SMSD Gifted Program

The Kansas State Department of Education provides the following definition for students in Kansas: "Gifted" as defined in K.A.R. 91-40-1(bb) means performing or demonstrating the potential for performing at significantly higher levels of accomplishment in one or more academic fields due to intellectual ability, when compared to others of similar age, experience, and environment.

Gifted characteristics typically refer to abilities such as exceptional memory, advanced problem-solving skills, heightened creativity, and abstract thinking skills. High-ability students, in contrast, are those who demonstrate an advanced level of mastery in a specific subject and require enrichment to continue to grow. Both gifted and high-ability students involve an exceptional capacity for learning and mastering new concepts, although gifted students have needs that are beyond the depth and breadth of what is offered in the regular curriculum. 

The following links list common characteristics of gifted students:

Common Characteristics of Gifted, High Achieving, and Creative Students

Behavior Characteristics of Gifted Students- google doc to save to finalsite

Non-biased Traits of Giftedness

As gifted is under the umbrella of special education in the state of Kansas, we follow an identification process that aligns with the requirements outlined by the state. Below is a graphic that outlines how our process works. Your school principal or psychologist are good resources if more detail is needed.

If a student is determined eligible to receive gifted services in the SMSD, an Individualized Education Program (IEP) is written, including goal(s) in the student’s area(s) of strength.  Services are determined by the IEP team (see “What do gifted services look like in the SMSD?), and do not require students to miss regular class instruction.

Curriculum in the SEEK program is goal-based and individualized for each student. Typical goals include problem-solving, research, technology, creativity and innovation, written expression, literature studies, and spatial engineering. Though intellectual growth and talent development is our first priority, addressing the affective and social/emotional needs unique to gifted students is also essential. Students are encouraged to take intellectual and creative risks in a community of like-minded peers.

SMSD offers a continuum of services ranging from a consult model to direct services in a center based school in the elementary or secondary schools. While engaging in SEEK, students work individuallly and in small groups to explore areas of high interest with peers of similar ability. Through their personal interest projects, elementary students work on complex problem solving, critical and creative thinking, writing, and research skills directly related to their IEP goals. Examples of teacher-directed small-group activities that go beyond grade level curriculum include literature studies, social studies, creative writing, and STEM experiences. A portion of each day is devoted to social-emotional growth. 

SEEK services are offered at each SMSD middle school and students can choose a service model that best fits their needs. Students can take the SEEK class as an elective, as a co-taught class, or by conferencing regularly with the SEEK teacher. The SEEK class is a full-year, daily elective class that includes a provided gifted curriculum in addition to IEP goal work. Co-teaching involves the gifted facilitator working directly with the student and supporting the general education teacher (usually in the advanced English class) at least two times per week. Conferencing is a service between the student and gifted facilitator to discuss their IEP goals. Consultation is an indirect service in which the gifted facilitator and general teacher meet to plan extensions for the gifted student in the general education classroom for approximately 15 minutes monthly. 

SEEK is also offered at each SMSD high school, and students can either take the SEEK class or consult with the SEEK teacher regularly. The SEEK class is offered as an elective semester class providing a range of individualized services and supports for identified gifted students including research, in-depth studies in areas of interest, and preparation for testing and college. Conferencing is a service between the student and gifted facilitator to discuss the individual needs of the student. The gifted facilitator is a resource for all identified students in areas related to course selection, college planning, social/emotional issues, and more.

It is important to note that each point on our eligibility summary represents a fairly large amount of data collected. If your child’s score is close to eligibility, but does not qualify to receive special education services, we will have identified your child as one who benefits from enrichment and additional challenges that can be provided through the general education curriculum, rather than special education services. Your child’s principal and teachers will work with you as a team to develop individualized  advanced learning opportunities. No matter the evaluation results, the school will continue to work to meet your child’s academic needs.

Elementary students who require direct IEP services are served in gifted centers, located in one of the elementary schools in their high school attendance area.  If the center school is not their home school, the district will provide transportation to the designated center.  Secondary students receive gifted services in their middle or high school building. The chart below lists all the feeder areas in the SMSD, with schools at each level. 

Students are not responsible for making up the regular classroom work missed while at SEEK.  If new content is taught, teachers will check in with students to make sure they understand the material, or students can prove mastery. Students are responsible for the regularly scheduled homework and long-term projects assigned by their teacher. In addition, students will not have homework related to their SEEK class, although many students get excited about their projects and choose to work on them outside of SEEK.

Shawnee Mission School District

SEEK Makeup Work Policy

Elementary School

As determined by the Individual Education Plan (IEP), gifted instructional time is considered a substitute for the regular education class time. While the student is not required to make up the work missed, he/she must demonstrate understanding of the concepts presented. 

The classroom teacher has the responsibility to explain any new concepts. SEEK students have the responsibility to demonstrate understanding of the concepts presented, although not to complete all assigned classroom work.  For example , in a daily math lesson while the student is in the SEEK, their class may have worked on 30 problems to solve.  The returning student may be asked to complete 5 of the problems for the purpose of developing understanding of the concepts, as well as provide the teacher assessment of that understanding.    

It is recommended that long-term assignment be modified and timelines extended when a student misses class work time.

Taken from Gifted Curriculum & Program Guidelines Handbook, p. 88. 

The team considers many factors when determining appropriate, individualized services, including social emotional maturity, educational readiness and any potential harmful effects. Many students' need for enrichment can be met at the classroom level, especially in primary grades.

Students who attend SEEK centers will miss programming at their regular school on SEEK days such as specials, band, and orchestra. Special considerations can be made for field trips and other special events, however classroom teachers are encouraged to avoid scheduling these on SEEK days. 

Please contact your school's principal for more information on the SEEK program.