La Joya Independent School District

Gifted and Talented Handbook

2015-2016

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Gifted and Talented Handbook

2015-2016

TABLE OF CONTENTS

I. Gifted and Talented Definition

II. Gifted and Talented Program Goals

III. Identification Procedures / District Timeline Student Assessment

Referral Procedures / Identification Process

Reassessment

Student Transfers

Furlough

Exit Provisions

Appeals

IV. Service Design and Curriculum and Instruction

K -5

6-12

La Joya ISD does not discriminate on the basis of race, religion, color, national origin, economic status, sex, or disability in providing education services, activities, and programs, including vocational programs in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section of the Rehabilitation Act of 1973, as amended.

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V. Professional Development

Core Academic Teachers

Gifted and Talented Service Teachers

Administrators and Counselors

New Teachers

VI. Family‐Community Involvement

Annual Parent Orientation

Parent Education Class

Program Evaluation

Gifted and Talented Advisory Council VII. Credit by Examination

VIII. G/T Calendar of Events

IX. District Procedures / Guidelines / Forms

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The La Joya Independent School District serves gifted and talented students who are currently identified in grades K-12. One way in which the district attempts to include as many students as possible in all learning processes is to constantly increase our capacity to accommodate the needs of all learners. The La Joya ISD provides opportunities for all students to achieve at high levels; however, we recognize the need to accelerate instruction for those students whose performance indicates the need for a differentiated curriculum. Therefore, the emphasis is on enriched and exceptional learning activities in the four core academic areas in which the learning activities are designed to foster creative and critical thinking as well as independent study.

GIFTED & TALENTED DEFINITION In 1977, the Texas Legislature passed its first legislation concerning the education of gifted/talented (G/T) students. In 1979, state funds for providing services to G/T children were made available, but providing such services was optional for school districts. In 1987, the Texas Legislature mandated that all school districts must identify and serve G/T students at all grade levels. In 1990, the Texas State Plan for the Education of the Gifted/Talented Students (State Plan) was adopted by the Texas State Board of Education (SBOE) that included a commitment to high‐level learning opportunities for G/T learners.

GIFTED AND TALENTED PROGRAM GOALS The goals for the La Joya ISD Gifted and Talented Program are to ensure that the students are provided opportunities that promote rigor, depth and complexity, of appropriately challenging learning experiences in math, language arts, science and social studies with interdisciplinary connections. The La Joya ISD program objectives for the gifted and talented students are aligned with the Texas State Plan for Gifted Students’ Goals:

STATE GOAL FOR SERVICES FOR GIFTED/TALENTED STUDENTS

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

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Identification Process

La Joya ISD ensures that all special populations have access to the GT identification process and services. This process begins with nominations from parents, teachers, staff, and test scores. The nomination procedure begins in November for Kinder and in January for all other grades. The steps to the Identification Process are as follows:

a) STUDENT ASSESSMENT –Assessment instruments and gifted/talented identification procedures provide students an opportunity to demonstrate their diverse talents and abilities.

b) 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.

c) 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.

d) PROFESSIONAL DEVELOPMENT All personnel involved in the planning, creation, and delivery of services to gifted/talented students possess the knowledge required to develop and provide appropriate options and differentiated curricula.

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

GIFTED POLICIES TIMELINE

La Joya ISD’s timeline for nominations, admission decisions, and services is as follows:

Grade Nominations Screening Parent Notification Services Begin Kinder Due by Dec 12 Jan. – Feb. End of February March 1 1-11 Due by Jan. 30 Feb. – May Beginning of May Next Fall

Gifted and Talented Student Assessment

1. Referral / Nomination Procedures: Students may be nominated for the gifted and talented program during the nomination period by teachers, counselors, parents and / or guardians, peers or other interested persons. Referral forms can be obtained from the campus GT Teacher and / or Designee. The criteria shall be specific to the state definition of gifted and talented and shall ensure the fair assessment of students with special needs, such as the culturally different, the economically disadvantaged, and students with disabilities.

2. Assessment:

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Data collected through both objective and subjective assessments shall be measured against the criteria approved by the Board to determine individual eligibility for the program. Students referred for Gifted and Talented testing are tested in languages they understand. La Joya ISD uses both quantitative and qualitative assessments instruments to gather data on students referred for G/T services. Assessment tools may include but not be limited to the following: achievement tests, intelligence tests, behavioral checklists completed by teachers and parents, teacher nominations based on classroom observations, and parent questionnaire.

