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GRANDVIEW INDEPENDENT SCHOOL DISTRICT

Gifted and Talented Education Program

PLAN FOR GIFTED EDUCATION

Revised October 2009 – KS, KS

PHILOSOPHY

Research has determined that there are children in the nation’s schools who are extremely

bright and capable of great accomplishments, but who historically have been generally unchallenged.

Many of these highly intelligent and talented individuals have not had the opportunity to reach their

maximum potential. Study of this research has led to a recent emphasis on programs for gifted and

talented students.

Grandview Independent School District’s philosophy of providing educational opportunities

to meet the needs of all children recognizes that gifted and talented students have needs that require

special programs. The district believes that academically talented students are very important

resources in our society and deserve an opportunity to discover, develop, and fulfill their potential.

DEFINITION

The State of Texas has provided the following definition to assist educators, counselors, and

parents in the identification of gifted and talented students:

“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;

(3) or excels in a specific academic field”

Educational Code 29.121

The Grandview Independent School District program for gifted and talented students will

identify and nurture the abilities of students who are gifted and talented in the areas of general

intellectual ability, specific academic ability, and/or achievement.

TEXAS STATE GOAL FOR SERVICES FOR GIFTED STUDENTS

“Students who participate in services designed for gifted students will demonstrate skills in

self-directed learning and thinking. Research and communication are evidenced by the development

of innovative products and performances that reflect individuality and innovative practices and are

advanced in relation to students of similar age, experience, or environment. High school graduates

who have participated in services for gifted students will have produced products and performances

of professional quality as part of their program service. (Texas State Plan for the Education of the

Gifted/Talented Students)


PROGRAM DESIGN

The Grandview Independent School District program serves students in grades 1-12 who

have been identified as gifted learners in one or more of the following areas: general intellectual

ability, specific academic aptitude, or achievement.

All students referred to the gifted and talented program are screened, selected, placed, and

serviced in the same manner by a teacher who has received initial GT training (30 hours) to include

the following: nature and needs of GT students, assessing student needs and curriculum and

instruction for students.

Grandview ISD will ensure that all students in the program are receiving an array of learning

opportunities that enable them to work together as a group, work with peers, and work independently

while emphasizing content in the four core academic areas. Services will be provided during the

regular school day throughout the school year. Students will be provided out-of-school options

relevant to the student’s area of strength, whenever possible. Parents will be informed of these

options.

ASSESSING STUDENT NEEDS

Identification of Gifted and Talented

The Grandview Independent School District identifies and serves students grades 1-12 who are

gifted and/or talented in one or more of the following areas:

A) General Intellectual Ability

B) Specific Academic Aptitude

C) Achievement

The GT education program provides ongoing screening and selection of students who

perform or show potential at remarkably high levels of accomplishment. The identification process is

planned and conducted by a group of professional educators involved in the GT education program.

The purpose of identification is to determine which students will benefit from the services provided.

A selection committee reviews individual student screening data before making identification

decisions.

Parents must grant permission for testing. Assessment measures are calculated from multiple

sources to ensure that students from all populations in the district have access to assessment. The

data collected is compiled in a matrix. Each measure is equally weighed. Identified students receive

services through the GT education program. Program policy also provides for probation, furlough,

transfer and reassessment, exit of students, and appeals of district decisions regarding program

placement.

The identification procedures are divided into four steps:

1. Nomination

Nominations of students for the GT educational program are ongoing throughout the school

year and are based on teacher, parent, community member, peer, and self-recommendation or by any

person familiar with the student’s abilities, potential, performance, and/or past records.


The GT assessment process is inclusive and allows for all student groups to be nominated. A

special effort is made so that the following groups will not be overlooked during the assessment

process:

Racial ethnic, gender, and minority group students

Handicapped students

Culturally different students

Economically disadvantaged students

Students who display various types of classroom behavior such as disruptiveness,

extreme shyness, excessively high energy levels, continuous questioning, emotional

disturbance, intense anxiety and short attention spans.

Referral forms can be picked up from the Gifted/Talented staff or from the campus counselor

(Appendix B).

2. Screening

The GT staff will notify by letter the parents of children nominated and will send them

Parent Authorization and Parent Inventory forms (see Appendix D and Appendix O)

Data will be collected on nominated students upon receipt of the Permission to Test

Form. Data will include:

1. Parent evaluation of the child by means of the Parent Survey Form.

2. Teacher referral packet which includes: achievement test scores, performing grade

level, awards, and student products.

3. Scores on a creative thinking test administered by district staff.

4. Scores on an achievement test administered by district staff.

5. Scores on an individual intelligence test administered by district staff.

The GT staff will complete the Grandview Independent School District matrix for each student

recommended. The matrix form will be sent to the Selection Committee (see Appendix E, F or G).

