Elementary
Gifted
and
Talented
Program
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Foreword
In order to be aligned with Willis ISD’s journey to exemplary, the Gifted and Talented plan
provides services that are more comprehensive in order to indicate the exemplary levels of
commitment on the part of district and campus personnel. By focusing on the goal of the
state plan -- that gifted students develop “innovative products and performances that are
advanced in relation to students of similar age, experience, or environment” -- we can assure
that Willis ISD meets the future with confidence that all of its students have been challenged
to work at their highest level.
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Willis ISD Gifted and Talented
District Administration
Lisa Severns Assistant Superintendent: Curriculum & Accountability
Sherry Smith Director, Elementary Instructional Services
Tim Walsh Director, Secondary Instructional Services
Campus Representatives
Elementary
Cindy Adkison Hardy Elementary
Beth Fleming Turner Elementary
Tricia Neumann Meador Elementary
Kameron Wilder Parmley Elementary
Lisa Wright Cannan Elementary
Amy Rogers GT Specialist
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PHILOSPHY
Willis Independent School District (Willis I.S.D.) in its focus for excellence and equity for
all children, will provide an education that is commensurate with the unique needs of the
academically advanced student. The district offers a program for its identified students. The
Gifted and Talented program will provide an array of services and opportunities to expand
students’ creative thinking, problem solving skills and academic performance during their
instructional day. Such services will be integral parts of the overall educational program
offered within the district to encourage these students to reach their ultimate level of
achievement.
Through the GT program, identified students will be provided educational experiences and
services appropriate to their academic, intellectual, creative, and motivational potentials.
These programs will reflect the guidelines as presented in both State Rules related to the
education of gifted students as well as the criteria in the Texas State Plan and Guidelines for
the Education of the Talented and Gifted.
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STATE DEFINITION OF GIFTED AND TALENTED
“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 exhibits high performance capability in an
intellectual, creative, or artistic area, possesses an unusual capacity for leadership, or excels
in a specific academic field. (Texas Education Code 29. 121)
DISTRICT DEFINITION OF GIFTED AND TALENTED
Willis I.S.D. is firmly committed to the idea that gifted and talented services are the right of
every student who performs at or shows the potential for performing at a remarkable high
level of accomplishment when compared to others of the same age, experience, or
environment. These students also exhibit high performance capability in an intellectual,
creative, or artistic area, possess an unusual capacity for leadership, or excel in a specific
academic field.
DEFINITIONS OF GIFTED AND TALENTED
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State Goal:
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.
District Goals:
1. The gifted students will study issues, themes, and problems of a discipline or course of
study for in-depth understanding.
2. The gifted students will become independent, self-directed learners.
3. The gifted students will become creative problem-solvers, using complex-thinking skills.
4. The gifted students will generate a variety of original quality products through skills and
information gained from in-depth study.
STATE AND DISTRICT GOALS FOR SERVICES
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Willis ISD will have a Gifted and Talented Committee consisting of at least one professional
educator from each campus who have received the required training.
Individual campus representatives will be responsible for gathering and screening the
prescribed data to make recommendations for program placement. Campus
recommendations will be submitted to the committee for review to insure consistency
throughout the district. The committee will consist of at least one (1) professional educator
from each campus, plus the director of Elementary Education.
IDENTIFICATION AND PLACEMENT COMMITTEES
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Evaluations of gifted and talented services are used to make improvements to the existing
services. Evaluations will be of two types: program effectiveness and student program
performance.
To assess program quality and effectiveness, the “District Effectiveness and Compliance”
document will be used, as well as The Texas State Plan and Guidelines for the Education of
the Talented and Gifted. The use of these documents will insure program quality and provide
direction for movement toward exemplary program status. Program effectiveness evidence
will be gathered through surveys, inventories, classroom observations, interviews,
record/folder reviews, and curriculum audits.
To assess student program performance, student products and performances will be judged
with criteria reflecting the written curriculum, which is aligned with the student program
goals. Evidence of student performance will be collected and/or noted in a portfolio format.
