OAR 581-022-2500: Programs and Services for Talented and Gifted Students

(1) Each school district shall submit to the Oregon Department of Education a written plan of instruction for talented and gifted children on a date and in a format provided in guidance documents provided by the Oregon Department of Education. The plan shall include, but not be limited to: (a) A statement of school district policy on the education of talented and gifted children; (b) An assessment of current special programs and services provided by the school district for talented and gifted children; (c) A statement of school district goals for providing comprehensive special programs and services and over what span of time the goals will be achieved; (d) A description of the nature of the special programs and services which will be provided to accomplish the goals; and (e) A requirement that each talented and gifted child and the child’s parents have the opportunity to discuss with the school district the programs and services available to the child and to provide input on the programs and services to be made available to the child; (f) A plan for evaluating progress on the school district plan, including each component program and service; (g) The name and contact information for the school district’s coordinator of special educational services and programs for talented and gifted children. (2)(a) For a plan described in subsection (1) of this section, a school district shall: (A) Provide the plan when requested at any of the schools of the school district or at the school district’s main office; and (B) Provide the plan on the school district’s website. (b) A school district must provide the name and contact information for the school district’s coordinator of special educational services and programs for talented and gifted children: (A) To the Department of Education annually; and (B) On the school district’s website in the manner prescribed by the department. (3) The instruction provided to identified students shall be designed to accommodate their assessed levels of learning and accelerated rates of learning. (4) Assessments for the development of an appropriate academic instructional program shall include the information used by the team for identification purposes and also may include one or more of the following: (a) An academic history which may include grades, portfolio assessment records or other progress records and achievement information that demonstrates the student's level of learning and rate of learning; (b) Other evaluation methods such as formal tests or informal assessment methods designed by teachers to determine the student's instructional level and rate of learning related to specific academic programs; (c) Student interest, style, and learning preferences information from inventories or interviews; and (d) Other measures determined by the school district to be relevant to the appropriate academic instructional program for the student.