Assessment of students for Grandview GT Education Program includes measures

collected from multiple sources for each area of gifted and talented served by the district.

No single criterion is the determining factor in the identification process.

Data and procedures used during the assessment process are designed to assure that the

population of the program for gifted students reflects the population of the total district.

All student information collected during the screening and identification process shall be

an educational record and will be filed in the students’ GT folder.

Both subjective and objective criteria are used in assessing students for the gifted

program.

3. Selection

Final selection of students is made by a committee of at least three local district educators

who have received training in the nature and needs of gifted students. At least one

administrator will also serve on this committee.

The Selection Committee members will review all relevant test data, matrix and referral

information for those students nominated for the GT program.

Students performing at the superior level on at least three areas of the assessment shall be

recommended for GT program placement and identified as a gifted learner.


At least 5% but not limited to 5% of the total district student population will be identified

as gifted/talented.

The Selection Committee will keep record of all information discussed in the meetings on

the Selection Committee Minutes form (see Appendix J). Written minutes and an agenda

will be kept on file.

PLACEMENT

The Selection Committee will review assessment data and make a decision based on the

district’s criteria for students recommended to the GT program. Parent permission must be secured

in writing before the student is serviced in the GT program. Parents and/or legal guardians of the

nominated student have the right to review their child’s test scores. They may also appeal following

G.I.S.D. procedures for appeal of a non-qualifying decision made by the Selection Committee.

APPEAL

Parents or a legal guardian may appeal all final decisions of the Selection Committee within

14 days of notification. The initial request shall be made in writing to the Selection Committee. Any

subsequent appeals shall be made in accordance with Grandview I.S.D.’s board policy addressing

Public Complaints.

STUDENT PARTICIPATION

Participation in the GT education program is voluntary on the part of the student and requires

written permission from a parent or legal guardian. Upon completion of the Individualized Student

Plan (ISP), the student is placed in the program (Appendix I).

Participation in the program continues when the student is performing well. A student

performing below expectations (in GT or regular education classes) may be re-assessed for

appropriate modifications, furlough or exit from the program. The Grandview Independent School

District GT Program recognizes that a GT student may have need for an alternative placement.

Following notification of reassessment, furlough, or exit from the program, the GT teacher will

facilitate an ISP conference with a parent/guardian, the student, teacher(s), and an administrator to

determine the status of the student.

REASSESSMENT

Students in the GT program who have qualified as a gifted student will be reassessed to

determine appropriate program placement when a student moves from the elementary level to the

junior high level. Students may also be reassessed within 30 days of moving into the district. (see

Transfer Student Section). GT students may also be reassessed if there is a request, or the GT

committee and/or teacher finds reason for re-evaluation. (see Appendix I)

1. Probation

Rationale:

Failure to participate and contribute to assigned class activities

Failure to complete assignments

Failure to complete work in a timely manner


Lack of motivation and/or displays argumentative behavior

Consistently disruptive of the educational process for themselves or others

Consistently unwilling and/or unable to maintain adequate achievement and interest

Written notification will be given to the parents and student of the proposed action. A

Probation Letter (see Appendix K) indicating the actions taken by the GT Committee will be placed

in the student’s file. The student will continue in the designated class(es). The GT Committee will

schedule a parent conference upon termination of the probationary period to assess the student’s

progress and to determine appropriate placement.

2. Furlough

A furlough may be granted at the request of the student, teacher, and parent.

Rationale:

Fail to receive a passing grade in any regular education course

Scheduling problems that prohibit enrollment in GT class(es)

Evidence indicates the student is over-extended mentally and physically

Honors and leadership commitments require modified participation in the GT program

Student’s request with parental approval for inactive alternative

Parent’s request for student to be offered an inactive alternative

Personnel’s request for student to be offered a short term alternative

Written notification will be given to parents and student of the proposed action. A Furlough

Letter (see Appendix L) indicating the action taken by the GT Committee will be placed in the

student’s GT file. The GT student will not attend designated GT class (es), but will be monitored by

the GT teacher during the stated furlough period. The GT Committee will schedule a parent

conference, if needed, upon termination of the furlough period to assess the student’s progress and to

determine appropriate placement.

3. Exit

The exit of a student in the gifted and talented program may occur at the request of the

student, teacher, and/or parent.

Rationale:

Unsatisfactory performance in GT education class(es)

Educational placement is no longer beneficial to the student

Assessment at the end of probationary and/or furlough indicates the need for an

alternative placement

Student with parental permission chooses not to participate in the program

Recommendation of teacher, counselor, GT teacher or other professional personnel

Parents and student will be notified in writing of the proposed action (see Appendix M).

