GT Program Guide (rev. 1/23/2015)

GiftedandTalentedProgramGuide20142015(revised01/20/2015)

ADVANCEDACADEMICSERVICES

1 Austin ISD Advanced Academic Services 2014-2015 (rev 01/20/2015)

Table of Contents ................................................................................................................................ 1About Us: Advanced Academic Services ....................................................................................... 2Overview of the Austin ISD Gifted and Talented Program .............................................................. 3Campus Roles and Responsibilities .................................................................................................. 4Gifted and Talented Program Campus Self-Assessment ................................................................ 6GT TEAMS Report: District Gifted and Talented Summary AISD ...................................................... 7GT Screening Process ......................................................................................................................... 9GT Assessment Calendar 2014-2015 .............................................................................................. 10Student Assessment: GT Quantitative Assessments ...................................................................... 12Student Assessment: Underrepresented Populations .................................................................... 16Student Assessment: GT Qualitative Assessments ......................................................................... 20Completing the GT Identification Process ...................................................................................... 24GT Appeals Process .......................................................................................................................... 25GT Transfer Students .......................................................................................................................... 27GT Furloughs and Exits ...................................................................................................................... 28GT PEIMS Data ................................................................................................................................... 30GT Service Design ............................................................................................................................. 31Out-of-School Options ..................................................................................................................... 33GT Curriculum and Instruction ......................................................................................................... 34GT Professional Development.......................................................................................................... 37Review and Feedback Sessions ...................................................................................................... 39Parent Communication and Outreach ........................................................................................... 40

Table of Contents


Smart without compromise.

Potential without limits.

Inteligente

sin compromiso. Potencial sin lmites.

Advanced Academic Services staff pictured from left to right: Delaine Canales, Rhonda Boyer, Debi Torres, Rodney Jones, and Sheila Dunn.

Rhonda Boyer Assistant Director

[email protected] 512-414-0279 CAC Office

Sheila Dunn

Administrative Assistant [email protected]

512-414-9986 CAC Office

Debi Torres

Gifted Talented Coordinator [email protected]

512-414-0155 Becker Office

Rodney Jones

Advanced Academics Coordinator [email protected]

512-414-2031 CAC Office

Delaine Canales

Data Processor [email protected]

512-414-0139 Becker Office

About Us: Advanced Academic Services

The Department of Advanced AcademicServices endeavors to support high ability students with equity and access to advanced-level programs and opportunities implemented with fidelity and emphasizing student engagement, curricular support, and parent and community advocacy.

Austin ISD GT Website

Advanced Academics Campus Resources Austin ISD Advanced Academics Administrators Digital Stack


Identification and Assessment K-12 students may participate in the GT screening and identification process. Nominations will be accepted twice a year at elementary (fall and spring semester) and once a year at secondary schools (fall semester). Advanced Academic Services provides a GT Screening Calendar that includes important dates and deadlines for each step of this process.

Service Design The Texas State Plan for the Education of Gifted/Talented Students requires that gifted students have opportunities to work independently, with other classmates, and with other gifted students during the school day and entire school year. Research confirms the more time identified GT students spend together in an enriched and/or accelerated environment, the higher their achievement. The Austin ISD gifted program is based on the cluster-grouping model where gifted students are assigned to an elementary teacher within in a group of three or more gifted students, or a secondary teacher of an advanced course who has completed the state required gifted education training.

Curriculum and Instruction Gifted students are provided opportunities to work on advanced-level projects and activities with other gifted students in small groups and on independent study in the subject area(s) for which they have been identified for GT services. An emphasis is placed on greater depth, complexity, and pacing in the curriculum with skill development in communication, critical thinking, creativity, and research. GT teachers are provided with a variety of curricular support and resources specific for GT, Pre-AP, and Advanced Placement classes to support advanced-level differentiated instruction.

Professional Development Advanced Academic Services provides numerous free professional development opportunities for teachers, counselors, and administrators. Foundation level opportunities are designed to meet requirements outlined in the Texas State Plan for the Education of Gifted/Talented Students. Update training is offered to extend and enrich gifted education knowledge and skills, available face-to-face, online, through book studies, or by campus-based and customized proposals.

Family and Community Outreach Advanced Academic Services supports several community engagement, education, and advocacy opportunities each school year for students, parents, and community members interested in topics related to giftedness. Additional communication with families includes an online collection of presentations, newsletters, videos, and webinars. The department also uses a blog, Facebook page, and Twitter account to share information about opportunities and events for students and parents.

Overview of the Austin ISD Gifted and Talented Program


There are different roles and responsibilities for the GT program on each campus. The campus principal is responsible for assigning these roles on the campus each school year. Requirements and mandates for each of these roles are outlined in the Texas State Plan for the Education of Gifted/Talented Students.

GT Advocate The GT Advocate is responsible for overseeing the GT program. The principal may select a teacher, counselor, administrator, or other professional staff member to serve in this role. The principal may also assign a Co-GT Advocate to assist with the GT responsibilities. The primary responsibilities of the GT Advocate:

o Serve as the direct liaison between the campus and Advanced Academic Services. o Assist in maintaining campus and district compliance with the Texas State Plan for the

Education of Gifted/Talented Students. o Complete the requirements of the Campus GT Self-Assessment for the HB5 GT

Accountability rating system by due dates. o Lead the GT screening process for nominated students in grades K-12. o Communicate with parents about the GT nomination period, district and campus parent

education opportunities, and any other pertinent GT communication items. o Notify teachers, counselors, and administrators about GT professional development

requirements and opportunities. Ensure teachers complete the required 30-hour GT Foundations training and annual 6-hour GT Update.

o Lead the Campus GT Decision-Making Committee in making student placement or non-placement decisions following the review of all data collected for nominated students.

o Work with administrators, counselors, and teachers to ensure that identified GT students are placed in the appropriate classes.

o Attend meetings related to state compliance and district program updates.

GT Advocates who are teachers, counselors, or other professional support staff who complete all compliance items for the school year and submit all required Campus GT Self-Assessment items and documents by the due dates are eligible to receive a $300 stipend at the end of the school year from Advanced Academic Services. Only one stipend can be paid per campus. In the event there are 2 advocates who qualify for the stipend, the stipend will be split. GT Advocates on the administrative pay scale do not qualify to receive the GT Advocate stipend.

Campus Roles and Responsibilities


GT Assessor The GT Assessor assists the GT Advocate with organizing and conducting the GT student assessments for nominated students. It is not recommended that a classroom teacher serve in the role of GT Assessor as it may require the teacher to be out of the classroom to conduct the GT student assessments. If the GT Advocate is not a classroom teacher, the principal may assign the GT Advocate to also serve in the role of GT Assessor. Together the GT Advocate and GT Assessor create a campus testing schedule that adheres to district deadlines and requirements. GT Teachers Teachers assigned to work with GT students in grades K-12 must complete the 30-hour GT Foundations training within one semester of being assigned to work with the GT program. Teachers are also required to complete an annual GT 6-hour update. During the GT screening process, teachers are responsible for completing several qualitative assessments and collecting examples of exemplary student work for the GT Student Work Portfolio. In the classroom, teachers will differentiate the curriculum for GT students by adjusting the pace, depth, and complexity of the learning to meet the academic readiness levels, learning styles, and interests of GT students. Teachers will also provide various flexible grouping options so GT students have the opportunity to work with other GT students, other classmates, and on independent learning options throughout the school day and school year. K-5 teachers are responsible for completing a GT Student Services Summary each semester for each gifted student. The summary is designed to help teachers document and communicate advanced-level differentiated learning options provided. A copy of all GT Student Services Summaries must be collected by the GT Advocate for compliance documentation. GT Decision-Making Committee This campus committee is responsible for reviewing all information collected for students who participated in the GT screening process. The committee members are appointed by the principal and GT Advocate. Each campus committee must consist of a minimum of 3 members. The GT Advocate leads the committee. It is highly recommended the committee consist of the following:

o GT Advocate o Campus administrator OR counselor o GT teachers from different grade levels and/or content areas

Before serving on the committee, members need to complete the state required GT training: 30-hour GT Foundations training for teachers and 6-hour GT Foundations training for administrators and counselors and be current with the 6-hour GT Update. If the committee needs help interpreting the student assessment data, contact Advanced Academic Services for assistance, resources, or training.


