Parent Information Meeting
Fall 2014 – TAG Referrals
Elementary
Gifted and Talented Services
Round Rock ISD
AGENDA
Welcome and Introduction
What Are RRISD TAG Services?
Who Are the Students needing Gifted Services?
What is the Difference Between a Strong Academic
Student and a Gifted Student?
How Are Students Identified for RRISD's Services?
How Do I Refer?
Purpose
Should My Child Be
Referred and Assessed
for RRISD’s
Gifted and Talented Services?
What Are Round Rock ISD’s
Talented and Gifted
Services?
Objectives For Students
•Students receiving gifted and talented services will
develop their abilities in higher level, more complex
thinking skills including critical, creative and
productive thinking activities that are extensions of
the regular curriculum (Thinking Skills).
•Students receiving gifted and talented services
will study advanced-level content and master the
major concepts, skills, and processes of specific
disciplines in which they demonstrate ability
(Subject Matter Knowledge and Skills).
•Students receiving gifted and talented services
will develop the skills necessary for self-directed
learning, conduct independent studies, research
projects, and extend the regular curriculum to
produce advanced-level products (Research and
Independent Study Skills).
•Students receiving gifted and talented services
will gain an understanding and respect for each
person’s abilities, recognizing the similarities and
differences between themselves and others, and
will develop their own unique abilities for the
betterment of both themselves and others (SelfConcept and Leadership)
Vision Statement
“Round Rock Talented and Gifted
Services will provide an environment
where each gifted student’s unique
cognitive, social, and emotional needs
are recognized and responded to by
highly qualified educators.”
Statement of Core Values
“In the belief that all children will
learn…Whatever it takes, the RRISD learning
community will identify students in need of
gifted services, design and implement
exemplary* services, educate stakeholders,
and engage in a continuous improvement
process.”
_______________________________________
*Exemplary as defined by the Texas State Plan for the
Education of Gifted/Talented Students
Elementary School Overview

TAG students are clustered together with TAG
trained teachers in otherwise heterogeneous
homeroom classrooms.

A minimum group is 3 students with the same
subject area strengths. An ideal cluster is a
minimum 6-8 students.

The campus TAG specialist works closely with the
cluster teachers to meet the needs of each
identified child.
Elementary School Overview

Campus educators use diagnostic information to
determine the best learning plan for each
student, including aligned TEKS-based lessons
which explore content in depth and with
complexity.

Some differentiated lessons occur in the regular
classroom with the cluster teacher and/or the
TAG specialist, and some occur in the TAG
resource room.
Elementary School Overview

1st-5th grade students engage in independent
study projects that allow them to go into great
detail in their areas of strength.

Students may also compact and accelerate
through the curriculum commensurate with
their abilities.

Specific services may vary somewhat based on
campus and student needs.
Primary Grades

Services are primarily provided by the cluster
teacher within the regular classroom with
support from the TAG specialist.

As time allows, enrichment activities in the TAG
resource room are encouraged.

Kindergarten enrichment is provided which
involves the TAG specialist rotating through the
kinder classrooms providing at least one lesson
per class per month in creative/critical thinking.
Intermediate Grades - Math

For 3rd-5th grade math instruction, the TAG Math
Curriculum (a combination of accelerated pacing
and depth/complexity which takes the 3rd-8th
grade TEKS and compacts them into 3rd-6th grade)
is taught through TAG academic classes with the
TAG specialist.

Accompanying TAG benchmarks are administered
in place of regular grade level benchmarks to
ensure proper delivery of the TAG curriculum
occurs.
TAG Math Boot Camp

Please note that due to the acceleration of the TAG
math curriculum, students who are not assessed
until 4th or 5th grade and qualify for TAG services in
math will take an additional math assessment to
determine if they must attend the two week
summer TAG Math Boot Camp to prepare them for
5th or 6th Grade TAG Math.

July 13-16 AND 20-23
Intermediate Grades – Language Arts

The TAG LA Curriculum for 3rd-5th grade language
arts instruction is the grade level TEKS, but they
are addressed in greater depth and complexity.

Students may read more advanced level literature,
but attention will be given to content and theme to
ensure appropriateness.

Students will engage in rigorous oral and written
experiences with the texts.
Intermediate Grades – Language Arts

The delivery of this curriculum should be through
TAG academic classes as much as possible,
although due to staffing constraints at some
campuses, the cluster teacher may need to
incorporate some components of the curriculum in
the cluster classroom.
Science and Social Studies

Students’ strengths in science and social studies
are also addressed through differentiated services,
including modified classroom instruction,
independent study, and small group projects,
which may be facilitated by the TAG specialist.

At all elementary grade levels, science and social
studies differentiation will mainly occur in the
cluster classroom with the support of the TAG
specialist.
Social and Emotional Needs

To address the affective needs of TAG
students, a social and emotional needs
curriculum exists for grades 1-5.

