Gifted & Talented

In accordance with The Texas State Plan for the Education of Gifted/Talented Students 2019, Texas Education Code (§29.121), and Texas Administrative Code (§89.1), Princeton ISD provides a program for the educational development of students who are identified as gifted.

Texas State Goal (Texas State Plan for the Education of Gifted/Talented Students 2019)

"Students who participate in services designed for gifted/talented students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services."

DEFINITIONS

The Texas Education Code (Sec. 29.121) states that a “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:

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

Areas of Giftedness

Princeton ISD Identifies the Following Areas of Giftedness:

Intellectually Gifted: possessing superior intelligence, with potential or demonstrated accomplishments in several fields of study; ability to perform complex mental tasks
Creatively Gifted: possessing outstanding imagination, thinking ability, innovative or creative reasoning ability, ability in problem solving, and/or high attainment in original or creative thinking
Artistically Gifted: possessing outstanding ability in the visual and/or performing arts
Gifted in Leadership: possessing the natural ability to influence others; possessing skills in interpersonal relationships demonstrated, for example, by outstanding ability in such activities as student government
Gifted in Academic Fields: possessing superior ability or potential in a specific course of study such as English language arts/reading, mathematics, science, or social studies

Identification Process

The identification process for gifted and talented services is ongoing, and assessment of students occurs at any time the need arises. Students are identified who perform or show potential to perform at remarkably high levels of accomplishment in one or more of the following areas of giftedness: general intellectual ability, specific aptitude, leadership, and creative or artistic capacity.

Gifted & Talented Nomination Tool

Nomination

Students K-12 may be nominated for the gifted and talented program at any time by teachers, counselors, parents, self, or other interested persons.

Nominations are made by completing the Advanced Academics Gifted and Talented Nomination Form available at each campus. Forms are turned in to the campus GT coordinator.

The GT Nomination Tool below provides characteristics to look for when nominating students for an area of giftedness. It is important to note that a student may exhibit characteristics for one or more areas.

Data Collection & Assessment

Data and assessment measures are collected from multiple sources for each area of giftedness as defined in the Texas State Plan for the Education of Gifted/Talented Students and include data and procedures designed to ensure all that students from all populations in the district have access to assessment and, if identified, services for the gifted and talented program (19 TAC§89.1(2)).

At the kindergarten level, as many criteria as possible, and at least three (3), are used to assess students who perform at remarkably high levels of accomplishment relative to age peers.
In grades 1-12, qualitative and quantitative data are collected through three (3) or more measures are used to determine whether or not a student needs gifted and talented services.
For leadership, artistic area, and creativity, a minimum of three (3) criteria are used for assessment.

Collection Committee

Final determination of students' need for gifted and talented services is made by a committee of at least three professional educators who have completed 30 hours of gifted and talented training or who have received training in the nature and needs of gifted and talented students and who have met and reviewed the individual student data (19 TAC§89.1(4)).

The selection committee shall evaluate each nominated student according to the established criteria and shall admit to those students for whom gifted program placement is the most appropriate setting.

Student Transfers

A student who has been verified by transfer of records, telephone, or mail as an identified gifted and talented student in another school district will be placed in the program. The identification form received from the prior school district shall be placed in the student's cumulative folder. The campus gifted and talented coordinator and gifted and talented teacher shall meet with the parent and student to complete a Gifted Student Service Plan.

Services

A flexible system of viable service options provides a research-based learning continuum that is developed and consistently implemented throughout the district to meet the needs and reinforce the strengths and interests of gifted/talented students. Identified gifted/talented students in grades K-12 are assured an array of learning opportunities that are commensurate with their abilities. Services are available during the school day as well as the entire school year.

Elementary

Cluster Groups

Grades K-1: served in classroom with GT teacher.
Grades 2-3: Pull Out
(2 hours, 1 day per week with GT teacher)
Grades 4-5: Pull Out
(2 hours 1 day per week with GT teacher)

Middle School Offerings that Enhance Gifted Areas

Differentiation in general education classes
Group and independent projects
Gifted area independent study time
Academic UIL competition
Student council
Community service projects
Various clubs and activities
Virtual field trips

Classroom teachers will cover concepts missed during Gifted & Talented pull out without requiring make up classwork.

