G/T Open Referral Staff Training 2024-2025 PDF

G/T Open Referral Staff Training 2024-2025 You are essential in this process!  Information to Be Reviewed Foundational Information FISD Services & Population Gifted Characteristics & Considerations Teacher Referrals and Input There is no “universal” definition of a gifted/tal...

G/T Open Referral Staff Training 2024-2025 You are essential in this process!  Information to Be Reviewed Foundational Information FISD Services & Population Gifted Characteristics & Considerations Teacher Referrals and Input There is no “universal” definition of a gifted/talented student Texas Definition of Gifted/Talented Students A gifted/talented student is 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. (Texas Education Code §29.121) 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.  Texas State Plan for the Education of Gifted/Talented Students All school districts in Texas follow the same TEA guidelines, but each district is able to determine its own identification criteria, as well as, the types of services provided. Frisco ISD identifies students based on their General Intellectual Abilities (GIA). ○ FISD does not identify students based on specific subject aptitudes, leadership, or artistic abilities. ○ Students are served in the four core curricular areas - math, science, social studies, and language arts.  FISD Services General Intellectual Ability Program Four Core Subject Areas: ILA, Mathematics, Social Studies, Science Elementary Middle High G/T students are served through an G/T students are served through G/T students are served though interdisciplinary pullout program G/T ILA Advanced G/T Humanities I (English I & Advanced Math Classes Advanced) 6th Science and Advanced G/T Humanities II (AP World cluster classroom placement. Science History) All-level Social Studies. G/T American Studies (AP Language and AP US History). G/T Government (AP Gov) New Course Advanced and AP Science Advanced and AP Math AP Social Studies Advanced and AP ILA International Baccalaureate courses State Plan Requirement - FISD Focus Areas The population of the gifted/talented services program is closely reflective of the population of the total district and/or campus (2.25) An array of appropriately challenging learning experiences in each of the four foundational curricular areas (4.1) A minimum of thirty clock hours of professional learning is required for teachers who provide instruction and services that are a part of the district’s defined gifted/talented services (5.1) What does Population Year All FISD G/T Difference African American 2019 11.91% 3% -8.91 our 2024 10.38% 3.13% -7.25 district Asian 2019 31.17% 57% +25.83 populatio 2024 44.01% 67.13% +23.12 Hispanic 2019 13.41% 5% -8.41 n look 2024 12.67% 5.59% -7.08 like? Multi Racial 2019 4.46% 3% -1.46 2024 5.24 3.78% -1.46 (October White 2019 39.18% 31% -8.18 snapshot Low SES 2024 2019 26.98% 14.54% 19.82 3% -7.16 -11.54 day 2023) 2024 13.84% 3.71% -10.13 ELL 2019 6.50% 1% -5.50 2024 12.87% 0.92 -11.95 CLARK Middle School 2019 2024 % of total % of GT % of total % of GT Pop Pop Total population 11.8% 10.07% Am. Indian 0% 0%.12% 0% African American 15% 3% 12.99% 6.02% Asian 26% 45% 39.32% 48.19% Hispanic 17% 11% 18.33% 13.25% Multi Racial 5% 4% 3.40% 2.41% White 37% 37% 25.73% 30.12% Low SES 21% 4% 23.54% 15.66% Sped 12% 1% 12.38% 2.41% EL 13.47% 0% 13.59% 0.00% COBB Middle School 2019 2024 % of total % of GT % of total % of GT Pop Pop Total population 15.18% 17.17% African American 9% 3% 11.15% 5.11% Am. Indian 0% 0%.38% 1.46% Asian 14% 21% 32.71% 59.85% Hispanic 16% 11% 16.54% 10.22% Multi Racial 5% 6% 4.26% 2.92% White 55% 60% 34.96% 20.44% Low SES 12% 2% 15.91% 6.57% Sped 12% 2% 15.04% 1.46% EL 12% 2% 7.02% 0.00% FOWLER Middle School 2019 2024 % of total % of GT % of total % of GT Pop Pop Total population 26.61% 26.47% African American 8% 2% 5.79% 1.95% Am. Indian 1% 0%.72% 1.17% Asian 58% 78% 72.07% 82.81% Hispanic 8% 4% 5.17% 3.12% Multi Racial 4% 4% 1.96% 1.95% White 22% 12% 13.56% 8.98% Low SES 9% 2% 6.41% 1.95% Sped 7% 1% 9.20% 1.56% EL 7% 1% 9.10% 0.0% GRIFFIN Middle School 2019 2024 % of total % of GT % of total Pop % of GT Pop Total population 15.04% 14.89% African American 6% 3% 6.28% 3.92% Am. Indian 0% 0%.29% 0% Asian 11% 26% 17.23% 36.27% Hispanic 10% 6% 13.28% 7.84% Multi Racial 5% 3% 7.59% 4.90% White 67% 62% 56.33% 47.06% Low SES 4% 0% 7.88% 2.94% Sped 10% 1% 11.53% 1.96% EL 10% 1% 3.94%.98% HUNT Middle School 2019 2024 % of total % of GT % of total % of GT Pop Pop Total population 11.65% 13.26% African American 9% 2% 9.98% 3.54% Am. Indian 0% 0%.35% 0% Asian 17% 30% 34.74% 53.10% Hispanic 22% 6% 20.07% 10.62% Multi Racial 4% 6% 5.75% 7.96% White 48% 56% 28.99% 24.78% Low SES 19% 4% 19.84% 7.08% Sped 9% 0% 10.09% 0.88% EL 9% 0% 10.80% 0.0% LAWLER Middle School 2019 2024 % of total % of GT % of total Pop % of GT Pop Total population 35.81% 33.0% African American 7% 3% 3.21% 1.01% Am. Indian 0% 0%.66% 0.67% Asian 74% 88% 83.28% 93.62% Hispanic 3% 2% 2.33%.67% Multi Racial 2% 1% 1.88% 1.34% White 13% 6% 8.64% 2.68% Low SES 3% 0% 4.10% 0.67% Sped 6% 1% 7.97% 1.68% EL 6% 1% 4.65% 0% MAUS Middle School 2019 2024 % of total % of GT % of total % of GT Pop Pop Total population 15.54% 15.88% African American 17% 4% 14.94% 3.13% Am. Indian 1% 1% 1.33%.66% Asian 37% 71% 50.36% 76.82% Hispanic 12% 5% 7.23% 4.64% Multi Racial 4% 3% 4.82% 2.65% White 30% 17% 21.33% 11.92% Low SES 15% 4% 17.59% 5.96% Sped 10% 1% 11.33% 1.99% EL 10% 1% 4.94%.66% NELSON Middle School 2019 2024 % of total % of GT % of total % of GT Pop Pop Total population 20.99% 27.15% African American 9% 0% 4.30% 1.68% Am. Indian 1% 2% 1.92% 2.02% Asian 54% 77% 72.30% 85.86% Hispanic 6% 2% 4.02% 1.01% Multi Racial 4% 5% 3.02% 2.02% White 26% 15% 14.44% 7.41% Low SES 5% 2% 4.75%.67% Sped 8% 2% 9.32%.34% EL 8% 2% 1.55% 0% PEARSON Middle 2019 2024 School % of total % of GT % of total % of GT Pop Pop Total population 19.55% 20.93% African American 8% 3% 5.33% 4.17% Am. Indian 1% 2%.10% 0% Asian 37% 63% 48.93% 68.52% Hispanic 10% 2% 10.08% 6.02% Multi Racial 4% 1% 4.84% 4.17% White 41% 30% 30.72% 17.13% Low SES 7% 1% 4.55% 1.85% Sped 9% 1% 9.88% 1.85% EL 9% 1% 3.68% 0% PIONEER Middle 2019 2024 School % of total % of GT % of total % of GT Pop Pop Total population 17.32% 20.54% African American 5% 3% 5.59% 2.35% Am. Indian 0% 0%.39% 0% Asian 34% 60% 47.44% 70.42% Hispanic 10% 6% 9.84% 4.69% Multi Racial 4% 4% 4.53% 6.10% White 46% 27% 32.21% 16.43% Low SES 4% 1% 6.27% 3.29% Sped 9% 0% 13.11% 3.29% EL 9% 0% 3.28% 0% ROACH Middle School 2019 2024 % of total % of GT % of total % of GT Pop Pop Total population 13.43% 17.63% African American 8% 6% 12.28% 1.19% Am. Indian 1% 0% 1.26% 0% Asian 28% 56% 40.61% 72.02% Hispanic 11% 5% 11.12% 5.95% Multi Racial 5% 1% 6.51% 4.17% White 36% 32% 27.91% 16.07% Low SES 18% 6% 14.71% 