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Independent School District

Handbook

Revised Fall 2014

STATE DEFINITION

“Gifted and talented student” means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who:

1. Exhibits high performance capability in an intellectual, creative, or artistic area

2. Possesses an unusual capacity for leadership, or

3. Excels in a specific academic field. Texas Education Code, Subchapter D, Sec. 29.121

STATE GOAL FOR SERVICES FOR GIFTED STUDENTS

Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted/talented students will have produced products and performances of professional quality as part of their program services.

RATIONALE FOR THE ECISD G/T PROGRAM

Commitment to the future demands that we foster and develop the abilities of gifted/talented youth. To deny such students opportunities is to deny excellence. Just as a sports coach works to strengthen and discipline the abilities of a superior young athlete, so must the classroom teacher strengthen and discipline the abilities of a superior student.

While gifted/talented students may master the basic skills more readily than other students at their grade level, without assistance or enriching experiences, these same students may become underachievers or behavior problems. In some cases, gifted students fail to develop their exceptional abilities because they lack the encouragement to do so.

Because of their exceptional abilities, gifted/talented students can progress far beyond the regular school curriculum. By providing experiences that are consistent with the abilities or potential of the gifted child, the education of all children will be improved. Director of the National/State Leadership Training Institute on the Gifted and the Talented, Irving S. Sato (March 1980), has explained the concept in this way:

Although some educational needs of gifted students are being addressed

in general education, certain needs unique to the gifted are being largely

ignored. These distinctive educational needs make the gifted markedly dif-

ferent from students of other abilities. Any quality program for the gifted

rests on a thorough understanding of these differences. As we modify the

curriculum for the gifted in response to these differences, we actually

upgrade education for all students since many practices for the gifted are

in lesser degree appropriate and helpful for other pupils.

If we are to have inventive problem solvers in the future, we must not fail now in educating appropriately those children and youth most likely to achieve excellence. Our obligation to the future requires a strengthened commitment to gifted/talented education today.

MISSION

The mission of East Central Independent School District's Gifted and Talented Educational Program is to provide an environment where gifted students can collaboratively and individually develop their critical and creative thinking skills to their maximum potential and begin to use those skills to make valuable contributions to society and to interact effectively within society.

GOALS FOR GIFTED/TALENTED EDUCATION

· Thinking Skills Gifted/Talented students will develop their abilities in the higher level, more complex thinking skills (including critical, creative, and productive thinking) that are extensions of regular curriculum.

· Subject Matter Knowledge and Skills Gifted/Talented students will study advanced-level content and master the major concepts, skills, and processes of specific disciplines in which they demonstrate ability.

· Research and Independent Study Skills Gifted/Talented students will develop the skills necessary for self-directed learning and will conduct independent studies and research projects that extend the regular curriculum and result in advanced-level products.

· Self-Concept and Leadership Gifted/Talented students will gain an understanding and respect for each person's abilities, recognizing the likenesses and differences between themselves and others and will develop their own unique abilities for the betterment of both themselves and society.

EAST CENTRAL GIFTED EDUCATION PROGRAM

The East Central G/T program is academic in nature and serves the four core areas of Language Arts, Social Studies, Mathematics and Science.

Instruction at the elementary level (grades K-3) is achieved through a pull-out program, and identified G/T students are provided service in all four core areas. Scheduling will be individualized per each campus to best meet the needs of the G/T students. Students served in this program will not be penalized for missing regular classroom time. The elementary G/T teachers/facilitators will coordinate with classroom teachers to address issues of assignments and grades.

Students at the intermediate level (grades 4-5) are scheduled into G/T designated Language Arts, Social Studies, Mathematics and Science classes. Identified gifted/talented students receive targeted instruction based upon their identified area of giftedness. Service is provided in the areas of Language Arts/Social Studies and Mathematics/Science. Students may be identified as gifted in both areas. A student will be considered to be receiving service if he/she is enrolled in at least one G/T designated class in their areas of identified giftedness.

Students at the middle school level (grades 6-8) are scheduled into Pre-AP Language Arts, Social Studies, Mathematics and/or Science classes. Pre-AP courses are on-grade-level academically advanced courses designed to challenge gifted and/or motivated students to understand rigorous content. The coursework requires students to engage in independent and analytical assignments and to complete a substantial amount of work outside of class. The curricula for the Pre-AP courses are built on the core academic curriculum following the Texas Essential Knowledge and Skills (TEKS) expectations for each course. Pre-AP middle school couirses are designed to prepare students for Pre-AP and Advanced Placement (AP) courses. Students may be identified as gifted in both areas. A student will be considered to be receiving service if he/she is enrolled in at least one G/T designated class in their areas of identified giftedness. A second option for G/T students at the middle school level is Humanities. This is a combined Language Arts/Social Studies block focusing on interdisciplinary instruction, critical thinking, and advanced academics.

Students at the high school level (grades 9-12) have several options for their G/T service: Colloquium, Pre-AP, AP and Dual Credit college classes.

1. Colloquium is a Language Arts, Social Studies and Humanities based interdisciplinary program. Gifted students are also serviced through a variety of Pre-AP, AP and Dual Credit college classes.

2. AP courses are college level courses taught in a high school setting. At the end of each AP course an AP exam is given. Qualifying scores on the AP exams can enable students to receive college credit and/or advanced standings at a university or college. (Check and verify with the college or university the student plans to attend.)

3. Dual Credit is a college level course taught in a high school setting or can be taken at the college or university while still in high school.

Students may be identified as gifted in both areas. A student will be considered to be receiving service if he/she is enrolled in at least one G/T designated class in their areas of identifed giftedness.

CHARACTERISTICS OF G/T STUDENTS

Typical characteristics and behaviors exhibited by students who are gifted/talented in the area of general intellectual ability might include:

-extensive and detailed memory-sound judgment

-prompt recall-broad base of knowledge

-advanced vocabulary-advanced concept formation

-inquisitive mind-analogical thinking or reasoning

-rapid acquisition of information-keen observations

Typical behaviors and characteristics exhibited by students who are gifted/talented in specific subject matter aptitude might include:

-intense, sustained interest-rapid acquisition of information

-keen motivation-sound judgment

-extensive/detailed memory-broad base of knowledge

-prompt recall-advanced concept formations

-advanced vocabulary-analogical thinking or reasoning

-inquisitive nature-keen observations

Students who are gifted in specific subject matter aptitude will not exhibit these behaviors in identical ways, or at the same time, or in all subject areas, but they will display many of these traits consistently.

Creativity is defined as a mental process where the expectation is that something new and original will be produced. That is, a new and unique combination of existing elements will produce a product that was not wholly predictable by either teacher or student when the process began. The result of this thinking may not be new and original to the entire world; the result is unique for the person due to thinking in creative and productive ways. The creative area runs as a thread through other areas of giftedness including the intellectual area, specific subject matter aptitude, artistic areas, and leadership ability. Typical characteristics and behaviors exhibited by students who are gifted in the area of creativity include:

-unique applications-risk taker

-extreme fluency of thoughts and ideas-non-conformist

-almost insatiable curiosity-delayed closure

-acceptance/tolerance of disorder-persistent

-contributor of new ideas and/or products-task commitment

-challenger of existing ideas and/or products-sense of humor

-in depth foundational knowledge-playful spirit

-observer of different relationships between extremes-rich imagination

Leadership ability is defined as the talent to guide, direct, or influence others to follow a course of action or thought. Typical characteristics and behaviors exhibited by students who are gifted in the area of leadership include:

-well-organized-risk taker

-self-confident-empathic

-persuasive communication skills-empower others

-respected by others-problem finder

-recognized as a leader-visionary

-adapts readily to new situations-motivator

-extremely responsible-cooperative attitude

-manipulator of systems-maintains on-task focus

-sophisticated interpersonal skills

Students who are gifted/talented in the area of leadership ability display many of the characteristics listed above in a variety of situations.

