Dilley
Independent School
District
Gifted and Talented
Education Program
Handbook
2014 – 2015
Revised August 2014
TABLE OF CONTENTS
Philosophy ................................................................................................................................... 5
Definition ...................................................................................................................................... 5
Needs Assessment Statement .................................................................................................... 5
Overall Program Goal .................................................................................................................. 6
Special Program Goals ................................................................................................................. 6
Elementary Identification Procedures .......................................................................................... 6
Secondary Identification Procedures ........................................................................................... 8
Transfer of Identified GT Students ............................................................................................. 10
Furlough Process ....................................................................................................................... 10
Exit Process ............................................................................................................................... 10
Appeals ...................................................................................................................................... 11
Program Prototype ..................................................................................................................... 11
Curriculum ................................................................................................................................. 11
Staff Development ...................................................................................................................... 11
Community Awareness .............................................................................................................. 12
Parent & Community Involvement ............................................................................................. 12
Program Evaluation ................................................................................................................... 12
G/T Referral Forms .................................................................................................................... 13
Teacher Referral ........................................................................................................................ 14
Parent Referral .......................................................................................................................... 15
Parent Referral (Spanish) .......................................................................................................... 16
Peer/Self Referral ...................................................................................................................... 17
Peer/Self Referral (Spanish) ...................................................................................................... 18
G/T Screening Form ................................................................................................................... 19
Parent Consent Form ................................................................................................................ 20
Parent Consent Form (Spanish) ................................................................................................ 21
Guidelines for Selection of Kindergarten Services ..................................................................... 22
2
Kindergarten Profile .................................................................................................................... 23
Guidelines for Selection Grades 1-12…………………………………………………………………26
1st – 5th Grade Profile ................................................................................................................ 27
6th – 12th Grade Profile.............................................................................................................. 30
Teacher Checklist Grades K-2 ................................................................................................... 33
Teacher Checklist Grade 3-5 ...................................................................................................... 34
Purdue Academic Rating Scale: English .................................................................................... 35
Purdue Academic Rating Scale: Mathematics ........................................................................... 36
Purdue Academic Rating Scale: Science…………………………………………………………….37
Purdue Academic Rating Scale: Social Studies……………………………………………………..38
Cover Letter for Parent Checklist (English Form)…...…………………………………………….…39
Parent Checklist K-12 (English) …..…………………………………………………………………..40
Cover Letter for Parent Checklist (Spanish Form)…………………………………………………..41
Parent Checklist K- (Spanish Form)…..………………………………………………………………42
G/T Selection Forms .................................................................................................................. 43
Selection Notification ................................................................................................................. 44
Selection Notification (Spanish) ................................................................................................. 45
Selection Notification-DNQ ......................................................................................................... 46
Selection Notification-DNQ(Spanish) .......................................................................................... 47
Conference Record Form for Exit from G/T………………………………………………………….48
Conference Form for Furlough/Re-Entry from G/T…………………………………………………..49
Parent / Student Request Exit Form ........................................................................................... 50
Elementary Evaluation Report (K-2) ........................................................................................... 51
Elementary Evaluation Report (3-5)............................................................................................ 53
School Staff Evaluation of Program Form ................................................................................... 54
Parent Survey ............................................................................................................................. 55
Parent Survey (Spanish)............................................................................................................. 56
3
Student Evaluation of the Gifted and Talented Program …………………………………………57
4
This School District does not discriminate on the basis of sex, disability, race, color, or national
origin in its education programs, activities, or employment as required by Title IX, Section 504, and
Title VI.
PHILOSOPHY
The Dilley Independent School District includes in its educational philosophy that all students
should be given the opportunity to fulfill their potential. The classroom provides the setting for the
development of academic potential. Because gifted/talented students possess the ability to
progress beyond the regular curriculum, the district offers a differentiated program to cultivate
these exceptional abilities. By providing a curriculum and environment that will enhance the
uniqueness of the gifted learner, we will improve the quality of education for all students.
DEFINITION
§29.121.Definition
In this subchapter, “gifted and talented student” means a child or youth who performs at or shows
the potential for performing at a remarkably high level of accomplishment when compared to
others of the same age, experience, or environment and who:
(1) exhibits high performance capability in an intellectual, creative, or artistic area;
(2) possesses an unusual capacity for leadership; or
(3) excels in a specific academic field.
NEEDS ASSESSMENT STATEMENT
In assessing the need for a gifted/talented education program many factors must be included such
as national, state, and local needs and goals.
1.
Research indicates that approximately 3-5% of students in the nation are gifted and
talented. According to these statistics, approximately 73 students within the Dilley
Independent School District may be gifted and talented and in need of a differentiated
program.
2.
The Texas Legislature has mandated education of the gifted and talented and the Texas
State Board of Education has rules for this area of education. Districts are required to
identify and serve gifted students.
3.
A study of the Dilley Independent School District shows the community is rural and
agricultural in nature. A large percentage of the students within the district fall into
federally established criteria for low-income families. Because of this rural location and
socioeconomic problems it is easy to understand that parents experience greater difficulty
in providing enriching experiences for a gifted child than parents in more affluent or
suburban areas. The school district needs to provide challenging, enriching educational
experiences for these students.
4.
Teachers in the district have indicated an interest in providing additional options for
gifted/talented students.
a.
Elementary and secondary level teachers cite the need for enrichment of interests
and activities outside the general curriculum for these students.
b.
Many teachers have shown interest by attending workshops and university classes
on teaching the gifted and talented.
5
5.
Parents and school board members have indicated a desire for the district to meet the
needs of the gifted and talented.
6.
Dilley Independent School District currently provides for underachieving students through
Title I Regular, Title I Migrant, Special Education, and other programs. It is necessary to
extend the district's provisions for individual educational needs by providing for
gifted/talented students.
The statements above all clearly indicate a need for serving the gifted and talented students in the
Dilley Independent School District.
OVERALL PROGRAM GOAL
The goal of Dilley ISD is to implement a substantially differentiated program in grades K-12 that will
enable gifted and talented students to develop their potential and/or demonstrate exceptional
abilities.
SPECIAL PROGRAM GOALS
Goals that are specific, yet flexible, are essential in a program to serve gifted and talented
students. Specific goals for the Dilley Independent School District are as follows:
1.
To understand the abilities and basic needs of each gifted child.
2.
To implement a procedure for identifying gifted and talented students through the use of
multiple and appropriate criteria.
3.
To implement a plan for identifying, selecting, and training professional personnel to work in
the program.
4.
To implement program options and an appropriate curriculum of study to meet the program
and student goals.
5.
To inform parents and community of the implementation of the gifted/talented program.
6.
To develop and implement evaluation procedures for effective programming and for
program continuation, refinement, and expansion.
ELEMENTARY IDENTIFICATION PROCEDURES K - 5
The procedures utilized by the Dilley I.S.D. in the identification of students who may be gifted are
as follows:
I.
REFERRAL STAGE
A. Teachers and counselors have the opportunity to refer students for entry into the G/T
program. They may refer new-to-the-district students and kindergarten students by the
6
end of January. The window for all other referrals will be open March first of the
current school year. Services will begin once identification is made and paperwork
is complete.
B. Parents or other interested persons will also be given the opportunity to refer students
at the same time teachers refer students. A special request for parent referrals will be
made each school year through letters to parents and through newspaper and district
web. Parents will be asked to pick up a Parent Referral Form from the campus office.
C. Parent permission for special screening must be received.
II. SCREENING STAGE
A. Assessment tools may include but are not to be limited to the following:
1. Divergent Thinking Test (NNAT)
2. Achievement Test Scores (Iowa Test of Basic Skills ITBS)
(APRENDA Spanish Achievement Test for non-English speakers)
3. Teacher Checklist
4. Parent checklist
5. Additional criteria may be employed as needed (Student work sample/Portfolio)
B. Screening procedures must consider all students who might reasonably benefit from the
specific program. In no way should the process discriminate against any person or
group for reasons of sex, race, creed, ethnic origin, or religious preference.
