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Hays Consolidated ISDGifted and Talented Handbook

2012 - 2013

Hays Consolidated Independent School DistrictCentral Administration Office

21003 Interstate 35Kyle, TX 78640

Central Administration Contacts

Yarda Leflet, Executive Director of Student AchievementDr. Carol McKenzie, Director of Professional Development

Gifted and Talented Campus Contacts

Shawna Mayerson, Blanco Vista ElementaryEvie Hofmann, Buda Elementary

Bree Kalmanowicz, Camino Real ElementaryTish Cawley, Carpenter Hill ElementaryTamara Keithley, Elm Grove Elementary

Lynn Grant, Fuentes ElementaryBree Kalmanowicz, Tom Green Elementary

Alice Castillo, Hemphill ElementaryLynn Grant, Kyle Elementary

Kristin Springer, Negley ElementaryTamara Keithley, Ralph Pfluger Elementary

Evie Hofmann, Science Hall ElementaryShawna Mayerson, Tobias Elementary

Viktoria Rask, Barton Middle SchoolMagda Flores, Chapa Middle School

Rod Trevino, Dahlstrom Middle SchoolMatt Pope, Simon Middle School

Brenda Agnew, Wallace Middle School

Damon Adams, Hays High SchoolDelma Ammerman, Impact CenterMarlo Malott, Lehman High School

Julie Ruisinger, Live Oak Academy High School

La Tisha CawleyHays CISD of 20GT Program Handbook 5/11/2023

Gifted and Talented Advisory Council

The Gifted and Talented Advisory Committee (GTAC) serves in an advisory capacity to the District. The GTAC meets multiple times annually to review and evaluate gifted and talented services and make recommendations for improvements in gifted services to the District. The

GTAC is comprised of administrators, educators, counselors, parents, and community members.

Yarda Leflet, Executive Director of Student AchievementTish Cawley, District GT Lead Teacher/GT teacher (CHE)

, Elementary Administrator (FES)Damon Adams, Secondary Administrator (HHS)

, Secondary Administrator (LHS), Middle School Counselor (SMS)

Lynn Grant, GT Specialist (FES/KES)Krista Milan, Elementary Teacher (PES)

Christy Henry, Middle School Teacher (WMS)Ben Matthews, High School Teacher (HHS)

Tania Dymkowski, Curriculum and Instruction Monica Neshyba, Bilingual Strategist

Mary Etheredge, Secondary Consultant/ Community MemberLori Schunka, Elementary Parent

Cyndie Holmes, Secondary ParentMarty Kanetzky, School Board Member


TABLE OF CONTENTS

I. Gifted and Talented Definition

II. Gifted and Talented Program Goals

III. Student Assessment Referral Procedures Reassessment Student Transfers Furlough Exit Provisions Appeals

IV. Service Design and Curriculum and Instruction K 1-2 3-5 6-8 9-12

V. Professional Development Core Academic Teachers Gifted and Talented Service Teachers Administrators and Counselors New Teachers

VI. Family-Community Involvement Annual Parent Orientation Parent Education Class Program Evaluation Gifted and Talented Advisory Council

VII. G/T Calendar of Events

VIII. Glossary of Terms


GIFTED & TALENTED DEFINITION

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

The Hays CISD G/T services are aligned with the state goal listed below.

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 the program services.


GIFTED AND TALENTED PROGRAM GOALS

The Hays CISD objectives for the gifted and talented students are aligned with the Texas State Plan for the Education of Gifted Students’ Goals:

1. Student Assessment: Assessment instruments and gifted/talented identification procedures provide students an opportunity to demonstrate their talents, intelligences, and diverse abilities.

2. Service Design: A flexible system of viable service options provides a research-based learning continuum that is developed and consistently implemented throughout the district to meet the needs and reinforce the strengths and interests of gifted/talented students.

3. Curriculum and Instruction: The district meets the needs of gifted students by modifying the depth, complexity, and pacing of the curriculum and instruction ordinarily provided by the school.

4. Professional Development: All personnel involved in the planning, creation, and delivery of services to gifted/talented students possess the knowledge required to develop and provide appropriate options and differentiated curricula.

