Parent Information Meeting

Fall 2013 – TAG Referrals

Elementary Gifted and Talented Services

Round Rock ISD

Welcome and Introduction

What Are RRISD TAG Services?

Who Are the Students needing Gifted Services?

What is the Difference Between a Strong Academic Student and a Gifted Student?

How Are Students Identified for RRISD's Services?

How Do I Refer?

AGENDAAGENDA

Should My Child Be Referred and Assessed

for RRISD’s Gifted and Talented Services?

Purpose

What Are Round Rock ISD’s Talented and Gifted

Services?

Objectives For StudentsObjectives For Students

•Students receiving gifted and talented services will develop their abilities in higher level, more complex thinking skills including critical, creative and productive thinking activities that are extensions of the regular curriculum (Thinking Skills).

•Students receiving gifted and talented services will study advanced-level content and master the major concepts, skills, and processes of specific disciplines in which they demonstrate ability (Subject Matter Knowledge and Skills).

•Students receiving gifted and talented services will develop the skills necessary for self-directed learning, conduct independent studies, research projects, and extend the regular curriculum to produce advanced-level products (Research and Independent Study Skills).

•Students receiving gifted and talented services will gain an understanding and respect for each person’s abilities, recognizing the similarities and differences between themselves and others, and will develop their own unique abilities for the betterment of both themselves and others (Self-Concept and Leadership)

Vision Statement

“Round Rock Talented and Gifted Services will provide an environment where each gifted student’s unique cognitive, social, and emotional needs are recognized and responded to by highly qualified educators.”

Statement of Core Values

“In the belief that all children will learn…Whatever it takes, the RRISD learning community will identify students in need of gifted services, design and implement exemplary* services, educate stakeholders, and engage in a continuous improvement process.”

_______________________________________ *Exemplary as defined by the Texas State Plan for the

Education of Gifted/Talented Students

Elementary School OverviewTAG students are clustered together with TAG

trained teachers in otherwise heterogeneous homeroom classrooms.

A minimum group is 3 students with the same subject area strengths. An ideal cluster is a minimum 6-8 students.

The campus TAG specialist works closely with the cluster teachers to meet the needs of each identified child.

Elementary School OverviewCampus educators use diagnostic information to

determine the best learning plan for each student, including aligned TEKS-based lessons which explore content in depth and with complexity.

Some differentiated lessons occur in the regular classroom with the cluster teacher and/or the TAG specialist, and some occur in the TAG resource room.

Elementary School Overview

1st-5th grade students engage in independent study projects that allow them to go into great detail in their areas of strength.

Students may also compact and accelerate through the curriculum commensurate with their abilities.

Specific services may vary somewhat based on campus and student needs.

Primary GradesServices are primarily provided by the cluster

teacher within the regular classroom with support from the TAG specialist.

As time allows, enrichment activities in the TAG resource room are encouraged.

Kindergarten enrichment is provided which involves the TAG specialist rotating through the kinder classrooms providing at least one lesson per class per month in creative/critical thinking.

Intermediate Grades - MathFor 3rd-5th grade math instruction, the TAG Math

Curriculum (a combination of accelerated pacing and depth/complexity which takes the 3rd-8th grade TEKS and compacts them into 3rd-6th grade) is taught through TAG academic classes with the TAG specialist.

Accompanying TAG benchmarks are administered in place of regular grade level benchmarks to ensure proper delivery of the TAG curriculum occurs.

Math Problem SolvingMath Problem SolvingThe XYZ club collected a total of $1.21 from

it’s members with each member contributing the same amount. If each member paid for his or her share with 3 coins, how many nickels were contributed.

During the school year, a student was given $.25 for each math test he passed and was fined $.50 for each math test he failed. At the end of the school year, the student had passed 7 times as many tests as he had failed, and received $3.75. How many tests did he fail?

TAG Math Boot CampPlease note that due to the acceleration of the

TAG math curriculum, students who are not assessed until 4th or 5th grade and qualify for TAG services in math will take an additional math assessment to determine if they must attend the two week summer TAG Math Boot Camp to prepare them for 5th or 6th Grade TAG Math.

July 14-17 AND 21-24, 8 am – 12 noon

Intermediate Grades – Language Arts

The TAG LA Curriculum for 3rd-5th grade language arts instruction is the grade level TEKS, but they are addressed in greater depth and complexity.

Students may read more advanced level literature, but attention will be given to content and theme to ensure appropriateness.

Students will engage in rigorous oral and written experiences with the texts.

Intermediate Grades – Language Arts

The delivery of this curriculum should be through TAG academic classes as much as possible, although due to staffing constraints at some campuses, the cluster teacher may need to incorporate some components of the curriculum in the cluster classroom.

Science and Social StudiesStudents’ strengths in science and social studies

are also addressed through differentiated services, including modified classroom instruction, independent study, and small group projects, which may be facilitated by the TAG specialist.

