PHILOSOPHY FOR GIFTED SERVICES
TABLE OF CONTENTS
INSTRUCTION
Philosophy for Gifted Services__________________________________________________________3
Program Goals and Objectives__________________________________________________________4
Program Overview___________________________________________________________________5
Elementary___________________________________________________________________5
Middle (including class placement guidelines and 6th grade placement parent letter)_______6-8
High (including Documentation of TAG Options)__________________________________9-11
Continuation Criteria (including Probation and Dismissal forms)____________________________12-15
Student Performance Standards______________________________________________________16-18
Performance Standards Matrix_______________________________________________________19-30
Forms and Materials on the TAG Portal___________________________________________________31
Responsibilities of TAG Contacts and Teachers
Elementary___________________________________________________________________32
Middle____________________________________________________________________33-34
High______________________________________________________________________35-37
IDENTIFICATION
Forms and Materials on the TAG Portal___________________________________________________38
Eligibility Team______________________________________________________________________39
Staff Training_______________________________________________________________________40
Notification to Parents of Screening and Referral Process_____________________________________41
Georgia Reciprocity__________________________________________________________________42
Students New to the Local School_______________________________________________________42
Four Steps to Identification Process______________________________________________________43
Eligibility Team Meeting Agendas_______________________________________________________43
Sample Testing Schedule for Year_______________________________________________________43
Steps to Implement Identification Process_________________________________________________44
Automatic Screening and Referral Procedures___________________________________________45-47
Teacher Screening and Referral Procedures_____________________________________________48-52
Advanced Course Charts_______________________________________________________________53
Parent Consent for Testing___________________________________________________________54-58
Managing Testing Paperwork___________________________________________________________59
When to Give Which Test______________________________________________________________60
Test Scheduling Reminders_____________________________________________________________61
Test Security____________________________________________________________________62-64
Acquiring Tests______________________________________________________________________65
Testing Accommodations______________________________________________________________66
Fulton County Implementation of State Rule______________________________________________67
Reference Guides for Eligibility______________________________________________________68-69
Measures of Mental Ability--CogAT and NNAT_________________________________________70-76
Measure of Achievement—STAT10___________________________________________________77-78
Measures of Creativity—TTCT and Products____________________________________________79-82
Measure of Motivation—Elementary School____________________________________________83-85
Academic Competition List for Creativity and/or Motivation grades K-12_____________________86-87
Requesting an Individual Psychological Evaluation_______________________________________88-90
Sample Eligibility Report______________________________________________________________91
Eligibility Criteria (to go home with Eligibility Report)______________________________________92
Completing Eligibility Reports__________________________________________________________93
Eligibility Results Letter_______________________________________________________________94
Parent Conferences about Testing____________________________________________________95-99
DATA COLLECTION
FTE/Student Record Reporting _____________________________________________________100-101
Printing Mailing Labels from eSchool Plus_______________________________________________102
Records Retention Timeline___________________________________________________________103
Storage and Destruction of Documents__________________________________________________104
eSchool Plus Data Entry__________________________________________________________on portal
eSchool Plus Printing Eligibility Reports_____________________________________________on portal
eSchool Plus FAQs__________________________________________________________________105
PHILOSOPHY FOR GIFTED SERVICES
Authorities, parents, and educators have long recognized that gifted students require specialized educational experiences that promote the development and expression of their potential. If gifted individuals—as children, youths, and adults—are to experience fulfilling lives and if society is to derive optimal benefits from gifted individuals’ uncommon potentials, an educational program must be structured to develop more fully their exceptional and varied abilities, interests, and talents.
The Fulton County gifted program is a response to the need to address the unique learning characteristics, interests, personal needs, and capabilities of gifted children. The program emphasizes the gifted students’ need for interaction with intellectual peers. Emphasis on the individual highlights the fact that there are differences among gifted students and a need for specialized educational experiences to meet these differences.
Basic to the philosophy of this program is the idea that no one teacher, resource, or instructional method can meet the needs of gifted students. Education for the gifted is viewed as a cooperative endeavor characterized, facilitated, and realized by the efforts of numerous individuals in the schools and community.
These goals are accomplished in Fulton County Schools by enriching and expanding upon the core curriculum for identified gifted students in the regular classroom, adjusting the rate and depth of their learning, providing opportunities to interact with other gifted students in such recognized programs as Odyssey of the Mind, and using a variety of appropriate teaching methods which address multiple intelligences. Further differentiation beyond that in the regular classroom is accomplished through challenging instructional activities, seminars, directed studies, internships, and other challenging experiences available to gifted students. These educational experiences for gifted students provide the additional variety and flexibility necessary to adjust and extend the Fulton County curriculum to meet these individuals’ needs.