When the reasons for exiting a student from the GT education program are received, the GT teacher

will facilitate a conference with the GT Committee, parents, and student. A copy of the ISP form

will be given and/or mailed, and the original will remain in the students GT file. This action does not

keep the student from being nominated and qualifying in future selection sessions.


TRANSFER STUDENTS

Transfer students identified by another school district will have all records submitted to the

GT Selection Committee to determine if placement in the district’s program for gifted students is

appropriate. The district has the option to accept or not to accept the transfer record criteria for

entrance to the program. Additional testing may be required. The GT Selection Committee will

notify the respective campus to ensure that the student shall be properly placed within 30 days.

CURRICULUM AND INSTRUCTION

The State of Texas requires that 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. Curriculum that is based on the characteristics and the needs of gifted students.

2. Time and resources for curriculum development will be supported by campus facilitators

and district administrators.

3 Curriculum for the gifted will extend and enrich.

4. Curriculum will provide for a continuum of learning experiences that leads to the

development of advanced products, performances and knowledge.

5. Differentiating content, process, and products that will encourage students to move beyond

factual information toward broader concepts and generalizations.

A. Differentiating content is achieved by:

Acceleration of knowledge and or skills

Providing for in-depth expansion of student knowledge

Interrelating areas of study promoting application and transfer of learning

Using multi-level resources beyond those used for the regular curriculum

Allowing and encouraging students to pursue areas of interests

B. Differentiating process is achieved by:

Extending opportunities for developing critical thinking

Extending training in creative and productive thinking

Empowering students to conduct more extensive, guided and independent

research

C. Differentiating product is achieved by:

Complexity of products

Audience-targeted products

Developing products using new experiences, resources, and technology

Utilizing product assessment (self, peers and/or teacher)

Learning to accept and use critical feedback in a productive manner

6. Curriculum providing affective growth by:

A. Providing opportunities for insights into one’s strengths, weaknesses, interest,

learning styles and preferences


B. Developing an understanding of responsibilities in a complex and diverse society

C. Providing opportunities for career and leadership assessment and training as well

as cooperative skills

D. Providing opportunities to investigate the relationship between oneself and others

and to set developmentally appropriate personal goals

7. Learning environment that supports and enhances the differentiated curriculum by:

A. Nurturing the cognitive and affective development of GT students

B. Providing learning resources that are both cost effective and consistent with the

program goals and student objectives

C. Differentiating materials and resources from those in other courses including

general education, honors courses, and/or advanced placement

PROFESSIONAL DEVELOPMENT

The foundation of a valued GT education program rests on the exceptional qualities of

professional educators. Opportunities for professional development in the area of gifted education

are published and provided on an annual basis and distributed to professionals in the district.

Evaluation of professional development activities for gifted/talented education is ongoing.

All teachers who provide instruction and services to GT students will receive initial training

(30 hours) which includes the nature and needs of GT students, assessing student needs and

curriculum, and instruction for GT students. Teachers continuing as providers of instruction and

services should receive six (6) renewal hours annually. Administrators and counselors who have

authority for program decisions should receive six (6) hours of professional development that

includes nature and needs of GT students and program options.

Additionally, the school board, parents, and the community members will receive

information and regular interactive communication about the GT education program (19TAC 892).

PARENTAL/COMMUNITY INVOLVEMENT

The district shall ensure communication with parents, provide seminars in parenting the

gifted child; provide information about program development and how parents and community

members can contribute to the program.


APPENDICES

APPENDIX A GT Referral Process

APPENDIX B GT Program Referral Form

APPENDIX C GT Student Product Instructions

APPENDIX D GT Parent Authorization

APPENDIX E K through 5 Identification Matrix

APPENDIX F JH/HS Identification Matrix

APPENDIX G High School Identification Matrix

APPENDIX H Notification of Meeting

APPENDIX I Individualized Student Plan

APPENDIX J Meeting Minutes Form

APPENDIX K Notice of Probation

APPENDIX L Notice of Furlough

APPENDIX M Notice of Exit

APPENDIX N Selection Committee Results

APPENDIX O Parent Inventory

APPENDIX P Yearly Evaluation

APPENDIX Q Teacher Referral and Inventory

APPENDIX R Grandview Policy

APPENDIX S Framework


APPENDIX A


GIFTED and TALENTED REFERRAL PROCESS

The process for referring a student for the Gifted and Talented program at Grandview ISD is as

follows:

1) A teacher, parent or student should document information that would indicate that the student

might qualify for the GT program. The information should be returned to the GT teacher.

This information would include a cluster of characteristics that indicate giftedness, school

performance, TAKS scores and other pertinent information which are included on the GT

Referral Form. Teachers would also need to provide the GT Selection Committee with

student work samples.

