Gifted and Talented Handbook
2010--2011

Robstown Independent
School District


Table of Contents
Overview
Services
Committees
Guidelines


District Selection and Handbook
Committee
Audrey De La Paz
Melinda Garcia
Maria Del Bosque
Cecilia Loera
Norma J. Longoria
Priscilla Vela

The Gifted and Talented Handbook is to serve as a guiding tool to help facilitate consistent procedures among all campuses. Note that the handbook is not dated due to annual revisions that may be necessary in some sections. As necessary revisions are made, replacement pages will be sent to campus administrators. If additional information is needed, please contact Mrs. Delma Salinas, Student Services Coordinator, at 767-6600 ext 2092.


Program Overview
Throughout the United States, there has been a call for America’s students to master more complex skills and to demonstrate understanding of more sophisticated content. In response, states throughout the country have increased their expectations for student performance. However, while basic competencies are being raised, often there is little done to enhance services for more advanced learners.
To assure that this trend is reversed in Texas, the State Board of Education adopted the Texas State Plan for the Education of Gifted/Talented Students to ensure Districts provide gifted learners with services that meet the acceptable, recognized, or exemplary performance measures. The Texas State Board of Education adopted the following as the goal for gifted and talented services.
State Goal for Services for Gifted Services

Students who participate in services designed for gifted 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 students will have produced products and performances of professional quality as part of their program services.
The Robstown Independent School District will ensure our community productive, motivated, and responsible citizens, academically prepared for successful lives. This will be accomplished by a competent and sensitive staff dedicated to implementing a well-balanced, relevant curriculum in a student-centered environment conducive to learning. The District seeks to provide the best education possible to all students through a variety of specialized programs and services in Grades K-12. Students are given opportunities to develop individual capabilities through differentiated experiences and are serviced by trained staff. The District believes that gifted students:
· Are found in every race and in every socioeconomic level.
· Will demonstrate above average achievement or potential in such areas as general intellectual ability, specific subject-matter, and aptitude including creative and productive thinking.
· Are entitled to specialized curriculum, instruction, and services that will enable them to reach their full potential.
· Will flourish in a nurturing, motivating, and challenging environment that meets their needs when served by teachers trained in gifted education.


Program Services
The Texas State Plan for the Education of Gifted/Talented Students defines gifted and talented students as children or youth who perform at or show the potential for performing at a remarkably high level of accomplishment when compared with others of the same age, experience, or environment; and who:
· Exhibit high performance capability in an intellectual, creative, or artistic area;
· Possess an unusual capacity for leadership; or
· Excel in a specific academic field.
The Robstown Independent School District provides gifted and talented services at the elementary, intermediate, junior high, and high school campuses:
· Grades K-6 – Gifted and talented students are serviced daily through a “pull-out” program that is provided instruction by a single gifted and talented teacher for approximately 45 minutes.
· Grades 7-12 – Gifted and talented students are serviced through Pre-Advanced/Advanced Placement courses daily for approximately 50 minutes.
The Gifted and Talented Program utilizes rigorous, academic curriculum units to ensure students are challenged within the four content areas. The curriculum offers enriched opportunities for students to excel in areas of interest through differentiated techniques utilized in the gifted classroom. In addition to advanced curriculum, other program options are also implemented:
Field Experiences
Field experiences may be planned in coordination with the gifted and talented curriculum and will allow students to have enriching experiences that they may not have the opportunity to have otherwise to extend classroom experiences beyond school. All field experiences must be related to core subject curriculum, seminars, and/or independent study projects with plans to include student activities related to the experience. Students will have the opportunity to participate in at least one field experience per year.
Seminars/Lectures/Workshops
Scheduled seminar/lectures/workshops may be planned on topics that are of interest to gifted and talented students. These activities can be scheduled during or outside the instructional school day with assistance from gifted and talented teachers. Each activity must contain a curriculum connection.
Mentorships
Mentors can be selected by gifted and talented students from the campus faculty or community who can work with students to help them pursue interests that require expert assistance. Mentorships may be associated with an independent study project or be available to meet with the student as needed to develop and/or enhance their interest of study.
Academic Competitions
Gifted and talented students are encouraged to participate in at least one academic competition. Academic competitions allow students to excel in areas of strength with guided assistance.
Extracurricular Opportunities
A variety of extracurricular activities are offered to students to participate at each campus. Students participating in extracurricular activities, clubs, sports, and/or functions support the interests of gifted and talented students.