2.98% Sped 11% 1% 13.85% 2.98% EL 11% 1% 4.62% 0% SCOGGINS Middle 2019 2024 School % of total % of GT % of total % of GT Pop Pop Total population 10.37% 14.71% African American 17% 7% 18.54% 5.88% Am. Indian 1% 1%.12% 0% Asian 18% 40% 35.11% 63.87% Hispanic 16% 9% 14.22% 7.56% Multi Racial 7% 5% 6.67% 6.72% White 41% 38% 25.22% 15.97% Low SES 19% 2% 21.38% 5.88% Sped 11% 3% 13.23% 4.20% EL 11% 3% 7.29% 0% STAFFORD Middle 2019 2024 School % of total % of GT % of total % of GT Pop Pop Total population 11.59% 10.89% African American 16% 6% 16.60% 7.77% Am. Indian 1% 0.21% 0% Asian 20% 41% 34.14% 63.11% Hispanic 14% 6% 12.90% 5.83% Multi Racial 5% 6% 6.45% 1.94% White 43% 41% 29.70% 21.36% Low SES 15% 5% 15.64% 5.83% Sped 10% 1% 13.42% 1.94% EL 10% 3% 5.29% 0% STALEY Middle School 2019 2024 % of total % of GT % of total % of GT Pop Pop Total population 6.91% 8.46% African American 13% 9% 14.55% 10.0% Am. Indian 0% 0%.68% 0% Asian 5% 17% 6.60% 12.0% Hispanic 38% 9% 43.49% 26.0% Multi Racial 4% 2% 5.75% 8.0% White 39% 63% 28.93% 44.0% Low SES 41% 13% 47.21% 10.0% Sped 17% 7% 21.49% 4.0% EL 17% 1% 24.20% 4.0% TRENT Middle School 2019 2024 % of total % of GT % of total % of GT Pop Pop Total population 14.21% 17.93% African American 15% 4% 9.18% 5.60% Am. Indian 1% 3%.72%.80% Asian 23% 45% 26.97% 48.00% Hispanic 14% 8% 12.20% 8.80% Multi Racial 6% 10% 7.89% 8.00% White 41% 30% 42.90% 28.80% Low SES 9% 4% 8.61% 4.80% Sped 11% 2% 13.20%.80% EL 11% 2% 3.87%.80% VANDEVENTER Middle 2019 2024 School % of total % of GT % of total % of GT Pop Pop Total population 19.22% 21.16% African American 12% 2% 7.33% 2.19% Am. Indian 1% 1%.47% 0% Asian 39% 71% 57.80% 78.77% Hispanic 10% 3% 7.21% 1.12% Multi Racial 4% 3% 5.08% 5.59% White 34% 20% 22.10% 11.73% Low SES 13% 4% 10.87% 3.91% Sped 9% 2% 8.39% 0% EL 9% 2% 8.39% 0% WESTER Middle 2019 2024 School % of total % of GT % of total % of GT Pop Pop Total population 13.13% 15.80% African American 11% 3% 8.71% 4.83% Am. Indian 0% 0%.44%.69% Asian 19% 38% 42.07% 59.31% Hispanic 15% 7% 11.66% 7.59% Multi Racial 5% 7% 5.77% 4.14% White 49% 45% 30.61% 23.45% Low SES 16% 6% 11.87% 2.76% Sped 13% 4% 11.98% 3.45% EL 13% 4% 6.21% 0% Wilkinson Middle 2024 School % of total % of GT Pop Total population 15.87% African American 13.77% 6.60% Am. Indian.75% 0% Asian 52.10% 74.53% Hispanic 9.43% 6.60% Multi Racial 5.24% 1.89% White 18.71% 10.38% Low SES 10.33% 1.89% Sped 10.33% 3.77% EL 6.74%.94%  Wortham 2024 Intermediate School % of total % of GT Pop Total population 10.94% African American 17.38% 12.22% Am. Indian.73% 0% Asian 38.76% 70.00% Hispanic 10.69% 2.22% Multi Racial 6.20% 3.33% White 26.12% 12.22% Low SES 18.47% 8.89% Sped 14.22% 2.22% EL 8.02% 1.11% You are essential to the referral process! TX Definition TX State Plan When referring of G/T Student Requirements students, consider FISD Services 4 Core where these ILA Math elements overlap Science Social Studies Your input is KEY to finding students that may be “hidden” ★ As you think of your students, pay careful attention to our underrepresented populations Questions to consider… ○ Do I have students that know the answer, yet they seem to not be paying attention? ○ Do I have students that make unique connections? ○ Do I have students that ask deep questions that have nothing to do with my content? ○ Do I have students that seem to be functioning at an extremely high intellectual level, yet their social interactions are lacking? ○ Do I have students that misbehave or are off task, but they easily master the content?  