tomball i.s.d. gt handbook for parents - marissa...

TOMBALL I.S.D.

GT Handbook

for Parents

Gifted and Talented Policy

And Procedures Handbook

Tomball Independent School District

Revised 2013

2

TABLE OF CONTENTS

TISD Gifted and Talented Program History…..……………….…………... 4

TISD Mission Statement…….…….…..……………………….………..…..5

TISD Philosophy……………………………………………..……….……..5

TEA/ TISD Definition ……………………………………..………….…….6

Characteristics Related to Potential Giftedness…………....………..…….....6

The Bright/Gifted Child ………………………………..……………….......7

TISD Gifted and Talented Education Program Goals..………………..…....8

TISD Gifted Student Performance Goals..……….…………………….……8

Program Design……………………………..……..….………………....…..9

Services Provided ………………….…………………….….…….... 9

Grouping ……………………………..……………….…………...... 9

Flexible Pacing………………..…………………………………........9

Funding..………………………………..……………………….……9

Program Evaluation/Improvement....……………………………..…10

Advanced Academics Program Director ……………………………10

Campus GT Specialist……….…………….………………………...10

Program Description..………………………..………………..……...........11

Elementary…..…………………………..………………………..…11

Intermediate……………………………….……………..………….11

Junior High School………………………….…………..…….….…12

High School…………………………………….………..…….……12

Curriculum and Instruction…....………………………..…………...........13

Differentiation………………………………………………….…13




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Principles of a Differentiated Curriculum…………………….…..14

Product/ Performance Development……………………….….….15

Acceleration…………………………….…………………….…...15

Student Assessment……………………………………….………15

Improvement Plan……………………………………..………….15

Competencies of Successful Teachers of the Gifted………..……………16

Procedures for Student Identification.…………………………………...17

Communication of Policy…………………………………………17

Parental Permission……..……………………………………..….17

Identification and Selection...…………………….…………….…18

Criteria for Assessment………………………………..…….18

Nomination…………………………………………..………18

Transfer ……………………………………………..………18

Selection Committee(s)…………………………………..……….19

Selection …………….…………………………………..………. 19

Identification Instruments ..……………………..…………….. . .20

Appeals……………………..…………………………..…..….….20

Furlough……………………….…………………..…..….………20

Reassessment……………………………………….…….………21

Exit ………………………………………………….……………21

Student Improvement Plan (SIP)………………….………..……. 21

Identification and Selection Timeline -- Kindergarten ...………………… 22

Identification and Selection Timeline-Grades 1-12 ……………….………23

Family-Community Involvement ……………….…………………………24

Parent Communication………………………………………………24

Parent Advisory Council……………………………………………24

Community Outreach ………………………………………………24

Professional Development…………………………………………………25

Teachers…………………………………………………………… 25

Administrators and Counselors……………………………………. 25

GT Specialists……………………………………………………... 25

Staff Development Evaluation/Plan ……………………….……… 25

Appendix I: Definition of Terms……………………………………26




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Gifted and Talented Program History

Meeting the needs of all students, including those of high ability, has been an established

goal of the Tomball Independent School District since its inception in 1937.

Section 1. Section 21.652, Education Code (HB No. 1050, SB No. 607), 1988, established that,

“each school shall adopt a process for identifying gifted and talented students in the school

district’s population and not later than the 1990-1991 school year, shall establish a program for

those students in Kindergarten through Grade 12.”

In 1991, Tomball Independent School District implemented a Gifted and Talented

Program designed to provide advanced services for identified GT students. Placement in the

program was based on student demonstration of intellectual ability. The district’s stated goals

included the acceptance of the responsibility of self-directed learning, an increase in critical and

creative thinking skills, self-discovery of the nature of giftedness, and the development of

organizational skills necessary to increase productivity.

Students were provided the opportunity for independent study, the development of

problem solving techniques, the advancement of skills in productive (creative) thinking, and the

use of communications/technology. Planning, forecasting, and decision making were

emphasized.

The TISD Gifted and Talented Program continued to grow and develop through the

decade. District leaders emerged as many dedicated professionals helped shape the program. Staff

development in the area of education of the gifted and talented was made available to all TISD

teachers, administrators and parents through the district’s involvement in the Houston Area

Cooperative on the Gifted and Talented. Dynamic programming, specifically designed to

incorporate current research findings in the fields of education, psychology, and physiology,

remains a goal of Tomball ISD.

