Elementary

Gifted

and

Talented

Program

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Foreword

In order to be aligned with Willis ISD’s journey to exemplary, the Gifted and Talented plan

provides services that are more comprehensive in order to indicate the exemplary levels of

commitment on the part of district and campus personnel. By focusing on the goal of the

state plan -- that gifted students develop “innovative products and performances that are

advanced in relation to students of similar age, experience, or environment” -- we can assure

that Willis ISD meets the future with confidence that all of its students have been challenged

to work at their highest level.

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Willis ISD Gifted and Talented

District Administration

Lisa Severns Assistant Superintendent: Curriculum & Accountability

Sherry Smith Director, Elementary Instructional Services

Tim Walsh Director, Secondary Instructional Services

Campus Representatives

Elementary

Cindy Adkison Hardy Elementary

Beth Fleming Turner Elementary

Tricia Neumann Meador Elementary

Kameron Wilder Parmley Elementary

Lisa Wright Cannan Elementary

Amy Rogers GT Specialist

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PHILOSPHY

Willis Independent School District (Willis I.S.D.) in its focus for excellence and equity for

all children, will provide an education that is commensurate with the unique needs of the

academically advanced student. The district offers a program for its identified students. The

Gifted and Talented program will provide an array of services and opportunities to expand

students’ creative thinking, problem solving skills and academic performance during their

instructional day. Such services will be integral parts of the overall educational program

offered within the district to encourage these students to reach their ultimate level of

achievement.

Through the GT program, identified students will be provided educational experiences and

services appropriate to their academic, intellectual, creative, and motivational potentials.

These programs will reflect the guidelines as presented in both State Rules related to the

education of gifted students as well as the criteria in the Texas State Plan and Guidelines for

the Education of the Talented and Gifted.

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STATE DEFINITION OF GIFTED AND TALENTED

“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. (Texas Education Code 29. 121)

DISTRICT DEFINITION OF GIFTED AND TALENTED

Willis I.S.D. is firmly committed to the idea that gifted and talented services are the right of

every student who performs at or shows the potential for performing at a remarkable high

level of accomplishment when compared to others of the same age, experience, or

environment. These students also exhibit high performance capability in an intellectual,

creative, or artistic area, possess an unusual capacity for leadership, or excel in a specific

academic field.

DEFINITIONS OF GIFTED AND TALENTED

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State Goal:

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

self-directed learning, thinking, research, and communication as evidenced by the

development of innovative products and performances that reflect individuality and creativity

and are advanced in relation to students of similar age, experience, or environment. High

school graduates who have participated in services for gifted students will have produced

products and performances of professional quality as part of their program services.

District Goals:

1. The gifted students will study issues, themes, and problems of a discipline or course of

study for in-depth understanding.

2. The gifted students will become independent, self-directed learners.

3. The gifted students will become creative problem-solvers, using complex-thinking skills.

4. The gifted students will generate a variety of original quality products through skills and

information gained from in-depth study.

STATE AND DISTRICT GOALS FOR SERVICES

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Willis ISD will have a Gifted and Talented Committee consisting of at least one professional

educator from each campus who have received the required training.

Individual campus representatives will be responsible for gathering and screening the

prescribed data to make recommendations for program placement. Campus

recommendations will be submitted to the committee for review to insure consistency

throughout the district. The committee will consist of at least one (1) professional educator

from each campus, plus the director of Elementary Education.

IDENTIFICATION AND PLACEMENT COMMITTEES

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Evaluations of gifted and talented services are used to make improvements to the existing

services. Evaluations will be of two types: program effectiveness and student program

performance.

To assess program quality and effectiveness, the “District Effectiveness and Compliance”

document will be used, as well as The Texas State Plan and Guidelines for the Education of

the Talented and Gifted. The use of these documents will insure program quality and provide

direction for movement toward exemplary program status. Program effectiveness evidence

will be gathered through surveys, inventories, classroom observations, interviews,

record/folder reviews, and curriculum audits.

