gifted /talented program handbook · skills in self-directed learning, thinking, research, and...
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Gifted /Talented
Program Handbook 2019-2020
Mercedes Independent School District
Carolyn Mendiola, Superintendent
Dr. Dana Yates, Assistant Superintendent of Curriculum & Instruction
Mr. Ramon Mejia,
District Coordinator for Gifted /Talented Program
Gifted and Talented Program Procedures
Mercedes Independent School District
Table of Contents Philosophy of Gifted Education ............................................. 1
Definition of Gifted ............................................................. 2
Mission Statement .............................................................. 3
Program Design ................................................................. 4
Identification Procedures ..................................................... 5
Flowchart ................................................................. 6
Parent Nomination Form ................................................. 7 -10
Teacher Nomination Form (Kinder-3rd) ......................... 11 & 12
Teacher Nomination Form (Grades 4th -12th) ................. 13 & 14
Self Nomination Form ................................................ 15 & 16
Parental Permission To Test ...................................... 17 & 18
Transfer Student ............................................................... 19
Flowchart ................................................................ 20
Furlough Procedures .......................................................... 21
Flowchart ................................................................ 22
Student Furlough Letter ............................................. 23 & 24
Probationary Letter ................................................... 25 & 26
Student/Parent Conference Form ................................. 27 & 28
Exit Procedures ................................................................. 29
Flowchart ................................................................ 30
Request for Exit ........................................................ 31 & 32
Evaluation/Recommendation Form ....................................... 33
Appeal Procedures ..................................................... 34 & 35
Flowchart ........................................................ 36 & 37
Appeal Form ............................................................. 38 & 39
Reassessment Procedures .................................................. 40
Acceleration Request Form ......................................... 41 & 42
Credit By Examination .............................................. 43
APPENDICES
I. Campus Maintenance of Documentation ......................... 44
II. Verification of Transfer ................................................ 45
III. Frequently Asked Questions .................................. 46 & 47
IV. Resources for Parents/Students ..................................... 48
V. Chart
High Achiever, Gifted Learner, Creative Thinker .......... 49
VI. State Plan
English
Spanish
Advanced Academics 2009-2010 Timelines .......... 50 & 51
Pre-AP and Advanced Placement ................................ 52
Pre-AP and Advanced Placement .......................... 53-60
Mercedes Independent School District
Philosophy of Gifted Education
“Hide not your talents. They for use were made.
What's a sundial in the shade?
– Benjamin Franklin”
In this era of accountability, the education of gifted and talented students is most
crucial. Our nation faces political, social, and economic challenges. Confronting
these challenges will require commitment, critical thinking, and creativity. These
attainable skills will serve students as they learn to coexist in a global society.
Therefore, the Gifted and Talented Program at Mercedes Independent School
District exists to meet the unique needs of identified students who show the
potential for excellence in intellectual ability, creativity, and/or specific subject
matter. The program is committed to differentiating the regular curriculum
through content, process, product, pace and learning environment.
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The Gifted and Talented Program strives to satisfy each learner’s distinctive needs
by:
(1) incorporating a variety of appropriately challenging learning activities
(2) encouraging independent, critical thinking and research
(3) fostering students’ individuality and creativity
It is the belief of Mercedes schools that students shall assume greater diligence
toward academic excellence and civic responsibility. Thus, the ultimate mission of
the Gifted and Talented Program is to help create
conscientious, productive adults who can contribute to the enrichment of our
society.
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Texas Education Code
Definition of Gifted
SUBCHAPTER D. EDUCATIONAL PROGRAMS FOR GIFTED AND TALENTED STUDENTS
§ 29.121. DEFINITION. In this subchapter, "gifted and talented student" means a child or youth who performs at or shows the potential for performing at a remarkably high level of
accomplishment when compared to others of the same age, experience, or environment and who:
(1) exhibits high performance capability in an intellectual, creative, or artistic
area; (2) possesses an unusual capacity for leadership; or
(3) excels in a specific academic field.
Texas State Goal for Services for Gifted Students
Students who participate in services designed for gifted students will demonstrate
skills in self-directed learning, thinking, research, and communication as
evidenced by the development of innovative products and performance 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 service.
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Mercedes Independent School District
Goals for the Gifted and Talented
The mission of the Gifted and Talented program is to provide an enriched,
differentiated environment for students with advanced learning abilities.
Instruction and resources are designed to enhance self-directed learning using
critical thinking, creativity, and problem solving.
Thus, the goals of the Mercedes Gifted and Talented program are as follows:
• to make available an equitable gifted education to all students regardless of
socio-economic status, language barriers, or disability
• to offer in-depth learning experiences beyond the regular curriculum hence advancing knowledge above the grade level expectations
• to develop the knowledge and skills essential for success in the 21st century
• to promote self-directed learning so as to enhance each student’s unique characteristics
• to encourage individual creativity through innovative products and performances
“ You can’t teach a person anything, You can only help them find it within themselves “
Galileo
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Program Design
Elementary
All Mercedes elementary schools offer a gifted program using either the cluster
method or pull-out services. The cluster method groups three to six identified
gifted students who are then placed in a mixed-ability classroom with an
appropriately trained teacher. Clustered students receive differentiated
assignments. These are not additional assignments, but are tasks more
appropriate to their skills and abilities.
Secondary
Students in grades 7 through 12 are provided college readiness options as well as
possibilities for college credit while attending high school. The College Board
Advanced Placement (AP) Program is designed to expose students to college level
coursework. The curriculum is rigorous, challenging, fast-paced and contributes to
future success at college.