IDENTIFICATION

Students are identified as gifted/talented in accordance with the district's written board-approved definition of giftedness.

The identification process consists of three steps:

1)refer students for the program;

2)screening of students using appropriate instruments; and

3)Gifted and Talented Committee shall evaluate each referred student according to the established criteria and shall identify these students for whom placement in the gifted/talented program is the most appropriate educational setting.

State guidelines for identification require that students be referred for the program based upon criteria that include both qualitative and quantitative instruments.

REFERRAL PROCEDURES

Through an open referral system, efforts will be made to secure referral for screening from any person familiar with a student's abilities. A formal screening period has been established in the early spring of each school year. Kindergarten students must be identified by March 1 of each year, as per state law.

Although the principal is the primary person responsible for student referrals and screening procedures, he or she may wish to designate a counselor or other staff member to implement the process.

A student may be referred by one or more of the following: teacher, parent or guardian, student (self or peer), psychologist, counselor, librarian, administrator, or community member. Referrals should be submitted to the principal on the Student Referral for the G/T Program form (See Appendix).

The principal, counselor, NCLB/AD, G/T teacher/facilitator or G/T coordinator shall communicate referral and screening procedures to faculty members. This communication may be completed through the distribution of appropriate materials, as agenda items for discussion at faculty meetings, in one-on-one meetings with teachers, or through other means deemed appropriate on individual campuses.

Efforts will be made to secure nominations of students from diverse backgrounds, including economically disadvantaged, those with special needs and historically underrepresented groups. Examples of efforts to be made by the principal or designee may include individual conferences with parents or guardians of students, training of teachers and others in the methods of identifying gifted minority students, and use of community groups as vehicles for the communication of information about the program.

After referrals have been submitted, contact is made with referred students and their parent(s) to determine interest in the program. The parent must be asked to sign a Permission for Assessment form (see Appendix).

SCREENING PROCEDURES

The principal on each campus will be responsible for organizing a screening committee composed of at least 3 members drawn from the following personnel: principal, assistant principal, curriculum coordinator/academic dean, counselor, G/T teacher, or classroom teacher. All committee members should have received a minimum of 6 clock hours training in the nature and needs of gifted students.

Assessment instruments may include but are not limited to the following:

1)Subject matter aptitude tests;

2)General intellectual ability tests;

3)Behavior checklists completed by teachers; and

4)Student products.

One member of the committee will be selected to collect screening data. The committee will meet to compile and organize data in a form that facilitates decision-making for the selection of students.

A list of approved instruments for each criteria is included in the appendix. Selection of

instruments for a specific screening administration is based on individual student needs and

abilities. Instruments will be chosen with the goal of allowing students to display optimal

performance. Other instruments may be added as the need arises with the approval of the

district’s Central Review Committee.

The screening process will not discriminate against students with regard to race, creed, sex, or handicapping condition. Confidentiality will be assured regarding the rights of privacy of individual students' records in accordance with section FL of the East Central ISD Board Policy Manual.

IDENTIFICATION PROCEDURES

Guidelines for Use of the

GT Identification Matrix

A Gifted and Talented Committee shall evaluate each referred student according to the established criteria and shall select those students for whom gifted program placement is the most appropriate educational setting. The committee shall be composed of at least three professional educators who have received training in the nature and needs of gifted students and shall be established at each campus (EHBB Local).

1. All assessment instruments to be used in the identification of G/T students will be drawn from the district's list of approved screening instruments, unless exceptions are granted in advance by the Central Review Committee.

2. Although data collection and entry of data on the matrix may be completed by one member of the Campus Screening Committee, final selection of students shall be made by the full Campus Screening Committee which will base its decision on the screening results displayed on the matrix.

3. If the results displayed on the matrix are determined by the full committee to reflect lower abilities than anticipated, the committee may use its discretion in requesting an additional assessment(s) using instruments drawn from the approved list.

4. No students who are otherwise qualified according to the district's cut-off score will be disqualified on the basis of grades, behavior, or other factors extraneous to the matrix criteria. (Students may, however, be found to be unprepared to benefit from specific G/T instructional settings after identification.)

5. In grades K-3, the district suggested matrix score for screening

a) Product/portfolio minimum score of “2” and NNAT2 minimum percentile rank of 50% OR

b) Product/portfolio minimum score of “1” and NNAT2 minimum percentile rank of 60%

OR

c) Product/portfolio minimum score of “0” and NNAT2 minimum percentile rank of 70%

d) Before taking the Iowa Test of Basic Skills (ITBS) or Logramos test.

6. In grades K-11, the district suggested matrix score for G/T qualifications is 12 when 4 criteria are used and 15 when 5 criteria are used. The minimum score is to be a guideline for the committee to use in making their decision. All relevant information should be considered prior to the final decision.

7. Additional criteria may be used if a score for one of the criteria is unobtainable or a score for one of the criteria results in a distorted representation of the student’s true abilities, as determined by the full Screening Committee.

8. Specific reasons for waiving a criterion will be indicated under the comments section of the matrix, which will be signed by all three members of the Campus Screening Committee.

9. Copies of forms (see Appendix) for both qualified and nonqualified nominees will be sent to the district G/T office within 30 school days of the Campus Screening Committee meeting.

a) Cover Checklist

b) Referral Form

c) Permission for Assessment Form

d) Signed Matrix with Supporting Data

e) Notification of Acceptance/Non acceptance

f) Parent Permission for Placement

g) Provisional Placement (if applicable)

10. Campus Screening Committee decisions are subject to review by the Central Review Committee and may be reversed or returned to a campus committee for reconsideration if procedural errors occur.

GUIDELINES FOR EXITING, REENTERING,

FURLOUGHS AND REASSESSMENT

Students should be considered for exiting/furloughing from their assigned G/T program under the following conditions:

(a)They have demonstrated over a substantial length of time (at least one semester) that

they are not benefiting from the program; or

(b)The student requests removal from the program; or

(c)The student's parent(s) requests that the student be removed from the program.

Although grades are often an indication of high achievement, some students excel in their areas of giftedness despite receiving poor grades. For this reason, it is important to realize that grades are not always a good measure of true ability or potential.

Grades should not be the sole criterion used when considering whether or not a student is benefiting from G/T placement. Just as no single indicator is sufficient for program placement, no single method or instrument should be used to remove a student once identified as gifted from the program to which he/she has been assigned.

The following procedures will be followed on all campuses when considering exiting a student from a G/T placement:

1. The Campus Screening Committee will serve as a review board for considering exiting of G/T students.

2. The committee will employ at least 3 of the following measures to determine whether or not the student being considered is benefiting from his present placement:a) Current achievement testingb) Student's portfolio of workc) State assessment performanced) Student interviewe) Grades for at least the past 3 grading periodsf) Involvement in co-curricular or extra-curricular activities

3. The committee members will base their decision regarding program appropriateness on a comparison of the above progress indicators and current G/T curriculum expectations.

4. A consensus of the committee members is required to exit an identified student from

the G/T program.

5. At the time of the meeting, the committee will complete and sign the Recommendation for G/T Program Exit, Furlough, Reentry form (see Appendix) and forward a copy to the district G/T office. The committee must indicate on the form if the student should be retested if she/he wishes to reenter the G/T program at a later date.