In accordance with HB5, our district must evaluate educational programs for gifted and talented students and assign a performance rating for these services for each campus. All schools must complete a Gifted and Talented Program Campus Self-Assessment each school year. Each campus will be assigned a rating for each of the five sections outlined below as part of the HB5 GT Accountability Performance Rating:

In Compliance Rating

Recognized Rating

Exemplary Rating

Student

Assessment Service Design

Curriculum & Instruction

Professional Development

Family-Community Involvement

The Principal and GT Advocate will complete the campus self-assessment. The Campus GT Decision-Making Committee may also assist. The GT Advocate should consult the full GT Program Campus Self-Assessment document and pay close attention to all the details and deadlines for each required item.

There are numerous documentation items that need to be completed and submitted for credit each month beginning in September.

The GT Program Self-Assessment Verification Form needs to be submitted to Debi Torres, Gifted Program Coordinator, no later than April 30, 2015.

A completed copy should be shared with the Campus Advisory Council so that compliance items are included in the Campus Improvement Plan. The GT Program Campus Self-Assessment is available on the GT Advocates website. Administrators Digital Stack http://tinyurl.com/austinadminstack

This suite of resources is an online collection of resources and reference materials shared to strengthen equity, access, program implementation and fidelity, curricular support, and parent and community advocacy in advanced programs in schools.

Gifted and Talented Program Campus Self-Assessment


The GT Advocate should provide teachers and other campus staff with updated rosters of the gifted students at the beginning of the school year, and updates throughout the year, to ensure that proper services are being provided. The GT rosters are available in TEAMS and can be accessed using the directions below.

1. Enter your username and password in TEAMS (available through the AISD Cloud). Click on the HOME button and select the My Report Profiles option.

2. Next, click Student to access all report categories. Then select Special Programs to access all GT TEAMS reports.

3. The Campus Gifted and Talented AISD report shows the current gifted students, organized by grade level. It includes their area(s) of giftedness and their assigned teacher(s). The GATE date indicates when GT services were scheduled to begin for the student.

GT TEAMS Report: District Gifted and Talented Summary


The GT Indicator codes on the Campus Gifted and Talented AISD TEAMS report are as follows:

01=Students receiving GT services 02=Students on furlough from GT services 03=Students exited from GT services ALL= includes all three codes from above.

It is strongly recommended that schools typically run the campus GT report with the 01 code to only extract the data on students who are currently receiving GT services.

4. The District Gifted and Talented Summary AISD report provides demographic data for the student ethnicity groups and special programs indicators for all AISD schools. You can select to either collect data for the entire school district (all schools) OR only for a specific level of school (ES, MS, HS). (No specific student information is included, so it is not FERPA protected. The information may be shared with the entire district.)

5. All campus administrators, counselors, instructional coaches, and registrars have access

to all GT TEAMS Reports. If the GT Advocate does not have access to the GT TEAMS reports the principal can request access by completing a Technology Security Request (TSR) form through the Technology Help Desk.


GT Screening Process

AISDGTScreeningProcess

FallSemesterRequiredforgradesK12atallschools.

SpringSemester

RequiredforgradesK5,Optionalforgrades612.

GTAdvocatemanagestheGTscreeningprocessoncampus.GT

Advocateappointedbyprincipal.

GT Nomination Campuswillschedule

2weekwindowtocollectstudentnominationsfromparentsandteachers.

ParentswillcompleteGTParentSurveyandgrantpermissionfortestingbeforeassessmentprocesswillbegin.

GTAdvocatewillorderGTassessmentmaterialsfornominatedstudents: CognitiveAbilities

Test(CogAT)forEnglishSpeakers

NNAT2forELLstudents(nonverbalassessment)

NOTECogATandNNAT2areIntellectualAptitudeQuantitativeAssessments.

GT Assessment Campuswilltestthe

nominatedstudentsadheringtotestingmodificationsforstudentswithanIEPor504AccommodationsPage.

TeachersofnominatedstudentswillcompletethefollowingQualitativeassessmentsduringa4weekobservationperiod: TeacherObservation

Inventory TeacherObservation

Survey Collectsamplesof

exemplaryworkforstudentportfolio.

SystemWideTesting

andAdvancedAcademicServiceswillscoretheQuantitativeAssessmentsforcampuses.

GT Identification TheCampusGT

DecisionMakingCommitteeisledbytheGTAdvocate.EachmembermusthavecompletedrequiredGTtraining.

GTCommitteewillreviewandanalyzeassessmentdataforallscreenedstudentsandmakefinalGTplacementornonplacementdecisions.

Parentsandteacherswill

benotifiedinwritingaboutfinalplacementdecisions.

Studentswhodonot

qualifymaybenominatedandreassessedfollowingaminimumoneyearwaitingperiod.


FallSemesterRequiredforallelementary&allsecondaryschools

SpringSemesterRequiredforallelementaryschools&optionalforsecondaryschools

CollectGTStudentNominationsSeptember219

Schoolswillscheduleatwoweekwindowandnotifyparentsand

teacherstheyareacceptingstudentnominationsfortheGTprogram.

CollectGTStudentNominationsJanuary1230

Schoolswillscheduleatwoweekwindowandnotifyparentsand

teacherstheyareacceptingstudentnominationsfortheGTprogram.OrderGTAssessmentMaterials

September2225

SubmitrequeststoorderCogAT(forEnglishspeakers)&NNAT2(forELLs)teststoDelaineCanalesviaemailorfax,5124140275.

OrderGTAssessmentMaterialsFebruary25

SubmitrequeststoorderCogAT(forEnglishspeakers)&NNAT2(for

ELLs)teststoDelaineCanalesviaemailorfax,5124140275.CogATPickUpSeptember25

11:00a.m.6:00p.m.

PickupCogATtestsattheBeckerElementaryWhiteHouse.NNAT2isanonlineassessment.

CogATPickUpFebruary5

11:00a.m.6:00p.m.

PickupCogATtestsattheBeckerElementaryWhiteHouse.NNAT2isanonlineassessment.

GTTestingPeriodSeptember29October17

CogAT&NNAT2testingofGTnominatedstudents.

GTTestingPeriodFebruary927

CogAT&NNAT2testingofGTnominatedstudents.

TeacherObservationofStudentsOctober1November1

Teachersmusthaveaminimumof4weekstocompletethesurvey,

observationinventory,andcollectworksamplesforstudentportfolios.

TeacherObservationofStudentsFebruary2March6

Teachersmusthaveaminimumof4weekstocompletethesurvey,

observationinventory,andcollectworksamplesforstudentportfolios.CogATSubmissionforScoring

October208:00a.m.5:00p.m.

AllCogATsmustbereceivedbythisdate,NOEXCEPTIONS.DropoffCogATsattheBeckerElementaryWhiteHouse.

CogATSubmissionforScoringMarch2

8:00a.m.5:00p.m.

AllCogATsmustbereceivedbythisdate,NOEXCEPTIONS.DropoffCogATsattheBeckerElementaryWhiteHouse.

CogATScoresReadyForPickupNovember5

11:00a.m.6:00p.m.

PickupCogATscoresattheBeckerElementaryWhiteHouse.

CogATScoresReadyForPickupMarch27

11:00a.m.6:00p.m.

PickupCogATscoresattheBeckerElementaryWhiteHouse.GTDecisionMakingCommitteeMeetings

November619

CampuscommitteewillmeettomakefinalplacementdecisionsforallstudentswhowereassessedduringtheGTscreeningprocess.

GTDecisionMakingCommitteeMeetingsApril615

Campuscommitteewillmeettomakefinalplacementdecisionsforall

studentswhowereassessedduringtheGTscreeningprocess.GTStudentProfiles/CommitteeSheetsDueDate

November198:00a.m.5:00p.m.

