PEAK Program Goals

• Curriculum and Instruction
  • A well-defined and implemented curriculum should be articulated for all grade levels and all subject areas.
  • Teachers should be responsible for developing plans to differentiate their curriculum in every discipline for gifted learners.
  • Documentation of instruction for assessing level(s) of learning and accelerated rates of learning should demonstrate plans for gifted learners based on specific needs of individual learners.
  • Gifted learners should be assessed for proficiency in all standard courses of study and subsequently provided with more challenging educational opportunities.
  • When warranted, continual opportunities for curricular acceleration should be provided in gifted learners’ areas of strength and interest while allowing a sufficient ceiling for optimal learning.
  • Appropriate service options for each student to work at assessed level(s) and advanced rates of learning should be available.
• Identification
  • Develop and refine student nomination process to include communication to all stakeholders of process, including all students in initial screening pool; accept any source of nomination.
  • Use instruments that measure diverse abilities, talents, strengths, and needs from multiple sources and include multiple assessment methods.
  • Data should represent balance of valid qualitative/quantitative measures, based on current theory and research.
  • Develop an assessment to evaluate PEAK eligibility, as well as procedures for student assessment at least once during Elementary, Middle and High School.

• Program Design
  • To provide a continuum of services based on needs of gifted learners.
  • To provide adequate funding to support the gifted and talented program.
  • Continue to work with consultants to develop and maintain our mission and philosophy statement and comprehensive K-12 program based on best practices.
  • To develop direct services and enrichment opportunities to supplement regular classroom curriculum to ensure continuity as students progress through the program.
  • Continue cluster grouping.
  • Maintain policies on grade skipping, ability grouping and dual enrollment.
• Staff Development
  • To assure that all personnel working with gifted students are aware of the unique learning differences and needs of gifted learners and are allotted planning time to prepare for differentiated education.
  • To provide time, support and ongoing staff development opportunities in the field of gifted and talented education.
• Personnel
  • To implement and maintain a staffing model that best meets the needs of gifted and talented students.
  • Gifted specialists must have completed a certification program or an advanced degree program in gifted education.
  • Cluster teachers must have completed coursework or staff development in gifted education.
• Program Evaluation
  • Gifted and Talented Task Force should create and implement a three-year comprehensive program.
  • Evaluation incorporating yearly, clear, confidential, and cohesive feedback to all individuals involved in the evaluation process.
• Counseling and Guidance
  • To provide educational, social, and emotional support for gifted and talented students.