Gifted and Talented Handbook

Transcription

1 Gifted and Talented Handbook 1

2 TABLE OF CONTENTS Position Statement Bright Child vs Gifted Learner Comparison Goals for the Education of Gifted and Talented Guidelines for Gifted and Talented Student Assessment Nomination Procedures Assessment Procedures Selection Procedures Placement Procedures Student Transfers Reassessment Procedures Exit Procedures Re-Entry Procedures Furloughs Appeals Procedures Program Organization Grades K Grades Grades Grades Staff Development Family and Community Involvement Appendix Nomination Form Exit Form Appeal Form Furlough Request Form Parent Permission Form Student Agreement Form Teacher Rating Scale (K-6) Teacher Rating Scale (7-12) Student Identification Matrix Parent Notification

3 G/T A PROGRAM FOR GIFTED AND TALENTED STUDENTS PRINCETON ISD POSITION STATEMENT In accordance with The Texas State Plan for the Education of Gifted/Talented Students Princeton ISD will provide a program for the educational development of students who are identified as gifted. Princeton ISD recognizes that students identified as gifted can come from all races, socioeconomic groups, geographical locales, and environments. Definition The Texas Education Code (Sec ) states that a gifted and talented student means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: (1) exhibits high performance capability in intellectual, creative, or artistic area; (2) possesses an unusual capacity for leadership; or (3) excels in a specific academic field. An examination of state and regional studies indicates that in a normal population of students there will be three to five percent of the students who can be identified as gifted and talented. This constitutes a definite need for a program, which is differentiated and comprehensive in scope. 3

4 BRIGHT CHILD VS GIFTED LEARNER Bright Child Gifted Learner Knows the answer Asks the questions Is interested Is highly curious Is attentive Is 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 and opinions Learns with ease Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Constructs abstractions Enjoys peers Prefers adults Grasps the meaning Draws inferences Completes assignments Initiates projects Is receptive Is intense Copies accurately Creates a new design Enjoys school Enjoys learning Absorbs information Manipulates information Technician Inventor Good memorizer Good guesser Enjoys straightforward, sequential presentation Thrives on complexity Is alert Is keenly observant Is pleased with own learning Is highly self-critical Janice Szabos, 1989 Texas Education Staff Development Modules 4

5 GOALS for EDUCATING the GIFTED and TALENTED Texas State Goal (Texas State Plan for the Education of Gifted/Talented Students 2000) Students who participate in services designed for gifted students will demonstrate skills in selfdirected 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 students will have produced products and performances of professional quality as part of their program services. Princeton ISD Goals Princeton ISD has developed a comprehensive gifted and talented program to serve students in grades K-12 who exhibit extraordinary talent and capability. The G/T program will determine that: 1. Students are identified who demonstrate exceptional ability or potential to excel in the areas of general intellectual ability, specific academic aptitude, and creative/productive thinking. 2. Students are identified to assure that the population of the program for gifted/ talented students reflect the population of the total district. 3. Experiences will be based on a differentiated form of the regular curriculum so that concepts, themes, and skills are explored in greater depth, complexity, and scope. 4. Parents and community members shall have the opportunity to provide input on the district and campus improvement plans. Those plans will include services for gifted/talented students. Families of identified students will be provided ongoing opportunities to learn about the unique needs of the gifted and talented and strategies used in the school program. 5. Princeton ISD teachers and administrators will receive appropriate staff development in the area of gifted education. 5

6 GUIDELINES FOR GIFTED/TALENTED (G/T) PROGRAM STUDENT ASSESSMENT Nomination Procedures: Students may be nominated for the gifted and talented program at any time by teachers, counselors, parents, self, or other interested persons. Nominations should be on district forms (See Appendix) and given to the campus G/T Coordinator. Nominations and identification are ongoing. Assessment Procedures: Identification criteria shall be specific to the state definition of gifted and talented and shall ensure the fair assessment of students with special needs, such as the culturally different, the economically disadvantaged, and students with disabilities. All nominated students will be assessed by each of the criteria on the Identification Matrix. Appropriate Princeton ISD personnel will transfer actual score data to equally weighted point values using the Identification Matrix (See Appendix). Subjective Assessment: -Classroom teacher will complete the Teacher Rating Scale (See Appendix). -Campus Coordinator will administer Creativity Testing. (Choice of Kingore Draw Start or Writing Sample from Standardized lesson.) Objective Assessment: -A mental abilities test will be administered. Test of Non-Verbal Intelligence (C-TONI) - A norm-referenced achievement test will be administered. Wide Range Achievement Test-3 (WRAT-3) - TAKS, SAT, and ACT Tests will be considered 6