National Excellence: A Case for Developing America’s Talent, published by the United

States Department of Education in 1993, noted that, “Most American students are encouraged to

finish high school and earn good grades…. The message society often sends to students is to aim

for academic adequacy, not academic excellence.”

In response, The Texas State Plan for the Education of Gifted and Talented, published by

the Texas Education Agency Division for Advanced Academic Services and revised in 2009,

mandated specific objectives for student assessment, program design, curriculum and instruction,

professional development, and family-community involvement.

Tomball parents and personnel were pleased to receive state guidelines. The TISD Gifted

and Talented Program was affirmed by the document. Critical evaluation of Tomball’s Gifted and

Talented Program, including revisions to comply on a state exemplary level, followed. A TISD

Gifted and Talented Handbook, published in March, 1998 and revised in August, 2010, collected

and organized program information as it had evolved through use.

This policy manual, a new revision, is the synthesis of the dedicated work of

many individuals on the local, state, and national level. Its purpose is to organize

information in a useful manner, to correlate TISD policy and TEA requirements, and to

guide decisions for gifted and talented students. The appropriate educational experience

of every child remains our guiding principle.




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Tomball ISD Mission Statement

Tomball ISD serves students through a culture that provides innovative,

personally rigorous and individually valuable education, reflective of

community standards.

Tomball ISD GT Philosophy

All Tomball I.S.D. students have the opportunity to be assessed and

identified for the Gifted and Talented (GT) program. Those identified as

gifted through the TISD screening process are served through programs and

courses designed to meet their unique social, emotional, and intellectual

needs.




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TEA/TISD Definition of Gifted and Talented

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 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.

Characteristics Related to Potential Giftedness

There are certain student characteristics related to potential giftedness that

can be validly and reliably appraised by teachers, parents, and others who

have extended opportunities to observe students. Examples are listed below: Advanced use of language

Quality of student's questions

Quality of examples, illustrations, or elaboration

Dynamic systematic problem-solving strategies

Quantitative expressions and reasoning

Skill level significantly above grade-level expectation

Innovative use of materials

Depth and breadth of information in a particular area

Unusual collection or hobbies

High level of task commitment

Absorption in intellectual tasks

Extensive exploratory behavior

Preference for complex tasks

Hagen, Elizabeth. (1980). Identification of the Gifted. Teachers College, Columbia University, p.23-26




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The Bright / Gifted Child

Bright Child Gifted Learner

Knows the answers Asks the questions

Interested Highly curious

Attentive Mentally and physically involved

Has good ideas Has wild, silly ideas

Works hard Plays around, yet tests well

Answers the questions Discusses in detail, elaborates

Top group Beyond the group

Listens with interest Shows strong feelings/opinions

Learns with ease Already knows

6 to 8 repetitions for mastery 1 to 2 repetitions for mastery

Understands ideas Constructs abstractions

Enjoys peers Enjoys adults

Grasps the meaning Draws inferences

Completes assignments Initiates projects

Receptive Intense

Copies accurately Creates a new design

Enjoys school Enjoys learning

Absorbs information Manipulates information

Technician Inventor

Good memorizer Good guesser

Enjoys sequential presentation Thrives on complexity

Alert Keenly observant

Pleased with own learning Highly self-critical

By Janice Szabos

Challenge Magazine,

Issue 34




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TISD Gifted and Talented Education Program Goals To develop positive self-concepts and an appreciation of giftedness to enable students to be

productive citizens who interact effectively with peers, community, and society.

To develop critical, creative, and evaluative thinking processes that lead students to produce

advanced level products.

To develop student behaviors and skills necessary for life-long learning, exploration of new

ideas, and individual responsibility.

The majority of Tomball ISD gifted and talented teachers will have earned their gifted and

talented certificate from the state of Texas.

Using the Texas State Plan for the Education of Gifted and Talented Students for evaluation

of resources of gifted and talented students, the Tomball ISD gifted and talented program

curriculum will be modified based on regular evaluations.

Community groups and organizations will be given presentations to solicit involvement in

services to gifted students. A data bank will be compiled for use by students, teachers, and

parents.

The population of the gifted program will reflect the population of the district.

TISD Gifted Student Performance Goals

100% of all students participating in the gifted program (grades 3-11) will achieve advanced

academic performance level

100% of all students participating in the gifted program (grades 6-12) will complete a GT,

advanced, pre-AP, Advanced Placement, or Dual Credit level course in one or more subjects

per semester. Non-participating students will be exited from the GT program.

90% of all GT students enrolled in 11th and 12

th grade AP classes will take and pass an AP

exam with a score of 3 or better.