2) The GT Committee should review the information and notify parents of referral. Following

the receipt of the Parent Authorization for Educational Diagnosis form, the student will be

assessed using multiple sources for each area of giftedness served by the district.

3) The GT teacher will submit all information gathered to the GT Selection Committee. The

committee will determine if the student meets the district GT program qualifications set by

the GT Committee and approved by the school board.

4) Once the committee has decided appropriate placement, an Individualized Student Planning

(ISP) meeting is called with the student’s parent(s), GT teacher, regular education teacher, an

administrator, and the student may also attend. Student matrix and test scores are reviewed.

An ISP form, goals and objectives are written for those who qualify for the GT program.

5) Student may begin receiving GT services following an ISP meeting. A parent/guardian must

sign the ISP form which will provide Grandview ISD written permission to begin GT

services.


APPENDIX B


GT PROGRAM REFERRAL FORM

Student _____________________________________ Teacher __________________________

Parent(s)____________________________________ Grade______________ Sex __________

Phone Numbers: Home_________________________ Work ___________________________

Address ______________________________________________________________________

Birthday ____________________________________ SS# _____________________________

STUDENT PERFORMANCE INFORMATION

1) Reading Level: ____________ Classroom Reading Inventory (TPRI/TAKS)

2) Math Instructional Level: __________ grade level

Present Average: Reading ____ English/LA____ Math _____ Science____ SS _____

3) Are reading and math grades based on above level work? Yes ______ No _______

4) List special aptitudes in other areas (Spelling, Social Studies, Fine Arts, etc.)

5) If you are aware of any honors, awards, etc. the child has received for outstanding work,

please list them below:

6) Check any of the following elements of creative thinking in which this child shows

unusual ability:

a. __________ Fluency (produces many ideas)

b. __________ Flexibility (classifies ideas into categories, sees relationships

between categories)

c. __________ Elaboration (embellishes upon ideas, adds details)

d. __________ Originality (has unique ideas)

In what area(s) does child exhibit creative behavior? Give examples:

________________________________________________________________________

________________________________________________________________________

(attach additional documentation if needed)


APPENDIX C


STUDENT PRODUCT INSTRUCTIONS

All packets must be complete with seven student products. All students must complete three teacher

planned activities for their grade level. The additional pieces must be student generated. All

products need to be held together by a folder, binder or expandable file and labeled with the

student’s name and grade level.

To provide variety the work samples could include:

Drawing, paintings, or other art work

Journal entry samples

Video recording or DVD of the student acting, singing, playing sports, etc…

Three dimensional creations (photos)

Creative writing

Audio recording of the student playing an instrument, reading a poem, etc..

Original and self-motivated products

School work of which the student is proud such as: spelling paper, science project, upper

level math work, etc.

All activities must have a written explanation of why the student chose to include them in the

portfolio.


APPENDIX D


P.O. BOX 310

GRANDVIEW, TEXAS 76050

Parent Authorization for Educational Diagnosis for Gifted/Talented Services

This is to inform you that your son/daughter has been recommended for testing by his/her teacher for

the Gifted and Talented program. If you would like your child to be tested, we must obtain

parent/guardian permission.

You understand that these services may include the administration of individual intelligence,

achievement, process, and aptitude tests to be given by qualified personnel, and that upon

completion a conference will be arranged to discuss the conclusions and recommendations resulting

from the services.

I hereby certify that I have been advised of my rights to:

__________ review all records related to the referral for evaluation

__________ a description of the basis for the referral

__________ be fully informed of the results of the evaluation

Check One:

__________ Aware of these rights, I give my permission for my child to be assessed for

possible gifted/talented services.

__________ Aware of these rights, I DO NOT give my permission for my child to be

assessed for possible gifted/talented services.

Name of Student _______________________________________________________________

Address_______________________________________________________________________

City, State, Zip_________________________________________________________________

Birthday __________________Grade________________ Teacher ________________________

______________________________________________________________________________

Signature of Parent or Guardian Date

______________________________________________________________________________

Printed Name of Parent or Guardian

______________________________________________________________________________

Interpreter (when needed) Date


APPENDIX E


GIFTED/TALENTED IDENTIFICATION MATRIX

Kindergarten through Grade 5

NAME DATE

SUPERIOR EXCELLENT VERY

GOOD

ABOVE

AVERAGE

TOTAL

TEACHER

(GATES)

121+ 111-120 90-110 80-89

PARENT 90-85 84-80 79-95 74-70

SAGES

LA/SS

99-90

89-80

79-70

69-60

SAGES

MATH/SCI

99-90 89-80 79-70 69-60

TORRANCE 120 98+ 97-93 92-84

TOTAL

POINT SYSTEM TO QUALIFY

Superior = 3 Points

Excellent = 2 Points 1st-2

nd: TPRI, grades, Teacher and/or Parent Referral,

Very Good = 1 Point SAGES, Teacher Checklist, Parent Checklist

Above Average = 0 Points Points to qualify – 10 or above

3rd

–5th:

Grades, Teacher Checklist, Parent Checklist, SAGES, Teacher

and/or Parent Referral, 4th

and 5th

TAKS commended

Points to qualify – 11 or above

The Selection Committee met to discuss the placement of ___________________________ into the

Gifted and Talented Program at Grandview ISD. After review of all inventories and educational data

the committee decided:

_____ Accepted into the Gifted/Talented Program

_____ Not accepted into the program at this time

_____ More information is needed, will be reconsidered by _________________

_____ When language is a barrier, a non-verbal test will be used.

Committee Signatures

Signatures Position Agree Disagree

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________


APPENDIX F


GIFTED/TALENTED IDENTIFICATION MATRIX

Junior High and High School

NAME DATE

MINIMUM

SCORE

ACTUAL

SCORE

+/- COMMENTS

TEACHER

(GATES)

90+

PARENT

80+

SAGES

LA/SS

120

SAGES

MATH/SCI

120

TORRANCE

120

TOTAL

MUST QUALIFY IN THREE OR MORE AREAS

MINIMUM SCORE – DETERMINED FROM EACH TESTING MANUAL USING THE

SUPERIOR RANGE SCORES.


APPENDIX G


GIFTED/TALENTED IDENTIFICATION MATRIX HIGH SCHOOL

Student Name

Birthday Age Sex

Committee Meeting Date Grade

Instruments/Methods

Minimum Score

Actual Score

+/-

Comments

1. Aptitude/Intelligence

__________OLSAT 125 Quotient ___________

__________ SAGES 125 Quotient ___________

__________ TONI-2 125 Quotient ___________

__________ Other 125 Quotient ___________ 2. Creativity

__________ Torrance (TCT) 85% ___________

__________ Other _____% ___________

3. Academic Achievement

__________ ITBS

____ Reading 95 ___________

____ Language 95 ___________

____ Math 95 ___________

4. Student Product

19 ___________

5. Parent Input Form

___________

6. Teacher Input Form

__________ GATES ___________

Minimum Score - determined from each testing manual using the superior range scores.

Must qualify in three or more areas, not including teacher and parent input forms.


APPENDIX H


P.O. BOX 310

GRANDVIEW, TEXAS 76050

NOTIFICATION OF GIFTED/TALENTED MEETING

Date _______________

Dear ______________________________________

We would like you to attend the Individualized Student Planning Meeting in which we will share

information about the G/T Program. At this time you will have the opportunity to share your

comments and to visit with the person or persons that will be working with your student to meet their

individual needs.

Please check one option to show your response to our invitation to attend the meeting:

_____ I will be able to attend the meeting on (date)__________ at (time)__________ in the

(place)______________________.

_____ I will NOT be able to attend the meeting, but I give my permission for the GT Committee

to make recommendations concerning my child’s educational program.

__________________________________________ _____________________

Signature of Parent/Guardian Date

Please return this form to: _______________________________________________

Counselor


APPENDIX I


INDIVIDUALIZED STUDENT PLAN

Student Name _________________________________________________________________

Address ______________________________________________________________________

I. Purpose of the ISP Committee Meeting

_____Admission _____ Exit _____Transfer _____Review _____Furlough

II. Background Information

Referral Date_____________ Test Date ____________ ISP Date ______________

Next Review Date __________ Date of Birth ________ Age ______ Race _______

Parents _____________________________________________________________

Address and Phone ___________________________________________________

_____________________________________________________________________

III. Data Reviewed by ISP Committee

Observation ________ Classroom Functioning ________ Assessment ________

Standardized Test Date __________________

Primary Language: Home _________________ Student ____________________

IV. Present Level of Performance

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

V. Eligibility as established by the Gifted/Talented Committee

_____Creative Thinking

_____General Intellectual Ability

_____Specific Subject Area

_____English/Language Arts _____Mathematics

_____Science _____Social Studies

VI. Modifications

A) Acceleration: ________________________________________________________

B) Limitations:__________________________________________________________

C) Disciplinary Sanctions: ________________________________________________

VII. High School Program

_____Not applicable

_____Projected date of High School completion

_____Diploma (Must pass TAKS)


VIII. Least Restrictive Environment

_____Regular Education _____Regular Education with GT services

IX. Services

Gifted/Talented Services_______________________________________________

Hours per Week______________________________________________________

Service Provider______________________________________________________

X. Signatures of ISP Committee


__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________


APPENDIX J


MEETING MINUTES FORM

Student Name Date

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


APPENDIX K


GIFTED/TALENTED EDUCATION PROGRAM

NOTICE OF PROBATION

Student Name Grade

Date

The above mentioned student has been placed on probation in the Grandview ISD gifted/talented

program for the period beginning ____________________ and ending

________________________.

Rationale for this action:

_____ Failure to participate and contribute to assigned class activities

_____ Failure to complete assignments

_____ Failure to complete work in a timely manner

_____ Failure to work cooperatively with team of students

_____ Lack of motivation

_____ Displays argumentative behavior / unresponsive to intervention

_____ Disruptive of the educational process for self and/or other students

_____ Unwilling and/or unable to maintain adequate achievement and interest

Additional comments:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________



__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________


APPENDIX L



NOTICE OF FURLOUGH

Student Name Date

The above mentioned student has been placed on furlough from the Grandview ISD gifted/talented

program for the period beginning ________________and ending __________________________.


_____ evidence indicates that the student is over-extended mentally and/or physically

_____student request with parental approval for inactive alternative

_____parent request for student to be offered an inactive alternative

_____teacher, counselor, GT teacher or other professional personnel request for the student to be

offered a short term alternative

Additional comments:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________



__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________


APPENDIX M



NOTICE OF EXIT

Student Name Date

The above mentioned student has been exited from the Grandview ISD gifted/talented program.


_____ unsatisfactory performance in G/T education class(es)

_____educational placement is no longer beneficial to the student

_____assessment at the end of probationary/furlough indicates need for an alternative placement

_____recommendation of teacher, counselor, GT teacher or other professional personnel

Additional comments: _____________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________



__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________


APPENDIX N


GIFTED/TALENTED PROGRAM

SELECTION COMMITTEE RESULTS NOTIFICATION

Student Name Date

Final selection of students for services designed for gifted students is made by a committee of at

least three district or campus educators who have received training in the nature and needs of the

gifted students.

Decisions made by the committee take into consideration testing data that has been accumulated,

examples of work, parent/teacher inventories and the characteristics of gifted and talented students.

The selection committee assures that the placement decisions are based on the perceived educational

needs of each individual student.

The Selection Committee met to discuss the placement of ___________________________ into the

Gifted and Talented Program at Grandview ISD. After review of all inventories and educational data

the committee decided:

_____ Accepted into the Gifted/Talented Program

_____Not accepted into the program at this time

_____ More information is needed - will be reconsidered by _____________.



__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________

__________________________ _________________ ________ _________


APPENDIX O


GIFTED/TALENTED PARENT INVENTORY

Please check the appropriate box that identifies each trait with its time factor.

Very little

1

Some of the

Time

2

Most of the

Time

3

1. Is alert beyond his/her years.

2. Likes school

3. Has the interest of older children or adults in

games and reading.

4. Sticks to a task once it begun.

5. Is observant.

6. Has lots of ideas to share.

7. Has many different ways of solving problems.

8. Is aware of problems others do not see.

9. Uses unique and unusual ways of solving problems.

10. Wants to know how and why.

11. Likes to pretend.

12. Other children call him/her to initiate play activities.

13. Asks a lot of questions about a variety of subjects.

14. Is concerned with details.

15. Enjoys and responds to beauty.

16. Is able to plan and organize activities.

17. Has friends of varying ages.

18. Often finds and corrects own mistakes.

19. Others seem to enjoy his/her company.

20. Makes up stories and has ideas that are unique.

21. Has a wide range of interests.

22. Gets other children to do what he/she wants.

23. Likes to play organized games and is good at them.

24. Enjoys other people and seeks them out.

25. Is able and willing to work with others.

26. Sets high standards for self.

27. Chooses difficult problems over simple ones.

28. Is able to laugh at himself/herself (if necessary).

29. Likes to do many things and participates with

enthusiasm.

30. Likes to have his/her ideas heard.


APPENDIX P



YEARLY EVALUATION

1. Total enrollment in the program _____________________

2. Number of females enrolled in the program _____________________

3. Number of males enrolled in the program _____________________

4. Number of students by ethnicity

Ethnic Origin Number of Students

5. Percentage of GT students who passed TAKS _____________________

Math

Reading

Writing

Social Studies

Science

6. Number of teachers that have GT hours _____________________

7. Number of graduated GT students attending college _____________________

8. Number of students attempting AP exams _____________________

9. Number of students making a score of

5

4

3

2

1


APPENDIX Q



Teacher Referral and Inventory

Name ______________________________________ Grade ___________________

Do you recommend this student for participation in the G/T program? Yes No

____________________________________

Teacher signature

Very

little

Some

what

Great

deal

1. Grade performance above average

2. Past records indicate excellence in school performance.

3. Resists requirement of unnecessary detail in completion of tasks

4. Expands much energy and time in pursuing special interests.

5. Has verbal behavior characterized by “richness” of expression,

elaboration, and fluency.