Grades 7 through 10 offer Pre-Advanced Placement (Pre-AP) courses in Math,
Science, Reading, Language Arts, and Social Studies. Pre-AP prepares students
for the academic demands of Advanced Placement courses.
For grades 11 and 12, Advanced Placement classes are available. AP instructors
attend College Board Institutes and receive specialized training in their particular
subject area. Academic areas include Math, Science, Language Arts, and Social
Studies. Other choices consist of elective courses such as Studio Art and Spanish.
Dual and concurrent courses are also accessible to students. The college or
university will award college credit upon successful completion of such courses.
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IDENTIFICATION PROCEDURES
The identification process requires three components at all grade levels: 1. Nomination of students for the program
2. Screening and Testing of nominated students 3. Selection and Placement of students for GT program
NOMINATION PROCESS
Nominations are accepted from parents, the community, school staff, or by students themselves at the beginning of each academic year. Once a completed
nomination form is returned to the GT Campus counselor, a written parent permission form is required for testing to begin.
If a parent denies permission for testing, then the identification procedure ceases and the student will not be eligible for GT screening until the next academic year.
SCREENING/TESTING PROCESS
Screening is done once a year in early spring by the campus counselor or designated person. For Kinder, the screening begins in January because students
need to be served by March 1. Testing is both objective and subjective and may include, but not limited to the following: achievement tests, behavioral checklists,
and intelligence tests. The Committee does not focus on any one single assessment tool but uses a minimum of three criteria to review each student’s nomination. Procedures are designed to assure fair assessment of students with
special needs, the economically disadvantaged, and students with disabilities.
The counselor/designee will then present each student’s profiles to the Campus GT Committee.
SELECTION/PLACEMENT PROCESS
The District GT Committee reviews each student’s profile to determine final selection. The Committee consists of District G.T. counselors from each campus, and the District GT Coordinator.
Once final approval is completed by the District GT Committee, the campus
counselor sends a notification letter to all parents concerning the student’s placement for the next academic year. The notification letter states (A) Notification of Entry or
(B) Notification of Non-Entry. Students not placed in the program may be re-nominated the next year and follow the same screening procedures. Parental
permission forms for entry into the program must be signed. The GT Permanent Record form must be placed in the Cumulative Folder.
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FLOWCHART OF
IDENTIFICATION PROCEDURES
N O M I N A T I O N
OR OR OR
S C R E E N I N G
S E L E C T I O N
P A R T I C I P A T I O N
GT Committee Reviews Profiles and Makes Placement Decisions
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Parent Community Member School Staff
Objective and Subjective Assessments Gathered by Campus GT Committee
Entry into GT Program
Appeals
Not Accepted at This Time
Exit Furlough Continue in Program
Required: Written
Permission to Screen
(may say no)
Required: Written
Permission to Participate
(may say no)
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GIFTED AND TALENTED PROGRAM
PARENT NOMINATION FORM Name __________________________________________ Date _________
Campus ___________________________________ Grade ____ Age ____
Parent’s Name(s) ______________________
Address
Instructions: Please mark the boxes that identify your child’s ability in the areas
listed below.
Creativity
1. Displays a great deal of curiosity 2. Generates a large number of ideas or questions; often unique answers 3. Likes to adapt, improve, or modify objects and instructions 4. Offers constructive criticism Motivation 5. Persistent about finishing projects 6. Strives toward perfection 7. Prefers to work independently 8. Concerned with right and wrong Leadership 9. Can express himself/herself well 10. Is flexible in new situations 11. Likes to organize people, things, or situations 12. Participates in most social school activities
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Academic Ability 13. Asks questions about the reasons for things 14. Creates or expands songs, stories, or pictures about learning experiences 15. Displays quick mastery of basic skills in most subjects 16. Unusually large vocabulary and/or reading level 17. Recognizes relationships, reasons things out 18. Usually “gets more” out of a story, film, etc. 19. Full of information on a variety of topics 20. Reads a great deal on his own; does not avoid difficult material
For office use only:
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Adapted from Joseph Renzulli, (1983) Scales for Rating the Behavioral Characteristics of
Superior Students
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FORMULARIO PARA LOS PADRES DE FAMILIA PARA NOMINAR
ALUMNOS AL PROGRAMA PARA DOTADOS Y TALENTOSOS Nombre __________________________________________ Fecha _________
Escuela _____________________________ Año escolar____ Edad _________
Nombre del padre o de la madre _______________
Dirección
Instrucciones: Favor de marcar las cajillas que identifiquen las habilidades de su hijo o
hija en la lista a continuación.
Creatividad
1. Demuestra mucha curiosidad 2. Genera un gran número de ideas o preguntas respuestas únicas con frecuencia. 3. Le gusta adaptar, mejorar, o modificar objetos e instrucciones 4. Ofrece crítica constructiva Motivación 5. Insiste en terminar proyectos 6. Se esfuerza por obtener perfección 7. Prefiere trabajar independientemente
8. Se preocupa de lo que es correcto e incorrecto
Liderazgo 9. Tiene la habilidad de expresarse bien 10. Demuestra flexibilidad ante situaciones nuevas 11. Le gusta organizar gente, cosas o situaciones 12. Participa en la mayoría de las actividades sociales escolares
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Habilidad académica 13. Pregunta el por qué de las cosas 14. Crea o expande canciones, cuentos, o fotografías sobre experiencias aprendidas. 15. Demuestra dominio rápido en habilidades básicas en la mayoría de sus materias 16. Vocabulario extenso y poco común y/o nivel de lectura 17. Reconoce relaciones, razona cosas 18. Usualmente “saca más” de un cuento, película, etc. 19. Lleno de información en temas variados 20. Lee mucho por cuenta propia; no evita material difícil
Para uso exclusivo de la oficina:
Add Columns (for both pages)
Multiply Each Column by Weight Above
Add Weighted Columns: Total
x1 x2 x3 x4
Adaptado de Joseph Renzulli, (1983) Scales for Rating the Behavioral Characteristics of
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GIFTED AND TALENTED PROGRAM
TEACHER NOMINATION FORM (Kinder – 3)
Student Name ______________________________________ ID ________ Campus __________________________________ Grade ____ Age _____
Teacher completing this form _____________________________________
How long have you known this student? ________ Years _______ Months
Instructions: Please check only one box for each item.