The results of the program evaluations will be addressed in the district and campus
improvement plans and presented, as appropriate, to students, parents of gifted students,
WISD gifted personnel and the School Board.
EVALUATION OF GIFTED AND TALENTED SERVICES
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State Goal:
Instruments and procedures used to assess students for program services measure
diverse abilities and intelligences and provide students an opportunity to demonstrate
their talents and strengths.
District Goal:
Willis I.S.D. uses both subjective and objective data in the identification process. All
populations of the district will have access to assessment. Identified students will
participate in the program. Placement decisions will be made by the GT Committee,
consisting of at least one educator from each campus, plus the director of Elementary
Education, all whom have received the required training.
STUDENT ASSESSMENT
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The identification and placement of students for gifted and talented services will consist of
three (3) phases: nomination, screening, and placement.
Phase I. Nomination Procedures
A. Grades 1-5:
1. At any time during the school year, a student may be nominated for gifted and
talented services by a student’s teacher, another teacher, counselor, administrator,
parent/guardian, community member, or self. The recommendation process will
begin with completion of the nomination form. A copy of this form may be obtained
from the student’s counselor.
2. A student may be considered for services if he/she scores at or above the 95th
percentile on a Norm-Referenced Achievement Test. A Norm-Referenced
Achievement Test will be used to assess students in grades 1-5. For students in
grades 3–12 Commended Performance on the Texas Assessment of Knowledge and
Skills (TAKS) or the appropriate State assessment measures will be used for
nomination purposes only.
3. Students in grades 1–5 may be nominated for services if his/her previous year’s grade
average is 90 or above in the core subjects of Language Arts/English, Mathematics,
Science, and Social Studies.
4. Additionally, students may be nominated or referred for testing should they show any
of the characteristics common to gifted students [see nomination form in
Appendices].
** Please note – a student may NOT be nominated for GT more than once in a two-year
period.
B. Kindergarten: Fall Semester Annually
1. A Kindergarten student may be nominated by all of the same persons listed above.
The kindergarten nomination period will last from September to February of each
school year. This period is for assessing the students to begin services by March 1 of
their Kindergarten year. To insure equal access to nomination for services, the
Kindergarten teacher will assist the students in keeping a portfolio beginning in
September. This portfolio will be used for placement decisions.
2. A Kindergarten student, who has not been placed in the gifted program by March 1,
may be nominated in the spring for program placement in the first grade.
IDENTIFICATION AND PLACEMENT PROCEDURES Kindergarten - Grade 12
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Phase II. Screening Procedures
A. General Screening Procedures Grades K – 5
1. Screening consists of different procedures designated or selected to locate those
students who might benefit from services.
2. The district committee, consisting of at least one representative educator from each
campus who has received the required training, will recommend services for
qualifying students.
3. The committee will arrange and conduct interviews when necessary to determine
student interest in participation and learning.
4. The committee will distribute and collect appropriate parent/guardian permission
forms for additional assessments and possible placement.
5. Students not interested in gifted and talented services will be given a form that
requires a parent signature for denial of program services.
B. Kindergarten Screening
1. Kindergarten teachers will keep a Teacher Jot Down Observation Chart for each
student after receiving training in how to identify planned learning experiences.
2. Kindergarten students may be further assessed using the following:
Naglieri Non-Verbal Abilities Test (NNAT) for Bilingual Students and the Otis-
Lennon School Abilities Test (OLSAT) for English students
Teacher Checklist
Parent Checklist
C. Grades 1 – 5 Screening
Screening will be based on both objective and subjective evidence. Four to five criteria
will be used. The criteria for identification decisions are:
1. National and/or State percentile at 95 in one or more of the following areas:
Norm-Referenced Achievement Test (ITBS or Aprenda)
Parent Checklist
Teacher Checklist
Norm-referenced Aptitude Test (OLSAT or NNAT)
D. Testing 1. If the identification committee recommends further testing, permission to do
specialized testing will be obtained from the parent or guardian, the student will be
given the appropriate objective test(s) to assist in placement decisions. An
identification committee will determine the requirement for additional tests if the
need arises.
