Did not participate in UIL Fine Arts Competition 6 or more students earned district acknowledgement 4 or more students earned regional acknowledgement 2 or more students qualified for state Exhibition / Performance opportunities Less than the acceptable number of opportunities Primary - 5 Elementary - 7 Middle School - 8 High School - 12 opportunities Primary - 10 Elementary - 14 Middle School - 16 High School 24 opportunities Primary - 15 Elementary - 21 Middle School - 24 High School 36 opportunities Opportunities to participate in special events Ex: cultural development, trips, guest speakers, artists, musicians Less than the acceptable number of opportunities 3 opportunities 4 opportunities 5 opportunities GIFTED AND TALENTED CONTINUUM Examples of Evidence Sources and Resources Rating Agendas/minutes/sign-in sheets Other ___________________ Number of Indicators at each level: Level 1 (in compliance):___ Level 2 (recommended):___ Level 3 (exemplary):___ for Sub-category: ____ Rating Guide: Indicators for Levels of Use – Indicators are cumulative; Level 1 must be in place prior to progressing to Level 2 LEVEL 1 LEVEL 2 LEVEL 3 Written policies on student identification for gifted/talented services are approved by the district of trustees and disseminated to all parents. Written policies on student identification for gifted/talented services are approved by the district of trustees and disseminated to all parents forms for assessment of gifted/talented students are provided to families in a language and form that the families understand, or a translator or Board-approved policies are reviewed at least once every three years and modified as needed. An awareness session providing an overview of the assessment procedures and services for gifted/talented students is offered for families by the district and/or campus prior to the nomination/referral period.
interpreter is provided. Families and staff are informed of student assessment results and placement decisions as well as given opportunities to schedule conferences to discuss assessment data. All family meetings are offered in a language families can understand or a translator or interpreter is provided. Provisions regarding transfer students, furloughs, reassessment, exiting of students from program services, and appeals of district decisions regarding program placement are included in policy. Policy ensuring that transfer students are properly assessed and appropriately placed within six weeks of enrollment in the district is included in board-approved policy. Transfers from campus to campus within the district are also addressed in board-approved policy. When a gifted/talented student transfers to another district either in or out of Texas, that district is provided with the student’s assessment data by the sending district. Policy is adopted allowing student furlough (the opportunity for students to have a leave of absence from gifted/talented program services) for specified Equitable access to gifted/talented services for transfer students is provided through policy that is developed in consideration of current best- practice recommendations.
students who perform or show potential for performing at remarkably high levels of accomplishment in each area of giftedness served by the district are included in policy (19 TAC §89.1(1)). Assessment opportunities for gifted/talented identification are made available to students at least once per school year. identification are made available to students at least once a year at the elementary grades and once a semester at the secondary level. services is ongoing, and assessment of students occurs at any time the need arises. Students in grades K-12 shall be assessed and, if identified, provided gifted/talented services (TEC §29.122 and 19 TAC §89.1(3)). Students in grades K-12 are assessed and served in all areas of giftedness included in TEC §29.121. Data collected from multiple sources for each area of giftedness served by the district are included in the assessment process for gifted/talented services (19 TAC §89.1(2)). 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 nonverbal assessments. At the kindergarten level, All kindergarten students are automatically considered for gifted/talented and other advanced level services.
