Annual Guidelines

The following guidelines are for the Gifted and Talented Program Application, Budget, Academic Plan and Visual and Performing Arts Plan.

Gifted and Talented Application 2014-15 for School Administrative Units (SAUs)

Note: New SAUs and SAUs that did not have approved plans in 2013-14 must only complete Section V and VI (including submission of budget to Maine Education Data Management System [MEDMS] Financial) of the annual application and include these sections with submission of Visual & Performing Arts and Academic Plans. Read below for guidance.

Timeline for completing the application: 

  • The application is due Dec. 5, 2014.
  • In the event that an application is not approved, the SAU will have 15 days to revise the application or will be found non-compliant. 
  • All SAUs will be notified of approval/non-approval status in writing and will also be posted on the website.

In order to complete the application process:

  • SAUs will complete the application document, sections I to VI.
  • The budget must be submitted to MEDMS Financial.
  • SAUs may access this form online.
  • When the application form is complete, please return the completed application to GT.DOE@maine.gov .
  • All applications must be submitted electronically.

Steps for completing the application :

I. Status of Program Implementation

Indicate the status of your gifted and talented program by checking YES or NO.  If requesting a waiver, please complete the Gifted and Talented Educational Program Waiver Application.

IISummary of Academic and Visual/Performing Arts student growth data and program Evaluation

  1. To report data based on achievement, collect scores in each academic area for which the students are identified in 2013-14 and compare scores from the beginning of the year to the end of the year in order to determine if the students showed growth, maintenance, or decline.  Data may be taken from, but not limited to, the following:  NECAP, NWEA, MEA, DRA, SRI, achievement test scores, grades, performance assessments and, local assessments.  Whenever possible, achievement data should be presented in chart/graphic form.  Report out growth with a +, maintenance with a *, and decline with a -.

Small SAUs:

A sample data achievement report for a small SAU (25 identified gifted and talented students or fewer) should present results for each individual student.  The following is an example of a report of the identified gifted and talented students’ achievement in reading:

Students

 RA

MEA
Reading

Report Card 
Grade in Reading

1

+3 levels

+ exceed

* maintain

2

+6 levels

* maintain

* maintain

3

+1 level

- meet

* maintain

4

     -----

* maintain

* maintain

 

We interpret the above chart to mean: Student one rose three levels in the DRA program, went up to the exceeds level on the MEA, and maintained his/her grade from the previous year.  Student two rose six levels in the DRA program, maintained the same MEA score from the year before, and maintained the same grade as the year before.  Student three rose one level in the DRA program, declined on the MEA to the “meets” category, and maintained the same grade as the year before.  Student four did not work in the DRA program because this student is a middle school student.  This student maintained the same MEA score and the same grade as compared to the previous year.

 

SAUs may use more or fewer data tools than the ones indicated in the sample above.  However, SAUs are required to use at least one objective data tool.  In the event that objective scores are not available (i.e., social studies, arts or music), possible assessment tools may include but are not limited to:  performance assessment rubrics, grades, teacher behavioral checklists, observation checklists, etc. SAUs may report anecdotal information based on specific skills/objectives in a succinct manner.  Below is an example of a heterogeneous in class differentiation unit on Maine. 

Example: In-class differentiation unit: Maine


Pre-assessment

          Objectives

        Assessment

KWL  Chart

  1. same objective as class
  2. same objective as class
  3. same objective as class
  4. extension
  5. extension

Product specific to the 5 
objectives listed

 

After the teacher evaluates the product noted in the assessment section, she/he will report as to whether the student(s) maintained the same level as the general class performance (refers to objectives 1-3), went beyond the class performance to some degree (refers to objectives 4-5), or exceeded the general class performance (refers to 4-5). 

Moderate to large SAUs:

A sample data achievement report for a larger SAU (over 25 identified gifted and talented students) should present data in aggregate form.  The following is an example of a report in reading:

 

Grade
Levels

Percent
Students

   DRA

Percent
Students

MEA
Reading

K-2

100%

+10 levels

     NA

    NA

3-5

20%
50%
20%
10%

+8 levels
+7 levels
+5 level
*maintain

90%
5%
5%

* maintain
+ exceeds
- meets

6-8

   NA

    NA

80%
5%
15%

* maintain
+ exceeds
- meets

9-12

   NA

    NA

75%
5%
20%

* maintain
+ exceeds
- meets

 

     

 

 

 

 

 

 

 

We interpret the above chart to mean: On the DRA, 100% of the identified students in grades K-2 in reading rose ten levels in one year.  In grades 3-5, 20% of the identified students rose eight levels, 50% of the students rose seven levels, 20% of the students rose five levels and 10% of the students did not make any gains between the school year 2012-13 and 2013-14.  The middle school and high school students do not use the DRA.  In grades K-2 MEA scores are not available.  In grades 3-5, when comparing 2012-13 with 2013-14, 90% of identified students in reading maintained the same category, 5% moved up to the exceeds category, and 5% declined to the meets category.  The grades 6-8 and 9-12 are interpreted in the same way.