PROGRAM GOALS AND OBJECTIVES
In accordance with this philosophy, the following program goals and objectives have been adopted in order to identify and serve the gifted students of Fulton County:
A. To help teachers, administrators, and parents identify gifted students and understand their unique abilities, needs, and preferences. This goal will be accomplished by providing
1. Staff development for school personnel and in-service for parents to increase recognition of the characteristics of gifted students and an understanding of these students’ natures and needs.
2. Routine review of scores from system-wide achievement tests at each school, with additional testing when indicated.
3. Appropriate materials for assessment of students’ abilities, interests, and needs.
4. Regular communication among classroom teachers, parents, counselors, principals, TAG teachers, and students to facilitate evaluation of the students’ needs.
B. To design and implement differentiated instructional experiences in the school and the community. This goal will be accomplished by providing
1. Opportunities for classroom teachers, students, parents, and others to plan and develop appropriate educational experiences.
2. Appropriate materials and resources for individual students.
3. A variety of teaching strategies to be used by classroom teachers and gifted teachers in order to encourage higher levels of thinking, creativity, and independent learning.
4. Enrichment and/or academically accelerated materials that may include multi-media, multi-level, interdisciplinary approaches to learning.
5. Access to wide variety of community resources.
6. Activities that develop independent learning skills.
7. Open-ended activities which encourage students to acquire and apply knowledge through purposeful investigation.
C. To develop in gifted students an accurate and increasing awareness of themselves, their abilities, and their value to society. This goal will be accomplished by providing
1. Activities and guidance that encourage positive development of gifted students’ self concepts and an understanding of their needs.
2. Activities and guidance that help students understand their abilities and their potential for contributions to society.
3. Experiences in school that foster interaction and cooperation with students of both similar and different abilities.
4. Opportunities for gifted students to discover and explore new interests and aptitudes.
PROGRAM OVERVIEW
The following information is provided annually to parents of students receiving gifted services.
The Talented and Gifted (TAG) program in the Fulton County School System provides enriching learning experiences for the intellectually advanced and exceptionally creative student. Gifted services are available in all Fulton County schools for students in kindergarten through grade 12. The program meets all requirements of the Georgia Department of Education and provides diverse, high-quality opportunities for the student. All TAG teachers in Fulton County hold an endorsement in Gifted Education from the Professional Standards Commission. These specially-trained educators guide the gifted student in ways that maximize the child’s unique learning characteristics, interests, personal needs, and capabilities.
At all grade levels, the goals are to:
• Develop advanced research methods and independent learning.
• Generate new ideas and products.
• Develop higher order and critical thinking skills.
• Develop advanced communication skills.
Elementary School
Elementary students receive gifted services one day per week in a resource class. The student attends the gifted resource class at his or her home school.
▪ Elementary class size is limited to 19-22 students.
▪ Program includes challenging units linked to science and social studies Georgia Performance Standards.
▪ While the student participates in a gifted resource class, assignments in general education classes are modified or eliminated depending on the student's academic strengths.
Evaluation of Student Performance
▪ TAG Progress checklist sent home for the parent(s) at the end of each unit.
▪ Annual review conference held with parent(s) to discuss the student's progress.
▪ Conference held to discuss continuation options, such as probation or dismissal, as needed if student experiences difficulty in the gifted or general education program.
Middle School
Middle school students receive gifted services in one to four advanced core content classes (language arts, science, social studies, and math). The student may also participate in individual projects in the area(s) of content placement. With supervision by a teacher of the gifted, the student conducts in-depth research as an extension of a topic in the Fulton County curriculum. Gifted services in the middle school extend the middle school Georgia Performance Standard curriculum, considering the academic, social, and emotional growth of the student.
▪ TAG classes are part of the student's daily schedule.
▪ Middle school class size is limited to 23-26 students.
▪ Grades are earned in content area(s).
Students not identified for TAG program MAY participate in classes based on space availability and placement criteria listed above.
The Q+A entitled “Q+A Middle School TAG Placements” will help parents understand the process.
Gifted students are placed in advanced content courses on the basis of achievement scores, past academic performance, and teacher recommendations. In addition to the eligibility requirements, middle school students must also meet the following placement criteria:
▪ Recommendation from the teacher of the content area(s)
▪ “80” average or better for the previous school year in the content area(s)
▪ Test scores within two years on a nationally-normed achievement test as follows:
• Language Arts at or above the 90th percentile in Total Reading
• Social Studies at or above the 90th percentile in Social Studies
• Science at or above the 90th percentile in Science
• Math placement for gifted students is determined by the general education teacher and based upon system guidelines.
Alternative criteria for content placement exist for
• The rising sixth grade student who is eligible for gifted services but does not meet the middle school placement criteria.
