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Gifted Education

Welcome to the Gifted Education Program of the Tupelo Public School District. Serving approximately 800 intellectually gifted students in grades two through six, the Gifted Education Program provides multiple and varied opportunities for students to investigate and integrate process skills into their lives. Gifted Education students are encouraged and supported in a risk-free learning environment to realize and maximize their unique potentials. The curriculum derives its basic scope, sequence, and purpose from the Tupelo Public School District Core Curriculum.

The Gifted Education curriculum expands the core curriculum so that students are encouraged to make connections within and across disciplines, time and history, and cultures and places.

Important Information

MIssion and Goals

The mission of the gifted education department is to prepare intellectually gifted students to live responsible, productive, and meaningful lives by maximizing their unique potential.

Our goals are:

*to cultivate self direction and autonomy in students.

*to enable students to integrate the following process skills into their lives:

  • Thinking Skills
  • Creativity
  • Information Literacy
  • Success Skills
  • Affective (Social and Emotional) Skills
  • Communication Skills
*to foster a learning environment that values and enhances the unique characteristics of the intellectually gifted.

*to design a varied and flexible curriculum that is responsive to the needs, interests, and abilities of the intellectually gifted learner.

Referral to Placement Process

REFERRAL-TO-PLACEMENT PROCESS

Placement of gifted students is governed by specific policies pertaining to test scores and other criteria. Students must qualify at each step of the sequential referral process to be eligible for gifted services.

PHASE 1
The Referral Phase includes documentation of three of the following:

  • group or individual achievement test 90th percentile minimum
  • group or individual achievement test 90th percentile minimum
  • published characteristics of giftedness measure score at or above the superior range
  • published measure of creativity score at or above the superior range
  • published measure of leadership score at or above the superior range

PHASE 2
If three criteria are documented, the Local Survey Committee recommends further assessment. During the Assessment Phase the Assessment Team collect, administers, and/or documents three of the following:
● a full scale score at or above the 90th percentile on a norm-referenced group measure of intelligence
● a score at or above the 90th percentile on a norm-referenced measure of characteristics of giftedness
● a score at or above the 90th percentile on a norm-referenced measure of characteristics of creativity
● a score at or above the 90th percentile on a norm-referenced measure of characteristics of leadership
● a score at or above the 90th percentile on a norm-referenced measure of cognitive abilities
● a score at or above the 90th percentile in select areas on a norm-referenced achievement test

At this time, if parental permission has not been obtained, district personnel shall obtain written parental permission for testing. A student who has satisfied the minimal acceptable criteria on any three of the above measures shall have an individually administered norm-referenced intelligence test administered to them. A score of 91st percentile or above must be obtained for eligibility. Properly certified district personnel may administer the test at no cost to parents.

Students who do not satisfy the criteria for placement in the gifted program may not be re-tested until the completion of one calendar year. A student who is referred for re-testing must complete all stages of the Gifted Identification Process. A student may be screened every year, but a student may only be tested twice in his/her school career at district's expense.

The assessment team report and recommendation profile are sent to the District Local Survey Committee for determining eligibility according to criteria set forth by the state guidelines. Once criteria are met and a written eligibility ruling has been made, the student is eligible to be placed in the Challenge program. The parent must give written consent to place the student in the program. No student is placed without a proper eligibility ruling and consent for placement.

Annual Reassessment and Hearing Process

ANNUAL REASSESSMENT

A committee shall meet at least annually to reassess each gifted student’s continuation in the program.The committee must include at least the student’s teacher of the gifted and a designated administrative representative.

Since participation in the gifted program is an entitlement under law, the student should remain in the program as long as they are being successful in the program.

Grades and/or success in the regular classroom should not be considered as a reason for removal from the gifted program.


In the event a student has difficulty keeping up with the regular classroom work, a conference will be held with the parent, classroom teacher, teacher of the gifted, and the student to discuss the problem and to determine an appropriate course of action.

The conference and plan of action will be documented and

follow-up conferences will be held as needed.


If the committee recommends that a student be removed from the gifted program, the student’s parents must be notified and given an opportunity to discuss the decision before the student is removed. Should the parents not agree to the removal of the student, the local district shall grant the parent(s) a hearing.

HEARING PROCESS

Parent(s) who are not in agreement with the school based committee decision to remove their student from the gifted program will present their concerns, orally or in writing, to the principal of the school.

The principal and parent will attempt to resolve the matter informally.

If the parent(s) is not satisfied with the action taken by the principal, the parent(s) shall, within five (5) school days after meeting with the principal, put their concerns in writing and present them to the contact person for gifted programming within the district.

The gifted program contact person will schedule a meeting of the Gifted Hearing Committee within five (5) school days or a time frame agreed upon by the parent(s).

Parent(s) will be extended an invitation to attend the Gifted Hearing Committee Meeting that consists of the central office coordinator for gifted education, a

district administrator to be appointed, and a teacher of gifted program education other than the student’s current teacher.

The Gifted Hearing Committee will render a written decision based on information shared during the meeting. The decision of the committee is final.

REINSTATEMENT FOLLOWING HEARING PROCESS

Students will be considered for reinstatement in the gifted program at the request of the parents and with the recommendation of classroom teachers no sooner than one year after the hearing.

Consideration and arrangements for reinstatement in the program will be made through the LSC, with parent(s) in attendance, and documented in the minutes.
Parent’s signature on minutes will provide documentation of parental
permission to reinstate the student in the program.

TPSD Gifted Policy

Points of Pride

Service Projects

Challenge Family Fun Night

Parent Information Night

Challenge Outcomes

Thinking Skills

Given a topic/situation, the learner will
define and classify the problem(s), make
connections, and draw distinctions, analyze
information objectively and critically
(reflectively developing a relationship
between facts and values), and differentiate
truth and beliefs from his/her understanding
of what is logically and realistically possible.

Creativity

Given a real-life situation, the student will be
able to select from divergent thinking,

analogical thinking, visualization,
attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).

Information Literacy

Given a real situation, the student will
identify and define the problem, design a
research plan appropriate to the problem,
conduct the investigation, decide on the most
appropriate media for dissemination of the
findings/ solutions, and present the results
before an authentic audience.

Communication Skills

Given the need to retrieve and/or
disseminate information, the students will
select and utilize the most appropriate media
based upon available resources, technology,
audience, and time available, for the most
effective communication of information,
ideas, feelings, and concepts and correctly
interpreting those of others.

Affective Skills

As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth
along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with
stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.

Success Skills

Given a real-life situation, the student will
utilize effective organizational, decision
making, goal-setting, project management,
and time management skills, including
controlling impulses and adapting to
unforeseen circumstances, in order to
develop solutions to problems and achieve
goals whether working individually or as a
leader or member of a team.


Featured Video

Contact Us

Mrs. Amy Ferguson


Kelli Coburn

Administrative Assistant

Teresa Gregory

Gifted Contact Person

School Psychometrist Cindy Simpson


Address P.O. Box 577
Tupelo, MS 38804 Phone (662) 690-5702 Fax (662) 841-8887 Email kmcoburn@tupeloschools.com tlgregory@tupeloschools.com cksimpson@tupeloschools.com

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