TOMBALL I.S.D. GT Handbook for Parents - Marissa...
Transcript of TOMBALL I.S.D. GT Handbook for Parents - Marissa...
TOMBALL I.S.D.
GT Handbook
for Parents
Gifted and Talented Policy
And Procedures Handbook
Tomball Independent School District
Revised 2013
2
TABLE OF CONTENTS
TISD Gifted and Talented Program History…..……………….…………... 4
TISD Mission Statement…….…….…..……………………….………..…..5
TISD Philosophy……………………………………………..……….……..5
TEA/ TISD Definition ……………………………………..………….…….6
Characteristics Related to Potential Giftedness…………....………..…….....6
The Bright/Gifted Child ………………………………..……………….......7
TISD Gifted and Talented Education Program Goals..………………..…....8
TISD Gifted Student Performance Goals..……….…………………….……8
Program Design……………………………..……..….………………....…..9
Services Provided ………………….…………………….….…….... 9
Grouping ……………………………..……………….…………...... 9
Flexible Pacing………………..…………………………………........9
Funding..………………………………..……………………….……9
Program Evaluation/Improvement....……………………………..…10
Advanced Academics Program Director ……………………………10
Campus GT Specialist……….…………….………………………...10
Program Description..………………………..………………..……...........11
Elementary…..…………………………..………………………..…11
Intermediate……………………………….……………..………….11
Junior High School………………………….…………..…….….…12
High School…………………………………….………..…….……12
Curriculum and Instruction…....………………………..…………...........13
Differentiation………………………………………………….…13
Gifted and Talented Policy
And Procedures Handbook
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Principles of a Differentiated Curriculum…………………….…..14
Product/ Performance Development……………………….….….15
Acceleration…………………………….…………………….…...15
Student Assessment……………………………………….………15
Improvement Plan……………………………………..………….15
Competencies of Successful Teachers of the Gifted………..……………16
Procedures for Student Identification.…………………………………...17
Communication of Policy…………………………………………17
Parental Permission……..……………………………………..….17
Identification and Selection...…………………….…………….…18
Criteria for Assessment………………………………..…….18
Nomination…………………………………………..………18
Transfer ……………………………………………..………18
Selection Committee(s)…………………………………..……….19
Selection …………….…………………………………..………. 19
Identification Instruments ..……………………..…………….. . .20
Appeals……………………..…………………………..…..….….20
Furlough……………………….…………………..…..….………20
Reassessment……………………………………….…….………21
Exit ………………………………………………….……………21
Student Improvement Plan (SIP)………………….………..……. 21
Identification and Selection Timeline -- Kindergarten ...………………… 22
Identification and Selection Timeline-Grades 1-12 ……………….………23
Family-Community Involvement ……………….…………………………24
Parent Communication………………………………………………24
Parent Advisory Council……………………………………………24
Community Outreach ………………………………………………24
Professional Development…………………………………………………25
Teachers…………………………………………………………… 25
Administrators and Counselors……………………………………. 25
GT Specialists……………………………………………………... 25
Staff Development Evaluation/Plan ……………………….……… 25
Appendix I: Definition of Terms……………………………………26
Gifted and Talented Policy
And Procedures Handbook
Tomball Independent School District
Revised 2013
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Tomball Independent School District
Gifted and Talented Program History
Meeting the needs of all students, including those of high ability, has been an established
goal of the Tomball Independent School District since its inception in 1937.
Section 1. Section 21.652, Education Code (HB No. 1050, SB No. 607), 1988, established that,
“each school shall adopt a process for identifying gifted and talented students in the school
district’s population and not later than the 1990-1991 school year, shall establish a program for
those students in Kindergarten through Grade 12.”
In 1991, Tomball Independent School District implemented a Gifted and Talented
Program designed to provide advanced services for identified GT students. Placement in the
program was based on student demonstration of intellectual ability. The district’s stated goals
included the acceptance of the responsibility of self-directed learning, an increase in critical and
creative thinking skills, self-discovery of the nature of giftedness, and the development of
organizational skills necessary to increase productivity.
Students were provided the opportunity for independent study, the development of
problem solving techniques, the advancement of skills in productive (creative) thinking, and the
use of communications/technology. Planning, forecasting, and decision making were
emphasized.
The TISD Gifted and Talented Program continued to grow and develop through the
decade. District leaders emerged as many dedicated professionals helped shape the program. Staff
development in the area of education of the gifted and talented was made available to all TISD
teachers, administrators and parents through the district’s involvement in the Houston Area
Cooperative on the Gifted and Talented. Dynamic programming, specifically designed to
incorporate current research findings in the fields of education, psychology, and physiology,
remains a goal of Tomball ISD.