DropoffacopyofallGTStudentProfilesandCommitteeSignature

SheetstotheBeckerElementaryWhiteHouseORsendthroughcampusmailtoDelaineCanales,AdvancedAcademics@Becker.

GTStudentProfiles/CommitteeSheetsDueDateApril15

8:00a.m.5:00p.m.

DropoffacopyofallGTStudentProfilesandCommitteeSignatureSheetstotheBeckerElementaryWhiteHouseORsendthroughcampus

mailtoDelaineCanales,AdvancedAcademics@Becker.GTServicesBeginForNewlyIdentifiedStudents

January5,2015

GTServicesBeginForNewlyIdentifiedStudentsFirstdayofschoolthe20152016schoolyear

GT Assessment Calendar 2014-2015


GT Screening Guide

This guide is designed to ensure the GT Advocate and GT Assessor complete all required steps for the GT screening process. Refer to the GT Assessment Calendar for deadlines and to the GT Documents and Forms Manual for all documents and assessment items. GT Documents and Forms Manual is located on the GT Advocates website.

GT Screening Guide Completion Date

Set Campus GT Nomination Window. Notify parents and teachers of the dates. Collect parent and teacher GT nominations. Send home Parent GT Surveys for all nominated students with a deadline for return. Notify teachers of parent nominations of students in their class. Create one file folder for each nominated student to organize all collected data. Verify parent permission for GT testing received (signed and returned GT Parent Survey). Students may not participate in GT Screening without returned/signed Parent GT Survey.

Give teachers GT qualitative assessments and inform them of the end of the 4-week student observation period when all items, including student portfolio work, are due.

Order GT assessment materials for all nominated students by the district deadline. Check to see if any nominated students have an IEP or 504 Accommodations Page. The testing modifications sections must be followed when these students are tested.

Check with teachers to know which students need to complete the GT assessments in a language other than English.

Pick up GT assessment materials at Becker Elementary White House on pick up date. Create Campus GT assessment schedule and notify teachers of assessment dates. Students who do not speak English complete a different assessment and students with an IEP or 504 Accommodations Page may need assessment modifications.

Complete CogAT testing for all nominated English-speaking students. Complete NNAT2 testing for all nominated ELL students. Complete Individual Student GT Surveys during the GT assessment period. Check all testing scoring sheets before submission for completeness and accuracy using the information included in the GT materials packet received from Advanced Academics.

Submit all GT tests for scoring by the district deadline to Becker White House. Return all GT testing materials (used and unused) to Becker White House. Schedule GT Decision-Making Committee meeting(s) and notify members. Collect GT Qualitative assessments from each teacher after 4-week period. Retrieve GT test scores from Becker White House upon notification from Advanced Academics.

Collect all assessment data for each student and organize in individual student folders. Transfer all assessment data for each student onto a GT Student Profile Matrix. Document GT Decision-Making Committee scores for student portfolios using rubric. Review and Analyze all data collected for each student with the GT Decision-Making Committee.

Make final placement or non-placement decisions for each student assessed and collect signatures of the GT Decision-Making Committee on the Committee Signature Sheets.

Make one copy of each Committee Signature Sheet and each GT Student Profile (identified and not-identified students) and submit to Becker White House for TEAMS entry.

Make one copy of each identified GT Student Profile and put in students cumulative folder.

Notify parents in writing of GT placement or non-placement. Notify teachers of newly identified GT students.


Cognitive Abilities Test (CogAT) The CogAT is only administered to English speaking students. The CogAT appraises the level and pattern of cognitive development of students from kindergarten through grade 12. The test measures both general and specific reasoning abilities. The general reasoning abilities reflect the overall efficiency of cognitive processes and strategies that enable individuals to learn new tasks and solve problems, especially in absence of direct instruction. These abilities are assessed in three CogAT batteries: Verbal (Linguistic), Quantitative (Mathematical), and Nonverbal (Spatial). The CogAT measures developed abilities, not innate abilities. Do not administer the CogAT all at once for all grade levels. Ensure that students are given an opportunity for optimal test performance by administering the CogAT in 2-3 testing sessions. When administering the CogAT to students in grades K-2, only students of the same grade level may be assessed together at the same time since all items are read aloud to the students. Use small groups of students for administration in grades K-2, as constant supervision of students is required to ensure all students are following along correctly in their consumable test booklets. The student information on the test booklets should be filled out completely before the first assessment session. There are 6 sections of the CogAT for grades K-2. All 6 sections must be completed before submission for scoring. When administering the CogAT to students in grades 3-12, students may be of mixed grade levels when taking the test since only the sample items will be read aloud and the sample items are similar for grades 3-12. The assessor should use a timer to ensure the time requirements are followed accurately for each section of the test. For grades 3-12, test booklets are reused and students may not write on any part of the CogAT test booklets. They will use separate answer sheets to record answers. The student information on the answer sheets should be filled out completely before the first assessment session. There are 9 sections of the CogAT for grades 3-12. All 9 sections must be completed before submission for scoring. Sample elementary CogAT testing schedule:

Day One Day Two Day Three Days Four-Five 8:00 Kindergarten, CogAT sections 1-2

8:00 1st Grade, CogAT sections 3-4

8:00 2nd Grade, CogAT sections 5-6

Reserved for students who were absent and need to complete sections of the CogAT and for students with an IEP or 504 Accommodations Page who may need special testing modifications.


9:15 Kindergarten, CogAT sections 3-4

9:15 Grades 3-5, CogAT sections 7-9



10:30 Kindergarten, CogAT sections 5-6




Do not pull students out of class the same time each day. This will avoid the students missing instruction/learning in the same subject/course for each of the 3 days of testing.

Student Assessment: GT Quantitative Assessments


Interpreting the Cognitive Abilities Test (CogAT) The Department of Systemwide Testing will provide a one-page CogAT Student Score Report for each student tested. A copy of each score report will be placed in each students individual GT assessment folder. This CogAT data will be used by the GT Decision-Making Committee when making placement decisions for students. Schools should send home a copy of the CogAT Student Report when notifying the parent of final GT placement or non-placement. The score recorded for the CogAT on the GT Student Identification Profile is the age stanine score provided on the individual student CogAT score report. Stanine scores range from 1 to 9, with a score of 5 representing the average performance amongst students of the same age. Stanine scores are recorded for each of the Verbal, Quantitative, and/or Nonverbal batteries of the assessment. Students scoring at the 8th or 9th age stanine in these batteries should be seriously considered for placement in the GT program, provided additional data collected supports placement. The broad grouping of stanines discourages over-interpretation of small, insignificant differences among scores.

Stanine Excerpted and adapted from www.cogat.com

The name stanine is simply a derivation of the term "standard-nine" scale. Stanines are normalized standard scores, ranging in value from 1-9, whose distribution has a mean of 5 and a standard deviation of 2. Stanines can, more easily, be thought of as coarse groupings of percentile ranks (see below), and like percentile ranks indicate the status or relative rank of a score within a particular group. Some find that using stanines tends to minimize the apparent importance of minor score fluctuations, and are often helpful in the determination of areas of strength and weakness. Approximate Percentile Rank Range Stanine

Percent of Examinees Descriptor

96-99 9 4% high 89-95 8 7% well above average 77-88 7 12% above average 60-76 6 17% somewhat above average 41-59 5 20% about average 24-40 4 17% somewhat below average 12-23 3 12% below average 5-11 2 7% well below average 1-4 1 4% low

Student Ability Profile The ability profile is a graphic presentation of the scores for an individual or group, representing the results of several tests (or subtests) that have been expressed in comparable terms (standard scores, percentile ranks, etc.). This type of display is useful for easily identifying relative strengths and weaknesses. As applied to CogAT, the Ability Profile, assigned to students and which appears on score reports, is a 9-character code summarizing the level and pattern of the CogAT scores that is (or can be) depicted graphically. Information from CogAT Ability Profiles can help teachers adapt instruction, learning materials, and the pace of instruction to the individual needs of their students. For more information on the use and interpretation of CogAT Ability Profiles, see www.cogat.com.