7 Selection Procedures: A selection committee shall evaluate each nominated student according to the established criteria and shall admit those students for whom gifted program placement is the most appropriate setting. The committee shall be composed of at least three professional educators who have received training in the nature and needs of gifted students and shall be established at each campus. The G/T coordinator will present information. The campus G/T selection committee must meet to determine placement or non-placement for each nominated and assessed student. *Using a total score of 15 points from the Identification Matrix, students will be placed in the program as gifted. *The campus G/T selection committee should make professional decisions, if necessary, on student placement to ensure equity of opportunity for all students rather than adhering rigidly to a fixed cut-off score. Placement Procedures: When final placement decisions have been completed by the campus G/T committee, parents shall be notified by letter of their child s placement or non-placement in the G/T program. Participation in the G/T program is voluntary on the part of the student and requires written permission of parents or legal guardians (See Appendix). Student Transfers: A student who has been verified by telephone and/or mail as an identified gifted/talented student in another school district will be placed in the G/T program. Reassessment Procedures: Students identified as gifted and placed in the G/T program will be reviewed annually by the program teacher. These students will continue in the G/T program in subsequent years unless EXIT procedures have been taken. The District shall not perform routine reassessments. 7

8 Exit Procedures: Recommendations to consider exiting a student from the program may be made by a teacher, counselor, administrator, parent, or the student. Exiting a student from the G/T program must be based on multiple criteria relating to the student s performance in their program. These criteria should include data such as observed behavior changes, changes in performance, indications of stress, or for other reasons in the best interest of the student. The exit procedure is a three-step process as outlined below: Step 1: Conference with student (parent will be notified). Step 2: Step 3: Conference with student and parent. Exit conference involving campus G/T committee, parent, and student. The following occurrences will move a student into Step 1 of the EXIT procedure: *Failure to maintain an overall average of 88 in the core subjects on six-week grade reports (language arts, math, science, social studies/history). *Failure to maintain an average of 70 in any subject on six-week grade reports. *Failure to comply with behavioral expectations listed in the district s Student Code of Conduct. Failing any portion of TAKS will result in a 1 year Furlough for the 1 st occurrence and removal from the G/T program for the 2 nd occurrence. Re-entry Procedure: If a student has been exited by the school through the Exit procedure as outlined previously, he/she may re-enter by re-qualifying in the identification process after one full academic year has elapsed. Furloughs: Students who are unable to maintain satisfactory performance within the structure of the gifted and talented program may be placed on furlough by the selection committee. The purpose of such a furlough is to provide the student an opportunity to attain performance goals established by the selection committee. A furlough also may be granted at the request of the student and/or parent. A student may be furloughed for a period of time deemed appropriate by the selection committee. At the end of the furlough, the student s progress shall be reassessed, and the student may re-enter the gifted program, be removed from the program, or be placed on another furlough. 8

9 Appeals Procedures: Parents or students may appeal the decision of the selection committee regarding selection for or removal from the gifted program by completing the Appeals Form (See Appendix). The District Review Committee will be composed of the campus G/T Coordinators that are not involved with the initial decision and the District Curriculum Director. Any additional questions and/or appeals should be directed to the superintendent. 9

10 PROGRAM ORGANIZATION Selections of appropriate organizational patterns are an essential part of the G/T program planning. Three basic elements of enrichment are necessary in a comprehensive program: grouping, acceleration, and guidance. In compliance with The Texas State Plan and Guidelines for the Education of the Gifted and Talented, Princeton ISD supports three guiding principles and criteria for program organization: *Program organizational patterns that are developed to serve gifted students are compatible with the district s philosophy, goals, and objectives as reflected in the district and campus improvement plans. *Program organizational patterns, which are developed, promote differentiated learning experiences for gifted students. *Program organizational patterns will include in-school and, when possible, out-of-school options relevant to the student s area of strength during the entire school year. In summary, the program organization must meet the unique needs of the G/T student and provide opportunities for the gifted students to work together as a group, to work with other regular education students, and to work alone. In order to accomplish its goals, the G/T program often relies on organizational or administrative patterns, which are markedly different from those used in other district programs. The following listing provides information about different organizational patterns, which are used to meet the needs of gifted students in Princeton Independent School District. Grades K-4: Lacy and Godwin Elementary Schools offer a daily pull-out program during their Prime Time. Students are served in the areas of general intellectual ability, specific academic aptitude, and creative/productive thinking. Since G/T services are offered during Prime Time, students do not miss any regularly scheduled academic activities and therefore will not have make-up work due for time missed. Additional activities offered include: UIL Competition Community Service Projects Various Clubs and Activities Selected Field Trips 10