National Excellence: A Case for Developing America’s Talent, published by the United
States Department of Education in 1993, noted that, “Most American students are encouraged to
finish high school and earn good grades…. The message society often sends to students is to aim
for academic adequacy, not academic excellence.”
In response, The Texas State Plan for the Education of Gifted and Talented, published by
the Texas Education Agency Division for Advanced Academic Services and revised in 2009,
mandated specific objectives for student assessment, program design, curriculum and instruction,
professional development, and family-community involvement.
Tomball parents and personnel were pleased to receive state guidelines. The TISD Gifted
and Talented Program was affirmed by the document. Critical evaluation of Tomball’s Gifted and
Talented Program, including revisions to comply on a state exemplary level, followed. A TISD
Gifted and Talented Handbook, published in March, 1998 and revised in August, 2010, collected
and organized program information as it had evolved through use.
This policy manual, a new revision, is the synthesis of the dedicated work of
many individuals on the local, state, and national level. Its purpose is to organize
information in a useful manner, to correlate TISD policy and TEA requirements, and to
guide decisions for gifted and talented students. The appropriate educational experience
of every child remains our guiding principle.
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And Procedures Handbook
Tomball Independent School District
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Tomball ISD Mission Statement
Tomball ISD serves students through a culture that provides innovative,
personally rigorous and individually valuable education, reflective of
community standards.
Tomball ISD GT Philosophy
All Tomball I.S.D. students have the opportunity to be assessed and
identified for the Gifted and Talented (GT) program. Those identified as
gifted through the TISD screening process are served through programs and
courses designed to meet their unique social, emotional, and intellectual
needs.
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And Procedures Handbook
Tomball Independent School District
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TEA/TISD Definition of Gifted and Talented
29.121 Definition – In this subchapter, “gifted and talented student” means a child
or youth who performs at or shows the potential for performing at a remarkably
high level of accomplishment when compared to others of the same age, experience,
or environment who:
1. exhibits high performance capability in an intellectual, creative, or artistic
area;
2. possesses an unusual capacity for leadership; or
3. excels in a specific academic field.
Characteristics Related to Potential Giftedness
There are certain student characteristics related to potential giftedness that
can be validly and reliably appraised by teachers, parents, and others who
have extended opportunities to observe students. Examples are listed below: Advanced use of language
Quality of student's questions
Quality of examples, illustrations, or elaboration
Dynamic systematic problem-solving strategies
Quantitative expressions and reasoning
Skill level significantly above grade-level expectation
Innovative use of materials
Depth and breadth of information in a particular area
Unusual collection or hobbies
High level of task commitment
Absorption in intellectual tasks
Extensive exploratory behavior
Preference for complex tasks
Hagen, Elizabeth. (1980). Identification of the Gifted. Teachers College, Columbia University, p.23-26
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And Procedures Handbook
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The Bright / Gifted Child
Bright Child Gifted Learner
Knows the answers Asks the questions
Interested Highly curious
Attentive Mentally and physically involved
Has good ideas Has wild, silly ideas
Works hard Plays around, yet tests well
Answers the questions Discusses in detail, elaborates
Top group Beyond the group
Listens with interest Shows strong feelings/opinions
Learns with ease Already knows
6 to 8 repetitions for mastery 1 to 2 repetitions for mastery
Understands ideas Constructs abstractions
Enjoys peers Enjoys adults
Grasps the meaning Draws inferences
Completes assignments Initiates projects
Receptive Intense
Copies accurately Creates a new design
Enjoys school Enjoys learning
Absorbs information Manipulates information
Technician Inventor
Good memorizer Good guesser
Enjoys sequential presentation Thrives on complexity
Alert Keenly observant
Pleased with own learning Highly self-critical
By Janice Szabos
Challenge Magazine,
Issue 34
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Tomball Independent School District
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TISD Gifted and Talented Education Program Goals To develop positive self-concepts and an appreciation of giftedness to enable students to be
productive citizens who interact effectively with peers, community, and society.
To develop critical, creative, and evaluative thinking processes that lead students to produce
advanced level products.
To develop student behaviors and skills necessary for life-long learning, exploration of new
ideas, and individual responsibility.
The majority of Tomball ISD gifted and talented teachers will have earned their gifted and
talented certificate from the state of Texas.
Using the Texas State Plan for the Education of Gifted and Talented Students for evaluation
of resources of gifted and talented students, the Tomball ISD gifted and talented program
curriculum will be modified based on regular evaluations.
Community groups and organizations will be given presentations to solicit involvement in
services to gifted students. A data bank will be compiled for use by students, teachers, and
parents.
The population of the gifted program will reflect the population of the district.