For detailed information regarding a students specific Ability Profile look for the 9-character code on the individual student

profile narrative and enter the information on the following site: http://www.riverpub.com/products/group/cogat6/input.jsp

Sample Score Profile


Naglieri Non-verbal Assessment (NNAT2)

The comprehensive NNAT2 Assessment Manual offers more detailed information than listed below.

The NNAT2 is a required assessment for English Language Learners. The Texas State Plan for the Education of Gifted/Talented Students requires that students are assessed in languages they understand or with nonverbal assessments. Nonverbal assessments can be used with students who speak any language and do not require that students speak English.

The NNAT2 is a nonverbal assessment of reasoning. It uses progressive matrices to allow for a culturally neutral evaluation of students nonverbal reasoning and general problem-solving ability, regardless of a students primary language, education, culture, or socioeconomic background. The use of nonverbal tests in the GT selection process can increase identification of students from underrepresented populations. Preparing to Administer the NNAT2 When ordering the NNAT2 tests, the campus must indicate the total number of NNAT2 tests needed. Once the order is received, Advanced Academic Services will allocate the appropriate number of tests per school through the online NNAT2 system. The NNAT2 is an online assessment. The campus will need to provide a desktop computer or laptop (no iPads) for each student. A separate computer must also be available for the GT Assessor to use during testing sessions. Students should be tested in small groups. Student testing groups may all be of the same grade level or be of mixed grade level. All computers must be configured before the online testing to ensure all equipment is compatible with the Pearson Testing Software. The GT Assessor will be responsible for ensuring that the System Check is run on each computer by doing the following:

Open the following website on each computer https://www.programworkshop.com

Click on the System Check link and follow the directions within the Pearson Assessment website.

At the end of the system check, computers with a red dot are not compatible with the NNAT2 assessment system. The Austin ISD Technology Help Desk can help with technology assistance.

If the system check ends with a green dot, the computer is compatible with the NNAT2 system.

If the system check is successful, then Download the Pearson Browser. Follow the steps in the download section to place the Pearson Browser onto the desktop of each computer. Students will not be able to take the NNAT2 test without both the System Check and the Pearson Browser already completed.


This Pearson Browser needs to appear on each computer desktop. Do not remove the browser after the testing session ends. You will need it for future NNAT2 testing sessions.

The following must be collected for each student prior to the testing session:

Student name Grade level ID number Birthdate

The GT Assessor will enter all student information into the online NNAT2 system. Once this data is entered, the program will assign a session number for each test to be administered. On the day of testing the GT Assessor will serve as the testing proctor. The Assessor will log into the NNAT2 system, enter the session number for the test to be given, and approve all students. Once the assessment begins, each student will have 30 minutes to complete the NNAT2 assessment. No extra time is allowed to complete the test. No scratch paper or other materials are allowed. Students should not be seated close enough to see others students computer screens.

Interpreting the Naglieri Non-verbal Assessment (NNAT2) Typically within an hour of completing the assessment, the GT Assessor can print an NNAT2 Student Score Report in either English or Spanish. These student reports should be printed and placed in each students GT assessment folder. This NNAT2 data will be used by the GT Decision-Making Committee when making placement decisions for students. Schools should send home a copy of the NNAT2 Student Report when notifying the parent of final GT placement or non-placement.

The target score for the NNAT2 test is an 8th age stanine, the same target for English speaking students taking the CogAT test. Stanine scores range from 1 to 9, with a score of 5 representing the average performance amongst students of the same age. Students scoring at the 8th or 9th age stanine in the NNAT2 should be considered for placement in the GT program, provided additional data supports placement. The broad grouping of stanines discourages over-interpretation of small, insignificant differences among scores.


Advanced Academic Services encourages the inclusion of students from all groups in the GT assessment process. The GT Advocate and GT Decision-Making Committee should strongly consider all factors when assessing students who are typically not highly represented in gifted education programs.

Twice-Exceptional Students Students can be identified gifted and talented and also receive Special Education or 504 services. They are considered Twice-Exceptional, or 2E, meaning they have more than one unique educational need. If a student is nominated to participate in the gifted and talented assessment process, GT Advocate should know which students are receiving Special Education or 504 services. Testing

modifications on either the Special Education Individual Education Plan (IEP) or 504 Accommodations Page must be followed during all assessments, including the CogAT or NNAT2 tests administered in the GT assessment process. If the students testing modifications require extended time and the student is taking the CogAT test, the student should be tested separately from other students to ensure they are given enough time to complete all sections of the CogAT. If the student receiving more time for testing is also an English Language Learner who should take the NNAT2 online assessment, please note that it is a 30-minute timed test. It is not possible to add extra time through the Pearson assessment system. Contact Advanced Academic Services if you have a student who needs to take the NNAT2 and needs extended time due to an IEP or Accommodations Page. Arrangements can be made for the student to take an alternate assessment in place of the NNAT2. GT Advocates or campus staff who would like to learn more about Twice-Exceptional Students should consider completing the 6-hour GT Update ONLINE course Supporting Twice-Exceptional Students, available through the HCP system. English Language Learners If English Language Learners are required to take the English CogAT, they may not typically perform as well as English speaking students. For this reason, they are provided a non-verbal assessment, the NNAT2, which can be administered to students who speak any language. This ensures ELLs are provided an opportunity to show their natural academic potential. GT Decision-Making Committee Review Texas law requires that students who are assessed for the gifted and talented program are compared to students of similar age, experience, or environment. Students who represent underrepresented populations in gifted programs should be compared to each other, and not to English speaking students without disabilities or special circumstances. Special consideration should be taken; otherwise, these students academic potential may go unrecognized by the committee.

Student Assessment: Underrepresented Populations


504 Accommodations and GT Testing

Campuses are required to maintain clear policies when it comes to providing students with 504 Eligibility. If a student with a disability is served by 504 Services, the 504 Committee must decide whether the individual requires specific accommodations or modifications for eligibility testing for Gifted and Talented (GT) identification. Accommodations/modifications described in the Individual Accommodations Plan (IAP) must be honored for all evaluation situations, including those for GT and Magnet Program placement. Making these accommodations/ modifications clear protects the student and the school by ensuring FAPE is followed and that ADAAA/Section 504 laws and guidelines are met. 504 Accommodation Plans for students nominated for GT screening must be adhered to in the data collection process for all programming, including GT testing.

According to the Texas Education Agency: If a student has testing accommodations

recorded on an Individual Education Plan or 504 accommodations in place, then accommodations must be available when assessing for gifted/talented services. Access to assessment and, if needed, G/T services must be made available to all populations of the district (TAC 89.1(3); State Plan 1.6C). Students must be assessed in languages they

understand or with nonverbal assessments (State Plan 1.5.2C).


504 and GT: Frequently Asked Questions (Compiled from questions asked by GT and 504 campus personnel/Austin ISD) Can I read the items on the GT testing instruments aloud for students who have 504 Accommodation Plans that allow for Oral 1 or Oral 2 on the STAAR test? Yes. David Lohman, the author of the Cognitive Abilities Test (CogAT), discusses accommodations on the CogAT: "Accommodations are modifications to standard test administration procedures that are designed to remove impediments to performance that are unrelated to the construct being measured by the test but which can influence performance on it. The CogAT manuals provide guidance on this topic. The discussion here is limited to extra time and read-aloud accommodations. Further, since neither of these accommodations is needed on the Primary Battery, these comments apply only to the Multilevel Battery. The CogAT is not a test of students reading abilities. Therefore, there is no prohibition against reading (i.e., decoding but not explaining) items to students. If one knows in advance that this will be necessary because of a reading disability, it would be best to test the child individually or with other children who need this accommodation for the Verbal Battery." Are we allowed to provide extra time for the GT assessments to students with 504 Accommodations Plans? Yes, in fact, the most common accommodation in group testing is to allow additional time. According to David Lohman,

In general, allowing more time has little effect when the time limits for the test are sufficiently generous that at least 90 percent of the students have time to attempt every item. This is the case on the CogAT Verbal Battery. Our studies show that allowing an extra 2 minutes per battery has little impact on CogAT Verbal scores. However, time can be a factor for all students when the number of items on the test exceeds the number that most students attempt. This is often the case on the Quantitative Battery. Fewer students attempted all of the items on the Quantitative Battery on Form 6 of CogAT 6 [which is the form used by Austin ISD] than on Form 5, in spite of the fact that test length was the same and items were designed to be parallel. Changes in the way mathematics is taught seems to be the primary cause. This means, however, that allowing some students extra time will not only compensate for a learning disability, additional time would probably increase their scores even if they did not have the disability. Therefore, if allowing extra time raises the childs scores on the Quantitative and, to a lesser extent, Nonverbal batteries to the level where the child qualifies for special services [GT services], it would be wise to seek additional corroborating evidence.

