Gifted and Talented
All students in Ridgway School District, regardless of socioeconomic, linguistic or cultural backgrounds and/or disabilities, have an equal opportunity to be screened for our Gifted & Talented Education Program.
For Early Access to Kindergarten or First Grade, a specific process is followed, including nomination forms from the Preschool and/or Kindergarten teachers; the student’s parents complete a social/emotional checklist; a classroom observation of the student’s social attributes is conducted by an Early Childhood Specialist; and the School Psychologist administers the WISC IV or WPPSI test for consideration of IQ and learning strengths/needs. The body of evidence results are discuss for formal evaluation by the Early Entry Committee team members consisting of the Elementary School Principal, School Counselor, GT Coordinator, and Grade Level Teachers, as well as the members of the team which gathered the student’s evidence.
For Grades Third through Twelfth, a Student Profile of data is gathered. All third grade students are given the CogAT (Cognitive Ability Test), as well as students that are new to the District, or students for which a referral has been made by a teacher or parent. The CogAT is administered to explore the students’ verbal, quantitative and nonverbal abilities, and an Ability Profile is generated for each student that is given the CogAT. This Profile is passed on to the students’ parents and teachers, and it becomes part of each Student’s Profile. In order to be considered for GT, they must score at or above the 95th percentile on at least one battery of the CogAT test. In addition, the student’s data on the PARCC assessment must be in the Advanced Category for at least their strength area, but preferably in many areas of the Colorado Academic Performance tests. Qualification also includes scores on the Fall and Spring NWEA tests. Students must score at or above the 95th percentile, or at the “gifted” level of the NWEA tests. If a student is referred by a teacher or a parent, grade level teachers are given a Checklist for Identification of Gifted & Talented to help indicate their social and emotional behaviors and performance levels within the classroom, and a Parent Observations Checklist for Gifted or Talented is completed by the student’s parents to indicate observations noticed by the parents. These two documents are added to the student’s body of evidence.
For students at the elementary level, other such assessments given to all students equally are reading tests such as DIBELS (for fluency and comprehension); the STAR or Early STAR Reading test for indication of grade level equivalency in comprehension and vocabulary; the Fry Word List for accuracy of sight word identification; and a Words Their Way inventory for accuracy of spelling patterns.
For students at the middle school and high school levels, the Student’s Profile will also include the EXPLORE tests taken in 8th and 9th grades, and the PLAN test, for 10th graders. PSAT, ACT, and SAT (if taken) test scores are part of the 11th and 12th grade requirements. Scores in the 95th percentile or above are considered to be in the GT range.
Some students may have strong evidence of superior abilities that require further testing and are monitored for additional data. Students in the visual and performing arts may also be considered for GT if a rubric of progressive information has been kept by their teacher(s), and/or if they have been given a standardized test in the specified arts area by their respective teacher(s).
Although Ridgway School District is known for not having underrepresented or underserved populations, for those that may be enrolled, students are identified using the same criteria as above, or in certain cases if language proficiency should be in question or is a barrier, other measures may be used through referral to the UnBOCS (Uncompahgre Board of Cooperative Services) for further testing. Examples of the use of other measures could apply to English Language Learners or students with exceptional needs such as speech, hearing, vision, etc.
Once a student qualifies for identification, a team consisting of the student, the student’s parent, the student’s teachers [including area of strength(s) and other teachers that have an impact on the student’s achievement], the student’s grade level Advisor, the School Counselor, the School Principal, and the GT Coordinator, all meet to formulate the student’s Advanced Learning Plan (ALP) for that school year. It is then revisited and updated annually by the same team, except the next year’s grade level teachers and Advisor may change.
Please direct any questions regarding our Gifted and Talented Program Identification Process to the Gifted and Talented Coordinator.
The Ridgway School District offers a K - 5th grade pull-out flexible grouping enrichment program for students who are identified as GT and other high achieving students who are identified by standardized testing and teacher recommendation. The pull-out classes are provided four days per week for 35 to 40 min. Instruction is provided for both Language Arts and Math. The focus switches back and forth from month to month during the school year. We use quality materials created for Gifted and Talented students which include: Jacob's Ladder, Junior Great Books, Challenge Primary Math, Navigators, and AIMS. Some third, fourth and fifth grade students are subscribed to the ALEKS online math program.
Middle School and High School students who are identified as GT are carefully counseled and monitored for advanced classes. Differentiation to curriculum is provided by regular classroom content teachers.
