GISD Curriculum Department: Gifted & Talented Program

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Curriculum

Curriculum :: Gifted and Talented

Georgetown Independent School District is committed to providing an appropriate education for all children. It is commitment to this belief that shapes the components of the Services for Gifted and Talented Students and guides the district in identifying and serving gifted and talented students.

Program Objectives

Services for Gifted and Talented Students will…

provide opportunities for students to demonstrate excellence in mastering the Texas Essential Knowledge and Skills (TEKS) which may be evidenced by attaining STAAR Commended Performance;
provide learning experiences that support student generated knowledge through engaging pedagogy, independent study, acceleration and pre-AP and Advanced Placement courses that emphasize pacing, depth and complexity and lead to exemplary products and presentations;
utilize instructional deliveries that will create a learning environment that is open-ended, student directed and problem and inquiry focused;
provide opportunities for students to participate in guided and independent research that may lead to the G/T State Performance Standards Projects;
develop an understanding of systems of knowledge, themes, issues, and problems that frame the world which may be accomplished through the use of inter-disciplinary instruction;
provide access to experiences, resources and materials that will guide students in career choices and personal/interpersonal/emotional growth;
provide opportunities for students to participate in academic competitions.

Screening

Pre-Referral Screening

Pre-referral screening occurs in a variety of ways in GISD:

In grades K-1, 3-5, 7-8, and 9-12, pre-referral screening may be based on the following as relevant to grade level:

observation of advanced skills and abilities as described in Characteristics Typical of Gifted Students
excellent production and performance in the classroom in one or more academic areas;
scores of 95+ percent or percentile on local assessments and benchmarks;
commended TAKS/STAAR scores or other criterion referenced assessments;
scores of 95+ percent or percentile on historical data from previous grades, schools or districts that include results of mental abilities testing and standardized achievement testing;
results of Duke Talent Search for seventh grade students;
results of PSAT/ACT scores for students in grades 9-11.

A student may be referred for evaluation by a parent, teacher, and other adult knowledgeable of the student or the student himself/herself in grades 9-11. The complete identification process will be conducted for students who are referred through this process.

Students New to District

As part of the district pre-referral screening process, campus personnel review student records of new students entering GISD using the following guidelines:

commended TAKS scores or other criterion referenced assessments;
results of Duke Talent Search for seventh grade students;
results of PSAT/ACT scores for students in grades 9-11;
historical data from previous grades, schools or districts that include results of mental abilities testing and standardized achievement testing.

95 percentile or above (or equivalent) on at least two of the following standardized test scores:

total battery score on mental abilities test;
Total subtest score on mental abilities test.
total achievement battery
total achievement subtest score in one or more of the core academic areas

Students with this description will be referred for a complete evaluation.

Teacher at previous school in last grade attended or receiving GISD teacher may complete qualitative data on teacher forms from GISD G/T Referral Packet
Further quantitative data may be collected through additional testing.

Previously G/T Identified Students: New to District

*Students who have been placed previously in a gifted/talented program in another district are considered for placement in the district’s Services for Gifted/Talented upon entrance into GISD; and a placement decision must be made within 30 days. (See EHBB LOCAL)

For students transferring from a gifted and talented program in another school district, it should be assumed that qualitative criteria for placement have been satisfied in previous school.
Quantitative data should be collected and reviewed prior to making a placement decision.
If quantitative data is incomplete or incompatible with district criteria, additional testing should occur prior to committee decision.

Referrals
G/T3 19 TAC 89.1

Referrals for Services for Gifted and Talented Students may come from parents, students, teachers or any adult knowledgeable of the student.

When a student is referred for evaluation, campus personnel must collect student data, conduct necessary assessments, and follow the district’s identification procedures. The Gifted and Talented Student Review Committee must review all necessary student data generated by referrals.

*Parent referrals and student evaluation may occur at any time during the school year. However, prudent consideration must assure that appropriately timed placement into gifted education guards the best interest of the student. Parents should consult with counselor regarding this issue.

The district conducts a Gifted Child Find Campaign from October to May, and will schedule a major open-referral window for the purpose of efficiency in collecting student data and conducting evaluations. The student evaluation process will be conducted over time throughout the year to assure a more accurate representation of the student’s needs. Notification of Gifted Child Find Campaign will be communicated to parents of all children on each campus.

