Gifted/Talented Program A Handbook for Parents, Community Members, and Campus Personnel

Transcription

1 Gifted/Talented Program A Handbook for Parents, Community Members, and Campus Personnel Revised Pearland ISD Advanced Academics 1928 N. Main Street Pearland, TX

2 Pearland Independent School District Pearland, Texas (281) Superintendent John Kelly, Ed. D. Deputy Superintendent Nan Weimer Senior Assistant Superintendent for Elementary Education Brenda Waters, Ed.D. Senior Assistant Superintendent for Intermediate Education Sonia Serrano Chief Financial Officer Don Marshall, CPA Senior Assistant Superintendent for Support Services & Advanced Academics Cary Partin Advanced Academics and International Baccalaureate Programmes: Margo Gigee, Director Corey Cogswell, Specialist Jenifer Hill, Specialist Robyn Olsen, Specialist Christina Pair, Specialist Damon Rayburn, Specialist Stacy Mueller, Sablatura GT Academy Specialist Jennifer Bill, PJH West GT Academy Specialist 2 Gigee, Hill, Olsen 7/2017

3 Beliefs We believe that Gifted/Talented students are passionate about learning, solve problems in unique ways, and require support from trained teachers/mentors who are sensitive to their individual needs. We believe that appropriate services for Gifted/Talented students will enable them to work successfully alone, with other gifted students, and with students not identified as Gifted. Philosophy Gifted students come from all races, socio-economic strata, geographic locales and environments. They display unique needs and possess unusual abilities and talents which merit recognition and nurturing. Mission Statement In order to nurture the unique needs of Gifted/Talented learners, Pearland ISD offers a comprehensive array of differentiated learning experiences that provide greater depth and complexity than what is included in the district s core curriculum. Vision Statement The Advanced Academics programs of Pearland ISD provide opportunities for students to develop as world class leaders who meet or exceed international standards of academic performance. 3 Gigee, Hill, Olsen 7/2017

4 Program Design Elementary (K-4) The Gifted/Talented program in Kindergarten through fourth grade is designed to provide differentiated instruction for identified Gifted/Talented students. Differentiated instruction offers a variety of learning options designed to tap into students interests and abilities by providing academic enrichments and extensions to the grade level curriculum. At each grade level (1-4), the identified students will be grouped within a class taught by a teacher with the required Gifted/Talented thirty hours training. If there are less than twenty-two GT identified students at one grade level, all students are clustered with one teacher who has completed the state mandated training to teach gifted and talented students. If team teaching, both teachers will complete the training. If there are more than twenty-two GT identified at one grade level, the students will be clustered in two classes with teachers who are certified to teach Gifted students. All kindergarten students are automatically considered for gifted/talented services (Texas State Plan for the Education of Gifted/Talented Students 1.5.2R). Intermediate (5-8) In grades 5-8, teachers with the required Gifted/Talented thirty hours training work with Gifted students providing services to identified students through advanced or Pre-Advanced Placement (Pre-AP) classes in the four core areas (language arts, mathematics, science and social studies). In 5 th and 6 th grades, students identified as Gifted/Talented are placed on a team in all advanced classes. In 7 th and 8 th grades, students may choose to take any or all of the advanced level classes offered. Students may receive Gifted/Talented services at their attendance zone campus in cluster group classes or at the GT Academy. Secondary (9-12) In grades 9-12, teachers with the required Gifted/Talented thirty hours training work with gifted students providing services to identified students in Pre-AP, Advanced Placement (AP) acceleration and double content courses. The AP Program allows students to take college-level classes as part of their high school curriculum. These courses offer challenging learning experiences and maintain national standards set by the College Board. Students who meet specific criteria set by each college or university on an AP Exam receive credit for specific college courses. Students may also apply for above level or concurrent enrollment in AP courses. Pearland ISD offers AP courses in all core areas as well as several elective areas. Additional opportunities for advancement include dual credit courses, credit by exam, and early graduation. For a full listing of courses offered, please refer to the Pearland ISD High School Course Selection Handbook. Additional Opportunities Each campus offers extracurricular activities to support academics and student interests such as Academic Decathlon, Quiz Bowl, Future Problem Solvers, UIL, Robotics, and math competitions. Please check with your child s campus about specific activities. 4 Gigee, Hill, Olsen 7/2017

5 Gifted/Talented Identification Procedures Step 1: Nomination Members of Pearland ISD professional staff, including principals, teachers, counselors, special program teachers or others who have knowledge of the student may nominate students. Parents/Guardians, other family members, and/or community members may nominate students. Students may nominate themselves. Nominations are accepted at any time during the school year; however assessment and identification are completed according to a published district timeline. A nomination period prior to the district s assessment is advertised at the campus and in the community. Step 2: Assessment Students in grades K-12 may be assessed once during any academic year. Please check the PISD website at for the assessment timeline. Step 3: Assessment Each student who is nominated is assessed using instruments determined by the PISD GT Identification Committee. At least two different types of data, qualitative and quantitative, are used in the identification process. Assessment instruments may include, but are not limited to: - Ability Testing - Achievement Testing - Observation Inventory - Planned Experiences - Student Portfolio - Gifted assessment data from previous years may also be used to make a determination Parent/guardian permission must be secured for any testing not given to the entire grade level. The child s teacher or other professional who is knowledgeable in the field of Gifted education administers any specialized assessment. Students who miss G/T assessments due to excused absences may attend a make-up assessment. Make-up assessment sessions will be held after school at the Pearland ISD Education Service Center. Step 4: Selection Final determination of students need for gifted/talented services is made by a committee of at least three (3) local district or campus educators who have received training in the nature and needs of gifted/talented students and who have met and reviewed the individual student data (19 TAC 89.1(4)). Step 5: Participation Student participation is ongoing, and re-evaluation is based on student performance in the program. Any re-assessment is for the purpose of appropriate placement. 5 Gigee, Hill, Olsen 7/2017

