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Pflugerville ISD�Gifted and Talented

Elementary Parent Information

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GT Identification Process

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Texas Definition of Gifted and Talented

“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:

exhibits high performance capability in an intellectual, creative, or artistic area
possesses an unusual capacity for

leadership

excels in a specific academic field

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:

exhibit high performance capability in an intellectual, creative, or artistic area

The foundation for GT services in PFISD is derived from the Texas Education Agency (TEA) definition. This definition addresses gifted and talented education in the Texas Administrative Code in Chapter 89, Adaptations for Special Populations.

TEA defines a gifted and talented student as 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:

exhibits high performance capability in an intellectual, creative, or artistic area
possesses an unusual capacity for leadership
excels in a specific academic field

Notice that the definition says “the potential for performing at a remarkably high level of accomplishment,” not necessarily those who are already performing at a high level.

Pflugerville ISD serves GT students in the four core academic content areas: Math, Science, English/ Language Arts, and Social Studies.

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Not all high achieving students are gifted.

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Statistically…

between 3-5% of the student population is considered gifted/ talented.

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Common Characteristics of Gifted Students

Advanced problem-solving abilities
Rapid retention of new information
Extensive vocabulary
Good memory
Tends towards perfectionism
High energy
Prefers older students and adults
Wide-ranging interests
Interested in experimentation and exploration
Unusual sense of humor
Insatiable curiosity and persistence
Intense concentration
Perseverance in area(s) of interest
May question authority
Advanced sense of justice and fairness

Shows concern about the world
Perceives abstract ideas
Understands complex concepts
Sees relationships
May exhibit intense physical or emotional sensitivity
Creative/Outside the box thinking

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Diverse Characteristics of Gifted Students

We have gifted students in all populations of Pflugerville ISD. The gifted characteristics of students representing different ethnic, cultural and economic backgrounds are sometimes difficult to spot. Equity in GT Website

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English Language Learners

Rapid language acquisition
Advanced math abilities
Vivid imagination
Creative thinking
Thoughtful problem-solving
Thinking in both languages
Advanced oral translation abilities
Leadership within peer groups
Cooperation in working well with others
High motivation to learn
Enthusiastic oral storytelling skills
Strong family and cultural connections

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Twice Exceptional Students

Some gifted students are considered twice exceptional.

The term “twice-exceptional,” also referred to as “2e,” is used to describe gifted children who have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria. These disabilities may include specific learning disabilities (SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD).

-NAGC

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Twice Exceptional Students

Strengths Challenges

superior vocabulary easily frustrated

high creativity stubborn

resourcefulness manipulative

curiosity opinionated

imagination argumentative

inquisitiveness not adept at social interaction

problem solving ability sensitive to criticism

sophisticated sense of humor inconsistent in academic performance

wide range of interests not adept at written expression

advanced ideas and opinions lack organization/study skills

special talent or consuming

interest

http://www.gtequity.org/twice/docs/strengthschallenges.pdf

Twice exceptional students possess different strengths and challenges depending on the learner’s individual characteristics.

Strengths of 2E learners include having superior vocabulary, high creativity, resourcefulness, curiosity, imagination, inquisitiveness, problem solving ability, a sophisticated sense of humor, a wide range of interests, advanced ideas and opinions, and a special talent or consuming interest.

Challenges 2E learners may face include being easily frustrated, stubborn, manipulative, opinionated, argumentative, not adept at social interaction, sensitive to criticism, inconsistent in academic performance, not adept at written expression, and lack organization/study skills.

Helping 2E students learn ways to showcase their strengths and minimize challenging traits will enhance academic performance.

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Economically-Disadvantaged

Advanced language (casual and nonverbal)
Unusual/unexpected perspectives
Sensitivity to issues of justice and fairness
Accelerated learning demonstrated by quick

understanding beyond the facts

Finely tuned sense of humor
Use of storytelling in casual and colorful ways
Ability to discern patterns in human behavior
Motivation by meaning
Independence
Curiosity
Questioning focused on relationships
Extensive memory about people and

conversations

(Slocumb & Payne, 2000)

The GT Equity website provides several reasons why economically-disadvantaged gifted students are not always identified. These include:

Mobility rates may make it difficult to sustain identification procedures and services.
Parents and students may not trust "special labels" or being identified with special services at school.
Students may have limited self-expectations and may demonstrate behavior inconsistent with school perceptions of gifted characteristics.