• The rising sixth, seventh, or eighth grade student who would like to add one additional placement but does not meet the middle school placement criteria for that content area.
Only ONE gifted class per year may be added using the alternative placement criteria. (EXAMPLE: A student who is served in two gifted classes may add only one more class using the alternative placement criteria.)
The following criteria may be used to add a gifted language arts, science, or social studies class. An advanced mathematics course can not be added using alternative placement criteria. A rising sixth grade student meet have three of the criteria listed below. ONE must be a teacher recommendation. At least one criteria must address the specific content area.
A. Teacher(s) recommendation:
Teacher(s) recommendation to support or not support (it must be clearly stated if the teacher is not supporting placement). The recommendation must be content specific and support placement utilizing professional judgment. [EXAMPLE: “This student will succeed because… (state rationale).”]
B. A average:
The student will have earned an A average in the content area under consideration from the previous school year or final grade for the semester.
C. Advanced Placement:
The student is placed in 5th grade advanced reading and language arts for language arts placement.
D. Achievement scores:
Achievement scores > 90% in total reading for placement in science or social studies.
E. Performance:
Multiple work samples or products are required for placement in specific content area. (EXAMPLE: Science Fair to support placement in science, social studies project to support placement in social studies.)
Fifth grade teacher(s) and gifted program teacher will recommend at least ONE content area of service for the sixth grade year. Based on success in the content area, additional service may be added after the sixth grade utilizing the alternative placement criteria.
Evaluation of Student Performance
▪ Same reporting system as other classes. This includes a progress report every 4 ½ weeks with a report card every nine weeks. The evaluation is based upon test grades, assignments, and classroom performance.
▪ Annual review held with the parent(s) to discuss the student's progress.
▪ Conference held to discuss continuation options, such as probation or dismissal, as needed if student experiences difficulty in the gifted class(es).
FULTON COUNTY SCHOOLS
NOTIFICATION OF 6th GRADE TAG PLACEMENTS
To the Parents of ____________________________________________________
Date_______/_______/_______
Your child has been recommended for the following TAG classes in 6th grade:
|TAG Class |Met Initial Criteria |Met Alternative Criteria |
|Language Arts | | |
|Social Studies | | |
|Science | | |
Students are recommended for the maximum number of TAG classes for which they meet the initial criteria. Alternative placement criteria are used for recommending one additional TAG class.
The Initial placement criteria for a TAG class are:
• Eligible for TAG services
• Recommendation of 5th grade teacher of the content area
• class average of 80 or better in the content area in 5th grade
• 5th grade ITBS score of 90th percentile or better in the content area
The Alternative placement criteria for a TAG class are:
• Eligible for TAG services
• Recommendation of 5th grade teacher of the content area
• Two of the following, with at least one addressing the specific content area
o Final class average of 90 or better in 4th grade or first semester of 5th grade
o Multiple work samples or products (for example: Science or Social Studies Fair)
o Successful completion of Advanced or Accelerated Reading and Language Arts curriculum in 5th grade (can be used for Language Arts placement only)
Parents may opt for their children to take fewer than the recommended number of classes. This decision may be based upon their child’s interests, study skills, and extracurricular activities. Requests to “drop” a TAG recommended class must be submitted in writing to the 5th grade TAG teacher by_______________________________________________.
Students may add one additional TAG class each year in middle school if they have demonstrated success in their classes.
There is no TAG Math class. Students with talents in mathematics are served in the regular education program through advanced and accelerated courses. Math placement is determined by the general education teacher and based upon level of success in current math course. Your child has been recommended for:
|Math 6 |Math 6 Advanced |Math 7 |
| | | |
High School
The high school student has a variety of options in receiving gifted services. The student attends advisement conferences with a teacher of the gifted several times during each year. The ninth grade-gifted student attends a required gifted seminar the first semester in high school. Class sizes are limited to 23-26. High school gifted services offer a challenging, unique program of study for the student as outlined below.
➢ Seminars. Teacher-designed courses are offered based on student interest and meet weekly on a rotating schedule. The objectives and activities of each seminar are clearly defined in a contract that the student signs at the beginning of the seminar. The transcript reflects credit/non-credit.
➢ Individual Projects. With the supervision of a teacher of the gifted, the student conducts in-depth research as an extension of a curriculum topic in a class. The student and the teacher develop a contract that will guide the student’s work. The student meets with the gifted program teacher at least four times during the semester. The transcript reflects credit/non-credit.
➢ Honors Courses (9th and 10th grades only). These courses meet daily and include a differentiated curriculum focused on the development of advanced research and advanced communication skills within the discipline. Students who have not been identified as gifted but who have demonstrated exceptional ability based on system criteria may participate. The transcript reflects a numeric grade.
