.
The needs of students who move into the district prior to or during the school year will be reviewed on an individual basis. Federal GovernmentThe Javits definition of giftedness, adopted in 1993, is the definition accepted and used by the Spring Lake Park Schools. It defines gifted students as those "who exhibit evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and require services or activities not ordinarily provided by the school in order to fully develop such capabilities." In addition, it states that "children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment... Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor."
Minnesota State Board of EducationThis definition, adopted in 1976, states: "Gifted and talented children are those who by virtue of outstanding abilities are capable of high performance. These are children whose potentialities can be realized through differentiated educational programs and/or services beyond those normally provided by the regular school program. Children capable of high performance include those with demonstrated achievement or potential ability in any of the following areas, singly or in combination--general intellectual abiltity, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts." Francoys Gagne (University of Quebec)In addition to the federal and state definitions, many school districts in Minnesota are using the definitions of Francoys Gagne to more specifically define gifts and talents. Gagne suggests that children are "born with" superior aptitudes in domains such as intellectual, creative, socioaffective, and sensorimotor. Talents are in more specific fields such as the arts, mathematics, science, and communications. Talents develop over time and are dependent on both intrapersonal catalysts--such as self-esteem, interests and motivation--and environmental catalysts--such as significant teacher or mentors or learning experiences. Opportunities for specific training, learning, and practice in a field also affect the development of high levels of talent |
 | |
 | ||||