Committees
Membership and responsibilities of committees established to oversee the Gifted and Talented Program include the following:
· District Selection/Review Committee
· Campus Review Committee
· Gifted and Talented Advisory Committee
District Selection/Review Committee
The District Selection Committee establishes procedures for identifying and placing students in the Gifted and Talented Program. The committee meets in the fall and in the spring after each testing screening/testing cycle to review student data based on established criteria. The Gifted and Talented Coordinator chairs the committee and ensures that each member represents a special population and/or grade level. Members of the committee may include:
· Elementary/Secondary Assistant Principal of Instruction
· Bilingual Representative
· Special Education Representative
· Elementary Gifted and Talented Teacher
· Secondary Counselor
· Educational Diagnostician
· Gifted and Talented Coordinator
As required by the state, a minimum of three members have received training in the area of nature and needs for gifted learners.
Responsibilities of the District Selection Committee include:
· Review student data on the identification matrix.
· Identify and/or recommend appropriate placement for nominated students.
· Recommend changes to the identification and/or selection process as appropriate.
· Review appeals for students not qualifying for the Gifted and Talented Program.
· Hearing appeals for students recommended for exit from the Gifted and Talented Program.
Campus Review Committee
The Campus Review Committee meets to review and/or evaluate placement and performance of current gifted and talented students to determine furloughs, scholastic probation, and/or exit status. Members of the committee may include:
· Campus Administrator
· Campus Counselor
· Gifted and Talented Teacher
· Regular Education Teacher (Elementary only)
· Parent of Gifted Student *
· District Selection Committee Member
*The parent of the gifted student is invited to attend the meeting to discuss appropriate placement and/or status.
Responsibilities of the Campus Review Committee include:
· Review student performance.
· Identify appropriate placement for gifted students (furlough, scholastic probation, and/or exit)
· Recommend changes to the identification/selection process as appropriate.
· Review appeals for students not qualifying for the Gifted and Talented Program.
· Hearing appeals for students recommended for exit from the Gifted and Talented Program.
Gifted and Talented Advisory Committee
A Gifted and Talented Advisory Committee will be developed during the 2000-2001 school year to make recommendations to the Board of Trustees to implement new procedures and/or assessments for the Gifted and Talented Program. Members of the Gifted and Talented Advisory Committee will include:
· Elementary Gifted and Talented Teacher
· Elementary Assistant Principal of Instruction
· Elementary Counselor
· Elementary Administrator
· Secondary Gifted and Talented Teacher
· Secondary Assistant Principal of Instruction
· Secondary Counselor
· Secondary Administrator
· Bilingual Representative
· Special Education Representative
· Educational Diagnostician
Responsibilities of the Gifted and Talented Advisory Committee include:
· Identify and approve quantitative and qualitative instruments to be utilized in assessment and identification of students.
· Establish procedures that ensure all populations of the District have access to assessment.
· Review student assessment measures as needed (K-2)
· Review student assessment measures annually (Grades 3-12)
· Establish procedures for disseminating information to the public.
· Establish a working timeline for testing, identifying, and placing students.


Program Guidelines
Robstown Independent School District implements guidelines for the Gifted and Talented Program to ensure consistency at all levels and campuses. The guidelines are outlined as follows:
Identification
The identification process occurs during the fall and spring semester of each school year for students. Students may only test one time during the current instructional school year. Parents complete a Nomination Form (Appendix A) to indicate preferred language used during the testing/screening process. Data and procedures used during the identification process ensure students from all populations in the District have access to assessment, and if identified, receive services for the District’s Gifted and Talented Program.
Identification of students will be based on the following assessment measures. Results of these assessment measures will be placed on a matrix to identify students.