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Gifted/Talented Education Special Populations Division

2020 ACET Conference

Monica Brewer, M.S.E.

Statewide Coordinator for

Gifted/Talented Education

Objectives

• Establish the importance of serving the G/T population in yourdistrict.

• Review legal responsibilities for G/T services as outlined in the Texas State Plan for the Education of Gifted/Talented Students.

• Review the House Bill 3 and G/T Education

• Share tips for insuring and evaluating your program’s compliance andeffectiveness.

Copyright TEA, 2020. All rights reserved.

Reflection on Gifted/Talented Services

Someone will evaluate your program!

When they do, what will they find?

Has your district implemented the best services that can be

provided?


Representatives from the Field

Kimberly Davis, Grapevine-Colleyville, Board Trustee Dr. Neva Kelly, Aransas County ISD, retired Assistant Superintendent


State Definition

The State definition: “…gifted and talented students” means: a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishmentwhen compared to others of the same age, experience, orenvironment and who: • Exhibits high performance capability in an intellectual,

creative, or artistic area, • Possess an unusual capacity for leadership, or • Excels in a specific academic field.


State Goal for Gifted/Talented

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


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Ethnicity Totals and Gifted/Talented

Ethnicity State State % G/T G/T to State %

20% Equity Formula G/T %

American Indian or Alaska Native 20,414 0.4% 1,244 6% 0.3% 0.3%

Asian 242,657 4.5% 47,278 19% 3.6% 11%

Black or African American 685,775 12.6% 28,040 4% 10.1% 6%

Hispanic/Latino 2,854,590 52.6% 183,554 6% 42.0% 42%

Native Hawaiian/Other Pacific 8,271 0.2% 474 6% 0.1% 0.1%

Two or more races 129,904 2.4% 12,755 10% 1.9% 3%

White 1,490,299 27.4% 163,097 11% 21.9% 37%

Total Enrollment 5,431,910 436,442 8%

2018-2019 Student Enrollment Copyright © Texas Education Agency, 2019. All rights reserved.

Expectations of School Boards


School Board of Trustees

5.10 Local district boards of trustees are trained to ensure program accountability based on the Texas State Plan for the Education of Gifted/Talented Students (19 TAC §89.5).

5.10.1 Local district boards of trustees are encouraged to pursue professional development on the Texas State Plan for the Education of Gifted/Talented Students.

Copyright @ TEA 2019

Texas State Plan for the Education of Gifted/Talented Students

https://tea.texas.gov/Academics/Special_Student_Populations/Gifted_and_Talented_Education/Gifted_Talented_Education/


https://tea.texas.gov/Academics/Special_Student_Populations/Gifted_and_Talented_Education/Gifted_Talented_Education/

1 2 3 4 5 6

Texas State Plan for the Edu cation of

GIFTED/TALENTED STUDENTS

The Texas State Plan of the Education of Gifted/Talented Students

Section : Fidelity of Services Section : Student Assessment Section : Service Design Section : Curriculum & Instruction Section : Professional Learning Section : Family & Community

Development


Fidelity of Services

School districts comply with gifted/talented accountability standards and monitor the effectiveness of assessment and services for gifted/talented students.

Policies & Evaluation of Manual/Program Funding Procedures Services Guide Action Plan

for Accountability


Student Assessment

Gifted/talented identification procedures and progress monitoring allow students to demonstrate and develop their diverse talents and abilities.

Identification Process

Referral

Informational Sessions

Allow for Student

Exceptionalities

Kinder Automatically

Considered

G/T Trained Selection

Committee

Student Progress/

Performance


I I ------

SERVICE DESIGN

A flexible system of viable service options provides a research-based learning continuum that is developed and consistently implemented throughout the district to meet the needs and reinforce the strengths and interests of gifted/talented students.

Array of Learning Opportunities

Commensurate with abilities

4 foundation curricular areas

Acceleration & Flexible Pacing

Academic intervention for the

student

Adapting curriculum

G/T Services

Comprehensive

Structured

Sequenced

Challenging

Social & Emotional Needs

Inclusive to your services

Awareness of the needs of students


CURRICULUM AND INSTRUCTION

Districts meet the needs of gifted/talented students by modifying the depth, complexity, and pacing of the curriculum and instruction ordinarily provided by the school.

Advanced Challenging Products

Learning and/or Improve Experiences

Research

Performance

Scheduling

Services

Adapt and/or modify the

core curriculum


PROFESSIONAL LEARNING

All personnel involved in the planning, creation, delivery and administration of services to gifted/talented students possess the knowledge required to develop and provide differentiated programsand services.

