Gifted and Talented Program Guide - Austin...

Gifted and Talented Program Guide 2013 – 2014

Revised 10.09.2013

AUSTIN ISD ADVANCED ACADEMIC SERVICES

1 GT Program Guide, 2013-2014 Austin ISD, Advanced Academic Services

p.2 Advanced Academic Services staff

p.3 Overview of GT Program

p.4 Campus Roles and Responsibilities

p.6 GT Screening Process overview

p.7 GT Assessment Calendar

p.8 GT Screening Guide

p.9 GT Quantitative Assessments (CogAT & NNAT2)

p.13 GT Qualitative Assessments

p.17 Completing the GT Identification Process

p.18 GT Appeals Process

p.20 GT Transfer Students

p.21 GT Furloughs and Exits

p.23 GT PEIMS Data

p.24 GT Service Design overview

p.25 Vertical Sequence of Secondary Advanced Courses

p.26 Out-of-School Options

p.27 GT Curriculum and Instruction

p.28 GT Scope and Sequence Skills Continuum

p.29 GT Exemplar Lessons

p.29 Pre-AP Resource Banks

p.30 AP Vertical Teams Curriculum Manuals

p.31 GT Professional Development, foundation training

p.32 GT Update training

p.33 Parent Communication and Education

Table of Contents


CAC Office Carruth Administration Center

1111 W. 6th Street Austin, TX 78703

Building A, Room 450

Fax number: 512-414-9875

Becker Office Becker Elementary

903 W. Milton St. Austin, TX 78704

Becker White House

Fax number: 512-414-0275

Rhonda Boyer Administrative

Supervisor

[email protected] 512-414-0279 CAC Office

Sheila Dunn Administrative

Assistant


Debi Torres Gifted Talented

Coordinator

[email protected] 512-414-0155 Becker Office

Rodney Jones Advanced Academics

Coordinator


Delaine Canales Data

Processor


Tina Dong World Languages

Coordinator


Advanced Academic Services

Advanced Academics Staff

Advanced Academic Services Staff.

Pictured from left to right:.

Delaine Canales, Rodney Jones, Rhonda Boyer,

Debi Torres, Tina Dong, and

Sheila Dunn.

The Department of Advanced Academic Services provides support for an array of programs for advanced learners, including:

Gifted and Talented

Pre-AP and Advanced Placement program

Middle Years Program and International Baccalaureate

Academic magnets at Kealing MS, Fulmore MS, and the Liberal Arts and Science Academy

AISD GT Website: http://www.austinisd.org/academics/advancedacademics/gifted

GT resources and tools on AISD Curriculum Website: http://curriculum.austinisd.org/adv_ac/GT/curriculum.html

mailto:[email protected]






http://www.austinisd.org/academics/advancedacademics/gifted



http://curriculum.austinisd.org/adv_ac/GT/curriculum.html




Identification and Assessment K-12 students may participate in the GT screening and identification process. Student nominations will be accepted twice a year at elementary (Fall and Spring semester) and once a year at secondary schools (Fall semester). Advanced Academic Services will provide a GT Screening Calendar each school year that includes important dates and deadlines for each step of this process. Service Design The Texas State Plan for the Education of Gifted/Talented Students, the legal document provided by the Texas Education Agency (TEA) requires that gifted students have opportunities to work independently, with other classmates, and with other gifted students during the school day and entire school year. Research confirms the more time identified GT students spend together in an enriched and/or accelerated environment, the higher their achievement. The AISD gifted program is based on the cluster-grouping model, where groups of three or more gifted students are assigned to a GT classroom teacher (elementary) or advanced coursework teacher (secondary) who have completed the state required gifted education training. Clustering provides opportunities for gifted students to work with other gifted students in flexible groups and on independent study. Curriculum and Instruction Differentiated instruction is required for GT students. Students are taught and assigned work that matches their instructional level in the subject area(s) for which they have been identified for GT services. Secondary level students are provided GT services within advanced level courses. GT teachers are provided with a variety of training and curriculum resources and tools specific for GT, Pre-AP, and AP classes to support. Professional Development Advanced Academic Services provides numerous free professional development opportunities for teachers, counselors, and administrators each school year and summer. Foundation level opportunities are designed to meet requirements outlined in the Texas State Plan for the Education of Gifted/Talented Students. Additional training is offered to extend and enrich gifted education knowledge and skills. Campus based professional development courses are designed by the department to assist schools in providing the annual GT update requirement for teachers of GT students. Parent Communication and Education Advanced Academic Services provides a variety of learning opportunities and education events each school year for parents of AISD gifted students. Parents can discuss and learn about various topics related to gifted education. Other methods of communication with parents include presentations, videos, and online modules created to support parents in better understanding the needs of the gifted and to encourage advocating for their gifted child.

Overview of the Austin ISD Gifted and Talented Program


There are different roles and responsibilities for the GT program on each campus. The campus principal is responsible for assigning these roles on the campus each school year. Each of these roles has requirements and mandates that are outlined in the Texas State Plan for the Education of Gifted/Talented Students.

GT Advocate The GT Advocate is primarily responsible for overseeing the GT program on each campus. GT Advocates assist in maintaining district-wide compliance with the Texas State Plan for the Education of Gifted/Talented Students. GT Advocates receive ongoing support from Advanced Academic Services with all requirements of the GT program. The principal may select a teacher, counselor, administrator, or other professional staff member on campus to serve in the role of GT Advocate. The principal may also assign a Co-GT Advocate to assist with the GT responsibilities on campus. The primary responsibilities of the GT Advocate include the following:

o Serving as the direct liaison between the campus and Advanced Academic Services. o Leading the GT Screening Period on campus for nominated students in grades K-12. o Communicating with parents about the GT nomination period, district and campus parent

education opportunities, and any other pertinent GT communication item. o Notifying teachers, counselors, and administrators on campus about GT professional

development requirements and opportunities. Ensuring the campus completes the required annual 6-hour GT update training.

o Leading the Campus GT Selection and Placement Committee when making student placement or non-placement decisions following an extensive review of all data collected for students who participate in the GT Screening Period.

o Working with administrators, counselors, and teachers to ensure that identified GT students are placed in the appropriate classes/courses on campus.

o Attending meetings related to state compliance and district program updates.

GT Advocates who are teachers, counselors, or other professional support staff who complete all compliance items for the school year and submit all required GT Campus Self-Assessment items and documents by the due dates are eligible to receive a $300 end of school year stipend from Advanced Academic Services. Assistant Principals or other staff on the administrative pay scale do not qualify to receive the GT Advocate stipend.

Campus Roles and Responsibilities


GT Assessor The GT Assessor’s primary responsibility is to assist the GT Advocate by organizing and conducting the GT student assessments on campus for nominated students. It is not recommend that a classroom teacher serve in the role of GT Assessor as this may require the teacher to be out of the classroom to conduct the GT student assessments. If the GT Advocate is not a classroom teacher, the principal may assign the GT Advocate to also serve in the role of GT Assessor. Together the GT Advocate and GT Assessor will create a testing schedule for the campus that adheres to district deadlines and requirements for the school year. GT Teachers Teachers who are assigned to work with GT students in grades K-12 are required to complete the 30-hour GT Foundation Training within one semester of being assigned to work with the GT program. Teachers are also required to complete an annual GT 6-hour update class. Teachers are responsible for completing several qualitative assessments and collecting examples of exemplary student work for the GT Student Work Portfolio during the GT screening process.

In the classroom, teachers will differentiate the curriculum for GT students by adjusting the pace, depth, and complexity of the learning to meet the academic readiness levels, learning styles, and interests of GT students. Teachers will also provide various flexible grouping options so that GT students will have the opportunity to work with other GT students, other classmates, and on independent learning options throughout the school day and school year. K-5 teachers are responsible for completing a GT Semester Performance Report at the end of the Fall and Spring semesters. These parent communication tools are designed to help teachers document and communicate the academic progress of GT students in the classroom with parents. A copy of all the end of year Performance Reports must be sent to Advanced Academic Services. Campus GT Decision-Making Committee This committee is responsible for reviewing all of the data and information collected for the students who participated in the GT Screening Process on campus that semester. The committee members are appointed by the principal and GT Advocate. Each campus committee must consist of a minimum of 3 members. The GT Advocate will be the lead on the committee. It is highly recommended the committee consist of the following:

o GT Advocate o Campus administrator OR counselor o GT teachers from different grade levels and/or content areas

Before serving on the committee, members need to complete the state required GT training: 30-hours (for teachers) and 6-hours (for administrators and counselors). It is recommended that all committee members complete the annual 6-hour GT update. If the committee needs help interpreting the student assessment data, contact Advanced Academic Services for assistance, resources, and training.


AISD GT Screening Process

Fall Semester Required for grades K-12 at all schools.