Advanced Language
1. Uses multisyllablic words unassumingly 2. Uses language to teach another student 3. Uses verbal skills to handle conflicts or influence others behavior 4. Expresses similarities and differences between unrelated objects
Analytical Thinking 5. Sees cause and effect relationships 6. Takes apart and reassembles things and/or ideas with unusual skill 7. Expresses relationships between past/present experiences Meaning Motivation 8. Asks how, why, and what if questions 9. Displays unexpected depth of knowledge 10. Independent; wants to complete activities on his/her own 11. Keeps at an issue until it makes sense
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Perspective
12. Sees others’ points of view 13. Creates and interprets more complex shapes, patterns, or graphics than same-age peers 14. Displays a strong sense of fairness and injustice Sense of Humor 15. Catches an adult’s subtle or sophisticated humor 16. Develops a humorous idea to the extreme; tendency to have “flights of fancy” Accelerated Learning 17. Requires minimum repetition for mastery 18. Comprehends symbolic representations, e.g. musical, numerical, alphabetical, mapping 19. Creates advanced products 20. Demonstrates an unexpected mastery of complex science or math concepts
For office use only:
Add Columns (for both pages)
Multiply Each Column by Weight Above
Add Weighted Columns: Total
x1 x2 x3 x4
Adapted from Kingore, Bertie Kingore Observation Inventory
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GIFTED AND TALENTED PROGRAM
TEACHER NOMINATION FORM (Grades 4 – 12) Student Name ______________________________________ ID ________ Campus __________________________________ Grade ____ Age _____
Teacher completing this form _____________________________________
How long have you known this student? ________ Years _______ Months
Instructions: Please check only one box for each item.
Advanced Language 1. Extensive vocabulary 2. Modifies language for less experienced students 3. Uses the precise language of a discipline/subject 4. Displays verbal skills when handling conflicts or influencing others; persuasive Analytical Thinking 5. Thinks logically, critically and clearly 6. Enjoys analyzing and solving more difficult problems 7. Observes intensely; interprets observations Meaning Motivation 8. Asks provocative, intellectual questions; is curious 9. Demonstrates extraordinary ability to retain information 10. Displays in-depth information in one or more advanced areas 11. Intrinsically motivated to pursue areas of interest 12. Wants to do things independently
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Perspective 13. Demonstrates complex dimension in writing, art, oral discussions, or problem solving 14. Incorporates interesting, subtle components to enhance products 15. Interprets past, present, and future ramifications Sense of Humor 16. Uses humor to gain approval or ease tensions 17. Says/Does something indicating a sense of humor beyond same-age peers 18. “Plays” with language by using figurative language Sensitivity 19. Displays concern for justice; seeks resolution of moral dilemmas 20. Demonstrates high expectations of self and others 21. Prefers solitude part of the time 22. Organizes others to help promote change and fairness Accelerated Learning 23. Requires minimum repetition for mastery 24. Creates advanced products 25. Reads above grade level with complex interpretation
For office use only:
Add Columns (for both pages)
Multiply Each Column by Weight Above
Add Weighted Columns: Total
x1 x2 x3 x4
Adapted from Kingore, Bertie Kingore Observation Inventory
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MERCEDES INDEPENDENT SCHOOL DISTRICT
GIFTED & TALENTED PROGRAM SELF NOMINATION FORM
Name _______________________________________________
Age _________ Grade Level ____________
Address _________________________________________________________
School _________________________________________________________ Parent/Guardian____________________________________________________
I, ____________________________________, would like to be considered for
Student’s Name
the Gifted and Talented Accelerated Program for the following reasons:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________ _______________________
Student Signature Date
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MERCEDES INDEPENDENT SCHOOL DISTRICT
FORMULARIO PARA AUTO-NOMINARSE PARA EL PROGRAMA PARA DOTADOS Y TALENTOSOS
Nombre _______________________________________________
Edad _________ Año (grado) ______
Dirección _________________________________________________________
Escuela _________________________________________________________
Nombre del padre o tutor ____________________________________________________
Yo, ____________________________________, quisiera ser considerado
Nombre del estudiante
para el programa avanzado para Dotados y Talentosos por las siguientes razones: _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________ _______________________
Firma del estudiante Date
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MERCEDES INDEPENDENT SCHOOL DISTRICT
GIFTED & TALENTED PROGRAM PARENTAL PERMISSION FOR G.T. TESTING
Dear Parents,
Mercedes Independent School District is conducting screening among students in
grades Pre-Kindergarten –11th. The purpose of the screening process is to select students who exhibit skills and characteristics of giftedness.