The Austin ISD qualitative measures such as the teacher observation forms and GT Portfolio become the corroborating evidence that the GT Decision-Making Committee need to carefully consider in the holistic review of all data collected during the GT screening period.


Can students who are not dyslexic or do not have a specific reading diagnosis but are OHI for Attention Deficit/Hyperactivity Disorder (ADHD) be administered the test in using the Oral 1 & 2 protocols used during STAAR testing? Yes, if the disability causes the student to need to have the items read in order to maintain appropriate attention, and the accommodation has been tried throughout the year and proven to be useful/successful (data should be logged in eCST) the accommodation for testing is allowable for ADHD students. The accommodation should be clearly noted in the 504 Accommodation Plan. Many of our students with disabilities have great difficulty producing the written evidence collected for the GT Portfolio that is required for admission to the GT program. We have Special Education teachers who will often help provide narrative, photos, etc., for Magnet School Applications, but it is more difficult to get that kind of information from general education teachers for 504 students. How should this be handled? All students with disabilities should have the same benefit of access to support for the screening process for the GT program. Local campus policy should address the support all teachers are required to provide for students going through the application process. The ADAAA Guidelines suggest that this type of protocol should be clear to all students and their families, preferably through a written campus policy that addresses such issues. It is difficult to formally assess students who do not perform well on the criteria for GT screening due to problems with attention, hyperactivity, and reading disabilities. How can this be addressed? If the student is protected by 504 Eligibility for any of these disabilities, the 504 Accommodations Plan should have specific information regarding accommodations that should apply to GT screening, as well as other local testing. The 504 Committee may wish to specifically name the data collection for GT screening including the GT assessment on the students 504 Accommodation Plan if there is concern this may not be included in the interpretation of those who may be administering these exams.


Parent GT Nomination Survey All parents/guardians of students nominated for the gifted program must complete the Parent GT Nomination Survey, regardless of who nominates the student for the GT program. The survey allows parents/guardians an opportunity to provide information regarding the childs behavioral and intellectual patterns at home. The parent survey is provided to schools in English and Spanish. A version in Vietnamese is available upon request. The student may not participate in any part of the screening process if the parent/guardian does not sign and return the Parent GT Nomination Survey. This survey grants permission for GT testing as well as permission for the child to participate in the GT program if identified as gifted and talented The GT Advocate should indicate a due date on the survey. Follow-up may be required with parents/guardians who have not returned the survey by the due date to ensure that their students are given an opportunity to participate in the screening process that semester. In the event a parent/guardian needs help completing the survey, an educator at the school may help to translate, read, or write the responses for the parent/guardian directly onto the survey. This person must remain completely impartial and may not encourage the parent to select a certain response. He/she must include his/her name, job title, date, and brief explanation of the assistance given to the parent/guardian directly onto the survey for documentation.

The GT Decision-Making Committee members should read the responses provided by the parent/guardian on the backside of each survey during the review and analysis of the students assessment data. The written responses may shed additional insight into the behaviors and abilities of the student being considered for placement into the GT program.

The parent survey is divided into 4 sections: Language Arts, Mathematics, Science, and Social Studies. Parents will select either Never, Sometimes, or Often for each of the characteristics listed. Once returned, GT Advocates will score the parent survey according to the following scale. Each item represents the following points:

Never = 0 points each

Sometimes = 2 points each

Often = 4 points each

Total the score for each of the four core content area sections and include this data in the appropriate spaces provided on the GT Student Profile. The highest score possible for each content area is 20 points.

Student Assessment: GT Qualitative Assessments


Teacher GT Observation Survey One Teacher GT Observation Survey, adapted from the Purdue Academic Rating Scales, must be completed by the teacher(s) of each K-12 student participating in the screening process. The Teacher GT Observation Survey is divided into four sections (Language Arts, Mathematics, Science, and Social Studies) to provide feedback in each of these content areas. Teachers will have a minimum of 4 weeks to observe the student. At the end of the observation period, teachers select either Never, Sometimes, or Often for each of the items listed. Teacher GT Observation Inventory

One Teacher GT Observation Inventory, adapted and modified from the Traits, Aptitudes, and Behavior Scales, must be completed by the teacher(s) of each K-12 student participating in the GT screening process. The Teacher GT Observation Inventory lists ten characteristics of giftedness prevalent in underrepresented student populations. Teachers will have a minimum of 4 weeks to observe the student. At the end of the observation period, teachers will select either Never, Sometimes, or Often for each of the ten characteristics.

Scoring the Teacher Observation Survey and Observation Inventory Both the teacher survey and inventory are analytical rather than holistic. A teacher should score each characteristic independently. The items do not address productivity of a student since a student may be gifted, but may not be good at completing assignments (for a variety of reasons).

GT Advocates will score the teacher survey and the teacher inventory according to the following scale. Each item represents the following points:


Sometimes = 1 point each


Teacher GT Observation Survey: Total the score for each of the four content area sections and include this data in the appropriate spaces provided on the GT Student Profile. The highest score possible in each content area is 20 points.

Teacher GT Observation Inventory: Total the composite score for the inventory and include this data in the appropriate spaces on the GT Student Profile. The highest composite score possible is 20 points.


Student GT Survey A GT Student Survey must be completed by each student participating in the screening process. GT Student Surveys are available in English and Spanish. The GT Student Surveys are designed to give students in grades K-12 an opportunity to provide additional information on their learning preferences, intellectual interests, and personal educational habits and behaviors. There are three different versions of the GT Student Survey. All three versions are scored using the scoring scale provided below.

o The K-2 version uses simple words and ideas.

o The 3-5 version uses simple words and short phrases.

o The 6-12 version has more complex vocabulary and in-depth descriptions.

The GT Assessor will have students complete this survey during one of the GT assessment sessions (CogAT or NNAT2 testing). Students should complete the student survey independently during the assessment session so the students choices are not impacted by outside influences. Students should not complete the student surveys in class with the teacher or at home with parents. For elementary students, the individual items may be read aloud to the students while they complete the survey during the assessment session.

The checklist is divided into four sections: Language Arts, Mathematics, Science, and Social Studies. Students will select either Never, Sometimes, or Often for each of the items listed. GT Advocates will score the student survey according to the following scale. Each item represents the following points:


Sometimes = 1 point each


Total the score for each of the four content area sections and include this data in the appropriate spaces provided on the GT Student Profile. The highest score possible in each content area is 20 points.


Student GT Screening Portfolio

The Student GT Screening Portfolio enables educators to assess student products and performance against specific criteria. Teachers and students may choose to include any exemplary student work samples completed from the first day of school for that particular school year up until the end of the 4 week observation period. Each portfolio must include a minimum of 2 work samples for each of the core content areas of Language Arts, Mathematics, Science, and Social Studies.

The GT Student Portfolio Criteria is used to evaluate and score the student work samples included in the portfolio and is relevant for products completed by students in grades K-12. The complexity and sophistication of the work products will differ between grade levels. According to the portfolio rubric, the highest score possible for each content area is 20 points. The student portfolio scores are included on the GT Student Profile. Student portfolios can provide

o Evidence of exemplary performance beyond the peer group norm o A long-term record of a students progress that may reflect dramatic gains o Demonstration of depth and complexity of understanding o Recognition of different learning styles, making assessment less biased o Indicators of giftedness in specific academic areas.