For current information about Enrichment classes click here.
UnBOCES Battle of the Books
This year's Battle of the Books will be held on Friday, April 24th from 9 to 12 in the RES Library.
Five local area districts, which include Ouray, Telluride, Norwood, West End (Nucla & Naturita), and Ridgway, will compete in the fourth annual five-district Battle of the Books. The America's Battle of the Books organization is a non-profit agency which promotes reading by providing participants with a book list and associated questions to be used in challenges.
3rd to 5th Grade Team:
6th to 8th Grade Team
3rd, 4th and 5th Grade Passion Projects - December 2, 2014
Enrichment students in grades 3 through 5 created a variety of projects sharing knowledge that they gained from exploring topics that they were 'passionate' about. Topics included: ice cream, chemical reactions, paper airplanes, wolves, radiation, pop star Becky G., second chances for animals, Greek history, the history of soccer and the soccer player, Messi. Student projects took many forms. Students created Power Point presentations, videos, rap songs, dioramas, graphs and displays to share their knowledge.
Grades 3-5 Reading List
|Applegate, Katherine||The One and Only Ivan|
|Brittain, Bill||The Wish Giver: Three Tales of Coven Tree|
|Christopher, John||The White Mountains|
|Christopher, Matt||Ice Magic|
|Davies, Jacqueline||Tricking the Tallyman|
|DiCamillo, Kate||Because of Winn-Dixie|
|Dowell, Frances||Phineas L. MacGuire…Erupts!: The First Experiment|
|Fleischman, Sid||By the Great Horn Spoon!|
|Fleming, Candace||Boxes for Katje|
|Flournoy, Valerie||The Patc Patchwork Quilt|
|Fritz, Jean||The Great Little Madison|
|Fritz, Jean||What's the Big Idea, Ben Franklin?|
|George, Jean||My Side of the Mountain|
|Gipson, Fred||Old Yeller|
|Grabenstein, Chris||Escape from Mr. Lemoncello’s Library|
|Hahn, Mary Downing||Time for Andrew: A Ghost Story|
|King-Smith, Dick||Harry's Mad|
|L'Engle, Madeleine||A Wrinkle in Time|
|Limbaugh, Rush||Rush Revere and the Brave Pilgrims|
|Levine, Gail Carson||Ella Enchanted|
|Lowry, Lois||Number the Stars|
|Manes, Stephen||Be a Perfect Person in Just Three Days|
|Martin, Ann||A Dog’s Life: The Autobiography of a Stray|
|Porter, Connie Rose||Meet Addy: An American Girl|
|Roberts, Willo Davis||Scared Stiff|
|Ryan, Pam Munoz||Esperanza Rising|
|Sachar, Louis||There's a Boy in the Girls' Bathroom|
|Scieszka, Jon||Knights of the Kitchen Table|
|Wells, Rosemary||Lincoln & His Boys|
|Wiles, Deborah||Love, Ruby Lavender|
|Winthrop, Elizabeth||Castle in the Attic|
2014-2015 Battle of the Books
Grades 6-8 Reading List
|Avi, Greg||City of Orphans|
|Bond||A String in the Harp|
|Boyne, John||Boy in Striped Pajamas|
|Curtis||Bud, Not Buddy|
|Freedman, Russell||Becoming Ben Franklin: How a Candle-Maker’s son Helped Light the Flame of Liberty|
|George||On the Far Side of the Mountain|
|Giff||Pictures of Hollis Woods|
|Hansen||I Thought My Soul Would Rise and Fly|
|Hesse, Karen||Out of the Dust|
|Hobbs, Will||Jason’s Gold|
|Holm, Anne||I Am David|
|Holm, Jennifer||Our Only May Amelia|
|Holm, Jennifer||Turtle in Paradise|
|Houston/Houston||Farewell to Manzanar|
|Hunt||The Lottery Rose|
|Lasky, Kathryn||Guardians of Ga’hoole 02: The Journey|
|O’Reilly, Bill||Kennedy’s Last Days: The Assassination That Defined a Nation|
|Park||A Single Shard|
|Paterson||Jip, His Story|
|Riordan, Rick||The Son of Neptune|
|Shahan, S.||Death Mountain|
|Sloan, Holly||Counting by 7”s|
|Soto||Baseball in April|
|Snyder||The Egypt Game|
|Steinbeck||The Red Pony|
|Taylor, Mildred D.||The Land|
|Tolen||Surviving the Applewhites|
|Wright||The Dollhouse Murders|