Upon completion of the screening process, eligible students will undergo an assessment process. The students who meet the program criteria will be
assessed. The assessment process will be completed in __________. At that time, you will
be notified of your child’s performance. Please indicate if you want your child to participate in this testing process, and return this form to your child’s teacher.
If you have any questions, feel free to call me at ________________________________.
Sincerely,
________________________________
Principal
----------------------------------------------------------------------------------------------
Student ______________________________ School _________________
Grade Level _____________ Teacher’s Name _____________________
____ Yes, I do grant permission for testing for the Gifted/Talented Program.
____ No, I do not grant permission for testing for the Gifted/Talented Program.
______________________________ ______________________ Parent/Guardian Signature Date
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MERCEDES INDEPENDENT SCHOOL DISTRICT
PROGRAMA PARA DOTADOS Y TALENTOSOS PERMISO PATERNO DE EVALUACIÓN PARA D.T.
Estimados padres de familia:
El Distrito Escolar Independiente de Mercedes está conduciendo pruebas de
detección selectiva en sus alumnos de Pre-Kinder – 11vo (2º de preparatoria). El propósito de este proceso es seleccionar alumnos que exhiban habilidades y características de talentos.
Al completar este proceso, los alumnos elegibles pasarán por una batería de
pruebas. Se les darán las pruebas a los alumnos que cumplan con los criterios del programa.
La batería de pruebas será completada en __________. Se le notificará de los resultados de su hijo(a). Por favor indique si desea que su hijo(a) participe en
estas pruebas y regrese este formulario al maestro(a) de su hijo(a).
Si tiene preguntas, favor de llamarme al teléfono _____________________.
Sinceramente,
________________________________
Director(a)
----------------------------------------------------------------------------------------------
Alumno ______________________________ Escuela _________________
Año (grado) _______ Nombre del maestro(a)______________________ ____ Sí, Doy mi permiso para que mi hijo(a) haga las pruebas de D.T.
____ No, No doy mi permiso para que mi hijo(a) haga las pruebas de D.T.
______________________________ ______________________
Firma del padre o tutor Fecha
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TRANSFER STUDENTS
Within the District
Students transferring between campuses will retain their GT status at the new
campus.
New to District
Upon receipt of written documentation from the sending district, any student who
was being served under their district’s Gifted and Talented program during the
current year will be automatically placed in the Mercedes Gifted and Talented
program.
The transferring student will be subject to all rules and regulations set forth for
district-tested gifted students including: reassessment procedures, probationary
procedures, furlough procedures, and exit procedures.
If no written documentation is presented from the sending district within thirty
days of enrollment, the campus has one of two options:
• immediately retest student using current district criteria and place using current district criteria
• serve student temporarily and retest during next testing phase
Out of (Mercedes) District
Mercedes I.S.D. will release a copy of the student’s G.T. Permanent Record to be
forwarded to new school only upon written request by parent/quardian.
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FLOWCHART FOR OUT OF DISTRICT TRANSFER
Receive documentation from sending district
Students Currently Served in Transferring District are
automatically placed in Mercedes GT program
(subject to all regulations of Mercedes GT program)
Option II: If No Documentation Within 30 Days, Serve Student Temporarily Until New Testing Phase
Option I: If No Documentation Within 30 Days, Immediately Retest Using Mercedes ISD Criteria
Evaluation/recommendation form placed in GT file
concerning action taken with transferred student
Student Enrolls in Mercedes ISD for first time (K-12)
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FURLOUGH PROCEDURES The GT Campus Committee may place a student on furlough after a probationary
period of one six weeks. No more than 2 furloughs should be requested per student. After 2 furlough requests, withdrawal procedures from the GT Program
will be initiated. Appropriate reasons for placement on furlough include, but not limited to:
Recommendation by GT Campus Committee following a carefully monitored
probationary period
Parental/Student request
Prolonged illness
Unsatisfactory performance due to inability to keep up with regular
classroom work
Student is not mastering grade level objectives as measured by local
assessments (CBAs), Benchmarks, STAAR, and grades
When a student is placed on furlough status, the Committee must consult with and inform:
the principal
the student
the parent/guardian
A Student Furlough Conference Form must be completed and include:
Specific reason(s) for furlough
Duration of furlough as agreed by Committee (not to exceed one year)
Date for re-entry if appropriate
The GT teacher(s) will monitor student progress throughout the probationary period. Before the date of re-entry, the GT teacher(s) shall present all necessary documentation to the Campus GT Committee for review.
Upon review of the student’s documentation, the Committee will make a recommendation whether student remains in or exits the GT program. Parents will be notified in written form of the Committee’s decision.
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FLOWCHART FOR FURLOUGH PROCEDURES
Request for Furlough Initiated by Teacher, Parent, or Student
Conference Held with Student, Parent, Teacher(s), GT Campus Contact, Counselor and/or Principal
• Conference Form Completed and Filed
Student Monitored During Probationary Period
Before Re-entry Date
• Teacher Documentation Reviewed by GT Campus Committee
• Recommendations made by Committee
Student Remains
in GT Program
• Parent & Student Notified in Writing
Student Exits GT Program
•Parent & Student
Notified in Writing
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MERCEDES INDEPENDENT SCHOOL DISTRICT
G.T. PROGRAM
STUDENT FURLOUGH LETTER
Dear Parents,
Your child, ________________________________, is currently enrolled in
the Mercedes Independent School District’s Gifted and Talented Program.
He/She is being placed on furlough status due to the following reason(s):
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
________________________________________
________________________________________________________
The furlough period will begin _______________________________.
