Section 281.59.5. Responsibilities of school districts.

       59.5(1) Development of goals and objectives. Gifted and talented program goals and objectives shall be established for the following:

        a.           Curriculum and instructional strategies.

        b.           Student outcomes.

        c.           Program management and administration.

        d.           Program development.

       59.5(2) Development of curriculum and instructional strategies. The program of instruction shall consist of content and teaching strategies that reflect the accelerative pace, intellectual processes and creative abilities that characterize gifted and talented students. A linkage between the selection of students, the anticipated student outcomes and the special instructional programs shall be evident. Learning activities shall provide for the development of skills which are beyond the scope of the regular classroom, introduce advanced concepts and contents, and offer students a greater latitude of inquiry than would be possible without the specialized instructional program. Specialized instructional activities shall be those not ordinarily found in the regular school program and may include, but shall not be limited to:

        a.           A special curriculum supplementing the regular curriculum, using a high level of cognitive and affective concepts and processes.

        b.           Flexible instructional arrangements such as special classes, seminars, resource rooms, independent study, student internships, mentorships, research field trips, and research centers.

       59.5(3) Student enrollment. Students shall be involved in a gifted and talented program for a sufficient portion of the regularly scheduled school time to ensure that projected student outcomes are likely to be achieved.

       59.5(4) Personalized education plan. Best practice dictates that the services provided for each student placed in a gifted and talented program be contained in a written, personalized gifted and talented plan. Personalized education plans should be in writing and reviewed at periodic intervals in accordance with the changing needs of the student. The following items are suggested for inclusion in a student’s personalized education plan, but this is neither a mandatory nor an exhaustive list:

        a.           Relevant background data, assessment of present needs and projections for future needs. Relevant information may include the student’s leadership ability, interest inventories, learning characteristics, and learning goals.

        b.           The nature and extent of the gifted and talented services provided to the student, including indirect services, such as consultative services or other supportive assistance provided to a regular classroom teacher. Other services may include modifications to curriculum and acceleration of the student’s curriculum.

        c.           Personnel responsible for the services provided to the student, as well as those responsible for monitoring and evaluating the student’s progress.

       59.5(5) Student identification criteria and procedures. Students will be placed in a gifted and talented program in accordance with systematic and uniform identification procedures that encompass all grade levels and that are characterized by the following:

        a.           Identification will be for the purpose of determining the appropriateness of placement in a gifted and talented program rather than for categorically labeling a student.

        b.           The decision to provide a student with a gifted and talented program will be based on a comprehensive appraisal of the student, consideration of the nature of the available gifted and talented program and an assessment of actual and potential opportunities within the student’s regular school program.

        c.           Multiple criteria shall be used in identifying a student, with no single criteria eliminating a student from participation. Criteria will combine subjective and objective data, including data with direct relevance to program goals, objectives and activities.

        d.           In the event that the number of eligible students exceeds the available openings, participants shall be selected according to the extent to which they can benefit from the program.

        e.           Each identified student’s progress shall be reviewed at least annually to consider modifications in program or student placement.

       59.5(6) Evaluation. The school district shall give attention to the following in its evaluation design:

        a.           Evaluation of gifted and talented programs shall be for the purpose of measuring program effects and providing information for program improvement.

        b.           Evaluation should be conducted for each program level where objectives have been established.

        c.           Both cognitive and affective components of student development should be evaluated.

        d.           Evaluation findings should report results based on actual accomplishments by the gifted and talented students or their teachers which are a direct result of the project, program, or activity.

       59.5(7) Staff utilization plan. Staff will be deployed to ensure quality gifted and talented programs by employing the following procedures:

        a.           A designated staff person shall be responsible for the overall program coordination throughout the school district.

        b.           The teaching staff of the gifted and talented program should work with the regular classroom teachers to assess, plan, carry out instruction, and evaluate outcomes.

        c.           Coordination time shall be made available to staff providing gifted and talented programs to allow staff to perform professional responsibilities.

       59.5(8) Staff professional development. Periodic professional development shall be offered for all classroom teachers to maintain and update understandings and skills about individualizing programs for identified gifted and talented students. A staff development plan for personnel responsible for gifted and talented programs shall be provided. This plan shall be based upon the assessed needs of the gifted and talented instructional and supervisory personnel.

       59.5(9) Qualifications of personnel. Instructional personnel providing programs for gifted and talented students should have preservice or in-service preparation in gifted and talented education that is commensurate with the extent of their involvement in the gifted and talented program. The gifted and talented program teacher-coordinator shall comply with the endorsement requirements of 282—subrule 13.28(24) (formerly 282—subrule 14.140(13)). The endorsement authorizes the holder to serve as a teacher or a coordinator of programs for the gifted and talented from the prekindergarten level through grade 12.

       59.5(10) Program budget. When programs are jointly provided by two or more school districts or by a school district in cooperation with another educational agency, the budget shall specify how each cooperating school district or agency will determine the portion of the program costs to be provided by each school district or agency and shall provide a budget that specifies the contribution of each school district or agency.

       59.5(11) Appropriate expenditures. The purpose of the funding described in Iowa Code section 257.45 is to provide for the needs of identified gifted and talented students beyond those needs that are provided by the regular school program. The funding shall be used only for expenditures directly related to providing the gifted and talented program described in the program plan. Appropriate expenditures are delineated in 281—Chapter 98.

       59.5(12) Inappropriate expenditures. Inappropriate expenditures are delineated in 281—Chapter 98.

       59.5(13) Financial management. Gifted and talented funding is categorical funding and follows the general provisions in 281—Chapter 98.

       59.5(14) Annual reporting. School districts shall include and identify the detail of financial transactions related to gifted and talented resources, expenditures, and carryfoward balances on their certified annual report. School districts shall use the account coding appropriate to the gifted and talented program as defined by Uniform Financing Accounting for Iowa School Districts and AEAs. Each school district shall certify its certified annual report following the close of the fiscal year but no later than September 15.

[ARC 8382B, IAB 12/16/09, effective 1/20/10]