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Program Descriptions

Kennett Consolidated School District

Academically Talented Program for Kindergarten through Grade 5

At the elementary level, identified academically talented students are clustered together in groups of 3 to 6 in designated homerooms. Because of their talents, they are assigned reading materials and special projects at their high ability levels and are taught concepts that extend and enrich the regular curriculum.

Pennsylvania law states: The term gifted and talented students means children and youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. (P.L.100-297,Sec.4103.Definitions)

A two-phase assessment model utilizing multiple criteria is used to determine eligibility for the program:

  • Phase I Individually Administered Achievement Test, Review of Academic Records (worth at most 18 points)
  • Phase II Individually Administered IQ Test (worth at most 16 points)

Scores on the Phase I and Phase II measures are compared to standards:

A total score of 30 points is required for identification as an Academically Talented Student. Evaluations are conducted in a manner that assures all otherwise qualified students including those with disabilities or limited English proficiency have access to the program.

Teachers, parents, or the students themselves can make nominations.

Elementary (all schools) Gifted Support Resource Teacher
Mrs. Verdes
e-mail mverdes@kcsd.org
Phone 610-268-1400

 

Kennett Middle School

Academically Talented Program

Pennsylvania law states: The term gifted and talented students means children and youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. (P.L.100-297,Sec.4103.Definitions)

A two-phase assessment model utilizing multiple criteria is used to determine eligibility for the program:

  • Phase I Individually Administered Achievement Test, Review of Academic Records
  • Phase II Individually Administered IQ Test

Scores on the Phase I and Phase II measures are compared to standards:

A total score of a predetermined number of points is required for identification as an Academically Talented Student. Evaluations are conducted in a manner that assures all otherwise qualified students including those with disabilities or limited English proficiency have access to the program.

Teachers, parents, or the students themselves may make nominations.

Kennett Middle School Gifted Support Resource Teacher
Mr. Phil Reggio
email: preggio@kcsd.org
Phone 610-268-5800

 

Kennett High School

The AT Program - A Personal Exploration

Overview

Welcome to Kennett High School's Academically Talented Program. The goal of this program is to give our students a chance to grow intellectually and creatively as they discover and explore areas of personal interest in collaboration with peers and teachers. Students in grade 9 are expected to transition into high school life with concentration on gaining research and writing skills that will prepare them to do an AT Project in future years. The AT Project is an opportunity for students in grades 10-12 to work closely with both mentor teachers and their AT case managers to produce projects of superior quality.

Key Aspects

  • All AT students will have access to their personal AT case managers within the school day.
  • AT Project students will meet regularly with their case managers and mentors to get support and guidance throughout the project.
  • AT students will collaborate with each other during the steps of their journeys as they investigate unique areas of learning. This collaboration includes periodic Seminar Meetings.
  • Each project participant will create an individualized Project Calendar to incorporate time management techniques.
  • A Presentation Reception will serve as a culminating celebration of project participants' academic achievement.

The AT Project Responsibilities

Student Responsibilities

  1. Students in grades 10-12 must attend the first AT meeting regardless of whether they choose to do an AT project.
  2. After the introductory meeting, only students pursuing an AT project will continue to meet in AT Seminar.
  3. Students electing not to do an AT project and all ninth grade AT students will be able to access their case managers for any extra support they may need within their academic classes. Case manager schedules will be provided for all AT students.
  4. Students pursuing an AT project must choose their credit options.
    • 0.25 credit
      • minimum of 30 hours of independent work including work with mentor but outside Seminar
      • required attendance at Seminar Meetings
      • assessment of final project
    • 0.50 credit
      • minimum of 60 hours of independent work including work with mentor but outside Seminar
      • required attendance at Seminar Meetings
      • assessment of final project
    • Credit earned for an AT project is reflected on a student’s transcript and final report card and in total credits earned, but does not factor into a student’s GPA.
  5. After initial AT meeting, students must select mentors for their AT projects. These mentors must be high school faculty or administration unless the student obtains special permission from his/her case manager.
  6. Those students who elect to do an AT project must work with mentors to ratify a contract and create their project calendars.
  7. The contract and calendar must be submitted to case managers with parent signature on the contract.
  8. Any student who elects to drop the AT project must obtain permission from mentor, case manager, and parent before second marking period interim reports to avoid academic consequence.
  9. Students will perform intensive groundwork, planning, development of project goals, and refinement of contracts and/or calendars during the months of October and November.
  10. Students must have project contracts and calendars approved by parents and mentors and submitted to case managers no later than November 21. It is expected that no more than minor adjustments will be required after this time; such may be made with the approval of mentors and case managers.
  11. At the beginning of the 2nd marking period, students will develop their assessment rubrics and obtain mentor and case manager approval.
  12. Students must record on log sheets (to be submitted at Seminar Meetings and with final project) all hours spent:
    • in seminar
    • with mentor*
    • individually outside of school*
    • with outside resource person(s)*
  13. Log must include date, time, what was covered, and signature of mentor.
  14. Students must actively participate in seminar.
  15. Students must present projects in rehearsals with mentors, a dry run with mentor and case manager, and at the Project Reception.