Each campus has a kit of materials and
access to other suggested resources.

The curriculum may be delivered by the
campus counselor, by the TAG specialist, or
some combination thereof.
Who are the Gifted?
What is the Difference Between a
Strong Academic Student and a
Gifted Student?
Sayler’s Characteristics
This list was compiled and written by Michael Sayler, Ph. D.
It was published by The Texas Association for the Gifted and Talented in
Raising Champions: A Parent’s Guide for Nurturing Their Gifted Children
Gifted/talented individuals frequently possess one
or more of the following characteristics:
(*Please note that a student won’t necessarily have all of
these characteristics, but will have a majority. )
Verbal Proficiency
Large vocabulary
 Facility of expression
 Breadth of information

Power of Abstraction
Interest in deductive learning and
problem solving
 High level of conceptualization
 Pleasure in intellectual activity

Intellectual Curiosity
Interest in a wide range of things
 Willingness for complexity
 Persistent pursuit of goals

Retentiveness/Power of Concentration
Intense attention
 Retains and uses information
 Long attention span

Independence/Goal Directed
Self-initiated student interest
 Pursues individual interests
 Seeks own direction

Power of Critical Thinking
Self-criticism
 Skepticism
 Adept in analyzing strengths and
weaknesses

Sensitivity/Intuitiveness
High level of awareness
 Keenly observant
 Emotional depth

Potential for Creativity
Inventiveness
 Looks for new ways of doing things
 Interest in brainstorming, freewheeling

Versatility/Virtuosity
Diversity of interest and abilities
 Many hobbies
 Proficiency in art forms such as music or
drawing

What is the difference between
a bright child and a gifted child?
Bright Child
Gifted Child
•Knows the answer
•Asks the questions
•Is interested
•Is highly curious
•Is attentive
•Is mentally & physically involved
•Has good ideas
•Has wild and silly ideas
•Works hard
•Plays around yet tests well
•Answers the questions
•Discusses in detail
•Top group
•Beyond the group
Bright Child
Gifted Child
•Listens with interest
•Shows strong feeling and opinions
•Learns with ease
•Already knows
•6-8 repetitions
•1-2 repetitions
•Understands
•Constructs abstractions
•Enjoys peers
•Prefers adults
•Grasps meaning
•Draws inferences
•Completes projects
•Initiates projects
Bright Child
Gifted Child
•Is receptive
•Is intense
•Copies accurately
•Creates new designs
•Enjoys school
•Enjoys learning
•Absorbs information
•Manipulates information
•Technician
•Inventor
•Good memorizer
•Good guesser
•Is alert
•Is keenly observant
Bright Child
Gifted Child
•Is pleased with own
learning
•Is highly self-critical
•Enjoys straightforward,
sequential presentations
•Thrives on complexity
Source: Janice Svabos, Challenge Magazine
Gifted children have the drive
to seek out and choose for
themselves, without adult
direction, activities in these
areas, just as some children
seek out music and sports.
Peggy Kress
How Are Children Identified?
Screening measures used to identify students who
are in need of RRISD’s TAG Services:
• Abilities/Aptitude Tests
• Achievement Tests
• Non-verbal reasoning tests
• Behavior checklists completed by teachers and parents
that identify observed characteristics of gifted children
• Other measures comparable to those listed above
Should I Refer My Child for
TAG Screening?

Considerations:
◦ Maturity of your child (especially for primary)
◦ Learning style of your child (self-directed,
able to handle open ended tasks and long
range planning)
◦ Length of testing (especially for younger
children, 6-8 hour process)
◦ Nationally-normed tests scores are valid for 2
years, thus students may not be referred
again for 2 years.
How Do I Refer My Child for TAG
Screening?
Meet with your child’s teacher to discuss student’s
progress and learning style.
Teachers may recommend screening, but that does
not guarantee that the student will demonstrate a
need for TAG services during the screening process.
If you decide to refer your child for screening,
complete the Referral Form in the Identification
Packet and submit to school office before Tuesday,
December 9, 2014.
Referral
Form
• Complete All
Information
• Sign and Date
• Due: Tuesday,
December 9, 2014
December 9, 2014
Parent/Guardian
Permission to Test
December 9, 2014
• Sign and Date
• Due: Tuesday,
December 9, 2014
In Conclusion:
The goal of Round Rock ISD TAG services is
to provide appropriate educational
interventions to students identified as
needing gifted and talented services.
Michelle Swain
Director of Gifted and Advanced Academic Services
For More Information…
www.roundrockisd.org
Select Departments
Select Gifted and Advanced Academic Services
Michelle Swain,
Director, Gifted and Advanced Academic Services, 464-5023
Nicole Shannon
Coordinator, Gifted and Advanced Academic Services, 464-5925
Lisa Ramirez
Admin Associate, Gifted and Advanced Academic Services, 464-5104