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Elementary Advanced Academics

Program Handbook

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Table of Contents

I. Advanced Academics Overview……………………………………….………………..……..3

II. Program Design ................................................................................................................. 6

III. Identification Process:………………………………………………......................................7

IV. Roles and Responsibilities of Stakeholders .................................................................... 15

V. Resources ........................................................................................................................ 18

VI. Exhibits: Charter, Policy, and Forms………………………………………………..………..21

SectionI:IntroductionandOverview

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Introduction and Overview

The Texas State Plan for the Education of Gifted and Talented Students (State Plan, 2009) was adopted by the Texas Legislature and mandates that all school districts must identify and serve G/T students. The state goal adopted by the State Board of Education for services for gifted and talented students:

“Students who participate in services designed for gifted/talented 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 serves will have produced products and performances of professional quality as part of their program services.”

What is the purpose of this handbook?

This handbook describes the Advanced Academic program utilized for Gifted and Talented (GT) students in DISD grades K-5.

What guides the Advanced Academic Program in DISD?

Advanced Academic programming in DISD uses a mission, guiding principles and target skills to align curriculum and program objectives to offer support for students in accordance with the Texas State Plan for Gifted Education.

Mission:

Decatur ISD meets the State Plan and strives to develop students of character who are inspired and equipped for high academic excellence at local, state, and national levels. As students matriculate, they will produce sophisticated meaningful products in preparation for higher education success.

Guiding Principles:

• The Advanced Academics program is an open system that includes processes for identifying gifted and talented, high-achieving, and self-selecting students.

• Advanced Academic programming standards are based on the Texas Essential Knowledge and Skills (TEKS), Texas State Plan for the Education of Gifted/Talented Students, and the Texas Performance Standards Project (TPSP), which provides a framework for project-based learning with measurable student outcomes.

• Advanced Academic programming reflects targeted instruction of learners based on their academic strength area(s).

• Advanced Academic instruction provides strategies and structures that support critical and creative thinking, problem-solving, and development of sophisticated products.


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Targeted Skills:

Advanced Academics will focus on the enrichment of specific skills and experiences that allow for high levels of success and academic achievement as well as character development. Decatur ISD Advanced Academics Standards (Primary) I. DEVELOPING AND IMPLEMENTING A RESEARCH PLAN A. Development of Questions Develops, refines and clarifies sophisticated, open-ended questions about a topic that involves the student and the world around him B. Sources of Information Uses a variety of relevant resources in various formats that span multiple perspectives and deal with advanced content to address the research question(s) C. Collection of Data Uses the tools and techniques of the discipline to gather and record data and to answer research question(s) from multiple perspectives D. Analysis and Interpretation of Data Makes connections across time, locations, cultures, and disciplines while applying critical thinking skills to organize and use information II. PRESENTATION OF LEARNING A. Product Creates a product that includes the purpose of the research and thorough data analysis supported by relevant details using one or more formats appropriate for the discipline B. Communication Uses the language of the discipline to convey learning and relate it to everyday situations while addressing an audience Decatur ISD Advanced Academics Standards (Intermediate) I. DEVELOPING AND IMPLEMENTING A RESEARCH PLAN: RESEARCH PROCESS A. Development of Questions Develops, refines, and clarifies provocative, open-ended questions about topic/problem(s), such that knowledge/skills of discipline can be extended to variety of new contexts B. Research Methodology Follows discipline-based research plan or model, and demonstrates understanding of how professional or practitioner in discipline would work C. Sources of Information Uses advanced processes to access full range of relevant sources in various formats D. Collection of Data Selects discipline-specific tools/techniques to gather, record, organize, and document data E. Analysis and Interpretation of Data Uses advanced processes to mine data for connections across time, location, cultures, and disciplines; evaluate the relevance, reliability, and validity of information; and grapple with ambiguous or conflicting data


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F. Multiple Perspectives Demonstrates an acceptance of others’ rights to their perspectives; and may reevaluate his/her viewpoint in light of others’ thinking II. PRESENTATION OF LEARNING: PRODUCT AND COMMUNICATION A. Organization Develops organized, sound product that evidences planning, reasoning, clarity of expression, and support of assertions with relevant details B. Depth of Understanding Notes several significant connections, patterns, and trends when presented with new information; identifies relationships among them; and displays well-beyond-grade-level understanding of underlying themes/principles of discipline C. Impact Extends knowledge/skills of discipline to understand variety of new contexts; and generates unique, plausible solutions to answer questions or solve problems D. Delivery Uses highly effective communication techniques, including data to support assertions; clear, pertinent examples; and easy-to-follow reasoning E. Vocabulary of Disciplinarian Uses vocabulary of discipline and communicates growing awareness of relationship between discipline and self

SectionII:ProgramDesign

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How is the program designed for gifted and talented students in grades K-5? The Advanced Academics Program provides a comprehensive array of services for identified gifted students (K-12) in all four core content areas (language arts, math, science, and social studies), which is designed to reinforce the strengths, needs, and interests of gifted and talented students.

The Advanced Academics elementary curriculum is founded in the Texas Performance Standards Project developed through the Texas Education Agency. The curriculum aligns with the grade level standards and focuses on planned experiences in project based learning.

Kindergarten

• Differentiated instruction in the general education classroom by teacher who has a minimum of 30 hours of Gifted and Talented training

• All kindergarten students can be nominated for gifted and talented services.