➢ Advanced Placement Courses. These college level courses meet daily and prepare the student for the College Board Advanced Placement exam. Students who have not been identified as gifted but who have demonstrated exceptional ability based on system criteria may participate. The transcript reflects a numeric grade.
➢ Directed Studies. The student conducts extensive research in a particular academic area or completes a course, from the Fulton County curriculum that is not offered that semester. It is a daily class and the transcript reflects a numeric grade.
➢ Career Internships (11th and 12th grades only). Businesses provide the student with the opportunity to work with professionals in a field he or she is considering as a career. The student leaves school for one or two periods a day. The transcript reflects a numeric grade.
➢ Joint Enrollment. The student may enroll in college, university, or technical school courses and receive both high school and college credits. The transcript reflects a numeric grade.
➢ International Baccalaureate. The student receives an intense international studies program offered only at Riverwood High School. Any Fulton County student who meets eligibility requirements may apply for a transfer to Riverwood High School.
Evaluation of Student Performance
▪ Gifted participation credit given for seminars and individual projects, if student satisfactorily meets the requirements on the contract.
▪ If TAG credit is not earned for a semester, parents are notified of the continuation options such as probation or dismissal from program.
▪ Annual review of student's progress provided to parents.
▪ Transcripts sent to colleges explain that student completed additional work through gifted services.
HIGH SCHOOL DOCUMENTATION REQUIREMENTS FOR TAG OPTIONS
Seminars
• Each seminar is guided by a contract developed by a TAG teacher and approved by local school administration and the TAG office.
• The contract includes documentation of a minimum of 14 contact hours (i.e., direct service) and a final individual project requiring at least 14 hours of work (i.e., indirect service) outside of the seminar.
• Each student participant must sign a copy of the contract that is kept in the student’s TAG work folder.
• The TAG teacher must maintain an instructional folder for each seminar which includes
o Brief menu description of the seminar
o List of seminar participants
o Schedule meetings dates, times, and locations
Individual Projects
• Each individual project is guided by a contract developed by the student and approved by the TAG teacher.
• The contract includes project objectives, assignments to be completed requiring at least 28 hours of work (i.e., indirect service), due dates, and a schedule of conferences between the student and TAG teacher.
• Each student participant must sign a copy of the contract that is kept in the student’s TAG work folder.
Honors, Advanced Placement, and International Baccalaureate Courses
• Gifted service can be provided through the following courses: Honors Literature and Composition for Grades 9 and 10, Honors Biology for Grade 9, Honors Accelerated Integrated Geometry for Grade 9, Honors Accelerated Integrated Pre-Calculus for Grade 10, and all Advanced Placement (AP) and International Baccalaureate (IB) courses.
• The teacher must maintain an instructional folder for each course includes the following documentation:
o Evidence that the Honors Research Unit was implemented in Honors Literature and Composition for Grades 9 and 10, and Honors Biology for Grade 9
o Evidence that the Fulton County accelerated mathematics curriculum was implemented for Honors Accelerated Integrated Geometry for Grade 9 and Honors Accelerated Integrated Pre-Calculus for Grade 10
o A College Board approved syllabus for all AP courses.
o A syllabus documenting the implementation of IB curriculum for all IB courses.
Directed Studies
• Each directed study is guided by a contract developed by the student and TAG teacher and approved by the TAG office.
• The contract includes study objectives, at least 12 gradable experiences, percentage of course grade assigned to each experience, and due dates.
• Students and teachers should refer to the Directed Study Manual when writing the contract.
• The TAG teacher must maintain an instructional folder for each directed study which includes
o Directed Study contract
o Evaluated student work
Career Internships
• Each internship is guided by a contract which is found in the Career Internship Manual.
• The TAG teacher must maintain an instructional folder for each internship student which includes
o Internship contract
o Student Business Plan
o Student Time Sheets
o Student On-site Evaluations
o All other evaluated student work
o CONTINUATION CRITERIA FOR GIFTED SERVICES
For a student to continue in the TAG program after initial placement, he/she must meet the program’s Continuation Criteria. According to Fulton County Board of Education Policy, continuation criteria are satisfactory performance in the TAG program as noted by evaluations of student work and progress. Determination of satisfactory performance would involve data from teacher reports, checklists, and/or standardized test data. At the end of each school year, parents receive an annual review of a student’s progress in TAG and placement for the following year.
If a student withdraws from Fulton County Schools in good standing (i.e., not on probation or dismissed) and then returns to the district, s/he does not need to be re-tested. There is no cap on the allotted time of re-entry.
