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Gifted /Talented

Program Handbook 2019-2020

Mercedes Independent School District

Carolyn Mendiola, Superintendent

Dr. Dana Yates, Assistant Superintendent of Curriculum & Instruction

Mr. Ramon Mejia,

District Coordinator for Gifted /Talented Program

Gifted and Talented Program Procedures


Table of Contents Philosophy of Gifted Education ............................................. 1

Definition of Gifted ............................................................. 2

Mission Statement .............................................................. 3

Program Design ................................................................. 4

Identification Procedures ..................................................... 5

Flowchart ................................................................. 6

Parent Nomination Form ................................................. 7 -10

Teacher Nomination Form (Kinder-3rd) ......................... 11 & 12

Teacher Nomination Form (Grades 4th -12th) ................. 13 & 14

Self Nomination Form ................................................ 15 & 16

Parental Permission To Test ...................................... 17 & 18

Transfer Student ............................................................... 19

Flowchart ................................................................ 20

Furlough Procedures .......................................................... 21

Flowchart ................................................................ 22

Student Furlough Letter ............................................. 23 & 24

Probationary Letter ................................................... 25 & 26

Student/Parent Conference Form ................................. 27 & 28

Exit Procedures ................................................................. 29

Flowchart ................................................................ 30

Request for Exit ........................................................ 31 & 32

Evaluation/Recommendation Form ....................................... 33

Appeal Procedures ..................................................... 34 & 35

Flowchart ........................................................ 36 & 37

Appeal Form ............................................................. 38 & 39

Reassessment Procedures .................................................. 40

Acceleration Request Form ......................................... 41 & 42

Credit By Examination .............................................. 43

APPENDICES

I. Campus Maintenance of Documentation ......................... 44

II. Verification of Transfer ................................................ 45

III. Frequently Asked Questions .................................. 46 & 47

IV. Resources for Parents/Students ..................................... 48

V. Chart

High Achiever, Gifted Learner, Creative Thinker .......... 49

VI. State Plan

English

Spanish

Advanced Academics 2009-2010 Timelines .......... 50 & 51

Pre-AP and Advanced Placement ................................ 52

Pre-AP and Advanced Placement .......................... 53-60


Philosophy of Gifted Education

“Hide not your talents. They for use were made.

What's a sundial in the shade?

– Benjamin Franklin”

In this era of accountability, the education of gifted and talented students is most

crucial. Our nation faces political, social, and economic challenges. Confronting

these challenges will require commitment, critical thinking, and creativity. These

attainable skills will serve students as they learn to coexist in a global society.

Therefore, the Gifted and Talented Program at Mercedes Independent School

District exists to meet the unique needs of identified students who show the

potential for excellence in intellectual ability, creativity, and/or specific subject

matter. The program is committed to differentiating the regular curriculum

through content, process, product, pace and learning environment.

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The Gifted and Talented Program strives to satisfy each learner’s distinctive needs

by:

(1) incorporating a variety of appropriately challenging learning activities

(2) encouraging independent, critical thinking and research

(3) fostering students’ individuality and creativity

It is the belief of Mercedes schools that students shall assume greater diligence

toward academic excellence and civic responsibility. Thus, the ultimate mission of

the Gifted and Talented Program is to help create

conscientious, productive adults who can contribute to the enrichment of our

society.

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Texas Education Code

Definition of Gifted

SUBCHAPTER D. EDUCATIONAL PROGRAMS FOR GIFTED AND TALENTED STUDENTS

§ 29.121. DEFINITION. In this subchapter, "gifted and talented student" means a child or youth who performs at or shows the potential for performing at a remarkably high level of

accomplishment when compared to others of the same age, experience, or environment and who:

(1) exhibits high performance capability in an intellectual, creative, or artistic

area; (2) possesses an unusual capacity for leadership; or

(3) excels in a specific academic field.

Texas State Goal for Services for Gifted Students

Students who participate in services designed for gifted students will demonstrate

skills in self-directed learning, thinking, research, and communication as

evidenced by the development of innovative products and performance that

reflect individuality and creativity and are advanced in relation to students of

similar age, experience, or environment. High school graduates who have

participated in services for gifted students will have produced products and

performances of professional quality as part of their program service.

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Goals for the Gifted and Talented

The mission of the Gifted and Talented program is to provide an enriched,

differentiated environment for students with advanced learning abilities.

Instruction and resources are designed to enhance self-directed learning using

critical thinking, creativity, and problem solving.

Thus, the goals of the Mercedes Gifted and Talented program are as follows:

• to make available an equitable gifted education to all students regardless of

socio-economic status, language barriers, or disability

• to offer in-depth learning experiences beyond the regular curriculum hence advancing knowledge above the grade level expectations

• to develop the knowledge and skills essential for success in the 21st century

• to promote self-directed learning so as to enhance each student’s unique characteristics

• to encourage individual creativity through innovative products and performances

“ You can’t teach a person anything, You can only help them find it within themselves “

Galileo

3

Program Design

Elementary

All Mercedes elementary schools offer a gifted program using either the cluster

method or pull-out services. The cluster method groups three to six identified

gifted students who are then placed in a mixed-ability classroom with an

appropriately trained teacher. Clustered students receive differentiated

assignments. These are not additional assignments, but are tasks more

appropriate to their skills and abilities.

