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SBISD Elementary G/T Screening Grades Kindergarten - 5 Fall Identification on All Campuses Created by Karen M. Fitzgerald, G/T Specialist Grades Kindergarten.

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Presentation on theme: "SBISD Elementary G/T Screening Grades Kindergarten - 5 Fall Identification on All Campuses Created by Karen M. Fitzgerald, G/T Specialist Grades Kindergarten."— Presentation transcript:

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2 SBISD Elementary G/T Screening Grades Kindergarten - 5 Fall Identification on All Campuses Created by Karen M. Fitzgerald, G/T Specialist Grades Kindergarten - 5 Fall Identification on All Campuses Created by Karen M. Fitzgerald, G/T Specialist

3 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 under- represented 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. 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 under- represented 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.

4 G/T Education in Texas Subchapter D. Educational Programs for Gifted and Talented Students Section 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. Subchapter D. Educational Programs for Gifted and Talented Students Section 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.

5 Who Are The Gifted? uThey are intellectually curious, innovative, and playful with ideas. uThey enjoy the challenge and involvement of intellectual and creative tasks. uThey prefer complex tasks and process information in complex ways. uThey generate many ideas and multiple solutions to problems. uThey are intellectually curious, innovative, and playful with ideas. uThey enjoy the challenge and involvement of intellectual and creative tasks. uThey prefer complex tasks and process information in complex ways. uThey generate many ideas and multiple solutions to problems.

6 Who Are The Gifted? uThey seek out challenge. uThey develop basic learning skills earlier. uThey have a keen and sometimes unique sense of humor. uFrequently they are single-minded in pursuit of that which captures their interest and are sometimes difficult to redirect into other activities. uThey seek out challenge. uThey develop basic learning skills earlier. uThey have a keen and sometimes unique sense of humor. uFrequently they are single-minded in pursuit of that which captures their interest and are sometimes difficult to redirect into other activities.

7 Bright Child vs. Gifted Learner uKnows the answers uTop group uEnjoys peers uEnjoys school uIs receptive uLearns with ease u6-8 repetitions for mastery uKnows the answers uTop group uEnjoys peers uEnjoys school uIs receptive uLearns with ease u6-8 repetitions for mastery uAsks the questions uBeyond the group uPrefers adults uEnjoys learning uIs intense uAlready knows u1-2 repetitions for mastery

8 How Do We Find Them? uNomination by teacher or parent uCognitive abilities tests are given. uTeacher surveys are completed. uParent surveys are completed. uSmall portfolio of work samples is gathered by teacher and/or parent. uA matrix of the G/T information is completed with both objective and subjective data. uNomination by teacher or parent uCognitive abilities tests are given. uTeacher surveys are completed. uParent surveys are completed. uSmall portfolio of work samples is gathered by teacher and/or parent. uA matrix of the G/T information is completed with both objective and subjective data.

9 How Do We Find Them? How Do We Find Them? uTest 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. uTest 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.

10 G/T Committee Meetings uG/T committees meet on each elementary campus. uG/T trained educators select top candidates. uG/T Committee decides: “Does this child need services that the schools don’t normally provide?” uStudents with highest scores, both objective and subjective, are top candidates for G/T services. uThere are no quotas. uG/T committees meet on each elementary campus. uG/T trained educators select top candidates. uG/T Committee decides: “Does this child need services that the schools don’t normally provide?” uStudents with highest scores, both objective and subjective, are top candidates for G/T services. uThere are no quotas.

11 How Do We Serve Them? How Do We Serve Them? uFirst, we need to formally identify them for a “General Intellectual Ability (GIA)” program. uNext, we provide a nurturing and challenging environment within the elementary classroom setting. uOur advanced curriculum reflects the best practices in G/T education. uWe strive to serve a representative G/T population within SBISD. uFirst, we need to formally identify them for a “General Intellectual Ability (GIA)” program. uNext, we provide a nurturing and challenging environment within the elementary classroom setting. uOur advanced curriculum reflects the best practices in G/T education. uWe strive to serve a representative G/T population within SBISD.