To assess student program performance, student products and performances will be judged

with criteria reflecting the written curriculum, which is aligned with the student program

goals. Evidence of student performance will be collected and/or noted in a portfolio format.

The results of the program evaluations will be addressed in the district and campus

improvement plans and presented, as appropriate, to students, parents of gifted students,

WISD gifted personnel and the School Board.

EVALUATION OF GIFTED AND TALENTED SERVICES

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State Goal:

Instruments and procedures used to assess students for program services measure

diverse abilities and intelligences and provide students an opportunity to demonstrate

their talents and strengths.

District Goal:

Willis I.S.D. uses both subjective and objective data in the identification process. All

populations of the district will have access to assessment. Identified students will

participate in the program. Placement decisions will be made by the GT Committee,

consisting of at least one educator from each campus, plus the director of Elementary

Education, all whom have received the required training.

STUDENT ASSESSMENT

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The identification and placement of students for gifted and talented services will consist of

three (3) phases: nomination, screening, and placement.

Phase I. Nomination Procedures

A. Grades 1-5:

1. At any time during the school year, a student may be nominated for gifted and

talented services by a student’s teacher, another teacher, counselor, administrator,

parent/guardian, community member, or self. The recommendation process will

begin with completion of the nomination form. A copy of this form may be obtained

from the student’s counselor.

2. A student may be considered for services if he/she scores at or above the 95th

percentile on a Norm-Referenced Achievement Test. A Norm-Referenced

Achievement Test will be used to assess students in grades 1-5. For students in

grades 3–12 Commended Performance on the Texas Assessment of Knowledge and

Skills (TAKS) or the appropriate State assessment measures will be used for

nomination purposes only.

3. Students in grades 1–5 may be nominated for services if his/her previous year’s grade

average is 90 or above in the core subjects of Language Arts/English, Mathematics,

Science, and Social Studies.

4. Additionally, students may be nominated or referred for testing should they show any

of the characteristics common to gifted students [see nomination form in

Appendices].

** Please note – a student may NOT be nominated for GT more than once in a two-year

period.

B. Kindergarten: Fall Semester Annually

1. A Kindergarten student may be nominated by all of the same persons listed above.

The kindergarten nomination period will last from September to February of each

school year. This period is for assessing the students to begin services by March 1 of

their Kindergarten year. To insure equal access to nomination for services, the

Kindergarten teacher will assist the students in keeping a portfolio beginning in

September. This portfolio will be used for placement decisions.

2. A Kindergarten student, who has not been placed in the gifted program by March 1,

may be nominated in the spring for program placement in the first grade.

IDENTIFICATION AND PLACEMENT PROCEDURES Kindergarten - Grade 12

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Phase II. Screening Procedures

A. General Screening Procedures Grades K – 5

1. Screening consists of different procedures designated or selected to locate those

students who might benefit from services.

2. The district committee, consisting of at least one representative educator from each

campus who has received the required training, will recommend services for

qualifying students.

3. The committee will arrange and conduct interviews when necessary to determine

student interest in participation and learning.

4. The committee will distribute and collect appropriate parent/guardian permission

forms for additional assessments and possible placement.

5. Students not interested in gifted and talented services will be given a form that

requires a parent signature for denial of program services.

B. Kindergarten Screening

1. Kindergarten teachers will keep a Teacher Jot Down Observation Chart for each

student after receiving training in how to identify planned learning experiences.

2. Kindergarten students may be further assessed using the following:

Naglieri Non-Verbal Abilities Test (NNAT) for Bilingual Students and the Otis-

Lennon School Abilities Test (OLSAT) for English students

Teacher Checklist

Parent Checklist

C. Grades 1 – 5 Screening

Screening will be based on both objective and subjective evidence. Four to five criteria

will be used. The criteria for identification decisions are:

1. National and/or State percentile at 95 in one or more of the following areas:

Norm-Referenced Achievement Test (ITBS or Aprenda)

Parent Checklist

Teacher Checklist

Norm-referenced Aptitude Test (OLSAT or NNAT)

D. Testing 1. If the identification committee recommends further testing, permission to do

specialized testing will be obtained from the parent or guardian, the student will be

given the appropriate objective test(s) to assist in placement decisions. An

identification committee will determine the requirement for additional tests if the

need arises.