5. Family Community Involvement: The district regularly encourages community and family participation in services designed for gifted/ talented students.


G/T STUDENT ASSESSMENT

Referral Procedures

Step 1: ReferralStudents can be referred for gifted/talented (G/T) testing one time per year as outlined in the G/T calendar of events. A parent/guardian, peer, or teacher can refer students for G/T testing using the “Referral Form”. Referral forms can be obtained from the campus G/T contact or online at www.hayscisd.net.

Step 2: AssessmentStudents referred for G/T testing will be tested one time per year as outlined in the G/T calendar of events.

Step 3: Student SelectionThe campus selection committee formed of a majority of members who have completed their thirty (30) hours of G/T training will review assessment data to determine appropriate program placement for each student assessed.

Step 4: NotificationParent/guardian will be notified of final determination of students’ need of G/T services after selection committee meets through a letter in the U.S. mail.

Step 5: G/T ServicesBeginning in the fall of the following school year, identified students in grades 1 – 12 will receive G/T services as outlined in the Service Design section of this handbook. Identified students in Kindergarten will receive G/T services beginning March 1st of the same school year.


http://www.hayscisd.net/

Assessment Instruments

Hays CISD uses both quantitative and qualitative assessment instruments to gather data on students referred for G/T services. Assessment instruments include an academic achievement test, cognitive abilities test, a teacher and parent rating scales. Anecdotal information provided on the teacher and parent rating scales is gathered as additional data. Students referred for G/T testing are tested in languages they understand.

Reassessment

As per board policy (EHBB Local), the District shall not perform routine reassessments.

Transfer Students

When a student identified as gifted by a previous school district enrolls in the District, the selection committee shall review the student’s records to determine if placement in the District’s program for gifted and talented students is appropriate or if the student will be reevaluated. Additional data may be collected as needed to help determine if placement is appropriate.

The selection committee shall make a determination within 30 calendar days of the student’s enrollment in the District and may base the decision on the transferred records, the results of a reevaluation, observation reports of District teachers who instruct the student, and student and parent conferences.

Furlough

Furlough is defined as a temporary leave of absence from program services due to a variety of circumstances.

A recommendation for furlough can be submitted by a parent/guardian, student and/or teacher by completing the “Furlough” form that can be obtained from the campus G/T contact.


The District may place on a furlough any student who is unable to maintain satisfactory performance or whose educational needs are not being met within the structure of the gifted and talented program. A furlough may be initiated by the District, the parent, or the student.

In accordance with administrative regulations, a furlough shall be granted for specified reasons and for a specified period of time. At the end of a furlough, the student may reenter the gifted program, be placed on another furlough, or be exited from the program.

Exit Provisions

The G/T selection committee, parent of the child and person recommending exit from G/T services can consider exiting a student from G/T services due to a variety of circumstances. Exiting of a student for educational, psychological and/or personal reasons may be based on the following criteria:

teacher recommendations based on observations of student behavior, performance, physical changes, and products

counselor recommendations based on interviews and observations parental requests for withdrawal from the program or service student requests for withdrawal from the program or service with parental

permission reevaluation data

The District shall monitor student performance in the program. If at any time the selection 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 selection committee shall meet with the parent and student before honoring the request.

Appeals

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


G/T SERVICE DESIGNG/T CURRICULUM AND INSTRUCTION

Hays CISD offers an array of learning opportunities that are commensurate with the students abilities and that emphasize content in the four core academic areas including English Language Arts Reading (ELAR), math, science, and social studies.

Below are descriptions of the learning opportunities Hays CISD offers our G/T students:

DifferentiationDifferentiation is an instructional model that guides teachers in developing classrooms that are actively attentive to the needs of academically diverse student populations. The act of differentiating instruction is an approach that advocates active planning for student differences in the classroom.

In a differentiated classroom, students have multiple options for • taking in information (content)• making sense of ideas (process)• expressing what they learn (product)

Pull-out Instruction (Elementary only) The G/T pull-out service is provided by the campus G/T teacher in a pull-out setting where students with special and similar needs, interests, or abilities are pulled out of the regular classroom. Students in a pull-out setting have the opportunity to engage in the curriculum with depth and complexity and can pursue more advanced study in selected areas.