Spring Semester Required for grades K-5, Optional for grades 6-12.

GT Advocate manages the GT Screening Process on campus. GT Advocate appointed by principal.

GT Nomination • Campus will schedule

2-week window to collect student nominations from parents and teachers.

• Parents will complete GT Parent Survey and grant permission for testing before assessment process will begin.

• GT Advocate will order GT assessment materials for nominated students: Cognitive Abilities

Test (CogAT) for English Speakers

NNAT2 for ELL students (non-verbal assessment)

NOTE- CogAT and NNAT2 are Intellectual Aptitude Quantitative Assessments.

GT Assessment • Campus will test the

nominated students adhering to testing modifications for students with an IEP.

• Teachers of nominated students will complete the following Qualitative assessments during a 4-week observation period: Teacher Observation

Inventory Teacher Observation

Survey Collect samples of

exemplary work for student portfolio.

• System Wide Testing and Advanced Academic Services will score the Quantitative Assessments for campuses.

GT Identification • The Campus GT

Decision-Making Committee is led by the GT Advocate. Each member must have completed required GT training.

• GT Committee will review and analyze assessment data for all screened students and make final GT placement or non-placement decisions.

• Parents and teachers will be notified in writing about final placement decisions.

• Students who do not qualify may be nominated and re-assessed following a minimum one year waiting period.


Austin ISD Advanced Academic Services * Gifted and Talented Assessment Calendar 2013-2014

Fall Semester Required for all elementary

& all secondary schools

Spring Semester Required for all elementary schools

& optional for secondary schools Collect GT Student Nominations

September 3-20

Schools will schedule a two-week window and notify parents and teachers they are accepting student nominations for the GT program.

Collect GT Student Nominations January 13-31

Schools will schedule a two-week window and notify parents and teachers they are accepting student nominations for the GT program.

Order GT Assessment Materials September 23-26

Submit requests to order CogAT (for English speakers) & NNAT2 (for ELLs) tests to Delaine Canales via email or fax, 512-414-0275.

Order GT Assessment Materials February 3-6

Submit requests to order CogAT (for English speakers) & NNAT2 (for ELLs) tests to Delaine Canales via email or fax, 512-414-0275.

CogAT Pick-Up September 26

11:00 a.m. – 6:00 p.m.

Pick-up CogAT tests at the Becker Elementary White House. NNAT2 is an online assessment.

CogAT Pick-Up February 6

11:00 a.m. – 6:00 p.m.

Pick-up CogAT tests at the Becker Elementary White House. NNAT2 is an online assessment.

GT Testing Period September 30 – October 18

CogAT & NNAT2 testing of GT nominated students on campus.

GT Testing Period February 10 - 28

CogAT & NNAT2 testing of GT nominated students on campus. Teacher Observation of Students

October 1 - November 1

Teachers must have a minimum of 4 weeks to complete the survey, observation inventory, and collect work samples for student portfolios.

Teacher Observation of Students February 3 – March 7

Teachers must have a minimum of 4 weeks to complete the survey, observation inventory, and collect work samples for student portfolios.

CogAT Submission for Scoring October 21

8:00 a.m. – 5:00 p.m.

All CogATs must be received by this date, NO EXCEPTIONS. Drop off CogATs at the Becker Elementary White House. All NNAT2 testing will

be completed online by this deadline, NO EXCEPTIONS.

CogAT Submission for Scoring March 3

8:00 a.m. – 5:00 p.m.

All CogATs must be received by this date, NO EXCEPTIONS. Drop off CogATs at the Becker Elementary White House. All NNAT2 testing will

be completed online by this deadline, NO EXCEPTIONS. CogAT Scores Ready For Pick-up

November 6

Pick-up CogAT scores at the Becker Elementary White House.

CogAT Scores Ready For Pick-up March 28

Pick-up CogAT scores at the Becker Elementary White House. GT Decision-Making Committee Meetings

November 7 – 22

Campus committee will meet to make final placement decisions for all students who were assessed during the GT screening process.

GT Decision-Making Committee Meetings April 7 – 17

Campus committee will meet to make final placement decisions for all students who were assessed during the GT screening process.

GT Student Profiles/Committee Sheets Due Date November 22

8:00 a.m. – 5:00 p.m.

Drop off a copy of all GT Student Profiles and Committee Signature Sheets to the Becker Elementary White House OR send through campus

mail to Delaine Canales, Advanced Academics @ Becker.

GT Student Profiles/Committee Sheets Due Date April 28

8:00 a.m. – 5:00 p.m.

Drop off a copy of all GT Student Profiles and Committee Signature Sheets to the Becker Elementary White House OR send through campus

mail to Delaine Canales, Advanced Academics @ Becker. GT Services Begin For Newly Identified Students

January 7

GT Services Begin For Newly Identified Students First day of school the 2014-2015 school year

Debi Torres, Gifted Education Program Coordinator: [email protected] or 512-414-0155 Delaine Canales, Advanced Academics Data Processor: [email protected] or 512- 414-0139




Campus GT Screening Guide

• GT Advocates are required to complete all required steps of the GT Screening Process listed. Elementary GT Advocates need to complete this checklist once each semester.

• Include a completed copy of this list in the end of year GT Advocate Portfolio submitted to Advanced Academic Services. This list is required for the GT Advocate stipend.

GT Screening Procedure Completion Date

Campus GT Nomination Window is set. Notify parents and teachers of the dates. Parent and teacher GT nominations are collected. Parent GT Surveys are sent home for all nominated students with a deadline for return. Teachers are notified of parent nominations of students in their class. One file folder will be created for each nominated student to organize all collected data. Parent permission for GT testing received (signed and returned GT Parent Survey). Students may not participate in GT Screening without returned/signed Parent GT Survey. Give teachers GT qualitative assessments and inform them of the end of the 4-week student observation period when all items, including student portfolio work, are due.

GT assessment materials are ordered for all nominated students by the district deadline. Check with “Special Education” Teacher to see if any nominated students have an IEP. The “testing modifications” section of the IEP must be followed when these students are completing the GT assessments.

Check with teachers to know which students need to complete the GT assessments in a language other than English.

GT assessment materials are picked up at Becker Elementary White House on pick up date. Campus GT assessment schedule created and teachers are notified of assessment dates. Remember that students who do not speak English need to complete a different assessment and students with an IEP may need alternate assessment modifications.

CogAT testing is completed (English speakers) for all nominated students. NNAT2 testing is completed (ELL students) for all nominated students. Individual Student GT Surveys are completed during the GT assessment period. Before submission, check all testing scoring sheets for completeness and accuracy using the information included in the GT Materials packet received from Advanced Academics.

All GT tests are submitted for scoring by the district deadline to Becker White House. All GT testing materials (used and unused) are returned to Becker White House. GT Decision-Making Committee meeting(s) are scheduled and members notified. GT Qualitative assessments are picked up from each teacher after 4-week period. GT test scores are picked up from Becker White House upon notification from office. Collect all assessment data for each student and organize in individual student folders. Transfer all assessment data for each student onto a GT Student Profile Matrix. GT Decision-Making Committee will score student portfolio work using rubric. GT Decision-Making Committee will review and analyze all data collected for each student and make final placement or non-placement decisions for each student assessed.

GT Decision-Making Committee will complete/sign Committee Signature Sheets Make one copy of each Committee Signature Sheet and each GT Student Profile (identified and not-identified students) and submit to Becker White House for TEAMS entry.

Make one copy of each identified GT Student Profile and put in student’s cumulative folder. Notify parents in writing of GT placement or non-placement. Notify teachers of newly identified GT students.


Cognitive Abilities Test (CogAT) The CogAT is only administered to English speaking students. The CogAT appraises the level and pattern of cognitive development of students from kindergarten through grade 12. The test measures both general and specific reasoning abilities. The general reasoning abilities reflect the overall efficiency of cognitive processes and strategies that enable individuals to learn new tasks and solve problems, especially in absence of direct instruction. These abilities are assessed in three CogAT batteries: Verbal (Linguistic), Quantitative (Mathematical), and Nonverbal (Spatial). The CogAT measures developed abilities, not innate abilities. It is not recommended to administer the CogAT all at once for all grade levels. Ensure that students are given an opportunity for optimal test performance by administering the CogAT in 2-3 testing sessions. When administering the CogAT to students in grades K-2, only students of the same grade level may be assessed together at the same time since all items are read aloud to the students. It is not recommended to have large groups of students in grades K-2 take the CogAT at one time as constant supervision of students is required to ensure all students are following along correctly in their consumable test booklets. The student information on the test booklets should be filled out completely before the first assessment session. There are 6 sections of the CogAT for grades K-2. All 6 sections must be completed before submission for scoring. When administering the CogAT to students in grades 3-12, students may be of mixed grade levels when taking the test since only the sample items will be read aloud and the sample items are the same for grades 3-12. It is recommended the assessor use a timer to ensure the time requirements are followed accurately for each section of the test. For grades 3-12, test booklets are reused and students may not write on any part of the CogAT test booklets, they will use separate answer sheets to record answers. The student information on the answer sheets should be filled out completely before the first assessment session. There are 9 sections of the CogAT for grades 3-12. All 9 sections must be completed before submission for scoring. Sample elementary CogAT testing schedule:

Day One Day Two Day Three Days Four-Five 8:00 Kindergarten, CogAT sections 1-2

8:00 1st Grade, CogAT sections 3-4

8:00 2nd Grade, CogAT sections 5-6

Reserved for students who were absent and need to complete sections of the CogAT. Also for students with an IEP who may need special testing modifications.