TISD Gifted Student Performance Goals
100% of all students participating in the gifted program (grades 3-11) will achieve advanced
academic performance level
100% of all students participating in the gifted program (grades 6-12) will complete a GT,
advanced, pre-AP, Advanced Placement, or Dual Credit level course in one or more subjects
per semester. Non-participating students will be exited from the GT program.
90% of all GT students enrolled in 11th and 12
th grade AP classes will take and pass an AP
exam with a score of 3 or better.
90% of all students participating in the gifted program (grades 5-12) will participate in extra-
curricular activities and/or community service.
100% of fourth and sixth grade GT students will participate in the Texas Performance
Standards Project.
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Program Design
A flexible system of viable service options provides a research-based learning continuum
that is developed and consistently implemented throughout the district to meet the needs
and reinforce the strengths and interests of gifted/talented students.
Services Provided
Tomball ISD offers a variety of learning opportunities commensurate with the abilities of
gifted and talented students. Services provided are comprehensive, structured, sequenced,
and appropriately challenging. During the school day they include options in the four
core academic areas of language arts, mathematics, science, and social studies.
Information concerning available opportunities (contests, academic recognition, summer
camp, community programs, volunteer opportunities, etc.) is disseminated to parents and
community members. Specialists and advocates for gifted students are consulted in the
development of these program policies and options.
Grouping
Program options allow gifted and talented students to work together, to work with other
students, and to work independently during the school day throughout the entire school
year.
Flexible Pacing
Tomball ISD school board policies are developed to be consistent with the State Board of
Education rules on credit by examination (19TAC74.24) and Early High School
Graduation (TEC 56.203). Flexible grouping patterns and independent investigations are
used to allow students to learn at the pace and level appropriate for their abilities and
skills. Students may participate in dual/concurrent courses and the Distinguished
Achievement Program.
Funding
Tomball ISD ensures that no more than 15% of state funds allocated for gifted and
talented education will be spent on indirect costs as defined in Bulletin 679 (Financial
Accounting Manual). A minimum of eighty-five percent of the funds allocated to gifted
education shall be spent on assessment and services for gifted students.
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And Procedures Handbook
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Program Evaluation/Improvement ______
Tomball ISD provides student assessment and services which comply with the
accountability standards included in the Texas State Plan for the Education of Gifted and
Talented Students. An advisory group of community members, parents of gifted and
talented students, school staff, and gifted and talented education staff meet regularly to
review and recommend program policies and procedures to guarantee continued program
improvement and development. Annual evaluation activities are conducted and used to
continually improve and develop the program. Long-range evaluation of services is
based on evidence obtained through gifted/talented appropriate measures such as those
provided through the Texas Performance Standards Project (TPSP).
Advanced Academics Program Director
A person who has a certificate or an advanced degree in gifted and talented education is
assigned to coordinate district level services for gifted and talented students in
kindergarten through grade twelve.
Campus GT Specialist
It is the goal of Tomball ISD that a person who has a certificate or an advanced degree in
gifted and talented education will be assigned to coordinate campus level services for
gifted and talented students on elementary, intermediate, junior high, and high school
campuses.
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Program Description
Elementary
Gifted and Talented students on the elementary level enjoy a flexible system of options based on
a district-wide learning continuum that reinforces their strengths, needs and interests. Services are
comprehensive, structured, sequenced, and appropriately challenging. Tomball ISD offers gifted
and talented service options in the four academic areas on the elementary level. Gifted students
work together as a group, with other students, and independently. Flexible grouping patterns and
independent investigations are employed in the four core academic areas. Flexible pacing allows
students to learn at the pace and level appropriate for their abilities and skills.
Classroom teachers versed in the education of gifted students actively collaborate with the
campus GT Specialist. Based on identified areas of strength, the child is provided both
acceleration and enrichment opportunities. These services are provided by the teacher, the
specialist, or a combination of the two working together, and include both in class grouping for
service and pullout options.
Elementary gifted and talented students are offered extra-curricular options on a campus and
district-wide level. These services are available during school and after-school hours. Examples
of such services include Gifted Kids Conference, TMSCA Tournaments, Destination
Imagination, Camp Invention, Continental Mathematics League, Chess Club, Honor Choir, and
Math Club. Extra-curricular services vary by campus according to interest and need. Students are
informed of opportunities to participate in advanced academic competitions and programs outside
the district. They are encouraged to apply for academic summer scholarships through the Texas
Association for the Gifted and Talented.
Intermediate
Students are served through differentiated curriculum in the core areas. Pre-AP classes
are offered in English language arts and social studies at the sixth grade level. Students
are accelerated in advanced classes offered in math and science Flexible pacing is
employed to allow students to learn at the pace and level appropriate to their abilities and
skills.