PROBATION FOR GIFTED SERVICES
Students failing to meet the Continuation Criteria are automatically placed on probation. Probation may last for as little as one grading period but no more than one school year. Parents must be notified in writing when a student is placed on probation. A written plan explaining how a student can be removed from probationary status must be included in notification to the parent and student.
In placing a student on probation, the following circumstances should be considered at each grade level:
Elementary School
• Unsatisfactory performance in TAG as documented on the elementary TAG progress check list
Middle School
• Unsatisfactory performance in a content area of service as documented with a grade < 80.
High School
• Unsatisfactory performance in TAG is documented by no credit on the report card for Gifted Participation. No credit would be placed on the report card when a student does not participate in the gifted program for one semester, does not complete a seminar or individual project contract, earns a grade < 70 in a directed study, internship, AP class, IB class, or joint enrollment class.
FULTON COUNTY SCHOOLS
TALENTED AND GIFTED SERVICES
NOTIFICATION OF PROBATIONARY STATUS
STUDENT__________________________________________________DOB_____/______/______
Last First Middle
SCHOOL________________________________________________ GRADE_________________
PARENT/GUARDIAN_______________________________________________________________
This letter is to make you aware that your child is being placed on a probationary status in the gifted program effective _________________________. He/she will remain on probation through _________________________, at which time the reason(s) for probation must be resolved.
This probation is based on the following factor(s):
_____ Unsatisfactory performance in the gifted program:
State Reason__________________________________________________________
_____ Non-participation in the TAG program.
_____ Other________________________________________________________________
If these conditions cannot be resolved by the date indicated, your child will be dismissed from the gifted program. Elementary and middle school teachers will conference with parents. If you have any questions or want to schedule a conference to discuss this action, please call _______________________ at _________________.
CONTINUATION CRITERIA
For a student to continue in the gifted program after initial placement, he/she must meet the program’s continuation criteria. These are satisfactory performance in the gifted program as noted by evaluation of student work, data from teacher reports, standardized test data, grades (middle and high school), and turning in work in a timely manner.
PROBATION
Students failing to meet the continuation criteria are automatically placed on probation. Probation may last for as little as one grading period but no more than one school year. Students who do not show improvement after a period of time on probation are dismissed from the program. Parents are notified in writing prior to dismissal. If dismissed, a student may re-enter the gifted program after one semester upon meeting the specifications of continuation criteria.
In order for your child to return be removed from probationary status and not be dismissed from the gifted program by the date above, he/she must take the following steps:
__________________________________________________________________________________________________________________________________________________________________
Parent Signature___________________________________ DATE______/______/______
Student Signature___________________________________ DATE______/______/______
(Only if High School)
Copy: School records and parent
DISMISSAL FROM GIFTED SERVICES
ESchool Plus Updates
• Request the Data Clerk remove the G or B from Classification
• End date the Service Code 1 and add a Service Code of 2 with a blank End Date.
Elementary School
Students who do not show improvement after a period of time on probation are dismissed from the program. Parents are notified in writing prior to dismissal. If dismissed, a student may re-enter the TAG program after one semester upon meeting the specification of Continuation Criteria.
Middle School
Students who do not show improvement in the TAG class in which the grade is < 80 after a period of time on probation are dismissed from that class. Parents are notified in writing prior to dismissal. If dismissed, a student may re-enter the TAG class after one semester upon meeting the specification of Continuation Criteria.
High School
Students who do not show improvement after a period of time on probation are dismissed from the program. Parents are notified in writing prior to dismissal. If dismissed, a student may re-enter the TAG program after one semester upon meeting the specification of Continuation Criteria.
FULTON COUNTY SCHOOLS
TALENTED AND GIFTED SERVICES
NOTIFICATION OF DISMISSAL
STUDENT_______________________________________________ DOB_____/______/______
Last First Middle
SCHOOL___________________________________________________ GRADE_______________
PARENT/GUARDIAN__________________________________________________________
This letter is to inform you that your child is being withdrawn from the Talented and Gifted program effective__________________________________________.
He/she may be reconsidered on or after________________________________.
This action is necessitated for the following reason(s).
_____ Unsatisfactory performance in the gifted program.
_____ Non-participation in the gifted program.
_____ Parental request (parent must sign this form)
_____ Other_______________________________________________________________
The above factors were identified in the Notification of Probationary Status letter and have not been resolved satisfactorily or this student has been withdrawn by parental request. Your child may be reconsidered at a later date for the Talented and Gifted Services upon satisfying Criteria for Continuation. If you have any questions or want to schedule a conference to discuss this action, please call _____________________________at_________________________________________
Parent Signature:____________________ _________________Date______/______/______
(Parental Request for removal from program)
THIS SECTION IS TO BE USED ONLY WHEN THE STUDENT IS BEING RECONSIDERED FOR THE GIFTED PROGRAM.