9:15 Kindergarten, CogAT sections 3-4

9:15 Grades 3-5, CogAT sections 7-9



10:30 Kindergarten, CogAT sections 5-6




Do not pull students out of class the same time each day. This will avoid the students missing instruction/learning in the same subject/course for each of the 3 days of testing.

GT Quantitative Assessments


Interpreting the Cognitive Abilities Test (CogAT) The Department of System Wide Testing will provide a one page CogAT Student Score Report for each student tested. A copy of each score report will be placed in each student’s individual GT assessment folder. This is the CogAT data that will be used by the Campus Decision-Making Committee when making placement decisions for students. It is recommended that schools send home a copy of the NNAT2 Student Report when notifying the parent of final GT placement or non-placement. The score recorded for the CogAT on the GT Student Identification Profile is the age stanine score provided on the individual student CogAT score report. Stanine scores range from 1 to 9, with a score of 5 representing the average performance amongst students of the same age. Stanine scores are recorded for each of the three batteries of assessments. Students scoring at the 8th or 9th age stanine in the Verbal, Quantitative, and/or Nonverbal batteries should be seriously considered for placement in the GT program, provided additional evidence supports placement, as indicated on other assessment instruments. The major advantage of stanines is broad groupings discourage over-interpretation of small, insignificant differences among scores.

Stanine Excerpted and adapted from www.cogat.com

The name stanine is simply a derivation of the term "standard-nine" scale. Stanines are normalized standard scores, ranging in value from 1-9, whose distribution has a mean of 5 and a standard deviation of 2. Stanines can, more easily, be thought of as coarse groupings of percentile ranks (see below), and like percentile ranks indicate the status or relative rank of a score within a particular group. Some find that using stanines tends to minimize the apparent importance of minor score fluctuations, and are often helpful in the determination of areas of strength and weakness. Approximate Percentile Rank Range Stanine

Percent of Examinees Descriptor

96-99 9 4% high 89-95 8 7% well above average 77-88 7 12% above average 60-76 6 17% somewhat above average 41-59 5 20% about average 24-40 4 17% somewhat below average 12-23 3 12% below average 5-11 2 7% well below average 1-4 1 4% low

Student Ability Profile The ability profile is a graphic presentation of the scores for an individual or group, representing the results of several tests (or subtests) that have been expressed in comparable terms (standard scores, percentile ranks, etc.). This type of display is useful for easily identifying relative strengths and weaknesses. As applied to CogAT, the Ability Profile, assigned to students and which appears on score reports, is a 9-character code summarizing the level and pattern of the CogAT scores that is (or can be) depicted graphically. Information from CogAT Ability Profiles can help teachers adapt instruction, learning materials, and the pace of instruction to the individual needs of their students. For more information on the use and interpretation of CogAT Ability Profiles, see www.cogat.com.

For detailed information regarding a student’s specific Ability Profile look for the 9-character code on the individual student

profile narrative and enter the information on the following site: http://www.riverpub.com/products/group/cogat6/input.jsp

Sample Score Profile

http://www.cogat.com/

http://www.cogat.com/

http://www.riverpub.com/products/group/cogat6/input.jsp


Naglieri Non-verbal Assessment (NNAT2) The NNAT2 is a required assessment for English Language Learners. The Texas State Plan for the Education of Gifted/Talented Students requires that students are assessed in languages they understand or with nonverbal assessments. Nonverbal assessments can be used with students who speak any language and do not require that students speak the English language.

The NNAT2 is a widely used nonverbal assessment of reasoning that uses progressive matrices to allow for a culturally neutral evaluation of students’ nonverbal reasoning and general problem-solving ability, regardless of the individual student’s primary language, education, culture, or socioeconomic background. Studies have shown that the use of nonverbal tests in the GT selection process can increase the number of students from underrepresented populations identified for the program.

The NNAT2 is an online assessment. The campus will need to provide a desktop computer or laptop (no iPads) for each student to complete the assessment. It is recommended that students are tested in small groups. Student testing groups may all be of the same grade level or be of mixed grade level. It is important that all computers are configured before the testing session to insure that the equipment is compatible with the Pearson Testing Software needed for the NNAT2 online test. The GT Assessor will be responsible for ensuring that the “System Check” is run on each computer by following the steps below:

• Open the following website on each computer https://www.programworkshop.com

• Click on the “System Check” link and follow the directions within the Pearson Assessment website.

• At the end of the system check, computers with a red dot are not compatible with the NNAT2 assessment system. The Austin ISD Technology Help Desk may need to be reached for technology assistance.

• If the system check ends with a green dot, the computer is compatible with the NNAT2 system.

• If the system check is successful, the next step is to “Download the Pearson Browser.” Follow the simple steps in the download section to place the Pearson Browser onto the desktop of each computer. Students will not be able to take the NNAT2 test without both the “System Check” and the “Pearson Browser” already completed.

This Pearson Browser needs to appear on each computer desktop. Do not remove the browser after the testing session ends as this browser will need to accessed during future NNAT2 testing sessions.

https://www.programworkshop.com/


When ordering the NNAT2 tests, the campus must indicate the total number of NNAT2

tests needed. Once the order is received, Advanced Academic Services will allocate the appropriate number of NNAT2 tests per school through the NNAT2 system. The following information will need to be collected at the campus for each student prior to the testing session begins:

• Student name • Grade level • ID number • Birthdate

All student information will be entered into the NNAT2 system by the GT Assessor. Once the individual student data is entered into the system, the program will give the campus a “session number” for each test that will be administered. On the day of testing the GT Assessor will enter the “session number” and approve all students for testing by logging into the NNAT2 system with their personal user name and password and serving as the testing proctor during testing. Once the assessment begins, each student will have 30 minutes to complete the NNAT2 assessment. Students may use less than 30 minutes to complete the test, but they are not allowed to take more than 30 minutes to complete the test. No scratch paper or other materials are allowed. Interpreting the Naglieri Non-verbal Assessment (NNAT2) Within minutes of completing the assessment, the campus will have the ability to print a NNAT2 Student Score Report in either English or Spanish. These student reports will be printed and placed in each student’s GT assessment folder. This is the NNAT2 data that will be used by the Campus Decision-Making Committee when making placement decisions for students. It is recommended that schools send home a copy of the NNAT2 Student Report when notifying the parent of final GT placement or non-placement. The target score for the NNAT2 test is an 8th age stanine, the same target for English speaking students taking the CogAT test. Stanine scores range from 1 to 9, with a score

of 5 representing the average performance amongst students of the same age. Students scoring at the 8th or 9th age stanine in the NNAT2 should be considered for placement in the GT program, provided additional evidence supports placement, as indicated on other assessment instruments. The major advantage of stanines is broad groupings discourage over-interpretation of small, insignificant differences among scores.


Parent GT Nomination Survey All parents/guardians of students nominated for the gifted program must complete the Parent GT Nomination Survey, regardless of who nominates the student for the GT program. The parent survey is provided to schools in English and Spanish. A version in Vietnamese is available upon request. The Parent GT Nomination Survey allows parents/guardians an opportunity to provide information regarding the child’s behavioral and intellectual patterns at home. The parent survey is divided into 4 sections: Language Arts, Mathematics, Science, and Social Studies. Parents will select either “Never”, “Sometimes”, or “Often” for each of the characteristics listed.

Once returned, GT Advocates will score the parent survey according to the following scale. Each item represents the following points: Never = 0 points each Sometimes = 2 points each Often = 4 points each

Total the score for each of the four core content area sections and include this data in the appropriate spaces provided on the GT Student Profile. The highest score possible for each content area is 20 points.