90% of all students participating in the gifted program (grades 5-12) will participate in extra-

curricular activities and/or community service.

100% of fourth and sixth grade GT students will participate in the Texas Performance

Standards Project.




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Program 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.

Services Provided

Tomball ISD offers a variety of learning opportunities commensurate with the abilities of

gifted and talented students. Services provided are comprehensive, structured, sequenced,

and appropriately challenging. During the school day they include options in the four

core academic areas of language arts, mathematics, science, and social studies.

Information concerning available opportunities (contests, academic recognition, summer

camp, community programs, volunteer opportunities, etc.) is disseminated to parents and

community members. Specialists and advocates for gifted students are consulted in the

development of these program policies and options.

Grouping

Program options allow gifted and talented students to work together, to work with other

students, and to work independently during the school day throughout the entire school

year.

Flexible Pacing

Tomball ISD school board policies are developed to be consistent with the State Board of

Education rules on credit by examination (19TAC74.24) and Early High School

Graduation (TEC 56.203). Flexible grouping patterns and independent investigations are

used to allow students to learn at the pace and level appropriate for their abilities and

skills. Students may participate in dual/concurrent courses and the Distinguished

Achievement Program.

Funding

Tomball ISD ensures that no more than 15% of state funds allocated for gifted and

talented education will be spent on indirect costs as defined in Bulletin 679 (Financial

Accounting Manual). A minimum of eighty-five percent of the funds allocated to gifted

education shall be spent on assessment and services for gifted students.




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Program Evaluation/Improvement ______

Tomball ISD provides student assessment and services which comply with the

accountability standards included in the Texas State Plan for the Education of Gifted and

Talented Students. An advisory group of community members, parents of gifted and

talented students, school staff, and gifted and talented education staff meet regularly to

review and recommend program policies and procedures to guarantee continued program

improvement and development. Annual evaluation activities are conducted and used to

continually improve and develop the program. Long-range evaluation of services is

based on evidence obtained through gifted/talented appropriate measures such as those

provided through the Texas Performance Standards Project (TPSP).

Advanced Academics Program Director

A person who has a certificate or an advanced degree in gifted and talented education is

assigned to coordinate district level services for gifted and talented students in

kindergarten through grade twelve.

Campus GT Specialist

It is the goal of Tomball ISD that a person who has a certificate or an advanced degree in

gifted and talented education will be assigned to coordinate campus level services for

gifted and talented students on elementary, intermediate, junior high, and high school

campuses.




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Program Description

Elementary

Gifted and Talented students on the elementary level enjoy a flexible system of options based on

a district-wide learning continuum that reinforces their strengths, needs and interests. Services are

comprehensive, structured, sequenced, and appropriately challenging. Tomball ISD offers gifted

and talented service options in the four academic areas on the elementary level. Gifted students

work together as a group, with other students, and independently. Flexible grouping patterns and

independent investigations are employed in the four core academic areas. Flexible pacing allows

students to learn at the pace and level appropriate for their abilities and skills.

Classroom teachers versed in the education of gifted students actively collaborate with the

campus GT Specialist. Based on identified areas of strength, the child is provided both

acceleration and enrichment opportunities. These services are provided by the teacher, the

specialist, or a combination of the two working together, and include both in class grouping for

service and pullout options.

Elementary gifted and talented students are offered extra-curricular options on a campus and

district-wide level. These services are available during school and after-school hours. Examples

of such services include Gifted Kids Conference, TMSCA Tournaments, Destination

Imagination, Camp Invention, Continental Mathematics League, Chess Club, Honor Choir, and

Math Club. Extra-curricular services vary by campus according to interest and need. Students are

informed of opportunities to participate in advanced academic competitions and programs outside

the district. They are encouraged to apply for academic summer scholarships through the Texas

Association for the Gifted and Talented.

Intermediate

Students are served through differentiated curriculum in the core areas. Pre-AP classes

are offered in English language arts and social studies at the sixth grade level. Students

are accelerated in advanced classes offered in math and science Flexible pacing is

employed to allow students to learn at the pace and level appropriate to their abilities and

skills.

After-school activities are offered to provide additional learning opportunities. UIL

competitions in many academic and fine arts areas are available to allow students the

opportunity to meet their needs of advancement during after-school hours.




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Junior High School

Students are offered gifted and talented services in the four core subject areas through

academic teaming for language arts, mathematics, science, and social studies. Students

are encouraged to choose those courses in which their talents and interests lie.