2. At the elementary level, the GT Specialist will administer these tests and supply the
results to the GT committee for placement.
3. Placement decisions regarding the upcoming academic school year will be
completed by November 1 of each year.
** Please note – a student may not be tested for GT more than once in a two-year period.
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Phase III. Placement
A. Final Placement
The district GT committee, consisting of at least one trained professional educator from
each campus, makes final placement for gifted and talented services. Placement
decisions reflect the best professional judgment of the persons responsible for such
decisions. There will not be a limit on the number of students placed in the gifted and
talented program.
Students identified for gifted and talented services will be notified. The
parent(s)/guardians(s) will be notified, parent permission to serve the identified student
will be obtained, and the faculty will be advised of gifted and talented placement.
Once a student is identified and placed for gifted and talented services, this student will
remain in the program unless exited by the identification committee.
The district will conduct an annual meeting for parents of the Gifted and Talented
program.
B. New Students
New Students Placed for Gifted and Talented Services by the Sending School
Students who have been placed for gifted and talented services in another school
district may qualify for program placement at Willis I.S.D. if decisions have been
made on comparable data. The incoming student and his/her parent(s)/guardian(s)
will receive an explanation via a personal conference of Willis I.S.D. criteria for
participation in gifted and talented services as it compares to the student’s previous
school.
The parent(s)/guardian(s), teacher, and GT committee may then decide if the Willis
I.S.D. gifted and talented services will match the previous school’s service and if the
student will benefit from these services. A four to six (4 - 6) week probationary
period may be tried if services match. If the student cannot perform in the gifted and
talented services within the four to six week period, a parent conference will be called
to discuss the student’s progress. If the student is successful in the four to six week
period, the student shall be designated as a gifted and talented student in the Willis
Gifted and Talented program.
If the services offered at Willis I.S.D. do not match the sending schools services,
additional data may be gathered (i.e., testing) for placement decisions upon receiving
parent permission for placement decisions. Parents will be notified and kept apprised
of the additional data gathering for placement decisions.
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C. Continuance
Once students are identified and placed for gifted and talented service, they will
remain placed in the program services as long as their program performance meets
expectations. Students will not be retested for continuance.
Student performance in areas not designed specifically for the gifted and talented
students may not be used to exit the student from program services.
D. Furlough
At times, because of personal illness or difficulties, unsatisfactory academic
performance, or other valid reasons, students may wish to take a leave from gifted
and talented program for a period not to exceed one school year. These students or
their parent(s)/guardian(s) may request a furlough from the services by contacting the
campus gifted and talented identification committee in writing. The GT committee
will review the written request and make appropriate recommendations within ten
(10) days of the request.
The student may reenter the program at the beginning of any succeeding semester
upon written request. The student is expected to maintain performance
commensurate with other GT students.
E. Exit/Dismissal
1. Students placed for gifted and talented services will continue participation unless:
The student moves from the district
The student requests dismissal
The parent(s)/guardian(s) request dismissal
The committee accepts the teacher’s dismissal request because the student
is not meeting gifted and talented program requirements. Parents must be
contacted regarding the dismissal request.
1. If a student is dismissed from the services, he/she may not re-enter the services until
the following school year. The dismissed student will not need to be re-nominated.
The GT committee will review any requests for re-entry to services.
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F. Appeal
A parent or staff member who wishes to appeal an identification and/or placement
decision made by the GT committee may do so by following these steps:
1. Submit a request in writing for a hearing no later than 15 days after the committee has
announced its placement decision to the parent(s)/guardian(s).
2. The committee has ten (10) days to respond in writing to the request appeal. The
committee’s letter must explain its action and specify the date and time for a hearing
before the committee.
3. If the person making the appeal wishes to appeal the committee’s decision following
the formal hearing, the person must then follow the District’s local policies governing
appeals.