30 Foundational G/T Training

Written Professional

Learning Plan

Administrator Training

• Teachers with supervisory duties

Counselor Training • Social and Emotional

included


Family/Community Involvement

The district involves family and community members in services designed for gifted/talented students throughout the school year.

Orientation

Program Evaluation

Share with the Community

Family/Parent Recommendations


Basic Program Evaluation Questions

• Is your G/T program in compliance with the basic state requirements?

• Is your G/T program based on sound educational principles?

• Are your teachers adequately trained, supported and evaluated in connection with the program?


House Bill 3 and G/T Education


House Bill 3 – School Finance & G/T

Amends Texas Education Code 29.122:

Each school district shall:

• Adopt a criteria for identifying and serving gifted and talented students

• Adopt a local policy regarding the use of funds to support the district’s program for gifted and talented students


House Bill 3 – School Finance & G/T

Adds Texas Education Code 29.124: Each school district shall: a) Annually certify to the commissioner that the district has established a program

for G/T students If the district has failed to comply, the commissioner may reduce the total

amount of funding to which the district is entitled (G/T allotment) Commissioner may restore all or partial funding withheld if the district

complies b) Report to the commissioner regarding the use of funds on the district’s program

for G/T as provided by SBOE rule c) No limit on the number of students a district may identify as G/T or serve under

the district’s program for G/T students


G/T Certification Timeframe

October 31 August June District level Identification School starts PIC 21

September 1 March 1 Implementation Serving Kinder

Identify & Serve G/T students continuously


District Level Codes with Examples

Code Program Design

Description Examples Grade Levels

01 Pull-out Part-time services in a classroom, other than the

student's regular class, that take place on a regular schedule

Pull-out or resource classroom

Elementary & Middle School

02 Push-in Occasional services to a student while the

student is in their regular classroom Visiting teacher or coordinator

Elementary & Middle School

03 Full-time gifted only

Receives the majority of their core subjects with peers who are all identified as gifted/talented

G/T only foundational core classes

All grade levels

04 Full-time inclusion

Receives the majority of their core subjects with peers who are not identified as gifted/talented

Differentiated instruction, cluster grouping, or flexible grouping

All grade levels

05 Special day school

A special school which is administratively separate from regular schools and is organized to serve gifted/talented students

G/T campuses serving only G/T students

All grade levels

24

TASB - EHBB Local – Update 114

Program Evaluation The District shall annually evaluate the effectiveness of the District’s gifted and talented program, and the results of the evaluation shall be used to modify and update the District and campus improvement plans. The District shall include parents in the evaluation process and shall share the information with Board members, administrators, teachers, counselors, students in the gifted and talented program, and the community. The District’s gifted and talented program shall address effective use of funds for programs and services consistent with the standards in the state plan for gifted and talented students. The District shall annually report to the Texas Education Agency (TEA) regarding funding used to implement the District’s gifted and talented program. The District shall annually certify to TEA: 1. The establishment of a gifted and talented program by the District; and 2. That the District’s program is consistent


2019 Interim Legislative Charges: Education Committee

Monitor the implementation of legislation addressed by the Senate Committee on Education passed by the 86th Legislature, as well as relevant agencies and programs under the committee's jurisdiction. Specifically, make recommendations for any legislation needed to improve, enhance, or complete implementation of the following: House Bill 3, relating to public school finance and public education. Review

the impact of the repeal of a Gifted and Talented allotment on programs in districts and charter schools. Highlight various innovative Gifted and Talented programs in districts and charter schools across the state, and make recommendations on methods to strengthen and promote Gifted and Talented programs throughout Texas


Gifted/Talented Services


Program

What are your program design options?

Services

What services beyond the program options does the district offer?

Assessments

Do the assessments reflect the program options and services?

ommunication

hat is communicated?

When?

How?

G/T contact information

- Who is in charge?

Funding

Budgeting

Expenditures

Procedures

District Manual - Guidelines

28

Program What are your program design options?

Services What services beyond the program options does the district offer?

Assessments Do the assessments reflect the program options and services?

Communication What is communicated?

When? How?

G/T contact information Who is in charge?

Funding Budgeting Expenditures Procedures

Plan of Action & Compliance

For any standard of service for which the district is out of compliance,develop a written plan specifying actions and timelines for achievingcompliance. 1.11

Review current Alignment Targets/Goals practices Compliance

Student assessment and services are in compliance with the Texas State Plan for the Education of Gifted/Talented Students (19 TAC §89.5). 1.1

29

Best Use of Funds

Funding Amount • Additional Local Funds • Line Items in the Budget • Ensuring Coding Correctly

Expenditures • Locally Acceptable • Parameters on Spending • Documentation

How is the district using funds for G/T services?