Date
On _________________________, the G.T. Committee will review your
Date son’s/daughter’s progress and make a recommendation for their
placement.
If you have any questions or would like a conference concerning this matter, please contact the school.
Thank You,
_____________________ ________________________
Principal Telephone
_____________________ ________________________ GT Committee Member GT Committee Member
_____________________ ________________________ GT Committee Member GT Committee Member
_____________________ ________________________
GT Committee Member GT Committee Member
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MERCEDES INDEPENDENT SCHOOL DISTRICT
PROGRAMA D.T.
CARTA DE PERMISO ESTUDIANTIL
Estimados padres de familia,
Su hijo(a), ________________________________, está inscrito en el
Programa para Dotados y Talentosos del Distrito Escolar Independiente de
Mercedes. Se le ha puesto en período condicional por las razones siguientes:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
________________________________________
________________________________________________________
El período condicional dará comienzo el día____________________. Fecha
Con fecha de_____________, El comité de D.T. repasará el progreso Fecha
de su hijo(a) y hará una recomendación para su colocación.
Si tiene preguntas o quisiera obtener una cita concerniente a este asunto, favor de contactar a la escuela.
Gracias,
________________________________ Maestro(a)
_____________________ ________________________
Director Teléfono
_____________________ Comité de D.T.
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Mercedes Independent School District
G.T. PROGRAM STUDENT PROBATIONARY LETTER
Dear Parents,
Your child, ________________________, is currently enrolled in the Mercedes Independent School District’s Gifted and Talented Program. She/he is being
placed on probation for the following reason(s): is not mastering basic grade level skills and objectives
is not completing assignments
student has difficulty keeping up with the pace of the class
is failing/has failed __________ for the _________________ six weeks period
other _________________________________
Monitoring will be conducted during the six weeks period. At this time, we would like to request a conference with you to discuss your child’s academic progress.
The conference will be held on ___________ ___________
(date) (time)
If you are unable to attend, please contact the school at _________________.
Thank you, _______________________________
Teacher
______________________________ _________________________ Principal Telephone
-------------------------------------------------------------------------------------- I have received your letter and:
will attend the conference
will not attend the conference.
______________________________________________________ Parent Signature
______________________________________________________ Student Signature
Distrito Escolar de MERCEDES INDEPENDENT SCHOOL DISTRICT
G.T. ACCELERATED PROGRAM NOTIFICACION DE PROBACION DEL ESTUDIANTE
Estimados Padres,
Su hijo(a), _________________________, esta matriculado en el Programa de
Dotados y Talentosos del distrito escolar de Mercedes. Por ahora su niño(a) esta teniendo dificultad en:
□ maestría en los objetivos y las destrezas del nivel
□ no ha completado las áreas/actividades □ otra razón ______________________________
______________________________
Se harán otras evaluaciones, después del fín de estas seís semanas. Se requiere una conferencia con Usted sobre este asunto. La conferencia se llevará acábo el
día ____________________ __________________. Si usted no puede (Fecha) (Hora)
venir a esta conferencia, favor de comunicarse con el director de la escuela de su hijo(a).
Gracias,
______________________________ Maestra
______________________________ ________________________ Director(a) Teléfono
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MERCEDES INDEPENDENT SCHOOL DISTRICT
GIFTED AND TALENTED PROGRAM STUDENT/PARENT CONFERENCE FORM
Student: _________________________ ID# ________ Date __________
Members Present: _____________________ __________________ __________________
Principal/Administrator Counselor Parent
_____________________ ___________________ ______________ G/T Teacher G/T Teacher G/T Teacher
____________________ _________________ ____________________ G/T Teacher Teacher Teacher
Summary of Conference: _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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MERCEDES INDEPENDENT SCHOOL DISTRICT
PROGRAMA PARA DOTADOS Y TALENTOSOS FORMULARIO DE CONFERENCIA CON ESTUDIANTE/PADRE DE FAMILIA
Alumno: _________________________ ID# ________ Fecha __________
Miembros presentes: _____________________ __________________ __________________
Director/Administrador Consejero(a) Padre/Madre
_____________________ ___________________ ______________ Maestro(a) D/T Maestro(a) D/T Maestro(a) D/T
____________________ _________________ ____________________ Maestro(a) D/T Maestro(a) D/T Maestro(a) D/T
Resumen de la conferencia: _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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EXIT PROCEDURES
No student may exit the Gifted and Talented Program without approval of the GT
Campus Committee. A conference will be held with the student, parent and GT
Campus Committee. In addition, a Request for Exit Letter will be given to parents
prior to the conference.
Approval for exiting the program is based on one or more of the following criteria:
Student has not improved or met requirements outlined during the furlough period
Failure to master grade/subject area/level objectives
Parent, counselor, or principal written request
Student written request with parental permission
An Evaluation/Recommendation Form will be completed by the Campus
Committee during the conference. Upon honoring the request for exit,
three copies of the Exit Form are required:
sent to GT District Coordinator
sent to PEIMS Specialist
kept in student’s Cumulative Record
A student that has been formally exited from the Gifted and Talented program
may re-enter the program only through a complete reassessment using the most
current criteria at the next testing phase.
Note: Participation in any program or services provided for gifted students is
voluntary.