Accelerated courses are offered in the area of mathematics and science, and Pre-

Advanced Placement courses (Pre-AP) are offered in the areas of English language arts

and social studies. Flexible pacing is employed to allow students to learn at the pace and

level appropriate to their abilities and skills.

Course electives provide an array of learning opportunities. Examples are theater/theater

arts, choir, band, Student Council, TV/Journalism, art, dance, technology lab, and

athletics. In addition, after-school activities are offered to provide options relevant to the

students’ areas of strength. These activities may include the Thespian Troop, Destination

Imagination, Math Club, Science Club, and UIL competition in ready writing, spelling,

math, social studies and speech.

High School

Gifted and talented students create comprehensively structured and coherently sequenced

four-year plans through individualized conferences with parents, counselors, and the high

school GT teacher(s). Each learning path includes, but is not limited to, choices from a

full range of honors and Pre-AP classes, College Board Advanced Placement classes, and

concurrent dual credit classes. A wide range of extracurricular offerings provides

additional opportunities for students to participate in and pursue individual interests.

Flexible pacing is employed to allow students to learn at the pace and level appropriate to

their abilities and skills.




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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.

Differentiation

Tomball ISD provides a variety of appropriately challenging learning experiences for

gifted and talented students in grades one through twelve with emphasis on content from

the four core academic areas. Opportunities are provided for students to pursue areas of

interest for selected disciplines through guided and independent research. Once strengths

are established, instruction in areas of students’ strengths is provided during the school

day in specific academic fields.

Curriculum should be qualitatively different and should meet most of these objectives

when gifted students are grouped together for instruction:

1. Content modification

Compacted, avoiding direct teaching of previously learned skills

Relates information across individual disciplines using interdisciplinary topics

Meets interests of the individual or group

Accelerates, moving to students’ individual paces

2. High level of creative and critical thinking

3. Emphasis on creating products for real audiences rather than simply learning

more content

4. Development of high level emotional growth by focusing on:

Positive self-concept, self-acceptance

Independent decision-making

Risk-taking in creative activities or projects

Self-evaluation skills, rather than dependence on others for approval

5. Development of independent decision-making skills by:

Allowing students to choose from a variety of options in assignments

Explaining to students the objectives of each lesson and activity

6. Stimulation of cognition on both sides of the brain through:

Spatial, verbal, and quantitative abilities development

Intuition, feeling, and imagination, as well as logic and scientific data




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Principles of Differentiated Curriculum

For the Gifted and Talented

Present content that is related to broad-based issues, themes, or problems.

Integrate multiple disciplines into the area of study.

Present comprehensive, related and mutually reinforcing experiences within an area of

study.

Develop independent or self-directed study skills.

Develop productive, complex, abstract, and/or higher level thinking skills.

Focus on open-ended tasks.

Develop research skills and methods.

Integrate basic skills and high level thinking skills into the curriculum.

Encourage the development of products that challenge existing ideas and produce “new”

ideas.

Encourage the development of products that use new techniques, materials, and forms.

Encourage the development of self-understanding, i.e., recognizing and using one’s

abilities, becoming self-directed, appreciating likenesses and differences between oneself

and others.

Evaluate student outcomes by using appropriate and specific criteria through self-

appraisal, criterion referenced and/or standardized instruments.

National/State Leadership Training Institute on the Gifted and Talented, Developed by the Curriculum Council (James

J. Gallagher, Sandra N. Kaplan, A. Harry Passow, Joseph S. Renzulli, Irving S. Sato, Dorothy Sisk, Janick Wieldoss).




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Product / Performance Development

Students at all grade levels are involved in experiences that result in the development of

advanced-level products or performances. Fourth and sixth grade GT students will be

involved in the Texas Performance Standard Project sponsored by the state of Texas.

Opportunities for additional products may be presented in a number of ways throughout

the year.

Acceleration

Opportunities are available to accelerate in areas of student strengths. Flexible pacing is

employed, allowing students to learn at the pace and level appropriate to their abilities

and skills.

Scheduling Modifications - Students may be considered for placement in advanced

level classes as appropriate, based on the individual need.

Credit for High School Courses Taken in Junior High - Students who satisfactorily

complete high school courses in junior high shall receive credit for those courses.

Credits shall satisfy state graduation requirements and unit requirements in subject

areas. Grade points shall not be awarded for high school courses taken in grades

seven and eight.

Summer School - Students may complete high school courses offered by the district

in summer sessions for acceleration or enrichment.

Concurrent Dual Credit – Students may receive concurrent high school and college

credit when enrolled in a college course aligned with TISD curriculum.