Typical vs. Atypical Characteristics Typical Atypical The way the core A different way to consider Notice how atypical the manifestations of the behaviors can at times be attributes of gifted core attributes in gifted and problematic. Because and talented students talented students. atypical characteristics are often seen as negative are traditionally Challenges educators to look behaviors, teachers perceived. beyond the norm and understandably address consider the possibilities the “behavior” and might when observing students and not consider the possibility documenting documented that they are working with behaviors. a gifted learner. Typical/Atypical Traits How do I know the difference between High Achievers and Gifted Students? High Achiever Gifted Student This list is not necessarily comprehensive and often a student can show traits of both types of learners. In general, think about the dominant traits you observe. If the gifted traits tend to dominate, think about referring a student. If the high achiever traits are more prominent, AP or Advanced courses can serve these traits.  So many considerations - Culture, Background, Learning Needs… Actions that show respect in one culture may not in another culture - for example, eye contact Some cultures express openly and directly while others are more subdued Some students thrive when working in isolation while others prefer groups Some need movement to concentrate and others need quiet ★ Let’s brainstorm other manifestations we see because of culture, background, or learning need G/T Open Referral January 8, 2025 - January 22, 2025 @ 3:00pm Campus G/T teachers will handle all communication with parents Send names of students that you (teachers) would like to refer to the ADD GT TEACHER NAMES by ADD DATE It is essential that the GT teacher has names by ADD DATE because we must communicate with parents. We cannot screen without parent permission. The end of the referral window is a hard deadline across the district.  Your input on the teacher inventory is essential to the screening process Tell us what you see. Some students that are referred do have a need for G/T services and some do not Helpful Commentary Not Helpful Give an example of how the student makes Thinks outside the box unique connections Is a leader Give an example of how the student solved This student would benefit from G/T a problem in an original way Is artistic The students functions well in class, and the students needs are being met in the current learning environment *No AI created responses Commentary that explains how and why, *Do not copy/paste responses and it gives a true picture of the student's educational need  Thank you! Remember, I need your teacher referrals by ADD DATE  If you would like to give your staff supporting documents, below are a few to choose from Gifted Traits and Characteristics - Davidson Institute Characteristics of Giftedness - Mensa based on Renzulli Understanding Your Gifted Child - Psychology Today Giftedness in Cultural Context: A Tool for Increasing Black Student Referrals and Identification - Donna Ford Gifted English Language Learners - TEA Removing the Mask. How to Identify and Develop Giftedness in Students from Poverty - Slocumb, Payne, WIlliams (P. 53 - 58 Texas State Plan for the Education of GIfted/Talented Students