Gifted and Talented Document and Forms Manual 2014 – 2015

Transcripción

ADVANCED ACADEMIC SERVICES
[TYPE THE DOCUMENT TITLE]
Companion to
GT Program Guide
Gifted and Talented
Document and Forms Manual
2014 – 2015
(revised 09/05/2014)
Austin ISD Advanced Academic Services
2014-2015 (rev 9/5/2014)
Table of Contents
GT Assessment Calendar and Campus GT Screening Guide .......................................................................................... 3
Parent Nomination Forms (English & Spanish) ............................................................................................................ 5
Teacher Nomination Forms (optional) ........................................................................................................................ 9
Parent GT Nomination Survey (English & Spanish) .................................................................................................... 11
Teacher GT Screening Information............................................................................................................................ 19
GT Screening Materials Order Forms ........................................................................................................................ 25
Student GT Surveys (English & Spanish) .................................................................................................................... 27
Criteria for Student GT Screening Portfolio ............................................................................................................... 39
GT Student Profiles .................................................................................................................................................. 42
GT Committee Signature Sheets ............................................................................................................................... 44
Sample Parent GT Notification Letters (English & Spanish) ........................................................................................ 48
GT Appeals Process .................................................................................................................................................. 51
GT Furlough and Exit Letter ...................................................................................................................................... 58
GT Classroom Observation Checklist ......................................................................................................................... 59
Student GT Surveys (English & Spanish) .................................................................................................................... 60
Underachievement Checklist .................................................................................................................................... 61
Student Improvement Plan ...................................................................................................................................... 65
Campus GT Self-Assessment ..................................................................................................................................... 67
GT Campus Improvement Plan Support .................................................................................................................... 77
2014-2015 (rev 9/5/2014)
Austin ISD Advanced Academic Services * Gifted and Talented Assessment Calendar
2014-2015
Fall Semester
Spring Semester
Required for all elementary
& all secondary schools
Required for all elementary schools
& optional for secondary schools
Collect GT Student Nominations
Collect GT Student Nominations
September 2-19
January 12-30
Schools will schedule a two-week window and notify parents and
teachers they are accepting student nominations for the GT program.
Schools will schedule a two-week window and notify parents and
teachers they are accepting student nominations for the GT program.
Order GT Assessment Materials
Order GT Assessment Materials
September 22-25
February 2-5
Submit requests to order CogAT (for English speakers) & NNAT2 (for
ELLs) tests to Delaine Canales via email or fax, 512-414-0275.
Submit requests to order CogAT (for English speakers) & NNAT2 (for
ELLs) tests to Delaine Canales via email or fax, 512-414-0275.
CogAT Pick-Up
CogAT Pick-Up
September 25
11:00 a.m. – 6:00 p.m.
February 5
11:00 a.m. – 6:00 p.m.
Pick-up CogAT tests at the Becker Elementary White House.
NNAT2 is an online assessment.
Pick-up CogAT tests at the Becker Elementary White House.
NNAT2 is an online assessment.
GT Testing Period
GT Testing Period
September 29 – October 17
February 9 - 27
CogAT & NNAT2 testing of GT nominated students.
CogAT & NNAT2 testing of GT nominated students.
Teacher Observation of Students
Teacher Observation of Students
October 1 - November 1
February 2 – March 6
Teachers must have a minimum of 4 weeks to complete the survey,
observation inventory, and collect work samples for student portfolios.
Teachers must have a minimum of 4 weeks to complete the survey,
observation inventory, and collect work samples for student portfolios.
CogAT Submission for Scoring
CogAT Submission for Scoring
October 20
8:00 a.m. – 5:00 p.m.
March 2
8:00 a.m. – 5:00 p.m.
All CogATs must be received by this date, NO EXCEPTIONS.
Drop off CogATs at the Becker Elementary White House.
All CogATs must be received by this date, NO EXCEPTIONS.
Drop off CogATs at the Becker Elementary White House.
CogAT Scores Ready For Pick-up
CogAT Scores Ready For Pick-up
November 5
11:00 a.m. – 6:00 p.m.
March 27
11:00 a.m. – 6:00 p.m.
Pick-up CogAT scores at the Becker Elementary White House.
Pick-up CogAT scores at the Becker Elementary White House.
GT Decision-Making Committee Meetings
GT Decision-Making Committee Meetings
November 6 – 19
April 6 – 15
Campus committee will meet to make final placement decisions for all
students who were assessed during the GT screening process.
Campus committee will meet to make final placement decisions for all
students who were assessed during the GT screening process.
GT Student Profiles/Committee Sheets Due Date
GT Student Profiles/Committee Sheets Due Date
November 19
8:00 a.m. – 5:00 p.m.
April 15
8:00 a.m. – 5:00 p.m.
Drop off a copy of all GT Student Profiles and Committee Signature
Sheets to the Becker Elementary White House OR send through campus
mail to Delaine Canales, Advanced Academics @ Becker.
Drop off a copy of all GT Student Profiles and Committee Signature
Sheets to the Becker Elementary White House OR send through campus
mail to Delaine Canales, Advanced Academics @ Becker.
GT Services Begin For Newly Identified Students
GT Services Begin For Newly Identified Students
January 5, 2015
First day of school the 2015-2016 school year
Debi Torres, Gifted Education Program Coordinator: [email protected] or 512-414-0155
Delaine Canales, Advanced Academics Data Processor: [email protected] or 512- 414-0139
2014-2015 (rev 9/5/2014)
GT Screening Guide
This guide is designed to ensure the GT Advocate and GT Assessor complete all required steps
for the GT screening process. Refer to the GT Assessment Calendar for deadlines and to the GT
Documents and Forms Manual for all documents and assessment items. GT Documents and
Forms Manual is located on the GT Advocates website.
Completion
Date
GT Screening Guide
Set Campus GT Nomination Window. Notify parents and teachers of the dates.
Collect parent and teacher GT nominations.
Send home Parent GT Surveys for all nominated students with a deadline for return.
Notify teachers of parent nominations of students in their class.
Create one file folder for each nominated student to organize all collected data.
Verify parent permission for GT testing received (signed and returned GT Parent Survey). Students may not
participate in GT Screening without returned/signed Parent GT Survey.
Give teachers GT qualitative assessments and inform them of the end of the 4-week student observation period
when all items, including student portfolio work, are due.
Order GT assessment materials for all nominated students by the district deadline.
Check to see if any nominated students have an IEP or 504 Accommodations Page. The “testing modifications”
sections must be followed when these students are tested.
Check with teachers to know which students need to complete the GT assessments in a language other than
English.
Pick up GT assessment materials at Becker Elementary White House on pick up date.
Create Campus GT assessment schedule and notify teachers of assessment dates. Students who do not speak
English complete a different assessment and students with an IEP or 504 Accommodations Page may need
assessment modifications.
Complete CogAT testing for all nominated English-speaking students.
Complete NNAT2 testing for all nominated ELL students.
Complete Individual Student GT Surveys during the GT assessment period.
Check all testing scoring sheets before submission for completeness and accuracy using the information
included in the GT materials packet received from Advanced Academics.
Submit all GT tests for scoring by the district deadline to Becker White House.
Return all GT testing materials (used and unused) to Becker White House.
Schedule GT Decision-Making Committee meeting(s) and notify members.
Collect GT Qualitative assessments from each teacher after 4-week period.
Retrieve GT test scores from Becker White House upon notification from Advanced Academics.
Collect all assessment data for each student and organize in individual student folders.
Transfer all assessment data for each student onto a GT Student Profile Matrix.
Document GT Decision-Making Committee scores for student portfolios using rubric.
Review and Analyze all data collected for each student with the GT Decision-Making Committee.
Make final placement or non-placement decisions for each student assessed and collect signatures of the GT
Decision-Making Committee on the Committee Signature Sheets.
Make one copy of each Committee Signature Sheet and each GT Student Profile (identified and not-identified
students) and submit to Becker White House for TEAMS entry.
Make one copy of each identified GT Student Profile and put in student’s cumulative folder.
Notify parents in writing of GT placement or non-placement.
Notify teachers of newly identified GT students.
2014-2015 (rev 9/5/2014)
Elementary Parent Nomination Form
For Austin ISD Gifted Program
This form is designed to give parents an opportunity to nominate elementary students enrolled in an Austin ISD school
for testing for the AISD Gifted and Talented Program. There are numerous characteristics of gifted children and not all
children will exhibit the same characteristics; however, the following list can serve as a guide to recognizing students
who may be potentially gifted.










Did your child start talking (and never stopped talking) before most other children the same age?
Does your child have a lot of curiosity? Does he/she ask a lot of questions about all kinds of things one after
another?
Does your child give complex and detailed answers to questions (even simple questions)?
Does your child have a wide range of interests? Does he/she enjoy trying new things?
Does your child get lost in his/her own world and become so involved in what she/he’s doing that she/he isn’t
aware of anything else?
Does your child frequently have unusual ideas? Does he/she give logical, reasonable explanations for events and
occurrences?
Does your child pay close attention to details, is highly observant, and does not miss a thing? Does he/she
notice likenesses and differences between people, events, or things?
Does your child come up with powerful, persuasive arguments for almost anything?
Does your child show empathy and sensitivity to the needs and feelings of others? Is he/she aware of problems
that others don’t notice?
Does your child worry about the world, other people, and/or the environment?
Expanded and adapted from the work of Judy Galbraith, MA
Each campus will screen nominated students to determine if they should receive gifted and talented services at the
school. Not all students who are screened will automatically qualify to receive gifted and talented services. If you would
like to nominate your child for the gifted and talented program please complete this form and return to the child’s
elementary school during the campus GT nomination window (twice a year). Please contact the school to find out the
exact dates of their GT nomination period.
PLEASE PRINT
Child’s Name: _________________________________________________________________
School: _______________________________________ Grade: _______________________
Teacher: ______________________________________
Parent Name: ___________________________________
Phone: _______________________
Parent Signature: _________________________________
Date: ________________________
I understand this is only a formal nomination for testing. Actual testing and assessment for the GT program will not occur without
parent/guardian permission. I also understand that a nomination does not guarantee the child will qualify to receive gifted and
talented services in Austin ISD.
2014-2015 (rev 9/5/2014)
Nominación Para Los Padres para el
Austin ISD Programa Dotados y Talentosos
¿Muestra su hijo(a) las siguientes características en la casa? (Es raro que una persona tenga todas las características y
rasgos de dotes aquí descritos.)










¿Empezó su hijo(a) a hablar (y nunca ha dejado de hablar) antes que la mayoría de otros niños de su edad?
¿Tiene su hijo(a) mucha curiosidad? ¿Hace muchas preguntas sobre toda clase de cosas, una después de otra?
¿Da su hijo(a) respuestas complejas y detalladas a preguntas (aun preguntas simples)?
¿Tiene su hijo(a) una amplia escala de intereses? ¿Le gusta intentar cosas nuevas?
¿Se pierde su hijo(a) en su propio mundo, y se absorbe tanto en lo que hace que no tiene conciencia de nada
más?
¿Tiene a menudo su hijo(a) ideas inusuales? ¿Da explicaciones lógicas y razonables de acontecimientos y cosas
que ocurren?
¿Presta su hijo(a) mucha atención a detalles, es muy observador(a), y no se le pasa nada? ¿Nota semejanzas y
diferencias entre personas, acontecimientos o cosas?
¿Discurre su hijo(a) argumentos sólidos y persuasivos para casi todas las cosas?
¿Muestra su hijo(a) empatía y sensibilidad a necesidades y sentimientos de los demás? ¿Se da cuenta de
problemas que otros no notan?
¿Preocupa a su hijo(a) el mundo, otras personas y/o el ambiente?
Ampliado y adaptado de la obra de Judy Galbraith, MA
Cada plantel de AISD abrirá un periodo de matrícula para el Programa GT en su escuela. La forma debe llenarse por
completo. Devuelva a tiempo la forma de los padres al Abogado de GT del plantel, para que pueda continuarse con el
proceso de selección de GT. No todos los estudiantes que son investigados calificarán automáticamente recibir servicios
dotados y talentosos. Si querría nombrar su niño para el Programa Talentoso y Talentoso completa por favor esta forma
y el regreso a la escuela de enseñanza primaria del niño. Contacte por favor la escuela para averiguar las fechas exactas
de su período de nominación de GT.
imprima por favor
Nobre de estudiante ____________________________________________________________
Escuela: _______________________________________
Grado: _______________________
Maestro(a:) _____________________________________
Nombre de Padre/Madre: ________________________________
Teléfono: ________________
Firma de Padre/Madre:__________________________________
Fecha: _______________________
Comprendo que esto es sólo una nominación formal para probar. Probar y evaluación verdaderos para el programa de GT no
ocurrirán sin permiso de padre/guardián. Yo intiendo que una nominación no garantiza al niño calificará para recibir servicios
dotados y talentosos en Austin ISD.
2014-2015 (rev 9/5/2014)
Secondary Parent Nomination Form
For Austin ISD Gifted Program
This form is designed to give parents an opportunity to nominate students enrolled in an Austin ISD school for testing for
the AISD Gifted and Talented Program. There are numerous characteristics of gifted children and not all children will
exhibit the same characteristics; however, the following list can serve as a guide to recognizing students who may be
potentially gifted academically.










Did your child start talking (and never stopped talking) before most other children the same age?
Does your child have a lot of curiosity? Does he/she ask a lot of questions about all kinds of things one after
another?
Does your child give complex and detailed answers to questions (even simple questions)?
Does your child have a wide range of interests? Does he/she enjoy trying new things?
Does your child get lost in his/her own world and become so involved in what she/he’s doing that she/he isn’t
aware of anything else?
Does your child frequently have unusual ideas? Does he/she give logical, reasonable explanations for events and
occurrences?
Does your child pay close attention to details, is highly observant, and does not miss a thing? Does he/she notice
likenesses and differences between people, events, or things?
Does your child come up with powerful, persuasive arguments for almost anything?
Does your child show empathy and sensitivity to the needs and feelings of others? Is he/she aware of problems
that others don’t notice?
Does your child worry about the world, other people, and/or the environment?
Expanded and adapted from the work of Judy Galbraith, MA
Each campus will screen nominated students to determine if they should receive gifted and talented services at the
school. Not all students who are screened will automatically qualify to receive gifted and talented services. If you would
like to nominate your child for the gifted and talented program please complete this form and return to the child’s
secondary school during the campus GT nomination window (once a year in the Fall Semester). Please contact the
school to find out the exact dates of their GT nomination period.
PLEASE PRINT
Student’s Name: _______________________________________________________________
School: _______________________________________
Grade: _______________________
Parent Name: ___________________________________
Phone: _______________________
Parent Signature: _________________________________
Date: ________________________
I understand this is only a formal nomination for testing. Actual testing and assessment for the GT program will not occur without
parent/guardian permission. I also understand that a nomination does not guarantee the child will qualify to receive gifted and
talented services in Austin ISD.
2014-2015 (rev 9/5/2014)
Nominación Para Los Padres para el
Austin ISD Programa Dotados y Talentosos










¿Empezó su hijo(a) a hablar (y nunca ha dejado de hablar) antes que la mayoría de otros niños de su edad?
¿Tiene su hijo(a) mucha curiosidad? ¿Hace muchas preguntas sobre toda clase de cosas, una después de otra?
¿Da su hijo(a) respuestas complejas y detalladas a preguntas (aun preguntas simples)?
¿Tiene su hijo(a) una amplia escala de intereses? ¿Le gusta intentar cosas nuevas?
¿ Se pierde su hijo(a) en su propio mundo, y se absorbe tanto en lo que hace que no tiene conciencia de nada
más?
¿Tiene a menudo su hijo(a) ideas inusuales? ¿Da explicaciones lógicas y razonables de acontecimientos y cosas
que ocurren?
¿Presta su hijo(a) mucha atención a detalles, es muy observador(a), y no se le pasa nada? ¿Nota semejanzas y
diferencias entre personas, acontecimientos o cosas?
¿Discurre su hijo(a) argumentos sólidos y persuasivos para casi todas las cosas?
¿Muestra su hijo(a) empatía y sensibilidad a necesidades y sentimientos de los demás? ¿Se da cuenta de
problemas que otros no notan?
¿Preocupa a su hijo(a) el mundo, otras personas y/o el ambiente?
Ampliado y adaptado de la obra de Judy Galbraith, MA
Cada plantel de AISD abrirá un periodo de matrícula para el Programa GT en su escuela. La forma debe llenarse por
completo. Devuelva a tiempo la forma de los padres al Abogado de GT del plantel, para que pueda continuarse con el
proceso de selección de GT. No todos los estudiantes que son investigados calificarán automáticamente recibir servicios
dotados y talentosos. Si querría nombrar su niño para el Programa Talentoso y Talentoso completa por favor esta forma
y el regreso a la escuela de enseñanza primaria del niño. Contacte por favor la escuela para averiguar las fechas exactas
de su período de nominación de GT.
imprima por favor
Nobre de estudiante: ____________________________________________________________
Escuela: _______________________________________
Grado: _______________________
Nombre de Padre/Madre: ______________________________ Teléfono: ____________________
Firma de Padre/Madre: ________________________________ Fecha: _______________________
Comprendo que esto es sólo una nominación formal para probar. Probar y evaluación verdaderos para el programa de GT no
ocurrirán sin permiso de padre/guardián. Yo intiendo que una nominación no garantiza al niño calificará para recibir servicios
dotados y talentosos en Austin ISD.
2014-2015 (rev 9/5/2014)
AISD Elementary Teacher
GT Nomination Information Form
Classroom teachers interested in nominating one of their students for the Austin ISD gifted and talented
program should watch for a combination of the following characteristics in one or more of the core content
areas:










Advanced problem solving skills
Rapid learning
Strong language skills
Keen sense of humor
Interest in social issues or world problems
Imaginative use of materials
Asks deep provocative questions
Strong memory skills
Readily understands concepts
Demonstrates high levels of reasoning and
insight









Enjoyment of academic challenges
Keen interest in academic topics
Wide knowledge base; extensive reading
and/or research
Explores topics in depth
Enjoys independent learning
Demonstrates an understanding of
multiple perspectives
Recognizes complex patterns
Is focused and persistent
Actively participates in class discussions
Students that demonstrate multiple characteristics on a regular basis should be considered for GT
nomination. Keep in mind that students will vary in the way they demonstrate these characteristics based
upon the content, their background experiences, and their cultural influences. Students with limited English
or who have limited language skills should not be excluded from consideration; they may demonstrate the
characteristics despite their language limitations.
Students may be nominated by a parent or a teacher. At the elementary level, GT screening will occur twice
a year (fall and spring). Once a student has been nominated for the gifted program, the student’s teacher
will collect the following items/data over a four-week period of observation.