11 Grades 5-6: At Huddleston Intermediate School G/T students are clustered with other high performing students in the areas of Language Arts, Math, Science, and Social Studies. Students will receive services in general intellectual ability, specific academic aptitude, and creative/productive thinking. Additional activities offered include: UIL Competition Community Service Projects Beta Club Student Council Various Clubs and Activities Selected Field Trips Grades 7 8: Clark Jr. High G/T students are served in Pre-AP (Advanced Placement) courses. G/T students must take at least 1 Pre-AP course, but may take up to 4 Pre-AP courses. Pre-AP courses are offered in Language Arts, Math, Science, and Social Studies. All courses will serve students in the areas general intellectual ability, specific academic aptitude, and creative/productive thinking. Additional activities offered include: UIL Competition Community Service Projects Beta Club Student Council Various Clubs and Activities Selected Field Trips Additional Electives in the areas of Athletics, Fine Arts, Computer, Vocational, etc. Grades 9-12: Princeton High School provides services for the gifted/talented students through AP (Advanced Placement), Concurrent Enrollment, and Independent Study courses. AP courses are offered in Language Arts, Math, Science, Social Studies, and Spanish. Concurrent Enrollment is offered in English 4, Government, and Economics. G/T students must take at least 1 AP or Concurrent Enrollment class each semester, but may take as many as their schedule will permit. Students may take and receive credit on advanced placement examinations (19 TAC, ), and credit by examination (TAC, ). 11

12 In order to facilitate both in- and out-of-school experiences, students will be expected to participate in at least one out-of-school program in their areas of strength approved by the G/T teacher. These may include: UIL Academic Competition NFL (National Forensic League) SAT and ACT preparation Community Service Project Other Approved Activities Selected Field Trips 12

13 STAFF DEVELOPMENT Teachers who provide instruction and services that are part of the program for gifted students have a minimum of 30 hours of staff development that includes nature and needs of gifted/talented students, assessing student needs, and curriculum and instruction for gifted students. A minimum of six hours of professional development in gifted education will be attended annually. A G/T Staff Development Deficiency Plan will be on file for any teacher who has not yet completed the 30-hour requirement but is serving students in the G/T program. Staff development for AP teachers consists of the AP workshops to become certified as well as 6 hours of G/T training in nature and needs, and curriculum and instruction. Selection committee members, administrators, and counselors who have authority for program decisions have a minimum of six hours of professional development that includes nature and needs of G/T students and program options. 13

14 FAMILY AND COMMUNITY INVOLVEMENT Princeton Independent School District embraces the belief that the gifted/talented program (G/T) is successful only if parents are included as partners in the education of their children. Parents must receive information related to program objectives and activities, which support the school process. Princeton ISD also relies on active community support for its programs. Community members can offer resources and assistance, which contribute to the program s success. Parents are informed through this program description, updates and information about program activities, and parent involvement in activities. Parents and community members are invited to be a part of Princeton ISD site-based decision committees. At the campus level it is important that a part of the campus improvement plan address the specific needs of the gifted students. 14

15 APPENDIX 15

16 GIFTED AND TALENTED NOMINATION FORM The definition of a gifted student is a student who performs or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who exhibits high performance capability in an intellectual area or excels in a specific academic field. Characteristics of the gifted include: learns more rapidly, curious, superior abstract thinking skills, superior communication skills, longer attention span, sees patterns and connections, intense interests, intellectually playful, senses discrepancies, retains information, imaginative, and perceives unusual relationships. Student Nominated: Current Grade: Campus: Person Nominating Student: Relationship to Student: I understand that Princeton ISD has a gifted/talented program, which serves the general intellectual, and creative/productive areas of students. The reasons for nominating the above named student are: Form Received by campus principal on. 16

17 GIFTED AND TALENTED EXIT FORM Student Name: Current Grade: Date: Campus: Reason for exiting the G/T program: Student Signature: Parent/Guardian Signature: Campus Committee Members: 17

18 GIFTED AND TALENTED APPEAL FORM Student Name: Grade: Parent/Guardian: Address: Phone Number (Home): Phone Number (Work): Briefly state below the reason(s) for your appeal of the decision made by the campus G/T committee concerning your child. Parent/Guardian Signature: Date: *************************************************************************** FOR OFFICE USE ONLY: Appointment scheduled for: Date: Time: 18