Send a copy of this to the parent(s).
Student will begin service on: Date_________/__________/__________
Parent Signature______________________ Date_______/________/_______
STUDENT PERFORMANCE STANDARDS
In accordance with the philosophy and program goals, the following standards have been adopted. Elements for each standard are on pages 24-26, 38-40, 54-56.
Gifted students will develop advanced research methods and independent study skills, which allows for the in-depth learning of self-selected topics within the area of study.
Rationale: Gifted learners possess an extensive knowledge base, learn at an accelerated pace and are capable of advanced level of comprehension. In addition, many gifted students are highly curious and intrinsically motivated, especially to pursue topics which interest them. As compared to their age-peers, gifted learners tend to have longer attention spans, exhibit a stronger need to know and can follow-through with assignments. If gifted students are to benefit from these abilities, the gifted program must emphasize the development of skills that enable them to become effective as independent learners.
Because of the advanced nature of their abilities and interests, gifted students need to learn how to access advanced-level reference materials, including a variety of print and non-print references and information retrieval systems. They need learning tasks that allow them to explore personal interests through guided research, independently study and community involvement. In order to conduct authentic research, students need instruction and guidance in learning to ask the right kinds of questions by looking at techniques used by experts in the specific field. They need instruction in the development of a written plan of research (with emphasis on how one gathers, categorizes, analyzes and evaluates information in particular fields); assistance in evaluating their own work; and in considering implications for future research.
Gifted students will develop and practice creative thinking and creative problem-solving skills with a variety of complex topics within the area of study in order to be generators of ideas and products original to the students.
Rationale: Gifted learners have the ability to generate original ideas and solutions, and they characteristically see diverse and unusual relationships. Their instruction must allow opportunities to further develop and apply these differential patterns of thought processing (e.g., divergent thinking, sensing consequences, and making generalizations); a curricular need is to be able to explore alternatives and consequences of those choices, and to draw and test generalizations. The original thoughts and ideas often expressed by gifted students require an environment in which the student feels free and safe to stretch beyond the need for a right answer.
Gifted students will develop and practice higher order and critical thinking skills in an area of study.
Rationale: Gifted learners need less time to learn new material and master new skills. One strategy for differentiating instruction for gifted students is to structure lessons and units in such a way that gifted students spend a larger proportion of their time on higher order thinking. They should use content they have mastered to further develop their understanding of the concepts and practice the skill of critical thinking.
Gifted students will develop advanced communication skills that incorporate new techniques, materials, and formats in the development of products and ideas that will be shared with real audiences.
Rationale: Gifted students need the ability to effectively communicate their products and ideas to others. It is important to remember that throughout history we have recognized “giftedness” in individuals because of the impact of their products and ideas. Feedback from real audiences provides gifted learners with a chance to utilize their advanced communication skills. Internal motivation develops when students pursue ever-increasing levels of excellence in their final products and receive confirmation from real audiences that others value their intellectual and academic talents.
GIVENS
The content of all gifted education curricula should be advanced for that grade level. Even when the Resource Model is used and the emphasis is on enrichment, as opposed to the delivery of core content, the subject matter should be advanced. In all delivery models that advanced content should be related to broad-based issues, themes, and problems.
Rationale: Two of the most distinguishing characteristics of gifted students are how quickly they learn and how easily they are bored if not challenged. As compared to their age-peers, gifted children tend to learn more rapidly; they tend to remember more, and they tend to think more deeply about what they learn. The gifted child often grasps complex and abstract concepts and relationships that normally are learned at an older age. Therefore, one of the basic tenets of gifted education is that the pace and complexity of the curriculum must be adjusted to match the gifted child’s learning ability. Consequently, the content differentiation for gifted learners should include the modification of the rate of learning. Opportunities to move through core curriculum material at an appropriate rate and to then be engaged with novel, advanced materials, are essential if we are to sustain the motivation and eagerness with which gifted students approach learning in the early years.
The curriculum activities and delivery models used in gifted programming should (a) be sensitive to the unique social and emotional needs of gifted students and (b) encourage the development of self-understanding, i.e., appreciating likeness and differences between oneself and others, and recognizing and using one’s abilities.
Rationale: Many gifted children experience difficulty in accepting some aspect of their giftedness. Their heightened self-awareness, accompanied by feelings of being different, can result in low self-esteem and inhibited growth emotionally and socially. Gifted learners need time for interaction with other gifted students, reflection, and discussion, for the purpose of self-understanding. A strong aptitude for solving problems allows gifted students to deal effectively with these concerns when given the opportunity and guidance. This type of involvement can also help provide students with a foundation for leadership development.