The parent/guardian of the nominated student is granting permission for the child to participate in the AISD GT Screening Process and granting permission to participate in the AISD GT Program if the child is identified as gifted and talented by signing and returning the Parent GT Nomination Survey. The student may not participate in any part of the GT Screening Process if the parent/guardian does not return or sign the checklist. It is important the GT Advocate indicates a due date on the survey when it is first given to parents. It may also be necessary to follow-up with parents/guardians who have not returned the survey by the due date to ensure that all students are given ample opportunities to participate in the GT Screening Process that semester. In the event a parent/guardian needs help in completing the survey, an educator at the school may help to translate, read, or write the responses for the parent/guardian directly onto the survey. The educator helping the parent/guardian complete the checklist must remain completely impartial and may not encourage the parent to select a certain response. The educator who helped the parent must include his/her name, job title, date, and brief explanation of the assistance they gave the parent/guardian directly onto the survey for documentation. The GT Decision-Making Committee members should read the responses provided by the parent/guardian on the backside of each survey during the review and analysis of the student’s assessment data. The written responses may shed additional insight into the behaviors and abilities of the student being considered for placement into the GT program.

GT Qualitative Assessments


Teacher GT Observation Survey The Teacher GT Survey is adapted from the Purdue Academic Rating Scales. One observation survey must be completed by the teacher(s) of each K-12 student participating in the GT Screening Process. The Teacher GT Observation Survey is divided into four separate sections: Language Arts, Mathematics, Science, and Social Studies to provide feedback in each of these content areas. Teachers will have a minimum of 4 weeks to observe the student. At the end of the observation period, teachers will select either “Never”, “Sometimes”, or “Often” for each of the items listed. Teacher GT Observation Inventory

The Teacher GT Observation Inventory is adapted and modified from the Traits, Aptitudes, and Behavior Scales. One observation inventory must be completed by the teacher(s) of each K-12 student participating in the GT Screening Process. The Teacher GT Observation Inventory lists ten characteristics of giftedness prevalent in underrepresented student populations. Teachers will have a minimum of 4 weeks to observe the student. At the end of the observation period,

teachers will select either “Never”, “Sometimes”, or “Often” for each of the ten characteristics provided on the inventory. Scoring the Teacher Observation Survey and Observation Inventory Both the teacher survey and inventory are analytical rather than holistic, and a teacher should score each characteristic independently. The items do not address productivity of a student since a student may be gifted, but may not be good at completing assignments (for a variety of reasons).

GT Advocates will score the teacher survey and the teacher inventory according to the following scale. Each item represents the following points: Never = 0 points each Sometimes = 1 point each Often = 2 points each

Teacher GT Observation Survey: Total the score for each of the four content area sections and include this data in the appropriate spaces provided on the GT Student Profile. The highest score possible in each content area is 20 points. Teacher GT Observation Inventory: Total the composite score for the inventory and include this data in the appropriate spaces on the GT Student Profile. The highest composite score possible is 20 points.


Student GT Survey Beginning with the 2012-2013 school year, a GT Student Survey must be completed by each student participating in the GT Screening Process. GT Student Surveys are available in English and Spanish. The GT Student Surveys are designed to give students in grades K-12 an opportunity to provide additional information on their learning preferences, intellectual interests, and personal educational habits and behaviors. The checklist is divided into four sections: Language Arts, Mathematics, Science, and Social Studies. Students will select either “Never”, “Sometimes”, or “Often” for each of the items listed.

GT Advocates will score the student survey according to the following scale. Each item represents the following points: Never = 0 points each Sometimes = 1 point each Often = 2 points each

Total the score for each of the four content area sections and include this data in the appropriate spaces provided on the GT Student Profile. The highest score possible in each content area is 20 points.

It is recommended the GT Assessor have students complete this survey during one of the GT assessment sessions (CogAT or NNAT2 testing). By having students complete the checklist independently during the assessment session, adults or peers will not influence the student’s choices. For elementary students, the individual items may be read aloud to the students while they complete the survey. There are three different versions of the GT Student Survey. All three versions are scored using the scoring scale provided above.

o The K-2 version uses simple words and ideas.

o The 3-5 version uses simple words and short phrases.

o The 6-12 version has more complex vocabulary and

in-depth descriptions.


Student GT Screening Portfolio The Student GT Screening Portfolio enables educators to assess student products and

performance against specific criteria. Teachers and students may choose to include any exemplary student work samples completed from the first day of school for that particular school year up until the end of the 4 week observation period. There can be many portfolio items showing “exemplary work” collected. Each portfolio must include a minimum of 2 work samples for each of the four core content areas of Language Arts, Mathematics, Science, and Social Studies. The GT Student Portfolio Criteria is used to evaluate and score

the student work samples included in the portfolio and is relevant for products completed by students in grades K-12. What will change at different grade levels is the complexity and sophistication of the work products themselves. According to the portfolio rubric, the highest score possible for each content area is 20 points. The student portfolio scores are included on the GT Student Profile. Student portfolios can provide:

o Evidence of exemplary performance beyond the peer group norm o A long-term record of a student’s progress that may reflect dramatic gains o Demonstrate depth and complexity of understanding o Recognize different learning styles, making assessment less biased o Indicators of giftedness in specific academic areas.

In order to make the student portfolio a measure that is as fair as possible to all students participating in the GT Screening Process, the following considerations should be a part of the procedures used to collect and evaluate/score the portfolio items:

o The portfolio should include a minimum of 2 exemplary work samples as compared to grade level expectations in each of the four core content areas.

o Each item in the portfolio should be dated to provide an idea of the developmental progression of the child and can demonstrate rapid progress of students.

o The AISD Student GT Portfolio Rubric is used to score the portfolio. Portfolios are reviewed and scored by the GT Selection and Placement Committee.

o The scores are included on the GT Student Profile. The Teacher GT Screening Information Guide has a list of acceptable student work samples that may be included in the portfolio. This guide should be provided to teachers at the beginning of the 4-week observation period. It is recommended to give teachers a copy of the GT Portfolio Rubric to help them select the most appropriate work samples to include in the student portfolio. The GT Decision-Making Committee will use the appropriate Student Portfolio Criteria to score each student portfolio. There are three portfolio criteria rubrics available: K-2, 3-5, & 6-12.


GT Decision-Making Committee Tasks The GT Decision-Making Committee will score the student portfolios using the appropriate GT Student Portfolio Criteria. The committee will then review and analyze the assessment data collected for all screened students and makes final GT placement OR non-placement decisions for each student. Students may be identified gifted in any combination of the four core content areas of Language Arts, Mathematics, Science, and Social Studies. The committee members will sign the appropriate GT Committee Signature Sheets to acknowledge their agreement with the GT placement decisions made for students. Submit a copy of each GT Student Profile (identified and non-identified) and of each GT Committee Signature Sheet to Advanced Academic Services, Becker Elementary White House by the district due date for TEAMS entry. Notification of Parents and Teachers The GT Advocate will notify parents/guardians of students who participated in the GT Screening Process in writing of the placement decisions made for their child by the committee. The GT Advocate will also notify teachers of students who qualify to participate in the GT program. Sample letters are available in English and Spanish. Remember, it is recommended that the school attach a copy of either the CogAT or NNAT2 student score report for parents. Adding a GT Area for Previously Identified GT Students GT students may be nominated to participate in the GT Screening Process for consideration in a content area for which they are not currently receiving GT services. For example, a student may be identified gifted in mathematics and the science teacher nominates the child for the GT Program: the committee can consider adding the science GT identification. When an additional content area is being considered the following steps must occur:

o A parent/guardian or teacher nomination must be obtained. o The parent/guardian must complete a GT Parent Survey. o The student must complete a GT Student Survey. o The teacher(s) must complete the Teacher GT Observation Inventory and the Teacher GT

Observation Survey focusing only on the additional content area(s) being considered. o A student work portfolio must be collected for the content area(s) being considered. o If the CogAT/NNAT2 scores are more than 5 years old, the appropriate assessment must

be re-administered to the student. If the CogAT/NNAT2 scores are not more than 5 years old and the scores are high, there is no need to re-administer the tests. If the scores are low, then be re-administer the tests to give the child an opportunity to improve scores.

o The GT committee will make final placement or non-placement decisions for this student. o The GT Advocate will notify parents/guardians and teachers in writing of the placement

decisions made by the GT committee.

Completing the GT Identification Process Completing the GT Identification Process


If a parent or guardian feels the need to appeal the GT placement decision of the campus GT Decision-Making Committee, or if a parent, guardian, or staff member believes a student has been denied access to or removed from the program unfairly, the following steps may be taken.

Informal Process The Austin ISD encourages students and parents to discuss their concerns and complaints through informal conferences with the campus GT Advocate, GT Decision-Making Committee, or campus administrator. Concerns should be expressed as soon as possible to allow early resolution at the lowest possible administrative level.