Secondary

Students in grades 7 through 12 are provided college readiness options as well as

possibilities for college credit while attending high school. The College Board

Advanced Placement (AP) Program is designed to expose students to college level

coursework. The curriculum is rigorous, challenging, fast-paced and contributes to

future success at college.

Grades 7 through 10 offer Pre-Advanced Placement (Pre-AP) courses in Math,

Science, Reading, Language Arts, and Social Studies. Pre-AP prepares students

for the academic demands of Advanced Placement courses.

For grades 11 and 12, Advanced Placement classes are available. AP instructors

attend College Board Institutes and receive specialized training in their particular

subject area. Academic areas include Math, Science, Language Arts, and Social

Studies. Other choices consist of elective courses such as Studio Art and Spanish.

Dual and concurrent courses are also accessible to students. The college or

university will award college credit upon successful completion of such courses.

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IDENTIFICATION PROCEDURES

The identification process requires three components at all grade levels: 1. Nomination of students for the program

2. Screening and Testing of nominated students 3. Selection and Placement of students for GT program

NOMINATION PROCESS

Nominations are accepted from parents, the community, school staff, or by students themselves at the beginning of each academic year. Once a completed

nomination form is returned to the GT Campus counselor, a written parent permission form is required for testing to begin.

If a parent denies permission for testing, then the identification procedure ceases and the student will not be eligible for GT screening until the next academic year.

SCREENING/TESTING PROCESS

Screening is done once a year in early spring by the campus counselor or designated person. For Kinder, the screening begins in January because students

need to be served by March 1. Testing is both objective and subjective and may include, but not limited to the following: achievement tests, behavioral checklists,

and intelligence tests. The Committee does not focus on any one single assessment tool but uses a minimum of three criteria to review each student’s nomination. Procedures are designed to assure fair assessment of students with

special needs, the economically disadvantaged, and students with disabilities.

The counselor/designee will then present each student’s profiles to the Campus GT Committee.

SELECTION/PLACEMENT PROCESS

The District GT Committee reviews each student’s profile to determine final selection. The Committee consists of District G.T. counselors from each campus, and the District GT Coordinator.

Once final approval is completed by the District GT Committee, the campus

counselor sends a notification letter to all parents concerning the student’s placement for the next academic year. The notification letter states (A) Notification of Entry or

(B) Notification of Non-Entry. Students not placed in the program may be re-nominated the next year and follow the same screening procedures. Parental

permission forms for entry into the program must be signed. The GT Permanent Record form must be placed in the Cumulative Folder.

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FLOWCHART OF

IDENTIFICATION PROCEDURES

N O M I N A T I O N

OR OR OR

S C R E E N I N G

S E L E C T I O N

P A R T I C I P A T I O N

GT Committee Reviews Profiles and Makes Placement Decisions

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Parent Community Member School Staff

Objective and Subjective Assessments Gathered by Campus GT Committee

Entry into GT Program

Appeals

Not Accepted at This Time

Exit Furlough Continue in Program

Required: Written

Permission to Screen

(may say no)

Required: Written

Permission to Participate

(may say no)

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GIFTED AND TALENTED PROGRAM

PARENT NOMINATION FORM Name __________________________________________ Date _________

Campus ___________________________________ Grade ____ Age ____

Parent’s Name(s) ______________________

Address

Instructions: Please mark the boxes that identify your child’s ability in the areas

listed below.

Creativity

1. Displays a great deal of curiosity 2. Generates a large number of ideas or questions; often unique answers 3. Likes to adapt, improve, or modify objects and instructions 4. Offers constructive criticism Motivation 5. Persistent about finishing projects 6. Strives toward perfection 7. Prefers to work independently 8. Concerned with right and wrong Leadership 9. Can express himself/herself well 10. Is flexible in new situations 11. Likes to organize people, things, or situations 12. Participates in most social school activities

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Academic Ability 13. Asks questions about the reasons for things 14. Creates or expands songs, stories, or pictures about learning experiences 15. Displays quick mastery of basic skills in most subjects 16. Unusually large vocabulary and/or reading level 17. Recognizes relationships, reasons things out 18. Usually “gets more” out of a story, film, etc. 19. Full of information on a variety of topics 20. Reads a great deal on his own; does not avoid difficult material

For office use only:

Add Columns (for both pages)

Multiply Each Column by Weight Above

Add Weighted Columns: Total

x1 x2 x3 x4

Adapted from Joseph Renzulli, (1983) Scales for Rating the Behavioral Characteristics of

Superior Students

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FORMULARIO PARA LOS PADRES DE FAMILIA PARA NOMINAR

ALUMNOS AL PROGRAMA PARA DOTADOS Y TALENTOSOS Nombre __________________________________________ Fecha _________

Escuela _____________________________ Año escolar____ Edad _________

Nombre del padre o de la madre _______________

Dirección

Instrucciones: Favor de marcar las cajillas que identifiquen las habilidades de su hijo o

hija en la lista a continuación.

