Common use of Gifted and Talented Students Clause in Contracts

Gifted and Talented Students. In accordance with Idaho Code § 33-2003, The Village Charter School identifies students possessing high performing capabilities in specific academic, intellectual, leadership, creativity and visual/performing arts talent areas. The identification in each area uses a variety of assessments outlined in The Best Practices Manual for Idaho Gifted/Talented Programs. Once identified, TVCS will implement a modification of curriculum to provide a challenging educational experience. TVCS offers an enriched curriculum for all students. Teachers, with the help of educational assistants and parent volunteers, are engaged in the act of direct teaching throughout the day, using a variety of methods available to them (tactile, visual, kinesthetic, auditory, group and independent approaches). By taking into account and addressing the varying developmental rates and learning style of the student population, it is possible, through this direct-teaching and monitoring approach, to keep the curricula challenging and the expectations for learning high. The result is above grade level performance, high standardized-test scores, and extraordinary levels of parent and student satisfaction. The Limitless Learning Method, in most cases, will meet the needs of our students. If Idaho Code § 33-2001 is not being met through the LLM, programs such as the gifted and talented program may be offered at TVCS. The Board will determine if there is a need for internal services. Students enrolling with an active IEP will receive the services identified in an inclusion setting to meet the intent of their IEP. In all cases, transportation shall be provided to students by their parent(s) or the parent’s representative when exercising dual-enrollment opportunities. Identification. TVCS uses the federal definition of Limited English Proficiency as defined in Title III and IX of the Elementary and Secondary Education Act. Idaho LEP program guidance will be used to support the needs of students who are English Language Learners (ELL). Students for whom English is a second language will be assessed using the ELL placement test. The eligibility criteria (listed below) will be used for a Home Language Survey in order to identify the primary home language other than English. The “▇▇▇▇▇▇▇▇ ▇▇▇▇▇” test or a similar test will be used to assess ELL progress throughout the school.  Registration cards include the question: What is the primary language spoken in the home?  If a response is any language other than English, a survey will go home to the parents.  If the survey comes back indicating that a student may be LEP, they will be tested with an English language proficiency test.  If the student tests less than proficient on the English language proficiency test, a letter will go home to the student’s parents indicating that their child was identified as needing specific English language services. The parents must be given the opportunity to waive the services, if desired.  If the parent does not waive the limited English proficiency services for their child, then the student will be placed in a program of “high quality language instruction.”  Those students placed in a program can be counted for state and Federal funding purposes.

Gifted and Talented Students. In accordance with Idaho Code § 33-2003, The Village Charter School identifies students possessing high performing capabilities in specific academic, intellectual, leadership, creativity and visual/performing arts talent areas. The identification in each area uses a variety of assessments outlined in The Best Practices Manual for Idaho Gifted/Talented Programs. Once identified, TVCS will implement a modification of curriculum to provide a challenging educational experience. TVCS offers an enriched curriculum for all students. Teachers, with the help of educational assistants and parent volunteers, are engaged in the act of direct teaching throughout the day, using a variety of methods available to them (tactile, visual, kinesthetic, auditory, group and independent approaches). By taking into account and addressing the varying developmental rates and learning style of the student population, it is possible, through this direct-teaching and monitoring approach, to keep the curricula challenging and the expectations for learning high. The result is above grade level performance, high standardized-test scores, and extraordinary levels of parent and student satisfaction. The Limitless Learning Method, in most cases, will meet the needs of our students. If Idaho Code § 33-2001 is not being met through the LLM, programs such as the gifted and talented program may be offered at TVCS. The Board will determine if there is a need for internal services. Students enrolling with an active IEP will receive the services identified in an inclusion setting to meet the intent of their IEP. In all cases, transportation shall be provided to students by their parent(s) or the parent’s representative when exercising dual-enrollment opportunities. Identification. TVCS uses the federal definition of Limited English Proficiency as defined in Title III and IX of the Elementary and Secondary Education Act. Idaho LEP program guidance will be used to support the needs of students who are English Language Learners (ELL). Students for whom English is a second language will be assessed using the ELL placement test. The eligibility criteria (listed below) will be used for a Home Language Survey in order to identify the primary home language other than English. The “▇▇▇▇▇▇▇▇ ▇▇▇▇▇” test or a similar test will be used to assess ELL progress throughout the school.  • Registration cards include the question: What is the primary language spoken in the home?  • If a response is any language other than English, a survey will go home to the parents.  • If the survey comes back indicating that a student may be LEP, they will be tested with an English language proficiency test.  • If the student tests less than proficient on the English language proficiency test, a letter will go home to the student’s parents indicating that their child was identified as needing specific English language services. The parents must be given the opportunity to waive the services, if desired.  • If the parent does not waive the limited English proficiency services for their child, then the student will be placed in a program of “high quality language instruction.”  • Those students placed in a program can be counted for state and Federal funding purposes.