The Elmore-City Pernell Board of Education recognizes that educational programs are necessary for gifted children as defined in Oklahoma Statutes Section 1210.307 of Title 70. Therefore, it is the policy of the board of education to cooperate fully with the State Department of Education in identifying gifted and talented children and in developing appropriate educational programs.

I. District goal for the Gifted/Talented Program: The ultimate goal of the Elmore City-Pernell Gifted/Talented Program is to provide a learning atmosphere which will enable the gifted student to develop his/her fullest potential and abilities – particularly in the areas of self-concept, social acceptance, and skills related to independent study, research, creative thinking, and problem solving.

II. District objectives for the Gifted/Talented Program:

A. To challenge the students to develop their abilities for both personal fulfillment and significant contributions to society. B. To encourage those students to take responsibility that they still need guidance and recognizing which kinds of guidance are appropriate. C. To help the students understand cause and affect relationships, understand and apply rules, reason things out, think clearly and perform difficult mental tasks. D. To prepare the students to make good career choices by the time they finish high school. E. To provide these students with the challenge of working with students of similar ability.

III. Identification:

A. The purpose of the identification process is to locate a potentially gifted/talented students. Screening the list of students to be considered for the program will be obtained by the following means: 1. All students scoring at or above 90% on a nationally standardized achievement test. 2. Staff referrals. 3. Parent referrals. 4. Self-referrals. 5. Transfers from other school districts. B. Placement-final placement in the program will be determined by the Gifted/Talented Program Committee on the basis of the following criteria: 1. Students scoring 97% on a standardized achievement test, (sub-test scores for specific academic ability; composite scores for other ability areas). 2. Students scoring 97% on a nationally normed standardized intelligence test. 3. To comply with state regulation and consideration of different cultural and economic background, one standard error of measurement will be allowed for economically disadvantaged and minority populations. 4. Teacher referrals or standardized testing may be used in grades 1 and 2. C. The multi-criteria requirement is met by the use of the following in the identification process: 1. Referrals. 2. Achievement test scores. 3. Ability test scores. 4. School records/grades.

IV. The district policy regarding specific areas of concern, including procedural safeguards:

A. Permission from parents for individual evaluation and for placement. 1. Students referred for the program, but for any reason were not administered the group achievement or ability test, will be given individual tests after parental permission forms have been signed. 2. His/her parent or guardian must sign a permission form before entry.