3. Student Selection:A campus selection committee shall evaluate each nominated student according to the established criteria and shall select those students for whom gifted program placement is the most appropriate educational setting. The committee shall be composed of at least threeprofessional educators who have received training in the nature and needs of gifted students and shall be established at each campus.

4. Notification:Parent / guardian will be notified in writing of final determination of student’s need of GT services. Participation in any program or services provided for gifted students is voluntary. The District shall obtain written permission of the students and the parents before a student is placed in a gifted program.

5. Gifted and Talented Services:Beginning in the fall of the following school year, identified students in grades 1-12 will be served in the Gifted and Talented program as outlined in the Service Design section of this handbook. Identified students in Kindergarten will be served in the G/T program beginning March 1st of the same school year.

Qualitative and Quantitative Assessments (K- 5th)

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DAP –Draw a person (Kinder-2)—Intelligence test

Parent Questionnaire (k-5)

CAP-Creativity assessment (1-5) Semester grades CPM / SPM- Intelligence test (1-5) STAR Enterprise (K-5) Renzulli – Teacher Questionnaire (k-5) STAAR scores ( 3-5) Scotts Foresman IRI (K) / ORF (K-5) Other pertinent info as needed

Qualitative and Quantitative Assessments (6- 12)

Reassessment:

As per board policy (EHBB Local), all identified sixth grade students shall be reassessed at the end of the year to determine appropriate program placement for specific subject matter.

Transfer Students:

When a student identified as gifted by a previous school district transfers into the District, the student’s records shall be reviewed by the selection committee to determine if placement in the District’s program for gifted and talented students is appropriate. The student shall then undergo GT assessment during the regular assessment period.

Furlough:

As per the Texas State Plan, a furlough is defined as a leave of absence from program services.A recommendation for furlough can be submitted by a parent/guardian, student and / or teacher by completing the “Furlough” form that can be obtained by the campus Gifted and Talented Teacher and / or Designee.Students who are unable to maintain satisfactory performance within the structure of the gifted and talented program may be placed on furlough by the selection committee. The purpose ofsuch a furlough is to provide the student an opportunity to attain performance goals established by the selection committee. A furlough also may be granted at the request of the student and/or parent. A student may be furloughed for a period of time, up to a year, deemed appropriate by the selection committee. At the end of the furlough, the student’s progress shall be reassessed, and the student may reenter the gifted program, be removed from the program, or be placed on another furlough.

Exit Provisions:

Student performance in the program shall be monitored. A student shall be removed from the program at any time the selection committee determines it is in the student’s best interest. If a student or parent requests removal from the program, the selection committee shall meet with the parent and student before honoring the request.

Appeals:

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APM – Intelligence Test Parent Questionnaire (k-5) Renzulli – Teacher Questionnaire (6-12 Semester grades

Essay Other pertinent info as needed STAAR scores

Parents or students may appeal any final decision of the selection committee regarding selection for or removal from the gifted program. Appeals shall be made first to the selection committee. Any subsequent appeals shall be made in accordance with FNG(LOCAL) beginning at Level Two.

Gifted and Talented Service DesignCurriculum & Instruction

La Joya ISD offers identified gifted/talented students an array of learning opportunities that are commensurate with their abilities and that emphasize content in the four (4) foundation curricular areas. Services are available during the school day as well as the entire school year. Parents are informed of these options (19 TAC §89.3(3)).

Differentiation:

Differentiation is an instructional model that guides teachers in the modification of curriculum and instruction according to content, pacing, and/or product to meet unique student needs in the classroom.

Pull-out Instruction (Elementary K-5):

• Students participate in gifted and talented program via resource room/pull out model ( Elementary )

• Emphasis on enriched and exceptional learning activities in the four core academic areas.• Learning activities designed to foster creative and critical thinking as well as independent study.• GT Elementary specialist provides direct service to identified students and trains teams of teachers

in the development of extended learning activities.

Other program Options: • Credit by Exam• Flexible grouping• Compacting, etc...

Secondary Instruction (6-8):

Certified GT Teachers provide direct services to students in the Identified core area(s) in which differentiation in instruction is provided for them by modifying the depth, complexity and pacing of the regular school program.