Creatividad

1. Demuestra mucha curiosidad 2. Genera un gran número de ideas o preguntas respuestas únicas con frecuencia. 3. Le gusta adaptar, mejorar, o modificar objetos e instrucciones 4. Ofrece crítica constructiva Motivación 5. Insiste en terminar proyectos 6. Se esfuerza por obtener perfección 7. Prefiere trabajar independientemente

8. Se preocupa de lo que es correcto e incorrecto

Liderazgo 9. Tiene la habilidad de expresarse bien 10. Demuestra flexibilidad ante situaciones nuevas 11. Le gusta organizar gente, cosas o situaciones 12. Participa en la mayoría de las actividades sociales escolares

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Habilidad académica 13. Pregunta el por qué de las cosas 14. Crea o expande canciones, cuentos, o fotografías sobre experiencias aprendidas. 15. Demuestra dominio rápido en habilidades básicas en la mayoría de sus materias 16. Vocabulario extenso y poco común y/o nivel de lectura 17. Reconoce relaciones, razona cosas 18. Usualmente “saca más” de un cuento, película, etc. 19. Lleno de información en temas variados 20. Lee mucho por cuenta propia; no evita material difícil

Para uso exclusivo de la oficina:




x1 x2 x3 x4

Adaptado de Joseph Renzulli, (1983) Scales for Rating the Behavioral Characteristics of

Superior Students

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TEACHER NOMINATION FORM (Kinder – 3)

Student Name ______________________________________ ID ________ Campus __________________________________ Grade ____ Age _____

Teacher completing this form _____________________________________

How long have you known this student? ________ Years _______ Months

Instructions: Please check only one box for each item.

Advanced Language

1. Uses multisyllablic words unassumingly 2. Uses language to teach another student 3. Uses verbal skills to handle conflicts or influence others behavior 4. Expresses similarities and differences between unrelated objects

Analytical Thinking 5. Sees cause and effect relationships 6. Takes apart and reassembles things and/or ideas with unusual skill 7. Expresses relationships between past/present experiences Meaning Motivation 8. Asks how, why, and what if questions 9. Displays unexpected depth of knowledge 10. Independent; wants to complete activities on his/her own 11. Keeps at an issue until it makes sense

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Perspective

12. Sees others’ points of view 13. Creates and interprets more complex shapes, patterns, or graphics than same-age peers 14. Displays a strong sense of fairness and injustice Sense of Humor 15. Catches an adult’s subtle or sophisticated humor 16. Develops a humorous idea to the extreme; tendency to have “flights of fancy” Accelerated Learning 17. Requires minimum repetition for mastery 18. Comprehends symbolic representations, e.g. musical, numerical, alphabetical, mapping 19. Creates advanced products 20. Demonstrates an unexpected mastery of complex science or math concepts





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Adapted from Kingore, Bertie Kingore Observation Inventory

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TEACHER NOMINATION FORM (Grades 4 – 12) Student Name ______________________________________ ID ________ Campus __________________________________ Grade ____ Age _____

Teacher completing this form _____________________________________

How long have you known this student? ________ Years _______ Months

Instructions: Please check only one box for each item.

Advanced Language 1. Extensive vocabulary 2. Modifies language for less experienced students 3. Uses the precise language of a discipline/subject 4. Displays verbal skills when handling conflicts or influencing others; persuasive Analytical Thinking 5. Thinks logically, critically and clearly 6. Enjoys analyzing and solving more difficult problems 7. Observes intensely; interprets observations Meaning Motivation 8. Asks provocative, intellectual questions; is curious 9. Demonstrates extraordinary ability to retain information 10. Displays in-depth information in one or more advanced areas 11. Intrinsically motivated to pursue areas of interest 12. Wants to do things independently

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Perspective 13. Demonstrates complex dimension in writing, art, oral discussions, or problem solving 14. Incorporates interesting, subtle components to enhance products 15. Interprets past, present, and future ramifications Sense of Humor 16. Uses humor to gain approval or ease tensions 17. Says/Does something indicating a sense of humor beyond same-age peers 18. “Plays” with language by using figurative language Sensitivity 19. Displays concern for justice; seeks resolution of moral dilemmas 20. Demonstrates high expectations of self and others 21. Prefers solitude part of the time 22. Organizes others to help promote change and fairness Accelerated Learning 23. Requires minimum repetition for mastery 24. Creates advanced products 25. Reads above grade level with complex interpretation





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Adapted from Kingore, Bertie Kingore Observation Inventory

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MERCEDES INDEPENDENT SCHOOL DISTRICT

GIFTED & TALENTED PROGRAM SELF NOMINATION FORM

Name _______________________________________________

Age _________ Grade Level ____________

Address _________________________________________________________

School _________________________________________________________ Parent/Guardian____________________________________________________

I, ____________________________________, would like to be considered for

Student’s Name

the Gifted and Talented Accelerated Program for the following reasons:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_______________________________ _______________________

Student Signature Date

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FORMULARIO PARA AUTO-NOMINARSE PARA EL PROGRAMA PARA DOTADOS Y TALENTOSOS

Nombre _______________________________________________

Edad _________ Año (grado) ______

Dirección _________________________________________________________

Escuela _________________________________________________________

Nombre del padre o tutor ____________________________________________________

Yo, ____________________________________, quisiera ser considerado

Nombre del estudiante

para el programa avanzado para Dotados y Talentosos por las siguientes razones: _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_______________________________ _______________________

Firma del estudiante Date

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GIFTED & TALENTED PROGRAM PARENTAL PERMISSION FOR G.T. TESTING

Dear Parents,

Mercedes Independent School District is conducting screening among students in

grades Pre-Kindergarten –11th. The purpose of the screening process is to select students who exhibit skills and characteristics of giftedness.

Upon completion of the screening process, eligible students will undergo an assessment process. The students who meet the program criteria will be

assessed. The assessment process will be completed in __________. At that time, you will

be notified of your child’s performance. Please indicate if you want your child to participate in this testing process, and return this form to your child’s teacher.

