Our Mission and Objectives
Our Mission Statement for
Talented and Gifted Education in the SCCSD:
Supporting the Philosophy & Mission of the Sioux City Community School District, and in recognition of the differentiated needs of gifted and potentially gifted learners, the Talented and Gifted Department will provide opportunities designed to:
- broaden and extend the learning process of gifted and potentially gifted students.
- support the social/emotional needs of the gifted and potentially gifted students.
- support the gifted and potentially gifted students as they become self-directed learners using lifelong learning strategies.
Belief Statements
We believe:
- there should be equitable access to talented and gifted programs.
- there should be a strong parent component in TAG programs.
- gifted and potentially gifted students need a Personalized Education Plan.
- in an instructional program that provides opportunities and challenges for the gifted and potentially gifted learner to learn at an appropriate level where growth occurs.
- in an instructional program that promotes positive attitudes of the gifted and potentially gifted learners towards themselves and others.
- in an enriching environment that supports qualitatively differentiated curriculum instruction and assessment to meet the individual needs of the gifted and potentially gifted learner.
- a staff that embraces the philosophy that an investment in the education of the gifted and potentially gifted learner is tantamount to an investment in the future of our community and nation.
The Six Standards for all
TAG Programming (K-12) offered by the SCCSD:
Each
student will...
- Understand
and value her/his gifted potential
(District Exit Level Performance Standards: #2 and #7) - Understand
and pursue information in a variety of subjects, concerns,
interests, and careers
(District Exit Level Performance Standard: #4) - Understand
problem-solving skills and apply them in open-ended situations
(District Exit Level Performance Standard: #3) - Understand
critical, creative, complex, and self-regulated thinking
(District Exit Level Performance Standard: #6) - Understand
how to communicate information, thoughts, and ideas in an effective
and convincing manner
(District Exit Level Performance Standard: #1) - Understand
and exhibit the behaviors of a creative and productive life-long
learner
(District Exit Level Performance Standard: #5)
For a complete look at the Benchmarks & Core Indicators for each specific program:
Standards/Benchmarks/Core Indicators
The US Department of Education's definition of "Gifted and Talented" students:
Someone who shows, or has the potential for showing, an exceptional level of performance in one or more areas of expression.
These areas include:
- general intellectual ability
- specific academic ability
- creative or productive thinking
- leadership
- creative and/or artistic areas
The SCCSD's Board Policy for Gifted Education:
Talented
and gifted education involves curriculum modifications/services
that ensure differentiated programming to meet students’ cognitive
and affective needs. Such modifications and services may include
provision of targeted supportive services, appropriate materials,
staff, and the learning environment, and other educational services
to supplement and support the standard education program which meet
identified goals and performance measures in gifted education.
Students’ abilities in the following areas may be recognized:
1. Creative thinking
2. General intellectual abilities
3. Specific academic aptitude
4. Visual and performing arts abilities
5. Leadership abilities