C. The information gathered on students through the screening process will be in
conformity with legal standards regarding the rights of privacy of the individual. Only
professional educators who can assure confidentiality will collect the data and make it
available to those who need to use it for educational purposes.
D. In addition, an Environmental Factors Sheet may be used to give supplemental
consideration to any student identified as educationally disadvantaged because of
factors used on that sheet.
III.
SELECTION STAGE
A. A profile will be prepared for each student screened. The designee of the school will
compile and organize the data on the profile. Once all data has been collected and
entered on the profile, the names of those students referred are removed and replaced
with numerals before being sent to the selection committee. The profile will be used to
evaluate student performance on the screening criteria.
B. The campus selection committee will be comprised of a minimum of three professional
educators. The designated campus member (non-voting) will make the presentation to
7
the committee. The selection committee members must have received training in the
area of nature and needs of gifted students.
IV.
NOTIFICATION
Parents and/or students shall be notified in writing of selection for the gifted education
program. Participation in any program or services provided for gifted students is voluntary,
and before a student is placed in a gifted program, the District shall obtain the parent’s and
the student’s written permission.
V.
REASSESSMENT
In accordance to school board policy EHBB (LOCAL), the district shall not perform routine
reassessments.
SECONDARY IDENTIFICATION PROCEDURES (6-12)
The procedures utilized by the Dilley I.S.D. in the identification of students who are gifted are as
follows:
I.
REFERRAL STAGE
A. Teachers or counselors have the opportunity to refer students for entry into the G/T
program for the following school year. Teachers may refer new-to-the-district students
and all other canidates during the designated time frame utilizing the teacher referral
form.
B. Parents and other interested persons will also be given the opportunity to refer students
in the spring. A special request for parent referrals will be made each school year
through letters to parents and through newspaper releases and the district web page.
Parents will be asked to pick up a Parent Referral Form from the campus office.
C. Peer referrals will take place for the Mary Harper Middle School/Dilley High School in
the spring.
D. Parent permission for special screening must be received.
II.
SCREENING STAGE
A. The following minimum criteria shall be considered in the selection process:
1. Assessment Tools
2. Achievement Test Scores (APRENDA Spanish Achievement test for non-English
speakers)
3. Teacher checklist
8
4. Additional supportive documentation may be employed as needed.
B. Screening procedures must consider all students who might reasonably benefit from the
specific program. In no way should the process discriminate against any person or
group for reasons of sex, race, creed, ethnic origin, or religious preference.
C. The information gathered on students through the screening process will be in
conformity with legal standards regarding the rights of privacy of the individual. Only
professional educators who can assure confidentiality will collect the data and make it
available to those who need to use it for educational purposes.
C. In addition, the Environmental Factors Sheet may be used to give supplemental
consideration to any students who are educationally disadvantaged as listed on that
sheet.
III.
SELECTION STAGE
A. A profile will be prepared for each student screened. The profile will be used to
organize, rate, and weigh student performance on screening criteria. The campus
designee will compile and organize available data on students being considered for the
Gifted and Talented Program. This form must be one which facilitates decision-making
by the selection committee. The campus selection committee will make professionally
sound decisions on student placement.
B. Once all data has been collected and entered on the profiles, the names of those
students referred are removed and replaced with numerals before being sent to the
selection committee. At the time this committee meets, any teacher may advocate, in
person or by letter, consideration of any student who did not qualify by numbers but
whom that teacher feels would best be served by the Gifted and Talented Education
program.
C. The Campus Selection Committee will be comprised of a minimum of three
professionals who have received training in the area of nature and needs.
IV.
REASSESSMENT
In accordance to school board policy EHBB (LOCAL), the district shall not perform routine
reassessments.
V.
NOTIFICATION
Parents and/or students shall be notified in writing of selection for the gifted education
program. Participation in any program or services provided for gifted students is voluntary,
and before a student is placed in a gifted program, the District shall obtain the parent's
and/or the student's written permission.
9
TRANSFER OF IDENTIFIED G/T STUDENT (K-12)
When a transfer student from another school district who was identified as gifted, the student’s
records shall be accepted for placement in the district program for gifted and talented.
FURLOUGH PROCESS (K-12)
A parent, teacher, or student with parental consent may initiate furloughs from Gifted and Talented
Education classes through the campus selection committee. The processes are as follows with
approval of the campus selection committee. Minutes, outcomes and signatures of all participants
will be taken and placed in students G/T folder. If granted a furlough, another meeting must take
place before the next district snapshot in order to determine if a student should be provided G/T
services or exited. PEIMS clerks must be notified if a student is furloughed from the G/T Services
in order to code the student as “G/T but not being served”.
Teacher Initiated:
1. Conference between teacher and student
2. Conference between teacher and parent/guardian with administrator and or administrator
designee present
Parent Initiated:
1. Conference among teacher, student, and parent/guardian with administrator and/or
administrator designee present
Student Initiated:
1. Conference between teacher and student
2. Conference among teacher, student, parent/guardian with administratorand/or administrator
designee present
*The G/T committee decides if a student should be furloughed.
EXIT
Exiting a student from G/T Services requires a G/T Campus Committee meeting with parent to
discuss why exiting is needed. Minutes, outcomes and signatures must be obtained and placed in
student G/T folder. The PEIMS clerk must be notified in order to change the code from “GT but not
being served” to “exited”. If a student is exited from the program, they must go through the referral
process to re-enter.
10
APPEALS (K-12)
Parents or students may appeal any final decision to the Campus Selection Committee regarding
selection for or exit from the Gifted and Talented Education Program. Any subsequent appeals
shall be made in accordance with Policy FNG (Local) beginning at Level Two.
PROGRAM PROTOTYPE
ELEMENTARY AND SECONDARY LEVELS:
G/T students will be provided a differentiated curriculum in the general education classroom
along with other special classes as designed by the campus. Dual credit courses and/or advanced
classes may also serve as curriculum options at high school and middle school.
CURRICULUM
As with any program, the curriculum for the gifted includes the content to be learned, the
processes to facilitate the learning, and the products that result from the learning. Since
gifted/talented students possess characteristics and needs that make them different from other
students, their curriculum is differentiated from that of other students. Curriculum for the gifted
involves the use of course content, methods, and materials beyond those practical or essential for
other students at the same age and grade level. It must be determined where the students are
and take them from that point to their maximum abilities. Differentiating the curriculum so that it is
appropriate for the gifted implies modification of student goals and objectives, instructional
strategies, learning experiences, and evaluation.
STAFF DEVELOPMENT
In-service is a continuous process designed to increase competencies of instructional staff
members and enhance the quality of instruction. As a vital, ongoing part of the program, ample
time should be devoted to planning and conducting in-service. In-service plans that are practical,
assessable, and offer teachers and administrators’ valuable information or training are most likely
to result in improved instruction for students. In the Dilley Independent School District, teachers
will be trained to work in the programs to meet each student's needs. They will be trained in
specific areas to stimulate higher level thinking skills and achievement of students.
Staff development will be promoted in the following areas:
1. Training of teachers to work with gifted students (30 hours initially, 6 hour update per year)
2. Training for counselors and administrators (6 hours)
The in-service programs will focus on the following areas:
1. Nature and needs of gifted and talented students
11
2.
3.
4.
5.