as many criteria as possible, and at least three (3), are used to assess students who perform at remarkably high levels of accomplishment relative to age peers. In grades 1 – 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. If services are available in leadership, artistic areas, and creativity, a minimum of three (3) criteria are used for assessment. Access to assessment and, if needed, gifted/talented services is available to all populations of the district (19 TAC §89.1(3)). Over the past two (2) years, the population of the gifted/talented services program has become more closely reflective of the population of the total district. The population of the total district is reflected in the population of the gifted/talented services program or has been for two (2) of the past three (3) years. Final determination of students’ need for gifted/talented services is made by a committee of at least three (3) local district or campus educators who have received training in the nature and needs of gifted/talented The selection committee is formed of a majority of members who have completed thirty (30) hours of training as delineated in 19 TAC §89.2(1). A balanced examination of all The selection committee is formed of a majority of members who have completed thirty (30) hours of training and are current with the training update as required by 19 TAC §89.2(2). hour
students and who have met and reviewed the individual student data (19 TAC §89.1(4)). assessment data collected through the district’s gifted/talented assessment process is conducted and used by the selection committee in making identification decisions. Additional data beyond that collected through the district's standard gifted/talented assessment process are considered, as needed, by the selection committee in making identification decisions in order to make the most appropriate placement. SERVICE DESIGN Identified gifted/talented students are assured an array of learning opportunities that are commensurate with their abilities and that emphasize content in the four (4) foundation curricular areas. Services are available during the school day as well as the entire school year. Parents are informed of options (19 TAC §89.3(3)). Information concerning special opportunities (contests, academic recognition, summer camps, community programs, volunteer opportunities, etc.) is available and disseminated to parents and community members. Specialists and advocates for gifted/talented students are consulted in the development of program policies and options. Services for gifted/talented students are comprehensive, structured, sequenced, and appropriately challenging, including options in the four (4) foundation curricular areas, arts, leadership, and creativity. Gifted/talented students are ensured opportunities to work together as a group, work with other students, and work independently during the school Flexible grouping patterns and independent investigations are employed in the four (4) foundation curricular areas.
day as well as the entire school year as a direct result of gifted/talented service options (19 TAC §89.3(1)). Out-of-school options relevant to the students’ of strength are provided by school districts whenever possible (19 TAC §89.3(3)). Options that meet the of gifted/talented students are available on a continuous basis outside the regular school day. Options that meet the needs of gifted/talented students are available on a continuous basis outside the regular school day. Flexible pacing is employed, allowing students to learn at the pace and level appropriate for their abilities and skills. Local board policies are developed that enable students to participate in dual/concurrent enrollment, correspondence courses, distance learning opportunities, accelerated summer programs, and/or the Distinguished Achievement Program (DAP). Acceleration options are actively facilitated by district administrators, counselors, and teachers. No more than 45% of state funds allocated for gifted/talented education is spent on indirect costs as defined in the Financial Accounting and Reporting Module (Financial Accountability Resource Guide). Local funding for gifted/talented education programs is used to supplement the state funding. Additional funding from business partnerships, scholarships, parent group fundraisers, etc. is used to supplement the state and local funding.
At least 55% of the funds allocated to gifted/talented education is spent on assessment and services for gifted students (19 TAC §105.11). Student assessment and services are in compliance with the State Plan for the Education of Gifted/Talented Students (19 TAC §89.5). Annual evaluation activities are conducted for the purpose of continued service development. Ongoing formative and summative evaluation strategies, based on quantitative and qualitative data, are reviewed by the school board and used for substantive program improvement and development. evaluation of services is based on evidence obtained through performance measures such as those provided through the Texas Performance Standards Project (TPSP). Gifted/talented education policies and procedures are reviewed and recommendations for improvement are made by an advisory group of community members, parents of gifted/talented students, school staff, and gifted/talented education staff which meets regularly for that purpose. A person who has thirty (30) hours of A person or persons with a
