Funds for Operation of Schools
Gifted education exemplary program grants
▪ 6A-7.099, F.A.C.: Challenge Grant Program for
Specialization Requirements for the Gifted
Endorsement Academic Class
Special Instructional Programs for Students
Who Are Gifted.
Development of Educational Plans for
Exceptional Students who are Gifted
General Education Intervention
Procedures, Identification, Evaluation, Reeval
uation and the Initial Provision of Exceptional
Ifthe annual allocation from the Florida Education Finance Program
to each district for operation of schools is not determined in the
annual appropriations act or the substantive bill implementing the
annual appropriations act, it shall be determined as follows:
(1)COMPUTATION OFTHE BASIC AMOUNT TO BE INCLUDED FOR
OPERATION.—The following procedure shall be followed in
determining the annual allocation to each district for operation:
(e) Funding model for exceptional student education programs:
2. For students identified as exceptional who do not have a matrix of
services and students who are gifted in grades K through 8, there
is created a guaranteed allocation to provide these students with
a free appropriate public education, in accordance with s.
1001.42(4)(l) and rules of the State Board of Education, which shall
be allocated annually to each school district in the amount
provided in the General Appropriations Act.
These funds shall be in addition to the funds appropriated on the
basis of FTE student membership in the Florida Education Finance
Program, and the amount allocated for each school district shall
not be recalculated during the year. These funds shall be used to
provide special education and related services for exceptional
students and students who are gifted in grades K through 8.
Beginning with the 2007-2008 fiscal year, a district’s expenditure of
funds from the guaranteed allocation for students in grades 9
through 12 who are gifted may not be greater than the amount
expended during the 2006-2007 fiscal year for gifted students in
grades 9 through 12.
Money allocated to a school is
based on enrollment during
what is called “FTE Week.”
During this week, ESE students,
including gifted are counted
and the school receives extra
funds based on the total
students’ needs as determined
by a special matrix.
The funds help provide extra
opportunities for remediation,
enrichment and so on in terms
of curriculum, personal or
Of course, if students are
identified after FTE week,
money may not be allocated for
those students but services
must be provided!
Pursuant to policies and rules to be adopted by the State Board of
Education, each district school board, two or more district school
boards in cooperation, or a public school principal through the district
school board may submit to the commissioner a proposed program
designed to effectuate an exemplary program for education for the
gifted in a school, district, or group of districts.Consideration for
funding shall be given to proposed programs of district school boards
that are developed with the cooperation of a Florida College System
institution or public or private college or university for the purpose of
providing advanced accelerated instruction for public school students
pursuant to s. 1003.435.
In order to be approved, a program proposal must include:
(a) Clearly stated goals and objectives expressed, to the maximum extent
possible, in measurable terms.
(b) Information concerning the number of students, teachers, and other
personnel to be involved in the program.
(c) The estimated cost of the program and the number of years for which
it is to be funded.
(d) Provisions for evaluation of the program and for its integration into
the general curriculum and financial program of the school district or
districts at the end of the funded period.
(e) Such other information and provisions as the commissioner requires.
The commissioner shall review and approve, disapprove, or resubmit for
modification all proposed programs for education for the gifted
submitted. For those programs approved, the commissioner shall
authorize distribution of funds equal to the cost of the program from
funds appropriated to the Department of Education for exemplary
program grants for education for the gifted as provided for by this
section.These funds shall be in addition to any funds for education for
the gifted provided pursuant to s. 1011.62.
ChallengeGrant Program for the Gifted
(1) The purpose of the Challenge Grant Program for the Gifted shall be
to encourage public schools to implement exemplary programs
which challenge gifted students.
(2)As provided by Section 236.1225(2), Florida Statutes, the Commissioner
shall cooperate and consult with associations and organizations
concerned with the education of the gifted in administering this grant
program. Such associations and organizations shall include at least the
FloridaAssociation for the Gifted and the Florida Federation Council for
(3)Annually the Commissioner shall invite district school boards to submit a
program proposal consistent with the requirements of Section
236.1225, Florida Statutes.
The proposals shall be judged by the following criteria:
(a)The proposed program will improve the quality of existing
(b)The proposed program will initiate a model or demonstration
(c)The proposed program will expand student participation in existing
(4) Each project funded shall, as provided by Section 236.1225(3)(d), Florida
Statutes, contain provisions for the submission of an evaluation of the
program and shall meet all requirements of law.
Specific Authority 229.053(1), 230.23(4)(m), 236.1225 FS. Law
236.1225 FS. History - New 1-6-83, Amended 5-3-83, Formerly 6A-7.99.
Any public school may submit a proposal and receive grant
monies (if stated requirements are met and the program is
approved) in order to create and sustain for the gifted and
This grant opportunity may allow schools in underfunded /rural
counties to develop small exemplary gifted and talented programs.
An example may be “a school within a school” which specifically
addresses the needs of gifted students attending geographically
isolated or underserved local public schools.