Advanced Placement/Accelerated Courses – Pre-AP and Accelerated classes are

offered from grades 6-10. Advanced placement classes are offered at grades 11 and

12 in most subject areas. In grades 11 and 12, students are encouraged to take the AP

exam in any given course since college credit may be earned.

Examination for Acceleration – Students enrolled in grades K-12 with no previous

instruction in the course requested are provided the opportunity to gain credit for

course or grade levels through successful completion of appropriate examinations.

Information about examination may be obtained from the school counselor.




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Student Assessment

Student progress and/or performance are periodically assessed. The assessment

information is communicated to the parents or guardians. In addition, students’ products

and performances are displayed throughout the year.

Open House Night (K-6)

Gifted and Talented Parent Meetings (K-12)

Portfolio Assessment and Response (K-12)

Fine Arts Festival (K-12)

GT Kids’ Conference (when applicable)

GT Student Showcase

Improvement Plan

Tomball district and campus improvement plans include provisions to improve/modify

services to gifted/talented students. Curriculum is modified based on annual evaluations

and current research. Resources and planning time are provided for curriculum

development for services in the gifted and talented program. District guidelines for

evaluation of resources are used in selecting materials that are appropriate for

differentiated learning. Specialists in content areas, instructional techniques, and

gifted/talented education work with curriculum planners as curriculum is being designed

and evaluated.

Competencies of Successful Teachers of the Gifted

Developed by the Texas Education Agency Chapter II ECIA project, the Institutes for Teachers of the Young

Disadvantaged Gifted (1986-88)

I. Exhibit an understanding of the general characteristics of all gifted students and

the specific characteristics of each gifted child. A. Interprets identification data to diagnose student’s needs, interests, and abilities.

B. Develops realistic expectations for the gifted with respect to personal, parental, and

community concerns and standards.

C. Attends to the academic and social differences resulting from the student’s cultural

and economic backgrounds.

D. Identifies expectations for teaching and learning in relationship to the chronological,

social, mental, and developmental ages of the students.

II. Demonstrate knowledge of curriculum development, implementation, and

instructional strategies appropriate for gifted students. A. Selects appropriate program objectives, environment, and resources.

B. Uses appropriate and varied instructional materials and tools that acknowledge

individual and group differences and needs.

C. Designs a new curricular plan responsive to the collective as well as individual needs,

interests, abilities, and learning styles of gifted students.




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D. Evaluates the outcomes of teaching and learning using appropriate and varied

techniques.

E. Integrates the essential elements of the basic curriculum with those of a differentiated

curriculum.

F. Differentiates between purposes and functions of various curricular, program, and

instructional models.

G. Uses various grouping practices to instruct. H. Develops an environment that encourages student involvement by initiating

opportunities for teacher/student shared decision-making and facilitating

independence of thought and individuality through problem solving, creative

thinking, logic, and critical analysis.

III. Function as an educator and trainer of educators and parents.

A. Communicates effectively in oral and written forms regarding the nature and

needs of gifted students.

B. Demonstrates leadership skills.

C. Exhibits organizational skills.

D. Evaluates appropriately self, situations, and colleagues.

E. Serves as a model for gifted students

F. Accepts the role of an advocate for gifted education and students.

Procedures for Student Identification Assessment instruments and gifted/talented identification procedures provide students an

opportunity to demonstrate their diverse talents and abilities.

Communication of Policy

Written policies of student identification for the Tomball Independent School District

Gifted and Talented Program are approved by the TISD Board of Trustees and

disseminated to all parents. Nomination procedures and forms for assessment of gifted

and talented students are communicated to families in a language and form that the

families understand.

Parental Permission

Written parental permission is required for students enrolled in Grades 1-12 before

quantitative assessment for admission to the Gifted and Talented Program commences.

Students selected for admission into the program are notified by mail. Parental

permission is also required prior to admission.




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Identification and Selection

Students in grades K-12 are assessed for services in the TISD Gifted and Talented

Program. All kindergarten students are informally screened during the first semester.

Criteria for Assessment

Assessment of students for the Tomball ISD Gifted and Talented Program includes data

collected from multiple sources for each area of giftedness served by the district. Based

on a review of information gathered during the assessment process, students whose data

reflect that gifted/talented services will be the most effective way to meet their identified

educational needs are recommended by the selection committee for gifted/talented

services.

Students are assessed in languages they understand or with non-verbal based tests. All

populations of the district have access to assessment, and, if identified, GT services are

offered. It is our goal that the population of the gifted and talented program reflects the

population of the total district.