 

SAUs may use more or fewer data tools than the ones indicated in the sample above.  However, SAUs are required to use at least one objective data tool. In the event that objective scores are not available (i.e. social studies, art and music), possible assessment tools may include but are not limited to:  performance assessment rubrics, grades, teacher behavioral checklists, observation checklists, etc. Below is an example of a heterogeneous in class differentiation unit on Maine. 

Example: In class differentiation unit:  Maine


Pre-assessment

          Objectives

        Assessment

KWL  Chart

  1. same objective as class
  2. same objective as class
  3. same objective as class
  4. extension
  5. extension

Product specific to the 5  
objectives listed

     
After the teacher evaluates the product noted in the assessment section, she/he will report as to whether the student(s) maintained the same level as the general class performance (refers to objectives 1-3), went beyond the class performance to some degree (refers to objectives 4-5), or exceeded the general class performance (refers to objectives 4-5).   

After the teacher evaluates the product noted in the assessment section, she/he will report as to whether the student(s) maintained the same level as the general class performance (refers to objectives 1-3), went beyond the class performance to some degree (refers to objectives 4-5), or exceeded the general class performance (refers to objectives 4-5).   

 

a.  The overall percentages of student growth, maintenance or decline in each academic area by grade span may be reported out using a table.  Draw conclusions from the percentages to determine program effectiveness.  Please include any other factors, other than the information included in number 1, that affect the program.

 

b.  Simply answer Yes or No. 

 

2.   If you have a fully implemented Visual and Performing Arts program (noted in section I Status of Program Implementation), then it is necessary to report achievement data.  Possible assessment tools may include but are not limited to:  check sheets, rubric assessments, critiques, grades, etc. (see II.1. for examples). SAUs may report anecdotal information based on specific skills/objectives in a succinct manner. 

 

a.  In order to draw conclusion from your data, look at the student growth tables and make generalizations.  What does the data tell you? 

 

b.  Simply answer Yes or No. 

3. Please describe any new academic program goals by indicating what the goal is, who is responsible, and a time frame.

 

Name the goal

Who is responsible

Time frame

 

4. Pease describe any new arts program goals by indicating what the goal is, who is responsible, a timeline, and how you will determine if the goals have been met.

 

Name the goal

Who is responsible

Time frame

 

III. Changes 

 

Please note any significant changes in your approved academic and/or arts plans that are not goals, why the changes occurred, and the anticipated outcomes.

IV. Local Program(s) Identification Process for 2014-15

1.  In the chart provided, list the total number of students identified as Gifted and Talented in academics. This is approximately 3-5% of the total school population.

a. Describe how your SAU responds to the academic needs of the K-2 advanced learner.  For example, the gifted and talented consultant confers with classroom teachers on students who excel in reading. 

 

2.  In the chart provided, list the total number of students identified in Visual and Performing Arts.  This is approximately 3-5% of the total school population. 

a. Describe how your SAU responds to the visual and performing arts needs of the K-2 advanced learner.  For example, the gifted and talented consultant confers with the visual arts teacher on students who excel in visual arts.

 

3.  In the chart provided, list the number of students in each academic area by grade level regardless of whether they are identified in the general intellectual area. Here we are looking for the services provided (this may be more than 3-5% of the total school population listed in number 1 because there may be duplicate counts).  Therefore, students may be counted more than once.  Indicate whether an identification process exists for subjects.

 

4.  In the chart provided, list the number of students identified in three or more academic areas (general intellectual ability) by grade level regardless of the fact that you have noted them in number 3.  Students listed in number 5 may be duplicate students from those listed in number 4. 

 

5.  In the chart provided, list the number of students that hold both a gifted and talented and special education label.  This would be noted on their IEP.  Do not include students with a 504 designation.

a. Check more than one response if applicable.

 

6. In the chart provided, list the number of students that hold both a gifted and talented and 504 designation.

a. Do not be concerned if students are counted more than once due to multiple categories.  For example, a student may be noted as gifted, Asperger and behavior.

 

7. In the chart provided, indicate the number of males and females in the general population and indicate the number of identified gifted and talented males and females in the academics and the arts.

 

V. Program Personnel for 2014-15

Please provide the following information on program personnel. 

 

  1. Professional Staff
    • List the professional staff by name for whom you are requesting subsidy. Professional staff refers to teachers and administrators.
    • In the endorsement column, indicate whether this person is or is not gifted and talented endorsed or holds a transitional endorsement by November 30, 2014 by writing yes or no. 
    • Indicate whether the person is working as a teacher or administrator.
    • Indicate the grade levels for which the person is responsible. 
    • If the person conducts secondary classes, indicate the number of identified gifted and talented students in the class.  The number should equal the total number of students in the class.
    • Indicate if this person is working full-time or part-time in the Gifted and Talented program.