G/T Cluster GroupingCluster grouping is a method that Hays CISD uses to meet the academic needs of G/T students. In Hays CISD schools, a range of three to seven G/T students are clustered with a G/T trained classroom teacher. The G/T cluster teacher is responsible for teaching the core content academic curriculum as well as differentiating instruction for the G/T students.


Service DesignGrade K

Differentiation: The G/T cluster classroom teacher provides differentiated learning opportunities to those students who have been formally identified for G/T services. Flexible grouping and acceleration opportunities are prescribed by the G/T cluster teacher.

Service DesignGrades 1-2

Differentiation: The campus G/T teacher works in conjunction with the G/T cluster classroom teacher to provide differentiated learning opportunities to those students who have been formally identified for G/T services. Flexible grouping and acceleration opportunities are prescribed by the G/T cluster teacher.

Pull-out: In addition, identified students in first and second grade are provided small group pull-out services by the campus G/T teacher.


Differentiation: The campus G/T teacher works in conjunction with the G/T cluster classroom teacher to provide differentiated learning opportunities to those students who have been formally identified for G/T services. Flexible grouping and acceleration opportunities are prescribed by the G/T cluster teacher.

Pull-out: In addition, identified students in third through fifth grade are provided small group pull-out services by the campus G/T teacher.


Differentiation: Identified students are offered differentiated learning opportunities within the classroom. Flexible grouping and acceleration opportunities are prescribed by the classroom teacher.

Advanced Math: Students with strength in Math are eligible to participate in advanced Math services utilizing a compacted curriculum. Four years of math instruction are compacted into three years with students completing Algebra I in their eighth grade year.

Pre-AP: In addition, Pre-AP classes are offered in Math, Reading/ Language Arts, Science, and Social Studies by educators who are trained in advanced curriculum and in gifted and talented education for students in 7th and 8th grades.


Pre-AP and AP: Pre-AP and AP classes are offered in Math, Reading/ Language Arts, Science, and Social Studies by educators who are trained in advanced curriculum and in gifted and talented education.

Differentiation: Identified students are offered differentiated learning opportunities within the classroom. Flexible grouping and acceleration opportunities are prescribed by the classroom teacher.


PROFESSIONAL DEVELOPMENT

Core Academic Teachers/Gifted and Talented Cluster Teachers

Before assignment to the program for gifted students, teachers who provide instruction and services that are part of the program have a minimum of 30 hours of staff development that includes nature and needs of gifted/talented students, assessment of student needs, and curriculum and instruction for gifted students.

Teachers without the required training who provide instruction and services that are part of the gifted/talented program must complete the 30-hour training requirement within one semester.

Teachers who provide instruction and services that are part of a program for gifted students receive a minimum of six hours annually of professional development in gifted education.

Elementary Gifted and Talented Teachers

G/T service teachers must have a minimum of 30 clock hours of professional development that includes nature and needs of G/T students, identification and assessment of students’ G/T needs, and curriculum and instruction. In addition, teachers attend monthly on-going district professional development.

Administrators and Counselors

Administrators and counselors who have authority for program decisions have a minimum of six hours of professional development that includes nature and needs of gifted/talented students and program options.

New Teachers

Annually, each teacher new to the district receives an orientation to the district’s G/T identification processes and the district’s services for G/T students.


FAMILY-COMMUNITY INVOLVEMENT

Annual Parent Orientation

Prior to referring students for G/T services, parents and guardians will have the opportunity to attend an informational meeting. The meeting will provide information to parents on the student identification process and the service design for students in Hays CISD.

Parent Education ClassParents of children identified as G/T will have the opportunity to attend an adult education class in the nature and needs of the G/T child. Classes are offered in the district and more information can be obtained from the campus G/T contact.

Program Evaluation

The District shall annually evaluate the effectiveness of the District’s gifted program, and the results of the evaluation shall be used to modify and update the District and campus improvement plans. The District shall include parents in the evaluation process and shall share the information with Board members, administrators, teachers, counselors, students in the gifted and talented program, and the community.