If you have any questions, feel free to call me at ________________________________.

Sincerely,

________________________________

Principal

----------------------------------------------------------------------------------------------

Student ______________________________ School _________________

Grade Level _____________ Teacher’s Name _____________________

____ Yes, I do grant permission for testing for the Gifted/Talented Program.

____ No, I do not grant permission for testing for the Gifted/Talented Program.

______________________________ ______________________ Parent/Guardian Signature Date

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PROGRAMA PARA DOTADOS Y TALENTOSOS PERMISO PATERNO DE EVALUACIÓN PARA D.T.

Estimados padres de familia:

El Distrito Escolar Independiente de Mercedes está conduciendo pruebas de

detección selectiva en sus alumnos de Pre-Kinder – 11vo (2º de preparatoria). El propósito de este proceso es seleccionar alumnos que exhiban habilidades y características de talentos.

Al completar este proceso, los alumnos elegibles pasarán por una batería de

pruebas. Se les darán las pruebas a los alumnos que cumplan con los criterios del programa.

La batería de pruebas será completada en __________. Se le notificará de los resultados de su hijo(a). Por favor indique si desea que su hijo(a) participe en

estas pruebas y regrese este formulario al maestro(a) de su hijo(a).

Si tiene preguntas, favor de llamarme al teléfono _____________________.

Sinceramente,

________________________________

Director(a)

----------------------------------------------------------------------------------------------

Alumno ______________________________ Escuela _________________

Año (grado) _______ Nombre del maestro(a)______________________ ____ Sí, Doy mi permiso para que mi hijo(a) haga las pruebas de D.T.

____ No, No doy mi permiso para que mi hijo(a) haga las pruebas de D.T.

______________________________ ______________________

Firma del padre o tutor Fecha

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TRANSFER STUDENTS

Within the District

Students transferring between campuses will retain their GT status at the new

campus.

New to District

Upon receipt of written documentation from the sending district, any student who

was being served under their district’s Gifted and Talented program during the

current year will be automatically placed in the Mercedes Gifted and Talented

program.

The transferring student will be subject to all rules and regulations set forth for

district-tested gifted students including: reassessment procedures, probationary

procedures, furlough procedures, and exit procedures.

If no written documentation is presented from the sending district within thirty

days of enrollment, the campus has one of two options:

• immediately retest student using current district criteria and place using current district criteria

• serve student temporarily and retest during next testing phase

Out of (Mercedes) District

Mercedes I.S.D. will release a copy of the student’s G.T. Permanent Record to be

forwarded to new school only upon written request by parent/quardian.

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FLOWCHART FOR OUT OF DISTRICT TRANSFER

Receive documentation from sending district

Students Currently Served in Transferring District are

automatically placed in Mercedes GT program

(subject to all regulations of Mercedes GT program)

Option II: If No Documentation Within 30 Days, Serve Student Temporarily Until New Testing Phase

Option I: If No Documentation Within 30 Days, Immediately Retest Using Mercedes ISD Criteria

Evaluation/recommendation form placed in GT file

concerning action taken with transferred student

Student Enrolls in Mercedes ISD for first time (K-12)

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FURLOUGH PROCEDURES The GT Campus Committee may place a student on furlough after a probationary

period of one six weeks. No more than 2 furloughs should be requested per student. After 2 furlough requests, withdrawal procedures from the GT Program

will be initiated. Appropriate reasons for placement on furlough include, but not limited to:

Recommendation by GT Campus Committee following a carefully monitored

probationary period

Parental/Student request

Prolonged illness

Unsatisfactory performance due to inability to keep up with regular

classroom work

Student is not mastering grade level objectives as measured by local

assessments (CBAs), Benchmarks, STAAR, and grades

When a student is placed on furlough status, the Committee must consult with and inform:

the principal

the student

the parent/guardian

A Student Furlough Conference Form must be completed and include:

Specific reason(s) for furlough

Duration of furlough as agreed by Committee (not to exceed one year)

Date for re-entry if appropriate

The GT teacher(s) will monitor student progress throughout the probationary period. Before the date of re-entry, the GT teacher(s) shall present all necessary documentation to the Campus GT Committee for review.

Upon review of the student’s documentation, the Committee will make a recommendation whether student remains in or exits the GT program. Parents will be notified in written form of the Committee’s decision.

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FLOWCHART FOR FURLOUGH PROCEDURES

Request for Furlough Initiated by Teacher, Parent, or Student

Conference Held with Student, Parent, Teacher(s), GT Campus Contact, Counselor and/or Principal

• Conference Form Completed and Filed

Student Monitored During Probationary Period

Before Re-entry Date

• Teacher Documentation Reviewed by GT Campus Committee

• Recommendations made by Committee

Student Remains

in GT Program

• Parent & Student Notified in Writing

Student Exits GT Program

•Parent & Student

Notified in Writing

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G.T. PROGRAM

STUDENT FURLOUGH LETTER

Dear Parents,

Your child, ________________________________, is currently enrolled in

the Mercedes Independent School District’s Gifted and Talented Program.

He/She is being placed on furlough status due to the following reason(s):

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

________________________________________

________________________________________________________

The furlough period will begin _______________________________.

Date

On _________________________, the G.T. Committee will review your

Date son’s/daughter’s progress and make a recommendation for their

placement.

