Welcome to the 2021-22 School year!
Slavens K-8 school is a traditional public school. We have a Gifted and Talented teacher, Jeffra Frank, who collaborates with classroom teachers to program effectively for students' individual needs. Advanced Learning Plans are created for students who are identified Gifted and Talented with goals that are developed with input from students, teachers, and parents. We offer differentiation and choice within the classroom when needed, pull-out advanced groups, and extra curricular academic challenge opportunities such as Math Olympiad, Brain Bowl, Semantics Team, and Destination Imagination (provided we have team managers).
If your child is identified Gifted and Talented in DPS, you will be getting an email from me at the beginning of the school year with information about the year and links to the Advanced Learning Plan (ALP) parent involvement information.
I will be meeting with all of the students during the first month of school to help them develop goals for their ALPs.
GT Teacher Responsibilities:
If you have any questions, please feel free to contact me: [email protected].
Thank you!
Slavens K-8 school is a traditional public school. We have a Gifted and Talented teacher, Jeffra Frank, who collaborates with classroom teachers to program effectively for students' individual needs. Advanced Learning Plans are created for students who are identified Gifted and Talented with goals that are developed with input from students, teachers, and parents. We offer differentiation and choice within the classroom when needed, pull-out advanced groups, and extra curricular academic challenge opportunities such as Math Olympiad, Brain Bowl, Semantics Team, and Destination Imagination (provided we have team managers).
If your child is identified Gifted and Talented in DPS, you will be getting an email from me at the beginning of the school year with information about the year and links to the Advanced Learning Plan (ALP) parent involvement information.
I will be meeting with all of the students during the first month of school to help them develop goals for their ALPs.
GT Teacher Responsibilities:
- Supporting the administration of cognitive testing, including the district-wide Universal Screening (for kindergarten, 2nd, and 6th grade), as well as students nominated in other grade levels.
- Developing and/or collaborating on Advanced Learning Plans (ALP) for formally identified (H)GT students.
- Creating a school wide plan with leadership on how gifted services will be provided within the building (all plans available on the http://gt.dpsk12.org website by mid-fall).
- Continually reviewing students’ body of evidence and communicating with teachers to ensure identification of referred students. This may include administering assessments or observational scales.
- Collaborating with classroom teachers on ways to differentiate instruction for these students.
- Participating in professional learning training within the GT department, district, and other organizations, and implementing/providing the knowledge gained into practice with our school staff. This includes culturally responsive education and equity in gifted education.
- Providing direct gifted services or talent development to students (this is my favorite aspect of my job and where I try to spend the most time).
- Advocating for new opportunities in the classroom and community to promote equal access for enrichment and GT services.
If you have any questions, please feel free to contact me: [email protected].
Thank you!
Here are some commonly asked questions.
Please feel free to reach out to me with any additional concerns or clarifications at [email protected]
"I want my child to take the GT test. What do I need to do?"
**DPS does not have a "GT test" to determine giftedness. In kindergarten, second and sixth grades, GT teachers administer a cognitive screener to every child in those grade levels. This cognitive screener is called the NNAT3 (Naglieri Nonverbal Ability Test) and is given by me in classrooms each Fall.
In addition, parents can apply for GT Magnet school testing (the nomination form is due by October 15th and can be found here)- this testing includes the Cognitive Abilities Test (CogAT), and is also administered by me and is given in the fall. Both of these cognitive tests can be/are used in the collection of evidence in the GT/HGT identification process. No one test can determine giftedness - it MUST come from a body of cognitive/assessment based evidence over time.
"I missed the first round of GT Magnet testing...is it too late?"
No! The DPS GT department administers a second round of testing in the Spring -
please see the DPS GT website below for more information.
gt.dpsk12.org
"My child was determined Magnet Eligible...what does this mean?"
A child is determined "magnet eligible" based on scores of 97% or higher on one of the two cognitive tests above (NNAT or CogAT). Magnet eligibility is determined by the DPS GT department team, not by GT teachers/schools. Magnet eligibility (ME) means that your child has the potential of a Highly Gifted (HGT) identification and a body of evidence needs to collected over time (usually a year or more) - GT/HGT identifications can ONLY occur through a collection of a body of evidence.
When a child is determined magnet eligible, he/she is able to include any of the DPS GT magnets on his/her choice form. Magnet eligibility guarantees GT magnet placement but does NOT guarantee your child will be able to choice into his/her first choice. Please see the link below for a list of GT magnets/feeder schools (copy and paste into your browser) -
https://studentequity.dpsk12.org/gifted-talented/gt-programs-and-services-in-dps/
"How do you choose who is in your GT groups?"
Groups are created from data and formed based on student and teacher needs. At the beginning of each school year, I meet with teachers to go over class rosters and needs of students. Then, the schedule is formed around those needs (shifting throughout the year when needed or necessary). Data is the basis for involvement in the groups - GT/HGT strength areas, I-Ready data, CMAS, NNAT/CogAT, etc. In addition, groups are fluid - students flow in and out based on need, performance and effort - so there are opportunities throughout the school year for involvement, enrichment and extension.
"Does my child have to be formally identified HGT or GT to participate in grade level groups?"
No! Groups are formed based on the individual needs of students. Many students are considered "Talent Pool" students; this means that we provide targeted programming for the strengths of students who demonstrate advanced abilities but at this time don’t meet state GT criteria.