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Criteria Applied for Exiting GT Program
Request for Exit Letter Sent to
Parents
Conference with Parent and
Student before Honoring Request
FLOWCHART for EXIT PROCEDURES
GT Campus Committee Completes
Evaluation/Recommendation
Form
• Copy Placed in Cumulative
Folder
Formally Exited from GT Program • Three copies distributed to stakeholders • Complete Reassessment Required
for Re-entry (next testing phase)
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Request for Exit From Program
Campus: ________________________________________________
Student’s Name: __________________________________________
Student ID#: ____________________ Grade: ______________
GT Teacher: _______________________ Date: _________________
Student should be exited from the Gifted/Talented Program for the following
reasons:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________ ________________________
Principal Counselor
____________________________ ________________________
G/T Campus Coordinator G/T Teacher
____________________________ ________________________
Parent Signature Date
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Solicitud para terminación del programa
Escuela: ________________________________________________
Nombre del estudiante_____________________________________
ID#: ____________________ Año (grado): ______________
Maestro(a) D/T: _______________________ Fecha: _________________
El alumno deberá ser sacado del programa para Dotados y Talentosos por las
razones siguientes:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________ ________________________
Director Consejero(a)
____________________________ ________________________
Coordinador(a) escolar de D/T Maestro(a) de D/T
____________________________ ________________________
Firma del padre o madre Fecha
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MERCEDES INDEPENDENT SCHOOL DISTRICT
G.T. COMMITTEE EVALUATION/RECOMMENDATION FORM
Name of Student: ______________________________________________
Grade: _______________________ Date: ____________________
The student above is being evaluated due to a recent:
□ probationary period □ reassessment □ furlough period □ transfer from another school
We recommend that the student:
□ remain in the G.T. Program
□ remain on the current probationary/furlough status
until _______________ at which time a reassessment shall be
completed.
□ exit from the G.T. Program.
Reason(s):
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Committee Signature Position 1. ___________________________ ____________________
2. ___________________________ ____________________
3. ___________________________ ____________________
4. ___________________________ ____________________
5. ___________________________ ____________________
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APPEAL PROCEDURES
Parents or students may appeal any final decision of the GT Campus Committee
regarding selection for or removal from the Gifted Program.
A written appeal shall first be submitted to the Campus Committee. Any following
appeals shall be made in accordance with FNG (Local) beginning at Level Two.
Note: Parents will be notified in writing of any Campus Committee
recommendations for non-entry or exit from the GT Program.
Parents shall request a conference with the Principal within ten working days of
the Exit Letter notification. After the conference, the Principal may recommend,
but not require, that the child be re-assessed.
Parents will be notified in writing of the decision of the GT Campus Committee.
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PROCEDIMIENTOS DE APELACIÓN
Los padres de familia o los alumnos pueden apelar cualquier decisión final del
Comité Escolar de DT con respecto a la selección de, o terminación del, programa
para Dotados. Una apelación escrita deberá ser presentada al Comité Escolar.
Todas las demás apelaciones, comenzando con el segundo nivel, deberán ser
presentadas de acuerdo a la sección FNG (Local).
N. B.: Se les notificará por escrito a los padres de familia de cualquier
recomendación hecha por el Comité respecto a rechazos o terminaciones del
Programa de DT.
Los padres de familia deberán solicitar una junta con el director de la escuela
dentro de los diez primeros días de la fecha de la carta de terminación. Después
de la junta, el director(a) puede recomendar, mas no requerir, que el alumno sea
re-evaluado.
Se les notificará a los padres de familia de la decisión hecha por el Comité Escolar
de DT.
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FLOWCHART for APPEAL PROCEDURES
Letter to Parents of Selection or Removal from Program
Parents Notified in Writing of Appeal Decision by GT Campus Committee
• May Proceed to Level II
Parents request conference with Campus Principal Within 10 Working Days
• Recommendation by Principal
Parent or Student Initiates Appeal to GT Campus Committee
• Appeal Form Completed
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DIAGRAMA DE FLUJO PARA LOS PROCEDIMIENTOS DE APELACIÓN
Carta a los padres de familia de selección para o terminación del Programa
Notificación por escrito a los padres sobre
la decisión del Comité Escolar de DT. • Puede proceder al Nivel II
Los padres solicitan una junta con el
director dentro de los primeros 10 días
• Recomendación del director
Los padres de familia o alumno inician la
apelación al Comité Escolar de DT
• El formulario de apelación se completa
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Appeal Form
Student _____________________________ ID #_________________
Campus_____________________________ Grade:______
Phone ______________________
I am filing this appeal for the following reasons: _______________________________________________________________
_____ _______________________________________________________________
_____ _______________________________________________________________
_____
____________________________________________________________________
______________________________ _____________ ____________
Signature of parent/ guardian Date Telephone
For Office Use Only
Appeal Granted □ Appeal Denied □ Date_______
__________________________________ Committee Member
__________________________________ Committee Member
__________________________________ Committee Member
__________________________________ Committee Member
__________________________________ Committee Member
Date Received:__________________
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Formulario de Apelación
Alumno _____________________________ ID #_________________
Escuela_____________________________ Año (grado):______
Teléfono ______________________
Presento esta apelación por las razones siguientes:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________ _____________ ____________ Firma del padre o tutor Fecha Teléfono
Para uso exclusivo de la oficina
Appeal Granted □ Appeal Denied □ Date_______
__________________________________
Committee Member
__________________________________ Committee Member
__________________________________
Committee Member
__________________________________ Committee Member
__________________________________
Committee Member
Date Received:__________________
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REASSESSMENT PROCEDURES
A.) The District shall reassess a GT student to determine appropriate program placement when a student moves from grade 5 to grade 6.
B.) The District shall limit the re-assessment to a maximum of once per semester for students in grade 5 and a maximum of once per year for grades 1-12
C.) The re-assessment data for students shall be reviewed by the GT Selection Committee for future placement.