Guidance and counseling services to meet the students’ needs
Assessing students' needs
Appropriate materials and activities in areas of identified needs
Development and use of curriculum materials
In addition to the activities listed above for all staff members, those teachers selected for Gifted
and Talented Education Program will be provided the following:
1. Opportunities to attend workshops and conferences at regional and state levels
2. Release time for visitation to exemplary programs and curriculum development
COMMUNITY AWARENESS
The district shall ensure information about the district’s Gifted and Talented Education Program is
available to parents and community members and that they have an opportunity to develop an
understanding of and support for the program. Bi-annual meetings will be held for parents of gifted
and talented students. During these meetings the students may showcase their projects.
PARENT AND COMMUNITY INVOLVEMENT
The Dilley Independent School District makes every effort to involve parents and other community
members in the development and implementation of the Gifted and Talented Education Program.
Parents are given the opportunity to refer their children for the program. An orientation session is
held for parents of students selected for the Gifted and Talented Education Program. Other
community members are invited. Parents of gifted and talented students are also encouraged to
assist with programs, field trips, and guidance at home. Parents are asked to evaluate their child’s
development and the organization of the program.
Community participation and response are welcomed. The community is kept aware of the
programs through the Frio Nueces Current, automated phone messages and the district web and
marquee. The school board will be notified regularly of the Gifted and Talented Education
Program activities and student accomplishments.
PROGRAM EVALUATION
The district will evaluate the effectiveness of the program annually and use the data to modify and
update district and campus improvement plans. Parents are included in the evaluation process.
(TEC§11.251-11.253)
12
G/T FORMS
REFERRAL FORMS
13
DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED AND TALENTED EDUCATION PROGRAM
TEACHER REFERRAL
____________________
TEACHER
_______________
CAMPUS
______________
GRADE
_____________
DATE
According to the Texas state definition:
§29.121. Definition
In this subchapter, “gifted and talented student” means a child or youth who performs at
or shows the potential for performing at a remarkably high level of accomplishment when
compared to others of the same age, experience, or environment and who:
(1) exhibits high performance capability in an intellectual area;
(2) excels in a specific academic field.
The purpose of this form is for teachers of grades kinder through fourth to refer students who
may be gifted in general intellectual ability, specific subject matter aptitude, and/or creative and
productive thinking ability. Teachers of grades 5-12 will be identifying students who may be
gifted in language arts, social studies, science, and math. As a professional educator, you are
in a unique position to refer students with particular characteristics.
I would like to refer _____________________ as a candidate for the Gifted and Talented
Education Program as defined above.
For grades 6-12, please circle the subject area(s) for which you are referring the above
student:
Math
Science
________________________
Teacher Signature
Language Arts
Social Studies
_____________
Date
14
DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED AND TALENTED EDUCATION PROGRAM
PARENT REFERRAL FORM FOR ELEMENTARY OR SECONDARY
__________________________________
NAME
______________
GRADE
___________________
PROGRAM
§29.121. Definition
In this subchapter, “gifted and talented student” means a child or youth who performs at
or shows the potential for performing at a remarkably high level of accomplishment when
compared to others of the same age, experience, or environment and who:
(1) exhibits high performance capability in an intellectual area;
(2) possesses an unusual capacity for leadership; or
(3) excels in a specific academic field.
I would like to refer ___________________________________ as a candidate for the Gifted
and Talented Education Program as defined above.
For grades 6-12, please circle the subject area(s) for which you are referring the above
student:
Math
Science
Language Arts
_______________________________________
Parent/Guardian Signature
Social Studies.
________________________
Date
15
Distrito Independiente Escolar de Dilley
Programa de Talentosos/Dotados
Referencia por padre de primaria o secundaria
___________________
Nombre
_____________
Grado
__________________
Programa
§29.121. Definición
En este subtítulo, “un alumno talentoso/dotado” significa un niño o joven que demuestra
desempeño potencial en nivel notoriamente alto en comparación a otros de su edad,
experiencias o medio ambiente y que:
(1) demuestra capacidad de alto desempeño en una area intelectual
(2) tiene una capacidad poco común para ser líder
(3) sobresale en una area específicamente académica
Yo quisiera referir a ____________________ como un candidato(a) para el programa de
talentosos/dotados en base a lo anteriormente mencionado.
Para los grados 6-12, por favor indique la area(s) de materia por cual esta referiendo al
candidato:
Matemáticas
Ciencias
______________________________
Firma de padre/guardián
Ciencias Sociales
Arte Lingüística
___________________
Fecha
16
DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED AND TALENTED EDUCATION PROGRAM
PEER/ SELF REFERRAL FORM/OR SELF REFERRAL
SECONDARY PROGRAM ONLY
__________________________
______________
NAME
_______________________
GRADE
PROGRAM
§29.121. Definition
In this subchapter, “gifted and talented student” means a child or youth who performs at or
shows the potential for performing at a remarkably high level of accomplishment when
compared to others of the same age, experience, or environment and who:
(1) exhibits high performance capability in an intellectual, creative, or artistic area;
(2) possesses an unusual capacity for leadership; or
(3) excels in a specific academic field.
The purpose of this form is for you to refer any student whom, in your opinion, our referral
system has missed. Remember, we are seeking students gifted in the area of language arts,
social studies, science, or math.
I would like to refer ___________________________ as a candidate for the Gifted and
Talented Education Program as defined above.
Circle the subject area(s) for which you are referring the above student:
Math
Science
___________________________________
Signature
Language Arts
Social Studies
_________________________
Date
17
Distrito Independiente Escolar de Dilley
Programa de Educación de Talento
Referencia propia o por algun compañero
(Solamente en el programa de secundaria)
_____________________
Nombre
_____________
Grado
_________________
Programa
§29.121. Definición
En este subtítulo, “un alumno talentoso” significa un niño o joven que demuestra
desempeño de potencial en nivel notoriamente alto en comparación a otros de su edad,
experiencias o medio ambiente y que:
(1) demuestra capacidad de alto desempeño en una area intelectual
(2) tiene una capacidad poco común para ser líder
(3) sobresale en una area especifícamente académica
El propósito de esta forma es que usted refiere a cualquier alumno quien en su opinion el
sistema de selecciones no lo ha referido. Recuerde, estamos en busca de alumnos que
demuestran talento en las areas de arte lingüística, ciencias sociales, ciencia, o
matemáticas.
Yo quisiera referir a ____________________ como un candidato(a) para el programa de
talento en busca a lo anteriormente mencionado.
Indique la area(s) de materia pr cual esta referiendo al candidato:
Matemáticas
Ciencias
_________________________
Firma de padre/guardián
Ciencias Sociales
Arte Lingüística
___________________
Fecha
18
G/T
FORMS
SCREENING
19
DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED AND TALENTED EDUCATION PROGRAM
SCREENING PERMISSION FORM
Your child has been referred for participation in the Gifted and Talented Education Program.
Participation in this program is voluntary and on a selective basis.
I authorize the use of school-adopted standardized instruments which are utilized in the
screening process. I give permission for my child, _____________________________, to be
screened.
In the event I have a desire to learn more about the program, I understand that my questions
should be directed to the school principal or GT coordinator.
________________________________________
Parent/Guardian Signature
_____________________
Date
20
Escuela Independiente Del Distrito de Dilley
Programa de Educación de Talento
Forma de permiso para ser seleccionado(a) e inscribirse
Su hijo(a) ha sido referido(a) para participar en el programa de talento. La participación en este
programa es voluntaria y en bases de selección.
Yo autorizo el uso de diferentes formas de exámenes adoptados por la escuela, los cuáles van a
ser utilizados en el proceso de selección. Yo doy permiso que mi hijo(a) ______________, sea
examinado en el programa de talento.
Si en el proceso de selección tengo interés de saber más sobre el programa, puedo acudir al
director o la consejera de la escuela.