6. Possesses a large storehouse of information about a variety of topics

beyond the usual interests of youngsters his age.

7. Has a ready grasp of underlying principles and can quickly make a valid

generalization about events, people, or things; looks for similarities and

differences.

8. Tries to understand complicated material by separating it into respective

parts; reasons things out for him/herself; sees logical and common sense

answers.

9. Is easily bored with routine tasks.

10. Prefers to work independently; needs minimal direction from teachers.

11. Has tendency to organize people, things, and situations.

12. Is positive and zealous in his or her beliefs

13. Carries responsibility well; follows through with tasks and does them well.

14. Seems to be respected by his classmates.

15. This student would benefit from placement in the G/T program.

16. Has a wide range of interests.

17. Gets others to do what he/she wants.

18. Likes to play organized games and is good at them.

19. Enjoys other people and seeks them out.

20. Is able and willing to work with others.

21. Sets high standards for self.

22. Chooses difficult problems over simple ones.

23. Is able to laugh at himself or herself (if necessary)

24. Likes to do many things and participates whole heartedly.

25. Likes to have his or her ideas heard.


APPENDIX R


Policy

SPECIAL PROGRAMS:

GIFTED AND TALENTED STUDENTS 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

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:

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 gifted 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


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:

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.

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

SPECIAL PROGRAMS:

GIFTED AND TALENTED STUDENTS

EHBB

(LOCAL)

NOMINATION Students may be nominated for the gifted and talented program at any time by

teachers, counselors, parents, or other interested persons. Conferences shall be

held with nominated students and their parent(s) to determine if the students

are interested in the program.

IDENTIFICATION

CRITERIA

Criteria to identify gifted and talented students shall be established in the

Board-approved program for the gifted and talented. 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.

PARENTAL

CONSENT

Written parental consent shall be obtained 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.

SELECTION A selection committee shall evaluate each nominated 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.


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 not be limited to

the following: achievement tests, intelligence tests, behavioral checklists

completed by teachers and parents, teacher nominations based on classroom

observations, student/parent conferences, and student work products, if

available.

NOTIFICATION Parents and students shall be notified in writing upon selection of the student

for the gifted program. Participation in any program or services provided for

gifted students is voluntary. The District shall obtain written permission of the

students and the parents before a student is placed in a gifted program.

REASSESSMENTS The District shall reassess students to determine appropriate program

placement when a student moves from the elementary level to the intermediate

and from the intermediate to the middle school/junior high level.

TRANSFER

STUDENTS

When a student identified as gifted by a previous school district transfers into

the District, the student shall be placed in the District's gifted and talented

program. The student shall be subject to the reassessment process and shall

receive initial assessment upon his or her transition to intermediate school or to

middle school, whichever is earliest, to determine eligibility to continue in the

District's gifted and talented program.

FURLOUGH Students who are unable to maintain satisfactory performance within the

structure of the gifted and talented program may be placed on furlough by the

selection committee. The purpose of such a furlough is to provide the student

an opportunity to attain performance goals established by the selection

committee. A furlough also may be granted at the request of the student and/or

parent.

A student may be furloughed for a period of time deemed appropriate by the

selection committee. At the end of the furlough, the student's progress shall be

reassessed, and the student may reenter the gifted program, be removed from

the program, or be placed on another furlough.

EXIT

PROVISIONS

Student performance in the program shall be monitored. A student shall be

removed from the program at any time the selection committee determines it is

in the student's best interest. 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 Parents or students may appeal any final decision of the selection committee

regarding selection for or removal 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 gifted program shall be evaluated periodically, and evaluation information

shall be shared 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.

32

APPENDIX S


FRAMEWORK

GR

AD

E

ENGLISH LANGUAGE ARTS MATHEMATICS

Course Title Organizational Arrangement

Activities/ Products/ Competitions

Forms of Acceleration




12TH English IV

concurrent credit A,F

Research Paper - field trip collaborative writing group presentation, students write scripts, direct, produce, costume and act in mini dramas outside reading, British Novels art and music connections with literature

7 College Algebra

AP Statistics AP Calculus

A,F,I AP Exams Concurrent Credit

2,7,11

11TH English III AP A,F summer reading AP reading excerpts extensive literary analysis in writing extensive research presenting speeches with visuals that include character costuming and PowerPoint productions writing short plays and performing them outside reading from college lists art project depicting family and cultural heritage create conceits and aphorisms