Teacher GT Observation Survey
Teacher GT Observation Inventory
Student work samples for the Student GT Screening Portfolio
If you are interested in nominating students for the GT program, please complete the following
information and submit it to the GT Advocate no later than __________________________. Once all
nominations have been received from both parents and teachers, teachers will receive additional
information about requirements during the campus GT screening period for each nominated student.
Sincerely,
GT Advocate
Student Name
1.
2.
3.
4.
Teacher Name:
ID#
Will this student need to be tested in a
language other than English?
Grade Level:
2014-2015 (rev 9/5/2014)
AISD Secondary Teacher
GT Nomination Information Form
Classroom teachers interested in nominating one of their students for the Austin ISD gifted and talented
program should watch for a combination of the following characteristics in one or more of the core content
areas:










Advanced problem solving skills
Rapid learning
Strong language skills
Keen sense of humor
Interest in social issues or world problems
Imaginative use of materials
Asks deep provocative questions
Strong memory skills
Readily understands concepts
Demonstrates high levels of reasoning and
insight









Enjoyment of academic challenges
Keen interest in academic topics
Wide knowledge base; extensive reading
and/or research
Explores topics in depth
Enjoys independent learning
Demonstrates an understanding of
multiple perspectives
Recognizes complex patterns
Is focused and persistent
Actively participates in class discussions
Students that demonstrate multiple characteristics on a regular basis should be considered for GT nomination. Keep in
mind that students will vary in the way they demonstrate these characteristics based upon the content, their
background experiences, and their cultural influences. Students with limited English or who have limited language skills
should not be excluded from consideration; they may demonstrate the characteristics despite their language limitations.
Students may be nominated by a parent or a teacher. At the elementary level, GT screening will occur twice
a year (fall and spring). Once a student has been nominated for the gifted program, the student’s teacher
will collect the following items/data over a four-week period of observation.