• All identification services will be completed for Kindergarten students by March 1st.

Grades 1-2

• Students are clustered in general education classroom (3-5 students)

• Identified students receive pull-out instruction for 2.5-3 hours a week with the Advanced Academics Teacher.

• General classroom teacher has minimum of 30 hours of Gifted and Talented training

Grades 3-5

• Students are clustered in general education classroom (3-5 students)

• Identified students receive pull-out instruction for 2.5-3 hours a week with the Advanced Academics Teacher.

• General classroom teacher has minimum of 30 hours of Gifted and Talented training

• The term “pull-out” refers to the practice of pulling students from general education class for enrichment instruction.

• Students will be held accountable for information missed, but do not have to complete make-up work for material missed in general education classroom.

• The content of the enrichment instruction aligns with academic instruction occurring in the general education classroom.

• If problems occur due to the missed general education instruction, a probationary or furlough placement of the student will be considered after reviewing the most current data.

SectionIII:IdentificationProcess

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Identification Overview

In accordance with the Texas State Plan for the Education of Gifted/Talented Students (2009), identification of academically gifted students is a comprehensive three-step process, which includes:

Entry into Advanced Academic Program

What are the steps to becoming identified as GT?

Nomination/Referral

• Any student may be referred from parents, teachers, or other faculty or staff once a year.

• Communication home outlining testing timelines (see exhibit #6)

• A completed parent recommendation form must be submitted (See Exhibit #5)

• A completed teacher recommendation form may be submitted with parent consent. (See Exhibit #7)

Screening/Identification

• Parent permission to test (See Exhibit #7)

• Assessment tools may include but are not limited to:

• Standardized Abilities Test • Standardized Achievement Test • Student

Performance/Characteristics/ Observation Checklist

Selection/Placement

• According to state guidelines, all placement decisions are made by the campus Advanced Academic Placement Committee

• No single individual can make a placement decision

Nomination/Referral

ScreeningandIdentificaitonSelection


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• Committee members included: Campus Administrator, AA Coordinator, and counselor

• Student whom meet DISD Identification are recommended for participation

• Parents are notified of qualification (see Exhibit #8)

Transfer Students

• Students who transfer from within DISD will automatically continue to receive Advanced Academic services.

• Students new to DISD but participated in another gifted program are automatically referred for Advanced Academic screening upon enrollment.

• Transfer students of Military active duty served in a gifted program from previous district are automatically placed.

• If scores from comparable measures are available, they will be used in placement decisions.

• If comparable measures are not available, students will be rescreened using the district’s measures.

Identification Criteria

• Upon receiving nominations of students, the counselor will develop and maintain a file for collecting screening data and appropriate consent forms.

• Data will be collected from the following instruments as needed for screening students

for placement in the GT Program:

a) An aptitude test of: N-NAT (Naglieri Non-Verbal Intelligence Test), COGAT (grades K-12) or Kaufman Brief Intelligence Test–2 (grades K-12) or comparable group measure as deemed necessary by the selection committee. Aptitude testing must include verbal, non-verbal and quantitative.

b) Iowa Test of Basic Skills or comparable nationally–normed achievement test. c) The criteria scale to ensure that both aptitude and achievement score are used for

qualification are as follows: IQ: 128 & up 120-127

Achievement: 83 – 87 85 – 89

Creativity: 65-75 85

d) Subjective areas including: Parent questionnaire with additional information submitted by parents, and teacher-rating scale with additional information submitted by teachers.

e) K-6 Torrance Test of Creative Thinking


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• Nationally-normed test scores are valid for two (2) years and are used for placement consideration for two (2) years before re-testing unless directed by the Advanced Academics Campus Selection Committee. If a student is nominated during a time that the nationally-normed test scores are still valid, the Advanced Academics Campus Selection Committee will meet to determine if further screening is necessary.

• Confidentiality will be assured regarding the rights and privacy of the individual according to the legal standards. Information collected by the Advanced Academics Selection Committee will be available to school professionals as needed for educational purposes.

• Each campus must use the procedures and instruments as outlined above. • Written consent from the parent or guardian will be required for any testing or screening

that is not administered to all students at a particular grade level.

ACCEPTABLE TESTS

*Acceptable ability test may include:

• CoGAT (Cognitive Abilities Test) • TCS (Test of Cognitive Skills) • OLSat (Otis Lennon School Ability Test) • S-B (Stanford Binet Intelligence Test) • WISC R (Wechsler Intelligence Scale for Children Revised) • K-ABC (Kaufman Assessment Battery for Children) • KBIT-2 (Kaufman Brief Intelligence Test-2) • Sages 2(Aptitude Portion) and, • Naglieri Non Verbal Intelligence Test • Other ability test must be approved by the Campus Screening and Selection Committee

prior to use.

** Acceptable achievement test may include:

• ITBS (Iowa Test of Basic Skills) • CTBS (California Test of Basic Skills) • Mat (Metropolitan Achievement Test) • Stanford Diagnostic Reading Test • Stanford Diagnostic Math Test • Stanford Achievement Test • Other achievement test must be approved by the Campus Screening and Selection

Committee prior to use. *** Acceptable creativity test: Torrance Test of Creative Thinking

Grade Level Acceleration-This section could change according to HB5

What if a student wishes to academically accelerate passed their enrolled grade?