professional development in gifted/talented education as required in 19 TAC §89.2(1) is assigned to coordinate district level services for gifted/talented students in grades K - 12. gifted/talented endorsement, supplementary certification, or advanced degree in gifted/talented education are assigned to coordinate the district’s K-12 gifted/talented education services. CURRICULUM AND INSTRUCTION An array of appropriately challenging learning experiences in each of the four (4) foundation curricular areas is provided for gifted/talented students in grades K-12, and parents are informed of the opportunities (19 TAC §89.3). Opportunities are provided for students to pursue areas of interest in selected disciplines through guided and independent research. A comprehensive manual or program guide is provided describing all programs and services for gifted/talented students in grades K-12. Opportunities are provided for career and leadership assessment and training in areas of student strength. Curriculum options in intellectual, creative and/or artistic areas; leadership; and specific academic fields are provided for gifted/talented students. A continuum of learning experiences is provided that to the development of advanced-level products and/or performances such as those provided through the Texas Performance Standards Project Participation in the Texas Performance Standards Project (TPSP), or other experiences that result in the development of sophisticated products and/or performances that are targeted to an audience outside the classroom, is The opportunity for students who have been served in a gifted program for one or more years to develop sophisticated products and/or performances assessed by external evaluators who are knowledgeable in the field that is
(TPSP) (19 TAC §89.3(2)). available through gifted/talented curricula. the focus of the product is available through gifted/talented curricula. Opportunities are provided to accelerate in of student strengths (19 TAC §89.3(4)). Flexible pacing is employed, allowing students to at the pace and level appropriate to their abilities and skills. Scheduling modifications are implemented in to meet the needs of individual students. Provisions to improve services to gifted/talented students are included in district and campus improvement plans (TEC §§11.251-11.253). Curriculum for gifted/talented students is modified based on annual evaluations. Resources and release time for staff are provided for curriculum development for gifted/talented services. District guidelines for evaluation of resources used to gifted/talented students are established and used in selecting materials that are appropriate for differentiated learning. Gifted/talented curriculum is designed and evaluated through collaboration by specialists in content areas, instructional techniques, and gifted/talented education. The development and delivery of curriculum for gifted/talented students is monitored regularly by trained administrators. Release time and/or extended contracts are provided to enable teachers at all levels to form vertical that coordinate gifted/talented services in the district. Student in response to gifted/talented services is periodically assessed and Student in response to gifted/talented services is periodically assessed using
results are communicated to parents or guardians. standards developed by experts in the areas served. Results are communicated to parents or guardians. PROFESSIONAL DEVELOPMENT A minimum of thirty (30) clock hours of professional development that includes nature and needs of gifted/talented students, identification and assessment of gifted/talented students’ needs, and curriculum and instruction for gifted/talented students is required for teachers who provide instruction and services that are a part of the district’s defined gifted/talented services. Teachers are required to have completed the thirty (30) hours of professional development prior to their assignment to the district’s gifted/talented services (19 TAC §89.2(1)). Teachers without required training who are assigned to provide instruction and services that are part of the district’s defined gifted/talented Teachers are encouraged to pursue advanced degrees or obtain additional professional development in their teaching discipline and/or in gifted/talented education. Release time is provided for teachers and administrators to visit campuses or districts that have model services for gifted/talented students. A written plan for professional development in the area of gifted/talented education that is based on identified needs is implemented and updated annually. District support in the form of release time or tuition assistance is available for graduate studies in gifted/talented education for teachers who provide services to gifted/talented students.