Student achievement should be evaluated by using appropriate and specific criteria based on the higher expectations we have for most capable students. Evaluation methods should include teacher, self, and collaborative evaluation.
Rationale: Research with gifted students consistently shows that traditional grading practices do not motivate them to learn and, in fact, may hinder performance. Gifted children take into consideration the fact that standards for success or failure are set up by someone other than themselves; the result is often lowered commitment to the required task. When the focus is on grades (the outcomes) rather than on learning (the process), many gifted students learn short cuts to receiving awards for their work. An evaluation system that focuses primarily on student/teacher conferencing, verbal feedback from teachers and peers, and self-critiques allows gifted learners to make use of their analytical abilities and their desire to take risks, moving beyond the minimal effort required for good grades.
Talented and Gifted Performance Standards and Elements Matrix
Elementary School
The following key serves as a guide for when students will be introduced to the TAG Standards and Elements and how they will develop independence in applying them their area(s) of interest.
Middle School
Middle school TAG classes are advanced content courses aligned to the Georgia Performance Standards. The curriculum for each TAG course is differentiated for gifted students with the addition of the following TAG standards and elements. The standards and elements are incorporated into the adopted Fulton County curriculum to ensure that the middle school TAG classes are rigorous and challenging for gifted learners. The following key serves as a guide for when students will be introduced to the TAG Standards and Elements and how they will develop independence in applying them their area(s) of interest.
High School
High school TAG options are aligned to the Georgia Performance Standards. The curriculum for each TAG option is differentiated for gifted students with the addition of the following TAG standards and elements. The standards and elements are incorporated into the adopted Fulton County curriculum to ensure that the high school TAG options are rigorous and challenging for gifted learners. The following key serves as a guide for how students will develop independence in applying them their area(s) of interest. The following key serves as a guide for when students will be introduced to the TAG Standards and Elements and how they will develop independence in applying them their area(s) of interest.
I: indicates when a skill is introduced by the TAG teacher as part of the content. Students are novices and require direct instruction with guided practice. Frequent and specific feedback is given by the TAG teacher.
D: indicates when students will develop the skill using age appropriate content. Students are apprentices who practice skills in cooperative learning groups. The students share in the development of assessment criteria and have opportunities for self-assessment.
P: indicates when students should achieve proficiency and can use the skill in a variety of situations. Students are practitioners and should be working alone or in groups to use the skills and build generalizations about content with little prompting from the teacher. Students use the skills in complex projects and have opportunities for authentic feedback.
A: indicates when students will continue to apply and improve mastered skills. Students use skills to tackle unanswered questions within and across disciplines. Emphasis is on innovation and redefining a field of study through the testing of existing rules. TAG teachers serve as resources to facilitate the collection of resources, removal of barriers to creative productions, the collaboration with experts in the disciplines. Students will seek honest feedback from experts in area of interest.
Advanced Communication Skills Standard: Gifted students will develop advanced communication skills that incorporate new techniques, materials, and formats in the development of products that will be shared with real audiences.
ELEMENTARY
|Advanced Communication Skills (ACS) Elements |K |1 |2 |3 |4 |5 |
|1. The student uses written, spoken, and technological media to convey new learning or challenge |I |I |I |I |D |D |
|existing ideas. | | | | | | |
|2. The student produces written and/or oral work that is complex, purposeful, and organized, |I |I |I |I |I |D |
|includes relevant supporting examples and manipulation of language. | | | | | | |
|3. The student creates products and/or presentations that synthesize information from diverse | | |I |I |I |D |
|sources and communicate expertise to a variety of authentic audiences. | | | | | | |
|4. The student uses a variety of multi-media and innovative technology to create illustrations, |I |I |I |I |D |D |
|models, charts, tables, and graphs as tools for communication. | | | | | | |
|5. The student applies interviewing techniques for a variety of purposes. | | |I |I |D |D |
|6. The student anticipates and addresses potential misunderstandings, biases, and expectations in | | | |I |I |I |
|communication with others. | | | | | | |
|7. The student responds to contributions of others, considering all available information. |I |I |I |I |D |D |
|8. The student participates in small group discussions to argue persuasively or reinforce others’ |I |I |I |I |D |D |
|good points. | | | | | | |
|9. The student maintains a journal or log for self-reflection and/or self-evaluation. |I |I |I |I |D |D |
|10. The student supports and defends his/her own opinions while respecting the opinions of others. |I |I |I |I |D |D |
Advanced Communication Skills Standard: Gifted students will develop advanced communication skills that incorporate new techniques, materials, and formats in the development of products that will be shared with real audiences.