A parental request to the district Advanced Academic Coordinator must be made for a student to grade skip, or accelerate passed their enrolled grade.


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• A student must take 4 content level exams (Math, Science, English, Reading) for the grade the student wishes to skip

• A student must score above 80% on all FOUR tests in order to be considered • These tests must occur before instruction begins in grades 1-5 in the specified

dates as outlined by the State Board of Education • Students in Kindergarten may request during the testing window but must be

enrolled in the district before testing begins

Single Subject Acceleration

Elementary students are not eligible for single subject acceleration. The Advanced Academics Coordinator will work with classroom teachers to facilitate advanced lessons for students on an as needed basis.

What happens if a student shows academic need for intervention or is not producing in the program?

For various reasons, a student may have a difficult time performing at a satisfactory level in the Advanced Academics program. The options outlined describe how a campus ensures a student is in the correct place for academic achievement.

Probation The purpose of a probationary period is to provide the student an opportunity improve performance or strengthen his/her emotional well-being. A probationary period is for a specified amount of time, not to exceed 6 school weeks. A probationary period may be

•Providestimeforimprovment•Doesnotlastformorethansixweeks•UsuallystudentcontinuesinAdvancedAcademicpullout

Probation

•RemovesstudentfromAdvancedAcademicpullout•Allowsforspecificamountoftimeawayfromserviceswithoutbeingexitedfromtheprogram

Furlough

•AdvancedAcademicPlacementcommittemustreviewdata•Removalfromprogramifconsideredinthebesteducationalinterestofthestudent

Exit


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requested by a student, parent, classroom teacher, counselor, or Advanced Academic Interventionist. (See exhibits #9-10)

What is used to determine probation?

• Classroom data (e.g. test scores, grades, attendance) indicates that the child is in danger of falling below grade-level expectations

• Advanced Academic program data from student performance during pull-out class time is unsatisfactory

• Emotional stress or other personal situations

During a probationary period, a student will continue to receive Advanced Academic services unless:

• Academic intervention is needed • Counseling services are needed • Parent’s request a short leave of absence from Advanced Academic Services

At the end of the probationary period, if conditions have been met, the student will continue receiving Advanced Academic services. If conditions have not been met, then the student may be considered for furlough or exit.

Furlough

In extenuating circumstances, it may be determined to be in the best interest of the student to remove him/her from the Advanced Academics program for a pre-determined length of time, without actually exiting the student from the program. Furloughs may be granted for up to one school year without affecting the student’s placement in the Advanced Academics program. A furlough period may be requested by a student, parent, classroom teacher, counselor, or Advanced Academic Specialist. (see exhibits #11-12)

The Advanced Academics Placement Committee will meet and review the following to determine length of furlough:

• Classroom data (e.g. test scores, grades, attendance) indicates that the child is in danger of falling below grade-level expectations

• Advanced Academic program data from student performance during pull-out class time • Emotional stress or other personal situations • Conditions of probationary period not met

At the end of the furlough, the student’s progress shall be reassessed and the student may either re-enter the Advanced Academics program or be exited from the Advanced Academics program.

Exit

If a student consistently has difficulty in the Advanced Academics program, he/she may be exited from the program, if it is in the student’s best interest. An exit may be requested by a student, parent, classroom teacher, counselor, or Advanced Academic Specialist. (see exhibit #13)


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The Advanced Academics Placement Committee will meet and review the following to determine if an exit from the program is needed:

• Documented student interventions • Conferences with parent, student, and classroom teacher • Student/parent does not want to re-enter program at the end of a furlough period

Students who exit Advanced Academics and wish to re-enter the program must re-qualify for program placement.

What is the appeal process at the campus and district level?

Campus Level Appeal Process

Con

ContacttheAdvancedAcademicCoordinatortorequestaconferencetoreviewandclarify

data

Parentissatisfiedafterreviewingdata,nofurtherstepsneeded

Ifconcernsstillexist,completeaRequestofReconsiderationform(Exhibit#14)tocampuscounselor

within5workingdaysafterrecommendationshavebeen

communicated.

AdvancedAcademicsPlacementCommitteemaintainsoriginalplacementdecision

AdvancedAcademicsPlacementCommitteecanrequestfurtherdatafor

review

**AccordingtostatelawandTEAguidelines,the

principaldoesnothavetheauthorityto

overturnthePlacement

ParentisnotifiedofcampusAdvancedAcademicPlacementCommittee’s

Decision

CounselorcontactsCampusAdvancedAcademics

PlacementCommitteewithin10workingdaysofthe

reconsiderationbeingfiled.

SectionIV:RolesandResponsibilities

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Roles and Responsibilities

What are the roles and responsibilities of stakeholders?

All stakeholders have roles and responsibilities in creating and encouraging a culture of high academic success for students. Each individual plays a different role and has various responsibilities.

What is the role of the Advanced Academic Coordinator?