Student work samples for the Student GT Screening Portfolio
If you are interested in nominating students for the GT Program, please complete the following
information and submit it to the GT Advocate no later than __________________________. Once all
nominations have been received from both parents and teachers, teachers will receive additional
information about requirements during the campus GT screening period for each nominated student.
Sincerely,
GT Advocate
Student Name
1.
2.
3.
4.
Teacher Name:
ID#
In what subject area(s) are you
nominating for each student?
Will this student need
testing in a language other
than English?
Course:
2014-2015 (rev 9/5/2014)
Elementary Parent GT Nomination Survey
Austin ISD Gifted Program
Directions: Please print. For each group of related questions below, select the choice that best describes your child.
Give additional information as needed. When you have completed the form, please return it to your child’s teacher.
Child’s Name ______________________________________
Grade Level __________________
School ____________________________________________
Date _________________________
Criteria
Language Arts
Your child uses a lot of “grown-up” words and is interested in definitions, relationships
of words, sounds, and has a large vocabulary for his/her age.
Your child has a good sense of humor and uses jokes, puns, and multiple meanings in
conversations or in writing.
Your child reads or listens to a wide variety of types of literature; may focus on one type
for a period of time and then switch his/her focus to another.
Your child elaborates well when reading, speaking, or writing, uses vivid expressions,
voices to make words “come alive”.
Your child is motivated to write in a variety of genres (stories, poems, songs, or plays);
keeps a journal or diary.
Mathematics
Your child sees patterns in real life in a variety of ways; can extend patterns to large
numbers.
Your child applies numbers to real life situations; such as using numbers while playing,
thinking, organizing, or planning.
Your child recognizes and describes problems; is good at guessing solutions to problems
about numbers, money, or telling time.
Your child enjoys trying to solve challenging problems such as puzzles, logic problems,
or games of strategy.
Your child can solve difficult problems naturally and easily, but may not always be able
to explain his/her solution or strategy.
Social Studies
Your child is interested and/or concerned with “grown-up” social issues or world
problems such as world hunger, pollution, war, global warming, etc.
Your child asks deep, open-ended, or philosophical questions that are typically not
asked by a child.
Your child enjoys studying and/or playing with maps, globes, almanacs, likes to make up
stories about different locations (either real or make-believe).
Your child is interested in social themes, complex public issues, explanations, ethical
and moral issues; fairness is extremely important to him/her.
Your child can understand multiple sides or explanations of a situation or problem and
tries to persuade other people to join his/her side.
Science
Never
Your child exhibits interest in science outside of school activities (books, programs,
science fiction, technology, collections, or hobbies).
Your child relates science to real world situations, makes interesting connections that
sometimes surprise you or make you look at things differently than before.
Your child enjoys experimenting, likes open-ended discovery, inventing, finding multiple
uses for things, experiments to satisfy curiosity.
Your child explores, questions, investigates, studies things in detail, and makes
improvements to things used in daily life.
Your child is focused and persistent (continues investigation in spite of difficulties),
demonstrates high level of intellectual energy.
Sometimes
Often
2014-2015 (rev 9/5/2014)
Directions: Provide a detailed written response to the following questions.
What special talents or abilities does your child have?
Tell about a time when your child surprised you by his/her ability, understanding, and/or knowledge.
I give permission for my child to be tested and screened for the Austin ISD Gifted and Talented Program. I
understand that I will be notified by the campus if my child qualifies or does not qualify to participate in the
gifted program. If my child qualifies, I give permission for my child to participate in the Austin ISD Gifted and
Talented Program.
Name of Child (print): ____________________________________________________________
Name of Parent/Guardian (print): ____________________________________________________________
Parent/Guardian Signature: _________________________________________________________________
Date: _________________________
2014-2015 (rev 9/5/2014)
Lista de Verificación Primaria de Padres
para el Programa de Dotados de Austin ISD
Instrucciones: Imprima por favor. Para cada grupo de preguntas relacionadas abajo, seleccione su elección que describe mejor a su niño(a).
Dé información adicional como vea necesario. Cuando haya completado la forma, por favor de regresarla al maestro de su niño(a).
Nombre del Niño(a) _____________________________________
Grado ________________
Escuela _______________________________________________
Fecha _________________
Criterios
Idiomas/Lectura
Su niño(a) está interesado en juegos de palabras, definiciones, relaciones de palabras, sonidos,
y tiene un vocabulario grande para su edad.
Su niño(a) tiene un buen sentido del humor y usa chistes, retruécanos, sátira, y múltiples
significados en conversaciones o por escrito.
Su niño(a) lee o escucha una gran variedad de tipos de literatura; puede centrarse en un tipo
por un espacio de tiempo y entonces cambiar su enfoque a otro.
Su niño(a) elabora bien al leer, hablar, o al escribir, usa expresiones intensas, y voces para
“darle vida” a las palabras.
Su niño(a) es motivado para escribir en una variedad de géneros (historias, poemas, canciones,
u obras); mantiene un diario o una agenda.
Matemáticas
Su niño(a) está interesado en números y relaciones matemáticas y ve la utilidad o las
aplicaciones de matemáticas.
Su niño(a) aplica números a situaciones de vida diaria y puede representarse creando
espacialmente imágenes visuales de problemas y soluciones matemáticos.
Su niño(a) razona efectivamente y puede estimar y hacer predicciones que implican los datos
que organiza para descubrir pautas o relaciones.
Su niño(a) disfruta tratando de resolver problemas desafiantes como enigmas, problemas de
lógica, o como los juegos de estrategia y es persistente en encontrar soluciones.
Su niño(a) puede resolver problemas difíciles intuitivamente, pero no siempre puede poder
explicar su solución ni la estrategia.
Estudios Sociales
Su niño(a) está interesado e informado acerca de asuntos sociales o problemas mundiales
como el hambre, la contaminación, la guerra, el calentamiento global, etc.
Su niño(a) hace preguntas profundas, sin final o filosóficas para hacer conexiones
excepcionales acerca de una variedad de temas que impactan la humanidad.
Su niño(a) disfruta el estudio de los mapas, globos mundiales, almanaques, y la geografía para
comprender las regiones y las culturas.
Su niño(a) está interesado en asuntos globales, en dilemas éticos, en preguntas de moraleja, y
en la causalidad de acontecimientos complejos; la justicia es muy importante para él/ella.
Su niño(a) suspende juicio, entretiene explicaciones alternativas, considera múltiples
perspectivas, y disfruta debatir temas históricos, políticos y eventos actuales.
Ciencias
Nunca
Su niño(a) exhibe interés en la ciencia fuera de actividades de escuela (libros, programas,
ciencia ficción, tecnología, colecciones, o pasatiempos).
Su niño(a) relaciona la ciencia a situaciones mundiales verdaderas, hace conexiones
interesantes que a veces sorprenden y hacen que usted mire cosas de forma distinta que
antes.
Su niño(a) es bueno en visualizar y puede ver pautas complejas en ideas y conceptos
relacionados a investigaciones científicas.
Su niño(a) demuestra curiosidad intelectual y utiliza la resolución de problemas para investigar,
estudiar cosas con detalle, y crear soluciones para mejorar la vida cotidiana.
Su niño(a) está enfocado y es persistente (continúa investigación a pesar de dificultades),
demuestra el nivel alto de energía intelectual.
A veces
A
menudo
2014-2015 (rev 9/5/2014)
Instrucciones: Proporcione una respuesta por escrito detallada a las preguntas siguientes.
¿Qué talentos o habilidades especiales tiene su niño(a)?
Diga sobre una ocasión cuando su niño(a) le sorprendió por su habilidad, entendimiento, y/o el
conocimiento.
Doy permiso para que mi niño(a) sea probado e investigado para el proceso de selección del Programa Dotado y
Talentoso de Austin ISD. Entiendo que seré notificado por el campus si mi niño(a) califica o no califica para tomar
parte en el programa talentoso. Si mi niño(a) califica, doy permiso para que mi niño(a) tome parte en el Programa
Dotado y Talentoso de Austin ISD.
Nombre del niño(a) (imprima): _____________________________________________
Nombre del Padre/Madre (imprima): _________________________________________
Firma del Padre/Madre: ___________________________________________________
Fecha: __________________
2014-2015 (rev 9/5/2014)
Secondary Parent GT Nomination Survey
Austin ISD Gifted Program
Directions: Please print. For each group of related questions below, select the choice that best describes your child.
Give additional information as needed. When you have completed the form, please return it to your child’s teacher.
Child’s Name: _______________________________________
Grade Level: _____________
School: _____________________________________________
Date: ____________________
Criteria
Language Arts
Your child is interested in word play, definitions, relationships of words, sounds, and
has a large vocabulary for his/her age.
Your child has a good sense of humor and uses jokes, puns, satire, and multiple
meanings in conversations or in writing.
Your child reads or listens to a wide variety of types of literature; may focus on one type
for a period of time and then switch his/her focus to another.
Your child elaborates well when reading, speaking, or writing, uses vivid expressions,
voices to make words “come alive”.
Your child is motivated to write in a variety of genres (stories, poems, songs, or plays);
keeps a journal or diary.
Mathematics
Your child is interested in numbers and mathematical relationships and sees usefulness
or applications of mathematics.
Your child applies numbers to real life situations and is able to visualize spatially by
creating visual images of mathematical problems and solutions.
Your child reasons effectively and is able to estimate and make predictions that involve
organizing data to discover patterns or relationships.
Your child enjoys trying to solve challenging problems such as puzzles, logic problems,
or games of strategy and is persistent in finding solutions.
Your child can solve difficult problems intuitively, but may not always be able to explain
his/her solution or strategy.
Social Studies
Your child is interested and knowledgeable about with social issues or world problems
such as world hunger, pollution, war, global warming, etc.
Your child asks deep, open-ended, or philosophical questions to make unusual
connections about a variety of topics that impact humanity.
Your child enjoys studying maps, globes, almanacs, and geography to understand
regions and cultures.
Your child is interested in global issues, ethical dilemmas, moral questions, and
causation of complex events; fairness is extremely important to him/her.
Your child suspends judgment, entertains alternative explanations, considers multiple
perspectives, and enjoys debating historical, political and current events.
Science
Never
Your child exhibits interest in science outside of school activities (books, programs,
science fiction, technology, collections, or hobbies).
Your child relates science to real world situations, makes interesting connections that
sometimes surprise you or make you look at things differently than before.
Your child is good at visualizing and is able to see complex patterns in ideas and
concepts related to scientific investigations.
Your child demonstrates intellectual curiosity and uses problem solving to investigate,
study things in detail, and create solutions to improve daily life.
Your child is focused and persistent (continues investigation in spite of difficulties),
demonstrates high level of intellectual energy.
Sometimes
Often
2014-2015 (rev 9/5/2014)
Directions: Provide a detailed written response to the following questions.
What special talents or abilities does your child have?
Tell about a time when your child surprised you by his/her ability, understanding, and/or knowledge.
I give permission for my child to be tested and screened for the Austin ISD Gifted and Talented Program. I
understand that I will be notified by the campus if my child qualifies or does not qualify to participate in the gifted
program. If my child qualifies, I give permission for my child to participate in the Austin ISD Gifted and Talented
Program.
Name of Child (print): ____________________________________________________________
Name of Parent/Guardian (print): ____________________________________________________________
Parent/Guardian Signature: _________________________________________________________________
Date: _________________________
2014-2015 (rev 9/5/2014)
Lista de Verificación Secundaria de Padres
para el Programa de Dotados de Austin ISD
Instrucciones: Imprima por favor. Para cada grupo de preguntas relacionadas abajo, seleccione su elección que describe mejor a su niño(a).
Dé información adicional como vea necesario. Cuando haya completado la forma, por favor de regresarla al maestro de su niño(a).
Nombre del Niño(a) ______________________________________
Grado ______________
Escuela ________________________________________________
Fecha _______________
Criterios
Idiomas/Lectura
Su niño(a) está interesado en juegos de palabras, definiciones, relaciones de palabras, sonidos,
y tiene un vocabulario grande para su edad.
Su niño(a) tiene un buen sentido del humor y usa chistes, retruécanos, sátira, y múltiples
significados en conversaciones o por escrito.
Su niño(a) lee o escucha una gran variedad de tipos de literatura; puede centrarse en un tipo
por un espacio de tiempo y entonces cambiar su enfoque a otro.
Su niño(a) elabora bien al leer, hablar, o al escribir, usa expresiones intensas, y voces para
“darle vida” a las palabras.
Su niño(a) es motivado para escribir en una variedad de géneros (historias, poemas, canciones,
u obras); mantiene un diario o una agenda.
Matemáticas
Su niño(a) está interesado en números y relaciones matemáticas y ve la utilidad o las
aplicaciones de matemáticas.
Su niño(a) aplica números a situaciones de vida diaria y puede representarse creando
espacialmente imágenes visuales de problemas y soluciones matemáticos.
Su niño(a) razona efectivamente y puede estimar y hacer predicciones que implican los datos
que organiza para descubrir pautas o relaciones.
Su niño(a) disfruta tratando de resolver problemas desafiantes como enigmas, problemas de
lógica, o como los juegos de estrategia y es persistente en encontrar soluciones.
Su niño(a) puede resolver problemas difíciles intuitivamente, pero no siempre puede poder
explicar su solución ni la estrategia.
Estudios Sociales
Su niño(a) está interesado e informado acerca de asuntos sociales o problemas mundiales
como el hambre, la contaminación, la guerra, el calentamiento global, etc.
Su niño(a) hace preguntas profundas, sin final o filosóficas para hacer conexiones
excepcionales acerca de una variedad de temas que impactan la humanidad.
Su niño(a) disfruta el estudio de los mapas, globos mundiales, almanaques, y la geografía para
comprender las regiones y las culturas.
Su niño(a) está interesado en asuntos globales, en dilemas éticos, en preguntas de moraleja, y
en la causalidad de acontecimientos complejos; la justicia es muy importante para él/ella.
Su niño(a) suspende juicio, entretiene explicaciones alternativas, considera múltiples
perspectivas, y disfruta debatir temas históricos, políticos y eventos actuales.
Ciencias
Nunca
Su niño(a) exhibe interés en la ciencia fuera de actividades de escuela (libros, programas,
ciencia ficción, tecnología, colecciones, o pasatiempos).
Su niño(a) relaciona la ciencia a situaciones mundiales verdaderas, hace conexiones
interesantes que a veces sorprenden y hacen que usted mire cosas de forma distinta que
antes.
Su niño(a) es bueno en visualizar y puede ver pautas complejas en ideas y conceptos
relacionados a investigaciones científicas.
Su niño(a) demuestra curiosidad intelectual y utiliza la resolución de problemas para investigar,
estudiar cosas con detalle, y crear soluciones para mejorar la vida cotidiana.
Su niño(a) está enfocado y es persistente (continúa investigación a pesar de dificultades),
demuestra el nivel alto de energía intelectual.
A veces
A
menudo
2014-2015 (rev 9/5/2014)
Instrucciones: Proporcione una respuesta por escrito detallada a las preguntas siguientes.
¿Qué talentos o habilidades especiales tiene su niño(a)?
Diga sobre una ocasión cuando su niño(a) le sorprendió por su habilidad, entendimiento, y/o el conocimiento.
Doy permiso para que mi niño(a) sea probado e investigado para el proceso de selección del Programa Dotado y
Talentoso de Austin ISD. Entiendo que seré notificado por el campus si mi niño(a) califica o no califica para
tomar parte en el programa talentoso. Si mi niño(a) califica, doy permiso para que mi niño(a) tome parte en el
Programa Dotado y Talentoso de Austin ISD.
Nombre del niño(a) (imprima): __________________________________________________________
Nombre del Padre/Madre (imprima): _____________________________________________________
Firma del Padre/Madre:________________________________________________________________
Fecha: __________________
2014-2015 (rev 9/5/2014)
AISD Teacher
GT Screening Information
During our campus GT nomination period, the following students were nominated to participate in the GT
screening/identification process this semester. Students may be nominated by a parent, a teacher, or other campus
educator.
Teacher:
GT Nominated Students:
Once a student has been nominated for the gifted program, you as the student’s teacher are required to collect and
complete three types of qualitative data over a four-week period of observation.
 Teacher GT Observation Survey
 Teacher GT Observation Inventory
 Sample student work for Student GT Screening Portfolio
This information will assist the campus GT Decision-Making Committee in making final placement decisions for the GT
program. Details and helpful suggestions for completing each of these required screening pieces is included in this
information sheet. For additional help contact your campus GT Advocate.
Deadline to submit all required documents: ___________________________________
You will be observing the student over a four-week period using the characteristics on each scale (one scale for each
core subject). Students are rated on the following scale for each item: Never, Sometimes, or Often. It is recommended
you become familiar with the list of characteristics at the beginning of the observation period and check off
characteristics as observed. Once returned, the GT Advocate will tabulate the score.
2014-2015 (rev 9/5/2014)
The ten characteristics included on the GT Observation Inventory were excerpted from the work of Dr. Mary Frasier,
who after extensive research determined these were the characteristics of gifted students from underrepresented
populations.
You will be observing the student over a four-week period using the characteristics on the observation inventory.
Students will be rated for each item on the following scale: Never, Sometimes, or Often. It is recommended you become
familiar with each characteristic at the beginning of the observation period and note characteristics as you observe
them.
After completing the front section, teachers will complete the Teacher Observation Summary on the back page.
Teachers need to include specific comments that help to explain the observed behaviors and characteristics. It is helpful
to the GT Decision-Making Committee if you teachers can include subject/content specific comments on the summary
page.
Below is a sample teacher comment:
“She is highly motivated by hands-on experiences and requests independent work that allows her to dig deeper into the
topic of study in the content area of science.”
PORTFOLIO OF STUDENT PRODUCTS
A minimum of 2 work samples for each of the four core subject areas must be included in the student screening
portfolio. Teachers and students may select to include work samples completed at school anytime from the first day
of school that year up until the end of the four-week observation period.
Student work samples may provide:
 Evidence of exemplary performance beyond the peer group norm
 A long-term record of a student’s progress that may reflect dramatic gains
 Demonstration of depth and complexity of understanding
 Recognition of different learning styles
 Indicators of giftedness in specific academic areas
Portfolios can include examples of:
Classroom writing
Excerpts from student’s interactive notebooks
Student-initiated assignments
Statistical studies/graphic works
Descriptions/diagrams of problem-solving
Pictures/dictated results of investigations
Examples of creative thinking
Audiotapes, video, or other use of technology
Responses to open-ended questions
Student projects (written, oral, visual)
Anecdotal records of outstanding performance
Examples of cross-disciplinary integration
Copies of awards or prizes
Commercial worksheets and basic skills assignments are NOT recommended for inclusion in student portfolios.
The portfolio will consist of student work from all four core subject areas (language arts, math, science, social
studies). Date each item placed in the portfolio. It is recommended that a note be attached to each item that
explains the reason chosen. Older students are encouraged to contribute to the selection of portfolio items.
2014-2015 (rev 9/5/2014)
Austin ISD Teacher GT Observation Survey
Modified from Purdue academic rating scales. (1998). Royal Fireworks Press.
Student: ____________________________________
Grade: _____________
Date: ______________
Teacher: ____________________________________
School: ______________________________________
Directions: The teacher will observe the student for a minimum of four weeks in the four core content areas as part of the Gifted
and Talented assessment and screening process for the student. The teacher will select one response (not at all, sometimes, or
quite often) for each item that best represents the student during the observation period.
Never
Sometimes
Often
Language Arts
Interested in words, definitions, derivations; has an extensive vocabulary.
Sees details, is a good observer, sees relationships, makes connections.
Has a good sense of humor; uses and understands satire, puns, word games.
Reads a variety of genres; may focus on one type, then switch to another
genre.
Motivated to write; writes stories, poems, or plays; keeps a journal or diary.
Uses words and communicates emotions effectively in writing or spoken
forms.
Elaborates well when speaking or writing, uses vivid expressions and voice.
Visualizes and translates images and ideas into written or spoken forms.
Develops original ideas and convincing characters and situations in writing.
Sees abstract connections between literature and other art forms.
Column Totals
Language Arts Score
Never
Sometimes
Often
Mathematics
Organizes data to discover patterns or relationships.
Persistent in learning math, concentrates, works hard, motivated, interested.
Analyzes problems, considers alternatives, does not necessarily accept first
answer.
Learns math concepts and processes faster than other students.
Enjoys trying to solve difficult problems, likes puzzles and logic problems.
Sometimes solves problems intuitively and may not be able to explain to
others.
Visualizes spatially, can create visual images of problems or data.
Recognizes critical elements in solving problems and recalls relevant
information.
Resourceful and creative in seeking ways to solve problems.
Develops unique associations between math and other art forms, content, or
ideas.
Column Totals
Mathematics Score
2014-2015 (rev 9/5/2014)
Never
Sometimes
Often
Social Studies
Reads widely on social issues from a variety of books and other sources.
Becomes absorbed in the investigation of historical or world topics.
Asks questions that are open-ended and philosophical.
Sensitive to social topics, sees ethical and moral issues and discrepancies.
Suspends judgment, entertains alternative explanations while researching.
Enjoys the process of research and investigating for their own sake.
Recalls details about historical topics, makes unusual abstract connections.
Displays intellectual curiosity, becomes interested in tasks not assigned.
Skilled in analyzing topics, finding the underlying problem, investigating.
Prefers social studies related topics, classes, and careers.
Column Totals
Social Studies Score
Never
Sometimes
Often
Science
Interested in science books, videos, websites, games.
Sees unusual links between science topics to other art forms, subjects.
Organizes experiments, capable of separating and controlling variables.
Interested in numerical analysis, good at measurement and data analysis.
Deeply understands scientific method, formulates plausible hypothesis.
Prefers science-related topics, classes, and careers.
Persistent, sticks with investigations in spite of difficulties or problems.
Comes up with good questions or ideas for experiments and projects.
Skilled at exploring, questioning, investigating, studying things in details.
Knows a lot of science information, learns new concepts faster others.
Column Totals
Science Score
Provide additional information about this student’s abilities that you want to be included as part of the Gifted and
Talented assessment and screening process.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2014-2015 (rev 9/5/2014)
Austin ISD Teacher GT Observation Inventory
Modified from Frasier, M. (1996). Traits, Aptitudes, and Behaviors Scales. University of Georgia.
Student: ____________________________________
Grade: _____________
Date: ______________
Teacher: ____________________________________
School: ______________________________________
Directions: Teacher will observe the student for a minimum of four weeks in the following categories as part of the Gifted and
Talented screening process for this student. At the end of the four week period, the teacher will select one response (not at all,
sometimes, or quite often) for each category that best represents the student.
Never Some- Often
Traits, Aptitudes, and Behaviors
times
Motivation – Evidence of desire to learn.
Student may:
demonstrate persistence in pursuing/completing self-selected tasks, be an enthusiastic
learner, be a self-starter, aspire to be somebody.
Interests – Intense (sometimes unusual) interests.
Student may:
demonstrate unusual or advanced interests in a topic or activity, be beyond age group,
pursue an activity unceasingly with high intensity.
Communication Skills – Highly expressive and effective use of words, numbers, symbols.
Student may:
demonstrate unusual ability to communicate (verbally, physically, artistically,
symbolically), and use particularly clever examples, illustrations, or elaborations.
Problem Solving Ability – Effective, inventive, ways for recognizing and solving problems.
Student may:
demonstrate unusual ability to devise or adapt a systematic strategy for solving problems
and to change the strategy if it is not working, create original designs, invent.
Memory – Large storehouse of information on school or non-school topics.
Student may:
already know information or needs only 1-2 repetitions for mastery, have a wealth of
information about different topics, pay attention to details, manipulate information.
Inquiry – Questions, experiments, explores.
Student may:
ask unusual questions for age, demonstrate extensive exploratory behaviors directed
toward eliciting information about materials, devices, situations, or topics.
Insight – Quickly grasps new concepts and makes connections; senses deeper meaning.
Student may:
demonstrate exceptional ability to draw inferences, appear to be a good guesser, be
keenly observant, possess high capacity for seeing unusual and diverse relationships.
Reasoning – Logical approaches to figuring out solutions.
Student may:
make generalizations, use metaphors and analogies, think things through in a logical
manner, think critically, think things through and come up with a plausible answer.
Imagination/Creativity – Produces many ideas; highly original
Student may:
show exceptional ingenuity in using everyday materials, have wild, seemingly silly ideas,
produce ideas fluently and flexibly, be highly curious, enjoy abstract thinking tasks.
Humor – Conveys and picks up on humor.
Student may:
have keen sense of humor, see unusual relationships, demonstrate unusual emotional
depth, demonstrate sensory awareness, enjoy puns, jokes, and idioms.
Composite Score
2014-2015 (rev 9/5/2014)
Austin ISD Teacher GT Observation Summary
Directions: Complete detailed responses at the conclusion of the four week observation period.
Provide specific examples of the Traits, Aptitudes, and Behaviors this student exhibited in your classroom
during the four week period.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Provide additional information about this student’s abilities that you want to be included as part of the Gifted
and Talented assessment and screening process.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________________
2014-2015 (rev 9/5/2014)
Gifted and Talented Screening Materials Order Form
Elementary K-5 (6)
Campus: ________________________________GT Advocate: ________________________________
Phone __________________ Email: __________________________ Date of Request: _________________
Fall Test Period: Sep 29 – Oct 17
Spring Test Period: Feb 9 – 27
Date of Testing:_______________________
Scan/Email order form to [email protected] OR Fax to 512-414-0275.
English GT Screening Materials
1. CogAT tests and answer sheets (one per student)
# of copies requested
Kinder:
1st grade:
2nd grade:
3rd grade:
4th grade:
5th grade:
Directions for CogATs will be included
6th grade:
ELL Screening Materials
# of online NNAT2 tests
1. NNAT2 tests (one per student)
Tests will be added to your online campus account for
administration. Contact our department if you need more.
Note – Remember to submit this form ahead of time to ensure your materials are ready on one of the GT
Assessment Materials Check-Out Dates: September 25 OR February 5.
All GT Assessment Materials will be picked-up in person at the Becker White House, located across the street from the
elementary school and behind the chicken coop at 913 W. Milton.
The GT Advocate is responsible for returning all GT testing materials to the Becker White House upon completion
of testing. This includes materials not used. Label all returned testing material to ensure your campus is credited
with the return of materials checked out in your name.
For more information, contact Delaine Canales at [email protected] or 512-414-0139.
2014-2015 (rev 9/5/2014)
Gifted and Talented Screening Materials Order Form
Secondary 6-12
Campus: ___________________________________ GT Advocate: ________________________________
Phone__________________ Email:__________________________ Date of Request: __________________
Fall Test Period: Sep 29 – Oct 17
Spring Test Period: Feb 9 – 27
Date of Testing:_______________________
Scan/Email order form to [email protected] OR Fax to 512-414-0275.
English GT Screening Materials
1. CogAT tests and answer sheets (one per student)
# of copies requested
6th grade:
7th grade:
8th grade:
9th grade:
10th grade:
11th grade:
Directions for CogATs will be included
ELL GT Screening Materials
12th grade:
# of online NNAT2 tests
1. NNAT2 tests (one per student)
Tests will be added to your online campus account for
administration. Contact our department if you need more.
Note – Remember to submit this form ahead of time to ensure your materials are ready on one of the GT
Assessment Materials Check-Out Dates: September 26 OR February 5.
All GT Assessment Materials will be picked-up in person at the Becker White House, located across the street from the
elementary school and behind the chicken coop at 913 W. Milton.
The GT Advocate is responsible for returning all GT testing materials to the Becker White House upon completion
of testing. This includes materials not used. Label all returned testing material to ensure your campus is credited
with the return of materials checked out in your name.
For more information, contact Delaine Canales at [email protected] or 512-414-0139.
2014-2015 (rev 9/5/2014)
Austin ISD Student GT Survey for Grades K-2
Student: ________________________________________
Grade: ________
Date: _________________
Teacher: _________________________________________
School: ________________________________
Directions: Each student who is participating in the GT Screening process will complete this survey. Follow the script
provided when reading the directions to students. Each item will be read aloud and the student will select one response
for each item. This survey will be completed during one of the GT assessment periods administered by the GT Advocate
and/or GT Assessor on campus. Students will not be asked to complete this survey in the classroom or at home.
How do I like to learn?
(Language Arts)
1. I like to write stories or songs for fun.
2. I use a lot of words that other kids do not always understand.
3. I enjoy reading different types of books and stories.
4. I like to make up interesting rhymes or jokes.
5. I read so I can learn new information.
6. I like to write down important things in my life to help me
remember them.
7. I like to learn the definitions to new words.
8. I can remember how to spell new words easily.
9. I have a good memory and can remember a lot of things easily.
10. I like to add details to make my stories more interesting.
(Mathematics)
1. I like to solve hard math problems.
2. I enjoy learning about math and numbers.
3. I see patterns around me in everyday life.
4. I can solve hard math problems without any help.
5. I learn quickly and easily.
6. I like puzzles and number games.
7. I am good at guessing the answers to hard math problems.
8. I count things that are around me every day.
9. I like to find new ways to solve math problems.
10. I enjoy studying graphs and charts.
Never
Sometimes
A lot
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2014-2015 (rev 9/5/2014)
Austin ISD Student GT Survey for Grades K-2
(continued)
(Social Studies)
1. I think rules are important.
2. I like to learn about people and places from the past.
3. I enjoy studying maps and globes.
4. I worry about problems that other people have.
5. I can get upset when something isn’t fair.
6. I like to ask questions about new things I want to learn about.
7. I know where to go to find answers to questions.
8. I enjoy learning about far-away places.
9. I help my friends understand what is right and fair.
10. I spend a lot of time on projects so they can be perfect.
(Science)
1. I like to read books or watch videos about animals or nature.
2. I understand problems other kids do not always understand.
3. I see patterns in plants and animals.
4. I enjoy studying about science in school or at home.
5. I like to break things apart so I can understand how they work.
6. I invent new things or new ways to solve problems.
7. I like to work on science experiments in school.
8. I like to learn about things that other kids think are boring.
9. I think it would be fun to make a science fair project.
10. I enjoy studying weather, animals, nature, and the human body.
Never
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2014-2015 (rev 9/5/2014)
Encuesta para los estudiantes Dotados y Talentosos de los grados K-2 de AISD
Estudiante: ________________________________________
Grado: ______
Maestro: _________________________________________
Fecha: ________________
Escuela: _________________________________
Instrucciones: Cada estudiante que participe en el Proceso de evaluación para Dotados y Talentosos (GT) llenará este
formulario. Cuando lea las instrucciones a los estudiantes, siga el texto que se le proporcionó. Lea cada pregunta en voz
alta y el estudiante seleccionará una respuesta. Llenará esta encuesta durante uno de los periodos de las evaluaciones
GT que administrará el Defensor o el Asesor de GT en la escuela. No se les pedirá a los estudiantes que llenen esta
encuesta en el salón o en la casa.
¿Cómo me gusta aprender?
(Artes del lenguaje)
Nunca
A veces
Mucho
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1. Me gusta escribir historias o canciones para divertirme.
2. Uso muchas palabras que mis compañeros de clase no siempre entienden.
3. Disfruto leer una variedad de libros y cuentos.
4. Me gusta inventar rimas y chistes graciosos.
5. Leo para aprender nueva información.
6. Me gusta escribir cosas importantes de mi vida, eso me ayuda a recordarlas.
7. Me gusta aprender las definiciones de palabras nuevas.
8. Recuerdo cómo deletrear palabras nuevas fácilmente.
9. Puedo recordar muchas cosas fácilmente.
10. Me gusta agregarles detalles a mis historias para hacerlas más interesantes.
(Matemáticas)
1. Me gusta resolver problemas difíciles de matemáticas.
2. Me gusta aprender matemáticas y de números.
3. Veo los patrones que están a mi alrededor en la vida diaria.
4. Puedo resolver problemas difíciles de matemáticas sin que me ayuden.
5. Aprendo rápida y fácilmente.
6. Me gustan los rompecabezas y los juegos de números.
7. Soy bueno para adivinar la respuesta de problemas de matemáticas difíciles.
8. Todos los días cuento las cosas que me rodean.
9. Me gusta intentar nuevas formas de resolver problemas de matemáticas.
10. Disfruto estudiar gráficas y cuadros sinópticos.
Nun
ca
A veces
A menudo
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2014-2015 (rev 9/5/2014)
Encuesta para los estudiantes Dotados y talentosos de los grados K-2 de AISD
(continuación)
(Estudios sociales)
1. Creo que las reglas son importantes.
2. Me gusta estudiar sobre la gente y los lugares de la antigüedad.
3. Me gusta estudiar mapas y globos terrestres.
4. Me preocupan los problemas de los demás.
5. Me puedo molestar cuando algo es injusto.
6. Me gusta hacer preguntas sobre algo nuevo que quiero aprender.
7. Sé a dónde ir para encontrar respuestas a mis preguntas.
8. Me gusta aprender sobre lugares lejanos.
9. Ayudo a mis amigos a entender lo que es correcto y justo.
10. Paso mucho tiempo haciendo mis proyectos para que estén perfectos.
(Ciencias)
1. Me gusta leer libros o ver videos sobre los animales o la naturaleza.
2. Entiendo problemas que otros niños no siempre entienden.
3. Veo patrones en los animales y las plantas.
4. Disfruto estudiar ciencias en la escuela o en la casa.
5. Me gusta desarmar cosas para poder entender cómo funcionan.
6. Invento cosas nuevas o maneras nuevas de resolver problemas.
7. Me gusta hacer experimentos de ciencias en la escuela.
8. Me gusta aprender sobre cosas que otros niños creen que son aburridas.
9. Creo que sería divertido hacer un proyecto para la feria de ciencias.
10. Disfruto estudiar el clima, los animales, la naturaleza y el cuerpo humano.
Nunca
A veces
Mucho
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2014-2015 (rev 9/5/2014)
Austin ISD Student GT Survey for Grades 3-5
Student: ________________________________________
Grade: ________
Date: _________________
Teacher: _________________________________________
School: ________________________________
provided when reading the directions to students. Each item will be read aloud and the student will select one response
for each item. This survey will be completed during one of the GT assessment periods administered by the GT Advocate
and/or GT Assessor on campus. Students will not be asked to complete this survey in the classroom or at home.
(Language Arts)
1. I like to write stories, songs, poems, or cartoons for fun.
3. I enjoy reading different types of books and stories.
4. I like to play with words to make up rhymes or jokes that are
interesting.
5. I read because I know that it helps me learn new information.
6. I like to write down important things in my life to help me
remember them.
7. I like to learn the definitions to new words.
8. I can remember how to spell difficult words easily and quickly.
9. I have a good memory and can remember a lot of information
easily.
10. I like to elaborate and add details to make my writing more
interesting.
(Mathematics)
1. I like to work on challenging math problems.
2. I enjoy learning about math and numbers.
4. I can solve challenging math problems without any help.
5. I learn quickly and easily with little explanation.
6. I like puzzles and games of strategy.
7. I am good at guessing the answers to difficult math problems.
8. I count things that are around me in everyday life.
9. I like to find creative ways to solve math problems.
10. I enjoy studying graphs and charts to learn new information.
Never
Sometimes Often
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2014-2015 (rev 9/5/2014)
(continued)
(Social Studies)
1. I think rules are important.
2. I like to learn about people and places from the past.
3. I enjoy studying maps, globes, and atlases.
4. I worry about world problems such as hunger, pollution, and
war.
5. I can get upset when something isn’t fair.
6. I like to ask many questions and want to know the correct
answers.
7. I check different resources when I’m trying to find an answer.
8. I enjoy reading stories about people who live in faraway places.
9. I help my friends understand what is right and fair.
10. I spend a lot of time on projects so they can be perfect.
(Science)
1. I like to read books or watch videos about animals or nature.
2. I understand problems other people do not always understand.
3. I see creative patterns or designs in nature.
4. I enjoy studying about science topics at school or at home.
6. I invent new things or new ways to solve problems.
7. I like to work on science experiments in school.
9. I enjoy working on science fair projects.
10. I enjoy studying weather, animals, nature, and the human
body.
Never
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2014-2015 (rev 9/5/2014)
Encuesta para los estudiantes Dotados y Talentosos de los grados 3-5 de AISD
Estudiante: _______________________________________
Grado: _____
Fecha: _________________
Maestro: ________________________________________
Escuela: ________________________________
Instrucciones: Cada estudiante que participa en el Proceso de evaluación para GT llenará este formulario. Cuando lea las
instrucciones a los estudiantes siga el texto que se le proporcionó. Lea cada pregunta en voz alta y el estudiante