6 Gifted/Talented Student Transfers 1. Transfers within Pearland ISD If an identified Gifted/Talented student transfers within Pearland ISD, the student continues services in the receiving school. 2. Students previously identified Gifted/Talented by another school district: Students must be enrolled in Pearland ISD in order to be eligible for G/T assessment, services, or data review. Students new to Pearland ISD who were identified as Gifted/Talented by another school district, will be placed in a class taught by a classroom teacher who has completed the state required Gifted and Talented training. Within six weeks, the student will be evaluated by Pearland ISD criteria (parent permission is required for any testing). On or before the end of the six week period, the data will be brought before the District Identification Committee. The District Identification Committee will evaluate the data and determine if the student qualifies for G/T services in Pearland ISD. Students who were identified in their previous school district who have one or more parent(s) actively serving in the US military will receive G/T services when documentation of GT identification is received by Advanced Academics. Students new to the district who have not been previously identified as G/T by another district may be nominated for G/T assessment at any time; however, assessment and identification will be completed according to the published district timeline. 3. Private and Home Schooled Students Private and home school students entering Pearland ISD for the first time may be nominated for G/T assessment at any time and will follow the district assessment timeline for their grade level. Pearland ISD does not offer an assessment program at public expense for non-enrolled students. Students must be enrolled and in actual attendance prior to consideration for Gifted/Talented assessment. 4. Assessment from Outside Sources Private assessment is accepted from approved psychologists only. Please contact Advanced Academics for a list of approved professionals. 6 Gigee, Hill, Olsen 7/2017

7 Probation and Exit for Gifted/Talented Students Prior to exiting the Gifted/Talented program, a student must be placed on probation and given a predetermined amount of time to improve their performance. Educational needs, lack of interest and/or motivation are possible indicators for probation. A request for a student to be placed on probation may be initiated by: School Administrator Teachers School Counselor Parents Student Probation and Exit Procedures 1) Identify problem areas for the student and contact Advanced Academics. 2) Teacher conferences with parent/guardian and student. 3) If probation is indicated, the teacher refers the student to a Probation Committee consisting of at least three professionals including the teacher, a campus administrator, and a member of the Advanced Academics team. 4) Committee recommends a probationary period (up to one semester) and completes Probation Policy Plan for Improvement (see form GT-13). 5) The student continues participation in Gifted/Talented services during the probationary period. 6) At the end of the probationary period, the Probation Committee will review the student s performance record. 7) The committee will recommend reinstatement, continued probation, furlough, or exit. Students may not be exited during the last nine weeks of the school year. 8) When a student is exited, application to return to the G/T program may be initiated the following academic year through the regularly scheduled identification process. In order to be identified as G/T, the student must meet current Pearland ISD identification criteria. 9) If a parent/guardian disagrees with exiting his/her student from the program, the parent/guardian may follow the appeal process. Furloughs Furloughs are for students who need a short time (from 6 weeks to the remainder of year) away from the rigor of the Gifted/Talented Program. Reasons for furloughs could include but are not limited to death in the family and/or health issues. 1) The parent/guardian or student (with parent/guardian signature) completes the Furlough Request Form. 2) The teacher(s), principal, and member of the Advanced Academics team (campus selection committee) review the information. A letter is sent to the requesting parent/guardian and/or student with the decision. 3) Students receiving homebound services will automatically be placed on furlough. This includes all students enrolled in Pre-AP/AP classes. 4) The parent/guardian should advise the campus principal and Advanced Academics in writing when the student is ready to return to Gifted/Talented services. 7 Gigee, Hill, Olsen 7/2017

8 Gifted/Talented Appeal Process Level 1 Appeal 1) If a parent or guardian disagrees with the identification committee s decision, the campus administrator must be notified in writing within ten school days after the identification letter and the copy of profile are sent. A parent/guardian conference will be held with the Campus Level 1 Appeal Committee (which will include at least one member of the Advanced Academics team and may include the campus Principal, Assistant Principal, or Counselor). At this conference all assessment data, including new information from the parent/guardian as to why the original decision should be overturned, will be considered. 2) Within five school days after the parent/guardian and Campus Level 1 Appeal Committee conference, a letter with the decision will be mailed to the parent/guardian. Level 2 Appeal 1) If the parent/guardian disagrees with the Campus Level 1 Appeal Committee decision, they have ten school days after receiving the GT Level 1 Committee written decision to submit a letter to the Director of Advanced Academics stating the concerns and requesting a District Level 2 Appeal. 2) Within ten school/work days after receiving the request for a District Level 2 Appeal, a conference will be scheduled with the parent/guardian. The Level 2 Appeal conference will occur with the Director of Advanced Academics within fifteen school/work days of the receipt of the Level 2 Appeal request. 3) Within five school/work days after that conference, a letter with the decision will be mailed to the parent/guardian. 4) If the parent/guardian disagrees with the Level 2 Appeal decision, they may contact the Senior Assistant Superintendent of Support Services in order to follow the District Policy for Appeals. 8 Gigee, Hill, Olsen 7/2017