• Advocate for the high achievement of all students

• Design a gifted and talented elementary curriculum that is vertically aligned to grade level standards, using a thematic approach, that includes an identified skills continuum, appropriate resources, and instructional strategies that challenge high ability students

• Deliver curriculum in small group settings and teacher modeled lessons in classroom (with follow-up extensions), using strategies recognized as effective for gifted/talented students

• Serve as a resource person for classroom teachers, especially by suggesting and providing resources for open ended, higher level thinking; assisting with lesson planning and working with students needing specialized extension of curriculum to ensure high student achievement on all district, state and national measures

• Review available performance data to determine instructional needs for identified students

• Promote parental and community understanding of and involvement in the gifted/talented program

• Differentiate for high achieving students when appropriate • Nominate and refer students for gifted and talented testing that show high achievement

and or aptitude

• Facilitate teacher aspect of testing process

• Understand the social and emotional needs of high achieving students

• Develop and provide leadership of district’s Advanced Academic program • Ensure compliance with all federal, state, and local laws regarding program

• Support campus needs for creating culture of achievement

• Respond to program related questions and concerns from parents, students, staff, and other community members

Campus Administration:

• Encourage parents, teachers, and students to nominate high achieving students • Require the academic needs of high achieving students be met in day to day instruction

• Serve on campus placement committee

• Maintain 6 hr. update


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General Education Classroom Teachers:

• Work with Advanced Academic Coordinator to provide differentiated learning opportunities for gifted students

• Provide students with all materials and explanations needed to understand missed concepts while participating in pull-out services.

o Provide students with class notes, practice problems, vocabulary instruction, etc.

o Practice concept understanding and mastery with students, but do not require students to complete daily assignments for classroom grades.

Students

• Students will be held responsible for knowing content missed while participating in pull-out GT services.

• Students will be held responsible for ongoing general classroom projects and checkpoints.

• Students will be held responsible for formative and summative assessments in the general classroom.

• Students will not be held responsible for missed daily assignments in the general education classroom while participating in pull out GT services.


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SectionV:Resources

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What a Gifted Child Needs From Parents

Adapted from Carol Nathan

1. Acceptance: Parents must accept their gifted child as he is. The child needs to be accepted for his own sake as a child, and not because he brings prestige to his parents by his achievements.

2. Parents need to help the gifted child accept herself. Usually she is well aware that she achieves in a superior fashion to her age-mates in some areas. It is frustrating and discouraging to try to make her believe that she is average. The gifted child should be allowed to recognize and accept her assets as well as her limitations.

3. Parents need to help their gifted child win acceptance from others without sacrificing his individuality or ruining his special attributes through an enforced conformity. Parents should not overemphasize conformity or teach a child to play down his special gifts in order to be “popular” with his peer group.

4. Parents need to understand, too, that some of the problems that often disturb the gifted child – loneliness, differentness, concern over destiny and death, intellectual development being out of synchrony with their physical or emotional development, frustrations over school and its “work” – often respond to open discussion with a mature and understanding adult.

5. Parents need to take time to discuss, stimulate, and to listen. They also need to take time to interact with the child as a child. Relax, and enjoy her!

6. Parents should read about giftedness and participate in organizations to learn about their gifted child and his special needs and opportunities. TAGT (Texas Association of Gifted and Talented) has a parent association you can join. See their website at www.txgifted.org. Meet your child’s teachers, principals, counselor, and visit his/her Advanced Academics class.

SectionV:Resources

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Resources for the Emotional Needs of Gifted Students:

Over-Excitabilities-when a gifted person has extremes of emotions or a heightened sense of right and wrong, of injustice, physical response of emotions

Websites:

o Dabrowski's Over-excitabilities, A Layman's Explanation o Overexcitability and the gifted

Book: o Living With Intensity: Understanding the Sensitivity, Excitability, and the

Emotional Development of Gifted Children, Adolescents, and Adults by Susan Daniels & Michael M. Piechowski

Perfectionism-when a gifted person has unrealistic expectations of self and others, can cause procrastination, high levels of stress, difficulty stopping something that is incomplete Websites:

o What's Wrong With Perfect? o Perfectionism and the Highly Gifted Child

Books: o Being Perfect by Anna Quindlin o Perfectionism: What's Bad About Being Too Good? by Miriam Adderholdt and

Jan Goldberg Underachievement-children who do not perform as well academically as they’ve shown the potential to do; there is a discrepancy between the child’s school performance and an abilities index; it is a learned behavior

Websites: o Parenting Strategies to Motivate Underachieving Gifted Students o http://print.ditd.org/EdGuild_PowerPoints/EdGuild_MotivationGiftedChild_11_11

_Teacher%20Presentation.pdf Books:

o Why Bright Kids Get Poor Grades And What You Can Do About It: A Six-Step Program for Parents and Teachers by Sylvia B. Rimm

o Bright Minds, Poor Grades: Understanding and Motivating Your Underachieving Child by Michael D. Whitley

Twice-exceptional- a gifted learner who also has a learning disability, ADD/ADHD, Websites:

o An Anomaly: Parenting a Twice Exceptional Girl o If Gifted = Asynchronous Development, then Gifted/Special Needs =

Asynchrony Squared o Meeting the Needs of Twice-Exceptional Children

SectionV:Resources

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Books: o Smart Kids with School Problems: Things to Know and Ways to Help by

Priscilla Vail (Gifted and LD) o Uniquely Gifted: Identifying and Meeting the Needs of Twice Exceptional

Students by Kiesa Kay and others

General Websites:

o SENG (Supporting the Educational Needs of the Gifted) http://www.sengifted.org/

o TAGT (Texas Association of Gifted and Talented) http://txgifted.org/ o Hoagie’s Gifted Education Page http://hoagiesgifted.org/ o http://www.tagfam.org/ o National Association for Gifted and Talented o Duke-the