2. At the elementary level, the GT Specialist will administer these tests and supply the

results to the GT committee for placement.

3. Placement decisions regarding the upcoming academic school year will be

completed by November 1 of each year.

** Please note – a student may not be tested for GT more than once in a two-year period.

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Phase III. Placement

A. Final Placement

The district GT committee, consisting of at least one trained professional educator from

each campus, makes final placement for gifted and talented services. Placement

decisions reflect the best professional judgment of the persons responsible for such

decisions. There will not be a limit on the number of students placed in the gifted and

talented program.

Students identified for gifted and talented services will be notified. The

parent(s)/guardians(s) will be notified, parent permission to serve the identified student

will be obtained, and the faculty will be advised of gifted and talented placement.

Once a student is identified and placed for gifted and talented services, this student will

remain in the program unless exited by the identification committee.

The district will conduct an annual meeting for parents of the Gifted and Talented

program.

B. New Students

New Students Placed for Gifted and Talented Services by the Sending School

Students who have been placed for gifted and talented services in another school

district may qualify for program placement at Willis I.S.D. if decisions have been

made on comparable data. The incoming student and his/her parent(s)/guardian(s)

will receive an explanation via a personal conference of Willis I.S.D. criteria for

participation in gifted and talented services as it compares to the student’s previous

school.

The parent(s)/guardian(s), teacher, and GT committee may then decide if the Willis

I.S.D. gifted and talented services will match the previous school’s service and if the

student will benefit from these services. A four to six (4 - 6) week probationary

period may be tried if services match. If the student cannot perform in the gifted and

talented services within the four to six week period, a parent conference will be called

to discuss the student’s progress. If the student is successful in the four to six week

period, the student shall be designated as a gifted and talented student in the Willis

Gifted and Talented program.

If the services offered at Willis I.S.D. do not match the sending schools services,

additional data may be gathered (i.e., testing) for placement decisions upon receiving

parent permission for placement decisions. Parents will be notified and kept apprised

of the additional data gathering for placement decisions.

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C. Continuance

Once students are identified and placed for gifted and talented service, they will

remain placed in the program services as long as their program performance meets

expectations. Students will not be retested for continuance.

Student performance in areas not designed specifically for the gifted and talented

students may not be used to exit the student from program services.

D. Furlough

At times, because of personal illness or difficulties, unsatisfactory academic

performance, or other valid reasons, students may wish to take a leave from gifted

and talented program for a period not to exceed one school year. These students or

their parent(s)/guardian(s) may request a furlough from the services by contacting the

campus gifted and talented identification committee in writing. The GT committee

will review the written request and make appropriate recommendations within ten

(10) days of the request.

The student may reenter the program at the beginning of any succeeding semester

upon written request. The student is expected to maintain performance

commensurate with other GT students.

E. Exit/Dismissal

1. Students placed for gifted and talented services will continue participation unless:

The student moves from the district

The student requests dismissal

The parent(s)/guardian(s) request dismissal

The committee accepts the teacher’s dismissal request because the student

is not meeting gifted and talented program requirements. Parents must be

contacted regarding the dismissal request.

1. If a student is dismissed from the services, he/she may not re-enter the services until

the following school year. The dismissed student will not need to be re-nominated.

The GT committee will review any requests for re-entry to services.

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F. Appeal

A parent or staff member who wishes to appeal an identification and/or placement

decision made by the GT committee may do so by following these steps:

1. Submit a request in writing for a hearing no later than 15 days after the committee has

announced its placement decision to the parent(s)/guardian(s).

2. The committee has ten (10) days to respond in writing to the request appeal. The

committee’s letter must explain its action and specify the date and time for a hearing

before the committee.

3. If the person making the appeal wishes to appeal the committee’s decision following

the formal hearing, the person must then follow the District’s local policies governing

appeals.