FNG
FNG (L)
GF(L)
(The above procedure policies are on the following pages.)
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State Goal:
A flexible system of variable program options that provide a learning continuum is
developed throughout the district and reinforces the strengths, needs, and interests of
gifted/talented students.
District Goal:
The district will offer an array of learning opportunities that are commensurate with
the abilities of the placed gifted and talented students and emphasize content in the
four core academic areas as well as the arts and creativity.
PROGRAM DESIGN OVERVIEW
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Administrative Design
A facilitator will be responsible for initiating, maintaining, and evaluating the district plan for
gifted and talented services. From evaluation data, annual recommendations for program
improvement will be submitted to the Executive Director of Curriculum, Instruction, and
Accountability.
The facilitator will have campus staff members to disseminate program information and
collect prescribed data. The facilitator will establish routine parent meetings and ensure the
nomination process is followed.
The facilitator will be responsible for monitoring curriculum and instruction. Systematic
meetings for horizontal and vertical alignment of curriculum will be established and
followed. Professional development needs will be identified by the curriculum specifically
designed for the identified gifted and talented students.
Elementary Gifted and Talented (K-5)
Willis ISD elementary schools follow a program design which places identified GT students
in heterogeneously grouped classes. Instructors who have completed thirty (30) hours of
gifted/talented training, and who have kept current by attending a six-hour annual update
training will teach these classes. Teachers of these classes provide differentiated instruction
that integrates creative thinking skills into language arts, math, science, and social studies.
Teachers are responsible for implementing appropriate adaptations to the regular
curriculum to meet the needs of identified GT students.
The G/T instructional program at this level is pull-out program using differentiated
curriculum and thematic units of study.
Program options at the elementary level are designed to enable gifted students to work
together as a group, work with other students, and work independently during the school day.
A continuum of learning experiences are offered, which lead to the development of
advanced-level quality performance tasks and products. Students are given opportunities to
accelerate in their individual areas of strength. In school, and when possible, out-of-school
options relevant to the student’s areas of strength are available during the school year.
Students are not to be held responsible for daily assignments or activities missed while
in the pull-out program, however they are responsible for the class material that will be
assessed on quizzes, tests, or class projects. Should a student miss a quiz, test, or class
project during GT, they will be allowed ample time to complete it by the classroom
teacher with no time penalty.
PROGRAM DESIGN
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State Goal:
Curriculum and instruction meet the needs of gifted students by modifying the depth,
complexity, and pacing of the general school program.
District Goal:
Willis I.S.D. will provide a continuum of learning experiences that appropriately
challenge identified gifted and talented students that will lead to the development of
advanced level products and/or performances.
CURRICULUM AND INSTRUCTION
Willis I.S.D. will continue to develop appropriately challenging learning experiences in
grades K through twelve in language arts, math, science, and social studies based on the
Texas Essential Knowledge and Skills (TEKS), local and national standards. Focus is on
substantive knowledge, creative thinking, critical thinking and analysis, research and
advanced-level products and/or performances that reflect depth and complexity.
Opportunities are provided to accelerate in areas of student’s strengths. Efforts are made to
provide students with out-of-school experiences that relate to the curriculum. Parents are
informed of available opportunities.
Since the GT curriculum is inherently individual and unique, Willis I.S.D. recognizes the
need to provide the teachers with dedicated time to develop and refine an appropriately
differentiated curriculum both horizontally and vertically. Therefore, staff development for
GT curriculum will be a priority. Willis I.S.D. will provide continuous improvement in
curriculum for the GT program, which will be refined and evaluated on a regular basis.
CURRICULUM AND INSTRUCTION OVERVIEW
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STRATEGIES FOR DIFFERENTIATING INSTRUCTION
Stations. Using stations involves setting up different spots in the classroom where
students work on various tasks simultaneously. These stations invite flexible grouping
because not all students need to go to all stations all the time.
Compacting. This strategy encourages teachers to assess students before beginning a
unit of study or development of a skill. Students who do well on the pre-assessment do
not continue work on what they already know.