seleccionará una respuesta. Llenará esta encuesta durante uno de los periodos de las evaluaciones GT que administrará
el Defensor o el Asesor de GT en la escuela. No se les pedirá a los estudiantes que llenen esta encuesta en el salón o en
la casa.
Nunca
A veces
Mucho
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1. Me gusta escribir historias, canciones, poemas o caricaturas por diversión.
2. Uso muchas palabras que mis compañeros de clase no siempre entienden.
3. Disfruto leer una variedad de libros y cuentos.
4. Me gusta jugar con las palabras para inventar rimas o bromas divertidas.
5. Leo porque sé que me ayuda a aprender cosas nuevas.
6. Me gusta escribir cosas importantes de mi vida, eso me ayuda a recordarlas.
7. Me gusta aprender las definiciones de palabras nuevas.
8. Puedo recordar como deletrear palabras difíciles fácil y rápidamente.
9. Tengo buena memoria y puedo recordar mucha información fácilmente.
10. Me gusta elaborar y agregar detalles a mi escritura para hacerla más interesante.
(Matemáticas)
1. Me gusta trabajar en problemas matemáticos desafiantes.
2. Me gusta aprender sobre las matemáticas y los números.
5. Aprendo rápida y fácilmente con poca explicación.
6. Me gustan los rompecabezas y los juegos de estrategia.
7. Soy bueno para adivinar la repuesta de problemas difíciles.
8. Cuento objetos que están a mi alrededor en la vida diaria.
9. Me gusta encontrar maneras creativas de resolver problemas de
matemáticas.
10. Disfruto estudiar gráficas y cuadros sinópticos para aprender algo nuevo.
Nunca
A veces
Mucho
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2014-2015 (rev 9/5/2014)
Encuesta para los estudiantes Dotados y talentosos de los grados 3-5 de AISD.
Continuación
(Estudios sociales)
1. Creo que las reglas son importantes.
2. Me gusta estudiar sobre la gente y los lugares de la antigüedad.
3. Disfruto de estudiar mapas, globos terráqueos y atlas del mundo.
4. Me preocupan los problemas del mundo como el hambre, la contaminación
y la guerra.
5. Me puedo molestar cuando algo es injusto.
6. Me gusta hacer muchas preguntas y quiero saber las respuestas correctas.
7. Consulto muchos recursos cuando trato de encontrar una respuesta.
8. Me gusta leer historias sobre personas que viven en lugares muy lejanos.
9. Ayudo a mis amigos a entender lo que es correcto y justo.
10. Paso mucho tiempo haciendo mis proyectos para que estén perfectos.
(Ciencias)
1. Me gusta leer libros o ver videos sobre los animales o la naturaleza.
2. Entiendo problemas que otras personas no siempre entienden.
3. Veo patrones y diseños poco comunes en la naturaleza.
4. Disfruto estudiar temas de ciencias en la escuela o en la casa.
6. Invento cosas nuevas o maneras nuevas de resolver problemas.
7. Me gusta hacer experimentos de ciencias en la escuela.
9. Disfruto trabajar en proyectos para la feria de ciencias.
10. Disfruto estudiar el clima, los animales, la naturaleza y el cuerpo humano.
Nunca
A veces
Mucho
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2014-2015 (rev 9/5/2014)
Student: ________________________________________
Grade: ________
Date: _________________
Teacher: _________________________________________
School: ________________________________
provided when reading the directions to students. The student will select one response for each item. This survey will be
completed during one of the GT assessment periods administered by the GT Advocate and/or GT Assessor on campus.
Students will not be asked to complete this survey in the classroom or at home.
(Language Arts)
1. I like to write stories, songs, poems, blogs, or cartoons for fun.
3. I enjoy reading a variety of genres.
4. I use humor, jokes, puns, or satire in conversations and in writing.
5. I read for pleasure and I read to learn new information.
6. I keep a journal, diary, or blog to document my thoughts and/or
feelings.
7. I learn new words so that I can use them in my writing and
conversations.
8. I can remember how to spell difficult words easily and quickly.
9. I have a good memory and can remember a lot of information easily.
10. I use imagery and vivid expressions to make my writing “come alive.”
1. I enjoy solving complex math problems.
(Mathematics)
2. I enjoy learning about advanced math concepts.
4. I can solve challenging math problems without any help.
5. I learn quickly and easily with little explanation or repetition.
6. I like puzzles, logic problems, and games of strategy.
7. I am good at guessing the answers to difficult problems or questions.
8. I enjoy counting things that are around me in everyday life.
9. I like to find creative and unusual ways to solve math problems.
10. I like to organize data into charts, graphs, and other visual methods.
Never
Sometimes Often
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2014-2015 (rev 9/5/2014)
(continued)
(Social Studies)
1. I think rules and government are an important aspect of society.
2. I like to learn about historical people, places, and events.
3. I enjoy studying maps, globes, and atlases (paper or electronic).
4. I worry about world problems such as hunger, pollution, and war.
5. I am interested in studying ethical and moral issues and dilemmas.
6. I like to ask deep philosophical questions and ponder the answers.
7. I check different resources when I’m searching for an answer.
8. I enjoy reading biographies, histories, and historical fiction.
9. I like debating or discussing topics related to government and history.
10. I have high expectations of myself which can sometimes lead to
frustration.
(Science)
1. I like to read books, videos, blogs, and websites about science topics.
2. I recognize problems that other people may not understand.
3. I see creative patterns or designs in nature.
4. I enjoy studying about science topics, classes, and careers.
6. I invent new things or new ways to solve problems or issues.
7. I enjoy conducting science experiments in school or at home.
9. I look forward to creating science fair projects.
10. I am good at numerical analysis, measurement, and data collection.
Never
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2014-2015 (rev 9/5/2014)
Encuesta para los estudiantes Dotados y Talentosos de los grados 6-12 de AISD.
Estudiante: ____________________________________ Grado: ______
Maestro: _________________________________________
Fecha: _________________
Escuela: ________________________________
Instrucciones: Cada estudiante que participa en el proceso de evaluación para GT llenará este formulario. Cuando lea las
instrucciones a los estudiantes siga el texto que se le proporcionó. El estudiante seleccionará una respuesta por cada
pregunta. Llenará esta encuesta durante uno de los periodos de las evaluaciones GT que administrará el Defensor o el
Asesor de GT en la escuela. No se les pedirá a los estudiantes que llenen esta encuesta en el salón o en la casa.
Nunca
1. Me gusta escribir historias, canciones, poemas o caricaturas por diversión.
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2. Uso muchas palabras que otros niños no siempre entienden.
3. Disfruto la lectura de diferentes géneros.
4. Uso el sentido de humor, chistes, juegos de palabras y sátira al conversar y
escribir.
5. Leo porque me gusta y porque quiero aprender información nueva.
6. Mantengo un diario o blog para documentar lo que pienso y lo que siento.
7. Aprendo nuevas palabras para poderlas usar en mis escritos y conversaciones.
8. Recuerdo cómo deletrear palabras difíciles fácil y rápidamente.
9. Tengo buena memoria y puedo recordar mucha información fácilmente.
10. Uso lenguaje metafórico y expresiones vívidas para hacer que mis cuentos
"cobren vida".
(Matemáticas)
1. Disfruto resolviendo problemas matemáticos complejos.
2. Disfruto aprender sobre conceptos avanzados de matemáticas.
5. Aprendo rápida y fácilmente con poca explicación o repetición.
6. Me gustan los rompecabezas, problemas de lógica y juegos de estrategia.
7. Soy bueno para adivinar la repuesta a problemas o preguntas difíciles.
8. Disfruto contando objetos que están a mi alrededor en la vida diaria.
9. Me gusta encontrar maneras poco comunes y únicas para resolver
problemas de matemáticas.
10. Me gusta organizar información en tablas, gráficas y otros métodos visuales.
A veces A menudo
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2014-2015 (rev 9/5/2014)
Encuesta para los estudiantes Dotados y Talentosos de los grados 6-12 de AISD.
(continuación)
(Estudios sociales)
1. Creo que las reglas y el gobierno son aspectos importantes de la sociedad.
2. Me gusta aprender sobre personajes, lugares y acontecimientos históricos.
3. Me gusta estudiar los mapas, los globos terráqueos y los atlas del mundo
(en papel o electrónicos).
4. Me preocupan los problemas del mundo como el hambre, la contaminación
y la guerra.
5. Me interesa estudiar problemas y dilemas éticos y morales.
6. Me gusta hacer preguntas filosóficas profundas y pensar sobre las
respuestas.
7. Consulto muchos recursos cuando busco una respuesta.
8. Disfruto leer biografías, historias y ficción histórica.
9. Me gusta debatir o discutir temas relacionados con el gobierno y la historia.
10. Espero mucho de mí, lo cual algunas veces puede causarme frustración.
(Ciencias)
1. Me gusta leer libros, videos, blogs y sitios en internet sobre temas
científicos.
2. Reconozco problemas que otras personas tal vez no entiendan.
3. Veo patrones y diseños poco comunes en la naturaleza.
4. Disfruto estudiar clases, carreras y temas científicos.
6. Invento cosas nuevas o maneras nuevas de resolver problemas o dilemas.
7. Disfruto hacer experimentos de ciencias en la escuela o en casa.
9. Me entusiasma mucho hacer un proyecto para la Feria de Ciencias en la
escuela.
10. Soy bueno para el análisis numérico, las medidas y reunir información.
Nunca
A veces
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2014-2015 (rev 9/5/2014)
Criteria for Advanced-Level Student Work Products for Student Portfolio
Grades K-2
Student Name: ________________________________ Grade: _____ ID: ______________________
The GT Decision-Making Committee will score the work samples in the Student GT Screening Portfolio using the
following criteria. The committee will review and analyze the student work samples and place a check ( ) in the box for
each characteristic that describes the student work in each content area. Each check represents “one point” and the
highest score possible for each content area is 20 points. It is recommended that teachers have a copy of this rubric to
assist in selecting student work samples for the portfolio.
Student work samples should reflect expectations beyond the student’s grade level.
CONTENT
Includes information beyond grade level
Shows a deep understanding of information
Shows awareness of facts and details
Expands on basic ideas and shows a high level of skill
Reflects detailed familiarity with the topic
PROCESS
Use of information in an advanced way
Reflects an advanced level of thinking and understanding
Shows advanced organization and thoughts
Demonstrates skills in analysis and evaluation
Uses data and research at an advanced level
PRODUCT
Goes beyond the basic requirements of the assignment
Expresses original ideas in a creative way
Unique in design given the same or similar materials
Demonstrates accumulation of knowledge over time rather
than a simple collection of facts and knowledge
Shows great attention to detail and completeness
PRESENTATION
Characteristics of Advanced Level Products
Uses clear and effective communication and delivery skills
Understands how to communicate to an audience through
choice of format, style, and presentation
Stands out beyond grade level
Uses a unique or creative way to present information
Shows talents in communication and presentation skills
Language
Arts
Math
Social
Studies
Science
Language Arts
Math
Social Studies
Science
TOTAL SCORE FOR EACH CONTENT AREA
2014-2015 (rev 9/5/2014)
Grades 3-5
CONTENT
Displays depth of information and ideas
Shows an analysis or evaluation of information rather
than just repetition of information
Shows intense interest and awareness of details
Expands on basic ideas and shows a level of proficiency
Exhibits a high degree of familiarity with the topic
PROCESS
Use of commonly acquired content in an advanced way
Reflects an advanced level of thinking and
understanding
Shows planning, problem solving, and reflection
Applies a logical approach to the use of resources in the
and presentation of information
Applies data and information researched at an advanced
level
PRODUCT
Expresses creativity through use of language, data, or
ideas
Distinctive in design given the same or similar materials
Demonstrates accumulation of knowledge over time
rather than a simple collection of facts and knowledge
Resembles professional quality work and shows great
attention to detail and completeness
PRESENTATION
Uses clear, effective, and creative communication and
delivery skills
Adjusts message for audience and purpose through
choice and use of media, format, or style
Stands out because of presentation
Demonstrates a unique presentation of content
Demonstrates complex or intricate ideas
Language
Arts
Math
Social
Studies
Science
Language Arts
Math
Social Studies
Science
2014-2015 (rev 9/5/2014)
Grades 6-12
CONTENT
Exhibits depth and complexity of information and ideas
Shows an analysis or evaluation of information rather
than acquisition only
Shows intense interest and awareness of details
Expands on basic ideas and shows a level of expertise and
proficiency
Demonstrates a high degree of understanding of field of
study
PROCESS
Use of scholarly content in an advanced way
Reflects an advanced level of thinking and understanding
Shows planning, problem solving, and reflection
Applies a logical approach to the use of resources
Applies research found at an advanced level
PRODUCT
Expresses insightful thought in the use of language, data,
or ideas
Distinctive in design given the same or similar materials
Demonstrates accumulation of knowledge over time
rather than a simple collection of facts and knowledge
Resembles professional quality work and shows great
attention to detail and completeness
PRESENTATION
Uses clear, effective, and creative communication and
delivery skills
Adjusts message for audience and purpose through
choice and use of media, format, or style
Content clearly stands out as professional in content,
design, and delivery
Demonstrates a unique presentation of content
Demonstrates complex or intricate concepts
Language
Arts
Math
Social
Studies
Science
Language Arts
Math
Social
Studies
Science
2014-2015 (rev 9/5/2014)
Austin ISD GT Program Student Identification Profile Grades K-12
Student: ____________________________________
(last name, first name)
Student ID: ___________________ Grade: ________
Campus: ____________________________________
GT Advocate: __________________ Date: _________
NOTE: Parent Survey must be completed, signed, and
returned before any assessments can begin.
LANGUAGE ARTS PERFORMANCE
Measure
Score
Target
Maximum
Selected for GT Program:  Yes
Area(s) of strength for GT Services:
 Language Arts
 Social Studies
NA
MATHEMATICS PERFORMANCE
Measure
Score
Target
20
Student Portfolio
NA
20
NA
20
NA
20
NA
20
NA
20
85
100
Mathematics score
Student Survey
NA
20
Language Arts score
Student Survey
Mathematics score
Parent Survey
NA
20
Language Arts score
Parent Survey
Mathematics score
Teacher Survey
NA
20
Language Arts score
Teacher Survey
Mathematics score
Teacher Inventory
NA
20
Composite score
Teacher Inventory
Composite score
Total Qualitative Score
85
100
Quantitative Measures
CogAT/Verbal
th
9 stanine
th
9 stanine
8 stanine
th
Age stanine
CogAT/ Quantitative
th
9 stanine
th
9 stanine
8 stanine
th
Age stanine
CogAT/Non-Verbal
8 stanine
th
Age stanine
CogAT/Non-Verbal
8 stanine
th
Age stanine
SOCIAL STUDIES PERFORMANCE
Measure
Score
Target
Maximum
Measure
SCIENCE PERFORMANCE
Score
Target
Qualitative Measures
Student Portfolio
NA
Maximum
20
Social Studies score
Student Portfolio
NA
20
NA
20
NA
20
NA
20
NA
20
85
100
Science score
Student Survey
NA
20
Student Survey
Science score
Parent Survey
NA
20
Parent Survey
Science score
Teacher Survey
NA
20
Teacher Survey
Science score
Teacher Inventory
NA
20
Composite score
Teacher Inventory
Composite score
85
100
th
9 stanine
th
9 stanine
8 stanine
th
Age stanine
CogAT/Non-Verbal
Maximum
Language Arts score
CogAT/Verbal
 Mathematics
 Science
Date GT Services Begin: __________________
If student was identified previously as GT, please indicate in
which area(s): ___________________________
Student Portfolio
 No
CogAT/ Quantitative
th
9 stanine
th
9 stanine
8 stanine
th
Age stanine
8 stanine
th
Age stanine
OPTIONAL DATA FOR CONSIDERATION
Measure
Score
Target
Maximum
CogAT/Non-Verbal
8 stanine
th
Age stanine
Campus GT Decision-Making Committee Reminder
All 5 qualitative measures are totaled to obtain the Total Qualitative
Score. This score along with the CogAT stanine scores are holistically
considered in the determination of student placement in the Austin
ISD GT program when comparing students of the same age,
experience, or environment.
2014-2015 (rev 9/5/2014)
Austin ISD GT Program Student Identification Profile Grades K-12, ELL Students
Student: ____________________________________
(last name, first name)
Student ID: ___________________ Grade: ________
Campus: ____________________________________
GT Advocate: __________________ Date: _________
NOTE: Parent Checklist must be completed, signed, and
returned before any assessments can begin.
LANGUAGE ARTS PERFORMANCE
Measure
Score
Target
Selected for GT Program:  Yes
Area(s) of strength for GT Services:
 Language Arts
 Social Studies
NA
MATHEMATICS PERFORMANCE
Measure
Score
Target
Maximum
20
Student Portfolio
NA
20
Language Arts score
NA
20
Language Arts score
Student Survey
NA
20
Parent Survey
NA
20
NA
20
NA
20
85
100
Mathematics score
Teacher Survey
NA
20
Language Arts score
Teacher Survey
Mathematics score
Teacher Inventory
NA
20
Composite score
Teacher Inventory
Composite score
85
100
Quantitative Measure
th
NNAT2
8 stanine
th
9 stanine
Age Stanine
th
NNAT2
8 stanine
th
9 stanine
Age Stanine
SOCIAL STUDIES PERFORMANCE
Measure
Score
Target
Maximum
Measure
Student Portfolio
NA
SCIENCE PERFORMANCE
Score
Target
Maximum
20
Student Portfolio
NA
20
NA
20
NA
20
NA
20
NA
20
85
100
Science score
Student Survey
NA
20
Student Survey
Science score
Parent Survey
NA
20
Parent Survey
Science score
Teacher Survey
NA
20
Teacher Survey
Science score
Teacher Inventory
NA
20
Composite score
Teacher Inventory
Composite score
85
100
th
8 stanine
th
9 stanine
Age Stanine
NNAT2
th
8 stanine
th
9 stanine
Age Stanine
OPTIONAL DATA FOR CONSIDERATION
Measure
Score
Target
Maximum
th
9 stanine
th
9 stanine
th
9 stanine
8 stanine
th
Age stanine
8 stanine
th
Age stanine
CogAT/Non-Verbal
20
Mathematics score
Parent Survey
CogAT/Quantitative
NA
Mathematics score
Student Survey
CogAT/Verbal
Maximum
Language Arts score
NNAT2
 Mathematics
 Science
Date GT Services Begin: __________________
If student was identified previously as GT, please indicate in
which area(s): ___________________________
Student Portfolio
 No
8 stanine
th
GT Selection and Placement Committee Reminders
All 5 qualitative measures are totaled to obtain the Total
Qualitative Score. This score along with the NNAT2 age stanine
score are holistically considered in the determination of student
placement in the Austin ISD GT Program when comparing
students of the same age, experience, or environment.
Age stanine
2014-2015 (rev 9/5/2014)
ELEMENTARY Students IDENTIFIED
School Name: __________________________
Check date to begin receiving services:
□
For Entering the Gifted Program
School Code: ______________
Date of committee meeting: _____________
□
January 5, 2014 (for students tested in fall)
August 2015 (for students tested in spring)
Signatures of Campus GT Decision-Making Committee (Minimum of three signatures required)
Grade Level:
Student ID
1
2
3
4
5
6
7
8
9
10
1.
2.
3.
4.
1. ________________________ 2. __________________________
3. __________________________
4. ________________________ 5. __________________________
6. __________________________
□
K
□
1st
□
2nd
Student Name (last, first)
□
3rd
□
4th
□
5th
□
6th
Note- Only one grade level per page.
Identified GT Subject Area(s)
□
□
□
□
□
□
□
□
□
□
LA
LA
LA
LA
LA
LA
LA
LA
LA
LA
□
□
□
□
□
□
□
□
□
□
Math
Math
Math
Math
Math
Math
Math
Math
Math
Math
□
□
□
□
□
□
□
□
□
□
Sci
Sci
Sci
Sci
Sci
Sci
Sci
Sci
Sci
Sci
Teacher (last, first)
□
□
□
□
□
□
□
□
□
□
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
30-hr. Training
□
□
□
□
□
□
□
□
□
□
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
□
□
□
□
□
□
□
□
□
□
No
No
No
No
No
No
No
No
No
No
Print neatly. Attach a copy of the completed student profile for each student on this list.
Students should be entered in alphabetical order only one grade level per page.
2. Check subject area(s) for GT services. Indicate the assigned GT teacher for each student and specify if this teacher has already completed the state mandated training
requirements. If teacher has not completed the training, notify teacher immediately of the requirement so he/she can register for the next available class in HCP.
Send a copy of this signature sheet AND copy of each student profile to Becker Elementary White House for computer entry; keep original copy for campus file.
2014-2015 (rev 9/5/2014)
ELEMENTARY Students NOT-IDENTIFIED
School Name: __________________________
School Code: ______________
For the Gifted Program
1. ________________________
2. __________________________
3. __________________________
4. ________________________
5. __________________________
6. __________________________
Grade Level:
□
K
□
1st
□
2nd
□
3rd
□
4th
□
5th
□
6th
Note: Only one grade level per page.
Student ID #
1
2
3
4
5
6
7
8
9
10
Instructions:
1.
Please print neatly. Attach a copy of the completed student profile for each student on this list.
2.
Students should be entered in alphabetical order (last name first), include student ID#, and only one grade level per page.
3.
Send a copy of this committee signature sheet AND a copy of each student profile to Becker Elementary White House for computer entry; keep original copy for campus file.
2014-2015 (rev 9/5/2014)
SECONDARY Students IDENTIFIED
School Name: __________________________
Check date to begin receiving services:
□
For Entering the Gifted Program
School Code: ______________
January 5, 2014 (for students tested in fall)
□
August 2015 (for students tested in spring)
1. ________________________ 2. __________________________
3. __________________________
4. ________________________ 5. __________________________
6. __________________________
Grade Level:
□ 6th □ 7th □ 8th □ 9th □ 10th
Student ID
□ 11th
□ 12th
Identified GT Subject Area(s)
□ Language Arts
□ Math
□ Science
□ Social Studies
Note- Only one grade level per page.
Teacher Name (last, first)
12-hr GT Training
□ Yes
□ No
□ Yes
□ No
□ Yes
□ No
□ Yes
□ No
Pre-AP/AP Training
□ Yes
□ No
□ Yes
□ No
□ Yes
□ No
□ Yes
□ No
□ Language Arts
□ Math
□ Science
□ Social Studies
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ Language Arts
□ Math
□ Science
□ Social Studies
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ Language Arts
□ Math
□ Science
□ Social Studies
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
1. Print neatly. Attach a copy of the completed student profile for each student on this list. Students should be entered in alphabetical order only one grade level per page.
2. Check subject area(s) for GT services. Indicate the assigned GT teacher for each student and specify if this teacher has already completed the state mandated training requirements. If teacher
has not completed the training, notify teacher immediately of the requirement so he/she can register for the next available class in eCampus.
3. Send a copy of this committee signature sheet AND copy of each student profile to Becker Elementary White House for computer entry; keep original copy for campus file.
2014-2015 (rev 9/5/2014)
SECONDARY Students NOT-IDENTIFIED
School Name: __________________________
School Code: ______________
For the Gifted Program
1. ________________________
2. __________________________
3. __________________________
4. ________________________
5. __________________________
6. __________________________
Grade Level:
□ 6th □ 7th □ 8th □ 9th □ 10th
□ 11th
□ 12th
Note: Only one grade level per page.
Student ID #
1
2
3
4
5
6
7
8
9
10
Instructions:
1.
Please print neatly. Attach a copy of the completed student profile for each student on this list.
2.
Students should be entered in alphabetical order (last name first), include student ID#, and only one grade level per page.
3.
Send a copy of this committee signature sheet AND a copy of each student profile to Becker Elementary White House for computer entry; keep original copy for campus file.
2014-2015 (rev 9/5/2014)
Sample Parent Letters
Notification of Admission to GT Program
To: _________________
From: _________________
Regarding: Notification of Identification for Gifted and Talented (GT) Services
Date: _________________
Dear Parent or Guardian,
The Campus GT Decision-Making Committee is pleased to inform you that ____________________________ has been
identified as gifted and talented in Austin ISD and will receive services in the following area(s):
____ Mathematics
_____ Science
____ Language Arts _____ Social Studies
GT services include instruction by a teacher with the appropriate GT Foundation training. GT students are scheduled in a
GT cluster group at the elementary school level and in advanced-level courses at the middle and high school levels. GT
students receive opportunities to collaborate on tasks that include increased depth, complexity, and pacing while
working independently and in small groups with their peers.
Students identified as GT automatically continue to receive GT services each school year. You will be notified if GT
services are no longer appropriate or not in the best interest of your child.
If you need additional information, please contact the Campus GT Advocate.
2014-2015 (rev 9/5/2014)
Notification of Admission to GT Program
Spanish Letter
Para: _________________
De: _________________
Asunto: Notificación de servicios para estudiantes identificados como dotados y talentosos (GT).
Fecha: _________________
Estimado padre de familia o custodio:
El Comité Escolar de Toma Decisiones para Estudiantes Dotados y Talentosos se complace en informarle que
____________________________ ha sido identificado como dotado y talentoso en el Distrito Escolar Independiente de
Austin y recibirá servicios en las siguientes áreas:
____ Matemáticas
_____ Ciencias
____ Artes del lenguaje
_____ Estudios sociales
Los servicios incluyen instrucción de un maestro capacitado para trabajar con estudiantes dotados y talentosos. A nivel
de primaria, los estudiantes GT son asignados a una agrupación especializada, y a nivel de secundaria y preparatoria son
asignados a cursos de nivel avanzado. Los estudiantes GT reciben oportunidades para colaborar en trabajos con más
profundidad, complejidad y ritmo, y al mismo tiempo trabajan con sus compañeros en grupos pequeños y de manera
independiente.
Los estudiantes identificados como dotados y talentosos automáticamente continúan recibiendo servicios cada año
escolar. Se le avisará si los servicios para estudiantes GT dejan de ser apropiados para su hijo.
Para más información, favor de comunicarse con el Defensor de estudiantes GT de la escuela.
2014-2015 (rev 9/5/2014)
Sample Parent Letters
Notification of Non-Admission to GT Program
To: _________________
From: _________________
Regarding: Notification of Non-Identification for Gifted and Talented (GT) Services
Date: _________________
Dear Parent or Guardian,
The Campus GT Decision-Making Committee reviewed all documents and test scores and determined that your child
does not qualify for specialized support services at this time. Our school district recognizes that children continue to
grow and develop over the years. For this reason, you may nominate him or her again next school year.
If you do not agree with this decision, you may appeal it in writing using the appropriate district form for a Level One
Compliant within 15 days of notification. You may request the form for appeal from the Campus GT Advocate.
Spanish Letter
Para: _________________
De: _________________
Asunto: Notificación de servicios para estudiantes no identificados como dotados y talentosos (GT)
Fecha: _________________
Estimado padre de familia o custodio:
El Comité Escolar de Toma Decisiones para Estudiantes Dotados y Talentosos revisó todos los documentos y resultados
de pruebas, y determinó que, por el momento, su hijo no llena los requisitos para recibir servicios de apoyo
especializado. El distrito escolar reconoce que los niños continúan creciendo y desarrollándose al paso de los años. Por
eso, podrá nominarlo de nuevo el próximo año escolar.
Si no está de acuerdo con esta decisión, puede apelar por escrito dentro de 15 días de haber recibido la notificación,
usando el formulario adecuado para una queja de Nivel 1. Puede solicitar el formulario de apelación con el Defensor de
estudiantes GT de la escuela.
2014-2015 (rev 9/5/2014)
Austin Independent School District
Gifted and Talented Appeals Process
If a parent or guardian feels the need to appeal the GT placement decision of the Campus GT Decision-Making
Committee, or if a parent, guardian, or staff member believes a student has been denied access to or removed from the
program unfairly, the following steps may be taken:
Informal
Process
Formal
Appeal
The Austin Independent School District encourages students and parents to discuss their
concerns and complaints through informal conferences with the campus GT Advocate, GT
Decision-Making Committee, or campus administrator. Concerns should be expressed as
soon as possible to allow early resolution at the lowest possible administrative level.
Level One: Campus Level
Level Two: District Level- Department of Advanced Academic Services
Level Three: District Level- School Board
Levels
Complaint Forms:
All formal GT appeals shall be submitted in writing on a form provided by the district.
Copies of any documents that support the complaint form should state the solution
sought. If the student or parent does not have copies of the supporting documents, copies
may be presented at the Level One conference. At the Level One conference, no new
documents may be submitted by the student, the parent, or the administration unless the
student, parent, or the administration did not know the documents existed before the
Level One conference. A complaint form that is incomplete in any aspect may be
dismissed, but may be re-filed with all the required information if the re-filing is within the
designated time for filing a complaint.
Level
One
Parents or guardians may appeal any final decision regarding their child’s placement, nonplacement, furlough, or exit from the gifted and talented program. A written appeal shall
be made first to the campus GT Decision Making Committee. The GT Decision-Making
Committee will review the appeal to determine if changes should be made.
Complaint forms must be filed:
Within 15 days of the date the student or parent first knew, or with reasonable diligence
should have known, of the decision or action giving rise to the complaint or grievance; and
with the lowest level administrator who has the authority to remedy the alleged problem.
Parents and guardians should file Level One complaints with the campus principal. If the
complaint is not filed with the appropriate administrator, the receiving administrator
must note the date and time the complaint form was received and immediately forward
the complaint form to the appropriate administrator. The appropriate administrator shall
investigate as necessary and hold a conference with the student or parent within ten days
after receipt of the written complaint. The administrator may set reasonable time limits
for the conference.
2014-2015 (rev 9/5/2014)
The administrator shall provide the parent or guardian a written response within ten days
following the conference. The written response shall include a recitation of the facts as
determined by the administrator at that time, and shall set forth the basis for the
decision. In reaching a decision, the administrator may consider information provided at
the Level One conference and any relevant documents or information the administrator
believes will help resolve the complaint. With the written response, the administrator
shall provide the student or parent a copy of this process as an attachment, highlighting
the Level Two procedure in the event the parent or guardian chooses to appeal the
decision.
Level
Two
If the parent or guardian did not receive the relief requested at Level One or if the time
for a response has expired, the parent or guardian may request a conference with the
Department of Advanced Academic Services. The appeal notice must be filed in writing,
on a form provided by the district, within ten days of the date of the written Level One
response or, if no response was received, within ten days of the Level One response
deadline. After receiving notice of the appeal, the Level One administrator shall prepare
and forward a record of the Level One complaint to the Department of Advanced
Academic Services. The parent or guardian may request a copy of the Level One record.
The Level One record shall include:
The original complaint form and any attachments.
All other documents submitted by the parent or guardian at Level One.
The written response issued at Level One and any attachments.
All other documents relied upon by the Level One administrator in reaching the Level One
decision.
The Department of Advanced Academic Services shall hold a conference within ten days
after the appeal notice is filed. The conference shall be limited to the issues presented by
the parent or guardian at Level One and identified in the Level Two appeal notice. At the
conference, the parent or guardian may provide information concerning any documents
or information relied on by the administration for the Level One decision. The Department
of Advanced Academic Services may set reasonable time limits for the conference.
The Department of Advanced Academic Services shall provide the parent or guardian a
written response within ten days following the conference. The written response shall set
forth the basis of the decision. In reaching a decision, the Department of Advanced
Academic Services may consider the Level One record, information provided at the Level
Two conference, and any other relevant documents or information the Department of
Advanced Academic Services believes will help resolve the complaint.
2014-2015 (rev 9/5/2014)
Level
Three
If the parent or guardian did not receive the relief requested at Level Two or if the time
for a response has expired, the student or parent may appeal the decision to the school
board. The Level Three appeal notice must be filed in writing, on a form provided by the
district, within ten district business days for the written Level Two response; or, if no
response was received, the appeal notice must be filed within ten District business days to
the administrative deadline for responding to the Level Two complaint.
The Superintendent or designee shall inform the parent or guardian of the date, time, and
place of the Board meeting at which the complaint will be on the agenda for presentation
to the Board. The Superintendent or designee shall provide the Board the record of the
Level Two complaint. The parent or guardian may request a copy of the Level Two record.
The Level Two record shall include:
The Level One record.
The written response issued at Level Two and any attachments.
All other documents relied upon by the administration in reaching the Level Two decision.
If, at the Level Three hearing, either the student, the parent, guardian, or the
administration intends to rely on evidence not included in the records, notice of the
nature of the evidence shall be provided by that party to the other party and to the
Board’s General Counsel at least three days before the hearing. The district shall
determine whether the complaint will be presented in open or closed meeting in
accordance with the Texas Open Meetings Act and other applicable law.
This information for the Austin Independent School District’s Gifted and Talented Appeals Process was
extracted from the following Austin ISD School Board Policies. For additional information, please refer
directly to these policies.
-FNG (LOCAL)- Date Issued: 09/20/2012
-FNG (EXHIBIT)- Date Issued: 08/16/2010
-EHBB (LOCAL)- Date Issued: 12/19/2013
The information regarding the Gifted and Talented Appeals Process will be updated if the Austin ISD
board policies are revised.
2014-2015 (rev 9/5/2014)
AUSTIN INDEPENDENT SCHOOL DISTRICT
STUDENT/PARENT COMPLAINT — LEVEL ONE
To file a formal complaint, please complete this form in its entirety and submit it by hand delivery, fax, or U.S.
mail to the appropriate administrator within the time established in FNG (LOCAL). All complaints will be heard
in accordance with FNG(LEGAL) and (LOCAL) or any exceptions outlined therein.
Name
Address
Telephone number (________)
Campus
If you will have a designated representative to speak on your behalf, please identify the person representing
you.
Name
Address
Please describe the decision or circumstances resulting in this complaint. (Give specific details.)
What was the date of the decision or action resulting in this complaint?
Please explain how you have been affected by this decision or action.
2014-2015 (rev 9/5/2014)
Please describe any efforts you have made to resolve your complaint informally and the response to your
efforts.
With whom did you communicate?
On what date(s)?
Please describe the outcome or remedy you seek from this complaint.
Student’s or parent’s signature
Date of filing
Signature of student’s or parent’s representative
Date of filing
Attach to this form any documents you believe will support the complaint; if unavailable when you submit this
form, they may be presented no later than the Level One conference. Please keep a copy of the completed
form and any supporting documentation for your records.
Please note: A complaint form that is incomplete in any material way may be dismissed, but may be refiled with
all the required information if the refiling is within the designated time for filing a complaint.
2014-2015 (rev 9/5/2014)
STUDENT/PARENT COMPLAINT—LEVEL TWO APPEAL NOTICE
To appeal a Level One decision, or the lack of a timely response after a Level One conference, please
complete this form in its entirety and submit it by hand delivery, fax, or U.S. mail to the Superintendent or
designee within the time established in FNG(LOCAL). Appeals will be heard in accordance with FNG(LEGAL)
and (LOCAL) or any exceptions outlined therein.
Name
Address
you.
Name
Address
To whom did you present your complaint at Level One?
Date of conference
Date you received a response to the Level One conference
Please explain specifically how you disagree with the outcome at Level One.
Attach a copy of your original complaint and any documentation submitted at Level One.
Attach a copy of the Level One response being appealed, if applicable.
Date of filing
Date of filing
2014-2015 (rev 9/5/2014)
STUDENT/PARENT COMPLAINT—LEVEL THREE APPEAL NOTICE
To appeal a Level Two decision, or the lack of a timely response after a Level Two conference, please
complete this form in its entirety and submit it by hand delivery, fax, or U.S. mail to the Superintendent or
designee within the time established in FNG(LOCAL). Appeals will be heard in accordance with FNG(LEGAL)
and (LOCAL) or any exceptions outlined therein.
Name
Address
you.
Name
Address
To whom did you present your complaint at Level Two?
Date of conference
Date you received a response to the Level Two conference
Please explain specifically how you disagree with the outcome at Level Two.
Attach a copy of your original complaint and any documentation submitted at Level Two.
Attach a copy of the Level Two response being appealed, if applicable.
Date of filing
Date of filing
2014-2015 (rev 9/5/2014)
Parent Notice of Furlough/Exit from GT Program
Student Name: ________________________________
Grade: _____________
Area(s) of GT Identification:
ID#: _________________
School: ____________________________________
□ Language Arts □ Math
□ Science
□ Social Studies
Dear Parent,
Our records indicate your child has previously been identified to participate in the Austin ISD Gifted and Talented
Program. Your child’s school is recommending a change in the student’s GT program status for the following
reason(s):
□ Student not in the GT Cluster
Classroom (elementary only)
□ Student not performing to academic potential
□ Student is not enrolled in the
appropriate approved advanced-level
course (secondary only)
□ Other reason:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
□ Parent or student request
□ Student illness/injury
□ Student non-attendance
The campus is recommending the following GT program change for the student:
□ GT Furlough in the following area(s):
□ Language Arts □ Math
□ Science
□ Social Studies
□ GT Exit in the following area(s):
□ Language Arts
□ Science
□ Social Studies
□ Math
Date of parent/guardian conference for GT Exit: _____________________________
A furlough is a temporary removal from the GT program. A minimum time for a furlough is not less than one grading
period or more than one school year. After the furlough expires, the student may be re-enrolled in the GT program at the
school. At the secondary level, GT students are required to enroll in advanced level courses (Pre-AP, AP, Accelerated,
Magnet, IB, or approved CTE course) in their area(s) of identified giftedness each school year to maintain GT status. If
students are not enrolled in the appropriate class after the furlough expires, they will be recommended for a GT Exit.
A GT Exit is a permanent removal from the GT program. Exited students who wish to re-enroll in the GT program will
need to participate in the full GT screening, assessment, and identification process at the school. If secondary students
choose NOT to enroll in an approved advanced course (Pre-AP, AP, Accelerated, Magnet, IB, or approved CTE course) in
their identified area(s) of giftedness, they will be exited from the GT program after a parent/guardian conference.
Parent Signature: ______________________________________
Date: ________________
I acknowledge that I have received this notification from the school. I understand I may contact the Campus GT Advocate with
questions or to arrange a meeting regarding this GT program status change.
2014-2015 (rev 9/5/2014)
Austin ISD Classroom Observation: Differentiation of Instruction for Gifted and Advanced Learners
Observer: ___________________________________________
Date: ________________________
Teacher: ____________________________________________
Campus: ______________________
Subject: ____________________________________________
Time: ________________________
CONTENT