Parent/Guardian Permission for Evaluation

Written permission for evaluation will be obtained from parents/ guardian for referred students prior to evaluation for Services for Gifted/Talented.

Evaluation
GT4 19 TAC 89.1 (1) (2)

Evaluation for need for gifted services must include both quantitative and qualitative data.

Qualitative

Educational Data and Classroom Grades in the academic area/s of referral
Gifted/Talented Characteristics Inventory by academic area/s of referral:

Inventory must be completed by teacher;
Parent inventory is encouraged.

Student Products from Teachers/Parents evaluated by a rubric:

Portfolio of student work will be collected by the teacher throughout the year and submitted to the Student Review Committee for review during the SRC meeting.(K-12)
Parents may contribute student work to portfolio for SRC review. (K-12)
District-wide GATE activities for K-5 will be administered by teacher and completed by students at school over time and submitted as products for review by the Student Review Committee. (Problem Solving and Productive Thinking activities provided by the district Services for Gifted/Talented) (K-5)
GATE activities will be completed by students in grades 6-8 to provide uniform information related to quality of student production and submitted to the Student Review Committee for review. (Problem Solving and Productive Thinking activities provided by the district Services for Gifted/Talented) (6-8)

Quantitative

Standardized Test Data:

Mental Abilities Test/s

Sub-tests
Total Battery

Achievement Test/s or Sub-tests

Reading
Mathematics
Science
Social Studies

State GT Plan 1.5.2A
Students are assessed in languages they understand and/or with nonverbal-based tests. The district will maintain tests that are appropriate to the dominant languages in the district for the purpose of gifted and talented assessment. (Spanish and English)

Identification and Placement

Identification
GT1 19 TAC 89.1

In GISD a case study model of identification is used to identify the educational needs of students referred for evaluation for Services for Gifted/Talented Students. Use of this model increases assurance that the body of evidence presented is considered as opposed to relying on “cut off” scores. It also provides processes and structures that will assist the Student Review Committee (SRC) in identifying gifted students who are socio-economically disadvantaged or have special education or 504 needs. The model is supportive also to language diverse students.

Campus Coordination

Currently the campus counselor (K-12) and campus G/T teacher in elementary schools (K-5) are responsible for the coordination of the evaluation and identification process at each campus.

Student Review Committee

All identification/placement decisions will be the responsibility of the campus Gifted and Talented SRC which will consist of at least three educators who have received the gifted education professional development.

The campus committee may include but not be limited to the following educators:

Campus administrator
Counselor
G/T teacher and G/T cluster teacher as appropriate for campus
Referring teacher or classroom teacher as subject appropriate
BL/ESL teacher if student is BL/ESL
Special Education, dyslexia, and 504 representatives when appropriate to student

Placement
GT1 19 TAC 89.1

Campus Gifted and Talented Student Review Committee members review student data obtained during the evaluation process, and based on the district target criteria and evidence provided, make a determination of the most appropriate placement that meets the educational needs of students being considered.

District Placement Criteria

Qualitative Data Target Scores:

Classroom Performance: 96% or greater grade average in the subject/s being considered (K-12)
Student Products: Portfolio of outstanding work, projects, etc. evaluated by use of an established rubric (See rubric in Forms Appendix) (K-12)
GATE activities for Problem Solving and Productive Thinking evaluated by use of an established rubric (K-8)

Evidence of Learning Traits Typical of Giftedness

Purdue Academic Rating Scale Inventory completed by teacher (K-12)
Parent Documented Observations completed by parent (K-2)
Purdue Academic Rating Scale Inventory (3-12) completed by parent

Quantitative Data Target Scores:

Group or Individual Norm Referenced Mental Abilities Tests

9th Stanine (96% ile – 99+% ile)

Total Score or
Sub-test scores as appropriate to body of other supported evidence

Group or Individual Norm Referenced Achievement Tests
9th Stanine (96% ile – 99+% ile

Total Battery Score or
Subject area Sub-test Score for subject area/s being considered for gifted services

Student Review Committee should also consider student history of ability and achievement scores when current percentiles are not comparable to other data submitted. The committee may also use any of the following information to assist members in making appropriate placement decisions:

Success in a similar educational program in a previous school;
SAT and ACT scores from Duke Talent Search and results from High School administration of SAT and ACT;
Record of outstanding achievement in prerequisite course;
Additional current information obtained from outside the school district provided by parents or other school districts the student has attended;
Other pertinent information as determined by the committee.