Secondary

Secondary students in grades 6-12 are assigned to a campus GT teacher/coordinator who assists with the selection of a sequence of courses, programs, and clubs that will enhance the students’ areas of giftedness. Students must take one or more courses related to their area of giftedness to participate in the GT Program The GT coordinator collaborates with the students’ general education teachers providing ideas and resources to support gifted learners.

Secondary GT students at each campus participate in two cultural enrichment field trips per year (Fall and Spring) accompanied by their GT teacher.

Middle School Offerings that Enhance Gifted Areas

Differentiation in general education courses
Pre-AP courses gifted area electives:
- Art, band, choir, theater, character education, computer)
Academic UIL Competition
National Junior Honor Society (NJHS)
Community service projects
Various clubs and activities
Selected field trips

High School Offerings that Enhance Gifted Areas

Differentiation general education courses
Endorsement areas
Pre-AP, AP, dual credit courses
Concurrent enrollment
Gifted area electives:
- (Art, band, choir, theater, computer, student leadership, vocational)
Independent study
Academic UIL competition
Student council
National forensic league (NFL)
SAT and ACT preparation
National Honor Society (NHS)
Peer Assistance and Leadership (PALS)
Community service projects
Various clubs and activities
Selected field trips

Differentiation

Curriculum options in intellectual, creative and/or artistic areas; leadership; and specific academic fields, including options in the (4) foundation curricular areas, are offered to provide gifted and talented students the opportunity to accelerate in their area of strength.
Learning experiences will be based on a differentiated form of the regular curriculum so that concepts, themes, and skills are explored in greater depth, complexity, and scope.
A continuum of learning experiences are provided that lead to the development of sophisticated, advanced-level products and performances;
Opportunities are provided for students to pursue areas of interest in selected disciplines through guided and independent research.
Instructional and organizational patterns enable identified students to work together as a group, to work with other students, and to work independently
Information concerning special opportunities in-school and, when possible, out-of-school relevant to the student's area of strength are made available during the entire school year. (i.e. contests, academic recognition, summer camps, community programs, volunteer opportunities, etc.)
Students may take and receive credit on advanced placement examinations (19 TAC, 75.172) and credit by examination (TAC, 75.166).
Students can participate in dual credit classes through the College Jump Start Program and earn a tuition free associates degree.
Flexible pacing is employed, allowing students to learn at the pace and level appropriate to their abilities and skills.
Scheduling modifications are implemented in order to meet the identified needs of individual students.

Exit, Reentry & Furlough

Exit

Recommendations to consider exiting a student from the program may be made by a teacher, counselor, administrator, parent or the student by completing the GT Exit Request Form. Exiting a student from the Gifted & Talented program must be based on multiple criteria including student performance in response to services.

The exit procedure is a three-step process as outline below:

Step 1: Conference with student (parent will be notified).

Step 2: Conference with student and parent regarding the student's educational needs.

Step 3: Exit is finalized by Gifted & Talented committee after step 2.

The following occurrences will move a student into Step 1 of the exit procedure:

Failure to maintain an average of 70 in any subject that gifted services may have an effect
Failure to maintain an average of 70 in the subject identified as the student's are of giftedness
Failing any portion of the state standardized assessment.
Failure to comply with behavioral expectations in the district Student Code of Conduct.

Reentry

If a student has been exited by the school through the Exit Procedures, he/she may re-enter by re-qualifying in the identification process after one full academic year has elapsed.

Furlough

Students who are unable to maintain satisfactory performance within the structure of the gifted and talented program may be placed on furlough by the selection committee. The purpose of such a furlough is to provide the student an opportunity to attain performance goals established by the selection committee. A furlough also may be granted at the request of the student and/or parent. Requests for furloughs are made by completing the GT Furlough Form.

A student may be furloughed for a period of time deemed appropriate by the selection committee. At the end of the furlough, the student’s progress shall be reassessed, and the student may re-enter the gifted program, be removed from the program, or be placed on another furlough.

Appeals

Parents or students may appeal the decision of the selection committee regarding selection for or removal from the gifted program by completing the GT Appeals Form. New data may be presented, as appropriate. The District Review Committee will be composed of the campus G/T coordinators that are not involved with the initial decision and the district GT coordinator. Any additional questions and/or appeals should be directed to the superintendent.

Logo Image

Logo Title