____________________________
Firma de padre/guardián
________________
Fecha
21
Guidelines for Selection of Kindergarten Students
Dilley Independent School District
1. Profiles are to be prescreened by the GT Coordinator. Those profiles deemed appropriate by the
counselor for acceptance into the G/T program are to be brought to the Campus Selection
Committee. Acceptance is recommended if at least 4 of the 5 criteria on the profile are in the high
to superior range. Other factors listed below are considered.
2. A score with one or two points from the cut off for the next higher column can be considered due
to standard error of measure.
3. If a score is missing, ask, “If the score was in the high or superior range would it give the student
4 criteria in these higher ranges?” If so, the student can be considered.
4. If the parent checklist is the one criteria keeping the student from having 4 criteria in the high to
superior range, give the student the benefit of the doubt.
5. The anecdotal comments and personal knowledge of a student’s abilities can be most helpful in
borderline decisions.
22
GIFTED EDUCATION PROGRAM
STUDENT ASSESSMENT PROFILE
KINDERGARTEN
DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED AND TALENTED (GT) SERVICES
DILLEY ELEMENTARY SCHOOL
226 WEST CURTIS STREET
DILLEY, TEXAS 78017
Ph. 830-965-1313
STUDENT’S NAME______________________________________________________________
GRADE KINDERGARTEN
CAMPUS DILLEY ELEMENTARY
DATE _______________
23
Dilley Independent School District
GIFTED STUDENT ASSESSMENT PROFILE – Kindergarten
Date_____________________________
Grade KG
Campus Dilley Elementary
Student Name______________________________ I.D #____________ D.O.B._________
Range
Teacher Checklist
Parent Checklist
ITBS ReadingAchievement
Low
0.....51
0.....56
0.....49
Average
52.....58
57..... 60
50.....69
Above
Average
59.....66
61.....66
70.....84
0.....49
50.....69
70.....84
85.....93
94.....99
0.....49
50.....69
70.....84
85.....93
94.....99
High
67.....69
67.....71
85.....93
Superior
70.....76
72.....80
94.....99
Test
ITBS MathAchievement Test
NNAT Divergent(Test Age specific)
Subjective
A. Checklist
B. Parent Checklist
Objective
C. Aptitude TestNNAT %ile
D. Achievement Test
ITBS
Adapted From Mary M. Fraiser, Ph.D., University of Georgia
24
Dilley Independent School District
GIFTED STUDENT ASSESSMENT PROFILE – Kindergarten
Nominated by: � Parent � Teacher � Product � Other (More than one can be checked)
In a ESL Classroom: � Yes � No � Designation in Another Program
Part I: Personal Characteristics
Learning Style
_______________________________________________________________________________
Special Interests
_______________________________________________________________________________
Part II: Anecdotal Comments
_______________________________________________________________________________
Part III: Mediating Factors
Physical_______________
Visual_______________
Auditory_______________
Emotional ____________________________________________________________
Environmental_________________________________________________________
Language Consideration_________________________________________________
Part IV: Committee Placement Decision
Accepted__________
Check The appropriate blank(s)
NOT Accepted__________
Gather further information__________
Comments:__________________________________________________________________
___________________________________________________________________________
Part V: Committee Member’s Signatures
Date______________________
______________________
Administrator /Designee
_________________________
Member from Campus
______________________
Member from Campus
_________________________
Member from Campus
_____________________
-Member from Campus
25
Guidelines for Selection Grades 1-12
Profiles are to be prescreened by the G/T Coordinator. Those profiles deemed appropriate by the
counselor for acceptance into the G/T program are to be brought to the Campus Selection
Committee. Acceptance is recommended if at least 4 of the 5 criteria (Grades 1-3) and 3 of the 4
criteria (Grades 4-12) on the profile are in the high to superior range. Other factors listed below are
considered.
Background
1. Norm referencing refers to how a student compares to others. For instance a score of 95
percentile means that compared to the norm group, a student scored better than 94% of the
students, but 4% of the students in the norm reference group scored better.
A. Local norms - Parent Checklist, Checklist
B. National norms - NNAT, Iowa Test Of Basic Skills (ITBS)
C. State modified norms - TPRI, STAAR (Eng. & Spanish), EOC
Guidelines
2. A score near the cut off for the next higher column can be considered due to standard error of
measurement.
3. If a score is missing, ask, “If the score were in the high or superior range, would it give the
student 4 criteria in these higher ranges?”
4. If the parent checklist is the one criteria keeping the student from having 4 criteria in the high to
superior range, give the student the benefit of the doubt.
5. The anecdotal comments and campus representative(s) can be helpful in borderline decisions.
26
GIFTED EDUCATION PROGRAM
STUDENT ASSESSMENT PROFILE
GRADES 1-5
DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED AND TALENTED (GT) SERVICES
DILLEY ELEMENTARY SCHOOL
226 WEST CURTIS STREET
DILLEY, TEXAS 78017
Ph. 830-965-1313
STUDENT’S NAME______________________________________________________________
GRADE __________
CAMPUS DILLEY ELEMENTARY
DATE _______________
27
Dilley Independent School District
GIFTED STUDENT ASSESSMENT PROFILE – Grades 1-5
Date_____________________________
Grade _____
Campus Dilley Elementary
Student Name______________________________ I.D #____________ D.O.B._________
Range
Teacher Checklist
Parent Checklist
ITBS Reading
Low
0.....51
0.....56
0.....49
Average
52.....58
57..... 60
50.....69
Above
Average
59.....66
61.....66
70.....84
High
67.....69
67.....71
85.....93
Superior
70.....76
72.....80
94.....99
0.....49
50.....69
70.....84
85.....93
94.....99
0.....49
50.....69
70.....84
85.....93
94.....99
Acheivement Test
ITBS Math
Acheiv ment Test
NNAT Divergent(Test Age specific)
Subjective
A. Teacher Checklist
B. Parent Checklist
Objective
C. Achievement Test
Iowa Test of Basic
Skills
READING %ile
MATH %ile
D. NNAT %ile
Adapted From Mary M. Fraiser, Ph.D., University of Georgia
28
Dilley Independent School District
GIFTED STUDENT ASSESSMENT PROFILE – Grades 1-5
Nominated by: � Parent � Teacher � Product � Other (More than one can be checked)
In a ESL Classroom: � Yes � No � Designation in Another Program
Part I: Personal Characteristics
Learning Style
_______________________________________________________________________________
Special Interests
_______________________________________________________________________________
Part II: Anecdotal Comments
_______________________________________________________________________________
Part III: Mediating Factors
Physical_______________
Visual_______________
Auditory_______________
Emotional ____________________________________________________________
Environmental_________________________________________________________
Language Consideration_________________________________________________
Part IV: Committee Placement Decision
Accepted__________
Check The appropriate blank(s)
NOT Accepted__________
Gather further information__________
Comments:__________________________________________________________________
___________________________________________________________________________
Part V: Committee Member’s Signatures
Date______________________
______________________
Administrator /Designee
_________________________
Member from Campus
______________________
Member from Campus
_________________________
Member from Campus
_____________________
-Member from Campus
29
GIFTED EDUCATION PROGRAM
STUDENT ASSESSMENT PROFILE
GRADES 6-12
DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED AND TALENTED (GT) SERVICES
DILLEY ELEMENTARY SCHOOL
226 WEST CURTIS STREET
DILLEY, TEXAS 78017
Ph. 830-965-1313
MARY HARPER MIDDLE SCHOOL
208 W. CURTIS STREET
DILLEY, TEXAS 78017
Ph. 830-965-2195
DILLEY HIGH SCHOOL
245 W FM 117
DILLEY, TEXAS 78017
Ph. 830-965-1814
STUDENT’S NAME______________________________________________________________
GRADE _______________
CAMPUS __________________
DATE _______________
30
Dilley Independent School District
GIFTED STUDENT ASSESSMENT PROFILE – Grades 6-12
Date_____________________________
Grade _____
Campus _________________
Student Name______________________________ I.D #____________ D.O.B._________
Range
Purdue Teacher Checklist
Parent Checklist
ITBS
NNAT %ile
Low
0.....15
0.....52
0.....49
0.....49
Average
16.....30
53.....57
50.....69
50.....69
Above
Average
31.....45
58.....63
70.....84
70.....84
Language Arts
Criteria
Purdue English
Teacher Checklist
Low
Avg.