Formal Appeals All formal GT appeals shall be submitted in writing on a form provided by the district. Copies of any documents that support the complaint form should state the solution sought. If the student or parent does not have copies of the supporting documents, copies may be presented at the Level One conference. At the Level One conference, no new documents may be submitted by the student, the parent, or the administration unless the student, parent, or the administration did not know the documents existed before the Level One conference. A complaint form that is incomplete in any aspect may be dismissed, but may be re-filled with all the required information if the re-filing is within the designated time for filing a complaint.

Level One Appeal Parents or guardians may appeal any final decision regarding their child’s placement, non-placement, furlough, or exit from the gifted and talented program. A written appeal shall be made first to the campus GT Selection and Placement Committee. The GT Decision-Making Committee will review the appeal to determine if changes should be made. Complaint forms must be filed within 15 days of the date the student or parent first knew, or with reasonable diligence should have known, of the decision or action giving rise to the complaint or grievance; and with the lowest level administrator who has the authority to remedy the alleged problem. Parents and guardians should file the Level One complaints with the campus principal. If the complaint is not filed with the appropriate administrator, the receiving administrator must note the date and time the complaint form was received and immediately forward the complaint form to the appropriate administrator. The appropriate administrator shall investigate as necessary and hold a conference with the student or parent within ten days after receipt of the written complaint. The administrator may set reasonable time limits for the conference. The administrator shall provide the parent or guardian a written response within ten days following the conference. The written response shall include a recitation of the facts as determined by the administrator at that time, and shall set forth the basis for the decision. In reaching a decision, the administrator may consider information provided at the Level One conference and any relevant documents or information the administrator believes will help resolve the complaint. With the written response, the administrator shall provide the student or parent a copy of this process as an attachment, highlighting the Level Two procedures in the event the parent or guardian chooses to appeal the decision.

GT Appeals Process

The GT Advocate will notify Advanced Academic

Services of a parent appeal to ensure the campus and department work together

according to district policies and timelines.


Level Two Appeal If the parent or guardian did not receive the relief requested at Level One or if the time for a response has expired, the parent or guardian may request a conference with the Department of Advanced Academic Services. The appeal notice must be filed in writing, on a form provided by the district, within ten days of the date of the written Level One response or, if no response was received, within ten days of the Level One response deadline. After receiving notice of the appeal, the Level One administrator shall prepare and forward a record of the Level One complaint to the Department of Advanced Academic Services. The parent or guardian may request a copy of the Level One record. The Level One record shall include:

o The original complaint form and any attachments o All other documents submitted by the parent or guardian at Level One. o The written response issued at Level One and any attachments. o All other documents relied upon by the Level One administrator in reaching the Level One decision.

The Department of Advanced Academic Services shall hold a conference within ten days after the appeal notice is filed. The conference shall be limited to the issues presented by the parent or guardian at Level One and identified in the Level Two appeal notice. At the conference, the parent or guardian may provide information concerning any documents or information relied on by the administration for the Level One decision. The Department of Advanced Academic Services may set reasonable time limits for the conference. The Department of Advanced Academic Services shall provide the parent or guardian a written response within ten days following the conference. The written response shall set forth the basis of the decision. In reaching a decision, the Department of Advanced Academic Services may consider the Level One record, information provided at the Level Two conference, and any other relevant documents or information the Department of Advanced Academic Services believes will help resolve the complaint.

Level Three Appeal If the parent or guardian did not receive the relief requested at the Level Two or if the time for a response has expired, the student or parent may appeal the decision to the school board. The Level Three appeal notice must be filed in writing, on a form provided by the district, within ten district business days for the written Level Two response; or, if no response was received, the appeal notice must be filed within ten District business days to the administrative deadline for responding to the Level Two complaint. The Superintendent or designee shall inform the parent or guardian of the date, time, and place of the Board meeting at which the complaint will be on the agenda for the presentation to the Board. The Superintendent or designee shall provide the Board the record of the Level Two complaint. The parent or guardian may request a copy of the Level Two record. The Level Two record shall include:

o The Level One record. o The written response issued at Level Two and any attachments. o All other documents relied upon by the administration in reaching the Level Two decision.

If, at the Level Three hearing, either the student, parent, guardian, or the administration intends to rely on evidence not included in the records, notice of the nature of the evidence shall be provided by that party to the other party and to the Board’s General Counsel at least three days before the hearing. The district shall determine whether the complaint will be presented in open or closed meeting in accordance with the Texas Open Meetings Act and other applicable law.

This information was extracted from the following Austin ISD School Board Policies: -FNG (LOCAL), date issued 03/17/2009 and EHBB (LOCAL), date issued 05/26/2010


Transfer from another AISD campus Students identified to participate in the AISD GT Program may transfer or move to another AISD school and the student’s GT identification will automatically follow the student in the area(s) for which they were identified GT. The transfer in the TEAMS system is automatic once the student is officially enrolled in the new school. Transfer back to AISD after leaving the district If a student identified to participate in the AISD GT Program leaves the district, their GT status may be reinstated if they return to the district. The GT transfer will not occur automatically in the TEAMS system. The GT Advocate and/or the parent/guardian of the student must contact Advanced Academic Services to begin the GT transfer process. Once all GT records have been located, the student will be re-entered into the TEAMS system to show the student is participating in the district GT program. Transfer to AISD from out-of-district OR out-of-state Placement in the AISD GT Program is not automatic for students identified GT outside of AISD. The parent/guardian may request a review of the student’s GT assessment data from the previous school district. If the parent/guardian does not have the GT assessment data, the GT Advocate will contact the previous district and request a copy of the GT assessment data and any other helpful information from the district that may help with the GT transfer review. The GT Advocate will send the information obtained from the parent/guardian/district and submit copies to Advanced Academic Services for the official GT transfer review. Advanced Academic Services will review the previous school district GT assessment data and send a recommendation to the campus GT Selection and Placement Committee for a final placement or non-placement decision. If the student qualifies to participate in the AISD GT Program, the committee will send a copy of the GT Transfer Profile and a copy of the signed GT Committee Signature Sheet to Advanced Academic Services for TEAMS entry. If the student does not qualify to participate in the AISD GT Program, the parent/guardian may nominate the student to participate in the next AISD GT Screening Process.

GT Transfer Students


A student identified and participating in the AISD GT Program will remain in the program unless he/she leaves the district, graduates from high school, or is furloughed or exited from the GT Program. In the TEAMS system, GT student PEIMS codes will indicate their current status with the following codes:

GT PEIMS Codes in TEAMS 1

Receiving GT services

2 Furloughed from

GT services

3 Exited from GT services

GT Furlough A furlough is a temporary removal from the GT Program. A GT Furlough may not exceed more than one school year. A minimum time period for a GT Furlough is not less than one grading period (9 weeks at the elementary level and 9 weeks at the secondary level). Students identified GT in more than one subject area may receive a partial or full furlough from the program. When a student is placed on furlough, the student GT record in TEAMS will indicate the student is not currently receiving GT services and is on furlough with a code of “2”. GT furloughs are considered on a case-by-case basis by the GT Decision-Making Committee. A GT furlough may be recommended if the student:

o consistently performs below academic expectations, o has an illness or chronic absences that prevent school attendance or completion of classwork

assigned, o circumstances (such as loss of a parent, divorce, participation in a foreign exchange program,

medical problems) which prevent the student from receiving gifted and talented services, o is not scheduled with a gifted and talented cluster group or in the most rigorous course(s)

available in the student’s area(s) of identification, o scheduled with a teacher who is unable to complete the appropriate training, or o other circumstances which prevent the student from receiving GT services for the remainder

of the semester or school year. A student, teacher, parent/guardian, GT Advocate, or GT Decision-Making Committee may recommend a furlough. Before the GT furlough is granted, the parent/guardian must be notified in writing of the GT furlough recommendation. This communication will include an opportunity for the parent to discuss the furlough process and any available interventions. The GT Advocate will send copies of all GT furlough paperwork to Advanced Academic Services for entry into the TEAMS system.

GT Furloughs and Exits


The GT Decision-Making Committee must review student furloughs the following school year or semester. After the review one of two things must occur:

1. If the circumstances preventing the student from fully participating in the GT program have been resolved/corrected, the student will be reinstated into the GT program, and the required paperwork will be submitted to Advanced Academic Services. Advanced Academic Services will make the adjustment/change to the student’s record in the TEAMS system.

2. If the circumstances that were preventing the student from fully participating in the GT program have not been resolved/corrected, the student will be exited from the GT program, and the required paperwork will be submitted to Advanced Academic Services. Advanced Academic Services will make the adjustment/change to the student’s record in the TEAMS system.