6. A conference will be held between at least one of the committee members, the parent(s), and the student to discuss both the reasons for the committee decision and future programming for the student.

7. A parent or student may request a meeting with the full committee to consider any additional information which the parent or student feel should impact the decision.

8. In case of a lack of consensus on the screening committee or parental disagreement with the campus decision, the appeals process through the Central Review Committee may be employed by either school staff or parents.

9. A student or parent may request a furlough, due to extenuating circumstances, for up to one year, and if granted, may reenter the program without retesting. When participating in such a furlough, the student will not be carried as G/T on PEIMS. At the end of the furlough, the student's progress shall be reviewed and the student may re-enter the gifted program, be removed from the program, or be placed on another furlough.

The purpose of furloughing G/T students from a specific placement and reentering them in a more appropriate placement at a later time is the same---to provide the learning experiences which are most appropriate to their interests and abilities.

ADMITTING TRANSFER STUDENTS

TO THE G/T PROGRAM

Policy

When a student identified as gifted by a previous school district transfers into the District, the student's records shall be reviewed by the selection committee to determine if placement in the District's program for gifted and talented students is appropriate.

Procedures

Transfer students who have been identified as G/T in another district will have the opportunity to participate in the East Central I.S.D. G/T program if there is a reasonable expectation that they can be successful in their campus' G/T instructional setting. In order to maximize the likelihood of success, the following procedures will be followed on all campuses.

1. Transfer students who bring records of prior testing with assessment data sufficient to complete the ECISD matrix and with scores high enough to qualify according to district standards may be placed immediately into their campus' G/T setting without further screening.

2. For students whose data does not match our testing requirements but shows evidence that

they were previously in an Academic Gifted and Talented Program in their previous district, they may be placed on a *provisional status.

Students who are placed on a provisional status will not be entered as G/T in PEIMS (see Appendix). Parents will be notified in writing that the placement is provisional and future testing may be required before a committee determines formal placement. Formal entrance procedures will be followed once it is determined that the committee has sufficient data and the student will then be placed in PEIMS as G/T.

The emphasis throughout the process of determining placement for transfer students is on finding the best match between instructional options and the student's abilities and interests.

APPEALS PROCESS REGARDING PROGRAM PLACEMENT

Central Review Committee

The G/T Central Review Committee will hear appeals of decisions made by the Campus Screening Committees. The G/T Central Review Committee is also the only authority which may allow deviation from the guidelines for identification and program entry and exit. The Central Review Committee is composed of the district's G/T Director and two other administrators selected by the director who have training in G/T identification and programming.

The following procedures are to be used by all parents, staff, or community members requesting a review of Campus Screening Committee decisions or requesting a deviation from the written district guidelines.

1) The person initiating the appeal will submit a written request for review to the district G/T Director.

2) The request for review will include specific reasons for the appeal as well as any supporting documentation to be considered by the committee.

3) Individuals wishing to appear in person before the committee should so indicate on the submitted request for review.

The G/T Central Review Committee will meet to consider appeals and the decision of the committee will be communicated in writing to the person making the appeal within 10 working days after the meeting. Although decisions of the Central Review Committee are final, based on the presented evidence, future appeals on the same issue are not precluded if new evidence is presented.

ECISD G/T DISTRICT ADVISORY COMMITTEE

The District G/T Advisory Committee exists for the purpose of discussing how to improve the G/T program in East Central ISD. It advises the G/T Director and does not make policy.

Each campus (K-12) should have from one to two parent representatives to serve on the G/T Advisory Committee.

Each intermediate, middle, and high school campus may send one teacher representative. Each elementary G/T Coordinator may represent their campus due to the nature of their positions. If the coordinator is unable to serve, a teacher from each of his/her campuses may serve in that position.

The G/T Director may invite up to 3 other persons to serve on the committee in order to have community members, administrators, and support personnel represented.

If a member attends fewer than half the regularly scheduled meetings, the G/T Director will ask them not to serve.

All meetings are open to the public.

APPENDIX

Table of Contents

ECISD Student Referral Form for G/T Program

English ........................................................15

Spanish ........................................................16

Sample Permission To Test Letter

English ........................................................17

Spanish .......................................................18

English & Spanish ......................................19

Sample Non-Qualifying Letter

English……………………………………. 20

Spanish……………………………………21

ECISD Permission Form for G/T Program Placement

English…………………………………….22

Spanish…………………………………….23

Provisional Placement Form

English…………………………………….24

Spanish…………………………………….25

ECISD Exit, Furlough, Re-Entry Form .....................26

Teacher Academic Rating Scale Kinder-4th grade… 27

Teacher Academic Rating Scale 5th-12th (ELA/Social Studies) 28

Teacher Academic Rating Scale 5th-12th (Math/Science) 29

ECISD G/T Identification Matrix

Kinder through 3rd grade page 1…………..30

4th through 11th grade page 1………………31

Kinder through 11th grade page 2………….32

ECISD Testing List Form ................................33

ECISD GT Checklist ..............................................34

Information for Adapted Academic Rating Scale35

Approved Screening Instruments ............................36 - 41

Internet Web Sites....................................................42 - 43

Board Policy EHBB (LEGAL) pages 1-2………… 44 - 45

Board Policy EHBB (LOCAL) pages 1-3………… 46 - 47

Board Policy DMA (LEGAL) page 3 0f 6………… 48

EAST CENTRAL INDEPENDENT SCHOOL DISTRICT

Student Referral

for

Gifted/Talented Program

_________________________________ ______ _______ ____________________

STUDENT'S NAME AGE GRADE CAMPUS

________________________________________________ __________________

BIRTH DATE GENDER STUDENT ID#

__________________________________ __________________ __________________

STREET ADDRESS CITY STATE / ZIP

__________________________________ ______________________________________ HOME TELEPHONE WORK TELEPHONE

NOMINATED BY________________________ RELATIONSHIP TO STUDENT__________

STUDENT’S PRIMARY LANGUAGE__________________________________

Why do you think this student qualifies for the gifted program? What special characteristics does he/she exhibit?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

I realize that this referral alone does not mean that this student will be accepted into the program. This referral only indicates that I would like for the above-named student to be considered as a possible candidate.

_____________ ___________________________________________________

DATE SIGNATURE OF PERSON MAKING THIS APPLICATION

DISTRITO ESCOLAR DE EAST CENTRAL

Nominación del estudiante

para el Programa de G/T

___________________________________ ______ _______ ___________

NOMBRE DEL ESTUDIANTE EDAD GRADO ESCUELA

______________________ _____________ ____________________________

FECHA DE NACIMIENTO SEXO NUMERO DE IDENTIFICACION

_______________________ _________________ ________________________

DIRECCION CIUDADCODIGO POSTAL

___________________________ _______________________

TELEFONO DE CASA TELEFONO DE TRABAJO

NOMINADO POR _____________________RELACION AL ESTUDIANTE _____________

¿Porqué cree usted que este estudiante está calificado para el programa avanzado (G/T)?

¿Qué características especiales exhibe esta persona? (Se puede hallar ejemplos de características

exhibidos por los estudiantes que son dotados y talentosos en el libro de GT o en www.ecisd.net

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Estoy consiente que esta nominación por si misma no garantiza que este estudiante va a ser aceptado en el programa. Esta nominación sólo indica que a mí me gustaria que este estudiante sea considerado como candidato.

_________________________________________________________

FECHAFIRMA DE LA PERSONA HACIENDO ESTA APLICACIÓN

SAMPLE "A" PERMISSION TO TEST LETTER

[your letterhead]

[date]

[inside address]

Dear ___________________

Your child, __________________, has been referred for testing for the gifted and talented program. Nominations can be made by parents, teachers, students, or others involved in the education of your child. In order for us to test your child, we must have your permission indicated on the attached form. Please return it to _______________ at your earliest convenience.