At all elementary grade levels, science and social studies differentiation will mainly occur in the cluster classroom with the support of the TAG specialist.

Social and Emotional NeedsTo address the affective needs of TAG

students, a social and emotional needs curriculum exists for grades 1-5.

Each campus has a kit of all needed curriculum materials.

The curriculum may be delivered by the campus counselor, by the TAG specialist, or some combination thereof.

Who are the Gifted?

What is the Difference Between a Strong Academic Student and a

Gifted Student?

Sayler’s CharacteristicsThis list was compiled and written by Michael Sayler, Ph. D.

It was published by The Texas Association for the Gifted and Talented in Raising Champions: A Parent’s Guide for Nurturing Their Gifted Children

Gifted/talented individuals frequently possess one or more of the following characteristics:

(*Please note that a student won’t necessarily have all of these characteristics, but will have a majority. )

Verbal ProficiencyLarge vocabularyFacility of expressionBreadth of information

Power of AbstractionInterest in deductive learning and

problem solvingHigh level of conceptualizationPleasure in intellectual activity

Intellectual CuriosityInterest in a wide range of thingsWillingness for complexityPersistent pursuit of goals

Retentiveness/Power of Concentration

Intense attentionRetains and uses informationLong attention span

Independence/Goal DirectedSelf-initiated student interestPursues individual interestsSeeks own direction

Power of Critical ThinkingSelf-criticismSkepticismAdept in analyzing strengths and

weaknesses

Sensitivity/IntuitivenessHigh level of awarenessKeenly observantEmotional depth

Potential for CreativityInventivenessLooks for new ways of doing thingsInterest in brainstorming, freewheeling

Versatility/VirtuosityDiversity of interest and abilitiesMany hobbiesProficiency in art forms such as music or

drawing

What is the difference between a bright child and a gifted child?

Bright Child Gifted Child

•Knows the answer •Asks the questions

•Works hard

•Is highly curious

•Has good ideas

•Answers the questions

•Is attentive •Is mentally & physically involved

•Is interested

•Has wild and silly ideas

•Beyond the group

•Plays around yet tests well

•Discusses in detail

•Top group

Bright Child Gifted Child

•Listens with interest •Shows strong feeling and opinions

•Enjoys peers

•Already knows

•Understands

•Grasps meaning

•6-8 repetitions •1-2 repetitions

•Learns with ease

•Constructs abstractions

•Initiates projects

•Prefers adults

•Draws inferences

•Completes projects

Bright Child Gifted Child

•Is receptive •Is intense

•Technician

•Creates new designs

•Absorbs information

•Good memorizer

•Enjoys school •Enjoys learning

•Copies accurately

•Manipulates information

•Is keenly observant

•Inventor

•Good guesser

•Is alert

Bright Child Gifted Child

•Is pleased with own learning

•Is highly self-critical

•Thrives on complexity•Enjoys straightforward, sequential presentations

Source: Janice Svabos, Challenge MagazineSource: Janice Svabos, Challenge Magazine

How Are Children Identified?

Screening measures used to identify students who are in need of RRISD’s TAG Services:

• Abilities/Aptitude Tests

• Achievement Tests

• Non-verbal reasoning tests

• Behavior checklists completed by teachers and parents that identify observed characteristics of gifted children

• Other measures comparable to those listed above

Should I Refer My Child for TAG Screening?

Considerations:◦Maturity of your child (especially for primary)◦Learning style of your child (self-directed,

able to handle open ended tasks and long range planning)

◦Length of testing (especially for younger children, 6-8 hour process)

◦Nationally-normed tests scores are valid for 2 years, thus students may not be referred again for 2 years.

How Do I Refer My Child for TAG Screening?

Meet with your child’s teacher to discuss student’s progress and learning style.

Teachers may recommend screening, but that does not guarantee that the student will demonstrate a need for TAG services during the screening process.

If you decide to refer your child for screening, complete the Referral Form in the Identification Packet and submit to school office before Friday, December 6, 2013.

Referral Referral Form Form

• Complete All Complete All InformationInformation

• Sign and DateSign and Date

• Due: Friday, December 6, 2013

December 6, 2013

December 6, 2013

Parent/Guardian Parent/Guardian Permission to TestPermission to Test

• Sign and DateSign and Date

• Due: Friday, December 6, 2013

The goal of Round Rock ISD TAG services is to provide appropriate educational interventions to students identified as needing gifted and talented services.

Michelle Swain

Director of Gifted and Advanced Academic Services

In Conclusion:

For More Information…

www.roundrockisd.orgSelect Academics

Select Gifted and Advanced Academic Services

Michelle Swain, Director, Gifted and Advanced Academic Services, 464-5023

Nicole ShannonCoordinator, Gifted and Advanced Academic Services, 464-5925

Lisa RamirezAdmin Associate, Gifted and Advanced Academic Services, 464-5104