After-school activities are offered to provide additional learning opportunities. UIL
competitions in many academic and fine arts areas are available to allow students the
opportunity to meet their needs of advancement during after-school hours.
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Junior High School
Students are offered gifted and talented services in the four core subject areas through
academic teaming for language arts, mathematics, science, and social studies. Students
are encouraged to choose those courses in which their talents and interests lie.
Accelerated courses are offered in the area of mathematics and science, and Pre-
Advanced Placement courses (Pre-AP) are offered in the areas of English language arts
and social studies. Flexible pacing is employed to allow students to learn at the pace and
level appropriate to their abilities and skills.
Course electives provide an array of learning opportunities. Examples are theater/theater
arts, choir, band, Student Council, TV/Journalism, art, dance, technology lab, and
athletics. In addition, after-school activities are offered to provide options relevant to the
students’ areas of strength. These activities may include the Thespian Troop, Destination
Imagination, Math Club, Science Club, and UIL competition in ready writing, spelling,
math, social studies and speech.
High School
Gifted and talented students create comprehensively structured and coherently sequenced
four-year plans through individualized conferences with parents, counselors, and the high
school GT teacher(s). Each learning path includes, but is not limited to, choices from a
full range of honors and Pre-AP classes, College Board Advanced Placement classes, and
concurrent dual credit classes. A wide range of extracurricular offerings provides
additional opportunities for students to participate in and pursue individual interests.
Flexible pacing is employed to allow students to learn at the pace and level appropriate to
their abilities and skills.
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And Procedures Handbook
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Curriculum and Instruction
Districts meet the needs of gifted/talented students by modifying the depth, complexity,
and pacing of the curriculum and instruction ordinarily provided by the school.
Differentiation
Tomball ISD provides a variety of appropriately challenging learning experiences for
gifted and talented students in grades one through twelve with emphasis on content from
the four core academic areas. Opportunities are provided for students to pursue areas of
interest for selected disciplines through guided and independent research. Once strengths
are established, instruction in areas of students’ strengths is provided during the school
day in specific academic fields.
Curriculum should be qualitatively different and should meet most of these objectives
when gifted students are grouped together for instruction:
1. Content modification
Compacted, avoiding direct teaching of previously learned skills
Relates information across individual disciplines using interdisciplinary topics
Meets interests of the individual or group
Accelerates, moving to students’ individual paces
2. High level of creative and critical thinking
3. Emphasis on creating products for real audiences rather than simply learning
more content
4. Development of high level emotional growth by focusing on:
Positive self-concept, self-acceptance
Independent decision-making
Risk-taking in creative activities or projects
Self-evaluation skills, rather than dependence on others for approval
5. Development of independent decision-making skills by:
Allowing students to choose from a variety of options in assignments
Explaining to students the objectives of each lesson and activity
6. Stimulation of cognition on both sides of the brain through:
Spatial, verbal, and quantitative abilities development
Intuition, feeling, and imagination, as well as logic and scientific data
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And Procedures Handbook
Tomball Independent School District
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Principles of Differentiated Curriculum
For the Gifted and Talented
Present content that is related to broad-based issues, themes, or problems.
Integrate multiple disciplines into the area of study.
Present comprehensive, related and mutually reinforcing experiences within an area of
study.
Develop independent or self-directed study skills.
Develop productive, complex, abstract, and/or higher level thinking skills.
Focus on open-ended tasks.
Develop research skills and methods.
Integrate basic skills and high level thinking skills into the curriculum.
Encourage the development of products that challenge existing ideas and produce “new”
ideas.
Encourage the development of products that use new techniques, materials, and forms.
Encourage the development of self-understanding, i.e., recognizing and using one’s
abilities, becoming self-directed, appreciating likenesses and differences between oneself
and others.
Evaluate student outcomes by using appropriate and specific criteria through self-
appraisal, criterion referenced and/or standardized instruments.
National/State Leadership Training Institute on the Gifted and Talented, Developed by the Curriculum Council (James
J. Gallagher, Sandra N. Kaplan, A. Harry Passow, Joseph S. Renzulli, Irving S. Sato, Dorothy Sisk, Janick Wieldoss).
Gifted and Talented Policy
And Procedures Handbook
Tomball Independent School District
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Product / Performance Development
Students at all grade levels are involved in experiences that result in the development of
advanced-level products or performances. Fourth and sixth grade GT students will be
involved in the Texas Performance Standard Project sponsored by the state of Texas.
Opportunities for additional products may be presented in a number of ways throughout
the year.
Acceleration
Opportunities are available to accelerate in areas of student strengths. Flexible pacing is
employed, allowing students to learn at the pace and level appropriate to their abilities
and skills.