30

https://tea.texas.gov/sites/default/files/Schedule%20of%20Estimated%20Funding%20for%20GT.xlsx

Questioning The Expenditures

Were the funds used for G/T students?

How does the expenditure align with G/T services?

Can the expenditure be linked to a standard in the State Plan?

31

GT Interdisciplinary Studies Mentor Seminar I-IV

Grade Level(s): 9-12 Number of Credits: 1.0 per course

Innovative Course – Elective Credit

PEIMS Code Abbreviation

: N1290309 GTISM1

N1290313 GTISM2

N1290317 GTISM3

N1290318 GTISM4

Essential Knowledge and Skills 1. Research 2. Presentation 3. Product Design 4. Professional Behavior 5. Evaluation 6. Communication


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- . -- HOW TO USE GRADE BAND TASK LIBRARY RESOURCES

•- 1> .. ~ '~ •Texas Performance ., ~

Standards Project

The Texas Perform_ance Standards Project (TPSP) comprises a set of

performance standards, curricula, and assessments for differentiating instruction

and deepening academic learning. TPSP enhances gifted/talented (Gil) programs

from kindergarten through high school.

PRIMARY (K-2) INTERMEDIATE (3-5) MIDDLE SCHOOL (6-8) HIGH SCHOOL (9-12)

Texas Performance Standards Project

www.texaspsp.org


http://www.texaspsp.org/

In this task, students will begin to explore their career options.

Read More

Resources – TPSP Tasks

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Spanish TPSP Tasks


JJt•Pl1e Project

Grade 1: Animal Natio:n -Earthworms

., Download This Student Work San1ple

1st Grade – Animal Nation

https://www.texaspsp.org/primary?wvideo=c40iz7z4ls

High School – Gland Evolution

https://www.texaspsp.org/highschool?wvideo=hd2zfnama3

Gifted/Talented Education Resources


G/T PROGRAM IMPLEMENTATION RESOURCE

Home

About

Student Assessment

Service Design

Curr iculum and Instruction

Professional Development

Family/Community Involvement

School Dilemmas

Resources

Contact

f)

Welcome to the Texas G/T Program Implementation Resource!

In t his resource you' ll find:

Implementation strategies for gifted/talented (GIT) programs w ith informat ion for various roles on t he campus and in the dist rict

• Customizable templates and resources for implementing GIT programs

Best practices related to the five sections of the Texas State Plan for t he Education of Gifted/Talented Students:

Student Assessment

• Service Design

Curr iculum and Instruction


• Family/ Community Involvement

TEXAS GIT PROGRAM IMPLEMENTATION RESOURCE

Texas G/T Program Implementation Resource

http://www.texasgtresource.org/



iN Gifted /TaLeNted ( GIT) EducatioN

D!sadvantaged Students & 1,.

GIT Services

English Language

Learners & GIT Services

Twice-Exceptional

Students & GIT Services

esources

Contacts

Search Powered by 1 . i :l ),': /1· ...

• Wo~d Wide Web

0 Equity in GfT Education Srte

According to the Texas State Plan for the

Education of Gifted/Talented Students,

equity in GIT education exists when 'the

population of the total district is reflected in

the population of the gifted/talented services

program or has been for two (2) of the past

three (3) years" (state Plan, 1.6E).

As the state grows and the population changes, educators need to continually eva luate how best to

serve all learners, including those who need GfT services . Ensuring equ itable access to GfT services

is a critical ch arge for Texas educators. GIT students come from a variety of cu ltural, linguistic, and

socio-economic backgrounds and might also be twice-exceptional, both GfT and learn ing disabled.

These facto rs need to be considered in assessing if GIT identification processes include or exclu de

nontraditional students.

Many nontraditional GIT students can be ove rlooked when traditional assessments provide the sole

basis for placement in GfT programs. Despite adoption of the State Plan in 1996, Texas school

districts have made little progress in achieving the goal of section 1.6E. Discrepancies still exist

between the percentage of underrepresented populat ions in the tota l student population versus the

percentage of underrepresented populations identified for GfT services .

The goal of the Equity in GiftedfTalented Education project is to encourage equitable representation of

student populations in GIT programs throughout the state. This site provides tools and resources fo r

districts that can be used to inform local policies and assess and mod ify current services to meet

community needs. Texas school districts can provide learning opportunities that build bright futures for

all students through assuring access to GfT assessment, identification, and services for students from . - - .....