Emphasis on enriched and exceptional learning activities in the four core academic areas.

Learning activities designed to foster creative and critical thinking as well as independent study.

Secondary Level, Students are enrolled in the identified Core Area(s) in Pre AP / AP course(s)

All AP courses must be authorized by the College Board before being labeled AP.

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(AP Audit Forms and AP Course syllabus have to be submitted by AP teachers in a timely manner in order for course to be authorized as an AP course by the College Board).

Other program Options:

a) Credit by Exam

b) Early Graduation

c) Dual / Concurrent Enrollment

d) Tiered Assignments

e) Curriculum compacting

Local Policy on Credit by Examination (Acceleration):

If a student plans to take an exam, the student (or parent) must register withthe principal no later than 30 days prior to the scheduled testing date. Thedistrict will honor a request by a parent to administer a test on a date otherthan the published dates. If the district agrees to administer a test other thanthe one chosen by the district, the student’s parent will be responsible for thecost of the exam. [For further information, see policy EHDC(LOCAL).]

Kindergarten—5thThe Superintendent or designee shall develop procedures to allowa student not six years old at the beginning of the school year to beplaced initially in first grade. Criteria for acceleration may include:

1. Scores on readiness test(s) and/or achievement test(s) that may be administered by appropriate District personnel.

2. Recommendation of the kindergarten or preschool the student has attended.

3. Chronological age and observed social and emotional development of the student.4. Other criteria deemed appropriate by the principal and Superintendent.

A student in elementary school will be eligible to accelerate to the next gradelevel if the student scores at least 80 on each exam in the subject areas oflanguage arts, mathematics, science, and social studies, a district administratorrecommends that the student be accelerated, and the student’s parent giveswritten approval of the grade advancement.

Grades 6-12

A student in grade 6 or above will earn course credit with a passing score of atleast 80 on the exam or a score designated by the state for an exam that has

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alternate scoring standards. A student may take an exam to earn course creditno more than twice. If a student fails to achieve the designated score on theapplicable exam before the beginning of the school year in which the studentwould need to enroll in the course according to the school’s course sequence,the student must complete the course.

6th – 8th grade— The District shall give a student in grades 6–12 credit for an academic subject in which the student

has received no prior instruction if the student scores 80 percent or above on a criterion-referenced examination for acceleration for the applicable course. If such credit is given, the District shall enter the examination score on the student’s transcript.

Grades 9-12 – The District shall give a student in grades 9-12 credit for an academic

subject in which the student has received no prior instructionif the student scores 80 percent or above on a criterion-referencedexamination for acceleration for the applicable course. If suchcredit is given, the District shall enter the examination score on the

student’s transcript. [see policy EEJB]

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

Special Requests:The District may deny a parent’s or student’s request for an alternative examination or alternative date.

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

With Prior Instruction- The student will be administered an exam covering the (TEKS) Texas Essential Knowledge Skills. The exam will be developed and graded by Texas Tech University or The University of Texas at Austin. For course credit, the student must score minimum of 70% on the appropriate examination. Scores resulting in award of credit will be recorded on the transcript (and calculated in the grade point average.)Without Prior Instruction- Students in grades 1-12 who wish to take a Credit by exam for acceleration to the next grade level or earn course credit without having prior instruction in the grade level or course. Transfer students shall submit an application within one (1) week of enrollment. Kindergarten students

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who are 5 years old at the beginning of the school year are provided opportunities to be assigned initially to grade 1 rather than kindergarten. Criteria may include:

1. Scores on readiness tests or achievement tests that may be administered by appropriate District personnel.

2. Recommendation of the kindergarten or preschool the student has attended.3. Chronological age and observed social and emotional development of the student.4. Other Criteria deemed appropriate by the principal and Superintendent.

The student will be administered an examination covering the (TEKS) Texas Essential Knowledge Skills. For course credit, the students must score a minimum of 80% on the appropriate examination. Scores resulting in award of credit will be recorded on the transcript and calculated in the grade point average.

*If a student plans to take an exam for acceleration, the student (or parent) must register with the Principal / Counselor no later than 30 days prior to the scheduled testing date. The district will honor a request by a parent to administer a test on a date other than the published dates. If the district agrees to administer a test other than the one chosen by the district, the student’s parent will be responsible for the cost of the exam. [For further information, see policy EHDC (LOCAL).]For more information on Credit by Exam Testing please contact your child’s school counselor.