11

College Algebra AP Statistics AP Calculus

Pre AP Pre-Calculus

A,F,I AP Exams Concurrent Credit EOC Geometry Test

2,7,8,10,11

10TH English II Pre-AP A,F 11 Pre AP Pre-Calculus

Pre AP Algebra II A,F

End-of-Course Geometry Test

2,8,10

9TH English I Pre-AP A,F 11 Pre AP Algebra II Pre AP Algebra I

A,F 2


CORE AREAS

GR

AD

E ENGLISH LANGUAGE ARTS MATHEMATICS







8TH Gifted and Talented A,F,G

Web Page Design presentation of product bibliographies written documentation on the pages submitting proposal for contest research product Alamo Oral Presentation in PowerPoint

2 Gifted and Talented A,F,G Web Page Design Proportions Geometric Properties Graphics Design Alamo find measurement of compound use proportions to find measurements find geometric layout of compound Fabricate the material to build compound

2

7TH Gifted and Talented A,F,G 2 Gifted and Talented A,F,G 2



GR

AD

E ENGLISH LANGUAGE ARTS MATHEMATICS







5TH Gifted & Talented A Note taking skills bibliography internet sources required

2,12 Gifted & Talented A Calculate mileage, cost per student, time for travel

2,12

4TH Gifted & Talented A

Internet sources required interviews bibliography note taking skills

2,12 Gifted & Talented A Create own colony including government

2,12

3RD Gifted & Talented A Note taking skills internet sources encyclopedias

2,12 Gifted & Talented A Logic Problems Brain Teasers

2,12

2ND Gifted & Talented A

Trade books internet sources reference materials Thinking skills projects Cooperative learning groups UIL

2,12 Gifted & Talented A Brain Teasers Think-A-Grams

2,12

1ST Gifted & Talented A

Encyclopedias Internet sources Learning centers Thinking skills projects Problem solving compositions Learning Products

2,12 Gifted & Talented A Brain Teasers 2,12


K Gifted & Talented A

Unit based trade books magazines information cards learning centers Inquiry based instruction

2,12 Gifted & Talented A

Recognize numbers Identify Numbers Recognize Patterns Identify Patterns

2,12

GR

AD

E

SCIENCE SOCIAL STUDIES







12TH Anatomy & Physiology AP Biology

1,8,11 College Level Lab Work AP Exam

A AP Government AP Economics

A AP Exam 8,11

11TH Physics (Saxon) 1,10,8 Region IX Exam B, C AP US History A AP Exam 8,11

10TH Chemistry 1,10,8 Region IX Exam B, C AP World History A AP Exam 8,11

9TH Biology 1,10 Skip IPC Region IX Exam

B, C


CORE AREAS G

RA

DE








8TH Gifted and Talented Web Page Research Topics Technology Computer usage HTML Web writing Internal pats of a computer Alamo Technology Slide Show Use of Simple Machines

2 Gifted and Talented A,F,G Web Page Research Topics Alamo Research dimensions of Alamo compound In-depth study of History Research and development of presentation Research of Battle of Alamo Team taught with Texas History Class

2




G

RA

DE








5TH Gifted & Talented A

Use the internet to search for maps educational field trips technology


Present brochure with information on and reasons the field trip is best

2,12

4TH Gifted & Talented A Power Point Presentation Word Processing Activities

2,12 Gifted & Talented A Blackboard presentation of independent research projects

2,12

3RD Gifted & Talented A Use of computers for website research Word processing skills

2,12 Gifted & Talented A Author own books of particular genre studied

2,12

2ND Gifted & Talented A

Use of computers for website research Hands on experiments technology


Creation of unit based products, i.e. create own butterfly with new camouflage Technology Multicultural Literature

2,12

1ST Gifted & Talented A

Use of computers for website research Hands on experiments technology


Creative writing Invention of own cereal Learning centers Technology Multicultural Literature

2,12


K Gifted & Talented A Unit based trade books, magazines, information cards


Produce appropriate clothing based on unit theme Learning Centers Multicultural Literature

2,12

Legend for Forms of Acceleration Legend for Organizational Arrangement

1 Grade Skipping A Special Class

2 Non-graded Classroom B Cluster Grouping - regular with advanced levels

3 Grade Telescoping C Resource Room : Gifted Specialist

4 Early Admission to College D Resource Room: Teacher in Regular Class

5 Compacted Curriculum E Mentorship

6 Early Entrance to School F Independent Study

7 Concurrent Enrollment G Cross-Grade Grouping

8 Subject Acceleration H Continuous Progress

9 Mentorship I Distance Learning

10 Credit by Exam

11 Advance Placement Program

12 Continuous Progress

GRANDVIEW INDEPENDENT SCHOOL DISTRICT Gifted and …€¦ · year and are based on teacher, parent,...

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