Curriculum is directly
linked to state or district
standards
 Content emphasizes
depth and complexity of the
curriculum
 Content is linked to
global and real-world issues,
themes, or problems
 Content provides
students with an array of
appropriately challenging
learning experiences
 Advanced learning
experiences are offered that
connect to AISD’s GT Scope
and Sequence Skills
Continuum
 Opportunities are
provided to accelerate in
areas of student strength
 Content has relevant
associations to the student’s
experiences and lives
 Learning experiences
provide students with choices
of topics or learning styles
 Formative assessment is
used to guide students toward
success
 Summative assessment
is used to measure
achievement
PROCESS
 Flexible grouping is
used according to the
academic readiness,
interest, or learning styles
of students
 A variety of
instructional strategies are
used to engage and
motivate students
 Assignments are
tiered by the academic
readiness, interest, or
learning styles of students
 Students are offered
in-depth and complex
learning opportunities
 Students are
challenged through the use
of higher level questions
 Students understand
and apply research skills
(independent or guided)
and apply creative thinking
and problem solving skills
and apply critical thinking
tools and strategies
 A variety of resources
are available to and used
by students
 Teacher ensures all
students have challenging
and respectful work
PRODUCT
 Students are
encouraged to act as
scholars
 Students are provided
with criteria charts and/or
scoring rubrics prior to
beginning work on a project
 Students use
technology tools and
applications in the creation
and presentation of projects
 Students are
encouraged to create new
ideas and products
choices to work on projects
collaboratively or
independently, depending
on the requirement of the
assignment
choices in how to represent
or share knowledge
acquisition
 Student products show
an accumulation of
knowledge over time rather
than a simple collection of
basic facts and knowledge
 Student products are
authentic and are presented
to an authentic audience
ENVIRONMENT
 The classroom
environment is
welcoming and
accepting of all students
 Teacher is a
facilitator of learning
 Students are
viewed as individuals
with unique academic,
social, and emotional
needs
 Teacher involves
the students in
understanding the
nature of the classroom
and in making it work for
everyone
 Students are
motivated to learn by
being provided with a
choice of topics and
learning styles
 Students are
allowed to work in
groups or partners
 The furniture
arrangement, lighting,
noise level, and other
classroom organizations
and considerations are
used to encourage
cooperation and learning
for all students
Comments:
2014-2015 (rev 9/5/2014)
Customized Campus‐Based Professional Development
Proposal for Annual 6‐hour GT Update
Campus: _________________________
Date of Request: ______________
Title of Proposed Campus‐Based PD:
________________________________________________________________________________________
Date(s) of Proposed Campus‐Based PD:
________________________________________________________________________________________
________________________________________________________________________________________
Description of content to be covered in Proposed Campus‐Based PD:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Goals/Outcomes of the campus‐based PD:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
How does the Proposed Campus‐Based PD relate to the Texas State Plan for the Education of Gifted/Talented Students?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Principal’s Signature: ______________________________
GT Advocate’s Signature: ___________________________
Please submit the completed form to Rhonda Boyer at [email protected] or via fax at 512‐414‐9875. You will
receive a follow‐up email indicating the approval status of your proposal. Please note that after the completion of
approved Campus‐Based Professional Development, you will need to submit a legible roster with the title of the PD,
date, names and signatures of participants. Please use this form as the cover page for the roster.
2014-2015 (rev 9/5/2014)
Austin ISD Advanced Academics and Gifted and Talented
Underachievement Checklist
Key Issue = Avoidance of Responsibility
PRIMARY CHARACTERISTICS
 Avoids and "forgets" responsibilities.
 Avoids setting specific goals and making