Equity in Gifted/Talented Education

www.gtequity.org


http://www.gtequity.org/

EQuit~ iN Gifted/TaleNted (G/T) EducatioN

Bilingual GIT Education

Model Overview

· s·1· ual GIT Identifying I mg

Students

Connecting with Parents

ESTUDIOS Program

Models

Resources

Contacts

Connecting with Parents

Parents have a unique pers pective outside of the c lassroom that

can help tea chers and administrators discover a child's strengths

and individual learning needs. The Celebrate Your Child DVD

video and ca rds have been designed to initiate a dialogue between

parents and teachers. Parents can identify key behaviors in the ir

child and share this informat ion with the school to ensure the

child rece ives appro priate services .

The video and one sample set of cards in both English and

Spanish were distributed to each elementary campus in Texas.

Additional cards can be downloaded in Adobe PDF format from

this Web site . To assemble card sets , print th e following fil es

front -to-back and cut each sheet in half to form 10 cards total.

Equity in Gifted/ Talented Education

Celebrate Your Child lntro(Engllsh)

Celebrate Your Child lntro(Spanish)

Celebrate Your Child pt.1

Celebrate Your Child pt. 2



Equity in Gifted/Talented Education

http://www.gtequity.org/connecting.php Copyright TEA, 2020. All rights reserved.

http://www.gtequity.org/connecting.php

Economically Disadvantaged Gifted/Talented Students

O:ver:lool<ea ana Underserved: ~ "',.,. .... ,. ■ ~ .

J he Gift~ /Talented~EnQl1stU1:earner

Reaching Cultura lly and Linguistically Diverse Gifted Students: English Learners and GIT Services

Meeting the Needs of Gifted Dual Language Learners




30 Hour Foundational G/T Training • Nature and Needs of Gifted/Talented Students • Identification and Assessment for Gifted/Talented Students • Models of Differentiated Instruction • Creativity and Critical Thinking for Gifted/Talented Students • Engaging Gifted Students by Adding Depth and Complexity

Administrator/Counselor Training

Six Hour Update Trainings • Raising Expectations: Increasing Rigor for the Gifted Student • Twice-Exceptional Students and Gifted/Talented Services • Creativity and Innovation: Encouraging Creativity • Implementing the Texas Performance Standards Project

School Board Training


6-hour G/T Update Training

Required G/T updates should meet some or all the following criteria: Designed specifically to prepare teachers to meet the needs of gifted

students Designed specifically to provide teachers with content knowledge

above and beyond that gained in a typical undergraduate teacher-preparation program Designed based on identified needs either of the district or G/T

students Designed to increase understanding of nature and needs of G/T

students Provided by an expert in gifted education Provided by an expert (practitioner-level) in the content area

Copyright © Texas Education Agency, 2020. All rights reserved.

Resources

Texas G/T The Texas Program Performance Equity in G/T

Implementation Standards Education Resource Project

Gifted/Talented Teacher Toolkit I

Gifted/Talented TeacherToolkit II

Estudios, A J. K. Javits Grant

Program



http://www.texaspsp.org/

http://www.gtequity.org/

http://www.texaspsp.org/toolkit/GT_Teacher_Toolkit.html

http://www.texaspsp.org/toolkit2/Toolkit2.html

http://www.gtequity.org/estudios.php

Program Evaluation


How do you evaluate your program’s effectiveness?

If you want to see a successful G/T program model look at a successful athletic program: Identified and dedicated coaches Goals: We are going to win state. A Play Book: People know what they are supposed to do. Practice, Practice, Practice—Teams build from level to level. Evaluation occurs


Tips for Effective Program Evaluation

Let’s Consider Your G/T Services

STRUCTURAL QUESTIONS

What goals do you have foryour program? What are the expectations for

the program? Who is in charge? How is the program structure

developed?

INSTRUCTIONAL QUESTIONS

How often is advanced curriculum evaluated, modified or re-written? How will you know the program is

a success? What criteria exist for teacher

selection/transfer and evaluation? How is teacher training

determined?


Questions

This Photo by Unknown Author is licensed under CC BY-NC-ND


http://duskyillusions.com/niche-niche-question/man-with-question-04/

https://creativecommons.org/licenses/by-nc-nd/3.0/

Contact Information

Monica Brewer, M.S.E.

[email protected]

[email protected]

512-463-9414


mailto:[email protected]

mailto:[email protected]

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