If you have any questions or would like a conference concerning this matter, please contact the school.

Thank You,

_____________________ ________________________

Principal Telephone

_____________________ ________________________ GT Committee Member GT Committee Member

_____________________ ________________________ GT Committee Member GT Committee Member

_____________________ ________________________

GT Committee Member GT Committee Member

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PROGRAMA D.T.

CARTA DE PERMISO ESTUDIANTIL

Estimados padres de familia,

Su hijo(a), ________________________________, está inscrito en el

Programa para Dotados y Talentosos del Distrito Escolar Independiente de

Mercedes. Se le ha puesto en período condicional por las razones siguientes:

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

________________________________________

________________________________________________________

El período condicional dará comienzo el día____________________. Fecha

Con fecha de_____________, El comité de D.T. repasará el progreso Fecha

de su hijo(a) y hará una recomendación para su colocación.

Si tiene preguntas o quisiera obtener una cita concerniente a este asunto, favor de contactar a la escuela.

Gracias,

________________________________ Maestro(a)

_____________________ ________________________

Director Teléfono

_____________________ Comité de D.T.

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G.T. PROGRAM STUDENT PROBATIONARY LETTER

Dear Parents,

Your child, ________________________, is currently enrolled in the Mercedes Independent School District’s Gifted and Talented Program. She/he is being

placed on probation for the following reason(s): is not mastering basic grade level skills and objectives

is not completing assignments

student has difficulty keeping up with the pace of the class

is failing/has failed __________ for the _________________ six weeks period

other _________________________________

Monitoring will be conducted during the six weeks period. At this time, we would like to request a conference with you to discuss your child’s academic progress.

The conference will be held on ___________ ___________

(date) (time)

If you are unable to attend, please contact the school at _________________.

Thank you, _______________________________

Teacher

______________________________ _________________________ Principal Telephone

-------------------------------------------------------------------------------------- I have received your letter and:

will attend the conference

will not attend the conference.

______________________________________________________ Parent Signature

______________________________________________________ Student Signature

Distrito Escolar de MERCEDES INDEPENDENT SCHOOL DISTRICT

G.T. ACCELERATED PROGRAM NOTIFICACION DE PROBACION DEL ESTUDIANTE

Estimados Padres,

Su hijo(a), _________________________, esta matriculado en el Programa de

Dotados y Talentosos del distrito escolar de Mercedes. Por ahora su niño(a) esta teniendo dificultad en:

□ maestría en los objetivos y las destrezas del nivel

□ no ha completado las áreas/actividades □ otra razón ______________________________

______________________________

Se harán otras evaluaciones, después del fín de estas seís semanas. Se requiere una conferencia con Usted sobre este asunto. La conferencia se llevará acábo el

día ____________________ __________________. Si usted no puede (Fecha) (Hora)

venir a esta conferencia, favor de comunicarse con el director de la escuela de su hijo(a).

Gracias,

______________________________ Maestra

______________________________ ________________________ Director(a) Teléfono

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GIFTED AND TALENTED PROGRAM STUDENT/PARENT CONFERENCE FORM

Student: _________________________ ID# ________ Date __________

Members Present: _____________________ __________________ __________________

Principal/Administrator Counselor Parent

_____________________ ___________________ ______________ G/T Teacher G/T Teacher G/T Teacher

____________________ _________________ ____________________ G/T Teacher Teacher Teacher

Summary of Conference: _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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PROGRAMA PARA DOTADOS Y TALENTOSOS FORMULARIO DE CONFERENCIA CON ESTUDIANTE/PADRE DE FAMILIA

Alumno: _________________________ ID# ________ Fecha __________

Miembros presentes: _____________________ __________________ __________________

Director/Administrador Consejero(a) Padre/Madre

_____________________ ___________________ ______________ Maestro(a) D/T Maestro(a) D/T Maestro(a) D/T

____________________ _________________ ____________________ Maestro(a) D/T Maestro(a) D/T Maestro(a) D/T

Resumen de la conferencia: _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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EXIT PROCEDURES

No student may exit the Gifted and Talented Program without approval of the GT

Campus Committee. A conference will be held with the student, parent and GT

Campus Committee. In addition, a Request for Exit Letter will be given to parents

prior to the conference.

Approval for exiting the program is based on one or more of the following criteria:

Student has not improved or met requirements outlined during the furlough period

Failure to master grade/subject area/level objectives

Parent, counselor, or principal written request

Student written request with parental permission

An Evaluation/Recommendation Form will be completed by the Campus

Committee during the conference. Upon honoring the request for exit,

three copies of the Exit Form are required:

sent to GT District Coordinator

sent to PEIMS Specialist

kept in student’s Cumulative Record

A student that has been formally exited from the Gifted and Talented program

may re-enter the program only through a complete reassessment using the most

current criteria at the next testing phase.

Note: Participation in any program or services provided for gifted students is

voluntary.