"I think my child needs more challenge at school. What can I do?"
The first step is to contact your child's classroom teacher. Talk with the teacher about your concerns - what area/areas are you concerned about, what do you think your child needs and how can you work with the teacher to support both your child and the teacher. Also, you can reach out to me for support and ideas and I will work with that teacher to find supports and solutions.
"My child is bored in class."
Here are my thoughts on boredom......... please read this with an open mind:
The uncomfortable truth is that boredom is often a choice we’ve made.
When students are too saturated in cognitively cheap experiences, they may struggle to find the mental energy for more worthwhile opportunities. The first step to not being bored is to fully engage intentionally in the experience.
If a student complains of being bored in class, let’s first consider if they’re conditioned to too much mental entertainment instead of mental enrichment. Too often, we try to excuse poor behavior by playing the boredom card.
Let’s stop doing that. Instead, let’s make sure we’re owning our role in our own boredom before we blame others or our environment. Being “easily bored” is nothing to brag about, and it’s not a sign of intelligence. It can be a sign of selfishness and mental laziness. Ouch.
It’s a sign we need to change ourselves or our environment. And we should start with ourselves because that’s where lasting satisfaction lies.
-Lisa Van Gemert (The Gifted Guru)
Follow her on Instagram @thegiftedguru
Please feel free to reach out to me with any additional concerns or clarifications at [email protected]
"I want my child to take the GT test. What do I need to do?"
**DPS does not have a "GT test" to determine giftedness. In kindergarten, second and sixth grades, GT teachers administer a cognitive screener to every child in those grade levels. This cognitive screener is called the NNAT3 (Naglieri Nonverbal Ability Test) and is given by me in classrooms each Fall.
In addition, parents can apply for GT Magnet school testing (the nomination form is due by October 15th and can be found here)- this testing includes the Cognitive Abilities Test (CogAT), and is also administered by me and is given in the fall. Both of these cognitive tests can be/are used in the collection of evidence in the GT/HGT identification process. No one test can determine giftedness - it MUST come from a body of cognitive/assessment based evidence over time.
"I missed the first round of GT Magnet testing...is it too late?"
No! The DPS GT department administers a second round of testing in the Spring -
please see the DPS GT website below for more information.
gt.dpsk12.org
"My child was determined Magnet Eligible...what does this mean?"
A child is determined "magnet eligible" based on scores of 97% or higher on one of the two cognitive tests above (NNAT or CogAT). Magnet eligibility is determined by the DPS GT department team, not by GT teachers/schools. Magnet eligibility (ME) means that your child has the potential of a Highly Gifted (HGT) identification and a body of evidence needs to collected over time (usually a year or more) - GT/HGT identifications can ONLY occur through a collection of a body of evidence.
When a child is determined magnet eligible, he/she is able to include any of the DPS GT magnets on his/her choice form. Magnet eligibility guarantees GT magnet placement but does NOT guarantee your child will be able to choice into his/her first choice. Please see the link below for a list of GT magnets/feeder schools (copy and paste into your browser) -
https://studentequity.dpsk12.org/gifted-talented/gt-programs-and-services-in-dps/
"How do you choose who is in your GT groups?"
Groups are created from data and formed based on student and teacher needs. At the beginning of each school year, I meet with teachers to go over class rosters and needs of students. Then, the schedule is formed around those needs (shifting throughout the year when needed or necessary). Data is the basis for involvement in the groups - GT/HGT strength areas, I-Ready data, CMAS, NNAT/CogAT, etc. In addition, groups are fluid - students flow in and out based on need, performance and effort - so there are opportunities throughout the school year for involvement, enrichment and extension.
"Does my child have to be formally identified HGT or GT to participate in grade level groups?"
No! Groups are formed based on the individual needs of students. Many students are considered "Talent Pool" students; this means that we provide targeted programming for the strengths of students who demonstrate advanced abilities but at this time don’t meet state GT criteria.
"I think my child needs more challenge at school. What can I do?"
The first step is to contact your child's classroom teacher. Talk with the teacher about your concerns - what area/areas are you concerned about, what do you think your child needs and how can you work with the teacher to support both your child and the teacher. Also, you can reach out to me for support and ideas and I will work with that teacher to find supports and solutions.
"My child is bored in class."
Here are my thoughts on boredom......... please read this with an open mind:
The uncomfortable truth is that boredom is often a choice we’ve made.
When students are too saturated in cognitively cheap experiences, they may struggle to find the mental energy for more worthwhile opportunities. The first step to not being bored is to fully engage intentionally in the experience.
If a student complains of being bored in class, let’s first consider if they’re conditioned to too much mental entertainment instead of mental enrichment. Too often, we try to excuse poor behavior by playing the boredom card.
Let’s stop doing that. Instead, let’s make sure we’re owning our role in our own boredom before we blame others or our environment. Being “easily bored” is nothing to brag about, and it’s not a sign of intelligence. It can be a sign of selfishness and mental laziness. Ouch.
It’s a sign we need to change ourselves or our environment. And we should start with ourselves because that’s where lasting satisfaction lies.
-Lisa Van Gemert (The Gifted Guru)
Follow her on Instagram @thegiftedguru