GT Exit A GT exit is a permanent removal from the AISD GT Program. For students who are identified GT in more than one subject area, they may receive a partial or full exit from the program. When a student is exited from the GT program, the student GT record in TEAMS will indicate the student is exited and no longer receiving GT services with a code of “3”. If at any time the GT Decision-Making Committee determines it is in the best interest of the student and his or her educational needs, the committee may exit a student from the program. If a student or parent requests removal from the program, the District shall honor that request after communication with the GT Advocate or GT Decision-Making Committee. The campus will ensure that the following steps will apply: 1. A conference will be conducted with the parent or guardian regarding the student’s

performance in the program. 2. An improvement plan will be completed during the conference to help the student meet

program expectations. 3. The improvement plan specifics include:

o Student’s responsibilities for improvement; o School personnel’s responsibilities for helping the student to improve; and o Parent’s/guardian/s responsibilities for helping the student improve.

4. The designated time for reevaluation will not be less than one grading period. 5. At the designated time, an evaluation of the student’s progress will be

o If the objectives and goals of the improvement plan have been met, continuation in the program will be recommended.

o An extension or modification will be made to the recommended improvement plan including a designated time for reevaluation.

o If attempts to achieve the goals of the improvement plan have not been successful, a recommendation will be made to remove the student from the program.

o Exiting of a student is finalized by the GT Decision-Making Committee after consultation with the student’s parents or guardians and the student regarding the student’s educational needs.


The collection of Public Education Information Management System (PEIMS) data is required of all school districts by TEC §42.006. PEIMS data from school districts is submitted to the Texas Education Agency (TEA) four times during the school year based on an established calendar and deadlines. Data may be resubmitted once per each requirement as necessary. PEIMS department staff work with campuses to complete the PEIMS reporting requirements. Campus PEIMS binders will be distributed in the Fall Semester. There is a section in the binder for GT Advocates to verify. Instructions will be provided along with a GT PEIMS roster of students receiving GT services at the campus on the PEIMS snapshot date (end of October). GT Advocates must verity the following information for accuracy:

1. Compare the GT PEIMS roster from the district to the student lists included in the Campus GT Data Profile from Advanced Academic Services sent at the beginning of the school year.

2. Be sure that every student on the GT PEIMS roster is being provided GT services in their area(s) of giftedness by a teacher that has met the 30-hour GT Foundation requirement. Teacher GT training is also recorded on the Campus GT Data Profile from Advanced Academic Services. This includes ALL elementary teachers with GT students assigned to their classroom and ALL secondary teachers that teach a Pre-AP, AP, IB, or Magnet core content subject.

3. Students assigned to teachers that have not completed the required 30-hour GT training

need to have their GT services provided in an alternate manner by a teacher with the required training or they will need to be furloughed or exited from the GT program after parents/guardians are notified. Complete the Notice of Furlough/Exit form from Advanced Academic Services if an identified GT student needs a status change on the PEIMS roster.

4. If an identified GT student is not on the PEIMS roster, GT Advocates must submit the GT

Student Profile to Advanced Academic Services via fax (414-0275) or campus mail (Becker Elementary, Room 203). Only Advanced Academic Services can make changes to the PEIMS roster.

Understand that the signature of the GT Advocate will be required to attest to the accuracy of the GT PEIMS list being submitted to TEA. The signature attests that GT students are being provided services by teachers who have met the above mentioned criteria at the campus.

GT PEIMS Data


The Texas State Plan for the Education of Gifted/Talented Students requires that gifted students have opportunities to work independently, with other classmates, and with other gifted students during the school day and entire school year. Research confirms the more time identified GT students spend together in an enriched and/or accelerated environment, the higher their academic achievement. Research also supports that gifted students need regular opportunities to work with other classmates to help develop social and emotional skills. Independent learning opportunities help to encourage autonomous learning behaviors and self-directed motivated learning habits which foster a love of lifelong learning. The AISD gifted program is based on the cluster grouping model, where groups of three or more gifted students are assigned to a GT classroom teacher (elementary) or in an advanced course (secondary). Clustering provides opportunities for gifted students to work with other gifted students, in flexible groups,

and on independent learning opportunities; all of which support the academic, social, and emotional needs of gifted students. Within the elementary GT cluster classroom OR the secondary advanced course, GT students will be provided with the following learning options as part of the GT program:

GT Service Design


Individual schools may enhance their campus GT program by offering additional options to GT students during the school day, such as:

o Hybrid GT Pull-out Program- an additional pull-out that and supports the differentiated curriculum options ordinarily provided in the elementary GT cluster classroom.

o Gifted and Talented Classes- GT classes may be elective or academic classes designed for the specific needs and interests of GT students in grades 6-12.

o GT Mentorships or Internships- Parents, educators, or other community members may become mentors or provide internships to support GT students their academic interests and endeavors.

o Cross Grade Level Partnerships- GT students are provided the opportunity to work with GT students from different grade levels/ages. These partnerships allow for advanced exploration of curriculum and research opportunities and for social and emotional connections.

Vertical Sequence of Secondary Advanced Courses GT students in grades 6-12 are required to enroll in an advanced course in his/her area(s) of identified giftedness. It is important that teachers and counselors provide guidance to GT students during the course selection process for the next year from 5th – 12th grade. All AISD middle schools offer Pre-AP courses in the four core content areas. All AISD high schools offer Pre-AP and AP courses, but not all high schools will offer the same courses. It is important that teachers and counselors are aware of the specific advanced courses offered at the middle school or high school where GT students will be attending the following school year to assist with course planning. Below is a vertical sequence of the advanced courses typically offered at AISD secondary schools to help with course planning for GT students:

English Language Arts

Mathematics Science Social Studies

6th grade Pre-AP English Language Arts

6th grade Pre-AP Mathematics

6th grade Pre-AP Science

6th grade Pre-AP World Cultures




7th grade Pre-AP Texas History




8th grade Pre-AP U.S. History

Pre-AP English I

Pre-AP Algebra I

Pre-AP Biology

Pre-AP World Geography

Pre-AP English II

Pre-AP Geometry

Pre-AP Physics

Pre-AP or AP World History

AP English Language & Composition

Pre-AP Calculus

Pre-AP Chemistry

AP U.S. History

AP English Literature & Composition

AP Calculus or AP Statistics

AP Chemistry or AP Environmental Science

AP Government AP Macroeconomics or AP Microeconomics


Out-of-School Options Austin ISD supports the involvement of gifted students in numerous programs and organizations that offer to meet the needs of our advanced learners outside the regular school day. The Texas State Plan for the Education of Gifted/Talented Students encourages the use of out-of-school options for gifted students in section 2.3A:

Campus participation in such out-of-school options is optional but encouraged by Advanced Academic Services. Out-of-school options may be offered after-school, on weekends, or during the summer months. When a campus chooses to add an out-of-school option, all costs associated with the program/options are incurred at the campus level. Out-of-school options may include educational programs or organizations, clubs, and academic competitions, such as:

o Texas Future Problem Solving, grades K-12 An interdisciplinary K-12 program, which follows a six step modification of the creative problem solving process and requires students to use higher level thinking skills of synthesis, analysis, and evaluation. The challenging materials are designed to motivate students to develop creative, critical, and analytical thinking as well as research skills, increase awareness of and interest in the future; develop teamwork skills and improve communication skills; and learn to use problem solving strategies. http://www.txfpsp.org/

o Math Pentathlon, grades K-8 This motivational program strengthens basic math concepts and skills, aligns with National and State Mathematics Standards, and stimulates creative thinking while developing problem-solving skills. The Math Pentathlon problem solving games provide a highly motivational format for developing and practicing important mathematics concepts and skills. While playing the games, five per level, in cooperative groups, students in grades K-8 strengthen their strategic thinking and critical reasoning abilities. http://www.mathpentath.org/

o Destination Imagination, grades K-12 An extra-curricular program that fosters creativity and team-based problem-solving skills. There are two components to DI: “Instant Challenges” and “Team Challenges”. Participation is available for teams to compete against their grade level peers. Each team chooses one challenge from a field of five to solve. The solution is then presented at the Regional Meet in the spring. http://capital.texasdi.org/

o University of Interscholastic League (UIL) Academic Competitions, grades 2-12 The UIL offers the most comprehensive literary and academic competitive program in the nation. It offers 22 high school and 18 elementary and junior high contests. These activities, which exist to complement the academic curriculum, are designed to motivate students as they acquire higher levels of knowledge, to challenge students to confront issues of importance, and to provide students with the opporunity to demonstrate mastery of specific skills. http://www.uiltexas.org/academics

For a comprehensive list of Academic Competitions and Out-of-School Options suitable for advanced learners, visit the link provided from the AISD Advanced Academic Website:

http://www.austinisd.org/academics/advancedacademics/competitions

2.3C “Out-of-school options relevant to the students’ strength are provided by school districts [and schools] whenever possible

(19 TAC §89.3(1)).”

http://www.txfpsp.org/

http://www.mathpentath.org/

http://capital.texasdi.org/

http://www.uiltexas.org/academics

http://www.austinisd.org/academics/advancedacademics/competitions


Differentiated instruction is required for all GT students. Students are assigned tasks and learning experiences that match their intellectual interests, learning profiles, and instructional levels in the subject area(s) for which they have been identified for GT services. Secondary level students are provided GT services within advanced level courses (typically Pre-AP and AP). The Texas State Plan for the Education of Gifted/Talented Students requires that districts/schools meet the curriculum needs of gifted students by providing the following options:

1. Modify the depth, complexity, and pacing of the curriculum and instruction ordinarily provided by the school.

2. An array of appropriately challenging learning experiences in each of the four (4) foundation curricular areas in grades K-12, and parents are informed of the opportunities (19 TAC §89.3).