Books on Giftedness:

o The Gifted Kid’s Survival Guide by Judy Galbraith o The Survival Guide for Parents of Gifted Kids: How to Understand, Live With,

and Stick Up for Your Gifted Child by Sally Yahnke Walker o Keys To Parenting the Gifted Child by Sylvia Rimm o Guiding the Gifted Child: A Practical Source for Parents and Teachers by

James T. Webb, Elizabeth Meckstroth, and Stephanie Tolan

SectionV:Exhibits

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EXHIBITS

Exhibit #1: Teacher Training Requirements

General classroom teachers that have gifted and talented students must follow the outlined training to meet the initial hours for gifted and talented training. Specific strands must be completed prior to instruction or within ONE SEMESTER of teaching assignment. Teachers that have completed the initial 30 hours of required training must maintain a 6 hour update annually. All DISD teachers should complete the 30 hour training and yearly 6 hour update. The 30-hour training includes the following required strands:

• 9 hours: Nature and Needs of Gifted Students (NN) with a combination of Social and Emotional Needs of Gifted Students (SE)

• 3 hours: Identification and Assessment of Gifted Students (IA) • 6 hours: Differentiation Strategies (DS) • 12 hours: Creativity and Instructional Strategies (CIS)

SectionV:Exhibits

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Exhibit #2: Board Policy for Achievement Testing

Decatur ISD 249905

Testing Programs

EK (LEGAL)

In addition to the state-administered assessment instruments, the District may adopt and administer criterion-referenced or norm-referenced assessment instruments, or both, at any grade level. A locally adopted norm-referenced assessment instrument must be economical, nationally recognized, and state-approved.

For purposes of this provision, “assessment instrument” means a District-commissioned achievement test, either nationally normed or criterion-referenced, that is group administered and reported publicly (such as to the Board) in the aggregate.

A company or organization scoring an assessment instrument shall send test results to the District for verification. The District shall have 90 days to verify the accuracy of test data and report the results to the Board.

The District shall follow procedures for test security and confidentiality set forth in 19 Administrative Code Chapter 101, Subchapter C. [See EKB]

Education Code 39.026, 39.032; 19 TAC 101.101

In any subject area for which a state assessment is administered, the District may not administer locally required assessments designed to prepare students for state assessments to any student on more than ten percent of the instructional days in any school year. A campus-level planning and decision-making committee may limit the administration of locally required assessments to ten percent or a lower percentage of the instructional days in any school year. This prohibition does not apply to the administration of college preparation assessments, advanced placement tests, international baccalaureate examinations, or state assessments. Education Code 39.0262

The following provisions apply only if the legislature appropriates funds for these purposes.

Each school year, and at state cost, the District shall administer an established, valid, reliable, and nationally norm-referenced preliminary college preparation assessment instrument:

1. To students in the spring of the eighth grade, for the purpose of diagnosing the academic strengths and deficiencies of students before entrance into high school; and

2. To students in the tenth grade, for the purpose of measuring a student's progress toward readiness for college and the workplace.

High school students, in the spring of the eleventh grade or during the twelfth grade, may select and take once, at state cost, one of the valid, reliable, and nationally norm-referenced

LOCAL ACHIEVEMENT TESTING

COLLEGE PREPARATION ASSESSMENTS

SectionV:Exhibits

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assessment instruments used by colleges and universities as part of their undergraduate admissions processes. A high school student is not prohibited from taking a test more than once, at the student’s own expense.

TEA shall:

1. Select and approve vendors of the specific assessment instruments administered under this section; and

2. Pay all fees associated with the administration of the assessment instrument, and the Commissioner shall reduce the total amount of state funds allocated to the District from any source in the same manner described for a reduction in allotments under Education Code 42.253.

Education Code 39.0261

The following provisions apply to a home-schooled student entitled under Education Code 25.001 to attend school in the District.

The District shall permit a home-schooled student to participate in an administration of the PSAT/NMSQT or a college advanced placement test offered by the District.

“Home-schooled student” means a student who predominantly receives instruction in a general elementary or secondary education program that is provided by the parent, or a person standing in parental authority, in or through the child’s home.

The District shall require a home-schooled student to pay the same fee to participate in such a test that a student enrolled in the District is required to pay.

The District shall post on an Internet Web site maintained by the District the date the PSAT/NMSQT will be administered and the date any college advanced placement tests will be administered. The notice must state that the PSAT/NMSQT or the advanced placement test is available for home-schooled students eligible to attend school in the District and describe the procedures for a home-schooled student to register for the test.

A district that does not maintain an Internet Web site must publish the notice in a newspaper in the District. If a newspaper is not published in the District, the District shall provide for the publication of notice in at least one newspaper in the county in which the District’s central administrative office is located.

The required notice must be posted or published at the same time and with the same frequency with which the information is provided to a student who attends a District school.

Education Code 29.916

HOME-SCHOOLED STUDENTS

FEES

NOTICE

SectionV:Exhibits

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Exhibit #3: Board Policy for Credit by Exam without Prior Instruction

EHDC (LOCAL)

Decatur ISD 249905

With Board approval, the District shall develop or purchase examinations for acceleration that thoroughly test the essential knowledge and skills for each primary school grade level and for credit for secondary school academic subjects.