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Criteria Applied for Exiting GT Program

Request for Exit Letter Sent to

Parents

Conference with Parent and

Student before Honoring Request

FLOWCHART for EXIT PROCEDURES

GT Campus Committee Completes

Evaluation/Recommendation

Form

• Copy Placed in Cumulative

Folder

Formally Exited from GT Program • Three copies distributed to stakeholders • Complete Reassessment Required

for Re-entry (next testing phase)

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Request for Exit From Program

Campus: ________________________________________________

Student’s Name: __________________________________________

Student ID#: ____________________ Grade: ______________

GT Teacher: _______________________ Date: _________________

Student should be exited from the Gifted/Talented Program for the following

reasons:

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________ ________________________

Principal Counselor

____________________________ ________________________

G/T Campus Coordinator G/T Teacher

____________________________ ________________________

Parent Signature Date

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Solicitud para terminación del programa

Escuela: ________________________________________________

Nombre del estudiante_____________________________________

ID#: ____________________ Año (grado): ______________

Maestro(a) D/T: _______________________ Fecha: _________________

El alumno deberá ser sacado del programa para Dotados y Talentosos por las

razones siguientes:

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________ ________________________

Director Consejero(a)

____________________________ ________________________

Coordinador(a) escolar de D/T Maestro(a) de D/T

____________________________ ________________________

Firma del padre o madre Fecha

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G.T. COMMITTEE EVALUATION/RECOMMENDATION FORM

Name of Student: ______________________________________________

Grade: _______________________ Date: ____________________

The student above is being evaluated due to a recent:

□ probationary period □ reassessment □ furlough period □ transfer from another school

We recommend that the student:

□ remain in the G.T. Program

□ remain on the current probationary/furlough status

until _______________ at which time a reassessment shall be

completed.

□ exit from the G.T. Program.

Reason(s):

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Committee Signature Position 1. ___________________________ ____________________

2. ___________________________ ____________________

3. ___________________________ ____________________

4. ___________________________ ____________________

5. ___________________________ ____________________

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APPEAL PROCEDURES

Parents or students may appeal any final decision of the GT Campus Committee

regarding selection for or removal from the Gifted Program.

A written appeal shall first be submitted to the Campus Committee. Any following

appeals shall be made in accordance with FNG (Local) beginning at Level Two.

Note: Parents will be notified in writing of any Campus Committee

recommendations for non-entry or exit from the GT Program.

Parents shall request a conference with the Principal within ten working days of

the Exit Letter notification. After the conference, the Principal may recommend,

but not require, that the child be re-assessed.

Parents will be notified in writing of the decision of the GT Campus Committee.

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PROCEDIMIENTOS DE APELACIÓN

Los padres de familia o los alumnos pueden apelar cualquier decisión final del

Comité Escolar de DT con respecto a la selección de, o terminación del, programa

para Dotados. Una apelación escrita deberá ser presentada al Comité Escolar.

Todas las demás apelaciones, comenzando con el segundo nivel, deberán ser

presentadas de acuerdo a la sección FNG (Local).

N. B.: Se les notificará por escrito a los padres de familia de cualquier

recomendación hecha por el Comité respecto a rechazos o terminaciones del

Programa de DT.

Los padres de familia deberán solicitar una junta con el director de la escuela

dentro de los diez primeros días de la fecha de la carta de terminación. Después

de la junta, el director(a) puede recomendar, mas no requerir, que el alumno sea

re-evaluado.

Se les notificará a los padres de familia de la decisión hecha por el Comité Escolar

de DT.

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FLOWCHART for APPEAL PROCEDURES

Letter to Parents of Selection or Removal from Program

Parents Notified in Writing of Appeal Decision by GT Campus Committee

• May Proceed to Level II

Parents request conference with Campus Principal Within 10 Working Days

• Recommendation by Principal

Parent or Student Initiates Appeal to GT Campus Committee

• Appeal Form Completed

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DIAGRAMA DE FLUJO PARA LOS PROCEDIMIENTOS DE APELACIÓN

Carta a los padres de familia de selección para o terminación del Programa

Notificación por escrito a los padres sobre

la decisión del Comité Escolar de DT. • Puede proceder al Nivel II

Los padres solicitan una junta con el

director dentro de los primeros 10 días

• Recomendación del director

Los padres de familia o alumno inician la

apelación al Comité Escolar de DT

• El formulario de apelación se completa

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Appeal Form

Student _____________________________ ID #_________________

Campus_____________________________ Grade:______

Phone ______________________

I am filing this appeal for the following reasons: _______________________________________________________________

_____ _______________________________________________________________

_____ _______________________________________________________________

_____

____________________________________________________________________

______________________________ _____________ ____________

Signature of parent/ guardian Date Telephone

For Office Use Only

Appeal Granted □ Appeal Denied □ Date_______

__________________________________ Committee Member





Date Received:__________________

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Formulario de Apelación

Alumno _____________________________ ID #_________________

Escuela_____________________________ Año (grado):______

Teléfono ______________________

Presento esta apelación por las razones siguientes:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

______________________________ _____________ ____________ Firma del padre o tutor Fecha Teléfono

Para uso exclusivo de la oficina

Appeal Granted □ Appeal Denied □ Date_______

__________________________________

Committee Member


__________________________________

Committee Member


__________________________________

Committee Member

Date Received:__________________

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REASSESSMENT PROCEDURES

A.) The District shall reassess a GT student to determine appropriate program placement when a student moves from grade 5 to grade 6.

B.) The District shall limit the re-assessment to a maximum of once per semester for students in grade 5 and a maximum of once per year for grades 1-12

C.) The re-assessment data for students shall be reviewed by the GT Selection Committee for future placement.

D.) Parental consent is required. E.) Parents shall be notified of the Campus Selection Committee’s

Recommendation if it changes the status of the child for placement.

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Acceleration Request Form

Requests received after March 1 may not be completed by the end of the school year.