Testing for students in grades 1-12 consists of:

· a subject matter aptitude test, such as ITBS or Logramos

· a general intellectual ability test, such as the CogAT or NNAT2

· A writing sample and/or math activity

· A teacher checklist

Testing for students in grades K consists of:

· a subject matter aptitude test, such as ITBS or Logramos

· a general intellectual ability test, such as the CogAT or NNAT2

· A portfolio of specific activities the student has done

· A teacher checklist

The four items used for testing are converted to a matrix, which results in a score. A campus committee then meets to go over the data and makes the recommendation as to whether the G/T program or the regular education program is recommended for the student, based on the matrix score. In East Central ISD, approximately 7-9% of the student body qualify for the G/T program.

In grades K-3, the G/T program is a pull-out program. In grades 4-8 the student attends G/T classes in any of the subject areas in which he/she qualifies (math, science, language arts, or social studies). A variety of Advanced Placement and Pre-Advanced Placement classes are offered for grades 6-12. An integrated Humanities course is offered in grades 6-8. In grades 9-12 dual credit classes and an integrated language arts/social studies class, G/T Honors Colloquium, is also offered.

Please contact ________________ at ________________________ with any questions you have.[phone]

Sincerely,

Sample Permission to Test for G/T

(your letterhead)

Estimados Padres,

Su hijo/a ___________________________ ha side seleccionado/a para tomar una prueba paraparticipar en el programa de estudiatntes dotados/talentosos. Los padres, los maestros, los estudiantes y cualquier otra persona que tiene que ver con la educación de su hijo/a puede hacer nominación para el programa. Necesitamos su sutorización en la forma adjunta para poder administrar la prueba a su hijo/a. por favor eregrese la forma lo mas pronto posible.

La prueba para estudiantes en grados 1-12 consiste de:

Dos pruebas estandarizadas

• Una prueba de aptitud de ejecución, los que ITBS Español o Logramos

• Una prueba de habilidad intelectual, los que CogAT o NNAT2

• Una prueba de escritura y/o una actividad de matemáticas

• Una lista de habilidades indicados por la maestra

La prueba para estudiantes en grados K consiste de:

• Una prueba de aptitud de ejecución, los que ITBS Español o Logramos

Una prueba de habilidad intelectual, los que CogAT o NNAT2

• Una colleción de actividades específicos llevado a cabo por el estudiante

• Una lista de habilidades indicados por la maestra

Las cosas que se usan para la prueba serán transferidos a una matriz y se convertirán en un resultado de calificación. Luego un comité de la escuela revisará los datos y hará recomendaciones sobre el programa apropiado para el estudiante; ya sea el programa de talento o el programa regular de educación. Se determina según el resultado en las pruebas. En el Distrito Escolar de East Central, 7% de los estudiates califican para el programa G/T.

En los grados K-3, el programa G/T consiste en ir a la clase de G/T ciertas horas del dia. En los grados 4-8, el estudiante asiste a slases de G/T en cualquier de las materias donde califica (matemática, ciencia, lenguaje, estudios socials). Una variedad de clases avanzadas y pre-avanzadas son ofrecidos en grados 6-12. Un curso de Humanidad integrado es ofrecido en grados 6-8. En grados 9-12, se ofrece una clase que integra lenguaje y estudios socials. Un asistente acompaña a los estudiantes a las clases de G/T si necesitan ayuda con el idioma.

Si Ud.tiene preguntas, favor de hablar con ______________________________________ en el número ___________________________ .

Atentamente,


Permission for Gifted/Talented Assessment

The G/T program and screening procedures have been explained to me.

I give permission for my child,_______________________________, to be tested

in order to determine whether or not the program will meet his or her needs.

I prefer that my child be tested in ____English; ____Spanish, ____Other

Parent's signature:__________________________________Date:______________


Permiso para Evaluación de Dotado/Talentoso

(Gifted/Talented--G/T)

Me han explicado los procedimientos y evaluaciones del programa de G/T.

Doy mi autorización para que mi niño o niña, ______________________ ,

sea evaluado para determinar si el programa satisface sus necesidades

educativas.

Yo prefiero que mi niño/a sea evaluado en Inglés ___, Español ___, Otra ___

Firma de Padre: ________________________ Fecha: ____________

SAMPLE NON-QUALIFYING LETTER

[your letterhead]

[date]

[inside address]

Dear Parents:

Thank you for allowing your child, _______________________, to be tested for the gifted/talented program. The G/T committee has reviewed the results of the tests and has determined that the G/T program is not the best match for your child's needs at this time.

If you have any questions or concerns about this decision, please contact

______________________ at ________________.

Sincerely,

SAMPLE NON-QUALIFYING LETTER

[your letterhead]

[date]

[inside address]

Estimados Padres:

Gracias por permitir a su niño, _______________________, para ser probado para el programa dotado/talentoso tambien conocido como el programma G/T. El Comité de Programma G/T ha revisado los resultados de las pruebas y ha determinado que el programa de G/T no es la programma que mejor corresponda con las necesidades de su niño en este momento.

Si tiene cualquier pregunta opreocupaciones acerca de decisión, póngase en contacto con __________________ al ________________.

Atentamente,


PERMISSION FOR G/T PROGRAM PLACEMENT

_______________________________________ ____________ _______ ____________________ Student's Name ID# Grade Campus

_______________________________ ___________________________ _________________

Parent's Name Address City / Zip

_______________________________ ___________________________

Home Telephone Work Telephone

___I have been given adequate information regarding East Central’s Gifted & Talented Program.

___I understand that my child's continued participation in the program is based on his or her ability to benefit from the G/T curriculum and that he or she may be exited at a later date if another placement is more appropriate.

___I understand that either I or my child can request an exit or furlough from the program and that I have the right to appeal any exiting decision made by the Campus Screening Committee.

___I agree to the G/T placement being recommended for my child by the Campus Screening Committee.

_____________________________________________________________

Parent's Signature Date


Permiso Para Colocación En El Programa De G/T

_____________________ _______ _____ ___________

Nombre del Estudiante ID# GradoEscuela

________________________ _______________________________________________________

Nombre del Padre Domicilio Ciudad, Código Postal

____________________________ _______________________

Teléfono de casa Teléfono de trabajo

_______El programa de G/T ha sido explicado a mi e a mi, niño.

_______Entiendo que la participación de mi hijo o hija en el programa de G/T está basado en su capacidad para beneficiarse de dicho plan de estudio y que en el futuro

podria ser removido del programa y colocado en otro programa más apropiado.

________Entiendo que mi hijo, hija o yo podemos pedir que sea removido del programa y que tengo el derecho de apelar cualquier decisión hecho por el Comité de Evaluación de la Escuela.

_______Estoy de acuerdo con la recomendación del Comité de Evaluación de la Escuela que mi hijo o hija participe en el programa de G/T.

________________________________________

Firma de PadreFecha


Gifted and Talented Program Provisional Placement Form

Student: _________________________________________ ID# _______________

Campus: _________________________________________ Date: ______________

The following data was received from your child’s previous district:

___ Copy of G/T Selection Form from former district

___ Copy of test scores

___ Copy of other pertinent data

___ I do NOT want my child placed into the GT program on a temporary status. I want to wait until pertinent test scores/data from the former district have been reviewed by the GT committee and the

committee has determined if the most appropriate placement will be GT, regular education or further

testing will be needed. After a decision has been made, I understand that I will be notified in writing.