The Board shall approve for each subject, to the extent available, at least four examinations that satisfy State Board of Education (SBOE) guidelines. The examinations approved by the Board must include:

3. Advanced placement examinations developed by the College Board; and

4. Examinations administered through the College-Level Examination Program.

The District shall develop procedures for kindergarten acceleration that are approved by the Board.

The District shall accelerate a student in grades 1–5 one grade level if the student meets the following requirements:

1. The student scores 80 percent or above on a criterion-referenced test for the grade level to be skipped in each of the following areas: language arts, mathematics, science, and social studies;

2. A District representative recommends that the student be accelerated; and

3. The student’s parent or guardian gives written approval of the acceleration.

The District shall administer each exam approved by the Board not fewer than four times each year, at times to be determined by the SBOE unless the exam’s administration date is established by an entity other than the District. The days need not be consecutive but shall be designed to meet the needs of all students. The dates must be publicized in the community.

The District may allow a student to accelerate at a time other than those described above by developing a cost-free option approved by the Board that allows students to demonstrate academic achievement or proficiency in a subject or grade level.

KINDERGARTEN– GRADE 5

ANNUAL ADMINISTRATION

LIMITATIONS ON TAKING EXAMINATIONS

SectionV:Exhibits

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A student may not attempt more than two times to receive credit for a particular subject on the basis of an examination for credit in that subject.

If a student fails to achieve the designated score on an applicable examination for a subject before the beginning of the school year in which the student would ordinarily be required to enroll in a course in that subject in accordance with the District’s prescribed course sequence, the student must satisfactorily complete the course to receive credit for the course.

The District shall not charge for examinations for acceleration. If a parent requests an alternative examination, the District may administer and recognize results of a test purchased by the parent or student from Texas Tech University or the University of Texas at Austin.

Education Code 28.023; 19 TAC 74.24

FEES

SectionV:Exhibits

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Exhibit #4: Board Policy for Special Programs

Gifted and Talented Students

EHBB (LOCAL)

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

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

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.

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.

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.

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

NOMINATION / REFERRAL

SCREENING AND IDENTIFICATION PROCESS

PARENTAL CONSENT

IDENTIFICATION CRITERIA

ASSESSMENTS

SELECTION

SectionV:Exhibits

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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.

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.

The District shall not perform routine reassessments.

When a student identified as gifted by a previous school district enrolls in the District, 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.

The selection committee shall make a determination within 30 calendar days of the student’s enrollment in the District and shall base the decision on the transferred records, observation reports of District teachers who instruct the student, and student and parent conferences.

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

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.

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.

NOTIFICATION

NO REASSESSMENT

TRANSFER STUDENTS

FURLOUGHS

EXIT PROVISIONS

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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.

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.

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.

APPEALS

PROGRAM EVALUATION

COMMUNITY AWARENESS

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Exhibit #5: Elementary Identification Form

Elementary Parent Nomination Form for DISD-Gifted Program

Directions: Please print. Please make one check mark after each of the 15 questions below, based on your opinion of which choices best describe your child. Give additional information as needed. When you have completed the form, please return it to your child’s teacher by the date requested.

Child’s Name ______________________________ Birthdate _________________________

School ___________________________________ Grade ___________________________

CRITERIA NOT AT ALL SOME TIMES

OFTEN VERY OFTEN

1. Does your child use a lot of “grown up” words?

2. Does your child want to know why things are like they are? (Does he/she want to k now what makes things or people “tick”?)

3. Does your child notice likenesses and differences between people, events, and things?

4. Is your child a keen and alert observer? (Does he/she seem to get more out of a TV show or experience than other children of the same age?)

5. Is your child interested in “grown-up” problems such as world hunger, pollution, war, etc.?

6. Does your child explain things well and carry messages accurately?

7. Does your child suggest a better way to do

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Directions: Please give a brief written response to the following questions.

What special talents or abilities does your child have?

something if he/she isn’t satisfied with the way it’s being done? 8. Does your child have a lot of curiosity? Does he/she ask many questions about all kinds of things?

9. Does your child think through his/her decisions more than most children of the same age?

10. Does your child imagine things to be different from the way they actually are? Do you hear him/her saying, “What if….?” Or “I wonder what would happen if…?”

11. Does your child feel comfortable with situations which may not have one “right” answer?

12. Does your child stick to a job or problem until it is completed or solved to his/her satisfaction?

13. Is your child sensitive to the needs and feelings of others?

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Tell about a time when your child surprised you by his/her ability, understanding or knowledge.

If my child is nominated for screening for the DISD GT Program, I give permission for further testing.