Gifted and Talented Advisory Council

The Gifted and Talented Advisory Council (GTAC) meets multiple times a year to evaluate gifted and talented services. The GTAC supports and assists the district in G/T student service planning and improvement. The GTAC is comprised of administrators, educators, counselors, parents, and community members.


G/T CALENDAR OF EVENTS2012-2013 SCHOOL YEAR

Month Date/Time/Location Topic Audience

SEPTEMBER

19th at 6:30Performing Arts Center

Parent/Guardian orientation to gifted/talented services

Parents/Guardians of identified G/T children

OCTOBER

22nd at 6:30Performing Arts Center

Annual parent orientation to referral process for G/T services and timeline for assessment

Any parent/guardian of children interested in referring their child(ren) for G/T services

NOVEMBER

1st –16th Campus

Elementary G/T Referrals Accepted by campus contact

Teachers, parents/guardians

DECEMBER

3rd – 19th

CampusSecondary G/T Referrals Accepted by campus contact

Teachers, parents/guardians

JANUARY January – April Campus

G/T Testing G/T teachers

FEBRUARY Month of FebruaryCampus

Kindergarten selection for G/T services

Campus Selection Committee

MARCH

1st

CampusKindergarten students must be identified and begin receiving services

Kindergarten students

APRIL Month of AprilOn campus

Grades 1-12 selection for G/T services

Campus Selection Committee

MAY

Month of May Program evaluation of G/T services

GTAC members

Month of May Notification letters sent to parents through U.S. mail

Parents of referred students


GLOSSARY OF TERMS

Advanced Placement (AP)

A program developed by the College Board where high schools offer courses that meet criteria established by institutions of higher education. In many instances, college credit may be earned with the successful completion of an AP exam in specific content areas. See the 2011-2012 Hays CISD High School Course Guide for more information. (Note: Individuals interested in policies related to earning college credit should contact the college or university of their choice for specifics.)

Affective Curriculum

Curriculum that focuses on person/social awareness and adjustment, and includes the study of values, attitudes, and self.

Aptitude

An inclination to excel in the performance of a certain skill.

Asynchrony

A term used to describe disparate rates of intellectual, emotional, and physical rates of growth or development often displayed by gifted children.

At-Risk

A term used to describe students whose economic, physical, emotional, or academic needs go unmet or serve as barriers to talent recognition or development, thus putting them in danger of underachieving or dropping out.

Authentic Assessment

Evaluating student learning through the use of student portfolios, performance, or observations in place or in conjunction with more traditional measures of performance such as tests and written assignments. The process allows students to be evaluated using assessments that more closely resemble real world tasks, such as a scientific experiment to demonstrate understanding of the laws of motion.

Bloom’s Taxonomy

Developed in 1956 by Benjamin Bloom, the taxonomy is often used to develop curriculum for gifted children. There are six levels within the taxonomy that move from basic to high levels of thinking. These include knowledge, comprehension, application, analysis, synthesis, and evaluation.

Brainstorming Brainstorming is an activity used to generate many creative ideas that have no right


or wrong answers and are accepted without criticism. Effective brainstorming is characterized by fluency and flexibility of thought.

Cluster Grouping

A grouping assignment for gifted students in the regular heterogeneous classroom. Typically, two to seven gifted students with similar needs, abilities, or interests are “clustered” in the same classroom, which allows the teacher to more efficiently differentiate assignments for a group of advanced learners rather than just one or two students.

Concurrent or Dual Enrollment

Most often refers to high school students taking college courses, often for college credit. Dual enrollment is viewed as providing high school students benefits such as greater access to a wider range of rigorous academic and technical courses, savings in time and money on a college degree, promoting efficiency of learning, and enhancing admission to and retention in college. The terms may also be used to refer to middle grade students taking high school courses and earning credit towards graduation. See the 2011-2012 Hays CISD High School Course Guide for more information.

Cooperative Learning

An instructional method that allows students to work in small groups within the classroom, often with a division of assignment of several specific tasks or roles. This group strategy allows students to practice working in a group and taking leadership roles. However, when gifted students participate in cooperative learning groups intentionally clustered by mixed ability students, special care must be taken to differentiate tasks appropriately.

Creativity

The process of developing new, uncommon, or unique ideas. The federal definition of giftedness identifies creativity as a specific component of giftedness.