Student Name ___________________ ID#:_________ Date: _________

Current Grade _______ School ______________ Principal _____________

Parent/Guardian ________________________________________________

Address __________________ Phone ____________ work

____________ home

____________ cell

Email ______________________________

Nature of request:

____ Whole grade acceleration

____ Other Explain ____________________________________________

Reason(s) for Request. Include reference to specific evidence and/or data to support this request. [Note: Student must show evidence of meeting grade or

subject standards and benchmarks to accelerate.] Use back of page if needed.

Provide names of your student’s teacher from the past two years (and

names/addresses of schools if different from current school). Use back of this

sheet if needed.

____________________________ _______________________

Parent/Guardian Signature Date

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Formulario de solicitud para adelantar grado académico

Las solicitudes recibidas después del 1º de marzo no podrán ser procesadas para antes de terminar

el presente ciclo escolar.

Nombre del alumno_________________ ID#:_________ Fecha_________

Año (grado) _______ Escuela ______________ Director _____________

Padre o tutor ________________________________________________

Dirección __________________ Teléfono ____________ trabajo

____________ hogar

____________ celular

E-mail ______________________________

Naturaleza de la solicitud:

____ Adelantar grado completo

____ Otro Explicar ____________________________________________

Razones para la petición. Incluya referencias evidenciales específicas y/o datos

que apoyen esta petición. [N. B.: Los alumnos deben demostrar evidencia de cumplir con los estándares del grado académico o de las materias y puntos de referencia (benchmarks) para adelantar.] Use la parte de atrás de la hoja si

necesita más espacio.

Provea los nombres de los maestros de su hijo(a) de los dos años pasados (y los nombres y direcciones de las escuelas si son diferentes de la presente). Use la parte de atrás de la hoja si necesita más espacio.

____________________________ _______________________

Firma del padre o tutor Fecha

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CAMPUS MAINTENANCE OF DOCUMENTATION

Documentation

Each campus is accountable for sustaining documentation of GT procedures. Each student in the GT program has documentation placed in the cumulative folder.

The following documentation is uniform throughout the district:

□ Identification

□ Parent nomination

□ Teacher nomination

□ Parent information letter

□ Parent permission to assess

□ Matrix with GT Campus Committee signatures and meeting date

□ Parent notification letter of entry or non-entry to GT program

□ Parent permission to participate in GT program (if selected)

□ Appeals

□ Exit Notification

□ Furlough

These documents are subject to the Office of Civil Rights verification. The

documents for students not selected shall be grouped together with a cover

indicating that the documents are GT Assessments.

When a student qualifies for the GT program and parental written permission is

granted, the student is coded in PEIMS as a GT student. This coding will follow the

student throughout her/his academic career.

GT students may only be exited under the conditions permitted under the section

“EXIT Procedures”.

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VERIFICATION OF TRANSFER OF

GIFTED AND TALENTED PLACEMENT FILES

Gifted and Talented files must be placed inside the student’s Permanent Folder as

they travel to the next level campus.

Date _______________________

From Transferring Campus _______________________________________

To Receiving Campus _______________________________________

_______________________________________________

Name (Printed)

_________________________________________ ___________________ Signature Position/Title

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FREQUENTLY ASKED QUESTIONS

Student Assessment

1. The state plan requires school districts to include provisions regarding reassessment in local board policy. Must school districts reassess students for services in the gifted/talented program?

No, you are not required to reassess students. Your local board policy could state that once students are identified for services in the gifted/talented program, they remain in the program unless they are exited. (Ref: 19 TAC § 89.1(5); TSP Section 1, 1.2A)

2. What is the timeline or deadline for kindergarten identification?

Kindergarten students must be identified and receiving services by March 1.

(Ref: 19 TAC § 89.1(3); TSP Section 1, 1.4A)

Curriculum and Services

3. Please clarify the meaning of emphasizing content from the four core academic areas.

The intent is to make certain that regardless of the program design used to deliver services to gifted/talented students, content modifications of the Texas Essential Knowledge and Skills (TEKS) are offered in the four core areas of language arts, mathematics, science, and social studies. An array of learning opportunities should allow students who are advanced in any of the core content areas to do advanced work reflecting depth and complexity of the general school curriculum (TEKS). There are many ways services can be designed to meet these indicators. Examples of learning opportunities that emphasize content from the four core areas and are included in the regular school day may include a combination of the following:

• Interdisciplinary curriculum • Special units from each of the core areas • Differentiation of each of the core areas in regular or self-contained classes • Acceleration in a discipline that is a particular area of strength • Advanced Placement (AP) classes with appropriate modifications for g/t students • Pre-AP classes with appropriate modifications for g/t students • International Baccalaureate classes with appropriate modifications for g/t students • Independent study courses (At the elementary level, students may be allowed to pursue specific are as of interest through independent study even though there is not a specific course.) • Dual/concurrent enrollment • Mentorship programs • Education Service Center (ESC) seminars (may also be in-school or out-of- school)

(Ref: 19 TAC § 89.3(3); TSP Section 2, 2.1A, 3.1A)

4. How should teachers document differentiation of curriculum for gifted/talented students?

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There are a variety of ways that teachers can document differentiation. It may be done in the lesson plans where the teacher would indicate instruction and/or assignments that differ for gifted students. Differentiation may be included in curriculum guides or documents. Classroom schedules may also indicate flexible grouping with differentiated instruction. Copies of assignments or handouts given to students that indicate students have options in reading assignments, projects, etc. may also be used.