3. A continuum of learning experiences is provided that

leads to the development of advanced-level products and/or learning experiences…. (19 TAC §89.3(2)).

4. Opportunities are provided to accelerate in areas of student strengths (19 TAC §89.3(4)).

Advanced Academic Services supports the work of teachers who provide services to gifted students in grades K-12 through professional development opportunitites and by providing a variety of curriculum resources and tools specific for GT, Pre-AP, and AP classes. These curriculum resources and tools are revised and updated while new resources are being created throughout the school year.

GT Curriculum and Instruction

STATE GOAL FOR SERVICES FOR GIFTED/TALENTED STUDENTS

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

Excerpted from Texas State Plan for the Education of Gifted/Talented Students, TEA, (2009).


The following curriculum resources and tools are currently provided to teachers of gifted students in AISD. AISD GT Scope and Sequence Skills Continuum The Austin ISD GT Scope and Sequence Skills Continuum provides teachers of gifted students with a continuum of learning experiences that leads to the development of advanced-level products and performances. The GT Scope and Sequence is a K-12 vertically alligned continuum of learning that provides teachers with a framework for planning advance-level differentiated curriculum for gifted students that is advanced when compared to the standard grade level curriculum. Each of the strands of Communication, Creative Thinking, Research, and Critical Thinking, are interdisciplinary and can be taught in any of the four core content areas of Language Arts, Mathematics, Science, and Social Studies. All four strands are also in alignment with the standards set by the State Goal for Services for Gifted/Talented Students and with the Texas State Plan for the Education of Gifted/Talented Students and with the K-12 TEKS. The K-5 GT Scope and Sequence was revised for SY 2013-2014 to include alingment with the Texas College and Career Readiness Standards (TCCRS) and the 21st Century Skills Framework. In each of the four strands, there are 3-5 specific skills that gifted students should be provided with opportunities to study and learn throughout the school year. Teachers may plan a lesson for gifted students by using one or more of the specific skills in a strand or they can combine skills from more than one of the four strands (Communication, Creative Thinking, Research, Critical Thinking).

At the elementary level (grades K-5), there is a specific GT Scope and Sequence framework per grade level that teachers can use to differentiated curriculum in all four core content areas. At the secondary level (grades 6-12), the GT Scope and Sequence documents are specific for the advanced course being taught. For example, there is a GT Scope and Sequence framework specific for Pre-AP Biology teachers. Teachers can access the GT Scope and Sequence Skills Continuum frameworks by using the Advanced Academics

Curriculum Website at: http://curriculum.austinisd.org/adv_ac/GT/curriculum.html



AISD GT Exemplar Lessons Elementary teachers (grades K-5) are provided with GT exemplar lessons to help support their work with gifted students. Teachers may use the model lessons as provided or they can use the model lessons as a guide for creating a differentiated lesson that fits the specific learning needs of the gifted students. The exemplar lessons provide teachers with examples of how to use the standard curriculum for a specific grade level and differentiate it to provide advanced curriculum options for students. The model lessons are written as Tiered Assignments where a minimum of 2 levels of the same lesson are provided to the teacher; the on-grade level lesson and the lesson for gifted students. Each model lesson also includes essential questions, student expectations, resources, and a scoring rubric to evaluate the academic progress of the students. Some lessons also include extensions for gifted students. The GT Exemplar Lessons are aligned and connected with the following educational frameworks:

• Texas Essential Knowledge and Skills (TEKS) • Curriculum Resource Guides (CRMs) • AISD GT Scope and Sequence Skills Continuum • Elements of Depth and Complexity • Texas College & Career Readiness Standards • 21st Century Skills Framework

For each grade level (K-5), there are numerous lessons available in the four core content areas. Teachers can access the GT Model Lessons by using the Advanced Academics Curriculum Website at: http://curriculum.austinisd.org/adv_ac/GT/curriculum.html Pre-AP Resource Banks

Pre-AP teachers are provided with resource banks to help support their work with gifted and advanced students. Each Pre-AP Resource Bank is a collection of strategies, resources, and tools that are content specific for teachers of advanced courses in grades 6-10. Each resource bank is a PDF portfolio that teachers can access and use to differentiate and adapt any given lesson for gifted and advanced students in their course. Since each Pre-AP Resource Bank was created with the specific course in mind, they do not all contain the same information. Below is a sampling of the items imbedded within one resource bank:

Pre-AP Algebra I Resource Bank

o Pre-AP Philosophy o College Board Pre-AP Corner (Math) o Exemplar lessons o Extension menus to provide learning options to students o Math tools for differentiated instruction o Math foldables o Math links o Concept maps for Quadrilaterals o PowerPoints for teachers

Pre-AP teachers can access the Pre-AP Resource Banks using the Advanced Academics Curriculum Website at: http://curriculum.austinisd.org/adv_ac/preAP/curriculum.html.


http://curriculum.austinisd.org/adv_ac/preAP/curriculum.html


AP Vertical Teams Curriculum Manuals

The Advanced Placement (AP) Vertical Teams Curriculum Manuals are designed to support the work of Pre-AP and AP teachers in the four core content areas of Language Arts, Mathematics, Science, and Social Studies. These manuals assist teachers by providing the course guidelines and specific strategies and resources that teachers can use to ensure the course content is challenging, rigorous, and on target with The College Board and AISD beliefs and goals. The vertical team manuals include the following information to support the work of Pre-AP/AP teachers:

o AISD Pre-AP Belief Statements o Vertical sequence of courses o Curricular guidelines o Curricular requirements o Recommended instruction strategies o Vertical team strategies o Independent study and research links o Additional Pre-AP/AP resource links

Pre-AP and AP teachers can access the AP Vertical Teams Curriculum Manuals by using the Advanced Academics Curriculum Website at: http://curriculum.austinisd.org/adv_ac/preAP/curriculum.html. GT Resources and Helpful Links The Advanced Academic Services main GT website at has a variety of helpful resources and links for GT Advocates, teachers, administrators, and students organized on a Symbaloo page. http://www.austinisd.org/academics/advancedacademics By clicking on the individual links provided on the Symbaloo page, educators have easy access to the GT, Pre-AP, and AP resources they will need to use throughout the school year as well as useful resources for parents and colleagues.

http://curriculum.austinisd.org/adv_ac/preAP/curriculum.html

http://www.austinisd.org/academics/advancedacademics


All professional development provided by Advanced Academic Services is in alignment with the requirements set by the Texas State Plan for the Education of Gifted/Talented Students.

30-hour GT Foundation Training Teachers who provide instruction and services to GT students in grades K-12 are required to complete the 30-hour GT Foundation Training. All AISD elementary GT teachers and all Pre-AP/AP core content teachers are required to complete the 30-hour GT training. Teachers without this training must complete the training within one semester. Depending on the grade level, teachers will attend different classes to complete the 30-hour GT training requirement. Advanced Academic Services will cover the cost of substitutes (during school year) or stipends (summer training) for the teachers who are required to complete this training.

The GT Foundations Institute and the GT Nature, Needs, & Assessment training are led by the staff of Advanced Academic Services and registration is available in the AISD eCampus system. These classes are offered throughout the school year and summer. The Pre-AP and AP Institutes are led by The College Board and are only offered during the summer. Teachers who need to complete this training will be notified in the Spring Semester by Advanced Academic Services to begin the summer registration process. It is the responsibility of the GT Advocate to

ensure that teachers complete the state required 30-hour GT update training. GT Foundation Training for Administrators and Counselors

Counselors and principals are required to attend GT training. This training is recommended for assistant principals. These one-time 6 hour GT Foundation training classes are specifically designed for counselors or administrators. The GT Administrator and GT Counselor training will be offered throughout the school year and registration is available through the eCampus system.

AISD

GT Traini

ng Cycle

GT Professional Development

AISD GT Training Cycle

June 1 – May 31

If teachers, counselors, or principals completed this training

in another Texas district, send a copy of the training certificate to Advanced Academic Services.