A few gifted characteristics to look for in students from economically-disadvantaged backgrounds are:

Advanced language (casual and nonverbal)
Unusual/unexpected perspectives
Sensitivity to issues of justice and fairness
Accelerated learning demonstrated by quick understanding beyond the facts
Finely tuned sense of humor
Use of storytelling in casual and colorful ways
Ability to discern patterns in human behavior
Motivation by meaning
Independence
Curiosity
Questioning focused on relationships
Extensive memory about people and conversations

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Purpose of Identification

To diagnose educational needs

To correlate educational services to a student’s individual needs

NOT to label

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PfISD GT Referral Process

Students may be referred for the gifted and talented program at any time by teachers, administrators, counselors, parents, or other interested persons (EHBB - Local).
GT Referral Form (online form now available)

Submit completed forms by October 29 to counselor

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What happens after a student is referred for GT screening?

Parent/Guardian completes permission to screen
Screening (qualitative and quantitative measures)
Determination through committee
Letter sent to parent/guardian with committee’s determination

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Identification Measures

Quantitative

Measures

Cognitive Abilities Test

NNAT as needed

Qualitative

Qualitative Measures

Teacher Observations: SIGS
Parent Observations: SIGS
Student Portfolio
Interview

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Student Portfolio

The portfolio of student work should exemplify the higher thinking and creativity of the student.

Submissions are accepted

From the teacher
From the student
From the parent/ guardian (optional)(optional)

Work Samples

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SIGS - Scales for Identifying Gifted Students

Scale ratings are between 0-4
A “2” represents an average performing student for that age.
Explain why you chose each rating:

“I scored this student high in math because she comes up with her own math problems at home and practices math out of her own desire.”

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GT Services

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Differentiation in GT Cluster Classrooms

Teachers differentiate instruction through

Content (Topic, Depth)
Process (Activities, How skills are learned)
Product (Choices for demonstrating understanding)

According to students’

Readiness
Interest
Learning Profile

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PFLEX Service -�Pflugerville Learning Extensions

Students in the Gifted and Talented program are able to participate in the PFLEX enrichment course.

This enrichment service is designed to support the unique needs of gifted and talented students while also providing opportunity for learners to work with other GT identified students outside of their GT cluster classroom.

In elementary this is a pull-out service led by the campus GT Lead.

In middle school this is an elective course option or advisory for GT identified students led by the PFLEX teacher.

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PFLEX Curriculum

The elementary PFLEX curriculum consists of four units per year linked to the subjects: Enrichment Explorations, Metacognition – Enrichment Explorations, Humanities, Inquiry & Investigations, and STEM. These topics anchor learning throughout each grade level. The middle school PFLEX curriculum consists of five multidisciplinary units per year. All grade level units explore subjects through a thematic concept represented by an icon of depth and complexity or one of the content imperatives. Subjects connected to different thematic concepts allow students

to make multidisciplinary connections over time while also learning how to explore and engage in topics using the tools of depth and complexity.

(1) meet the needs of an array of gifted learners to allow 21^st Century skill development* in the areas measured annually by the district GT Growth report (thinking, leadership, communication, self-directed learning, and creativity) in grades 1-3 and by the GT Personal Enrichment and Academic Plan in grade 4-8.

(2) provide opportunities for collaboration among gifted learners.

(3) provide opportunities for independent learning.

(4) help students connect learning to real-world experiences.

(5) allow for opportunities for students to develop critical thinking skills.

The PFLEX curriculum consists of four units per year linked to the subjects: Enrichment Explorations, Metacognition – Social Emotional Awareness, Humanities, and STEM. These topics anchor learning throughout each grade level. Grade level units explore the subjects through a thematic concept represented by an icon of depth and complexity. Subjects connected to different thematic concepts allow students to make multidisciplinary connections over time while also learning how to explore and engage in topics using the tools of depth and complexity.

All units of study are designed to:

(1) meet the needs of an array of gifted learners to allow 21^st Century skill development* in the areas measured annually by the district GT Growth report (thinking, leadership, communication, self-directed learning, and creativity) in grades 1-3 and by the GT Personal Enrichment and Academic Plan in grade 4-8.

(2) provide opportunities for collaboration among gifted learners.

(3) provide opportunities for independent learning.

(4) help students connect learning to real-world experiences.

(5) allow for opportunities for students to develop critical thinking skills.

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Enrichment Opportunities*

Destination Imagination

Math Pentathlon

UIL/DLE

*Varies by Campus

Pflugerville ISD promotes three enrichment opportunities: Destination Imagination, Math Pentathlon, and UIL (University Interscholastic League). These opportunities may be offered at your child’s campus or additional options that meet the campuses needs may be offered. We allow our campuses to have autonomy to best meet the learning needs of their students.

Destinatination Imagination is a team event that brainstorm solutions to open-ended academic challenges.

Math Pentathlon is an individual event that builds math expertise through the playing of five different math games at each level.

The University Interscholastic League (UIL) offers academic competition in events that complement the academic curriculum.

Your school can provide more information about the enrichment opportunities offered at your campus.

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Questions?

Contact:

Amy Uribe (CES) & Rebecca Wang (ROES)

School Counselor

or

Kendra Silvus

CES and ROES GT Lead