Advanced Academic Services Dept. will support the campuses by providing the following:

GT Budget (money allotted to each campus based on GT population Professional Staff Development (ensure all GT /Pre AP and AP teachers are certified) Celebrations Recognitions- Student Assessment ( nomination, screening, selection, participation, reassessments, exits,

and furloughs) Texas Performance Standards Project-( online curriculum (K-8) Accountability (ensure that student assessment and services comply with the Texas State

Plan for the Education of the Gifted/Talented Monthly GT meetings

a) Elementary teachers once a monthb) Secondary Designees once a 6 weeks

Information of the GT program for parents ( District /Campus parent meetings) 6 weeks and / or Benchmark results (review results in order to plan accordingly) Online links (Texas State Plan, Toolkit I, Toolkit II, etc…) APSI Training

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AP Course Audit Field Trips Materials / Resources Camus Visits

Monitoring Student Performance in the GT ProgramStudents placed in the gifted and talented program shall be monitored on an ongoing

Basis-- based on the following guidelines:a) Students in the gifted and talented program are those who are performing at or

those showing potential for performing at remarkably high levels ofaccomplishment when compared to others of similar age, experience, orenvironment.

b) The Advanced Academic Services Dept. will provide a report to campuses of any GT student(s) who are failing any identified advanced course on a 6 weeks basis.

c) The Advanced Academic Services Dept. will provide each elementary and secondary GT / Pre AP / AP administrators and / or GT Teachers with a GT Teacher Coordination sheet, in which each teacher that has a GT student failing must explain in detail of how they are assisting the student, notifying parents and interventions used—once completed by the teacher(s) addressed, the form is returned to the Campus Administrator in which s/he will monitor the students’ progress in each of the identified core areas.

d) Each Campus Administrator / GT teacher will have a copy of the findings and will continue to monitor, assist and / or have plans of interventions for students’ failing consecutively the same core area(s).

e) At the end of each semester, each Campus Administrator must complete an Administrators Coordination sheet in which they are to explain how they assisted students and teachers and what interventions were used before turning in a copy to the Advanced Academic Services Dept.

f) Gifted and talented teachers will provide parents/guardian of each GT studenta written performance report each grading period.

g) The performance report should be based upon the student’s performance inthe curriculum and instruction of the gifted and talented program as well asperformance on the Texas Essential Knowledge and Skills

Professional Development:

Secondary Core Academic Teachers

Gifted and Talented Core Academic Teachers (6-12) are required to have completed the thirty (30) hours of professional development prior to their assignment to the district’s gifted/talented services. A minimum of thirty (30) clock hours of professional development that includes nature and needs of gifted/talented students, identification and assessment of gifted/talented students’ needs, and curriculum and instruction for gifted/talented students is required for teachers who provide instruction and services that are a part of the district’s defined gifted/talented services.

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Teachers without required training who are assigned to provide instruction and services that are part of the district’s defined gifted/talented services are required to complete the thirty (30) hour training within one semester

Teachers who provide instruction and services that are a part of the district’s defined gifted/talented services receive a minimum of six (6) hours annually of professional development in gifted/talented education that is related to state teacher education standards

Gifted and Talented Services Teachers

Gifted and Talented Service Teachers(K-12) must have a minimum of 30 clock hours of professional development that includes nature and needs of gifted/talented students, identification and assessment of gifted/talented students’ needs, and curriculum and instruction.

Administrators and Counselors:

Administrators and counselors who have authority for service decisions are required to complete a minimum of six (6) hours of professional development that includes nature and needs of gifted/talented students and service options for gifted/talented students

New Teachers:

At the beginning of each school year, all new teachers receive an orientation to the district’s Gifted and Talented Identification process and the district’s services for the Gifted and Talented Students.

Family-Community Involvement:

Annual Parent Orientation

Annually, La Joya ISD holds a District Gifted and Talented meeting, as well as campus, and cluster meetings for parents / guardians and other community members to receive information of the Gifted and Talented Program. GT teachers and / or GT Designees from each campus provide parents with information on the G/T identification process and the service design for students Parents are given the opportunity to refer their children for the program. Orientation sessions are held for parents on the awareness of the Gifted and Talented Education Program in which other community members are invited. The community is kept aware of the programs through the Local school newspaper:” The Noticiero”, flyers, brochures, programs, meetings and (channel 17). The school board is aware and notified of the Gifted and Talented Education Program activities and student accomplishments.

via a power point presentation, and a brochure provided by the Gifted and Talented Department prior to the process of referring students to the G/T Program.