Date ____________________ Parent Signature ________________________________________

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Exhibit #6: Advanced Academic Nomination Period letter Sample of Letter sent to indicate the GT testing window dates: DISD is currently accepting referrals for the Advanced Academics Program for grades _______ The initial screening process will involve the use of current test scores to test for advanced aptitude in reading and/or math, input from the classroom teacher using a teacher inventory, and input from the parent by completion of the parent referral/recommendation form. Additional testing may be necessary as well. The screening/testing window for grades _________will take place during this window: Transfer Students August/September – Review of records and/or testing for transfer and nominated new students to the district. Testing will occur during the 5th and 6th week of school. Deadline for returning paperwork to the office will be the last day of the second week of school by 3:30 pm. Kindergarten December – A combined Carson, Rann and Young Kindergarten parent meeting will be conducted by the second full week of December for kindergarten nominations. Parent and teacher nominations accepted. Deadline for returning paperwork will by 3:30 p.m. the last day of school before the holiday break. January – February – Complete screening of kindergarten students. Screening results communicated to parents by February 28. March – Kindergarten students whom qualify will begin services by March 1 in accordance with the Texas State Plan for Gifted Services. Grades 1-5 First Week of October – District advertising, school-wide publicity, district-wide and/or school informational meeting for parents and student nominations. Deadline for completed paperwork to be returned to the office will be the Friday of the 2nd week of October by 3:30pm. October – November – Complete screening of students in grades 1-5. Screening results communicated to parents and students by the last day of school before the holiday break. At the end of the initial screening process, the Advanced Academics Placement Committee will meet to determine which referred students qualify for the program. You will be notified by letter regarding the placement decision of your child. January – Students in grades 1-5 whom qualify will begin services when school resumes for the new calendar year. **If your child already participates in the Advanced Academics program (Gifted and Talented Pull out), he/she does NOT need to be referred. If you are interested in referring your child for this program

• Complete and return to your child’s campus the Parent Referral/Recommendation form by Date specified in letter home

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• Parent forms are available in the school’s office where the student attends. • If a Parent Referral/Recommendation is not completed and returned, your child

will NOT be screened for this program. • If you have any questions about the referral process, please contact the Advanced

Academic Coordinator Sincerely, Tonya Abel Advanced Academics Coordinator Decatur ISD

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Exhibit #7: Advanced Academics Teacher Referral/Recommendation form and Consent Form

DISD Advanced Academics Gifted and Talented Program

Teacher Rating of Student Performance

Student Name _____________________________________________________

School___________________________________________________________

Grade ________________ Teacher _________________________________

Never (1)

Seldom (2)

Frequently (3)

Always (4)

1. Possesses a large storehouse of information about a variety of topics beyond the usual interest of age peers.

2. Reads independently and does not avoid difficult material (Grades 1-6). Tells or reproduces stories and events with great detail (Kinder).

3. Closely watches people and events to notice details, patterns, and possible solutions.

4. Has an advanced vocabulary and communicates well.

5. Asks questions and tries to discover the how and why of things.

6. Enjoys challenges and tries to understand complicated materials.

7. Has quick mastery and recall of factual information.

8. Performs above class placement.

9. Completes work quickly and accurately.

10. Prefers to work independently with minimal distraction.

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11. Is self critical and strives for perfection.

Never (1)

Seldom (2)

Frequently (4)

Always (4)

12. Is easily bored with routine tasks.

13. Accepts and carries responsibilities with assigned tasks.

14. Is self confident with age peers as well as adults.

15. Adapts readily to new situations.

16. Takes initiative and shows independence of action.

17. Is willing to take responsibility in solving problems.

18. Is a self starter and needs little encouragement/direction.

19. Displays curiosity about many things and has many interests.

20. Generates a large number of ideas or solutions to problems/questions.

21. Shows ability in oral expression.

22. Has a great imagination.

Teacher Signature ______________________________________ Date _____

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Decatur I.S.D. Advanced Academics Gifted and Talented Program

Encouraging Academic Gifts & Learning Empowerment

TEACHER/OTHER PROFESSIONAL NOMINATION AND PARENT CONSENT FORM

Your child has been nominated by his/her teacher for the Advanced Academics Gifted and Talented program. If you agree with this nomination and would like for your child to be tested to see whether he/she qualifies for the program, please give permission by signing this form. If you have any questions, please contact your child’s teacher and /or counselor.

___________________________________________ ___________________

Last Name of Student First Name Grade

___________________________________________ ___________________

Nominating Teacher Date

___________________________________________ ___________________

Parent Signature Indicating Consent for Testing Date

________________________________________________________________________

Street Address City Zip Code

________________________________________________________________________

Parent Work Phone Parent Home Phone

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Exhibit #8: Advanced Academics Screening Letter

Dear Parent or Guardian of ________________________________________: The Advanced Academics Placement Committee has carefully reviewed and analyzed the data collected on your referred student. Students, whose data indicates advanced levels of performance coupled with the observation of gifted characteristics, require differentiated services. These students are recommended for Advanced Academics placement. At this time, it has been determined that your child:

Qualifies for the Advanced Academic Program. You will be contacted by the Advanced Academics Coordinator for information regarding classes and services.

Does not meet required criteria at this time. Your child’s teacher will

continue to differentiate instruction in his/her areas of strength, as needed. He/she may be re-referred for placement consideration in future school years.

Students are assessed using both qualitative and quantitative means. Your child’s quantitative scores were as follows: Naglieri Nonverbal Ability Test (N-NAT) __________ Cognative Abilities Test (CogAT) Verbal __________ Quantitative __________ Nonverbal __________ Iowa Test of Basic Skills (ITBS) Reading __________ Math __________ Please feel free to request a conference with the Advanced Academics Coordinator to review and clarify specific data collected on your child. Note: According to state law, at no time will any single individual make a decision to override the Advanced Academics Placement Committee decision regarding placement in, furlough or exit from the Advanced Academics program. However, parents do reserve the right to appeal any decision made by the placement committee. Sincerely, Tonya Abel Advanced Academics Coordinator Decatur ISD

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Exhibit #9: Advanced Academics Probationary Placement Letter

To the parents of _______________________________________________,

According to most recent data, placement in Advanced Academics may be causing your child to miss valuable instruction time that is necessary for him/her to be successful with grade level material.