Above
Avg.
High
46.....55
64.....69
85.....93
85.....93
Superior
56.....60
70.....80
94…..99+
94…..99+
Mathematics
High
Superior
Parent Checklist
Iowa Test Of
Basic Skills
Reading%ile or
STAAR
Criteria
Purdue Math
Teacher Checklist
Low
Avg.
Above
Avg.
High
Superior
Above
Avg.
High
Superior
Parent Checklist
Iwoa Test of Basic
Skills or STAAR
Math %ile
NNAT %ile
NNAT %ile
Reading
Science
Low
Avg.
Above
Avg.
High
Superior
Purdue Science
Teacher Checklist
Criteria
Purdue Reading
Teacher Checklist
Low
Avg.
Parent Checklist
ITBS or STAAR
Parent Checklist
STAARScience
%ile
NNAT %ile
NNAT %ile
Social Studies
Low
Avg.
Above
Avg.
High
Superior
Purdue Soc.Stds.
Teacher Checklist
Parent Checklist
STARR
NNAT %ile
31
Dilley Independent School District
GIFTED STUDENT ASSESSMENT PROFILE – Grades 6-12
Nominated by: � Parent � Teacher � Self � Peer � Other (More than one can be checked)
In a ESL Classroom: � Yes � No � Designation in Another Program
Part I: Personal Characteristics
Learning Style _______________________________________________________________________________
Special Interests
_______________________________________________________________________________
Part II: Anecdotal Comments
_______________________________________________________________________________
Part III: Mediating Factors
Physical_______________
Visual_______________
Auditory_______________
Emotional ____________________________________________________________
Environmental_________________________________________________________
Language Consideration_________________________________________________
Part IV: Committee Placement Decision Check The appropriate blank(s)
Nominated for :
___Language Arts
___Mathematics
___Science
___Social Studies
Accepted for:
___Language Arts
___Mathematics
___Science
___Social Studies
Not Accepted for:
___Language Arts
___Mathematics
___Science
___Social Studies
Gather further information ______________________________________________________
Comments:__________________________________________________________________
Part V: Committee Member’s Signatures
Date______________________
_________________________
Administrator /Designee
_________________________
Member from Campus
_________________________
Member from Campus
_________________________
Member from Campus
_________________________
Member from Campus
32
`DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED STUDENT PROGRAMS
TEACHER CHECKLIST (k-2)
Name__________________________
Date___________________________
School Dilley Elementary
Grade _____
Age____________
Teacher completing this form______________________________________
How long have you known this child? _____years _____months
Occasionally
Considerably
Almost
Always
Part I: Advanced Language
Seldom or
Never
Directions: Please check one box for each numbered item.
X1
X2
X3
X4
1. Unassuming use of multisyllable word.
2. Uses language to teach another child.
3. Uses verbal skills to handle conflicts or influence others behavior.
4. Expresses similarities and differences between unrelated objects.
Part II: Analytical Thinker
5. Sees cause and effect relationships .
6. Takes apart and reassembles things and/or ideas with unusual skill.
7. Expresses relationships between past/present experiences.
Part III: Meaning Motivated
8. Asks penetrating questions/is curious: asks how, why, and what if.
9. Displays unexpected depth of knowledge in one or more areas.
10. Wants to complete activities on own; independent.
11. Keeps at an issue until it makes sense.
Part IV: Perspective
12. Sees another’s point of view.
Part V: Sense Of Humor
13. Says or does something indicating a finely developed sense of humor.
14. “Plays” with language.
Part IV: Sensitivity
15. Shows nonverbal awareness of other’s needs
16. Shows strong sense of justice
Part VII: Accelerated Learning
17. Displays rapid accelerated learning after onset.
18. Reads consecutive passages at an advanced reading level and
explains meaning of what is read.
19. Displays unexpected understanding of addition, subtraction,
multiplication or division and mastery of numbers
Add Columns
Multiple Each Column by Weight Above
Add Weighted Columns: TOTAL
33
DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED STUDENT PROGRAMS
TEACHER CHECKLIST (Grade 3-5)
Seldom or
Never
Occasionally
Considerably
Almost
Always
Name__________________________
Date___________________________
School Dilley Elementary
Grade _____
Age____________
Teacher completing this form______________________________________
How long have you known this child? _____years _____months
Directions: Please check one box for each numbered item.
X1
X2
X3
X4
1. Has unusually advanced use of language for age or grade level.
2. Possesses a large storehouse of information about a variety of topics.
3. Becomes absorbed and truly involved in certain topics or problems beyond
normal expectations of a child
4. Easily bored with routine tasks.
5. Displays a great deal of curiosity about many things; is constantly
asking questions about anything and everything.
6. Generates a large number of ideas or solutions to problems and questions;
often offers unusual(“way out”), unique, clever responses.
7. Has quick mastery and recall of factual information.
8. Has rapid insight into cause-effect; wants to know what makes things (or
people) “tick”.
9. Needs little external motivation to follow through in work that initially
excites him/her.
10. Strives toward perfection; is self-critical; is not easily satisfied with his/her
own speed or products.
11. Is a high risk taker; is adventurous and speculative.
12. Displays a keen sense of humor and sees humor in situations that may not
appear to be humorous to others.
13. Looks for similarities and differences in events, people and things.
14. Reasons things out for himself; sees logical and common sense answers.
15. Often is self assertive (sometimes even aggressive); stubborn in his/her own
beliefs.
16. Likes to organize and bring structure to things, people, and situations.
17. Is sensitive to beauty; attends to aesthetic characteristics of things.
18. Accepts disorder; is not interested in details; is individualistic; does not fear
being different.
19. Is quite concerned with right and wrong, good and bad; often evaluates and
passes judgment on events, people, and thing.
Add Columns
Multiple Each Column by Weight Above
Add Weighted Columns: TOTAL
34
PURDUE ACADEMIC RATING SCALE: ENGLISH
(Grade 6-12)
NAME OF STUDENT_______________________________________ DATE_______________________
NAME OF TEACHER_______________________________________ GRADE/COURSE_____________
SCHOOL__________________________________________________
Read each item and rate the student according to this scale.
1 Rarely, seldom, or never
2 Occasionally, sometimes
3 Quite often or frequently
4 Always or almost always
DK Don’t know or have never observed
___1. Interested in words, definitions, derivations; has an extensive vocabulary.
___2. See details, is a good observer, sees relationships, makes connections.
___3. Organizes ideas, and sequences well in preparation for speaking or writing.
___4. Has a good sense of humor; uses and understands satire, puns, and second meanings.
___5. Reads widely in a variety of types of literature; may focus on one type for a period of time, then switch
and focus on another.
___6. Original and creative, comes up with unique ideas in writing or speaking.
___7. Develops convincing characters and situations in writing.
___8. Withholds judgment while investigating a topic, willing to explore a topic in greater depth than other
students, curious.
___9. Recognizes authors or speaker’s point of view, mood, or intention.
___10. Elaborates well when speaking or writing, uses vivid expressions, which make words “come alive.”
___11. Visualizes and translates images into written or spoken forms.
___12. Likes independent study and research in areas of interest.
___13. Motivated to write even when writing is not assigned; writes stories, poems, or plays; keeps a journal
or diary.