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

commitments. Uses vague and passive language.
Fears taking responsibility for self and future.
Appears unmotivated but is actually highly
motivated to underachieve and remain
dependent on others.
Sees grades and other consequences as
unrelated to personal choices and actions and
completely under external control.
Is easily distracted and tends to give up easily.
Makes endless excuses for poor performance and
lacks introspection.
Attempts to lower other people's achievement
expectations by volunteering information about
supposed personal deficiencies.
Is friendly and easygoing. Represses anxiety and
tends to express anger passive-aggressively.
Becomes firmly entrenched in this pattern by age
10 or so.
Lacking adequate challenge may have failed to
make the normal transition from play to work at
school.
RECOMMENDATIONS
 With younger children, set clear, positive, and
realistic expectations for achievement.
 With older children, help them set specific,

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positive and realistic goals for achievement. Then
expose the gap between their expressed
intentions and actions.
Behavioral contracts may help, but rewards may
be ineffective.
Establish regular study times in a well-organized,
quiet place, alone; and make sure these limits are
observed.
Confront fear of taking responsibility for self and
future.
Encourage and reinforce even small signs of
independence and self-sufficiency.
Stress the connection between the child's efforts
and outcomes, choices and consequences.
Positively reinforce effort as well as achievement.
With young children, exchange evaluation forms
between home and school to provide
accountability.
With older children, confront excuses
methodically and supportively.
Avoid nagging and verbal reminders. Instead, use
lists and consequences for non-compliance.
Calmly and consistently enforce stated
consequences for non-compliance, without anger,
until required tasks are completed.
Provide information about personal abilities.
Avoid doing for these children what they can and
should be doing for themselves.
Limit passive forms of activity and entertainment.
Model and teach assertive communication skills.
Excerpted from Schneider, S. (November 1998). Overcoming underachievement. Center for the Gifted.
2014-2015 (rev 9/5/2014)
(continued)
Key Issue = Anxiety


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




Has excessive anxiety. Is a chronic worrier.
Overestimates real or imagined difficulties.
Underestimates personal resources and
abilities.
May be perfectionistic and tend to
procrastinate.
Commonly equates perfection with personal
adequacy and lovability.
Has external locus of control (fate, luck,
chance, higher power, etc.).
Depends on reassurance and approval from
authority figures.
Usually wants to achieve to please authority
figures.
RECOMMENDATIONS
 Acknowledge the anxiety, and teach relaxation
techniques.
 Decrease emphasis on competitive grading, and
encourage creative risk-taking.
 Confront negative self-talk, and dispute






pessimistic and catastrophic thinking.
Provide information to help the child gain a better
understanding of abilities and resources.
Teach coping strategies to bolster personal
resources (e.g. study skills and how to divide
daunting tasks into manageable segments).
Confront perfectionistic expectations and
underlying beliefs. Explain how these relate to
procrastination.
Help the child make simple decisions and then
progress to more complex age-appropriate ones
to develop a more internal locus of control.
Encourage and reinforce signs of independence
and self-sufficiency.
Key Issue = Search for Identity





Is intensely introspective and preoccupied
with identity issues involving 3 questions:
Who am I as a separate person? What's my
purpose in life? How do I relate to other
people?
Engages in long, involved emotional and
philosophical discussions and arguments.
May experience anxiety and depression in
relation to this search for an independent,
cohesive, and satisfying sense of self.
Underachieves selectively and takes
responsibility for choices.
May be immobilized by confusion.
RECOMMENDATIONS
 Interact on an equal level showing empathy,





genuineness, warmth, and unconditional positive
regard.
Listen actively and serve as a sounding board to
facilitate introspective exploration of identity
issues.
Explore the probable long-term consequences of
each choice to underachieve and the relevance of
academic achievement to personal goals.
Use career and technical interest exploration to
broaden or focus possible career options.
Provide achieving role models and mentors willing
to interact with him/her in a collegial manner.
Explore practical steps needed to reach goals.
Excerpted from Schneider, S. (November 1998). Overcoming underachievement. Center for the Gifted.
2014-2015 (rev 9/5/2014)
(continued)
Key Issue = Perfectionism

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
Has faulty thinking (irrational beliefs)
Fear of rejection or humiliation if not viewed
as perfect.
Fear of being judged for mistakes.
Self-worth and personal acceptance is based
on a “personal best” which may not be
realistic or easily attained.
Belief that achieving perfection equals success.
Avoidance of risk-taking for fear of potential
failure.
Has an “all-or-nothing” attitude
Tends to procrastinate due to belief that if
things can’t be done perfectly, they should not
be done at all
Belief that achieving perfection is possible.
Usually neat in their appearance and are well
organized.
Push themselves harder than most other
people do.
Push others as hard as they push themselves.
RECOMMENDATIONS
 Help children not be ashamed of being

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

perfectionistic. Acknowledge feelings of
frustration. Share personal feelings and
experiences with them.
Help child understand the source of feelings as
positive traits. Ideals and high standards are good,
even if it hurts when one can't always reach
them.
Allow perfectionism in activities that really
matter, rather than in everything all at once.
Help child distinguish between perfectionistic
attitudes toward self and others. It’s fine to hold
high standards for yourself but unfair to expect
others to conform to your standards.
Encourage child not to give up. Remind them that
with practice they come closer and closer to their
goals. It takes time and effort to achieve high
standards.
Help children focus energies on future successes
and adopt a philosophy that there are no
mistakes - only learning experiences.
Support students in goal-setting and create
timelines for projects and activities that include
time limits and monitoring.
Adapted from Renzulli, Smith, White, Callahan, & Hartman, 1976; Whitmore 1980; Kerr, 1991; Silverman, 1993
2014-2015 (rev 9/5/2014)
(continued)
Key Issue = Oppositional Behavior

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


Persistently violates social norms and basic
rights of others with no remorse.
Seeks power and control over other people to
feel safe, and blatantly manipulates others to
get what he (she) wants.
Is impulsive, may act out aggressively, and
seeks immediate gratification.
Has very low frustration tolerance.
Distrusts and blames other people for
problems.
Masks feelings of low self-worth with bravado.
Reacts stubbornly in negative opposition to
authority.
Defines self negatively in opposition to
authority figures as "not me."
Persistently opposes authority and "the
system," in spite of negative consequences.
Often has a history of temper tantrums or
hostile outbursts.
May feel frustrated by lack of opportunities for
creative self-expression and independence.
RECOMMENDATIONS
 Show empathy without condoning unacceptable
behavior.
 Calmly expose and confront self-serving attempts
to manipulate other people.
 Teach more appropriate ways to satisfy needs.
 Teach self-control and delay of gratification.
 Discover and use what they value as rewards