6-Hour GT Update Training Teachers who provide instruction and services to gifted students are required to complete a minimum of 6 hours of GT Update Training annually. All AISD elementary GT teachers and Pre-AP/AP core content teachers are required to complete the 6-hour GT Update each year. It is the responsibility of the GT Advocate to ensure that teachers complete the state required 6-hour GT update training. The GT Advocate and the campus principal will determine which option(s) best fit the training needs of the campus. The following GT update trainings are available to AISD schools the 2012-2013 school year:

Course Details Cost to Campus Levels GT Facilitator Training (Different topics provided each school year)

One campus facilitator will attend a ½ day training and lead the GT PLC meetings on campus for teachers. Upon completion, teachers will receive 6 hour GT update.

Only a few paper copies per teacher. Training is designed in a digital format.

K-5 and 6-12

Campus Designed GT Update Training

The campus will develop their own 6-hour GT Update to be delivered on campus to teachers. Advanced Academic Services must pre-approve the training.

Campus selected materials and resources.

K-12

GT Enrichment Courses (various titles)

Teachers will attend one of the 6-hour GT Update classes offered through eCampus in summer, fall, and spring. No substitute or stipend will be paid by Advanced Academic Services.

Cost of substitutes for teachers to attend.

K-12

Online GT Enrichment Courses (various titles)

Teachers will complete one 6-hour GT Update online class offered through Project Share, registration is available through eCampus. Teachers will have one semester to complete the training.

None K-12

GT Secondary Book Studies

Teachers will read an assigned text provided by Advanced Academic Services and participate in a Socratic discussion. Registration is available through eCampus.

None 6-12

Other GT Professional Development Opportunities o New GT Advocate Training: ½ day training to discuss the roles and

responsibilities of being advocate (substitutes will be paid for advocates who are teachers)

o GT Advocate Assessment Training: ½ day training that outlines the GT assessment process in AISD (substitutes will be paid for advocates who are teachers)

o GT Decision-Making Committee Training: one hour training provided to the campus committee by Advanced Academic Services. Contact Debi Torres at [email protected] or 512-414-0155 to schedule this training on your campus.



Advanced Academic Services offers a choice of learning opportunities and a variety of communication options each school year for parents/guardians of AISD gifted students. AISD GT Semester Performance Reports Teachers of gifted students in grades K-5 are required to complete a GT Semester Performance Report for all identified GT students and share a copy of the report with parents/guardians. The performance reports are an academic communication tool between teachers and parents/guardians of gifted students and are available in English and Spanish. Teachers will include three examples of advanced-level differentiated learning experiences the gifted child has completed during that semester. Teachers will include examples of advanced-level independent and small group work in the content area(s) for which the student is receiving GT services. Teachers are required to send home a copy of the completed performance report to parents/guardians of gifted students at the end of each semester (Fall and Spring). For students identified to participate in the GT program in the Fall Semester, a performance report will be sent home in the Spring Semester of that same school year. For students identified to participate in the GT program in the Spring Semester, a performance report will be sent home in the Fall Semester of the following school year. The GT Advocate will send copies of all completed GT performance reports to Advanced Academic Services at the end of the school year for compliance documentation.

The performance reports are aligned with the standards set by the State Goal for Services for Gifted /Talented Students and with the Texas State Plan for the Education of Gifted/Talented Students. They are also in direct alignment with the AISD GT Scope and Sequence Skills Continuum that teachers will use to differentiate curriculum options for gifted students that lead to the development of advanced-level products and learning experiences. Teachers can access the English and Spanish versions of the performance reports by using the Advanced Academics Curriculum Website at: http://curriculum.austinisd.org/adv_ac/GT/curriculum.html

Parent Communication and Education



GT Parent Corner The Parent Corner section of the Advanced Academic Services GT website is designed for parents of AISD gifted students. The Parent Corner is also available in Spanish in the “Para Padres” section. Both the Parent Corner and Para Padres sections include an assortment of resources and documents on a variety of topics, including GT identification, GT program services, social and emotional skills, and different parenting topics. The resources include:

o GT Videos- videos were created in partnership with AISD’s Channel 22 in English and Spanish. Videos are approximately 10-12 minutes in length and cover the following topics: GT nomination process, GT program services, and asynchronous development. Campuses may choose to share these videos with parents by posting a link to the video on the campus website, viewing at GT parent meetings, or other means of communication sharing. The videos are in viewing rotation on the AISD Channel 22 throughout the school year. The videos can be accessed on the Advanced Academic Services GT website at: http://www.austinisd.org/academics/advancedacademics/gifted/parent-corner

o GT Publications- several items are included in English and Spanish such as GT parent

nomination and the parent GT checklist used during the GT screening process. Also posted are the program brochures for the GT and AP programs in AISD. A variety of other information items will be posted throughout the school year for parents, including notices about upcoming parent and student events. http://www.austinisd.org/academics/advancedacademics/gifted/parent-corner

Advanced Academic Services Blog The “Advanced Academic Update” blog was created to keep AISD parents, educators, and community members informed of upcoming events and to share resources and information regarding gifted and advanced programs in AISD. Campuses may post a link to this blog on their campus website.

Student awards, events, and achievements will also be shared on the blog. Advanced Academic Services would like to highlight specific campus programs and events. Contact Debi Torres at 414-0155 or [email protected] about upcoming campus GT, Pre-AP, or AP events that you want posted. GT Advocates are encouraged to become members of the blog to receive all posted updates and events. The blog can be accessed on the AISD GT website at: http://aisdaas.blogspot.com/

http://www.austinisd.org/academics/advancedacademics/gifted/parent-corner

http://www.austinisd.org/academics/advancedacademics/gifted/parent-corner


http://aisdaas.blogspot.com/


GT Parent and Student Events Advanced Academic Services provides a variety of events especially designed for parents/guardians of gifted students, gifted students, and other interested community members. All parent and student events are free of charge to Austin ISD families. The following events will be offered during the 2013-2014 school year:

o GT Parent Education and Student Enrichment Event (September 2013) This ½ day event will offer parents/guardians of AISD gifted students in grades K-12 with choices of sessions on a variety of gifted education topics. There will be a keynote presentation on social and emotional learning and Spanish translators will be provided. While parents/guardians are attending sessions, gifted K-5 students will select student enrichment sessions to attend on a variety of topics and interests.

o GT Student Games Day & Parent Networking (October 2013) GT students will be encouraged to bring their favorite board game or card game to the event. This 2 hour event will allow GT students an opportunity to practice social skills and have fun playing their favorite games with new friends. Parents will have the opportunity to explore Austin ISD GT resources and websites while networking with other parents of gifted children.

o GT Student Scavenger Hunt (November 2013) This morning event will allow GT student and their parents an opportunity to explore fun academic and historical landmarks through an electronic scavenger hunt. Students will be provided with a list of landmarks, and with the help of their parents, students will take an electronic photo of themselves standing next to the landmark before going on to the next one. A fun culmination activity will end the event.

Pictures from the GT Parent Education and GT Student Enrichment Event in 2012.


o GT Student Workshop (January 2014)

This Saturday event will offer GT students an opportunity to explore a new topic. Each school year, new topics will be introduced such as stop-photography, robotics, or black-out poetry writing. Experts in the topic will lead the student workshop and introduce students to new learning and experiences. Students will be provided with necessary resources and materials and will have the opportunity to explore the topic while collaborating with other gifted students.

o GT Parent Lecture Series (Spring 2014) Various speakers will share their expertise, advice, and resources on an assortment of gifted education topics at several evening sessions for Austin ISD parents of gifted children. Each lecture series will focus on a different topic selected especially for parents of gifted students. Sessions are open to parents of K-12 gifted students and will be offered in different locations across the district.

o GT Parent Advocacy (2013 - 2014) The district will collect ideas and feedback during from parents of GT students at district parent events held throughout the school year. The ideas and feedback collected via parent meetings and the district parent survey will be used to inform the district of the recommendations parents have regarding GT program services.

o SENG Model Parent Groups (Fall 2013, Spring 2014, and Summer 2014) Parents of gifted students will be invited to join a 6-week discussion group to discuss a variety of social and emotional topics related to parenting gifted children according to the SENG (Supporting the Emotional Needs of the Gifted) model. An Austin ISD SENG Trained Facilitator, will be the discussion leader providing suggestions and resources to support the social and emotional development and growth of gifted students at home and school. Discussion topics will include motivation, discipline, stress management, and peer relationships.

The Department of Advanced Academic Services may host additional events for parents

and gifted students during the school year or summer. Please keep up to date on upcoming events for parents and students by visiting the announcements page on the main Advanced Academics Website at

http://www.austinisd.org/academics/advancedacademics/announcements or by becoming a member of the Advanced Academics Blog at http://aisdaas.blogspot.com/.

http://www.austinisd.org/academics/advancedacademics/announcements

http://aisdaas.blogspot.com/

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