Placement Decision

Educational Decision for Placement in Services for Gifted/Talented Students

Target Score: Evidence of 4 out of 6 criteria (two of which are from Standardized Test Data in one or more of the four core academic areas will result in recommendation for placement in Services for Gifted/Talented Students.
Less than Target Score: Evidence of 4 out of 6 criteria (with only one from Standardized Test Data) may result in recommendation for placement, if in the judgment of the committee, there is a strong body of evidence to support the decision, and the Gifted and Talented Program is the most appropriate educational setting to meet the student’s needs.
For students transferring from a G/T program in another school district, it should be assumed that criteria 1-3 have been satisfied in the previous school. Remaining data should be collected and reviewed prior to making a placement decision. If quantitative data is incomplete or incompatible with district criteria, additional testing should occur and a committee decision should be made within 6 weeks.

Once identified, placement of students will be made only after written permission from parent or guardian is received.

*When making educational placement decisions, the Gifted and Talented Student Review Committee should place more emphasis on the total body of collected student data rather than adhering to specific “cut off ”scores.

If there is insufficient data submitted for a student, the Student Review Committee must record on the Committee Decision form that more information is needed before a decision can be made. It is the committee’s responsibility to collect that data, including additional testing results if needed, in a timely manner and reconvene the committee for a placement decision.

NOTE FOR SRC
Students may be identified as specific academically gifted in one or more of the subject areas: language arts, science, math or social studies. These students should demonstrate excellent achievement and performance in the areas in which they are identified and participate in services for gifted in these areas. (Reported to PEIMS)

Students may be identified as intellectually gifted when they demonstrate mental abilities in the superior range and characteristics typical of giftedness that indicate potential for success in all subject areas. These students may participate in services for gifted students in all subject areas. (Reported to PEIMS)

Transfer Students
GT2 TAC 89.1 (5)

Transfer students from other districts who have been identified and served in a similar gifted and talented program will be reviewed by the Gifted and Talented Review Committee. Placement decisions will be made within 30 days of student’s enrollment. (See EHBB LOCAL)

It will be assumed that these students have credit for the three educational criteria: classroom grades, gifted and talented behavioral characteristics and student products from previous school. If quantitative data is compatible with district’s criteria, additional assessment may not be necessary. However, if quantitative data is incomplete or incompatible with district criteria, additional testing should occur prior to committee placement decision.

Participation in Services

Once identified, the student’s parent/guardian will be notified and provided with a permission for placement form. Placement of students in Services for Gifted andTalented Students will be made only after receiving permission to place from the parent or guardian.

Once identified and placed, students may participate in the Services for Gifted and Talented Students as long as they are enrolled in the district. Upon receipt of original parent permission for placement, the student will remain in the program unless a written request by the parent/guardian is submitted to withdraw the student or to place the student on furlough. In grades 9-12, the student may complete the furlough form but furlough request must be copied and mailed to parent.

Appeal Process
GT2 19 TAC 89.1 (5)

A parent or professional staff member who desires to appeal an identification or placement decision made by the campus Student Review Committee may do so following GISD FNG LOCAL policy:

LEVEL I APPEAL:

Submit an appeal letter to the campus principal and Student Review Committee requesting that the decision be reconsidered within 15 days of notification of the GT SRC.
Submit additional information that might be considered as part of the decision, such as:
- examples of student work , awards or historical educational data
- other test data from outside the school district by a professional educational psychologist; and/ or other pertinent information considered appropriate.
After the committee receives the appeal notice, they will review the decision and additional information submitted, and respond to the person.
If the committee decides that the Services for Gifted and Talented Students is the most appropriate educational consideration, placement in the program will be made at the most appropriate time to ensure student success in the gifted education classes. This may be at the beginning of the next school year.

Note: When making the best professional identification/placement decision, the committee may consider all additional information submitted. An appeal letter from parent/guardian must be on file prior to a final decision.

LEVEL II APPEAL:

If a resolution is not reached at the campus level, second level appeals should be addressed in writing to the Deputy or Assistant Superintendent within 10 days of the Level I appeals conference following GISD Policy FNG. A district Appeals Review Committee will decide second level appeals.

LEVEL III APPEAL:

Level III appeals should be done following GISD Policy FNG.