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
where appropriate.
Establish a safe environment and build trust.
Provide corrective experiences.
Avoid power struggles, edicts, and ultimatums.
Provide acceptable choices to foster appropriate
decision making and independence.
Set clear and reasonable expectations with calmly
and consistently enforced consequences based on
the child's behavioral choices.
Highlight the child's abilities, and provide positive
verbal reinforcement of desired behaviors directly
or within the child's hearing.
Avoid giving in to temper tantrums.
Provide ample opportunities for creative
expression to foster positive self-definition.
Respect the child's dreams.
Try to understand and validate the child's
creatively uncommon ideas and perceptions.
Modified and excerpted from Schneider, S. (November 1998). Overcoming underachievement. Center for the Gifted.
2014-2015 (rev 9/5/2014)
Austin ISD Gifted and Talented Student Improvement Plan
The Gifted and Talented Student Improvement Plan is designed for students in grades K-12 who are enrolled identified
as gifted and talented. Students placed on this plan are exhibiting characteristics and behaviors associated with
underachievement.
Student’s Name: ___________________________
Student ID: _______________
School: _______________________
Date: _______________
Grade: ________
Current Area(s) of GT Identification:  Language Arts
 Math
 Science
 Social Studies
Student notified about concern(s) on (date): ________
Parents notified on (date): _________
Improvement Plan below must be developed with the student and GT Advocate.
Academic Concerns
Behavioral Concerns
Social-Emotional Concerns
Steps to address Academic Concerns
Steps to address Behavioral Concerns
Steps to address Social-Emotional
Concerns
Student will show improvement by (date): _______________
2014-2015 (rev 9/5/2014)
Austin ISD Gifted and Talented Student Improvement Plan
(continued)
Checkpoint Dates
Start of plan (date): _________________
Evidence of Progress
Monitoring of plan (date):
Academic
Behavioral
Social-Emotional
Academic
Behavioral
Social-Emotional
Academic
Behavioral
Social-Emotional
Recommendation
Recommendation regarding Student Improvement Plan:
____ Student improvement; end of plan
____ Student improvement; continue plan
____ No evidence of improvement; revise plan
Recommendation regarding GT services:
____ Continuation of GT services
 ELA  Math  Sci  SS
____ Furlough* of GT services
____ Exit* from GT services
Signature
Title
Student
Parent/Guardian
Teacher
Administrator
Counselor
GT Advocate
Other:
Other:
Other:
*To be completed and submitted by GT Advocate
2014-2015 (rev 9/5/2014)
Austin ISD Gifted and Talented Program Campus Self-Assessment 2014-2015
All Austin ISD K-12 schools must complete a Gifted and Talented Program Campus Self-Assessment each school year. Per
House Bill 5, the district is responsible for assigning a performance rating for GT services at each campus by August 8 of
each school year. The Texas State Plan for the Education of Gifted and Talented Students also requires an annual
evaluation of gifted and talented services at the campus and district level.
HB 5 – GT Evaluation
Sec. 39.0545. SCHOOL DISTRICT EVALUATION OF PERFORMANCE IN COMMUNITY AND STUDENT
ENGAGEMENT; COMPLIANCE. (a) Each school district shall evaluate the district’s performance and
the performance of each campus in the district in community and student engagement and in
compliance as provided by this section and assign the district and each campus a performance
rating of exemplary, recognized, acceptable, or unacceptable for both overall performance and
each individual evaluation factor listed under Subsection (b). Not later than August 8 of each year,
the district shall report each performance rating to the agency and make the performance ratings
publicly available as provided by commissioner rule.
For purposes of assigning the performance ratings, a school district must evaluate (H) educational
programs for gifted and talented students; (c) A school district shall use criteria developed by a
local committee to evaluate; and (b) This section applies beginning with the 2013-2014 school year.
Texas State Plan for the Education of Gifted and Talented Students
The effectiveness of gifted and talented services is evaluated annually, and the data is used to
modify and update district and campus improvement plans. (5.3C; TEC 11.251-11.253)
The items included in the Gifted and Talented Program Campus Self-Assessment were excerpted from the Texas State
Plan for the Education of Gifted and Talented Students and from local district policies and expectations. Not all items in
the Texas State Plan are included in this self-assessment; only the policies and expectations that are to be completed
and documented at the campus level are included. It is highly-recommended that the campus review all items at the
beginning of the school year to support completion of all required items by the completion dates.
The Principal and GT Advocate will complete the campus self-assessment. The Campus GT Decision-Making Committee
may also assist. Submit the GT Program Self-Assessment Verification Form and required documentation to Debi Torres,
Gifted Program Coordinator, no later than April 30, 2015. A completed copy should be shared with the Campus Advisory
Council so that compliance items are included in the Campus Improvement Plan.
Contact Debi Torres, Austin ISD Gifted Program Coordinator, with questions or to set up a GT support meeting at
[email protected] or 512-414-0155.
2014-2015 (rev 9/5/2014)
Campus ________________________________
Principal’s Signature _____________________________
Completion Date ________________________
GT Advocate’s Signature __________________________
GT Program Campus Self-Assessment Verification Form
Directions:
1. Check the boxes for completed items.
2. Submit documentation for each of the items by the Completion Dates listed in this document.
3. Be sure to include the Principal’s and the GT Advocate’s signatures.
Submit the GT Program Self-Assessment Verification Form and required documentation to Debi Torres, Gifted Program
Coordinator, no later than April 30, 2015. All other pages of the self-assessment do not need to be submitted.
IN COMPLIANCE RATING
RECOGNIZED RATING
EXEMPLARY RATING
STUDENT ASSESSMENT
Campus will complete all
In Compliance items.
 1.3.1C, 1.6C
 1.4C, 1.5.2C, 1.5.1C
 1.5.4C
 1.2.3R
Recognized items.
 1.6R
 1.7C, 1.7.1R
 1.7.2R
Exemplary items.
 1.1.2E, 1.1.3E
 1.7.1E
SERVICE DESIGN
 2.1C, 2.2C
 2.3C
 2.3R
Recognized items.
 2.1.1R
 2.6.1R
Campus will complete 1 or more
Exemplary items.
 2.4E
 2.5E
CURRICULUM AND INSTRUCTION
 3.2C
 3.4C
 4.1.1C, 4.1.2C
 4.2C
 4.3C
Campus will complete 2 at elementary
level and 1 at secondary level.
Elementary
Secondary
 3.3R
 3.1.1R
 3.6R
PROFESSIONAL DEVELOPMENT
Recognized items.
 4.1.3R
Exemplary items.
 3.2E
Recognized and Exemplary items.
 4.3E
FAMILY-COMMUNITY INVOLVEMENT
 5.2C
 5.3C
Campus will complete 2
Recognized or Exemplary items.
 5.2.1R
 5.2.3R
Campus will complete 3 or more
Recognized and/or Exemplary items.
 5.2.1E
 5.2.2E
2014-2015 (rev 9/5/2014)
Directions: All required items must be completed by the Completion Dates provided below. Campuses will submit documentation throughout the school year to
provide evidence of completion of each item. Once the campus self-assessment is completed by the Principal and GT Advocate, all information should be
transferred to the Self-Assessment Verification Form on page 2 of this document. Submit the GT Program Self-Assessment Verification Form and required
documentation to Debi Torres, Gifted Program Coordinator, no later than April 30, 2015. All other pages of the self-assessment do not need to be submitted.
STUDENT ASSESSMENT
IN COMPLIANCE LEVEL: All items must be completed to receive an “In Compliance” campus rating for Student Assessment. By meeting assessment deadlines, the campus will
receive credit for each item completed in this section.
Explanation of Items
1.3.1C, 1.6C Assessment opportunities for GT identification are made available to students at least
once per school year (Austin ISD local policy) at the middle school and high school level and twice a
year at the elementary level. Access to assessment and, if needed, GT services is available to all
populations at the campus.
1.4C, 1.5.2C, 1.5.1C Students in grade K-12 shall be assessed and, if identified, provided GT services
and students are assessed in languages they understand or with nonverbal assessments. Data
collected from multiple sources for each area of giftedness served by the district are included in
the assessment process for GT services (Austin ISD local policy).
1.5.4C In grades K-12, qualitative and quantitative data are collected through six (6) or more
measures and used to determine if a student needs GT services. (Austin ISD local policy).
1.2.3R Austin ISD policy is followed when allowing a student furlough (a leave of absence from
gifted and talented program services) for specified reasons and for a certain period of time without
being exited and district policy is followed when exiting a student permanently from the gifted and
talented program.
Completion Dates and Documentation
Fall Semester: Grades K-12
1.3.1C, 1.6C 2-week GT Nomination Window completed by 09/19/2014.
1.4C, 1.5.2C, 1.5.1C Assessments ordered by 09/25/2014, completed and
submitted for scoring by 10/20/2014, and scores picked up by 11/05/2014.
1.5.4C GT Decision-Making Committee student placement results
submitted by 11/19/2014.
1.2.3R GT Advocate will submit any furlough and/or exit forms by
10/01/2014 in order to avoid any GATE PEIMS corrections.
Spring Semester: Grades K-5(6); Grades 6-12 optional
1.3.1C, 1.6C 2-week GT Nomination Window completed by 01/30/2015.
1.4C, 1.5.2C, 1.5.1C: Assessments ordered by 02/05/2015, completed and
submitted for scoring by 03/02/2015, and scores picked up by 03/27/2015.
1.5.4C GT Decision-Making Committee student placement results
submitted by 04/15/2015.
2014-2015 (rev 9/5/2014)
STUDENT ASSESSMENT continued
RECOGNIZED LEVEL: The campus must complete all the In Compliance items and all of the Recognized and items to receive a “Recognized” campus rating for Student
Assessment. Documentation is required for all items.
1.6R Over the past two (2) years, the population of the GT services program has become more
closely reflective of the population of the campus.
1.7C, 1.7.1R Final determination of students’ need for GT services is made by a committee of at
least three (3) local campus educators. This GT Decision-Making Committee majority of members
have completed 30 hours of GT Foundations training. Campus administrators and counselors on
committee have completed the 6-hour training required for their position.
1.7.2R A balanced examination of all assessment data collected through the district’s GT
assessment process is conducted and used by the GT Decision-Making Committee in making
identification decisions.
All Schools: Grades K-12
1.6R Campus GT Decision Making Committee will review the GT and
general campus demographics (TEAMS report) and create a plan to focus
on equity and access in GT recruitment and services at the campus.
Completed and submitted by 09/12/2014.
1.7C, 1.7.1R Campus will complete and submit GT training verification
form for GT Decision Making Committee by 11/03/2014.
1.7.2R All GT Decision Making Committee members will review the GT
Assessment Module and sign and submit confirmation of review by
11/01/2014.
EXEMPLARY LEVEL: The campus must complete all the In Compliance items, all of the Recognized items, and all Exemplary items to receive an “Exemplary” campus rating for
Student Assessment. Documentation is required for all items.
1.1.2E, 1.1.3E An awareness session providing an overview of the assessment procedures and
services for GT students is offered for families by the district and/or campus prior to the
nomination/referral period. Family meetings are offered in a language that families can understand
or a translator or interpreter is provided.
1.7.1E The GT Decision-Making Committee members have completed the 6-hour GT Update
training for this school year. Campus administrators and counselors on committee have completed
the 6-hour GT Update training.
1.1.2E, 1.1.3E Prior to or during the nomination window(s), campus will
host a parent GT information session to explain the GT assessment and
identification process. A copy of parent sign-in sheets should be submitted
by 09/26/2014 for fall screening and 02/06/2015 for spring screening.
1.7.1E Campus will complete and submit GT training verification form for
GT Decision Making Committee by 11/03/2014.
2014-2015 (rev 9/5/2014)
SERVICE DESIGN
IN COMPLIANCE LEVEL: All items must be completed to receive an “In Compliance” campus rating for Service Design. Documentation is required for all items.
2.1C Identified GT students are assured an array of learning opportunities that
are commensurate with their abilities and 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 these options.
Elementary: Grades K-5 (6)
2.1C, 2.2C All identified GT students will be clustered with a teacher who has completed the
30 hour GT Foundation Training by 09/15/2014. Multi-age groups are acceptable to combine
grade levels with few GT students.
2.2C GT students are ensured opportunities to work together as a group, work
with other students, and work independently during the school day as well as
the entire school year as a direct result of GT service options, including GT
cluster grouping at the elementary level (Austin ISD local policy).
Secondary: Grades 6-12
2.1C, 2.2C All identified GT students will be scheduled in the appropriate advanced level
course (i.e. Pre-AP, AP, Accelerated, IB, or Magnet) in student’s area(s) of giftedness by
09/15/ 2014 (fall) and 01/26/2015 (spring).
2.3C Out-of-school options relevant to the students’ areas of strength are
provided by school districts whenever possible.
2.3C GT Advocate will complete and submit the out-of-school options training module
verification form by 10/21/2014.
2.3R Options that meet the needs of GT students are available on a continuous
basis outside the regular school day.
2.3R GT Advocate will complete the GT Out-of-School Options survey from Advanced
Academic Services by 12/05/2014.
RECOGNIZED LEVEL: The campus must complete all the In Compliance items and all of the Recognized items to receive a “Recognized” campus rating for Service Design.
Documentation is required for all items.
2.1.1R Information concerning special opportunities (contests, academic
recognition, summer camps, community programs, volunteer opportunities,
2.1.1R Documentation must be submitted in print or digital format announcing one-time and
etc.) is available and disseminated to parents and community members.
ongoing events and opportunities targeting advanced-level and GT students. Such as, UIL,
Texas Future Problem Solving, Destination Imagination, Duke TIP, robotics, chess, Math
2.6.1R Annual evaluation activities are conducted for the purpose of continued
Counts, enrichment campus, service projects, mentorships, internships, Regional Science Fair,
service development (Austin ISD expectation). All K-12 schools will complete a
Odyssey of the Mind, Math Pentathlon, etc. Documentation due 03/02/2015.
Campus GT Self-Assessment.
2.6.1R Complete and submit GT Program Campus Self-Assessment Overview to Advanced
Academic Services by 04/30/2015.
EXEMPLARY LEVEL: The campus must complete all the In Compliance items, all of the Recognized items, and 1 or more of the Exemplary items to receive an “Exemplary”
campus rating for Service Design. Documentation is required for all items.
2.4E Acceleration options are actively facilitated by campus administrators,
counselors, and teachers.
2.4E GT Advocate will complete and submit the Acceleration Options verification form by
09/12/2014 and complete the Academic Acceleration survey provided by Advanced Academic
2.5E Additional funding from business partnerships, scholarships, parent group
Services by 12/05/2014.
fundraisers, etc. is used to supplement the state and local funding for the gifted
2.5E Documentation will be submitted in print and digital format to demonstrate the
program.
partnerships between the campus and community organizations and funding by 03/02/2015.
2014-2015 (rev 9/5/2014)
CURRICULUM AND INSTRUCTION
IN COMPLIANCE LEVEL: All items must be completed to receive an “In Compliance” campus rating for Curriculum and Instruction. Documentation is required for all items.
3.2C A continuum of learning experiences is provided that leads to the development of
advanced-level products and/or performances such as those provided through the
Texas Performance Standards Project. This includes the use of the Austin ISD GT Scope
and Sequence Skills Continuum (K-12), Austin ISD GT Exemplary Lessons and Projects
(K-5), and Austin ISD Advanced Placement Vertical Teams Curriculum Manuals (6-12).
3.4C Provisions to improve services to GT students are included in campus
improvement plans.
3.2C The Austin ISD GT Scope and Sequence Skills Continuum (K-12), Austin ISD GT
Exemplary Lessons and Projects (K-5), and Austin ISD Advanced Placement Vertical
Teams Curriculum Manuals (6-12) are used to plan advanced-level differentiated
instruction in the area(s) of student’s identified giftedness. Documentation can be
obtained in teacher lesson planning and classroom observations submitted for credit
by 04/01/2015.
3.4C Suggestions for Campus Improvement Plan are reviewed and tailored to campus
needs within the CIP.
RECOGNIZED LEVEL: The campus must complete all the In Compliance items and 2 at the elementary level and 1 at the secondary level of the Recognized items to receive a
“Recognized” campus rating for Curriculum and Instruction. Documentation is required for all items.
Elementary: Grades K-5
Elementary: Grades K-5
3.3R Flexible pacing (and flexible grouping) is employed, allowing students to learn at
3.3R Advanced-level differentiated instruction will be provided that includes student
the pace and level appropriate to their abilities and skills.
choices, research opportunities, and independent study. Documentation can be
obtained in lesson plans, classroom observations, and GT Student Services Summary
3.6R Student progress/performance in response to GT services is periodically assessed
reports. Documentation submitted by 04/01/2015.
and results are communicated to parents or guardians. Elementary teachers will
3.6R Teachers complete GT Student Services Summary report for each GT student
complete and send home an Austin ISD GT Student Services Summary Report each
assigned to them at the end of each semester and a copy is provided to parents. GT
semester to parents of GT students in grades K-5 (Austin ISD Local Expectations).
Student Services Summary Teacher Verification form is submitted by GT Advocate by
04/01/2015.
3.1.1R Opportunities are provided for students to pursue areas of interest in selected
disciplines, guided and independent research, and accelerated learning experiences.
3.1.1R Advanced-level differentiated instruction will be provided that includes access
to advanced-level courses such as Pre-AP, AP, Magnet, or IB. Documentation will be
collected by Advanced Academic Services through TEAMS reports and College Board
AP Audit by 02/02/2015.
EXEMPLARY LEVEL: The campus must complete all the In Compliance items, 2 at the elementary level and 1 at the secondary level of the Recognized items, and all of the
Exemplary items to receive an “Exemplary” campus rating for Curriculum and Instruction. Documentation is required for all items.
3.2E Students who have participated in a GT program for more than one school year
are provided the opportunity to develop sophisticated products and/or performances
3.2E Opportunities are provided through classroom enrichment, independent study,
which are assessed by external evaluators, professionals who are knowledgeable in the academic competitions, out-of-school options, and/or academic acceleration for which
field, or presented to an appropriate audience for feedback.
campus documentation can be collected and submitted by 04/10/2015.
2014-2015 (rev 9/5/2014)
PROFESSIONAL DEVELOPMENT
IN COMPLIANCE LEVEL: All items must be completed to receive an “In Compliance” campus rating for Professional Development. Documentation is required for all items.
4.1.1C, 4.1.2C Teachers who provide services to GT students will complete the 30-hour GT
Foundations Training.
4.2C Teachers who provide services to gifted students and who have already completed the 30hour GT Foundations Training will complete an annual 6-hour GT Update approved by Advanced
Academic Services.
4.3C Principals are required to complete the 6-hour GT Foundation Training for Administrators.
Assistant principals who are GT Advocates must also complete the GT Foundation Training for
Administrators, all other assistant principals are encouraged but not required to complete this
training.
4.1.1C, 4.1.2.C Teachers will complete the 30-hour GT Foundations
Training by 03/31/2015.
4.2C Teachers will complete an annual 6-hour GT Update approved by
Advanced Academic Services by 03/31/2015. Examples include campusbased GT Update training, campus customized training, GT Updates in
HCP, approved online classes or book studies.
4.3C Administrators and counselors complete required 6-hour GT
Foundations training by 03/31/2015.
4.3C Counselors are required to complete the 6-hour GT Foundation Training for Counselors.
RECOGNIZED LEVEL: The campus must complete all the In Compliance items and any 1 of the Recognized or Exemplary items to receive a “Recognized” campus rating for
Professional Development. Documentation is required for all items.
4.1.3R A written plan for professional development in the area of GT education that is based on
identified needs is implemented and updated annually.
4.1.3R Submit and complete Gifted and Talented 6-hour Update Options
form for SY 2015-2016 by 04/06/2015.
EXEMPLARY LEVEL: The campus must complete all the In Compliance items and all of the Recognized and Exemplary items to receive an “Exemplary” campus rating for
Professional Development. Documentation is required for all items.
4.3E Administrators and counselors who have already completed the 6 hour GT Foundations
Training for Administrators or the 6-hour GT Foundation Training for Counselors will complete an
annual 6-hour GT Update approved by Advanced Academic Services.
4.3E Principal and counselors complete 6-hour GT Update by 03/31/2015.
Examples include campus-based GT Update training, campus customized
training, GT Updates in HCP, GT-related conferences or meetings,
approved online classes or book studies.
2014-2015 (rev 9/5/2014)
FAMILY-COMMUNITY INVOLVEMENT
IN COMPLIANCE LEVEL: All items must be completed to receive an “In Compliance” rating for Family-Community Involvement. Documentation is required for all items.
5.2C, 5.3C An array of learning opportunities is provided for GT students in grades K-12, and
parents are informed of all GT services and opportunities. The effectiveness of GT services is
evaluated annually, and the data is used to modify and update district and campus improvement
plans. Parents are included in the evaluation process.
5.2C, 5.3C Ongoing communication in multiple formats will be provided to
parents and regarding GT services and programs available to students at
the campus. Campuses should complete parent survey or feedback
collection for their campus by 04/01/2015.
RECOGNIZED LEVEL: The campus must complete all the In Compliance items and any 2 of the Recognized or Exemplary items to receive a “Recognized” campus rating for
Family-Community Involvement. Documentation is required for all items.
5.2.1R Orientation and periodic updates are provided for parents of students identified for Gifted
and Talented services.
5.2.3R Products and achievements of GT students are shared with the community.
5.2.1R Ongoing communication provided to parents in multiple formats
regarding a variety of GT and Advanced Academic meetings and
parent/family communications regarding Advanced Academics and GTrelated information. Examples of communications and copies of parent
sign-in sheets by 03/02/2015.
5.2.3R Documentation of student work showcases, publications, and
public sharing and/or student recognition opportunities for academic
performance and achievement can be obtained through announcements,
campus flyers, photographs, scanned student work samples, or sign-in
sheets. Documentation should be submitted by 03/02/2015.
EXEMPLARY LEVEL: The campus must complete all the In Compliance items and 3 or more of the Recognized and/or Exemplary items to receive an “Exemplary” campus
rating for Family-Community Involvement. Documentation is required for all items.
5.2.1E The opportunity to participate in a parent group or association for the Gifted and Talented is
provided to parents.
5.2.2E Liaisons with business and community organizations are established, and the use of
community resources (retired community members, mentors, foundations, universities, etc.) is
evident in the service options available for Gifted and Talented students.
5.2.1E Documentation for parent groups and/or association can be
obtained through announcements, flyers, meeting agendas, membership
rosters, or sign-in sheets. Documentation submitted by 03/02/2015.
5.2.2E Documentation for business and community partnerships can be
obtained through announcements, flyers, meeting agendas, photographs,
or sign-in sheets. Documentation should submitted by 03/02/2015.
2014-2015 (rev 9/5/2014)
GT Program Campus Self-Assessment Timeline
This timeline is designed to assist with meeting the requirements of the GT Program Campus Self-Assessment by the
Completion Dates. The GT Advocate should anticipate the time needed to complete each task by the set Completion
Dates. This timeline does not need to be submitted.
FALL 2014
2014
2015
IN COMPLIANCE ITEMS
Service Design
September