 

  1. Auxiliary Staff
    • List the auxiliary staff by name for whom you are requesting subsidy.  Auxiliary staff refers to educational technicians.
    • Write the person’s title or role.
    • In the endorsement column, indicate whether this person is or is not gifted and talented endorsed or holds a transitional endorsement by November 30, 2014 by writing yes or no.
    • Indicate the grade levels for which the person is responsible.  
    • State the name and position of supervisor.
    • If the person conducts secondary classes, indicate the number of identified gifted and talented students in the class. The number should equal the total number of students in the class.
    • Indicate if this person is working full-time or part-time in the Gifted and Talented program.

     

  2. Independent Contractors: Students
    • List the independent contractors who work with students.  This is someone who is not a full-time employee of the school district.
    • Write the course title or consultant’s role.
    • Indicate the grade levels for which the person is working.
    • If the person conducts secondary classes, indicate the number of identified gifted and talented students in the class.
  3.  

  4. Independent Contractors: Teachers/Administrators
    • List the independent contractors who work with teachers/administrators.  This is someone who is not a full-time employee of the school district.
    • Write the course title or consultant’s role.
    • Indicate the grade levels for which the person is targeting.

VI. Program Budget for 2014-15 for all SAUs

1.  Write professional staff member’s name and state elementary and/or secondary salary including benefits.  Write auxiliary staff member’s name and state elementary and/or secondary salary including benefits. Write independent contractor’s name and state elementary and/or secondary contract amount.  If the person works part-time as a gifted and talented teacher and part-time as a classroom teacher or administrator, only list the salary that refers to the GT portion of his or her salary.

 

Professional Staff allowable costs:

  • The Administrator must hold administrative certification but does not have to have the gifted and talented endorsement.

  • The teacher of the gifted and talented must be endorsed or have a transitional endorsement as of November 30, 2014.

  • Teachers in the arts must be endorsed and work with only identified gifted and talented arts students in order to receive gifted and talented funding.  The percent of time spent with identified students is an allowable cost. Teachers in the arts may be the teacher for gifted and talented arts students if they are under the direct supervision of an endorsed teacher of the gifted and talented or an endorsed administrator; however, that portion of the arts teacher’s schedule is not an allowable cost if the teacher is not endorsed.

Auxiliary Staff allowable costs:

  • An educational technician must be endorsed or under the direct supervision of an endorsed teacher/administrator of the gifted and talented in order to receive funding.

Independent Contractors allowable costs:

  • A mentor must be under the direct supervision of an endorsed teacher of the gifted and talented or a certified administrator.

  • A tutor must be under the direct supervision of an endorsed teacher of the gifted and talented or a certified administrator.

  • A visiting artist must be under the direct supervision of an endorsed teacher of the gifted and talented or a certified administrator.  The portion of the time spent with only identified gifted and talented students is allowable. 

  • A contractor may provide professional development and/or program consultation.

 

2. List gifted and talented program educational supplies and their costs.

  1.  Educational Products Names and Cost

  • Books and supplemental materials for both the academic and visual and performing arts programs used to implement the gifted and talented program for identified students are an allowable cost.  These materials must be supplemental to what the regular program finances.  For example, a book is purchased for the identified gifted and talented students in order to supplement the textbook.  The textbook is not an allowable cost whereas the book is an allowable cost.  If a gifted and talented student uses pastels for an art project, this is not an allowable cost because all students use pastels.  If the identified student requires specialized materials for the art project, then this is an allowable cost.

  • Equipment is not an allowable cost.  For example, computers, Ipads, Iphones and printer are not allowable costs.

  1. List other allowable costs.

  • Field trips are an allowable cost if the trip is a unique program to meet the needs of the identified gifted and talented students.  If all students at grade five are going on the field trip, then this is not an allowable cost.  If the field trip is an allowable cost, then the mileage, bus driver, and any admission fees are approvable.

 

  1. Student Tuition
  • A regional program is an allowable cost under this section.

  • Computer programs/courses for identified students such as Virtual High School, Aleks, Renzulli Learning are allowable costs.

  • If students have exhausted the curriculum options at their high school, students may take a college level course at the University.  The tuition reimbursement is limited to one course per student per semester. The course will be reimbursed at the state tuition level.
  1. Staff Tuition – Professional Development
  • The tuition of certified teachers or administrators to university level courses in gifted and talented education is allowed for personnel with direct administrative or instructional responsibility for the gifted and talented program.  The tuition reimbursement is limited to one course per person per semester at the state University tuition level.