services are required to complete the thirty (30) training within one semester (19 TAC §89.2(2)). Teachers who provide instruction and services that are a part of the district’s defined gifted/talented services receive a minimum of six (6) hours annually of professional development in gifted/talented education that is related to state teacher education standards (19 TAC §89.2(3) and TAC §233.1). All staff receive an orientation to the district’s gifted/talented identification processes and gifted/talented services provided by the district or campus, along with training on the nature and needs of the gifted/talented. Annually, each teacher new to the district receives an orientation to the district’s gifted/talented identification processes and the district’s services for gifted/talented students. Mentors and others who specialized instruction for gifted/talented students are provided training to increase their understanding of the nature and needs of these students and the district goals for the students, including the state goal for gifted/talented students. Administrators and counselors who have authority for service decisions are required to complete a minimum of six (6) hours of professional development that includes nature and needs of gifted/talented students and service options for gifted/talented students (19 TAC §89.2(4)). Local district boards of trustees are encouraged to pursue professional development on the Texas State Plan for the Education of Gifted/Talented Students. Administrators and counselors who have authority for gifted/talented service decisions receive a minimum of six (6) hours annually of professional development in gifted/talented education. Evaluation of professional development activities for gifted/talented Opportunities for professional development in the area of gifted/talented A plan for professional development that culminates in graduate studies
education is ongoing and related to state teacher education standards, and the results of the evaluation are used in making decisions regarding future staff development plans (19 TAC §89.5 and TAC §233.1). education are provided on a regular basis, and information on them is disseminated to professionals in the district. in gifted/talented education, supplemental gifted/talented certification, and/or advanced degrees in gifted/talented education and/or their teaching discipline is pursued by a majority of the teachers who provide and/or gifted/talented services. Gifted/talented services staff are involved in planning and conducting the district’s gifted/talented training. FAMILY/COMMUNITY INVOLVEMENT Written policies are developed on gifted/talented student identification, approved by the board of trustees and disseminated to parents (19 TAC §89.1). Input from family and community representatives on gifted/talented identification and assessment procedures is invited annually. Information is shared or meetings are held annually requesting parent and community recommendations regarding students who may need gifted/talented services. Information is shared and meetings are held annually requesting parent and community recommendations regarding students who may need gifted/talented services. The opportunity to participate in a parent association for the gifted/talented is provided to parents. An array of learning opportunities is provided for gifted/talented students in grades K - 12, and parents are informed of all Orientation and periodic updates are provided for parents of students identified for and provided gifted/talented services. Community volunteers are organized and provided an orientation about working with gifted/talented students.
gifted/talented services and opportunities (19 TAC §89.3). Support and assistance is provided to the district in gifted/talented service planning and improvement by a parent/community advisory committee. Products and achievements of gifted/talented students are shared with the community. Liaisons with business and community organizations are established, and the use of community resources (retired community members, foundations, universities, etc.) is evident in the service options available for gifted/talented students. Professional development opportunities are offered by the gifted/talented coordinator in collaboration with the parent advisory committee to parents, and community members. Presentations are given to community groups and organizations to solicit their involvement in services for gifted/talented students. A data bank of community resources is compiled for use by gifted/talented students, teachers, and their parents. Support for mentorship and independent study programs in the district is solicited by the parent/community advisory committee. The effectiveness of gifted/talented services is evaluated annually, and the data is used to
to receive instruction in wellness & physical education. community organizations to make available for students and parents who express interest in participating in physical activities (baseball, gymnastics, soccer, etc.) outside of the school day. organizations home with all students to inform them and their parents of opportunities to participate in physical activities (baseball, gymnastics, soccer, etc.) outside of the school day. organizations home with all students to inform them and their parents of opportunities to participate in physical activities, celebrates student successes, and hosts student wellness events. Promote Staff Wellness District and campuses develop do not promote healthy lifestyles of members. District and campuses develop staff wellness events to promote healthy lifestyles. District and campuses develop staff wellness events and competitions (i.e. Biggest Loser, 100 Mile Club) as well as staff incentives or recognition for physical activity to motivate staff members to begin or maintain healthy lifestyles. District and campuses develop multiple staff wellness events and competitions (i.e. Biggest Loser, 100 Mile Club) as well as staff incentives or recognition for physical activity throughout the year to motivate staff members to begin or maintain healthy lifestyles. Promote Staff Members Making Healthy Food Choices District and campuses develop do not promote healthy food options at celebrations or parties. District and campuses something of nutritional value at every staff event that provides meals or snacks. District and campuses strive ensure that at least least 50% of food options at staff event that provides meals or snacks are healthy choices. District and campuses limit unhealthy food options at staff event that provides meals or snacks to no more than 25% of the choices. Joint Use of Facilities District does not allow for the joint use of facilities for physical activity. District permits the joint use of facilities for physical activity for staff members only. District permits the use of facilities for physical activity for staff and community members. District publicizes the use of facilities for physical activity for staff and community members.