Scheduling Modifications - Students may be considered for placement in advanced
level classes as appropriate, based on the individual need.
Credit for High School Courses Taken in Junior High - Students who satisfactorily
complete high school courses in junior high shall receive credit for those courses.
Credits shall satisfy state graduation requirements and unit requirements in subject
areas. Grade points shall not be awarded for high school courses taken in grades
seven and eight.
Summer School - Students may complete high school courses offered by the district
in summer sessions for acceleration or enrichment.
Concurrent Dual Credit – Students may receive concurrent high school and college
credit when enrolled in a college course aligned with TISD curriculum.
Advanced Placement/Accelerated Courses – Pre-AP and Accelerated classes are
offered from grades 6-10. Advanced placement classes are offered at grades 11 and
12 in most subject areas. In grades 11 and 12, students are encouraged to take the AP
exam in any given course since college credit may be earned.
Examination for Acceleration – Students enrolled in grades K-12 with no previous
instruction in the course requested are provided the opportunity to gain credit for
course or grade levels through successful completion of appropriate examinations.
Information about examination may be obtained from the school counselor.
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And Procedures Handbook
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Student Assessment
Student progress and/or performance are periodically assessed. The assessment
information is communicated to the parents or guardians. In addition, students’ products
and performances are displayed throughout the year.
Open House Night (K-6)
Gifted and Talented Parent Meetings (K-12)
Portfolio Assessment and Response (K-12)
Fine Arts Festival (K-12)
GT Kids’ Conference (when applicable)
GT Student Showcase
Improvement Plan
Tomball district and campus improvement plans include provisions to improve/modify
services to gifted/talented students. Curriculum is modified based on annual evaluations
and current research. Resources and planning time are provided for curriculum
development for services in the gifted and talented program. District guidelines for
evaluation of resources are used in selecting materials that are appropriate for
differentiated learning. Specialists in content areas, instructional techniques, and
gifted/talented education work with curriculum planners as curriculum is being designed
and evaluated.
Competencies of Successful Teachers of the Gifted
Developed by the Texas Education Agency Chapter II ECIA project, the Institutes for Teachers of the Young
Disadvantaged Gifted (1986-88)
I. Exhibit an understanding of the general characteristics of all gifted students and
the specific characteristics of each gifted child. A. Interprets identification data to diagnose student’s needs, interests, and abilities.
B. Develops realistic expectations for the gifted with respect to personal, parental, and
community concerns and standards.
C. Attends to the academic and social differences resulting from the student’s cultural
and economic backgrounds.
D. Identifies expectations for teaching and learning in relationship to the chronological,
social, mental, and developmental ages of the students.
II. Demonstrate knowledge of curriculum development, implementation, and
instructional strategies appropriate for gifted students. A. Selects appropriate program objectives, environment, and resources.
B. Uses appropriate and varied instructional materials and tools that acknowledge
individual and group differences and needs.
C. Designs a new curricular plan responsive to the collective as well as individual needs,
interests, abilities, and learning styles of gifted students.
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D. Evaluates the outcomes of teaching and learning using appropriate and varied
techniques.
E. Integrates the essential elements of the basic curriculum with those of a differentiated
curriculum.
F. Differentiates between purposes and functions of various curricular, program, and
instructional models.
G. Uses various grouping practices to instruct. H. Develops an environment that encourages student involvement by initiating
opportunities for teacher/student shared decision-making and facilitating
independence of thought and individuality through problem solving, creative
thinking, logic, and critical analysis.
III. Function as an educator and trainer of educators and parents.
A. Communicates effectively in oral and written forms regarding the nature and
needs of gifted students.
B. Demonstrates leadership skills.
C. Exhibits organizational skills.
D. Evaluates appropriately self, situations, and colleagues.
E. Serves as a model for gifted students
F. Accepts the role of an advocate for gifted education and students.
Procedures for Student Identification Assessment instruments and gifted/talented identification procedures provide students an
opportunity to demonstrate their diverse talents and abilities.
Communication of Policy
Written policies of student identification for the Tomball Independent School District
Gifted and Talented Program are approved by the TISD Board of Trustees and
disseminated to all parents. Nomination procedures and forms for assessment of gifted
and talented students are communicated to families in a language and form that the
families understand.
Parental Permission
Written parental permission is required for students enrolled in Grades 1-12 before
quantitative assessment for admission to the Gifted and Talented Program commences.
Students selected for admission into the program are notified by mail. Parental
permission is also required prior to admission.
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And Procedures Handbook
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Identification and Selection
Students in grades K-12 are assessed for services in the TISD Gifted and Talented
Program. All kindergarten students are informally screened during the first semester.