I also understand that the emphasis throughout this process will be to find the best match between my

child’s instructional abilities and the appropriate instructional setting.

Notes:

Our Screening Committee has met and made the following determination:

Your child will be placed in the East Central Gifted and Talented program on a provisional status. This status will be reconsidered after the following data has been gathered:

___ One grading period demonstrating a successful arrangement for instruction.

___ Further testing is needed because…

___ data sent by the former district was more than two years old.

___ data was not sufficient.

I understand that my child’s placement is provisional and that once appropriate placement has been determined, I will be notified in writing. I also understand that the emphasis throughout this process will be to find the best match between my child’s instructional abilities and the appropriate instructional setting.

______________ __________________________________

Date Parent/Guardian Signature

__________________________________

Printed Name


Formato para colocación en el programa instruccional de Estudiantes Talentosos

Estudiante____________________________________________ID#________________

Escuela_______________________________________________Fecha______________

Recibimos la siguiente información del distrito escolar que asistió su niño/niña anteriormente:

______ Copia del formato de selección para el programa de estudiantes talentosos

______ Copia de resultados de pruebas

______ Copia de otra información

______ Yo no quiero que mi niño sea colocado en el programa de GT en un estado temporal. Quiero esperar hasta que las pruebas / datos del distrito anterior han sido revisados por el comité de GT y el comité determinará si la colocación más adecuada será GT, la educación regular o pruebas adicionales serán necesarios. Después de que una decisión ha sido tomada, entiendo que seré notificado por escrito. Yo también entiendo que el objetivo principal de este proceso será el de encontrar la mejor correspondencia entre las capacidades educativas de mi hijo y la colocación educativa apropiada.

Notas:

Nuestra comité decidió lo siguiente:

Su niño/niña entrarå al programa para los talentosos. Entonces vamos a repasar la decisión después de recibir la siguiente información:

_____Un período de nueve semanas demonstrando que su niño/niña tiene éxito en su plan de instrucción

_____ Se necesita pruebas adicionales porque

_____ la información de la escuela anterior tiene más que dos años

_____ la información no es suficiente

Yo entiendo que mi niño/niña está en el programa para los estudiantes talentosos hasta que se determina (después de obtener más información) si es apropiado para el/ella. Cuando se ha hecho la determinación, entonces la escuela me avisará a mí. También entiendo que el énfasis durante este proceso será identificar el mejor programa de instrucción para mi niño/niña.

____________________________________________________

FechaFirma de padre/guardian


Recommendations for G/T Program Exit, Furlough, Reentry

____________________________ ______ ______ ______ ________________________

Student's Name Age Sex Grade Campus

_______________ __________________________________ ___________ _________

ID# Street Address City Zip

____________________ _________________________

Home Phone Work Phone

Information Reviewed: Date of Review ____________________

____1)Current Achievement Test

____2)Student's Portfolio of Work

____3)Student interview

____4)Grades (Grading Periods: ____ ____ ____ School Year:_____________)

____5)Other:_______________________________________________________________

Summary of Findings:___________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Committee Recommendations:_____________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Screening Committee Members:

___________________________________________________________

Name Position

____________________________________________________________

Name Position

____________________________________ ________________________

Name Position

Kindergarten through Fourth Grade

(Self-Contained Classroom)

Academic Rating Scale

Student _______________________________________________ Grade__________

Teacher _______________________________________________ Date __________

Read each item and rate the student according to this scale.

1. Rarely or seldom have seen

2. Occasionally, sometimes

3. Quite often or frequently

4. Always or almost always

DK Don’t know or have never observed

______1. Exhibits richness of expression. May even use inventive vocabulary.

Ex: Is a storyteller. Lengthy stories when asked simple questions.

______2. Has keen powers of observation. Sees details and relationships; makes connections.

Ex. Can notice subtle changes in room or routine. May say, “this reminds me of…”

______3. Gives logical explanations for behavior.

Ex. Ready to explain with linear or circular logic. Able to explain why they are doing something.

______4. Sensitive to issues of “fairness.”

Ex. Might perceive that some are not treated equally.

______5. Is highly sensitive to criticism, including self-criticism.

Ex. Might refuse to turn assignment in because it doesn’t meet their expectations.

______6. Has a pronounced need to see purpose for activities or rules.

. Ex: Wants to know “why” they have to do something

______7. Is often persistent in self-selected tasks.

Ex. May be passionate about certain topics related or unrelated to school.

______8. Peers look to them for leadership.

Ex: Student assumes a leadership role inside or outside classroom

______9. Recognizes unusual points of view, mood or intention.

Ex. Seems empathetic to classroom animal.

_____10. Has an advanced or unusual sense of humor.

Ex: Notices or uses puns, alliteration or adult humor.

_____11. Original and creative; comes up with unique ideas.

_____12. Learns concepts and processes faster than other students.

Ex. Often this student refuses to practice a skill already required. May appear to have not even listened to lesson, yet scores high on assessment

_____13. Is resourceful in seeking ways to solve a problem.

Number of 3 and 4 scores out of 13 = %

Adapted from Purdue Academic Rating Scales, Copyright, 1998, Royal Fireworks Publishing Co., Ltd.

By East Central ISD, Oct. 2006

Adapted Academic Rating Scale: English Language Arts/Social Studies

(4th – 12th grade)

Student ________________________________________ Grade _________

Teacher ________________________________________ Date __________







______1. Interested in words, definitions, relationships of words, and sounds.

______2. Is a good observer, sees details and relationships; makes connections.

______3. Has a good sense of humor; uses and understands satire, puns and second meanings.

______4. Original and creative; comes up with unique ideas in writing or speaking.

______5. Elaborates well when speaking or writing, uses vivid expressions which make words “come alive.”

(Ex. Retells a story or reads aloud with inflection, uses dialogue in speaking and writing.)

______6. Recognizes an author’s or speaker’s point of view, mood or intention.

______7. Becomes absorbed in the investigation of topics.

______8. Displays intellectual curiosity, becomes interested in a variety of topics not required or assigned.

______9. Asks questions that are open-minded or philosophical.

_____10. Has an extensive vocabulary which is used precisely and appropriately.

_____11. Sensitive to issues of “fairness”, sees ethical and moral questions.

_____12. Interested in social themes, complex public issues, explanations and theories of causation.

_____13. Enjoys the processes of research and investigating for their own sake.

_____14. Recalls details about social science topics, makes unusual connections.

_____15. Curious about many things “goes off on tangents.”




Adapted Academic Rating Scale: Math/Science

(4th-12th grade)

Student ____________________________________________ Grade ____________

Teacher____________________________________________ Date_____________







_____ 1. Organizes data to discover patterns or relationships.

_____ 2. Analyzes problems and determines multiple ways to solve.

_____ 3. Resourceful in seeking ways to solve a problem.

_____ 4. Learns math concepts and processes faster than other students.

_____ 5. Enjoys trying to solve difficult problems. Likes puzzles and logic problems.

_____ 6. Develops unique associations, uses original methods for solutions.

_____ 7. Sometimes solves problems intuitively, but may not be able to explain why the solution is correct.

_____ 8. Sees connections and relationships of science to real world.

_____ 9. Good at visualizing, able to see complex patterns.

10. Persistent, sticks with investigations in spite of difficulties or problems.

11. Good at exploring, questioning, investigating, studies things in detail.

12. Comes up with good questions or ideas for experiments.

13. Points out important information in solving problems.

14. Can create and express visual images of problems, can visualize spatially (pictures things in their minds.)

15. Becomes so absorbed in a topic or solution that transition to something new is difficult.




East Central ISD

Gifted and Talented Identification Matr ix K-3rd

M at h/Sc ienc e

TOTAL

POINTS

EARNED

Language Ar t s/ Soc ial St udies

TOTAL

POINTS

EARNED

STUDENT NAME: _________________________________________ G rade _______

ID# ___________________ CAMPUS ____________________________________

DATE TESTED M onth/Year _________________GENDER: Male Female

East Central ISD

Gifted and Talented Indentification Matr ix 4th - 11th

M at h/Sc ienc e

TOTAL

POINTS

EARNED

Language Ar t s / Soc ial St udies

TOTAL

POINTS

EARNED

STUDENT NAME: _________________________________________ Grade _______

ID# ___________________ CAMPUS ____________________________________

DATE TESTED Month/Year _________________GENDER: Male Female

ECISD Campus Screening Committee

Matrix Score: Cut off score using 5 criteria = 15 points

using 4 criteria = 12 points

Math/Science

Qualifies according to District criteria: ( ) Yes ( ) No

Committee is satisfied that this transfer student meets the criteria for successful placement: ( ) Yes ( ) No