___14. Sees relation between literature and other art forms.
___15. Uses words effectively in writing descriptions and communicating emotions.
_____TOTAL SCORE
35
PURDUE ACADEMIC RATING SCALE: MATHEMATICS
NAME OF STUDENT______________________________________ DATE_____________________
NAME OF TEACHER______________________________________ GRADE/COURSE___________
SCHOOL_________________________________________________
Read each item and rate the student according to this scale.
1 Rarely, seldom, or never
2 Occasionally, sometimes
3 Quite often or frequently
4 Always or almost always
DK Don’t know or have never observed
___1. Generalizes mathematical relationships, relates concepts in various applications.
___2. Organizes data to discover patterns or relationships.
___3. Persistent in learning math, concentrates, works hard, motivated, interested.
___4. Analyzes problems carefully, considers alternatives, does not necessarily accept first answer.
___5. Resourceful in seeking ways to solve a problem.
___6. Interested in numbers and quantitative relationships sees usefulness or applications of mathematics.
___7. Learns math concepts and processes faster that other students.
___8. Good at verbalizing math concepts, processes, and solutions.
___9. Identifies and restates problems, well at formulating hypotheses.
___10. Reasons effectively.
___11. Enjoys trying to solve difficult problems, likes puzzles and logic problems.
___12. Visualizes spatially, can create visual images of problems.
___13. Develops unique associations, uses original methods for solutions.
___14. Sometimes solves problems intuitively, then cannot always explain why the solution is correct.
___15. Recalls relevant information or concepts in solving problems, recognizes the critical elements.
_______ TOTAL SCORE
36
PURDUE ACADEMIC RATING SCALE: SCIENCE
NAME OF STUDENT______________________________________ DATE_____________________
NAME OF TEACHER______________________________________ GRADE/COURSE___________
SCHOOL_________________________________________________
Read each item and rate the student according to this scale.
1 Rarely, seldom, or never
2 Occasionally, sometimes
3 Quite often or frequently
4 Always or almost always
DK Don’t know or have never observed
___1. Good at verbalizing science concepts makes good oral presentations.
___2. Interested in science books and television programs enjoys science fiction.
___3. Has science hobbies, is a collector, and likes gadgets.
___4. Good at planning, designing, decision-making.
___5. Sees connections, sees relationships of science to real world.
___6. Organizes experiments, capable of separating and controlling variables.
___7. Comes up with good questions or ideas for experiments.
___8. Good at exploring, questioning, investigating, studies things in detail.
___9. Good at visualizing, able to see complex patterns in ideas or dates.
___10. Interested in numerical analysis, good at measurement and data analysis.
___11. Understands scientific method, able to form hypotheses and conduct experiments carefully.
___12. Prefers science related classes and careers.
___13. Persistent, sticks with investigations in spite of difficulties or problems, has high levels of energy.
___14. Knows a lot of science information.
___15. Skillful in using lab equipment, able to improvise for experiments.
_______ TOTAL SCORE
37
PURDUE ACADEMIC RATING SCALE: SOCIAL STUDIES
NAME OF STUDENT______________________________________ DATE_____________________
NAME OF TEACHER ______________________________________GRADE/COURSE___________
SCHOOL_________________________________________________
Read each item and rate the student according to this scale.
1 Rarely, seldom, or never
2 Occasionally, sometimes
3 Quite often or frequently
4 Always or almost always
DK Don’t know or have never observed
___1. Reads widely on social issues from a variety of books, magazines, or newspapers.
___2. Becomes absorbed in the investigation of topics.
___3. Displays intellectual curiosity, becomes interested in a variety of topics not required or assigned.
___4. Skilled in analyzing topics, finding the underlying problem, questioning, investigating.
___5. Attracted toward cognitive complexity; enjoys puzzles, paradoxes, mysteries.
___6. Asks questions that are open-ended or philosophical.
___7. Has a wide vocabulary, which is used precisely and appropriately.
___8. Enjoys language, reading, conversation, listening, and verbal communication.
___9. Sensitive to social issues, sees ethical and moral questions.
___10. Suspends judgment, entertains alternative explanations or points of view while exploring a question.
___11. Engages in intellectual play; enjoys puns, play on words, and language games.
___12. Enjoys the processes of research and investigating for their own sake.
___13. Recalls details about social science topics, makes unusual connections.
___14. Interested in social themes, complex public issues, explanations, and theories of causation.
___15. Curious about many things “goes off on tangents.”
_______ TOTAL SCORE
38
DILLEY INDEPENDENT SCHOOL DISTRICT
____Dilley Elementary School 226 West Curtis St. Dilley, Texas 78017
____Mary Harper Middle School 208 West Curtis St. Dilley, Texas 78017
____Dilley High School 245 W FM 117 Dilley, Texas 78017
Date_________________________
Dear Parent/Guardian,
Your child has been nominated for testing for the Gifted/Talented Education
Program at school. We would like you to help us know more about your child’s
abilities. Please complete the enclosed form and return to our school by ___________
____________ . If you have questions, you may call the GT Coordinator or come by
the school.
Thank you.
Sincerely,
39
DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED STUDENT PROGRAMS
Parent Checklist (Grade K-12)
Occasionally
Considerably
Almost
Always
CREATIVITY
1. Displays a great deal of curiosity.
2. Generates a large number of ideas or solutions to problems and questions;
often unique answers.
3. Likes to adapt improve, or modify objects and instructions.
4. Shows emotional sensitivity and is sensitive to beauty in ways that others
may not.
5.Offers constructive criticism.
MOTIVATION
6. Becomes absorbed and truly involved in certain topics or problems or
interests; is persistent about finishing projects.
7. With work that excites him/her, the child needs little external motivation
8. Strives toward perfection.
9. Prefers to work independently.
10. Is quite concerned with right and wrong; good and bad.
LEADERSHIP
11. Seems well liked by classmates and is cooperative and self-confident.
12. Can express himself/herself well.
13. Is flexible in new situations.
14. Participates in most social school activities.
15. Likes to organize people, thing, or situations.
ACADEMIC ABILITY
16. Asks questions about the cause and reason for things.
17. Makes up or expands raps, songs, stories, riddles, or pictures about learning
experiences.
18. Displays good mastery of basic skills in most subject areas, remembers.
19. May have unusually advanced vocabulary and /or reading level; reasons
things out, thinks clearly recognizes relationships, and comprehends meaning.
20. Pick up on ideas of others; elaborates or makes them work.
Add Columns
Seldom or
Never
Name__________________________
Date___________________________
School Dilley Elementary
Grade _____
Age____________
Parent’s Name______________________________________
Teacher’s Name_____________________________________
Directions: Please mark the box beside each statement that indicates your child’s ability in the areas listed
below.
X1
X2
X3
X4
Multiple Each Column by Weight Above
Add Weighted Columns: TOTAL
40
DILLEY INDEPENDENT SCHOOL DISTRICT
____Dilley Elementary School 226 West Curtis St. Dilley, Texas 78017
____Mary Harper Middle School 208 West Curtis St. Dilley, Texas 78017
____Dilley High School 245 W FM 117 Dilley, Texas 78017
Fecha________________________
Estimados padres de Familia/Tutor,
Su hijo(a) ha sido nominado(a) para que sea examinado(a) para el Programa de
Educación SD/T a su escuela. Nos gastaría que usted diga mas de las habilidades de su
hijo(a). Por favor complete el formulario acompañado y devuelvalo a la escuela de su hijo
consejero antes de _______. Si usted tiene cualesquiera preguntas, usted puede llamar al
consejero escolar o vienen por la escuela.
Gracias.