Furlough
GT 2 19 TAC 89.1 (5)

A parent/guardian (K-12) and student (9-12) may request a student furlough (cessation of participation in all gifted and talented services) for personal reasons. Furloughs are not intended for program removal of students who are performing below expectations. In grades 9-12, the student may request and complete the furlough form, but the parent/guardian must be notified by mail.

If a student is furloughed from all services provided for gifted and talented students at his/her grade levels, he/she will not be counted on PEIMS as being served during the furlough period. Services for gifted are considered to be the following:

K-5 cluster class
2-5 G/T “pull-out” classes for math and/or interdisciplinary research and communication
Grades 3-5 daily G/T advanced mathematics by G/T teacher
Grades 6-9 specifically designated G/T advanced mathematics classes
Grade 8 specifically designated GT State Performance Standards Keystone Science
Grades 6-10 pre-AP G/T cluster classes
Grade 11-12 Advanced Placement G/T cluster classes
Grades 9-12 GT State Performance Standards Capstone independent studies classes specifically designated for gifted
Early graduation
Dual college/high school credit
Approved distance learning for advanced studies

To obtain a student furlough, a furlough form must be requested from the campus counselor, completed and submitted to the counselor. The furlough is filed in the student’s placement file and copied to his/her cumulative folder.

Furloughed students may reenter gifted and talented services at appropriate course times if parents/students submit written notification of intent to counselor. Written notification is filed in the student’s placement file and copied to his/her cumulative folder.

Service Delivery

Grades K - 2

GISD will identify and serve as gifted and talented those K-2 students whose skills, abilities and learning characteristics are significantly advanced for their ages.

Kindergarten students will be identified and served by March 1 of each school year. Identified kindergarten students will have opportunities for services provided by their classroom teachers who have the required 30 hours of G/T professional development.

Identified gifted/talented students in first and second grades will be grouped in clusters in their grade level heterogeneous classroom with a teacher who has received 30 hours in gifted education. Students will receive instruction that is appropriate to their abilities through…

curriculum, process and product modification as need indicates in student’s area/s of giftedness (science, social studies, language arts and math);
accelerated materials, as need indicates by student assessment, for students identified in reading/language arts and mathematics.

Second grade identified mathematically gifted students will begin an acceleration spiral into 3rd grade math content by January of each year or earlier as need indicates in preparation for the grades 3-5 accelerated G/T mathematics program. Enhanced services will be provided in a weekly "pull out" lesson by a G/T teacher.

*Cluster teachers of primary gifted students, supported by G/T teacher, will develop and communicate a plan to parents that describes how the needs of gifted students in the cluster group will be met in the area/s of their giftedness.

GT13 19 TAC 89.3 (3) *Parents of G/T students must be informed of grade acceleration (credit by examination) as a gifted and talented service option.

Grades 3-5

Cluster Group:
Students identified as gifted and talented in reading/ language arts, science and/or social studies are clustered in a heterogeneous class where their educational needs will be addressed.

Instructional strategies in the cluster classes may include but not be limited to the following:

alternative assessments
compacting curriculum based on assessed needs
learning centers/ stations
Socratic Questioning/productive questioning
Kaplan’s Model of Pacing, Depth and Complexity
thematic inter-disciplinary units
independent study; student research, product development and presentations (Work in conjunction with campus G/T facilitator)
Use variety of G/T collaborative group techniques that promote student generated knowledge: ( G/T students work as a group/s)
- Jigsaw, Orbitals, I-Search, Thinking Maps
- Inquiry Collaboratives and Discovery Investigations
- Other similar techniques for student generated knowledge
Use of level appropriate reading materials.

*Cluster Teachers of elementary gifted students will develop and communicate to parents a plan that describes how the needs of gifted students in the cluster group will be met in the area/s of their giftedness.