D.) Parental consent is required. E.) Parents shall be notified of the Campus Selection Committee’s
Recommendation if it changes the status of the child for placement.
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Acceleration Request Form
Requests received after March 1 may not be completed by the end of the school year.
Student Name ___________________ ID#:_________ Date: _________
Current Grade _______ School ______________ Principal _____________
Parent/Guardian ________________________________________________
Address __________________ Phone ____________ work
____________ home
____________ cell
Email ______________________________
Nature of request:
____ Whole grade acceleration
____ Other Explain ____________________________________________
Reason(s) for Request. Include reference to specific evidence and/or data to support this request. [Note: Student must show evidence of meeting grade or
subject standards and benchmarks to accelerate.] Use back of page if needed.
Provide names of your student’s teacher from the past two years (and
names/addresses of schools if different from current school). Use back of this
sheet if needed.
____________________________ _______________________
Parent/Guardian Signature Date
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Formulario de solicitud para adelantar grado académico
Las solicitudes recibidas después del 1º de marzo no podrán ser procesadas para antes de terminar
el presente ciclo escolar.
Nombre del alumno_________________ ID#:_________ Fecha_________
Año (grado) _______ Escuela ______________ Director _____________
Padre o tutor ________________________________________________
Dirección __________________ Teléfono ____________ trabajo
____________ hogar
____________ celular
E-mail ______________________________
Naturaleza de la solicitud:
____ Adelantar grado completo
____ Otro Explicar ____________________________________________
Razones para la petición. Incluya referencias evidenciales específicas y/o datos
que apoyen esta petición. [N. B.: Los alumnos deben demostrar evidencia de cumplir con los estándares del grado académico o de las materias y puntos de referencia (benchmarks) para adelantar.] Use la parte de atrás de la hoja si
necesita más espacio.
Provea los nombres de los maestros de su hijo(a) de los dos años pasados (y los nombres y direcciones de las escuelas si son diferentes de la presente). Use la parte de atrás de la hoja si necesita más espacio.
____________________________ _______________________
Firma del padre o tutor Fecha
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CAMPUS MAINTENANCE OF DOCUMENTATION
Documentation
Each campus is accountable for sustaining documentation of GT procedures. Each student in the GT program has documentation placed in the cumulative folder.
The following documentation is uniform throughout the district:
□ Identification
□ Parent nomination
□ Teacher nomination
□ Parent information letter
□ Parent permission to assess
□ Matrix with GT Campus Committee signatures and meeting date
□ Parent notification letter of entry or non-entry to GT program
□ Parent permission to participate in GT program (if selected)
□ Appeals
□ Exit Notification
□ Furlough
These documents are subject to the Office of Civil Rights verification. The
documents for students not selected shall be grouped together with a cover
indicating that the documents are GT Assessments.
When a student qualifies for the GT program and parental written permission is
granted, the student is coded in PEIMS as a GT student. This coding will follow the
student throughout her/his academic career.
GT students may only be exited under the conditions permitted under the section
“EXIT Procedures”.
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VERIFICATION OF TRANSFER OF
GIFTED AND TALENTED PLACEMENT FILES
Gifted and Talented files must be placed inside the student’s Permanent Folder as
they travel to the next level campus.
Date _______________________
From Transferring Campus _______________________________________
To Receiving Campus _______________________________________
_______________________________________________
Name (Printed)
_________________________________________ ___________________ Signature Position/Title
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FREQUENTLY ASKED QUESTIONS
Student Assessment
1. The state plan requires school districts to include provisions regarding reassessment in local board policy. Must school districts reassess students for services in the gifted/talented program?
No, you are not required to reassess students. Your local board policy could state that once students are identified for services in the gifted/talented program, they remain in the program unless they are exited. (Ref: 19 TAC § 89.1(5); TSP Section 1, 1.2A)
2. What is the timeline or deadline for kindergarten identification?
Kindergarten students must be identified and receiving services by March 1.
(Ref: 19 TAC § 89.1(3); TSP Section 1, 1.4A)
Curriculum and Services
3. Please clarify the meaning of emphasizing content from the four core academic areas.
The intent is to make certain that regardless of the program design used to deliver services to gifted/talented students, content modifications of the Texas Essential Knowledge and Skills (TEKS) are offered in the four core areas of language arts, mathematics, science, and social studies. An array of learning opportunities should allow students who are advanced in any of the core content areas to do advanced work reflecting depth and complexity of the general school curriculum (TEKS). There are many ways services can be designed to meet these indicators. Examples of learning opportunities that emphasize content from the four core areas and are included in the regular school day may include a combination of the following:
• Interdisciplinary curriculum • Special units from each of the core areas • Differentiation of each of the core areas in regular or self-contained classes • Acceleration in a discipline that is a particular area of strength • Advanced Placement (AP) classes with appropriate modifications for g/t students • Pre-AP classes with appropriate modifications for g/t students • International Baccalaureate classes with appropriate modifications for g/t students • Independent study courses (At the elementary level, students may be allowed to pursue specific are as of interest through independent study even though there is not a specific course.) • Dual/concurrent enrollment • Mentorship programs • Education Service Center (ESC) seminars (may also be in-school or out-of- school)
(Ref: 19 TAC § 89.3(3); TSP Section 2, 2.1A, 3.1A)
4. How should teachers document differentiation of curriculum for gifted/talented students?
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There are a variety of ways that teachers can document differentiation. It may be done in the lesson plans where the teacher would indicate instruction and/or assignments that differ for gifted students. Differentiation may be included in curriculum guides or documents. Classroom schedules may also indicate flexible grouping with differentiated instruction. Copies of assignments or handouts given to students that indicate students have options in reading assignments, projects, etc. may also be used.