Agendas. These are personalized lists of tasks that a student must complete in a
specified time, usually two to three weeks. Student agendas throughout a class will have
similar and dissimilar elements.
Complex Instruction. This strategy uses challenging materials, open-ended tasks, and
small instructional groups. Teachers move among the groups as they work, asking
students questions and probing their thinking.
Orbital Studies. These independent investigations, generally lasting three to six weeks,
revolve around some facet of the curriculum. Students select their own topics, and they
work with guidance and coaching from the teacher.
Entry Points. This strategy from Howard Gardner proposes student exploration of a
given topic through as many as five avenues: narrational (presenting a story), logical-
quantitative (using numbers or deduction), foundational (examining philosophy and
vocabulary), aesthetic (focusing on sensory features), and experiential (hands-on).
Problem-Based Learning. This strategy places students in the active role of solving
problems in much the same way adult professionals perform their jobs.
Choice Boards. With this strategy, work assignments are written on cards that are
placed in hanging pockets. By asking a student to select a card from a particular row of
pockets, the teacher targets work toward student needs yet allows student choice.
4MAT. Teachers who use 4MAT plan instruction for each of four learning preferences
over the course of several days on a given topic. Thus, some lessons focus on mastery,
some on understanding, some on personal involvement, and some on synthesis. As a
result, each learner has a chance to approach the topic through preferred modes and to
strengthen weaker areas.
_________________ “Strategies…” adapted and condensed from the 1999 ASCD book The Differentiated Classroom: Responding to the Needs
of All Learners by Carol Ann Tomlinson.
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State Goal:
All personnel involved in the planning, development, and delivery of services to
gifted students have knowledge to enable them to offer appropriate options and
curricula for gifted/talented students.
District Goal:
All teachers, counselor(s), and administrators responsible for gifted and talented
services will have the required professional development hours.
PROFESSIONAL DEVELOPMENT
All teachers serving students identified as gifted will have state-mandated 30 hours of
professional development prior to assignment. These initial hours will be accepted from
attendance at an institute provided through one of the Regional Education Service Centers,
through university or college credit, approved local training, or approved on-line training.
Teachers will be expected to acquire six (6) hours of advanced training annually during the
summer or school year. The district will pay substitution reimbursement and registration fees
to encourage and enable teachers to stay current on effective practices in the education of
gifted students.
Professional development for other personnel will include annual core training (6 hours) for
administrators and counselors who have campus-level decision-making authority or serve on
the campus screening committees.
Evaluation of professional development activities for the GT program is ongoing, and the
results of the evaluation will be used in making decisions regarding future professional
development.
The facilitator will conduct regular meetings for GT personnel to develop vertical and
horizontal alignment of GT curriculum.
Copies of all professional development certificates are to be filed with the office of the
principal. The certificates will then be forwarded to personnel to be placed in personnel
folders.
PROFESSIONAL DEVELOPMENT OVERVIEW
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State Goal:
The district regularly encourages community and family participation in services
designed for gifted and talented students.
District Goal:
Family and community members will be kept abreast of the gifted and talented
services. Parent(s)/guardian(s) will be apprised annually of student progress.
PARENT AND COMMUNITY INVOLVEMENT
Willis I.S.D. will strive to provide a dynamic exchange among parents, community members,
and district personnel of information, services and program evaluation as it pertains to the
overall development of gifted students. The district provides parents with written
information regarding the GT program, annually hosts a parent advisory committee meeting,
and has campus meetings with parents of gifted students to better facilitate two-way
communication. Local media services are used to dispense information to the community.
Parents of gifted students are encouraged to serve on district and campus planning
committees as mentors as well as volunteers.
Evaluation:
Program procedures are published in the student handbook.
District and Campus Improvement Plans address gifted and talented services.
Additional Funding:
Additional funding from business partnerships and scholarships will be pursued to enhance
the state and district funding for the GT program.
PARENT AND COMMUNITY INVOLVEMENT OVERVIEW