In grades K-12, qualitative and quantitative data are collected through three (3) or more

measures and used to determine whether or not a student needs gifted/talented services.

Nomination

Teachers, parents, administrators and peers may nominate students for gifted and talented

assessment. Students may also self-nominate. Note: A student may be nominated and

assessed only once during a given academic year.

The nomination process for services provided as part of the gifted program is available

for students new to the district in September of the fall semester. Nominations for all

other students are accepted in January of the spring semester.

Transfer

Appropriate placement for all students is essential to the success of students and the

program. Students transferring into Tomball Independent School District must qualify for

admission into the Gifted and Talented Program. Students new to TISD may be

nominated upon enrollment.

Identification as gifted and talented in another district automatically nominates the

incoming student for assessment. Previous placement is positively considered during the

identification process but does not guarantee admission.




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Placement decisions regarding transfer students are to be completed within six weeks of

nomination. Ability and/or achievement test scores obtained within the last two years

may be accepted from other schools. Test scores may be accepted from private sources

provided the tests are compatible to TISD measurements and do not violate test/retest

reliability.

Students transferring within the district retain their gifted and talented status.

When a gifted and talented student withdraws from TISD and transfers to another district,

TISD will send GT assessment data to the receiving district.

Selection Committees

Campus Selection Committees are composed of a regular education teacher, a gifted

and talented specialist, a counselor, and an administrator. In addition, a minority

representative sensitive to the needs of special populations is included. The majority of

the committee members must have completed thirty hours of gifted and talented training,

including training in the nature and needs of gifted students. Other committee members

are encouraged to complete this training. Six hours of update training are required

annually by all teachers who are assigned to work with gifted children, as well as

counselors and administrators.

The District Selection Committee includes the district Director for Gifted and Talented,

a gifted and talented specialist from each campus.

Members on the District Selection Committee have completed thirty (30) hours of gifted

and talented training, including training in the nature and needs of gifted students, and are

current with the annual six-hour update training.

Selection

A balanced examination of all assessment data collected through the district’s

gifted/talented assessment process is conducted and used by the selection committee in

making identification decisions.

Campus Selection Committee reviews all data and submits the information on possible

candidates to the District Selection Committee. This selection process is meant to be

inclusive of special considerations.

The District Selection Committee completes the selection of students to be admitted into

the TISD Gifted and Talented Program. Additional data, including non-verbal and/or

individual ability tests, may be requested prior to a committee decision. The District

Selection Committee has the option to secure the services of other professionals such as

psychologists and diagnosticians to aid in the interpretation of data. Students who are

classified twice exceptional (such as gifted and learning disabled) are reviewed carefully.

The ultimate goal is for the most appropriate placement for the student.




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Results from the following assessment instruments are used to assist in placement

decision.

Identification Instruments

Students nominated for admission in the TISD Gifted and Talented Program complete a

battery of tests and measurements chosen to reflect the diverse abilities and intelligences

of the gifted population. Qualitative and quantitative data are considered.

Naglieri Nonverbal Ability Test

The Naglieri Nonverbal Ability Test is one of the ability measurements used by TISD. It

can be used reliably with non-English speaking students.

Otis-Lennon School Ability Test

The Otis-Lennon School Ability Test (OLSAT) is also used by TISD. It contains verbal

and nonverbal components.

Stanford Achievement Test (10th

Edition)

The Stanford Achievement Test is the achievement test usually administered by TISD.

Detailed information on this instrument, including validity and reliability data, is

available through the campus counselor.

Inventory

A gifted and talented evaluation inventory is used to assess the nominated student in the

areas of intellectual ability and academic skills. The inventories are to be completed by a

teacher and by a parent.

Portfolio

Students may submit a portfolio as additional evidence of giftedness. Portfolio contents

may include writing samples, labs, artistic and creative works, collections, multimedia

presentations, videos, awards, etc. Portfolios are scored using a detailed rubric by a

minimum of two trained evaluators. (optional)

Appeals

Parents, educators, and students may appeal district committee decisions within 15

working days of parent notification. Additional data used to determine giftedness may be

presented for consideration at the time of the appeal. Letters from classroom teachers are

not accepted as artifacts to be used in appeals. Appeals forms should be submitted to the

District Director of the Gifted and Talented program.

Furlough

Furloughs allow students to take a leave of absence from gifted and talented services for

specified reasons and time periods without exiting the program. Reasons for furlough

include student stress, inhibiting personal problems, and schedule conflicts. Unusual

reasons for furlough will be determined on a case-by-case basis. Furloughs will not be

granted on the basis of personality conflicts, disciplinary problems, inappropriate student

behavior, or lack of academic achievement.