Specialization Requirements for the Gifted Endorsement
(1) A bachelor’s or higher degree with certification in an
academic class coverage, and
(2) Fifteen (15) semester hours in gifted education to include
three (3) semester hours in each area specified below:
Nature and Needs of Gifted Students to include student
characteristics; cognitive, social, and emotional needs; and history
and current research;
Curriculum and Instructional Strategies forTeaching Gifted
Students to include modification of curriculum content,
instructional process, student products, and learning environment;
Guidance and Counseling of Gifted Students to include
motivation, self-image, interpersonal skills, and career options for
Educating Special Populations of Gifted Students such as
minorities, underachievers, handicapped, economically
disadvantaged, and highly gifted to include student characteristics
and programmatic adaptations; and
Theory and Development of Creativity to include elements of
creativity such as fluency, flexibility, originality, and elaboration.
State Requirement For Out-of-Field Status
An out-of-field teacher must take at least two of the gifted
endorsement classes per school year to be completed by
June 30 of each year, until all five classes are completed.
oThis rule indicates that teaching exceptional students is vastly
different than teaching typical children and special educational
endorsements are required.
oThe “out-of-field “ addendum allows teachers to work towards
their certification while working with these children. This is
fortunate, as schools are able to fill specific needs with
teachers who are highly motivated to work with specific
(1) Gifted. One who has superior intellectual development and is capable of high performance.
(2) Criteria for eligibility. A student is eligible for special instructional programs for the gifted if the
student meets the criteria under paragraph (2)(a) or (b) of this rule.
(a) The student demonstrates:
1. Need for a special program.
2. A majority of characteristics of gifted students according to a standard scale or checklist, a
3. Superior intellectual development as measured by an intelligence quotient of two (2) standard
deviationsor more above the mean on an individually administered standardized test of intelligence.
(b) The student is a member of an under-represented group and meets the criteria specified in an
approved school district plan for increasing the participation of under-represented groups in
programs for gifted students.
1. For the purpose of this rule, under-representedgroups are defined as groups:
a. Who are limited English proficient, or
b. Who are from a low socio-economic status family.
2. The Department of Education is authorized to approve school district plans for increasingthe
participation of students from under-represented groups in special instructional programs for the gifted,
provided these plans include the following:
a. A district goal to increase the percent of students from under-represented groups in programs for
the gifted and the current status of the district in regard to that goal;
b. Screening and referral procedures which will be used to increase the number of these students
referred for evaluation;
c. Criteria for determining eligibility based on the student’s demonstrated ability or potential in
specific areas of leadership, motivation, academic performance, and creativity;
d. Student evaluation procedures, including the identification of the measurement instruments to be
e. Instructionalprogram modifications or adaptations to ensure successfuland continued
participationof students from under-represented groups in the existing instructional program for
f. An evaluation design which addresses evaluation of progress toward the district’s goal for
increasing participation by students from under-represented groups.
(3) Procedures for student evaluation. The minimum evaluations for determining eligibility are the
(a) Need for a special instructional program,
(b) Characteristics of the gifted,
(c) Intellectualdevelopment, and
(d) May include those evaluationprocedures specified in an approved district plan to increase the
participationof students from under-represented groups in programs for the gifted.
(4) This rule shall take effect July 1, 1977.
This rule defines “who” is
gifted, but also includes “PLAN
B,” in order to increase the
identification of gifted children
who may not fit the profile
according to western
measures/ standardized tests.
The positive impact, of
course, is that a wider variety
of “giftedness” is recognized
across the student population.
The state’s who are gifted and who are in need of specially goal is to
provide full educational opportunity and a free appropriate public
education (FAPE) to all students with disabilities ages three (3) through
twenty-one (21) and to school age students who are gifted.
School districts have the responsibility to ensure that students suspected
of having a disability are subject to general education intervention
They must ensure that all students with disabilities or designed
instruction and related services are identified, located, and
evaluated, and appropriate exceptional student education is made
available to them if it is determined that the student meets the
eligibility criteria specified in Rules 6A-6.03011 through 6A-
These requirements apply to all students, including those who are
homeless or are wards of the state or who attend private
schools, regardless of the severity of their disability.
Additionally, school districts may elect to serve children with disabilities
below the age of three (3) years in collaboration with the Part C Early
Steps Program.The procedures and criteria for general education
interventions, identification, evaluation, and determination of
eligibility of students with disabilities and gifted students by school
districts shall be set forth in the school district’s Exceptional Student
Education (ESE) Policies and Procedures document.
It is EVERYONE'S responsibility to seek
out students and identify children with
All children have the right to free and
Typical education teachers are required
to participate in the RtI/multi-tiered
process and differentiate instructions.
This rule indicates the state mandated process for
the development and review of a gifted
student's education plan shall be consistent
with the following requirements:
Educational Plans (EPs) are developed for
students identified solely as gifted.
Parents are partners with schools and school
district personnel in developing, reviewing,
and revising the educational plan (EP) for their
Procedures for the development of the EPs for
exceptional students who are gifted, including
procedures for parental involvement, shall be
set forth in each district's Policies and
Procedures for the Provision of Specially
Designed Instruction and Related Services to
ExceptionalStudents (SP&P) document.
The district is responsible for developing
educational plans (EP) for students who are
identified solely as gifted.
The EP must have a statement of student’s
present levels of performance, goals, any
specially designed instruction, statements of
progress, and projected dates for beginning,
location, and frequency of services.
Parent participation in EP meetings
Parents/guardians must be invited and all
reasonable steps must be taken to ensure
parent /guardian participation in the EP
development and review process.
Implementation of the EP
The EP must be implemented ASAP after it is
developed and all academic teachers must have
access in order for proper implementation.