After reviewing the most current data on your child, the Advanced Academics Placement Committee has made the following placement determination:

_____ Probationary placement: During a Probationary placement, a student continues to receive Advanced Academic Services. During the Probationary placement, it is expected that the student’s academic performance will improve. A Probationary placement may be determined for the following reasons:

• classroom data (e.g. test scores, grades, attendance) indicates that your child is in danger of falling below grade-level expectations

• Advanced Academic program data from student performance during pull-out class time is unsatisfactory

• emotional stress or other personal situations

A Probationary placement is for a pre-determined length of time and may not exceed six weeks of the academic school year. At the end of the Probationary placement, if the student is unable to improve his/her academic performance, then the student may be placed on Furlough.

Reason for Probation: __________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Date Probation starts: _________________ Date Probation will be reviewed: ___________________

Please contact the Advanced Academics Coordinator if you have any questions.

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Exhibit #10: Advanced Academics Probationary Intervention Plan

Probationary Intervention Plan:

Data: (Circle as appropriate) Date: ___________________

STAAR score below 80 Report Card Grade Below 70

(in area(s) served) (in area(s) served)

Number of absences this school year: _______

Intervention Scheduling Needed: ______yes _____no

Student Improvement Plan: (if applicable)

Objective(s) being addressed: ____________________________________________________

_____________________________________________________________________________

Student Goal(s): __________________________________________________________________

______________________________________________________________________________

Plan of Action:

Student will: _____________________________________________________________________

________________________________________________________________________________

Parent will: _______________________________________________________________________

_________________________________________________________________________________

Classroom teacher/counselor will: _____________________________________________________

__________________________________________________________________________________

Advanced Academic Coordinator will: _________________________________________________

___________________________________________________________________________________

At the end of the probationary period, we will reassess the student’s progress to determine whether or not the student has met their goal(s) and most current data results.

_______________________________ ______________________________

Student Parent

_________________________ _________________________ ___________________

Classroom Teacher/Counselor Advanced Academics Coordinator Administrator

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Exhibit #11: Advanced Academics Furlough Form

Decatur ISD Advanced Academics Program Furlough Form

Student Name: ___________________Student #: Date: Teacher: Grade: Campus_________________ ____ Parent Request ___ Specialist Request _____ Teacher Request ___ __ Student Request _____ Counselor Request Reason(s) for Furlough Recommendation: __________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________ Length of Furlough: _________________ Re-activation Date: ______________ Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________ Administrator Date Advanced Academics Coordinator Date Counselor Date Parent Date

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Exhibit #12-Letter for Furlough Placement To the parents of _______________________________________________,

According to most recent data, placement in Advanced Academics may be causing your child to miss valuable instruction time that is necessary for him/her to be successful with grade level material.

After reviewing the most current data on your child, the Advanced Academics Placement Committee has made the following placement determination:

_____ Furlough placement: During a Furlough placement, a student does not continue to receive Advanced Academic Services, but is not exited from the Advanced Academics Program. Furlough placements are for a pre-determined amount of time, not to exceed one academic school year. Furlough placements may be determined for the following reasons:

• classroom data (e.g. test scores, grades, attendance) indicates that your child is in danger of falling below grade-level expectations

• Advanced Academic program data of student performance during pull-out class time is unsatisfactory

• emotional stress or other personal situations

• conditions of probationary period not met

At the end of the Furlough placement, the student’s progress shall be reassessed and the student may either re-enter the Advanced Academics program or be exited from the Advanced Academics program.

Reason for Furlough: _______________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Date Furlough starts: _______________ Date Furlough will be reviewed: ______________

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Exhibit #13: Exit Form Decatur ISD Advanced Academics Program

Exit Form

Student Name: Student #: Date: Teacher: Grade: Campus: ____ Parent Request _____ Specialist Request _____ Teacher Request _____ Student Request _____ Counselor Request Reason(s) for Exit Recommendation: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Withdrawal effective as of: _________________________________ Administrator Date Advanced Academics Coordinator Date Counselor Date Parent Date

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Exhibit #14: Request for Reconsideration Form

Decatur ISD Advanced Academics Gifted and Talented Program

Request for Reconsideration

Name of Child _________________________________ Grade _________ Teacher ______________

I am formally requesting that my child be reconsidered for admittance to the Advanced Academics Gifted and Talented Program for the following reason(s):

______ The home language of the student is not English.

______ The student has a disability as identified through the ARD or 504 committees which may have impacted testing.

______ Extenuating circumstances affecting the accuracy of testing.

______ Any other circumstance deemed relevant by the committee.

______ The student qualified in one of the three criteria and in other ways exhibits needs for Advanced Academics Services.

Check all that apply and provide justification that will assist the Advanced Academics Gifted and Talented Program Screening and Selection Committee to properly consider your appeal.

Additional Comments:

Parent Signature ___________________________________ Date __________________________

Parent’s Printed Name _____________________________________________________________

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