Criteria for Assessment
Assessment of students for the Tomball ISD Gifted and Talented Program includes data
collected from multiple sources for each area of giftedness served by the district. Based
on a review of information gathered during the assessment process, students whose data
reflect that gifted/talented services will be the most effective way to meet their identified
educational needs are recommended by the selection committee for gifted/talented
services.
Students are assessed in languages they understand or with non-verbal based tests. All
populations of the district have access to assessment, and, if identified, GT services are
offered. It is our goal that the population of the gifted and talented program reflects the
population of the total district.
In grades K-12, qualitative and quantitative data are collected through three (3) or more
measures and used to determine whether or not a student needs gifted/talented services.
Nomination
Teachers, parents, administrators and peers may nominate students for gifted and talented
assessment. Students may also self-nominate. Note: A student may be nominated and
assessed only once during a given academic year.
The nomination process for services provided as part of the gifted program is available
for students new to the district in September of the fall semester. Nominations for all
other students are accepted in January of the spring semester.
Transfer
Appropriate placement for all students is essential to the success of students and the
program. Students transferring into Tomball Independent School District must qualify for
admission into the Gifted and Talented Program. Students new to TISD may be
nominated upon enrollment.
Identification as gifted and talented in another district automatically nominates the
incoming student for assessment. Previous placement is positively considered during the
identification process but does not guarantee admission.
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Placement decisions regarding transfer students are to be completed within six weeks of
nomination. Ability and/or achievement test scores obtained within the last two years
may be accepted from other schools. Test scores may be accepted from private sources
provided the tests are compatible to TISD measurements and do not violate test/retest
reliability.
Students transferring within the district retain their gifted and talented status.
When a gifted and talented student withdraws from TISD and transfers to another district,
TISD will send GT assessment data to the receiving district.
Selection Committees
Campus Selection Committees are composed of a regular education teacher, a gifted
and talented specialist, a counselor, and an administrator. In addition, a minority
representative sensitive to the needs of special populations is included. The majority of
the committee members must have completed thirty hours of gifted and talented training,
including training in the nature and needs of gifted students. Other committee members
are encouraged to complete this training. Six hours of update training are required
annually by all teachers who are assigned to work with gifted children, as well as
counselors and administrators.
The District Selection Committee includes the district Director for Gifted and Talented,
a gifted and talented specialist from each campus.
Members on the District Selection Committee have completed thirty (30) hours of gifted
and talented training, including training in the nature and needs of gifted students, and are
current with the annual six-hour update training.
Selection
A balanced examination of all assessment data collected through the district’s
gifted/talented assessment process is conducted and used by the selection committee in
making identification decisions.
Campus Selection Committee reviews all data and submits the information on possible
candidates to the District Selection Committee. This selection process is meant to be
inclusive of special considerations.
The District Selection Committee completes the selection of students to be admitted into
the TISD Gifted and Talented Program. Additional data, including non-verbal and/or
individual ability tests, may be requested prior to a committee decision. The District
Selection Committee has the option to secure the services of other professionals such as
psychologists and diagnosticians to aid in the interpretation of data. Students who are
classified twice exceptional (such as gifted and learning disabled) are reviewed carefully.
The ultimate goal is for the most appropriate placement for the student.
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Results from the following assessment instruments are used to assist in placement
decision.
Identification Instruments
Students nominated for admission in the TISD Gifted and Talented Program complete a
battery of tests and measurements chosen to reflect the diverse abilities and intelligences
of the gifted population. Qualitative and quantitative data are considered.
Naglieri Nonverbal Ability Test
The Naglieri Nonverbal Ability Test is one of the ability measurements used by TISD. It
can be used reliably with non-English speaking students.
Otis-Lennon School Ability Test
The Otis-Lennon School Ability Test (OLSAT) is also used by TISD. It contains verbal
and nonverbal components.
Stanford Achievement Test (10th
Edition)
The Stanford Achievement Test is the achievement test usually administered by TISD.
Detailed information on this instrument, including validity and reliability data, is
available through the campus counselor.
Inventory
A gifted and talented evaluation inventory is used to assess the nominated student in the
areas of intellectual ability and academic skills. The inventories are to be completed by a
teacher and by a parent.
Portfolio
Students may submit a portfolio as additional evidence of giftedness. Portfolio contents
may include writing samples, labs, artistic and creative works, collections, multimedia
presentations, videos, awards, etc. Portfolios are scored using a detailed rubric by a
minimum of two trained evaluators. (optional)
Appeals
Parents, educators, and students may appeal district committee decisions within 15
working days of parent notification. Additional data used to determine giftedness may be
presented for consideration at the time of the appeal. Letters from classroom teachers are
not accepted as artifacts to be used in appeals. Appeals forms should be submitted to the
District Director of the Gifted and Talented program.