In order to make the evaluation of the student portfolio a fair measure for all students participating in the GT screening process, the following expectations should be met when collecting, evaluating, and scoring the portfolio items:

o The portfolio should include a minimum of 2 exemplary work samples that can be compared to grade level expectations in each of the four core content areas.

o Each item in the portfolio should be dated to provide an idea of the developmental progression of the child and, for some students, demonstrate rapid progress.

o The AISD Student GT Portfolio Rubric will be used to score the portfolio. Portfolios are

reviewed and scored by the GT Decision-Making Committee.

o The scores are included on the GT Student Profile. The Teacher GT Screening Information Guide has a list of acceptable student work samples that may be included in the portfolio. This guide should be provided to teachers at the beginning of the 4-week observation period. Provide teachers with a copy of the GT Portfolio Rubric to help them select the most appropriate work samples to include in the student portfolio. The GT Decision-Making Committee will use the appropriate Student Portfolio Criteria to score each student portfolio. There are three portfolio criteria rubrics available: K-2, 3-5, and 6-12.


GT Decision-Making Committee Tasks The GT Decision-Making Committee will score the student portfolios using the appropriate GT Student Portfolio Criteria. The committee will review and analyze the assessment data collected for all screened students and make final GT placement OR non-placement decisions for each student. Students may be identified gifted in any combination of Language Arts, Mathematics, Science, and Social Studies. The committee members will sign the appropriate GT Committee Signature Sheets to acknowledge their agreement with the GT placement decisions made for all assessed students. A copy of each GT Student Profile (identified and non-identified) and of each GT Committee Signature Sheet will be submitted to Advanced Academic Services, Becker Elementary White House by the district due date for TEAMS entry. Notification of Parents and Teachers The GT Advocate will notify parents/guardians of students who participated in the GT screening process of the placement decisions in writing. Sample letters are available in English and Spanish. It is strongly recommended that a copy of either the CogAT or NNAT2 student score report for parents is included with this written notification of placement. The GT Advocate will also notify teachers of students who qualify to participate in the GT program. Adding a GT Area for Previously Identified GT Students GT students may be nominated to participate in the GT screening process for consideration in a content area for which they are not currently receiving GT services. For example, a student may be identified gifted in mathematics and the science teacher may nominate the student for the GT Program. In this case, the committee would collect information and consider adding the GT identification for science. When an additional content area is being considered the following steps must occur:

o A parent/guardian or teacher nomination must be obtained. o The parent/guardian must complete a GT Parent Survey and grant permission for testing. o The student must complete a GT Student Survey. o The teacher(s) must complete the Teacher GT Observation Inventory and the Teacher GT

Observation Survey focusing only on the additional content area(s) being considered. o A student work portfolio must be collected for the content area(s) being considered. o If the CogAT/NNAT2 scores are more than 5 years old, the appropriate assessment must

be re-administered to the student. If the scores are less than 5 years old and the scores are strong, the tests do not need to re-administered. If the scores are low, then re-administering the tests will give the child an opportunity to improve scores.

o The GT committee will make final placement or non-placement decisions for this student. o The GT Advocate will notify parents/guardians and teachers in writing of the placement

decisions made by the GT committee.

Completing the GT Identification Process


If a parent or guardian feels the need to appeal the GT placement decision of the campus GT Decision-Making Committee, or if a parent, guardian, or staff member believes a student has been denied access to or removed from the program unfairly, the following steps may be taken.

Informal Process Austin ISD encourages students and parents to discuss their concerns and complaints through informal conferences with the campus GT Advocate, GT Decision-Making Committee, or campus administrator. Concerns should be expressed as soon as possible to allow early resolution at the lowest possible administrative level.

Formal Appeals All formal GT appeals shall be submitted in writing on a form provided by the district. Copies of any documents that support the complaint form should state the solution sought. If the student or parent does not have copies of the supporting documents, copies may be presented at the Level One conference. At the Level One conference, no new documents may be submitted by the student, the parent, or the administration unless the student, parent, or the administration did not know the documents existed before the Level One conference. A complaint form that is incomplete in any aspect may be dismissed, but may be re-filed with all the required information if the re-filing is within the designated time for filing a complaint.

Level One Appeal Parents or guardians may appeal any final decision regarding their childs placement, non-placement, furlough, or exit from the gifted and talented program. A written appeal shall be made first to the campus GT Decision-Making Committee. The GT Decision-Making Committee will review the appeal to determine if changes should be made. Complaint forms must be filed within 15 days of the date the student or parent first knew, or with reasonable diligence should have known, of the decision or action giving rise to the complaint or grievance; and with the lowest level administrator who has the authority to remedy the alleged problem. Parents and guardians should file the Level One complaint with the campus principal. If the complaint is not filed with the appropriate administrator, the receiving administrator must note the date and time the complaint form was received and immediately forward the complaint form to the appropriate administrator. The appropriate administrator shall investigate as necessary and hold a conference with the student or parent within ten days after receipt of the written complaint. The administrator may set reasonable time limits for the conference. The administrator shall provide the parent or guardian a written response within ten days following the conference. The written response shall include a recitation of the facts as determined by the administrator at that time, and shall set forth the basis for the decision. In reaching a decision, the administrator may consider information provided at the Level One conference and any relevant documents or information the administrator believes will help resolve the complaint. With the written response, the administrator shall provide the student or parent a copy of this process as an attachment, highlighting the Level Two procedure in the event the parent or guardian chooses to appeal the decision.

GT Appeals Process

The GT Advocate will notify Advanced Academic Services of a parent appeal to ensure the campus and department work together according to

district policies and timelines.


Level Two Appeal If the parent or guardian did not receive the relief requested at Level One or if the time for a response has expired, the parent or guardian may request a conference with the Department of Advanced Academic Services. The appeal notice must be filed in writing, on a form provided by the district, within ten days of the date of the written Level One response or, if no response was received, within ten days of the Level One response deadline. After receiving notice of the appeal, the Level One administrator shall prepare and forward a record of the Level One complaint to the Department of Advanced Academic Services. The parent or guardian may request a copy of the Level One record. The Level One record shall include:

o The original complaint form and any attachments o All other documents submitted by the parent or guardian at Level One. o The written response issued at Level One and any attachments. o All other documents relied upon by the Level One administrator in reaching the Level One decision.

The Department of Advanced Academic Services shall hold a conference within ten days after the appeal notice is filed. The conference shall be limited to the issues presented by the parent or guardian at Level One and identified in the Level Two appeal notice. At the conference, the parent or guardian may provide information concerning any documents or information relied on by the administration for the Level One decision. The Department of Advanced Academic Services may set reasonable time limits for the conference. The Department of Advanced Academic Services shall provide the parent or guardian a written response within ten days following the conference. The written response shall set forth the basis of the decision. In reaching a decision, the Department of Advanced Academic Services may consider the Level One record, information provided at the Level Two conference, and any other relevant documents or information the Department of Advanced Academic Services believes will help resolve the complaint. With the written response, the administrator shall provide the student or parent a copy of this process as an attachment, highlighting the Level Three procedure in the event the parent or guardian chooses to appeal the decision.

Level Three Appeal If the parent or guardian did not receive the relief requested at the Level Two or if the time for a response has expired, the student or parent may appeal the decision to the school board. The Level Three appeal notice must be filed in writing, on a form provided by the district, within ten district business days for the written Level Two response; or, if no response was received, the appeal notice must be filed within ten District business days to the administrative deadline for responding to the Level Two complaint. The Superintendent or designee shall inform the parent or guardian of the date, time, and place of the Board meeting at which the complaint will be on the agenda for the presentation to the Board. The Superintendent or designee shall provide the Board the record of the Level Two complaint. The parent or guardian may request a copy of the Level Two record. The Level Two record shall include:

o The Level One record. o The written response issued at Level Two and any attachments. o All other documents relied upon by the administration in reaching the Level Two decision.

If, at the Level Three hearing, either the student, parent, guardian, or the administration intends to rely on evidence not included in the records, notice of the nature of the evidence shall be provided by that party to the other party and to the Boards General Counsel at least three days before the hearing. The district shall determine whether the complaint will be presented in open or closed meeting in accordance with the Texas Open Meetings Act and other applicable law.