12 How Do We Serve Them? uG/T students in grades K-5 are cluster- grouped in a classroom with a G/T trained teacher. uG/T students in grades 3, 4, and 5, attend enrichment classes at Bendwood SPIRAL one day each week. uSome Primary Gifted Program (PGP) students participating in our pilot have a campus pull- out program for K-2. uOther PGP students receive G/T instruction in the regular classroom with a G/T teacher. uG/T students in grades K-5 are cluster- grouped in a classroom with a G/T trained teacher. uG/T students in grades 3, 4, and 5, attend enrichment classes at Bendwood SPIRAL one day each week. uSome Primary Gifted Program (PGP) students participating in our pilot have a campus pull- out program for K-2. uOther PGP students receive G/T instruction in the regular classroom with a G/T teacher.

13 Cluster Grouping Purpose: uProvide for nurturing, challenging environment every day for G/T students uMeet special needs of G/T student uMeet TEA requirements-placement with G/T certified teacher uEnhance home campus program Purpose: uProvide for nurturing, challenging environment every day for G/T students uMeet special needs of G/T student uMeet TEA requirements-placement with G/T certified teacher uEnhance home campus program Note: We found extensive support for this in best practices research, literature, and from our experts

14 Cluster Grouping Guidelines: u5-8 G/T students in same classroom uRecognize and provide for variations in student abilities uG/T certified teacher who works effectively with G/T students uTeacher who will consistently differentiate the curriculum uPresented to SBISD elementary principals with excellent response Guidelines: u5-8 G/T students in same classroom uRecognize and provide for variations in student abilities uG/T certified teacher who works effectively with G/T students uTeacher who will consistently differentiate the curriculum uPresented to SBISD elementary principals with excellent response

15 Gifted children come in countless varieties… uGifted children, due to unique characteristics, have needs which must be met by educators, parents, and the community. uGifted children will not “make it on their own.” uGifted children, due to unique characteristics, have needs which must be met by educators, parents, and the community. uGifted children will not “make it on their own.”

16 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 to make a referral before the deadline. Begin to gather a small portfolio of work samples which demonstrate academic performance above grade level. 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 to make a referral before the deadline. Begin to gather a small portfolio of work samples which demonstrate academic performance above grade level.

17 What the teacher will do… uMay nominate a few students for G/T screening uCompletes teacher survey for nominated candidates in his or her classroom uMay suggest portfolio items to include uConferences with parent regarding gifted nomination uMay nominate a few students for G/T screening uCompletes teacher survey for nominated candidates in his or her classroom uMay suggest portfolio items to include uConferences with parent regarding gifted nomination

18 What the parents will do… uMay nominate a child uCompletes the parent survey uGathers items for the small portfolio of sample work uConferences with teacher regarding characteristics of gifted the teacher sees in the child uMay nominate a child uCompletes the parent survey uGathers items for the small portfolio of sample work uConferences with teacher regarding characteristics of gifted the teacher sees in the child

19 Elementary Counselors uYour contact for all information about G/T screening and identification uCoordinate all G/T testing on campus uGather completed portfolios for nominated students uDistribute and collect teacher and parent surveys uChair campus G/T committee to score portfolios, choose nominees, and finalize all details of the G/T screening process uYour contact for all information about G/T screening and identification uCoordinate all G/T testing on campus uGather completed portfolios for nominated students uDistribute and collect teacher and parent surveys uChair campus G/T committee to score portfolios, choose nominees, and finalize all details of the G/T screening process

20 uKaren Fitzgerald, G/T District Representative, uHelen Wehring, Advanced Academic Services Administrative Assistant, uLynne Luberger, HCE Counselor, uTexas Association for the Gifted and Talented (TAGT), uTexas Education Association (TEA), Austin, TX, uKaren Fitzgerald, G/T District Representative, uHelen Wehring, Advanced Academic Services Administrative Assistant, uLynne Luberger, HCE Counselor, uTexas Association for the Gifted and Talented (TAGT), uTexas Education Association (TEA), Austin, TX, Further Contact Information

21 Questions?

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