Furlough
Furloughs allow students to take a leave of absence from gifted and talented services for
specified reasons and time periods without exiting the program. Reasons for furlough
include student stress, inhibiting personal problems, and schedule conflicts. Unusual
reasons for furlough will be determined on a case-by-case basis. Furloughs will not be
granted on the basis of personality conflicts, disciplinary problems, inappropriate student
behavior, or lack of academic achievement.
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Request for furlough may be granted only after consultation with the student’s parent(s),
counselor, teacher, and/or principal. The District Selection Committee finalizes furlough
decisions. The intent is that the furlough period does not exceed one school year.
Requests for unusual lengths of furlough will be considered on a case-by-case basis. A
furlough request form is available from the campus GT specialist or counselor. Forms
are to be completed at the campus level and submitted to the district.
Reassessment
Reassessment of gifted and talented students is based on an individual’s performance in
the program. See TISD Gifted Student Performance Goals for guidelines for
reassessment. If reassessment occurs, it is no more than once in elementary grades, once
in middle school, and once in high school.
Exit
Exiting policy is based on multiple criteria including student performance in the program
and is finalized by the Campus Selection Committee after consultation with parents and
student regarding the student’s educational needs.
The primary focus of the gifted and talented program’s exiting policy is to help the
student to develop successful coping strategies. For this reason, a number of conferences
are scheduled when problems are detected. All types of support services (tutorial, nurse,
grade level counselor, etc.) can be utilized. If the issue is not resolved through conference
and support services, a written exit referral is submitted to the Campus Selection
Committee. If initiated by a parent, no further steps are required for exit.
Reasons for possible exit from the program include academic performance, personal and
social stress, and behavior.
The student’s choice not to participate in gifted and talented services will be considered
refusal of service and the student will automatically be exited from the program
Student Improvement Plan (SIP)
Referral for exit initiated by anyone other than a parent results in the development of a
Student Improvement Plan. The initiator develops a record of anecdotal data
documenting the problem and attempts at resolution.
The campus GT specialist, GT teacher, counselor, and at least one other member of the
Campus Selection Committee conference with the student and parents to develop a
timeline for improvement. The GT Specialist documents the Student Improvement Plan
and provides copies for the student, parents and GT teacher. The Campus Selection
Committee will be informed of the Student Improvement Plan.
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At a time specified within the Student Improvement Plan, usually 30 days, the committee
meets to evaluate student progress. The Student Improvement Plan may be extended,
modified, or rewritten by committee consensus. If the plan is successful, exit procedures
stop. If the plan is unsuccessful the Campus Selection Committee meets to review all
documented data, make a decision, and communicate the decision to the student and
parent(s). Parents and/or students have the right to appeal this decision to the district GT
Coordinator. Exited students are eligible for future nomination with full reassessment.
Board policies on student assessment are reviewed at least once every three years and
modified as needed.
Kindergarten Identification and Selection Timeline
The following actions are the responsibility of the GT Specialist for each campus
according to the timeline below:
1. AUGUST-DECEMBER – Informal screening of all kindergarten students.
2. JANUARY - Obtain permission to test for students who qualified through the
screening process. Distribute surveys to teachers and parents.
3. FEBRUARY - Create assessment report and individual case studies for presentation.
4. FEBRUARY - Campus Selection Committee determines Kindergarten placement
recommendation.
5. FEBRUARY - District Selection Committee determines Kindergarten placement.
8. FEBRUARY – Notify parents of committee decisions and obtain permission for
placement.
6. MARCH 1st - Kindergarten GT services begin.
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And Procedures Handbook
Tomball Independent School District
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Identification and Selection Timeline
Grades 1 through 12
The following actions are the responsibility of the GT Specialist for each campus
according to the timeline below:
Fall testing is for students new to the district ONLY.
Spring testing is for all other nominated students.
1. SEPTEMBER, JANUARY - Solicit nominations for the gifted and talented program.
2. SEPTEMBER, FEBRUARY - Obtain permission to test. Distribute surveys to
teachers and parents.
3. SEPTEMBER, MARCH - Administer ability test and complete the initial matrix to
determine if students will continue the screening process. Notify parents of students
not continuing in the assessment process.
4. SEPTEMBER, APRIL - Administer assessment instruments (see pg. 21)
5. OCTOBER, MAY
Create assessment report and individual case studies for presentation.
Meet with Campus Selection Committee to collaboratively recommend students
for placement.
Meet with District Selection Committee to review placement recommendations
and special cases.
District Selection Committee determines placement.
Notify parents of committee decisions and obtain permission for placement.
Provide appeal forms and information.