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Request for furlough may be granted only after consultation with the student’s parent(s),

counselor, teacher, and/or principal. The District Selection Committee finalizes furlough

decisions. The intent is that the furlough period does not exceed one school year.

Requests for unusual lengths of furlough will be considered on a case-by-case basis. A

furlough request form is available from the campus GT specialist or counselor. Forms

are to be completed at the campus level and submitted to the district.

Reassessment

Reassessment of gifted and talented students is based on an individual’s performance in

the program. See TISD Gifted Student Performance Goals for guidelines for

reassessment. If reassessment occurs, it is no more than once in elementary grades, once

in middle school, and once in high school.

Exit

Exiting policy is based on multiple criteria including student performance in the program

and is finalized by the Campus Selection Committee after consultation with parents and

student regarding the student’s educational needs.

The primary focus of the gifted and talented program’s exiting policy is to help the

student to develop successful coping strategies. For this reason, a number of conferences

are scheduled when problems are detected. All types of support services (tutorial, nurse,

grade level counselor, etc.) can be utilized. If the issue is not resolved through conference

and support services, a written exit referral is submitted to the Campus Selection

Committee. If initiated by a parent, no further steps are required for exit.

Reasons for possible exit from the program include academic performance, personal and

social stress, and behavior.

The student’s choice not to participate in gifted and talented services will be considered

refusal of service and the student will automatically be exited from the program

Student Improvement Plan (SIP)

Referral for exit initiated by anyone other than a parent results in the development of a

Student Improvement Plan. The initiator develops a record of anecdotal data

documenting the problem and attempts at resolution.

The campus GT specialist, GT teacher, counselor, and at least one other member of the

Campus Selection Committee conference with the student and parents to develop a

timeline for improvement. The GT Specialist documents the Student Improvement Plan

and provides copies for the student, parents and GT teacher. The Campus Selection

Committee will be informed of the Student Improvement Plan.




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At a time specified within the Student Improvement Plan, usually 30 days, the committee

meets to evaluate student progress. The Student Improvement Plan may be extended,

modified, or rewritten by committee consensus. If the plan is successful, exit procedures

stop. If the plan is unsuccessful the Campus Selection Committee meets to review all

documented data, make a decision, and communicate the decision to the student and

parent(s). Parents and/or students have the right to appeal this decision to the district GT

Coordinator. Exited students are eligible for future nomination with full reassessment.

Board policies on student assessment are reviewed at least once every three years and

modified as needed.

Kindergarten Identification and Selection Timeline

The following actions are the responsibility of the GT Specialist for each campus

according to the timeline below:

1. AUGUST-DECEMBER – Informal screening of all kindergarten students.

2. JANUARY - Obtain permission to test for students who qualified through the

screening process. Distribute surveys to teachers and parents.

3. FEBRUARY - Create assessment report and individual case studies for presentation.

4. FEBRUARY - Campus Selection Committee determines Kindergarten placement

recommendation.

5. FEBRUARY - District Selection Committee determines Kindergarten placement.

8. FEBRUARY – Notify parents of committee decisions and obtain permission for

placement.

6. MARCH 1st - Kindergarten GT services begin.




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Identification and Selection Timeline

Grades 1 through 12

The following actions are the responsibility of the GT Specialist for each campus

according to the timeline below:

Fall testing is for students new to the district ONLY.

Spring testing is for all other nominated students.

1. SEPTEMBER, JANUARY - Solicit nominations for the gifted and talented program.

2. SEPTEMBER, FEBRUARY - Obtain permission to test. Distribute surveys to

teachers and parents.

3. SEPTEMBER, MARCH - Administer ability test and complete the initial matrix to

determine if students will continue the screening process. Notify parents of students

not continuing in the assessment process.

4. SEPTEMBER, APRIL - Administer assessment instruments (see pg. 21)

5. OCTOBER, MAY

Create assessment report and individual case studies for presentation.

Meet with Campus Selection Committee to collaboratively recommend students

for placement.

Meet with District Selection Committee to review placement recommendations

and special cases.

District Selection Committee determines placement.

Notify parents of committee decisions and obtain permission for placement.

Provide appeal forms and information.




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Family and Community Involvement

Tomball ISD encourages community and family participation in services designed for

gifted and talented students.