Professional Development
5. What should be offered to teachers in the required six-hour annual update?
The decision not to mandate what should be offered as six-hour update training was deliberate. It was the intent of the law that this on-going professional development for teachers who provide instruction and services for gifted students is individualized for each teacher. The annual update should be based on individual teacher needs related to the objectives of the gifted program. The teacher and his/her supervisor should collaboratively make this decision.
(Ref: 19 TAC § 89.2(3); TSP Section 4, 4.2A)
6. Who must have professional development in gifted education? Which teachers? Which administrators? Which counselors?
Prior to assignment, teachers who provide instruction and services that are part of the program for gifted students should receive the required minimum 30 hours of training and six hours annually. Administrators and counselors who are responsible for programming decisions for gifted/talented students are required to receive six hours of professional development that includes nature and needs of gifted/talented students and program options for those students. Any campus or district level administrator (including the superintendent) or counselor who has authority to make scheduling, hiring, and/or program decisions should have the six hours.
(Ref: 19 TAC § 89.2(1); TSP Section 4, 4.1A; 4.3A)
Pre-Advanced Placement/Advanced Placement
7. Are the AP teachers required to have the 30 hours of training in gifted education? If yes, can their AP training count for it?
If AP classes serve as the mode of delivery for your services to gifted students, teachers should have the 30 hours of training in gifted education. A part of the College Board five day summer institute training can count toward the curriculum and instruction component, but the teacher still needs approximately six hours each in the nature and needs of gifted/talented students and assessing student needs training components.
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*Type in search all policies Credit By Exam
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HIGH ACHIEVER, GIFTED LEARNER, CREATIVE THINKER
A High Achiever…
Remembers to answers.
Is interested.
Is attentive.
Generates advanced ideas.
Works hard to achieve.
Answers the questions in detail.
Performs at the top of the group.
Responds with interest and opinions
Learns with ease.
Needs 6 to 8 repetitions to master.
Comprehends at a high level.
Enjoys the company of age peers.
Understands complex, abstract
humor.
Grasps the meaning.
Completes assignments on time.
Is receptive.
Is accurate and complete.
Enjoys school often.
Absorbs information.
Is a technician with expertise in a field.
Memorizes well.
Is highly alert and observant.
Is pleased with own learning.
Gets A’s.
A Gifted Learner…
Poses unforeseen questions.
Is curious.
Is selectively mentally engaged
Generates complex, abstract ideas.
Knows without working hard.
Ponders with depth and multiple
perspectives.
Is beyond the group.
Exhibits feelings and opinions from multiple perspectives.
Already knows.
Needs 1 to 3 repetitions to
master.
Comprehends in-depth, complex ideas.
Prefers the company of
intellectual peers.
Creates complex, abstract humor.
Infers and connects concepts.
Initiates projects and extensions
of assignments.
Is intense.
Is original and continually developing.
Enjoys self-directed learning.
Manipulates information.
Is an expert, abstracts beyond the field.
Guesses and infers well. Anticipates and relates
observations.
Is self-critical.
May not be motivated by grades
Is intellectual.
A Creative Thinker…
Sees exceptions. Wonders Daydreams; may seem off task. Overflows with ideas, many of which will never be developed. Plays with ideas and concepts Injects new possibilities Is in own group. Shares bizarre, sometimes conflicting opinions. Questions: What if… Questions the need for mastery. Overflows with ideas-many of which will never be developed. Prefers the company of creative peers but often works alone. Relishes wild, off-the-wall humor. Makes mental leaps: AHA! Initiates more projects than will ever be completed. Is independent and unconventional. Is original and continually developing. Enjoys creating. Improvises. Is an inventor and idea generator. Creates and brainstorms well. Is intuitive. Is never finished with possibilities. May not be motivated by grades. Is idiosyncratic.
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Pre-AP
The Pre-AP program in Mercedes ISD is designed to teach students
the skills required to be successful in Advanced Placement coursework. Instructional strategies challenge students to go above and beyond
what is required in a regular course. Critical thinking, essay writing, research and outside readings are characteristic of a Pre-AP class.
Students are encouraged to take Pre-AP courses prior to enrolling in
AP courses. Pre-AP courses are offered in grades 7 through 10 in English Language Arts, Social Studies, Science, and Math. Typically,
students have passed all prior STAAR tests and possess passing grades in most subjects. However, Pre-AP and AP courses are open
enrollment.
Advanced Placement
The AP program is a sequence of college-level courses taught in
grades 11 and 12 by teachers with specialized training. Analytical writing, relevant research, and weekly chapter readings completed
outside of class is illustrative of an AP course.
The curriculum is monitored and authorized by the College Board. Each AP teacher’s course syllabus is reviewed by a college professor
prior to being authorized by the College Board. College credit is possible based on a student’s performance on the AP exam in May.
Each exam is scored using the following College Board standards:
5 – Extremely well qualified 4 – Well qualified
3 – Qualified
2 - Possibly qualified 1 – No recommendation
Advanced Placement classes are open enrollment. However, the
rigorous challenge of an AP class requires students to be motivated throughout the entire school year. Proficient reading and writing
abilities and organizational skills are other indicators.
Students who take AP courses will challenge themselves and be better prepared for college life.
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