FNG

FNG (L)

GF(L)

(The above procedure policies are on the following pages.)

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State Goal:

A flexible system of variable program options that provide a learning continuum is

developed throughout the district and reinforces the strengths, needs, and interests of

gifted/talented students.

District Goal:

The district will offer an array of learning opportunities that are commensurate with

the abilities of the placed gifted and talented students and emphasize content in the

four core academic areas as well as the arts and creativity.

PROGRAM DESIGN OVERVIEW

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Administrative Design

A facilitator will be responsible for initiating, maintaining, and evaluating the district plan for

gifted and talented services. From evaluation data, annual recommendations for program

improvement will be submitted to the Executive Director of Curriculum, Instruction, and

Accountability.

The facilitator will have campus staff members to disseminate program information and

collect prescribed data. The facilitator will establish routine parent meetings and ensure the

nomination process is followed.

The facilitator will be responsible for monitoring curriculum and instruction. Systematic

meetings for horizontal and vertical alignment of curriculum will be established and

followed. Professional development needs will be identified by the curriculum specifically

designed for the identified gifted and talented students.

Elementary Gifted and Talented (K-5)

Willis ISD elementary schools follow a program design which places identified GT students

in heterogeneously grouped classes. Instructors who have completed thirty (30) hours of

gifted/talented training, and who have kept current by attending a six-hour annual update

training will teach these classes. Teachers of these classes provide differentiated instruction

that integrates creative thinking skills into language arts, math, science, and social studies.

Teachers are responsible for implementing appropriate adaptations to the regular

curriculum to meet the needs of identified GT students.

The G/T instructional program at this level is pull-out program using differentiated

curriculum and thematic units of study.

Program options at the elementary level are designed to enable gifted students to work

together as a group, work with other students, and work independently during the school day.

A continuum of learning experiences are offered, which lead to the development of

advanced-level quality performance tasks and products. Students are given opportunities to

accelerate in their individual areas of strength. In school, and when possible, out-of-school

options relevant to the student’s areas of strength are available during the school year.

Students are not to be held responsible for daily assignments or activities missed while

in the pull-out program, however they are responsible for the class material that will be

assessed on quizzes, tests, or class projects. Should a student miss a quiz, test, or class

project during GT, they will be allowed ample time to complete it by the classroom

teacher with no time penalty.

PROGRAM DESIGN

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State Goal:

Curriculum and instruction meet the needs of gifted students by modifying the depth,

complexity, and pacing of the general school program.

District Goal:

Willis I.S.D. will provide a continuum of learning experiences that appropriately

challenge identified gifted and talented students that will lead to the development of

advanced level products and/or performances.

CURRICULUM AND INSTRUCTION

Willis I.S.D. will continue to develop appropriately challenging learning experiences in

grades K through twelve in language arts, math, science, and social studies based on the

Texas Essential Knowledge and Skills (TEKS), local and national standards. Focus is on

substantive knowledge, creative thinking, critical thinking and analysis, research and

advanced-level products and/or performances that reflect depth and complexity.

Opportunities are provided to accelerate in areas of student’s strengths. Efforts are made to

provide students with out-of-school experiences that relate to the curriculum. Parents are

informed of available opportunities.

Since the GT curriculum is inherently individual and unique, Willis I.S.D. recognizes the

need to provide the teachers with dedicated time to develop and refine an appropriately

differentiated curriculum both horizontally and vertically. Therefore, staff development for

GT curriculum will be a priority. Willis I.S.D. will provide continuous improvement in

curriculum for the GT program, which will be refined and evaluated on a regular basis.

CURRICULUM AND INSTRUCTION OVERVIEW

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STRATEGIES FOR DIFFERENTIATING INSTRUCTION

Stations. Using stations involves setting up different spots in the classroom where

students work on various tasks simultaneously. These stations invite flexible grouping

because not all students need to go to all stations all the time.

Compacting. This strategy encourages teachers to assess students before beginning a

unit of study or development of a skill. Students who do well on the pre-assessment do

not continue work on what they already know.