GT Teachers:
Students identified as mathematically gifted will receive accelerated, problem solving focused instruction daily by a campus G/T teacher in an educational environment for mathematically gifted students that…

Stresses
Mathematical reasoning
Mathematical communication
Collaborative solution finding
Develops
Independent exploratory behavior
Curiosity for multiple avenues to solutions
Exemplifies
Discovery learning
Looking for underlying principles, patterns
Problem solving
Discovering formulas
Organizing data to find relationships

Services to G/T math students are provided also through state and national competitions and exams:

Math Pentathlon – 3rd grade
GISD Math Olympiad – 4th-5th grades

Students identified as gifted in language arts, science or social studies will receive additional services approximately one hour per week by the campus G/T teacher through an interdisciplinary study that…

is based on Kaplan’s Pacing, Depth and Complexity Model
correlates with TEKS and district curriculum scope and sequence;
explores connections and relationships between the disciplines;
is based on Research Skills Scope and Sequence for G/T students in grades 3-5;
focuses on reading to research: analytical reading for problems and issues; reading for unanswered questions; identifying bias and perspectives and evaluating sources: print and online;
emphasizes research and communication skills that lead to State G/T Performance Standards Project in fourth, eighth and high school grades judged by state rubric-
- Cornerstone Project – Grade 4
- Keystone Project - Grade 8
- Capstone Project - Grades 9-12
Techniques and technology for production of excellent products
Oral and written skills for presentation to various audiences.

GT13 19 TAC 89.3 (3) *Parents must be informed of grade acceleration examination as a Gifted/Talented service option.

Grades 6-8

Language Arts, Science and Social Studies

Students identified as gifted and talented in language arts, science and social studies will have their educational needs met within the pre-AP classes through a variety of instructional strategies which may include:

alternative assessments
compacting curriculum; acceleration
collaborative groups for the purpose of student generated knowledge (may use the following techniques)
- I-Search, Orbitals, Jigsaw, Thinking Maps, etc.
- Inquiry Collaboratives, Document Based Questions
- Critical Thinking Charts
Problem Based Learning, Webquest, Inquiry
Socratic Questioning/productive questioning
Kaplan’s Model of Pacing, Depth and Complexity
themes and inter-disciplinary connections
independent study; student research, product development and presentations
guided instruction in the G/T Scope and Sequence for Research and Communication Skills and use of appropriate models for research
open-ended, student centered instructional environment that encourages student generated knowledge
G/T instructional cluster grouping within the pre-AP classes

Pre-AP/GT Science

In addition to the above, students in grades 6-7 will receive guided instruction in the use of the scientific model for research and communication.

*Eighth grade students identified as gifted in science will receive services in a specifically designated G/T class that supports participation in the 8th grade Keystone Project which is based on the State G/T Performance Standards Projects.

G/T Mathematics

Students identified as mathematically gifted in grades 6-8 will receive accelerated, problem solving focused instruction through specifically designated for mathematically gifted students:

Stresses…
- mathematical reasoning
- mathematical communication
- collaborative grouping for solution finding
Develops…
- independent exploratory behavior
- curiosity for multiple avenues to solutions
Exemplifies…
- discovery learning
- looking for underlying principles, patterns
- problem solving
- discovering formulas
- organizing data to find relationships

G/T mathematically gifted students will receive high school credit for Algebra I in eighth grade. Mathematically gifted students will be encouraged to participate in Math Olympiad in 6th grade and Math Counts in 7th and 8th grades

GT 13 19 TAC 89.3 (3) *Students and parents must be informed of credit by examination,
early high school graduation, and in certain circumstances, distance learning as Gifted and Talented service options.

Grades 9-12

Services are provided to Gifted and Talented students in language arts, science, social studies and mathematics within the pre-AP and Advanced Placement framework with specifically designated sections offered for gifted/talented students (if number of students support interest in G/T sections).

* Pre-AP and Advanced Placement courses will include instruction appropriate for gifted and talented students and will follow the state and local goals for meeting the educational needs of these students. Appropriate instructional methods should include:

alternative assessments
compacting curriculum
acceleration
collaborative groups for the purpose of student generated knowledge (may use the following techniques)
- I-Search, Orbitals, Jigsaw
- Group Investigations
- Thinking Maps, etc.
- Document Based Questions/ Critical Thinking Charts
- Charting
Problem Based Learning, Webquest, Inquiry
Socratic Questioning/productive questioning
Kaplan’s Model of Pacing, Depth and Complexity
themes and inter-disciplinary connections
independent study; student research, product development and presentations;
open-ended, student centered instructional environment that encourages student generated knowledge.

Students may receive college credit for Advanced Placement courses by taking the AP examination and scoring within the college accepted range (usually a score of 3, 4 or 5 on tests taken).