Parent Communication ________________________

Tomball ISD offers a variety of learning opportunities for gifted and talented students in

kindergarten through twelfth grade. Parents are informed of the available opportunities

through an orientation with the campus GT specialist. Periodic updates are given by the

campus GT specialist for parents of students identified and served by the gifted and

talented program.

Tomball ISD’s student identification policies are disseminated to parents. The district

provides information to parents and community members to solicit nominations for

program services.

Teachers of the gifted at the elementary and intermediate level communicate information

regarding differentiated lessons and units that will be included in the learning path at the

beginning of each grading period. This communication may be in the form of letters or e-

mails to parents by the classroom teacher.

Parent Advisory Council__________________________________________________

Parents have the opportunity to participate in a parent association for the gifted and

talented. The Parent Advisory Council (PAC) offers support and assistance to the

district. Such support may include program planning and improvement, mentorship,

independent study programs and professional development opportunities.

Community Outreach_____________________________________________________

Tomball ISD evaluates the effectiveness of its gifted and talented program annually by

surveying parents, regular education teachers, gifted and talented teachers and students.

The district uses this information to improve the effectiveness of the program.




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Professional Development All personnel involved in the planning, creation, and delivery of services to gifted

students possess the knowledge required to develop and provide appropriate options and

differentiated curricula.

Teachers________________________________________________________________

Teachers who provide instruction and services to gifted students have a minimum of

thirty (30) clock hours of staff development that include nature and needs of gifted

and talented students, identification, assessment, and curriculum and instruction for

gifted students. Teachers are required to have completed the thirty hours prior to

gifted/talented teaching assignments. Teachers without required hours must obtain

the hours within one semester.

Teachers of gifted and talented students are required to earn an additional six hours of

training annually.

Teachers are encouraged to pursue advanced degrees or obtain additional professional

development in their teaching discipline.

Administrators and Counselors_____

Administrators and counselors who have authority for program decisions have a

minimum of six hours of professional development in gifted education. In addition,

all counselors and administrators are encouraged to annually attend a six-hour update.

Local district boards of trustees are encouraged to pursue professional development

on the Texas State Plan for the Education of Gifted/Talented Students.

Gifted and Talented Specialists

GT specialists located on campuses in Tomball ISD must have Texas GT certification

or a master’s degree in Gifted and Talented Education. A minimum of six hours is

acquired annually thereafter.

Staff Development Evaluation/Plan

Evaluation of professional development activities for gifted and talented education is

ongoing. Evaluation results are used in making decisions regarding future staff

development plans.

Professional development in the area of gifted education is provided to all teachers on

a regular basis through the Houston Area Coop on the Gifted and Talented.

All staff receive an orientation to the district and/or campus program for gifted and

talented students.

The district Advanced Academics Director or GT specialist provides each newly-

hired teacher an orientation to the district program for gifted and talented students

GT specialists are involved in planning and conducting training within the district.

The district Advanced Academics Director provides annual updates to the District

Board of Trustees on changes in the district gifted and talented program.




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APPENDIX I:

Definition of Terms




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Definition of Terms

Area of Giftedness the specific ability in which a student performs or

shows potential to perform at a remarkably high

level of accomplishment

Intellectual possessing superior intelligence, with potential or

demonstrated accomplishments in several fields of

study; ability to perform complex mental tasks

Specific Academic Fields possessing superior ability or potential in a specific

course of study, such as language arts, mathematics,

science, or social studies

Qualitative Measures measures used to assess student needs that include

observations, anecdotal records, checklists,

interviews, student products, performances, etc.

Furlough a leave of absence from program services that can

be due to a variety of circumstances

Depth exploration of content within a discipline; analyzing

from the concrete to the abstract, familiar to the

unfamiliar, known to the unknown; exploring the

discipline by going past facts and concepts into

generalizations, principles, theories, laws;

investigating the layers of experience within a

discipline through details, patterns, trends,

unanswered questions, ethical considerations

Complexity extending content in, between, and across

disciplines though the study of themes, problems,

and issues; seeing relationships between and among

ideas in/within the topic, discipline, and disciplines;

examining relationships in, between, and across

disciplines over time, and from multiple points of

view

Continuum of Learning the articulated learning experiences that provide

Experiences planned experiences that build upon one another

each year a student is in school

Array of Learning Experiences a menu of challenging learning experiences or

opportunities that fit the unique interests and

abilities of advanced level students




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Dual Enrollment the practice of enrolling in a college or university

while enrolled in high school for the purpose of

earning high school and college credit

simultaneously

tomball i.s.d. gt handbook for parents - marissa...

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