Criterion-Referenced Testing

An assessment that compares a student’s test performance to their mastery of a body of knowledge or specific skill rather than relating their scores to the performance of other students.

Curriculum Compacting

After showing a level of proficiency in the basic curriculum, a student can then be allowed to exchange instructional time for other learning experiences.

Differentiation Modifying curriculum and instruction according to content, pacing, and/or product


to meet unique student needs in the classroom.

Enrichment

Activities that add or go beyond the existing curriculum. Activities may occur in the classroom or in a separate setting.

Flexible Grouping

An instructional strategy where students are grouped together to receive appropriately challenging instruction. True flexible grouping permits students to move in and out of various grouping patterns, depending on the course content. Grouping can be determined by ability, size, and/or interest.

Gifted and Talented Students

The federal Elementary and Secondary Education Act defines gifted and talented students as “Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.” [Title IX, Part A, Definition 22. (2002)] Many states and districts follow the federal definition.

Heterogeneous Grouping

Grouping students by mixed ability or readiness levels. A heterogeneous classroom is one in which a teacher is expected to meet a broad range of student needs or readiness levels.

Homogeneous Grouping

Grouping students by need, ability, or interest. Although variations between students exist in a homogeneous classroom, the intent of this grouping pattern is to restrict the range of student readiness or needs that a teacher must address.

Independent Study

A self-directed learning strategy where the teacher acts as guide or facilitator and the student plays a more active role in designing and managing his or her own learning.


Individual Education Plan (IEP)

An IEP is a document that delineates special education services for special-needs students. The IEP includes any modifications that are required in the regular classroom and any additional special programs or services. Federal law and the majority of states do not require IEPs for gifted learners. Click here for more information.

Intelligence

The ability to learn, reason, and problem solve. Debate revolves around the nature of intelligence as to whether it is an innate quality or something that is developed as a result of interacting with the environment. Many researchers believe that it is a combination of the two. Click here for more information.

Intelligence Quotient (IQ)

A numerical representation of intelligence. IQ is derived from dividing mental age (result from an intelligence test) by the chronological age times 100. Traditionally, an average IQ is considered to be 100.

Learning Styles

Preferred way(s) in which individuals interact or process new information across the three domains of learning identified in the taxonomy of education objectives: cognitive (knowledge), psychomotor (skills) and affective (attitude). An individual’s preferred learning style is how he/she learns best.

Mentor

A community member who shares his or her expertise with a student of similar career or field of study aspirations.

Norm-Referenced Testing

An assessment that compares an individual’s results with a large group of individuals who have taken the same assessment (who are referred to as the “norming group”). Examples include the SAT and Iowa Tests of Basic Skills.

Portfolio Assessment

An alternative or supplement to traditional measures of giftedness, portfolios offer a collection of student work over time that can help to determine achievement and progress. Many of the elements found in portfolios cannot be captured by a standardized test.

Pull-out Program

A program which takes a student out of the regular classroom during the school day for special programming.

Rubric A rubric is a chart composed of criteria for evaluation and levels of fulfillment of those criteria. A rubric allows for standardized evaluation according to


http://www.nagc.org/index.aspx?id=331

http://www.nagc.org/index.aspx?id=324

specified criteria, making grading simpler and more transparent.

Social-Emotional Needs

Gifted and talented students may have affective needs that include heightened or unusual sensitivity to self-awareness, emotions, and expectations of themselves or others, and a sense of justice, moral judgment, or altruism. Counselors working in this area may address issues such as perfectionism, depression, underachievement, or career planning.

Talent Development

Programs, curricula, and services for gifted and talented students that can best meet their needs, promote their achievements in life, and contribute to the enhancement of our society when schools identify students' specific talent strengths and focus educational services on these talents.

Tiered Assignments

A differentiated instructional strategy in which all students work toward the same goal, but activities are geared toward each student’s level of understanding.

Twice Exceptional

A term used to describe a student that is both gifted and disabled. These students may also be referred to as having dual exceptionalities or as being GT/LD.

Underachieving or Underachievement

A term used to describe the discrepancy between a student’s performance and their potential, or ability to perform at a much higher level.


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