Language Arts/Social Studies:

Qualifies according to District criteria: ( ) Yes ( ) No

Committee is satisfied that this transfer student meets the criteria for successful placement: ( ) Yes ( ) No

Comments: ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Committee Members:

____________________________________________________

NamePosition

____________________________________________________

NamePosition

____________________________________________________

NamePosition

____________________________________________________

NamePosition

Gifted and Talented Testing List for ______________________________

School Name

Date: ____________________Coordinator: ________________________

Last

Name

First

Name

Grade

Birth

Date

Gender

Ethnicity

ID #

Qualified

LA/SS

Qualified

M/S

East Central ISD

GT Checklist

Student Name __________________________________

ID #______________

Sex______________

Ethnicity_____________________

Primary Language of Instruction ______________________

Campus___________________________________

Grade___________________

Date Checklist completed__________________

Student Qualifies in: (circle)

Language Arts/Social Studies Math/Science

Checklist Items:

a). Referral Form_______

b) Provisional Placement (if aplicable)_______

c). Permission for Assessment_______

d). Signed Matrix with supporting data_______

e). Notification letter of acceptance/nonacceptance_______

f). Permission for Placement______

Information for Adapted Academic Rating Scale

The purpose of the teacher checklist is to look for a preponderance of evidence that the student exhibits the mentioned characteristics at least “frequently.” Look at how many 3’s and 4’s the student earned out of 15 identifiers on the teacher Academic Rating Scale. The conversion is below:

Total NumberScale Score

of 3’s or 4’sfor Matrix

155

144

12 – 133

10 – 112

91

8 or fewer0

If you have two teachers scoring it would be the number out of 30. If a teacher scores DK, then you will figure the percentage from how many 3’s and 4’s were scored out of the total. Example: two teachers’ total was 20 (3’s and 4’s) out of 30 = 67%. Refer to chart below for Matrix Score:

Percent Scale Score

Of 3’s or 4’sfor Matrix

100%5

88% - 99%4

75% - 87%3

62% - 74%2

55% - 61%1

Less than 55%0

Approved Screening Instruments for

G/T Identification

(updated versions of these instruments may be used as they become available)

General Intellectual Ability

Cognitive Abilities Test (CogAT)

Grades:K-12

Authors:Robert L. Thorndike and Elizabeth P. Hagen

Publisher:The Riverside Publishing Company

Gifted and Talented Evaluation Scales (GATES)

Ages:5-18

Authors: James E. Gilliam, Betsy O. Carpenter, and Janis R. Christensen

Publisher:PRO-ED

Kaufman Assessment Battery for Children (K-ABC)

Ages:2-5 to 12-5

Authors:Alan S. Kaufman and Nadeen L. Kaufman

Publisher:American Guidance Service

Naglieri Nonverbal Abilities Test

Ages:5-17

Author:Jack A. Naglieri

Publisher:The Psychological Corporation

Otis-Lennon School Ability Test (OLSAT)

Grades:1-12

Authors:Arthur S. Lennon and Roger T. Lennon


Preliminary Scholastic Aptitude Test

Grade:11

Author/Publisher: The College Board

Raven's Progressive Matrices

Ages: 5-11

Author: J.C. Raven

Publisher: Harcourt Brace

Screening Assessment for Gifted Elementary Students (SAGES)

Ages:7-0 to 12-11

Authors:Susan K. Johnsen and Anne Corn

Publisher: PRO-ED

Screening Assessment for Gifted Elementary Students - Primary (SAGES-P) (reasoning section)

Grades:K-3

Ages: 5-8

Authors:Susan K. Johnsen and Anne L. Corn

Publisher:PRO-ED

Scholastic Aptitude Test

Grade:12

Author/Publisher: The College Board

Stanford-Binet Intelligence Scale (Fourth Edition)

Ages:2 to Adult

Authors:Robert L. Thorndike, Elizabeth P. Hagen, and Jerome P. Sattler

Publisher:The Riverside Publishing Company

Test of Cognitive Skills

Grades:2-12

Author/

Publisher:CTB/McGraw-Hill

Test of Nonverbal Intelligence (TONI-3)

Ages:6-0 through 89-11

Authors:Linda Brown, Rita J. Sherbenou, and Susan K. Johnsen

Publisher:PRO-ED

Wechsler Adult Intelligence Scle-Revised (WAIS-R)

Ages:16-74

Author:David Wechsler


Wechsler Intelligence Scale for Children-Revised (WISC-R)

Ages:6-16

Author:David Weshsler


Specific Subject Matter Aptitude

California Achievement Test E&F

Grades:K.0 - 12.9

Author/Publisher: CTB/McGraw-Hill

CIRCUS

Grades:Nursery school to 3.5

Author/Publisher: Educational Testing Service; CTB/McGraw-Hill

El Circo

Ages:4-6



Ages:5-18


Publisher:PRO-ED

Iowa Test of Basic Skills (ITBS)

Grades:K-9

Authors:A.N. Hieronymus, H.D. Hoover, and E.F. Lindquist

Publisher:The Riverside Publishing Co.

Kaufman Test of Educational Achievement (K-TEA)

Grades:1-12

Authors:Alan S. Kaufman and Nadeen L. Kaufman


Key Math Revised:A Diagnostic Inventory of Essential Mathematics

Grades:K-9

Author:Austin J. Connolly


Math Evaluation (wholistically-scored product)

Grades:K-12

Authors:ECISD Staff

Metropolitan Achievement Tests, Sixth Edition (MAT6) Assessment System

Grades:K-12

Authors for Survey Battery: George A. Prescott, Irving H. Balow, Thomas P. Hogan, and Roger C. Farr


Orleans-Hanna Algebra Prognosis Test-Revised

Grades:7-Adult

Authors:Gerald S. Hanna and Joseph B. Orleans


Portfolio of Student Work

Grades:K-12

Authors: ECISD Staff

Screening Assessment for Gifted Elementary Students - Primary (SAGES-P) (knowledge section)

Grades:K-3

Ages: 5-8

Authors:Susan K. Johnsen and Anne L. Corn

Publisher:PRO-ED

Stanford Achievement Test, Seventh Edition

Grades:K.0-12.9

Authors:Eric F. Gardner, Richard Madden, Herbert C. Rudman, Bjorn Karlsen,

Jack C. Merwin, Robert Callis, Cathy S. Collins


SRA Achievement Series

Grades:K-12

Authors:Robert A. Naslund, Louis P. Thorpe, D. Welty Lefever

Publisher: Science Research Associates, Inc.