This information was extracted from the following Austin ISD School Board Policies: FNG (LOCAL)- Date Issued: 09/20/2012, FNG (EXHIBIT)- Date Issued: 08/16/2010, EHBB (LOCAL)- Date Issued: 12/19/2013


Transferring within Austin ISD If an AISD GT-identified student transfers from one campus to another, the students area(s) for GT identification will automatically follow the student. The transfer in the TEAMS system is automatic once the student is officially enrolled at the new school. Returning to Austin ISD after leaving the district If an AISD GT-identified student leaves the district and then returns to the district, GT status will be reinstated. The GT transfer will not occur automatically in the TEAMS system. The GT Advocate and/or the parent/guardian of the student must contact Advanced Academic Services to begin the GT transfer process. Once all GT records have been located, the student will be re-entered into the TEAMS system to verify the student is eligible to participate in the district GT program. Enrolling in Austin ISD from out-of-district

Placement in the AISD GT program is not automatic for students identified as gifted outside of AISD.

1. The parent/guardian of an enrolling student should request a review of the students GT assessment data from the previous school district.

2. If the parent/guardian does not have the GT assessment data, the GT Advocate will contact the previous district and request the GT assessment data and other relevant information.

3. The GT Advocate will forward copies of the information to Advanced Academic Services.

4. Advanced Academic Services will review the data and send a recommendation to the campus GT Decision-Making Committee for a final placement or non-placement decision.

If the student qualifies to participate in the AISD GT program, the committee will send a copy of the GT Transfer Student Profile and a copy of the signed GT Decision-Making Committee Signature Sheet to Advanced Academic Services for TEAMS entry. If the student does not qualify to participate in the AISD GT program, the parent/guardian may nominate the student to participate in the next GT screening process.

GT Transfer Students


A student participating in the AISD GT program will remain in the program until he/she leaves the district, graduates from high school, or is furloughed or exited from the GT program. In the TEAMS system, GT PEIMS codes will indicate a students current status with the following codes:

GT PEIMS Codes in TEAMS 1

Receiving GT services

2 Furloughed from

GT services

3 Exited from GT services

GT Furlough A furlough is a temporary removal from the GT Program. A GT Furlough may not exceed one school year. A minimum time period for a GT Furlough is not less than one grading period (9 weeks at the elementary level and 6 weeks at the secondary level). Students identified GT in more than one subject area may receive a partial or full furlough from the program. When a student is placed on furlough, the student GT record in TEAMS will indicate the student is not currently receiving GT services and is on furlough with a code of 2. GT furloughs are considered on a case-by-case basis by the GT Decision-Making Committee. A GT furlough may be recommended if the student

o consistently performs below academic expectations, o has an illness or chronic absences that prevent school attendance or completion of classwork

assigned, o has circumstances (such as loss of a parent, divorce, participation in a foreign exchange

program, medical problems) which prevent the student from receiving gifted and talented services,

o is not scheduled with a gifted and talented cluster group or in the most rigorous course(s) available in the students area(s) of identification,

o is scheduled with a teacher who is unable to complete the appropriate training, or o encounters other circumstances which prevent the student from receiving GT services for the

remainder of the semester or school year. A student, teacher, parent/guardian, GT Advocate, or GT Decision-Making Committee may recommend a furlough. Before the GT furlough is granted, the parent/guardian must be notified in writing of the GT furlough recommendation. This communication will include an opportunity for the parent to discuss the furlough process and any available interventions. The GT Advocate will send copies of all GT furlough paperwork to Advanced Academic Services for entry into the TEAMS system.

GT Furloughs and Exits


The GT Decision-Making Committee must review student furloughs the following school year or semester. After the review, one of the following must occur:

1. If the circumstances preventing the student from fully participating in the GT program have been resolved/corrected, the student will be reinstated into the GT program, and the required paperwork will be submitted to Advanced Academic Services. Advanced Academic Services will make the adjustment/change to the students record in the TEAMS system.

2. If the circumstances that were preventing the student from fully participating in the GT program have not been resolved/corrected, the student will be exited from the GT program, and the required paperwork will be submitted to Advanced Academic Services. Advanced Academic Services will make the adjustment/change to the students record in the TEAMS system.

GT Exit A GT exit is a permanent removal from the AISD GT program. For students who are identified GT in more than one subject area, they may receive a partial or full exit from the program. When a student is exited from the GT program, the student GT record in TEAMS will indicate the student is exited and no longer receiving GT services with a code of 3. If at any time the GT Decision-Making Committee determines it is in the best interest of the student and his or her educational needs, the committee may exit a student from the program. A conference shall be conducted with the parent or guardian regarding the students performance in the program. If a student or parent requests removal from the program, the District shall honor that request after communication with the GT Advocate or GT Decision-Making Committee. The campus will ensure that the following actions are taken: 1. A conference will be conducted with the parent or guardian regarding the students

performance in the program. 2. An improvement plan will be completed during the conference to help the student meet

program expectations. The improvement plan will include: o The students responsibilities for improvement; o School personnels responsibilities for helping the student to improve; and o Parents/guardian/s responsibilities for helping the student improve.

3. The designated time for reevaluation will not be less than one grading period. 4. At the designated time, an evaluation of the students progress will be made.

o If the objectives and goals of the improvement plan have been met, continuation in the program will be recommended.

o An extension or modification will be made to the recommended improvement plan including a designated time for reevaluation.

o If attempts to achieve the goals of the improvement plan have not been successful, a recommendation will be made to remove the student from the program.

o Exiting of a student is finalized by the GT Decision-Making Committee after consultation with the students parents or guardians and the student regarding the students educational needs.


The collection of Public Education Information Management System (PEIMS) data is required of all school districts by TEC 42.006. PEIMS data from school districts is submitted to the Texas Education Agency (TEA) four times during the school year based on an established calendar and deadlines. Data may be resubmitted once per each requirement as necessary.

PEIMS department staff work with campuses to complete the PEIMS reporting requirements. Campus PEIMS binders will be distributed in the Fall Semester. There is a section in the binder for GT Advocates to verify. Instructions will be provided along with a GT PEIMS roster of students receiving GT services at the campus on the PEIMS snapshot date (end of October).

GT Advocates must verity the following information for accuracy:

1. Compare the GT PEIMS roster from the district to the student lists downloaded from the TEAMS system at the beginning of the school year.

2. Be sure that every student on the GT PEIMS roster is being provided GT services in their area(s) of giftedness by a teacher that has met the 30-hour GT Foundations requirement. Teacher GT training is also recorded on the Campus GT Data Profile from Advanced Academic Services. This includes ALL elementary teachers with GT students assigned to their classroom and ALL secondary teachers that teach a Pre-AP, AP, IB, or Magnet core content subject. Secondary GT students may also be enrolled in an advanced-level Career and Technical Education (CTE) course that is eligible for providing GT services to students identified in science and math. These CTE teachers are not required to complete the GT training but do complete specialized training in their courses.

3. Students assigned to teachers who have not completed the required 30-hour GT training must receive GT services in an alternate manner with a teacher with the required training, or they will need to be furloughed or exited from the GT program with parents/guardian notification. GT Advocates will complete the Notice of Furlough/Exit form from Advanced Academic Services if an identified GT student needs a status change on the PEIMS roster.

4. If an identified GT student is not on the PEIMS roster, GT Advocates must submit the GT Student Profile to Advanced Academic Services via fax (414-0275) or campus mail (Becker Elementary, Room 203). Only Advanced Academic Services can make changes to the PEIMS roster.

Understand that the signature of the GT Advocate will be required to attest to the accuracy of the GT PEIMS list being submitted to TEA. The signature attests that GT students are being provided services by teachers who have met the above mentioned criteria at the campus.