2.1C, 2.2C: GT students scheduled in GT
clusters (K-5) and advanced courses (612) [09/15/2014]
RECOGNIZED ITEMS
EXEMPLARY ITEMS
Student Assessment
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Service Design
1.6R: GT committee creates GT Equity
and Access Plan [09/12/2014]
Student Assessment
 2.4E: GT Advocate will view
Acceleration Options module [09/12/2014]
 2.4E: Academic Acceleration Survey
[12/05/2014]
Student Assessment
 1.3.1C, 1.6C: 2 week GT nomination
window [ 09/19/2014]
 1.4C, 1.5.2C, 1.5.1C: GT Assessments
ordered [09/25/2014]
 1.1.2E, 1.1.3E: Campus will host Parent
GT Information Session on GT
Assessment Process and submit
documentation [09/26/2014]
Student Assessment
October
 1.2.3R: Any GT furlough or exit forms
submitted before PEIMS corrections
[10/01/2014]
 1.4C, 1.5.2C, 1.5.1C: GT testing
completed and submitted for scoring
[10/20/2014]
Service Design

2.3C: Complete out-of-school options
training module [10/21/2014]
November
Student Assessment
 1.4C, 1.5.1C, 1.5.2C: GT assessment
scores picked-up [11/05/2014]
 1.5.4C: GT committee placement
decisions submitted [11/19/2014]
Student Assessment
 1.7.2R: GT committee views GT
Assessment module [11/01/2014]
 1.7C, 1.7.1R: GT committee 30-hour
GT training verification [11/03/2014]
Student Assessment
 1.7.1E: GT committee 6-hour GT update
training verification [11/03/2014]
Family-Community Involvement
 5.2C, 5.3C: Share district GT parent
survey information with parents
December
[11/10/2014]
Service Design
 2.3R: Complete out-of-school options
survey [12/05/2014]
Service Design
 2.4E: GT Advocate will complete
Academic Acceleration survey
[12/05/2014]
2014-2015 (rev 9/5/2014)
SPRING 2015
2014
2015
IN COMPLIANCE ITEMS
RECOGNIZED ITEMS
EXEMPLARY ITEMS
February
January
Service Design

2.1C, 2.2C: GT students scheduled in
advanced courses (6-12) [01/26/2015]
Student Assessment
 1.3.1C, 1.6C: 2 week GT nomination
window [ 01/30/2015]
Student Assessment
1.4C, 1.5.2C, 1.5.1C: GT Assessments

ordered [02/05/2015]
Student Assessment
 1.4C, 1.5.2C: GT testing completed and
submitted for scoring [03/02/2015]
 1.5.4C GT scores picked up [03/27/2015]
Professional Development
March
Curriculum and Instruction
 4.1.1C, 4.1.2.C: Teachers will complete
30 hour GT Foundation Training
Student Assessment
 1.1.2E, 1.1.3E: Campus will host Parent
GT Information Session on GT
Assessment Process and submit
documentation [02/06/2015]
3.1.1R: Secondary schools will submit
documentation of advanced-level
differentiation [02/02/2015]
Service Design

Service Design
 2.5E: Additional funding from
community and/or business
partnerships documentation submitted
2.1.1R: Out-of-School Options
documentation submitted [03/02/2015]
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
[03/31/2015]
 4.2C: Teachers will complete 6 hour GT
Update training [03/31/2015]
 4.3C: Administrators and counselors will
complete 6 hour GT training [03/31/2015]
5.2.1R: Parent communication
5.2.3R: Community sharing of GT
student achievements documentation
submitted [03/02/2015]
[03/02/2015]
 5.2.1E: Campus parent group
 5.2.2E: Partnerships with community
and/or businesses documentation
submitted [03/02/2015]
 4.3E: Administrators and counselors will
complete 6-hour GT Update training
[03/31/2015]
 3.2C: GT Advocate submit
April


 5.2C, 5.3C: Schools complete campus
parent GT survey or feedback collection
[04/01/2015]
Student Assessment
 1.5.4C: GT committee placement
decisions submitted [04/15/2015]
3.3R: Elementary schools will submit
3.6R: Teacher verification of
completed GT Student Service
Summaries submitted [04/01/2015]
 3.2E: GT student advanced-level
curriculum opportunities

4.1.3R: GT Update Options for 20152016 submitted [04/06/2015]
Service Design

2.6.1R: GT Program Campus SelfAssessment submitted [04/30/2015]
2014-2015 (rev 9/5/2014)
Campus Improvement Plan – Advanced Academics
This information is provided to support the development of your Campus Improvement Plan with regard to GT students and advanced level learners.
The following examples can be adapted and used to meet your individual campus’ needs in various sections of the CIP.
Performance Objective: Equity and Access
Campuses and district eliminate barriers and support student participation in and efforts to succeed in appropriate and academically challenging opportunities and
courses through the services, programs, and practices implemented.
ES MS HS
Strategies
Resources and Notes
Analyze data to identify equity and access
patterns with regard to campus
demographics.
Develop campus initiatives to improve GT
student identification for
underrepresented populations as reflected
in the analysis of campus demographics of
GT program.
Improve communication to encourage
parents, guardians, and staff to nominate
students of diverse populations for the
campus GT Assessment period.
Host parent GT nomination meetings on
campus to increase nominations from
parents and guardians.
Host teacher GT nomination meetings on
underrepresented GT populations to
increase the number of nominated
students.
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Austin ISD TEAMS report “District Gifted and Talented Summary AISD” will provide GT campus
demographics data for all schools.
TEA’s Equity in G/T Education
Campus GT Data Profile
Campus Advanced Academics Data Profile
Include the GT Advocate, Campus GT Decision-Making Committee, and Campus Advisory Council
(CAC) in data analysis and discussion in how to improve and strengthen campus GT demographics.
Campus GT Data Profile
Administrators Digital Bookshelf
Determine a variety of effective communication strategies that will be effective in collecting more
student nominations from diverse student populations.
Work with the GT Advocate and Campus GT Decision-Making Committee to plan and host at least
one parent meeting per semester to increase nominations.
Parent Corner
Para Padres
Guiding the Gifted (very bottom of the page)
Include information during faculty meetings or campus professional development on
underrepresented GT populations and Equity in GT Education.
No Place for Hate activities
Cultural Proficiency and Inclusiveness training
Social and Emotional Learning training
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2014-2015 (rev 9/5/2014)
Promote professional development that
supports cultural proficiency to recruit and
retain students, including
underrepresented populations.
Use College Board AP Potential to drive
enrollment in AP and dual credit courses to
promote equity and access for
underrepresented students.
Determine resources to recruit students,
including underrepresented, into advanced
level courses.
Lead campus-based GT Update Training
(through PLCs or traditional PD model) to
ensure that all required teachers complete
the required 6 hr. update.
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Teaching Tolerance
College Board Professional Development
National Math and Science Initiative Training
Cultural Proficiency and Inclusiveness training
No Place for Hate activities
Social and Emotional Learning training
Customized campus GT update based on AP needs
Teaching Tolerance
PSAT scores
AP Potential website
AP Potential training
AP Access and Equity Initiative
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Advanced Placement Recruitment Tools
Academic Acceleration Digital Presentations
AP Potential website
AP Access and Equity Initiative
AVID, College Readiness Counselors, College GO centers
Advanced Academic Services offers 2 Campus GT Facilitator Training topics each school year.
Schools may select one staff member to attend during the summer or early fall to be trained to
lead the campus update training.
Schools may design a training of their choice to be pre-approved by Advanced Academic Services
before granting GT credit. Information at
http://curriculum.austinisd.org/adv_ac/GT/GTadvocates.html
Teachers on committee need to have completed 30 hr. GT training.
Counselors and Administrators need to have completed 6 hr. training for their position.
The Decision-Making Committee may use GT Assessment Training presentation.
The GT Advocate can provide an overview of the GT Identification requirements by using the
information provided in the GT Program Guide and GT Documents Manual

Ensure that all GT Decision-Making
Committee members have appropriate GT
training on the Identification and
Assessment of GT students.
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Monitor that all GT teachers have
completed the 30 hr. GT Foundation
Training requirement within one semester
of being assigned GT students.
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Advanced Academic Services offers GT Foundation training in the Fall and Spring Semesters.
Advanced Academic Services will cover the cost of substitutes for teachers who are assigned GT
students.
- 30-hour GT Institute (Elementary)
- 12-hour GT Nature, Needs, and Assessment (Secondary)
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2014-2015 (rev 9/5/2014)
Monitor core content area Pre-AP/AP
teachers to receive APSI or other
appropriate training.
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GT Foundation training is also available online beginning Fall 2014.
College Board Professional Development
National Math and Science Initiative Training
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2014-2015 (rev 9/5/2014)
Performance Objective: Program Implementation and Fidelity
Campuses and district proactively plan, design, and deliver the structure and method for providing services, opportunities, differentiated instruction, acceleration,
extension, and enrichment and monitor and adjust for student recruitment and retention, access, equity, consistency, and sustainability.
Strategies
Resources and Notes
ES MS HS
Identified elementary GT students will be
clustered together in groups of 3 or more in a
classroom with a teacher who has completed the
30 hour GT Foundation Training. Cluster grouping
allows gifted students an opportunity to work with
other gifted students throughout the entire school
year.
Identified secondary GT students will be enrolled
in an advanced-level course in each area of
identified giftedness.
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Increase opportunities for GT students to work
together throughout the school year.
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Support Out-of-School Options relevant to student
strength areas, including academic competitions
and academic clubs that are available to gifted and
advanced learners on campus.
Support academic enrichment opportunities for
gifted students on campus by providing a modified
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Austin ISD TEAMS “Campus Gifted and Talented” report will provide a current list of all
GT students on campus. The principal and GT Advocate will use this TEAMS report when
placing students with teachers for the upcoming school year.
When there are enough GT students at a grade level to make more than one GT cluster
classroom, the campus should consider grouping students with similar strength areas
together with the same GT teacher. For example, one cluster classroom may have all the
students who are GT in math and science at the grade level.
Austin ISD TEAMS “Campus Gifted and Talented AISD” report will provide a current list of
all GT students on campus. The GT Advocate and counselors will use this TEAMS report
when scheduling students in advanced-level courses (Pre-AP, AP, Accelerated, Magnet,
IB) for the upcoming school year.
GT advisory classes, interdisciplinary and cross-grade level projects, seminars, and
enrichment and extracurricular activities that target GT students (but may be open to
other students as well) should be considered.
GT Advocate and Counselors will schedule groups of GT students who are identified
gifted in the same core content advanced-level courses when possible. For example,
several 9th grade students who are identified GT in math will be scheduled in the same
Pre-AP Geometry class.
Austin ISD TEAMS “Campus Gifted and Talented AISD” report will provide a current list of
all GT students on campus. The GT Advocate and counselors will use this TEAMS report
when scheduling students in advanced-level courses (Pre-AP, AP, Accelerated, Magnet,
IB) for the upcoming school year.
The GT Advocate and campus principal can view the Advanced Academic Services Out-ofSchool Options presentation.
DUKE Talent Identification Program (TIP) (4-7 grades)
National Junior Honor Society/National Honor Society
Academic Competitions
Distinguished Achievement Program (SSIG, page 143)
The librarian, counselor, instructional coach, other staff members, parents, mentors,
university students, or community groups may be used to lead a short-term or long-term
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2014-2015 (rev 9/5/2014)
pull-out or pull-in GT program on campus.
Provide a GT Student Showcase that provides
gifted students an opportunity to share their
advanced-level independent or small group
projects with an audience outside of the
classroom.
Review and align campus Pre-AP course offerings
and vertical team sequence of courses.
Use Campus Advanced Academics Data Profile to
support improvement of student participation in
AP/Pre-AP classes, AP/Pre-AP course offerings, AP
exam performance, excellence and equity, and
teacher professional development.
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gifted academic enrichment program on campus. These options may include educational
field trips, special projects, guest speakers, or community service projects.
TEA’s Texas Performance Standards Project (TPSP)
Invite parents, district staff, or community members to the GT Student Showcase.
Teachers encourage gifted students to select one of their best projects to share.
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Master Schedule
Secondary School Information Guide (SSIG), Appendix K
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Campus Review and Feedback Session
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2014-2015 (rev 9/5/2014)
Performance Objective: Curricular Support
Campuses and district meet the needs of students participating in Advanced Academics with resources and support for modifying the depth, complexity, and pacing of
the curriculum and instruction through differentiation, acceleration, extension, and enrichment.
Strategies
Encourage the use of the Austin ISD GT Scope
and Sequence Skills Continuum by GT teachers
when planning advanced-level differentiated
curriculum for gifted learners.
Ensure that GT teachers are completing the
Austin ISD GT Student Performance Semester
Reports to encourage ongoing communication
with parents and guardians.
Ensure that teachers differentiate the
curriculum by providing an array of
appropriately challenging learning experiences
that connect to the interests, abilities, and
strength area(s) of gifted students throughout
the school year.
Support academic acceleration learning options
available to gifted students in their strength
area(s).
Review AP course syllabi prior to
authorization to ensure that College Board
curricular requirements are met at a level
which confers college-level coursework and
appropriate scaffolds.
Provide tools to support students in the AP
program.
Resources and Notes
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GT Scope and Sequence Skills Continuum presentation
GT Scope and Sequence Skills Continuum documents
Provide teachers with time to plan and share examples of advanced-level differentiated
curriculum using the GT Scope and Sequence Skills Continuum.
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GT Student Services Summary documents
Encourage teachers to communicate student performance with parents during parent
conferences and send home the completed reports each semester.
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GT Exemplary Lessons (K-5)
AP Vertical Teams Curriculum Manuals (6-12)
Pre-AP Resource Banks (6-10)
TEA’s GT Teacher Toolkits: http://www.texaspsp.org/toolkit/GT_Teacher_Toolkit.html or
http://www.texaspsp.org/toolkit2/Toolkit2.html
100 Free and Useful Tools for AP Students and Teachers
The GT Advocate and campus principal can view the Advanced Academic Services
Academic Acceleration presentation.
TEA’s GT Teacher Toolkits: http://www.texaspsp.org/toolkit/GT_Teacher_Toolkit.html or
http://www.texaspsp.org/toolkit2/Toolkit2.html
National Repository of Online Courses
AP Course Audit website
AP Course Descriptions
AP Vertical Teams Curriculum Manuals
Pre-AP Resource Banks
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AP Digests (very bottom of the page)
AP Free Response Bookmaps
Response to Invention (RtI) documentation tools
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ES
MS
HS
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2014-2015 (rev 9/5/2014)
Expand Accelerated and AP Spanish Language
courses for native speakers at the middle
school level.
Implement AP Human Geography as an AP
expansion course for 9th grade students.
Support campus administrator attendance at
College Board professional development to
support program implementation and
improvement.
Provide tools to support students on the AP
exam.
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AP Vertical Teams Curriculum Manuals
Pre-AP Resource Banks
College Board Explore AP
College Board AP Summer Institute
Texas Middle School Program for AP Spanish (TEA)
AP Spanish Language and Culture Course Home Page
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College Board AP Summer Institute
College Board AP Human Geography Course Home Page
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College Board “Organizing your AP Exam Administration”
College Board “Building an AP Program”
College Board “Fall Counselor Workshop”
College Board “AP Administrator Institute”
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AP Digests (very bottom of the page)
College Board released practice exams
College Board Explore AP
McGraw-Hill Prep Center for AP Exams
CourseNotes
AP Free Response Bookmaps
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2014-2015 (rev 9/5/2014)
Performance Objective: Parent and Community Advocacy
Campuses and district engage parents, families, and community members as advocates for the needs of students participating in Advanced Academics through
communication, education, events, and opportunities for involvement.
Strategies
Resources and Notes
ES MS HS
Host parent GT nomination meetings on campus
to increase nominations from parents and
guardians.
Host parent meetings or social events for parents
of GT students.
Increase parent and community involvement with
the campus GT program.
Develop liaisons with business and community
organizations and/or establish the use of
community resources to strengthen the campus
GT program.
Celebrate student performance on advanced
measures.
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Work with the GT Advocate and Campus GT Decision-Making Committee to plan and
host a minimum of 1 parent meeting per semester to increase nominations.
Parent Corner
Para Padres
Parent Engagement Brochure (also in Spanish)
Provide communication and idea sharing through various campus events.
The Advanced Academic Services website provides resources (English & Spanish) to
support parent meetings.
Parent Corner
Para Padres
Parent Engagement Brochure
The librarian, counselor, instructional coach, other staff members, parents, mentors,
university students, or community groups may be used to lead a short-term or long-term
gifted academic enrichment program on campus. These options may include educational
field trips, special projects, guest speakers, or community service projects.
Parent Engagement Brochure (also in Spanish)
Consider writing grants, soliciting donations, and/or volunteers/mentors from businesses
and community groups near your school to strengthen GT program.
AP exam performance leading to AP Scholar distinction
IB exam performance leading to IB Certificate and IB Diploma distinction
PSAT exam performance leading to National Merit Scholarship distinction (including
Hispanic Recognition, Academic Achievement, National Merit Finalist/Semi-Finalist)
DUKE Talent Identification Program (TIP)
National Junior Honor Society/National Honor Society
Academic Competitions
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2014-2015 (rev 9/5/2014)

Gifted and Talented Document and Forms Manual 2014 – 2015

Transcripción

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