  • The costs of staff development in gifted and talented education for professional staff are allowed if the staff development is conducted by a person from the field of gifted education who will specifically address the needs of gifted and talented students.  Staff development may include SAU or school in-service programs, training institutes, workshops, or conferences.

  • Registration fees for state, regional, or national Gifted and Talented conferences are allowable costs.

Note:  Approved budgets will be posted on the Department of Education’s Gifted and Talented website: http://www.maine.gov/doe/gifted/programcomponents/annualbudget/index.html  .

 

 

The amount eligible for State subsidy under Essential Programs & Services’ Other Subsidizable Costs is the lesser of the (1) approved budget for the program and (2) the actual expenditures for the program.

 

Supplemental notes relating to the MEDMS report and the Gifted and Talented Application sections V and VI.

  • The budget submitted to MEDMS Financial should represent a combined budget for both the academic and visual and performing arts programs.

  • Please work with your business office staff to ensure your budget data has been submitted to the Maine Education Data Management System (MEDMS) financial system. 

 

Gifted and Talented Academic Plan

 

New SAUs, SAUs that did not have approved plans, and SAUs with a Waiver in 2013-14 must complete one academic plan and Sections V and VI of the annual application.

 

  1. The gifted and talented academic plan must include a philosophy description for the gifted and talented program aligned with the regular SAU philosophy.

 

  1. The program abstract for the academic plan should provide a general program description specific to the program delivery.  Be sure to include specifics for grade spans and content areas.

 

  1. Using the chart provided, SAU will identify a standard, goal and objective in reading and mathematics at each grade span.

 

  1. The identification process will describe the identification procedures that the SAU agrees upon in the academic areas.  This process will reflect how the SAU plans to identify new students beginning in 2014-15.  In the academic areas, at least one measure must be objective. 
    1. Provide a detailed description of the process used in the chart to identify gifted and talented students.  Please provide specifics such as “we screen third graders targeting the 95th percentile of the math scores in the NWEA.”

 

  1. Describe your identification process:
    • Review identification procedures and services: when and how
    • List reasons for exiting the program and the procedures the SAU will follow when considering the removal of a student from the program.
    • Describe the procedure the SAU will follow if a parent, teacher, or student appeals the decision of the gifted and talented identification committee.
    • Describe the procedure the SAU will follow to identify a transfer student from another district or school.

 

  1. List any workshops, conferences, book studies, etc. that relate directly to gifted and talented education and apply toward the professional development of personnel responsible for gifted and talented services.

 

  1. Describe the management structure of the gifted and talented academic program. A management structure may be described as a pull out program, cluster grouping, in class differentiation, mentoring, independent study, etc. This includes but is not limited to the roles and responsibilities of administrators and teachers.

 

  1. The chart will demonstrate to what extent the Gifted and Talented program is effective in each academic area.

 

 

Gifted and Talented Visual and Performing Arts Plans for 2014-15:

 

New SAUs, SAUs that did not have approved plans, and SAUs with a Waiver in 2013-14 must complete a visual and performing arts plan and Sections V and VI of the annual application.

 

  1. The gifted and talented visual and performing arts plan must include a philosophy description for the gifted and talented program aligned with the regular SAU philosophy.

 

  1. The program abstract for the visual and performing arts plan should provide a general program description specific to the program delivery.  Be sure to include specifics for grade spans and arts areas.

 

  1. Using the chart provided, the SAU will identify a standard, goal and objective in each arts area at each grade span.

 

  1. The identification process will describe the identification procedures that the SAU agrees upon in visual and performing arts areas.  This process will reflect how the SAU plans to identify new students beginning in 2014-15.  Three measures must also be used to identify students in visual arts, music, drama and dance where a full-time visual arts, music, drama and/or dance program exists.  In the academic areas, at least one measure must be objective.  This is not the case in the arts.  It is recommended that criteria and rubrics are used in the arts as part of the identification process.
    1. Provide a detailed description of the process used in the chart to identify gifted and talented students. 

 

  1. Describe your arts identification process.
    • Review arts identification procedures and services: when and how
    • List reasons for exiting the arts program and the procedures the SAU will follow when considering the removal of a student from the program.
    • Describe the arts procedure the SAU will follow if a parent, teacher or student appeals the decision of the gifted and talented identification committee.
    • Describe the arts procedure the SAU will follow to identify a transfer student from another SAU.

 

  1. List any gifted and talented arts workshops, conferences, book studies, etc. that apply toward the professional development of personnel responsible for gifted and talented services.

 

  1. Describe the management structure of the gifted and talented visual and performing arts program. A management structure may be described as a pull out program, cluster grouping, in class differentiation, mentoring, independent study, etc. This includes but is not limited to the roles and responsibilities of administrators and teachers.

 

  1. The chart will demonstrate to what extent the Gifted and Talented arts program is effective in each arts area.

 

Revised August 5, 2014

For further clarification, contact the Maine DOE Gifted & Talented program.