GT PEIMS Data


The Texas State Plan for the Education of Gifted/Talented Students requires that gifted students have opportunities to work independently, with other classmates, and with other gifted students during the school day and entire school year. Research confirms the more time identified GT students spend together in an enriched and/or accelerated environment, the higher their academic achievement. Research also supports that gifted students need regular opportunities to work with other classmates to help develop social and emotional skills. Independent learning opportunities help to encourage autonomous learning behaviors and self-directed motivated learning habits which foster a love of lifelong learning. The Austin ISD gifted program is based on the cluster-grouping model where gifted students are assigned to an elementary teacher within in a group of three or more gifted students or a secondary teacher of an advanced course. Clustering provides opportunities for gifted students to work with other gifted students, in flexible groups, and on independent learning opportunities; all of which support the academic, social, and emotional needs of gifted students. Individual schools may enhance their campus GT program by offering additional options to GT students during the school day, including but not limited to the following:

o Hybrid GT Pull-out Program- an additional pull-out that supports the advanced-level differentiated curriculum options ordinarily provided in the GT cluster classroom.

o Gifted and Talented Classes- GT classes may be elective or academic classes designed for the specific needs and interests of GT students in grades 6-12.

o GT Mentorships or Internships- Parents, educators, or other community members may become mentors or provide internships to support GT students with their academic interests and endeavors.

o Cross Grade Level Partnerships- GT students are provided the opportunity to work with GT students from different grade levels/ages. These partnerships allow for advanced exploration of curriculum and research opportunities and for social and emotional connections.

GT Service Design


Vertical Sequence of Secondary Advanced Courses GT students in grades 6-12 are required to enroll in an advanced course in their area(s) of identified giftedness. Teachers and counselors should provide guidance to GT students during the course selection process (grades 5-11) for the next school year. All Austin ISD middle schools offer Pre-AP courses. All AISD high schools offer Pre-AP and AP courses, but not all high schools will offer the same courses. Below is a vertical sequence of the advanced courses typically offered at the secondary level.

English Language Arts

Mathematics Science Social Studies

6th grade Pre-AP English Language Arts

6th grade Pre-AP Mathematics

6th grade Pre-AP Science 6th grade Pre-AP World Cultures



7th grade Pre-AP Science 7th grade Pre-AP Texas History



8th grade Pre-AP Science 8th grade Pre-AP U.S. History

Pre-AP English I

Pre-AP Algebra I

Pre-AP Biology

Pre-AP World Geography

Pre-AP English II

Pre-AP Geometry

Pre-AP Physics

Pre-AP or AP World History

AP English Language & Composition

Pre-AP Calculus

Pre-AP Chemistry

AP U.S. History

AP English Literature & Composition

AP Calculus or AP Statistics

AP Biology AP Physics AP Chemistry or AP Environmental Science

AP Government AP Macroeconomics or AP Microeconomics

Scheduling GT Students in Advanced-Level CTE Courses The following Career and Technical Education courses are considered appropriate placement for Gifted and Talented students as well as Pre-AP, AP, IB, or magnet courses. These courses are weighted, provide college credit or placement that has been articulated by specific colleges and universities, and are taught by Austin ISD teachers with specialized training. Name of Course Content Area

Advanced Plant and Soil Science Science

Anatomy and Physiology Science

Advanced Biotechnology Science

Engineering Design and Problem Solving Science

Medical Microbiology Science

Pathophysiology Science

Scientific Research and Design Science

Digital Electronics Mathematics

Principles of Engineering Science


Austin ISD encourages gifted students to participate in programs and organizations that support their needs outside the regular school day. The Texas State Plan for the Education of Gifted/Talented Students encourages campus participation in out-of-school options for gifted students.

Out-of-school options may be offered after-school, on weekends, or during the summer months. When a campus chooses to add an out-of-school option, all costs associated with the program/options are incurred at the campus level. Out-of-school options may include educational programs or organizations, clubs, and academic competitions, such as the following:

o Texas Future Problem Solving, grades K-12 http://www.txfpsp.org/ An interdisciplinary K-12 program, which follows a six-step modification of the creative problem solving process and requires students to use higher level thinking skills of synthesis, analysis, and evaluation. The challenging materials are designed to motivate students to develop creative, critical, and analytical thinking as well as research skills, increase awareness of and interest in the future; develop teamwork skills and improve communication skills; and learn to use problem solving strategies.

o Math Pentathlon, grades K-8 http://www.mathpentath.org/ This motivational program strengthens basic math concepts and skills, aligns with National and State Mathematics Standards, and stimulates creative thinking while developing problem-solving skills. The Math Pentathlon problem solving games provide a highly motivational format for developing and practicing important mathematics concepts and skills. While playing the games, five per level, in cooperative groups, students in grades K-8 strengthen their strategic thinking and critical reasoning abilities.

o Destination Imagination, grades K-12 http://capital.texasdi.org/ An extra-curricular program that fosters creativity and team-based problem-solving skills. There are two components to DI: Instant Challenges and Team Challenges. Participation is available for teams to compete against their grade level peers. Each team chooses one challenge from a field of five to solve. The solution is then presented at the Regional Meet in the spring.

o University of Interscholastic League (UIL) Academic Competitions, grades 2-12 http://www.uiltexas.org/academics The UIL offers the most comprehensive literary and academic competitive program in the nation. It offers 22 high school and 18 elementary and junior high contests. These activities, which exist to complement the academic curriculum, are designed to motivate students as they acquire higher levels of knowledge, to challenge students to confront issues of importance, and to provide students with the opporunity to demonstrate mastery of specific skills.

Visit the Austin ISD Advanced Academic Services website for recommendations for Academic Competitions and Out-of-School Options suitable for advanced learners.

2.3C Out-of-school options relevant to the students strength are provided by school districts [and schools]

whenever possible (19 TAC 89.3(1)).

Out-of-School Options


Gifted students are provided opportunities to work on advanced-level projects and activities with other gifted students in small groups and on independent study in the subject area(s) for which they have been identified for GT services. An emphasis is placed on greater depth, complexity, and pacing in the curriculum with skill development in communication, critical thinking, creativity, and research. The Texas State Plan for the Education of Gifted/Talented Students requires that districts/schools meet the curriculum needs of gifted students by providing the following options:

1. Modify the depth, complexity, and pacing of the curriculum and instruction ordinarily provided by the school.

2. An array of appropriately challenging learning experiences in each of the four (4) foundation curricular areas in grades K-12, and parents are informed of the opportunities (19 TAC 89.3).

3. A continuum of learning experiences is provided that

leads to the development of advanced-level products and/or learning experiences (19 TAC 89.3(2)).

4. Opportunities are provided to accelerate in areas of student strengths (19 TAC 89.3(4)).

GT teachers are provided with a variety of curricular support and resources specific for GT, Pre-AP, and Advanced Placement classes to support advanced-level differentiated instruction. AISD GT Scope and Sequence Skills Continuum http://tinyurl.com/GTscope The Austin ISD GT Scope and Sequence Skills Continuum provides teachers with K-12 vertically aligned learning expectations that support the development of advanced-level products and performances.

GT Curriculum and Instruction

STATE GOAL FOR SERVICES FOR GIFTED/TALENTED STUDENTS

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/talented students will have produced products and performances of professional quality as part of

their program services.

Excerpted from Texas State Plan for the Education of Gifted/Talented Students, TEA, (2009).


The Communication, Creative Thinking, Research, and Critical Thinking strands of the GT Scope and Sequence are interdisciplinary and can be taught in any content area. All four strands are also aligned with the standards set by the State Goal for Services for Gifted/Talented Students, the Texas State Plan for the Education of Gifted/Talented Students, and the K-12 TEKS. The GT Scope and Sequence is aligned the Texas College and Career Readiness Standards (TCCRS) and the 21st Century Skills Framework.

Gifted students should be provided with opportunities to study and learn the 3-5 specific skills in each of the four strands. Teachers may plan lessons by using one or more of the specific skills in a strand, or by combining skills from multiple strands.

For grades K-5, there is a specific GT Scope and Sequence framework for each grade level teachers can use to differentiate curriculum in the core content areas. For grades 6-12, the GT Scope and Sequence documents are specific to the advanced course being taught (e.g. GT Scope and Sequence framework for Pre-AP Biology).

AISD GT Exemplar Lessons (Grades K-5) http://tinyurl.com/ExemplarLessons E