Sinceramente
41
ocasionalmente
Frecuentemente
Casi Siempre
CREATIVIDAD
1. Demuestra gran curiosidad.
2. Tiene un gran numero de ideas o soluciones a problemas o preguntas:
frecuentemente con respuestas raras y únicas
3. Le gusta adaptar, mejorar, o modificar objetos e instrucción.
4. Enseña sensitividad emocional y es sensitive a la belleza integral del mundo
en maneras que otros no son.
5. Ofrece critica constructive.
MOTIVACION
6. Se encuentra y se envuelve en ciertos temas o problemas, o interés. Es
persistente para terminar proyectos.
7. Con trabajo que lo excita, el niño(a) necesita poca motivación externa.
8. Hace lo posible para obtener perfección.
9. Prefiere trabajar independientemente.
10. Se preocupa por lo correcto y incorrecto; bueno y malo.
CARACTERISTICAS DEL LINDER
11. Sus compañeros lo aprecian; es cooperative y tiene confianza en si mismo.
12. Puede expresarse bien.
13. Es flexible en situaciones nuevas.
14. Participa en la mayoría de las funciones socials de la escuela.
15. Le gusta organizer gente, cosas, o situaciones.
HABILIDAD ACADEMICA
16. Hace preguntas sobre la causa o razón de cosas.
17. Concibe o extiende “raps”, canciones, cuentos, o adivinanzas o cuadros de
experiences de aprendizaje
18. Tiene Buena maestría de destrezas básicas en casi todas las materias, tiene
buena memoria
19. Puede tener un vocabulario avanzado o un nivel de lectura alto; razona las
cosas, piensa claramente, reconoce relaciones y comprende significado.
20. Elabora las ideas de otros; las hace trabajar.
Sume cada columna
Nunca o casi
nunca
Nombre de Estudiante____________________________________Fecha_______________________
Escuela Dilley Elementary
Grado _____
Edad____________
Nombres de los Padres__________________________________________________
Nombre del Maestro(a)__________________________________________________
Direcciones: Lea lo siguiente y marque la columna que major describe su hijo(a) la mayoria del tiempo.
X1
X2
X3
X4
Multiplique cada columna por el numero de arriba
Sume los totales de las columnas: TOTAL
42
G/T
FORMS
SELECTION
43
DILLEY INDEPENDENT SCHOOL DISTRICT
Selection Notification
Dear Parent/Guardian,
Your child, ________________________who was referred and
screened, has been selected to participate in the Gifted and Talented
Education Program at Dilley ISD. We are all very excited about our
program, which seeks to serve the gifted students in our district. The
teachers of the program will be working closely with parents, as well as
teachers to ensure that the needs of your child are met. D.I.S.D.
encourages parent input in the Gifted and Talented Education Program.
We thank you in advance for your cooperation with the teacher(s) of
this program. If you have questions, please feel free to contact me at 830965-1313.
Your child was selected in the following area(s):
_________General Intellectual Abilities Program
_________Math
_________Science
_________Language Arts
_________Social Studies
Respectfully,
Please sign below if you wish for your child to participate in the Gifted and Talented
Program at ______________________.
________________________________
Parent Signature
________________
Date
44
Distrito Independiente Escolar de Dilley
Estimado padre/guardián,
Su hijo(a), quien fue referido(a), ha sido(a) seleccionado(a) para participar en el
programa de talento en la escuela de Dilley ISD. Estamos estimulados de nuestro
programa en cual procuramos servir a los alumnos talentosos en nuestro distrito.
Los maestros en este programa trabajan estrechamente con los padres y maestros
para asegurar que las nececidades de su hijo(a) sean cumplidas. El distrito de
Dilley recibe sus sugerencias para dicho programa.
Le queremos dar las gracias anticipadamente por su cooperación con los maestros
de este programa. Si tiene alguna pregunta, puede acudir al director o a la
consejera de la escuela al número 830-965-1313
Su hijo(a) ha sido(a) seleccinado(a) en las siguientes areas:
_______Abilidades General
_______Matemáticas
_______Ciencias
_______Arte Lingüística
_______Ciencias Sociales
Atenta y respetosamente,
Por favor firme si desea que su hijo/hija participe en el programa de Talento.
______________________
____________
Firma del padre
Fecha
45
DILLEY INDEPENDENT SCHOOL DISTRICT
Selection Notification
___________________
Dear Parent/Guardian,
Your child, _____________________who was referred and screened, has not
qualified to participate in the Gifted and Talented Education Program at this time.
Although your child did not qualify for services at this time, he/she may be referred
again at a later date.
Thank you for your cooperation. If you have questions, please feel free to contact
me at 830-965-1313.
Respectfully,
APPEALS PROCESS:
Parents or students may appeal any final decision of the G/T Selection Committee. First
contact the campus principal and/or GT coordinator. If after a conference the parent
or student feels the need to further appeal, they should follow school board Policy FNG.
Appeals shall be made to the selection committee within ten school days of notification
letter.
46
Distrito Independiente Escolar de Dilley
___________________________________
Estimado padre/guardián,
Su hijo(a), quien fue referido(a) no fue seleccionado(a) para participar en el
programa de talento en la escuela de __________________. Estamos orgullosos
que su hijo(a) fue nominado(a) y tal vez él o ella podría calificar y ser
seleccionado(a) en el futuro.
Gracias por su cooperación. Si tiene alguna pregunta, puede acudir al director o a
la consejera de la escuela al número 830-965-1313
Atente y respetosamente,
El proceso de apelación:
Padres o estudiantes pueden apelar cualquier decición final del comité de selección del programa
de talento. Primeramente contacte al director o la consejera de la escuela. Adicionalmente, si
después de la conferencia el padre o estudiante tiene la necesidad de apelar deben de seguir el
curso de acciones de los miembros de la mesa directiva FNG en la poliza. Dichas apelaciones
deben de ser mencionadas al comité de selección del programa de talento dentro de diez días al
recibir la carta de notificación.
47
DILLEY INDEPENDENT SCHOOL DISTRICT
Conference Form for Exit from G/T
Name of Student____________________________________________________
Campus (circle one) DES
MHMS
DHS
Grade Level __________ Classroom Teacher____________________________
Date of Conference _________________
Conference Initiated By _____Parent/Guardian _____School Personnel
Area(s) of Concern:
_____Unsatisfactory Academic Performance
_____Behavior that jeopardizes self or others
_____Undue stress
_____Other_______________________________________________________
Relevant Information:
________________________________________________________________
________________________________________________________________
Committee Decision
_____Furlough Granted Until____________________(not to exceed 1 semseter)
_____Exit from G/T program ____________(date)
_____Remain in G/T program with modifications
_____Remain in G/T program without modifications
Signatures of Campus G/T Committee Members:
___________________________________________
G/T Teacher
___________________________________________
Classroom Teacher
___________________________________________
Administrator
___________________________________________
Parent/Guardian
___Agree ___Disagree
___Agree ___Disagree
___Agree ___Disagree
___Agree ___Disagree
Copy 1: Parent/Guardian Copy 2:Campus GT Student File
48
DILLEY INDEPENDENT SCHOOL DISTRICT
Conference Form for Furlough/Re-Entry from G/T
Name of Student____________________________________________________
Campus (circle one) DES
MHMS
DHS
Grade Level __________ Classroom Teacher____________________________
Date of Conference _________________
Conference Initiated By _____Parent/Guardian _____School Personnel
Area(s) of Concern:
_____Unsatisfactory Academic Performance
_____Behavior that jeopardizes self or others
_____Undue stress
_____Other_______________________________________________________
Relevant Information:
________________________________________________________________
________________________________________________________________
Committee Decision
_____Furlough Granted Until____________________
_____Remain in G/T program as scheduled
_____Remain in G/T program with revised schedule
Signatures of Furlough Committee Members:
___________________________________________
G/T Teacher
___________________________________________
Classroom Teacher
___________________________________________
Administrator
___________________________________________
Parent/Guardian
___Agree ___Disagree
___Agree ___Disagree
___Agree ___Disagree
___Agree ___Disagree
Date Re-entered (G/T)_______________
Signatures of Re-Entry Committee Members:
___________________________________________
G/T Teacher
___________________________________________
Classroom Teacher
___________________________________________
Administrator
___________________________________________
Parent/Guardian
___Agree ___Disagree
___Agree ___Disagree
___Agree ___Disagree
___Agree ___Disagree
Copy 1: Parent/Guardian Copy 2:Campus GT Student File
49
DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED AND TALENTED EDUCATION PROGRAM
PARENT/STUDENT REQUEST FOR EXIT
Date: _____________________
All G/T student performance in the program shall be monitored. A student shall be removed from
the program any time the selection committee or the parent determines that exiting the student
would be the most appropriate educational decision. That decision may be based on the
educational, psychological, and personal needs of the student. Just as no single criterion such as
test scores, teacher referral, or grades can be determining factor for selection, neither can it be for
the regular identification process for one full school year.