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Family and Community Involvement
Tomball ISD encourages community and family participation in services designed for
gifted and talented students.
Parent Communication ________________________
Tomball ISD offers a variety of learning opportunities for gifted and talented students in
kindergarten through twelfth grade. Parents are informed of the available opportunities
through an orientation with the campus GT specialist. Periodic updates are given by the
campus GT specialist for parents of students identified and served by the gifted and
talented program.
Tomball ISD’s student identification policies are disseminated to parents. The district
provides information to parents and community members to solicit nominations for
program services.
Teachers of the gifted at the elementary and intermediate level communicate information
regarding differentiated lessons and units that will be included in the learning path at the
beginning of each grading period. This communication may be in the form of letters or e-
mails to parents by the classroom teacher.
Parent Advisory Council__________________________________________________
Parents have the opportunity to participate in a parent association for the gifted and
talented. The Parent Advisory Council (PAC) offers support and assistance to the
district. Such support may include program planning and improvement, mentorship,
independent study programs and professional development opportunities.
Community Outreach_____________________________________________________
Tomball ISD evaluates the effectiveness of its gifted and talented program annually by
surveying parents, regular education teachers, gifted and talented teachers and students.
The district uses this information to improve the effectiveness of the program.
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Professional Development All personnel involved in the planning, creation, and delivery of services to gifted
students possess the knowledge required to develop and provide appropriate options and
differentiated curricula.
Teachers________________________________________________________________
Teachers who provide instruction and services to gifted students have a minimum of
thirty (30) clock hours of staff development that include nature and needs of gifted
and talented students, identification, assessment, and curriculum and instruction for
gifted students. Teachers are required to have completed the thirty hours prior to
gifted/talented teaching assignments. Teachers without required hours must obtain
the hours within one semester.
Teachers of gifted and talented students are required to earn an additional six hours of
training annually.
Teachers are encouraged to pursue advanced degrees or obtain additional professional
development in their teaching discipline.
Administrators and Counselors_____
Administrators and counselors who have authority for program decisions have a
minimum of six hours of professional development in gifted education. In addition,
all counselors and administrators are encouraged to annually attend a six-hour update.
Local district boards of trustees are encouraged to pursue professional development
on the Texas State Plan for the Education of Gifted/Talented Students.
Gifted and Talented Specialists
GT specialists located on campuses in Tomball ISD must have Texas GT certification
or a master’s degree in Gifted and Talented Education. A minimum of six hours is
acquired annually thereafter.
Staff Development Evaluation/Plan
Evaluation of professional development activities for gifted and talented education is
ongoing. Evaluation results are used in making decisions regarding future staff
development plans.
Professional development in the area of gifted education is provided to all teachers on
a regular basis through the Houston Area Coop on the Gifted and Talented.
All staff receive an orientation to the district and/or campus program for gifted and
talented students.
The district Advanced Academics Director or GT specialist provides each newly-
hired teacher an orientation to the district program for gifted and talented students
GT specialists are involved in planning and conducting training within the district.
The district Advanced Academics Director provides annual updates to the District
Board of Trustees on changes in the district gifted and talented program.
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And Procedures Handbook
Tomball Independent School District
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APPENDIX I:
Definition of Terms
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And Procedures Handbook
Tomball Independent School District
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Definition of Terms
Area of Giftedness the specific ability in which a student performs or
shows potential to perform at a remarkably high
level of accomplishment
Intellectual possessing superior intelligence, with potential or
demonstrated accomplishments in several fields of
study; ability to perform complex mental tasks
Specific Academic Fields possessing superior ability or potential in a specific
course of study, such as language arts, mathematics,
science, or social studies
Qualitative Measures measures used to assess student needs that include
observations, anecdotal records, checklists,
interviews, student products, performances, etc.
Furlough a leave of absence from program services that can
be due to a variety of circumstances
Depth exploration of content within a discipline; analyzing
from the concrete to the abstract, familiar to the
unfamiliar, known to the unknown; exploring the
discipline by going past facts and concepts into
generalizations, principles, theories, laws;
investigating the layers of experience within a
discipline through details, patterns, trends,
unanswered questions, ethical considerations
Complexity extending content in, between, and across
disciplines though the study of themes, problems,
and issues; seeing relationships between and among
ideas in/within the topic, discipline, and disciplines;
examining relationships in, between, and across
disciplines over time, and from multiple points of
view
Continuum of Learning the articulated learning experiences that provide
Experiences planned experiences that build upon one another
each year a student is in school
Array of Learning Experiences a menu of challenging learning experiences or
opportunities that fit the unique interests and
abilities of advanced level students
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Dual Enrollment the practice of enrolling in a college or university
while enrolled in high school for the purpose of
earning high school and college credit
simultaneously