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Program Evaluation:

The Gifted and Talented Program at La Joya ISD is annually evaluated to determine the effectiveness of the program and will use the data to modify and update district and campus improvement plans. Parents are included in the evaluation process.

District Parent / Community Advisory Council:

The Gifted and Talented Program at La Joya ISD will initiate a District Parent / Community Advisory Committee to assist in the support, planning, improvement and the effectiveness of the Gifted and Talented Program.

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District Forms,

Procedures and

Guidelines

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GT Teacher Coordination Sheet Campus:______________________Student’s Name: _______________________________________ ID#___________________Teacher’s Name: ______________________________ Subject: ________________________ Six weeks Grade: ________Semester 1 Grade: ______ Semester 2 Grade: _____

Benchmark scores: Reading /ELA_____ Math_______

Science_______Social Studies______

Did you know this student was G/T? Yes or No

Is this student receiving GT services Yes or No(In the identified core areas--Pre AP / AP courses)

Have you offered tutoring to this student and has the student attended? (List the days of tutoring below)____________________________________________________________________________________________________________________________________________________________

Have you met with the student to discuss this matter or Yes or No (possibilities of failing)? (List the dates/ time you have met with student)____________________________________________________________________________________________________________________________________________________________

Have you contacted the parents or had a parent conference in regards to this student? (List the dates/time/who you spoke to below) ____________________________________________________________________________________________________________________________________________________________

Why is this student failing your class?____________________________________________________________________________________________________________________________________________________________

Other Comments: _____________________________________________________________________________

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Current GT Folder Criteria Checklist FormStudent Name:_____________________ ID#:_______________

Campus:__________________________ Date:______________

What to look for in the Identified Current GT student purple folders : Please make sure to check-off the items that are in the folder. If you come across some missing forms / information, make sure to fill out a LJISD GT Discrepancy Form

□ E lementary each student has a specific profile for the grade level in which s/he was identified in for that year. (Remember that each student’s profile has a list of assessments checked in order to determine eligibility.□ Secondary must have a profile for each core area(s) that indicate the subject area that the student was eligible to receive GT services (students go through a reassessment during 6th grade, in which individual students are identified by core area(s).

□ The individual profile(s) show if the student is identified and/or not Identified (depending on the criteria and items checked).□ Parent Permission to Test (Elementary & Secondary)□Parent notification letter (student qualified/did not qualify for GT Program□ Parent permission to Participate form must be signed giving approval of Services

(Elementary & Secondary)□ Parent Questionnaire (Elementary & Secondary)□ Teacher Questionnaire (Elementary & Secondary)□ Student Essay (Secondary)□ Appeal forms (if applicable)□ Furlough forms (is a leave of absence if extenuating circumstances occurred) *A leave of absence can be up to one year. Once the time for the furlough has elapsed, the campus GT Committee members must meet to reinstate the student back into the Pre-AP/ AP course(s) (Elementary & Secondary)□ Exit from Single Core Area (Secondary level only)□Exit from GT Program (Elementary & Secondary)

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La Joya Independent School District

Individualized GT Discrepancy Form

Student Name:_____________________ Student ID #________________________

Campus:___________________________ Date of folder Review:________________

Signature of Administrator / GT Designee:________________________

In reviewing the information in the GT folder, the following discrepancies were noted:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The following decision / correctives will be addressed (if applicable):____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Date of folder Review:________________

Date of folder Review:________________

Date of folder Review:________________

Date of folder Review:________________

Date of folder Review:________________

Date of folder Review:________________

Date of folder Review:________________

Note: Please make sure that you document any discrepancies (missing forms, missing signatures etc. )and if it is possible to correct the discrepancies found. EX: (send parent permission to participate if missing and / or missing a signature). The original is to be stapled to the left hand side of the GT Folder (Purple folder found inside the student‘s permanent folder) for documentation purposes. This review must be done every year in order to ensure that the person verifying each individual GT folders is aware of any discrepancies in the GT folder at the beginning of each school year.

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