______________________ is to be withdrawn from the G/T program by parent/selection
committee ____________________________________.
Did furlough precede this exit?
______Yes
______No
___________________________
Parent Signature
___________________________
Selection Committee
___________________________
___________________________
Administrator
___________________________
G/T Teacher
50
Dilley Independent School District
GIFTED AND TALENTED EDUCATION CLASS
Evaluation Report - Grades K- 2
Student____________________
1ST
6 Wks
2nd
6 Wks
Teacher__________________
3rd 6 Wks
4th 6 Wks
5th 6 Wks
6th 6 Wks
Motivation toward
learning
Classroom
participation
Knowledge and
interest in topics
Ability to work
with peers
Ability to work
independently
Acceptance of
responsibility
Acceptance of
leadership roles
KEY
These are comparisons to other gifted students, not the whole student population.
5= Excellent
4 = Above Average
3 = Average
1 = Poor
2 = Below Average
PARENT
SIGNATURE
1.
2.
3.
4.
5.
6.
51
Dilley Independent School District
Determination of Grades of Gifted and Talented Students
K- 2
5 = Excellent
4 = Above Average
3 = Average
2 = Below Average
1 = Poor
Based on the following Areas:

Contributes to and participates daily in class discussions

Contributes to group assignments and activities

Concentrates for longer periods of time on class activities/discussions

Produces original ideas

Becomes leader of group at times

Attentive participation in problem solving (including math work)

Products, permission slips, report cards, etc. turned in on time
52
Dilley Independent School District
GIFTED AND TALENTED EDUCATION CLASS
Evaluation Report - Grades 3-5
Student________________________ Teacher____________________
1ST 6 Wks
2nd
6 Wks
3rd 6 Wks
4th 6 Wks
5th 6 Wks
6th 6 Wks
Motivation toward learning
Classroom participation
Knowledge and interest in
topics
Ability to work with peers
Ability to work
independently
Acceptance of responsibility
Acceptance of leadership
roles
Creative Expression
Conduct
KEY
5 = Excellent
4 = Above Average
PARENT SIGNATURE
3 = Average
2 = Below Average
1 = Poor
1.
2.
3.
4.
5.
6.
53
DILLEY INDEPENDENT SCHOOL DISTRICT
GIFTED AND TALENTED EDUCATION PROGRAM
SCHOOL STAFF EVALUATION OF PROGRAM FORM
School_______________________ School Year_______________
Date_____________
Title: Teacher_________ Principal__________ Counselor_________
Other_________
1. I have been informed of the new changes in the G/T Handbook.
Yes
No
2. I understand the referral, identification and selection process of the
DILLEY ISD.
Yes
No
3. List 2 things that are positive about the G/T Program in DILLEY ISD.
1. _______________________________________________________
2. _______________________________________________________
4. List 2 things that need to be improved in the G/T Program.
1. _______________________________________________________
2. _______________________________________________________
54
Dilley Independent School District
G/T Parent Survey
1. I have been given information regarding the changes in the handbook.
Yes
No
2. I understand the referral, selection and identification process of the
DILLEY ISD.
Yes
No
3. Do you feel that your child has benefited from the G/T program at your
school?
Yes
No
4. List 2 things that are positive about the G/T Program in the DILLEY ISD.
1. ________________________________________________________
2. _________________________________________________________
5. List 2 things that need to be improved in the G/T Program in the DILLEY
ISD.
1. ________________________________________________________
2. ________________________________________________________
Please return this form to your child's school as soon as possible. We need a response
from every family involved in the Gifted and Talented Education Program. Your
cooperation is greatly appreciated.
Dilley Elementary School- 226 West Curtis St., Dilley, Texas 78017
830-965-1313
Mary Harper Middle School- 208 West Curtis St. Dilley, Texas 78017 830-965-2195
Dilley High School-245 W. FM 117 Dilley, Texas 78017
830-965-1814
55
DISTRITO INDEPENDIENTE ESCOLAR DE DILLEY
CUESTIONARIO PARA PADRES DEL PROGRAMS DE TALENTOSOS Y
DOTADOSOS
1.
He obtenido la informacion referente a los cambios en el libro de talento que
ofrece el distrito de Dilley.
Si
2.
Yo entiendo el proceso de nominaciones, selecciones, y identificacion del
distrito independiente escolar de Dilley.
Si
3.
No
Usted piensa que su hijo/hija se a beneficiado de este programa en su escuela?
Si
4.
No
No
Escriba dos puntos que necesitan mejoramiento en el programa de educacion
de talento en el distrito de Dilley.
1. ________________________________________________________
2. ________________________________________________________
5.
Escriba dos cosas positivas acerca del programa de talentosos y dotados del
distrito independiente escolar de Dilley.
1.
2.
________________________________________________________
________________________________________________________
Favor de devolver esta forma a la escuela de su hijo/hija tan pronto sea posible.
Necesitamos una respuesta de cada familia implicada en el programa de Talentosos y
Dotados. Su cooperacion se aprecia mucho.
Dilley Elementary School- 226 West Curtis St., Dilley, Texas 78017 830-965-1313
Mary Harper Middle School- 208 West Curtis St. Dilley, Texas 78017 830-965-2195
Dilley High School-245 W. FM 117 Dilley, Texas 78017
830-965-1814
56
STUDENT EVALUATION OF THE GIFTED AND TALENTED EDUCATION
PROGRAM
Dear Student,
We are reviewing the effectiveness of our Gifted and Talented Education Program. We
want to know how you would evaluate both the program and its effect on you as a
learner. Based upon your participation, indicate whether you agree or disagree with the
following statements. Also, feel free to make comments about the program on the back
of the form. Thank you for helping us make the program effective next year.
Grade Level (Circle Appropriate Level) 3
4
5
6
7
8
9
10
11
Number of years in the program _______
Please answer the questions below YES or NO
1. I understand why I was selected to participate in the Gifted and Talented
Education Program. ___ ___
2. I understand what objectives I am trying to reach in this program. ___
___
3. I can apply a lot of what I learn in this program to my regular classroom work.___
4. I find the work in this program too easy.___
___
5. I find the work in this program too hard.___
___
6. I have learned research and study skills in this program to help me with other
classes.___ ____
7. I enjoy working with students of similar abilities.___
8. I am able to keep up in my other classes.___
___
___
9. I get to do more independent work in this program.___
___
10. As a result of program activities, I find it easier to solve problems.___
___
11. As a result of program activities, I am better able to organize my time.___
___
12. As a result of program activities, I am able to express myself better than I could
before.__ __
13. I enjoy school more since I started this program.___
___
14. I would like to continue in the program.___ __
57
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