Professional Development

5. What should be offered to teachers in the required six-hour annual update?

The decision not to mandate what should be offered as six-hour update training was deliberate. It was the intent of the law that this on-going professional development for teachers who provide instruction and services for gifted students is individualized for each teacher. The annual update should be based on individual teacher needs related to the objectives of the gifted program. The teacher and his/her supervisor should collaboratively make this decision.

(Ref: 19 TAC § 89.2(3); TSP Section 4, 4.2A)

6. Who must have professional development in gifted education? Which teachers? Which administrators? Which counselors?

Prior to assignment, teachers who provide instruction and services that are part of the program for gifted students should receive the required minimum 30 hours of training and six hours annually. Administrators and counselors who are responsible for programming decisions for gifted/talented students are required to receive six hours of professional development that includes nature and needs of gifted/talented students and program options for those students. Any campus or district level administrator (including the superintendent) or counselor who has authority to make scheduling, hiring, and/or program decisions should have the six hours.

(Ref: 19 TAC § 89.2(1); TSP Section 4, 4.1A; 4.3A)

Pre-Advanced Placement/Advanced Placement

7. Are the AP teachers required to have the 30 hours of training in gifted education? If yes, can their AP training count for it?

If AP classes serve as the mode of delivery for your services to gifted students, teachers should have the 30 hours of training in gifted education. A part of the College Board five day summer institute training can count toward the curriculum and instruction component, but the teacher still needs approximately six hours each in the nature and needs of gifted/talented students and assessing student needs training components.

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*Type in search all policies Credit By Exam

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HIGH ACHIEVER, GIFTED LEARNER, CREATIVE THINKER

A High Achiever…

Remembers to answers.

Is interested.

Is attentive.

Generates advanced ideas.

Works hard to achieve.

Answers the questions in detail.

Performs at the top of the group.

Responds with interest and opinions

Learns with ease.

Needs 6 to 8 repetitions to master.

Comprehends at a high level.

Enjoys the company of age peers.

Understands complex, abstract

humor.

Grasps the meaning.

Completes assignments on time.

Is receptive.

Is accurate and complete.

Enjoys school often.

Absorbs information.

Is a technician with expertise in a field.

Memorizes well.

Is highly alert and observant.

Is pleased with own learning.

Gets A’s.

A Gifted Learner…

Poses unforeseen questions.

Is curious.

Is selectively mentally engaged

Generates complex, abstract ideas.

Knows without working hard.

Ponders with depth and multiple

perspectives.

Is beyond the group.

Exhibits feelings and opinions from multiple perspectives.

Already knows.

Needs 1 to 3 repetitions to

master.

Comprehends in-depth, complex ideas.

Prefers the company of

intellectual peers.

Creates complex, abstract humor.

Infers and connects concepts.

Initiates projects and extensions

of assignments.

Is intense.

Is original and continually developing.

Enjoys self-directed learning.

Manipulates information.

Is an expert, abstracts beyond the field.

Guesses and infers well. Anticipates and relates

observations.

Is self-critical.

May not be motivated by grades

Is intellectual.

A Creative Thinker…

Sees exceptions. Wonders Daydreams; may seem off task. Overflows with ideas, many of which will never be developed. Plays with ideas and concepts Injects new possibilities Is in own group. Shares bizarre, sometimes conflicting opinions. Questions: What if… Questions the need for mastery. Overflows with ideas-many of which will never be developed. Prefers the company of creative peers but often works alone. Relishes wild, off-the-wall humor. Makes mental leaps: AHA! Initiates more projects than will ever be completed. Is independent and unconventional. Is original and continually developing. Enjoys creating. Improvises. Is an inventor and idea generator. Creates and brainstorms well. Is intuitive. Is never finished with possibilities. May not be motivated by grades. Is idiosyncratic.

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Pre-AP

The Pre-AP program in Mercedes ISD is designed to teach students

the skills required to be successful in Advanced Placement coursework. Instructional strategies challenge students to go above and beyond

what is required in a regular course. Critical thinking, essay writing, research and outside readings are characteristic of a Pre-AP class.

Students are encouraged to take Pre-AP courses prior to enrolling in

AP courses. Pre-AP courses are offered in grades 7 through 10 in English Language Arts, Social Studies, Science, and Math. Typically,

students have passed all prior STAAR tests and possess passing grades in most subjects. However, Pre-AP and AP courses are open

enrollment.

Advanced Placement

The AP program is a sequence of college-level courses taught in

grades 11 and 12 by teachers with specialized training. Analytical writing, relevant research, and weekly chapter readings completed

outside of class is illustrative of an AP course.

The curriculum is monitored and authorized by the College Board. Each AP teacher’s course syllabus is reviewed by a college professor

prior to being authorized by the College Board. College credit is possible based on a student’s performance on the AP exam in May.

Each exam is scored using the following College Board standards:

5 – Extremely well qualified 4 – Well qualified

3 – Qualified

2 - Possibly qualified 1 – No recommendation

Advanced Placement classes are open enrollment. However, the

rigorous challenge of an AP class requires students to be motivated throughout the entire school year. Proficient reading and writing

abilities and organizational skills are other indicators.

Students who take AP courses will challenge themselves and be better prepared for college life.

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gifted /talented program handbook · skills in self-directed learning, thinking, research, and...

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