SBISD Elementary G/T Screening Grades Kindergarten - 5 Fall Identification on All Campuses Created by Karen M. Fitzgerald, G/T Specialist Core Beliefs We believe there are gifted and talented individuals in every ethnic population and socioeconomic group in our school district. We believe there are methods of identifying our underrepresented populations that need to be explored and piloted. We believe that by identifying and serving our gifted and talented students early, we help pave the road to academic success for them in middle school, high school, and college. G/T Education in Texas Subchapter D. Educational Programs for Gifted and Talented Students Section 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 and 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. Who Are The Gifted? They are intellectually curious, innovative, and playful with ideas. They enjoy the challenge and involvement of intellectual and creative tasks. They prefer complex tasks and process information in complex ways. They generate many ideas and multiple solutions to problems. Who Are The Gifted? They seek out challenge. They develop basic learning skills earlier. They have a keen and sometimes unique sense of humor. Frequently they are single-minded in pursuit of that which captures their interest and are sometimes difficult to redirect into other activities. Bright Child vs. Gifted Learner Knows the answers Asks the questions Top group Beyond the group Enjoys peers Prefers adults Enjoys school Enjoys learning Is receptive Is intense Learns with ease Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery How Do We Find Them? Nomination by teacher or parent Cognitive abilities tests are given. Teacher surveys are completed. Parent surveys are completed. Small portfolio of work samples is gathered by teacher and/or parent. A matrix of the G/T information is completed with both objective and subjective data. How Do We Find Them? Test scores for children may fluctuate according to such varied factors as: – Fatigue – Emotional State – Test motivation – Richness of living environment – Age…the younger the child, the more difficult it can be to get a reliable test score. G/T Committee Meetings G/T committees meet on each elementary campus. G/T trained educators select top candidates. G/T Committee decides: “Does this child need services that the schools don’t normally provide?” Students with highest scores, both objective and subjective, are top candidates for G/T services. There are no quotas. How Do We Serve Them? First, we need to formally identify them for a “General Intellectual Ability (GIA)” program. Next, we provide a nurturing and challenging environment within the elementary classroom setting. Our advanced curriculum reflects the best practices in G/T education. We strive to serve a representative G/T population within SBISD. How Do We Serve Them? G/T students in grades K-5 are clustergrouped in a classroom with a G/T trained teacher. G/T students in grades 3, 4, and 5, attend enrichment classes at Bendwood SPIRAL one day each week. Some Primary Gifted Program (PGP) students participating in our pilot have a campus pullout program for K-2. Other PGP students receive G/T instruction in the regular classroom with a G/T teacher. Cluster Grouping Purpose: Provide for nurturing, challenging environment every day for G/T students Meet special needs of G/T student Meet TEA requirements-placement with G/T certified teacher Enhance home campus program Note: We found extensive support for this in best practices research, literature, and from our experts Cluster Grouping Guidelines: 5-8 G/T students in same classroom Recognize and provide for variations in student abilities G/T certified teacher who works effectively with G/T students Teacher who will consistently differentiate the curriculum Presented to SBISD elementary principals with excellent response Gifted children come in countless varieties… Gifted children, due to unique characteristics, have needs which must be met by educators, parents, and the community. Gifted children will not “make it on their own.” How do I nominate a child? Talk to the child’s teacher about what he or she is seeing in the classroom that might indicate giftedness in your child. Contact the counselor by phone or email to make a referral before the deadline. Begin to gather a small portfolio of work samples which demonstrate academic performance above grade level. What the teacher will do… May nominate a few students for G/T screening Completes teacher survey for nominated candidates in his or her classroom May suggest portfolio items to include Conferences with parent regarding gifted nomination What the parents will do… May nominate a child Completes the parent survey Gathers items for the small portfolio of sample work Conferences with teacher regarding characteristics of gifted the teacher sees in the child Elementary Counselors Your contact for all information about G/T screening and identification Coordinate all G/T testing on campus Gather completed portfolios for nominated students Distribute and collect teacher and parent surveys Chair campus G/T committee to score portfolios, choose nominees, and finalize all details of the G/T screening process Further Contact Information Karen Fitzgerald, G/T District Representative, 713-365- 4820 [email protected] Helen Wehring, Advanced Academic Services Administrative Assistant, 713-365-4820 [email protected] Lynne Luberger, HCE Counselor, 713-365-4930 [email protected] Texas Association for the Gifted and Talented (TAGT), 512-499-8248 Texas Education Association (TEA), Austin, TX, 512-463-9581 Questions?