G/T students in grades 9-12 are encouraged to participate in the Capstone Projects, elective independent studies that are part of the State Performance Standards Projects for Gifted/Talented Students:

focus on research and communication
emphasize products of professional quality appropriate to the field of study
juried by professionals in the student’s field of study
include the following opportunities-
- Topics in Mathematics – 9th &10th
- Independent Study in Mathematics –11th - 12th
- Scientific Research and Design – 9-12
- Economics: Advanced Studies - 9-12
- Social Studies: Research Methods - 9-12
- Independent Studies in English/Journalism - 9-12

Mathematically gifted students are encouraged to participate in Mu Alpha Theta organization; ARML, AME and the Mandelbrot competitions.

GT 13 19 TAC 89.3 (3) Parents and students must be informed of other services that are
available to G/T students:

academic state and national competitions and exams
concurrent or dual enrollment in college
Distinguished Academic Program
early graduation
credit by examination
Distance Learning

Student Objectives

Gifted and talented students will be expected to…

grow and excel in the four foundation curriculum areas (language arts, mathematics, science, and social studies) for which they have been identified as gifted/talented;
develop skills in problem solving, critical thinking, research, analysis, synthesis, evaluation, and communication that may lead to participation in the G/T State Performance Standards’ Projects;
create original and advanced products and performance that will be presented to and/or used by various audiences;
develop an understanding of the relationships of knowledge, themes, issues and problems that exist within and between the disciplines;
explore personal capabilities and careers and develop positive habits and attitudes necessary for responsible citizenship and leadership.

Parent/Community Involvement

The parents and community may be involved in the Services for Gifted and Talented Students in a variety of ways…

assisting with instructional enrichment projects and academic competitions
evaluating program services and participating in needs assessments
referring students for evaluation for the program
participating in individual parent conferences, parent meetings, G/T class visitation or special G/T programs and student presentations
providing concurrent enrollment courses and/or use of college/university resources and facilities
serving as group leaders, mentors, or experts
serving as volunteers, resources, classroom speakers and partners in projects
serving on parent/educator advisory committee
serving as judges and audience for student presentations

Instructional Strategies and Professional Development

INSTRUCTIONAL STRATEGIES

Teachers will meet the educational needs of gifted students through a variety of ways that include (but are not limited to) …

assessments appropriate to learning levels
compacting curriculum based on assessed needs
learning centers/ stations/contracts
Socratic Questioning/productive questioning
WebQuests, Problem-Based Learning and Inquiry Learning
Kaplan’s Model of Depth and Complexity
Themes and inter-disciplinary instruction
independent study and problem-based G/T designated courses
student research, product development and presentation
acceleration
collaborative grouping that leads to student generated knowledge
open-ended, student centered instructional environment that encourages student generated knowledge.

PROFESSIONAL DEVELOPMENT

Teachers must have participated in at least five days or thirty (30) hours of basic Gifted and Talented professional development prior to teaching any of the four core subjects designated as services for gifted and talented students. In addition, teachers providing services to gifted students must receive annually six (6) hours of professional development in gifted education or district approved pre-AP or Advanced Placement training in assigned subject area.

*In the event that a teacher with less than 30 hours of G/T professional development must be assigned Gifted/Talented responsibilities, the campus principal will develop a written plan, signed by the teacher, principal, and the Executive Director of Education to insure required professional development is acquired during the first semester of the school year. (Form provided by Services for Gifted/Talented Students in GISD website filing cabinet.) 19 TAC § 89.2 (2) TSP 4, 4.1.2A

District will provide professional development to support teachers of gifted/talented students through the following:
• Gifted and Talented Academy in the summer to attain G/T basic 30 hours;
• At least 6 hours annual update during the year and/or summer -
o based on teacher need
o related to goal and objectives of gifted program.

19 TAC § 89.2(3); tsp 4, 4.2A

District will offer awareness training in Nature and Needs and Assessment and Identification of Gifted Students to encourage all teachers (including new), campus administrators, central office administrators, superintendent and school board members to become knowledgeable of needs and identification of gifted students.

Bilingual/ESL and kindergarten teachers will be expected to attain the thirty hours G/T basic professional development and annual update.

Principals, and counselors who coordinate assessment and identification at each campus, must have Nature and Needs, Assessment and Identification and Program Options for Gifted Students for a minimum of 6 hours of gifted professional development credit.

The Student Review Committee who is responsible for identifying gifted students must have at least one member who have the thirty (30) hours basic G/T professional development.

Six hours professional development for Student Review Committee members will be offered annually in the summer or during the academic school year.

Forms

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