*These 3 components must total at least 30 hours for 0.25 credit or at least 60 hours for 0.50 credit.

Case Manager Responsibilities

AT Seminar
  1. Provide support to AT students through large and small group instruction as well as individual instruction as needed.
  2. Provide students with opportunities for peer collaboration and critique in the formative stages of the project.
  3. Instruct and guide discussions in Seminar as needed to assist student project objectives. (Ex. - research objectives, academic integrity, time management)
  4. Assess student's project contract and calendar for feasibility in time and scope.
  5. Maintain records (attendance, student log hours, student contracts, mentor evaluations of mentee, participation and effort in seminar class).
  6. Communicate with parents, counselors and mentors as needed concerning the progress of the project.
  7. Assess student performance informally during Seminar and individual conferences and formally with final Project Presentation.
Project Reception
  1. Promote positive public relations and increase interest in academic achievement and excellence.
  2. Plan a Project Reception in which students share projects with faculty, administration, peers and parents.
  3. Reception invitations are extended to all AT students, project participants and their parents, administration, school board, and faculty.
IEPs
  1. Write IEPs for each AT student
  2. Hold IEP meetings in late May and June

Mentor Responsibilities

  1. Meet with mentee for 5 hours for a 0.25 credit project or 10 hours for a 0.5 credit project throughout the school year in order to assist the student in producing a high quality project.
    • If a mentor needs additional hours due to the degree of support needed by the student, the mentor may, with prior approval of the special education office, be compensated for up to 10 hours for a 0.25 credit project or 20 hours for a 0.50 credit project. Such a request must be made by the mentor by December 1 and must be accompanied by the student's contract and calendar.
    • Mentors will be paid at the curriculum rate for each hour he/she meets with the mentees at the following times:
      • before/after school
      • outside of school
    • Mentors will not be paid for hours they meet with students during school day or during the following times:
      • study hall
      • class period
      • relief or duty period
      • planning period
      • lunch
    • Mentors will meet with their mentees as indicated on the Project Calendars as submitted by the mentees to the case managers. If any scheduled meeting does not occur or is not rescheduled by the student within a week, mentors will notify case managers.
  2. Maintain a log recording all contact with mentee. The log must include date, time, what was covered and mentor signature.
  3. Consult with case manager regarding student's progress and assessment of project.
  4. Remind the student that his/her project must be appropriate, manageable, and realistic in time and scope.
  5. Guide and support the student in selection, refinement and implementation of project as well as with advising as to the location of appropriate resources.
  6. Assist the student in modifying project parameters if necessary.
  7. Collaborate with mentee in designing a feasible contract which includes the project outline, description, objectives, and course credit. Mentor, mentee, case manager, and parent must sign the contract.
  8. Collaborate with mentee in designing a feasible project calendar that includes the mandatory course deadlines as well as individual project deadlines devised by the student. Regular/periodic meetings should be scheduled. Mentor, mentee, case manager, and parent must sign the calendar.
  9. Help the student stay on task and on schedule as defined by the student's project calendar.
  10. Apprise the student concerning the criteria upon which the project will be evaluated. (See Required Assessment Components)
  11. Provide the case manager with a thorough written evaluation of student's project on the form provided.
  12. Counsel the student in an appropriate method of presentation of project for the reception.
  13. Hold an individual rehearsal, attend the formal rehearsal (dry run) and the Presentation Reception.

Guidelines for Evaluation of the AT Project

I. Investigation Procedures:

Did the student use such techniques/resources as

  • library/technology research
  • observations
  • interviews
  • volunteerism
  • surveys
  • collaboration with outside resources
  • travel/visitation to sites?

II. Participation in AT Seminar

Did the student attend seminar and collaborate with peers/mentor/case manager?

III. Written Documentation/ Interpretation of Data

IV. Submission of Contract Agreement, Contract, Project Calendar, Project Log as required

V. Final Project Quality

VI. Quality of Presentation at Reception