Sequential Tests of Educational Progress (STEP)

Grades:3.5-12.9


Tests of Achievement and Proficiency (TAP)

Grades:9-12

Authors:Dale P. Scannell, Oscar M. Haugh, Alvin H. Schild, Gilbert Ulmer

Publisher:The Riverside Publishing Co.

Test of Language Development (TOLD-P; TOLD-I)

Ages:4-0 to 8-11; 8-6 to 12-11

Authors:Phyllis L. Newcomer and Donald D. Hammill

Publisher:PRO-ED

Test of Written Language (TOWL-2)

Grades:2-12

Authors:Donald D. Hammill and Stephen C. Larsen

Publisher:PRO-ED

Woodcock-Johnson Psycho-Educational Battery - Part II - Revised

Ages:3 to 80

Authors:Richard W. Woodcock and Mary Bonner Johnson

Publisher:DLM Teaching Resources

Woodcock Spanish Psycho-Educational Battery

Ages:3-0 to 19-11

Author: Richard W. Woodcock


Woodcock Reading Mastery - Revised

Ages:5-0 to Adult

Author:Richard W. Woodcock


Creativity

Preschool Talent Checklists - Creative

Ages:5-6

Author:Merle B. Karnes

Publisher:Institute for Child Behavior and Development

University of Illinois


Ages:5-18


Publisher:PRO-ED

Scale for Rating Behavioral Characteristics of Superior Students - Creativity

Ages:7-18

Authors:Joseph S. Renzulli and Robert K. Hartman

Torrance Tests of Creative Thinking: TTCT

Figural and Verbal

Ages:K-Adult

Author:E. Paul Torrance

Publisher:Scholastic Testing Service, Inc.

Motivation

Scale for Rating Behavioral Characteristics of Superior Students - Motivation

Ages:7-18


School Attitude Measure (SAM)

Grades:K-12

Author:John W. Wick

Publisher:American Testronics

Leadership Ability

Adaptive Behavior Inventory for Children (ABIC)

Ages:5-11

Authors:Jane R. Mercer and June F. Lewis


Child Behavior Checklist

Ages:4-18

Authors:Thomas M. Achenbach and Craig Edebrock

Publisher:Thomas Achenbach


Ages:5-18


Publisher:PRO-ED

Myers-Briggs Type Indicator

Grades:9-16 and Adult

Authors:Katharine C. Briggs and Isabel Briggs Myers

Publisher:Consulting Psychologists Press, Inc.

Piers-Harris Children's Self-Concept Scale

Grades:4-12

Authors:Ellen V. Piers and Dale B. Harris

Publisher:Western Psychological Services

Scale for Rating Behavior Characteristics of Superior Students - Leadership

Ages:7-18


Tennessee Self Concept Scale

Ages:12+

Author:William H. Fitts

Publisher:Western Psychological Services

Vineland Adaptive Behavior Scales

Ages:Birth to 18-11

Authors:Sara S. Sparrow, David A. Balla, Domenic V. Cicchetti


INTERNET WEB SITES

American Association for Gifted Children at Duke University

http://www.aagc.org/index.html

Austega

http://www.austega.com/gifted/

This is an Australian web site dedicated to parents and teachers faced with the joy and anguish of gifted children.

The Center for Critical Thinking at Sonoma State University

http://www.criticalthinking.org

Duke University Talent Identification Program

http://www.tip.duke.edu/

ERIC Clearinghouse on Disabilities and Gifted Education

http://ericec.org/

Gifted and Talented (TAG) Resources Home Page

http://www.eskimo.com/~user/kids.html

GIFTED-CHILDREN.COM

http://www.gifted-children.com/

Annual $10 membership fee. This used to be "Gifted Children Monthly"

Gifted Development Center

http://www.gifteddevelopment.com

Serves parents, schools, and advocacy groups with information about identification, assessment, counseling, learning styles, programs, presentations, and resources for gifted children and adults.

GT World

http://www.gtworld.org

This on-line support community for parents of gifted and talented children offers a definitions list, collection of G/T links, articles, testing information, and mailing lists. It welcomes anyone who is interested in nurturing gifted and talented children.

Hoagies' Gifted Education Page

http://www.hoagiesgifted.org/

Latest research on parenting and educating gifted children.

Jacob K. Javits Gifted & Talented Students Education Program

http://www.ed.gov/offices/OESE/Javits/

KidSource Online

http://www.kidsource.com/kidsource/pages/ed.gifted.html

When a child is gifted or talented, parents and educators are faced with many issues and challenges. These articles and digests provide ideas, guidance and activities for both parents and educators of gifted students.

Mensa

http://www.mensa.org//

National Association for Gifted Children

http://www.nagc.org

This is the national association for gifted, similar to the state organization, TAGT.

The National Conference of Governors' Schools

http://www-pgss.mcs.cmu.edu/ncogs

National Excellence: A Case for Developing America's Talent

http://www.ed.gov/pubs/DevTalent/

National Research Center on Gifted and Talented at the University of Connecticut

http://www.ucc.uconn.edu/~wwwgt/nrcgt.html

Outstanding Books for the College Bound

http://www.ala.org/yalsa/booklists/obcb/

This list, by the Young Adult Services Association of the American Library Association provides reading guidance for college bound students and others seeking opportunities for independent and lifelong learning. The list is divided into 5 categories: fiction, nonfiction, biography, drama, and poetry.

Parent Website links from UConn

http://www.gifted.uconn.edu/parentws.html

Neag Center for Gifted Education and Talent Development offers some excellent links to other web sites.

The Rhode Island State Advisory Committee on Gifted and Talented Education

http://www.ri.net/gifted_talented/rhode.html

This site has listed the best web sources for parents.

Texas Association for the Gifted and Talented

http://www.txgifted.org/

The TAGT mission is to promote awareness of the unique social, emotional and intellectual needs of gifted/talented students and to impact the development of appropriate educational services to meet these needs.

Texas Education Agency, Division of Advanced Academic Serviceshttp://www.tea.state.tx.us/gted/

This is the division at TEA that governs gifted education in Texas.

Texas State Plan for the Education of Gifted/Talented Students, TEA, 1996.

http://www.swopnet.com/ed/TEA/Tx_State_Plan.html

World Council for Gifted and Talented Children

http://www.WorldGifted.org/

Mission is to focus world attention on gifted and talented children and ensure the realization of their valuable potential to the benefit of humankind.

SPECIAL PROGRAMSEHBB

GIFTED AND TALENTED STUDENTS (LEGAL)



3 In-school, and when possible, out-of-school options relevant to the student’s area of strength that are available during the school year.

4 Opportunities to accelerate in areas of strength.

19 TAC 89.3

Note:See DMA(LEGAL) for training requirements for teachers of GIFTED AND TALENTED EDUCATION.

DATE ISSUED: 2/5/2001

UPDATE 65

EHBB (LEGAL)-P 2 OF 2


GIFTED AND TALENTED STUDENTS (LOCAL)

NOMINATION/REFERRAL Students may be nominated/referred for the gifted and talented program at any time by teachers, counselors, parents, or other interested persons.

SCREENING AND IDENTIFICATION PROCESS The District shall provide assessment opportunities to complete the screening and identification process for nominated/referred students at least once per school year.

PARENTAL CONSENT The District shall obtain written parental consent before any special testing or individual assessment is conducted as part of the screening and identification process. All student information collected during the screening and identification process shall be an educational record, subject to the protections set out in policies at FL.

IDENTIFICATION CRITERIA The Board-approved program for the gifted and talented shall establish criteria to identify gifted and talented students. The criteria shall be specific to the state definition of gifted and talented and shall ensure the fair assessment of students with special needs, such as the culturally different, the economically disadvantaged, and students with disabilities.