19 GIFTED AND TALENTED FURLOUGH FORM Student Name: Current Grade: Date: Campus: Reason for requesting furlough from G/T program: This furlough is requested for the following time period: Parent/Guardian Signature Student Signature **************************************************************************** FOR SCHOOL USE ONLY: Furlough Status: Granted Not Granted If granted, for what dates? Comments: Campus Committee Members: 19

20 GIFTED AND TALENTED PARENT PERMISSION FORM Student Name: Grade: Campus: Date: Based on your child s progress at school he/she has been nominated for assessment to determine eligibility for our G/T Program. The assessment will include a variety of tests which will be administered at school at no charge. You will be notified of all testing results. ٱ I give my permission for my child to be tested and if qualified, to participate in the Princeton ISD program for gifted and talented students. I have received a copy of the program guide, which includes the goals, and procedures of the G/T program. ٱ I do not give my permission for my child to be tested for the G/T Program. Parent/Guardian Signature: Date: 20

21 GIFTED AND TALENTED STUDENT AGREEMENT I understand that I have qualified to participate in the Princeton ISD Gifted/Talented Program. I understand that it is my responsibility to participate actively in class activities with a positive, cooperative attitude. I also understand that it is my responsibility to complete all assignments to the satisfaction of my teacher. I understand that activities will include studies mainly during my regularly scheduled gifted/talented classes. I also understand that some of the activities will include independent study opportunities for me and that this will involve some activities that I will do outside the classroom. If I, 1) fail to maintain an overall average of 88 in any of my core subjects, 2) fail to maintain an average of 70 in any of my subjects, or 3) fail to comply with behavioral expectations as outlined in the Student Code of Conduct, then I will be moved into step 1 of the exit procedures. If any of these happen a second time, I will be moved into step 2 of the exit procedures, and if any of the above happens a third time, I will be removed from the G/T Program altogether. Step 1: Conference with student Step 2: Conference with student and parent Step 3: Exit conference involving campus G/T committee, student, and parent Student Signature Campus Grade Date 21

22 GIFTED AND TALENTED TEACHER RATING SCALE GRADES K 6 Student Name: Teacher Name: Campus: Grade: Date: Circle the following items as best describes the student as you see him/her CONSISTENTLY FREQUENTLY MODERATELY SLIGHTLY NONEXISTENT Easily grasps advanced concepts Has a large vocabulary Reasons out expectations for himself/herself Becomes completely absorbed in what interests him/her Figures out the why of things Sees several different ideas when others see only Remembers facts and details Draws several pictures even though expected to draw only Thinks of unusual uses for objects rather than the usual one Enjoys doing things differently from the way others do them Gives vivid descriptions when telling stories Fantasizes and uses imagination Total Grand Total 22

23 GIFTED AND TALENTED TEACHER RATING SCALE GRADES 7-12 Student Name: Teacher Name: Campus: Grade: Date: Circle the following items as best describes the student as you see him/her CONSISTENTLY FREQUENTLY MODERATELY SLIGHTLY NONEXISTENT Easily grasps advanced concepts and makes inferences Has an extensive advanced vocabulary Evaluates the consequences of one s actions or responses Becomes completely absorbed in what interests him/her Broadens or redefines a problem; discovers the hidden problem Understands several different points of view and alternative answers Remembers multiple facts and precise details Exceeds expectations in depth and scope in production of products Thinks of unusual uses for objects or unusual answers to questions Develops original or alternative formats for presenting information Embellishes an object, concept, or question to make it more interesting and stimulating Offers out of the box imaginative ideas as possible solutions to real and continued problems Total Grand Total 23

24 GIFTED AND TALENTED STUDENT IDENTIFICATION MATRIX Student Name: Grade: Date: DATA ACTUAL SCORE SCORES Mental Abilities Test C-TONI Achievement Test WRAT Creativity Test Kingore Draw Start or Writing Sample Teacher Rating Scale Total Matrix Points ٱ Student Qualifies for the G/T Program ٱ Student Does Not Qualify for the G/T Program Comments: 24

25 GIFTED AND TALENTED PROGRAM PARENT NOTIFICATION OF STUDENT ELGIBILITY Date: To the Parent/Guardian of: Your child was recently assessed to determine eligibility for the Princeton ISD Gifted/Talented Program. ٱ Your child does meet the eligibility requirements for the G/T Program. Placement will begin on:. ٱ Your child does not meet eligibility requirements for the G/T Program at this time. The educational needs of your child will continue to be monitored and procedures for nomination/screening may be considered again in the future. We are pleased that you have allowed your child to be assessed for the G/T Program. Sincerely, 25