Agendas. These are personalized lists of tasks that a student must complete in a

specified time, usually two to three weeks. Student agendas throughout a class will have

similar and dissimilar elements.

Complex Instruction. This strategy uses challenging materials, open-ended tasks, and

small instructional groups. Teachers move among the groups as they work, asking

students questions and probing their thinking.

Orbital Studies. These independent investigations, generally lasting three to six weeks,

revolve around some facet of the curriculum. Students select their own topics, and they

work with guidance and coaching from the teacher.

Entry Points. This strategy from Howard Gardner proposes student exploration of a

given topic through as many as five avenues: narrational (presenting a story), logical-

quantitative (using numbers or deduction), foundational (examining philosophy and

vocabulary), aesthetic (focusing on sensory features), and experiential (hands-on).

Problem-Based Learning. This strategy places students in the active role of solving

problems in much the same way adult professionals perform their jobs.

Choice Boards. With this strategy, work assignments are written on cards that are

placed in hanging pockets. By asking a student to select a card from a particular row of

pockets, the teacher targets work toward student needs yet allows student choice.

4MAT. Teachers who use 4MAT plan instruction for each of four learning preferences

over the course of several days on a given topic. Thus, some lessons focus on mastery,

some on understanding, some on personal involvement, and some on synthesis. As a

result, each learner has a chance to approach the topic through preferred modes and to

strengthen weaker areas.

_________________ “Strategies…” adapted and condensed from the 1999 ASCD book The Differentiated Classroom: Responding to the Needs

of All Learners by Carol Ann Tomlinson.

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State Goal:

All personnel involved in the planning, development, and delivery of services to

gifted students have knowledge to enable them to offer appropriate options and

curricula for gifted/talented students.

District Goal:

All teachers, counselor(s), and administrators responsible for gifted and talented

services will have the required professional development hours.

PROFESSIONAL DEVELOPMENT

All teachers serving students identified as gifted will have state-mandated 30 hours of

professional development prior to assignment. These initial hours will be accepted from

attendance at an institute provided through one of the Regional Education Service Centers,

through university or college credit, approved local training, or approved on-line training.

Teachers will be expected to acquire six (6) hours of advanced training annually during the

summer or school year. The district will pay substitution reimbursement and registration fees

to encourage and enable teachers to stay current on effective practices in the education of

gifted students.

Professional development for other personnel will include annual core training (6 hours) for

administrators and counselors who have campus-level decision-making authority or serve on

the campus screening committees.

Evaluation of professional development activities for the GT program is ongoing, and the

results of the evaluation will be used in making decisions regarding future professional

development.

The facilitator will conduct regular meetings for GT personnel to develop vertical and

horizontal alignment of GT curriculum.

Copies of all professional development certificates are to be filed with the office of the

principal. The certificates will then be forwarded to personnel to be placed in personnel

folders.

PROFESSIONAL DEVELOPMENT OVERVIEW

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State Goal:

The district regularly encourages community and family participation in services

designed for gifted and talented students.

District Goal:

Family and community members will be kept abreast of the gifted and talented

services. Parent(s)/guardian(s) will be apprised annually of student progress.

PARENT AND COMMUNITY INVOLVEMENT

Willis I.S.D. will strive to provide a dynamic exchange among parents, community members,

and district personnel of information, services and program evaluation as it pertains to the

overall development of gifted students. The district provides parents with written

information regarding the GT program, annually hosts a parent advisory committee meeting,

and has campus meetings with parents of gifted students to better facilitate two-way

communication. Local media services are used to dispense information to the community.

Parents of gifted students are encouraged to serve on district and campus planning

committees as mentors as well as volunteers.

Evaluation:

Program procedures are published in the student handbook.

District and Campus Improvement Plans address gifted and talented services.

Additional Funding:

Additional funding from business partnerships and scholarships will be pursued to enhance

the state and district funding for the GT program.

PARENT AND COMMUNITY INVOLVEMENT OVERVIEW