ASSESSMENTS Data collected through both objective and subjective assessments shall be measured against the criteria approved by the Board to determine individual eligibility for the program. Assessment tools may include, but are not limited to, the following: achievement tests, intelligence tests, creativity tests, behavioral checklists completed by teachers and parents, student/parent conferences, and available student work products.

SELECTION A selection committee shall evaluate each nominated/referred student according to the established criteria and shall identify those students for whom placement in the gifted and talented program is the most appropriate educational setting. The committee shall be composed of at least three professional educators who have received training in the nature and needs of gifted students, as required by law, and shall be established at each campus.

NOTIFICATION The District shall provide written notification to parents of students who qualify for services through the District’s gifted and talented program. Participation in any program or services provided for gifted students shall be voluntary, and the District shall obtain written permission from the parents before placing a student in a gifted program.

NO REASSESSMENT The District shall not perform routine reassessments.

TRANSFER STUDENTS INTERDISTRICT When a student identified as gifted by a previous school district enrolls in the District, the District shall place the student in the District’s program for gifted and talented students if the student’s records show that the student meets the District criteria for the gifted and talented program.

If the student does not meet the District criteria for the gifted and talented program based on previous records, or if no records are received, the student shall be placed provisionally in the District’s program for gifted and talented students for one grading period.

At the end of the grading period, the selection committee shall review the student’s records to determine if placement in the District’s program for gifted and talented students is appropriate or if additional testing is necessary to determine continued eligibility for the program.

[See FDD(LEGAL) for information regarding transfer students and the Interstate Compact on Educational Opportunities for Military Children]

INTRADISTRICT A student who transfers from one campus in the District to the same grade level at another District campus shall continue to receive services in the District’s gifted and talented program.

FURLOUGHS The District may place on a furlough any student who is unable to maintain satisfactory performance or whose educational needs are not being met within the structure of the gifted and talented program. A furlough may be initiated by the District, the parent, or the student.

In accordance with administrative regulations, a furlough shall be granted for specified reasons and for a specified period of time. At the end of a furlough, the student may reenter the gifted program, be placed on another furlough, or be exited from the program.

EXIT PROVISIONS The District shall monitor student performance in the program. If at any time the selection committee determines it is in the best interest of the student and his or her educational needs, the committee may exit a student from the program. If a student or parent requests removal from the program, the selection committee shall meet with the parent and student before honoring the request.

APPEALS A parent or student may appeal any final decision of the selection committee regarding selection for or exit from the gifted program. Appeals shall be made first to the selection committee. Any subsequent appeals shall be made in accordance with FNG(LOCAL) beginning at Level Two.

PROGRAM EVALUATION The District shall annually evaluate the effectiveness of the District’s gifted program, and the results of the evaluation shall be used to modify and update the District and campus improvement plans. The District shall include parents in the evaluation process and shall share the information with Board members, administrators, teachers, counselors, students in the gifted and talented program, and the community.

COMMUNITY AWARENESS The District shall ensure that information about the District’s gifted and talented program is available to parents and community members and that they have an opportunity to develop an understanding of and support for the program.

DATE ISSUED: 5/27/2011ADOPTED

LDU 2011.01

EHBB (LOCAL)-X

PROFESSIONAL DEVELOPMENTDMA

REQUIRED STAFF DEVELOPMENT (LEGAL)

GIFTED AND TALENTED EDUCATION

The District shall ensure that:

Before assignment to the program for gifted students, teachers who provide instruction and services that are part of the program have a minimum of 30 hours of staff development that includes nature and needs of gifted/talented students, assessment of student needs, and curriculum and instruction for gifted students.

Teachers without the required training who provide instruction and services that are part of the gifted/talented program complete the 30-hour training requirement within one semester.

Teachers who provide instruction and services that are part of a program for gifted students receive a minimum of six hours annually of professional development in gifted education.

Administrators and counselors who have authority for program decisions have a minimum of six hours of professional development that includes nature and needs of gifted/talented students and program options.

19 TAC 89.2


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SPECIAL PROGRAMS EHBB


The District shall establish a process for identifying and serving

gifted and talented students and shall establish a program for

those students in each grade level. The District may establish a

shared services arrangement with other districts. Education Code

29.122

“Gifted and talented student” means a child or youth who performs

at or shows the potential for performing at a remarkably high level

of accomplishment when compared to others of the same age,

experience, or environment and who exhibits high performance

capability in an intellectual, creative, or artistic area, possesses an

unusual capacity for leadership, or excels in a specific academic

field. Education Code 29.121

Students shall be identified as gifted/tal ented in accordance with a

written policy that includes:

1. Provisions for ongoing screening and selection of students

who perform or show potential for performing at remarkably

high levels of accomplishment in the areas defined in

Education Code 29.121.

2. Assessment measures collected from multiple sources

according to each area defined in the Texas State Plan for the

Education of Gifted/Talented Students.

3. Data and procedures designed to ensure that students from

all populations in the District have access to assessment and,

if identified, to services provided for the gifted/talented

program.

4. Provisions for final selection of students to be made by a

committee of at least three local District educators who have

received training in the nature and needs of gifte d students.

5. Provisions regarding furloughs, reassessment, exiting of

students from program services, transfer students, and

appeals of District decisions regarding program placement.

19 TAC 89.1

The District shall provide an array of learning opportunities for

gifted/talented students in kindergarten through grade 12 and shall

inform parents of the opportunities. Options shall include:

1. Instructional and organizational patterns that enable identified

students to work together as a group, to work with other

students, and to work independently.

2. A continuum of learning experiences that leads to the

development of advanced -level products and performances.

DEFINITION

IDENTIFICATION

LEARNING

OPPORTUNITIES

East Central ISD

015911

SPECIAL PROGRAMS

EHBB

GIFTED AND TALENTED STUDENTS

(LEGAL)

The District shall establish a process for identifying and serving gifted and talented students and shall establish a program for those students in each grade level. The District may establish a shared services arrangement with other districts. Education Code 29.122

DEFINITION

“Gifted and talented student” means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who exhibits high performance capability in an intellectual, creative, or artistic area, possesses an unusual capacity for leadership, or excels in a specific academic field. Education Code 29.121

IDENTIFICATION

Students shall be identified as gifted/talented in accordance with a written policy that includes:

Provisions for ongoing screening and selection of students who perform or show potential for performing at remarkably high levels of accomplishment in the areas defined in Education Code 29.121.

Assessment measures collected from multiple sources according to each area defined in the Texas State Plan for the Education of Gifted/Talented Students.

Data and procedures designed to ensure that students from all populations in the District have access to assessment and, if identified, to services provided for the gifted/talented program.

Provisions for final selection of students to be made by a committee of at least three local District educators who have received training in the nature and needs of gifted students.

Provisions regarding furloughs, reassessment, exiting of students from program services, transfer students, and appeals of District decisions regarding program placement.

19 TAC 89.1

LEARNING OPPORTUNITIES

The District shall provide an array of learning opportunities for gifted/talented students in kindergarten through grade 12 and shall inform parents of the opportunities. Options shall include:

Instructional and organizational patterns that enable identified students to work together as a group, to work with other students, and to work independently.

A continuum of learning experiences that leads to the development of advanced-level products and performances.

In-school, and when possible, out-of-school options relevant to the student’s area of strength that are available during the school year.

Opportunities to accelerate in areas of strength.

19 TAC 89.3

Note:See DMA(LEGAL) for training requirements for teachers of GIFTED AND TALENTED EDUCATION.


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