MIDDLE
|Advanced Communication Skills (ACS) Elements |6 |7 |8 |
|1. The student uses written, spoken, and technological media to convey new learning or challenge existing ideas. |D |P |P |
|2. The student produces written and/or oral work that is complex, purposeful, and organized, includes relevant supporting |D |D |P |
|examples and manipulation of language. | | | |
|3. The student creates products and/or presentations that synthesize information from diverse sources and communicate expertise |D |D |P |
|to a variety of authentic audiences. | | | |
|4. The student uses a variety of multi-media and innovative technology to create illustrations, models, charts, tables, and |D |P |P |
|graphs as tools for communication. | | | |
|5. The student applies interviewing techniques for a variety of purposes. |D |P |P |
|6. The student anticipates and addresses potential misunderstandings, biases, and expectations in communication with others. |I |D |D |
|7. The student responds to contributions of others, considering all available information. |D |P |P |
|8. The student participates in small group discussions to argue persuasively or reinforce others’ good points. |D |P |P |
|9. The student maintains a journal or log for self-reflection and/or self-evaluation. |D |P |P |
|10. The student supports and defends his/her own opinions while respecting the opinions of others. |D |P |P |
HIGH
|Advanced Communication Skills (ACS) Elements |9 |10 |11 |12 |
|1. The student uses written, spoken, and technological media to convey new learning or challenge existing ideas. |P |P |A |A |
|2. The student produces written and/or oral work that is complex, purposeful, and organized, includes relevant supporting |P |P |A |A |
|examples and manipulation of language. | | | | |
|3. The student creates products and/or presentations that synthesize information from diverse sources and communicate |P |P |A |A |
|expertise to a variety of authentic audiences. | | | | |
|4. The student uses a variety of multi-media and innovative technology to create illustrations, models, charts, tables, and |P |P |A |A |
|graphs as tools for communication. | | | | |
|5. The student applies interviewing techniques for a variety of purposes. |P |P |A |A |
|6. The student anticipates and addresses potential misunderstandings, biases, and expectations in communication with others.|P |P |A |A |
|7. The student responds to contributions of others, considering all available information. |P |P |A |A |
|8. The student participates in small group discussions to argue persuasively or reinforce others’ good points. |P |P |A |A |
|9. The student maintains a journal or log for self-reflection and/or self-evaluation. |P |P |A |A |
|10. The student supports and defends his/her own opinions while respecting the opinions of others. |P |P |A |A |
Advanced Research Skills Standard: Gifted students will develop advanced research methods and independent study skills, which allow for the in-depth learning of self-selected topics within the area of study.
ELEMENTARY
|Advanced Research Skills (ARS) Elements |K |1 |2 |3 |4 |5 |
|1. The student uses a variety of print and non-print resources to investigate a topic of interest. |I |I |I |D |D |D |
|2. The student formulates original and appropriate questions to test the limits of an existing body of knowledge. |I |I |I |I |D |D |
|3. The student uses concepts within and across disciplines to develop valid hypotheses, thesis statements, or |I |I |I |I |D |D |
|alternative interpretations of data. | | | | | | |
|4. The student selects appropriate research tools and methodologies (e.g., historical, descriptive, developmental, |I |I |I |I |D |D |
|case, field, correlation, action, survey, interview) to conduct scientific investigations. | | | | | | |
|5. The student gathers, organizes, analyzes, and synthesizes data from multiple sources to support or disprove a |I |I |I |I |D |D |
|hypothesis. | | | | | | |
|6. The student develops and uses systematic procedures for recording and organizing information. |I |I |I |I |D |D |
|7. The student evaluates research methodologies and data to detect validity, bias, reliability, and applicability to | | |I |I |I |I |
|real-world problems and/or solutions. | | | | | | |
|8. The student allows for and accepts alternative interpretations of data. | | |I |I |I |I |
|9. The student uses APA or MLA style to document/cite references, resources, quotations, notes, and bibliographies. | | | |I |I |I |
|10. The student defends research findings in a presentation or exhibit |I |I |I |I |D |D |
|11. The student applies ethical standards to research and analyses. | | |I |I |I |I |
Advanced Research Skills Standard: Gifted students will develop advanced research methods and independent study skills, which allow for the in-depth learning of self-selected topics within the area of study.
MIDDLE
|Advanced Research Skills (ARS) Elements |6 |7 |8 |
|1. The student uses a variety of print and non-print resources to investigate a topic of interest. |D |P |P |
|2. The student formulates original and appropriate questions to test the limits of an existing body of knowledge. |D |P |P |
|3. The student uses concepts within and across disciplines to develop valid hypotheses, thesis statements, or |D |D |P |
|alternative interpretations of data. | | | |
|4. The student selects appropriate research tools and methodologies (e.g., historical, descriptive, developmental, |D |D |P |
|case, field, correlation, action, survey, interview) to conduct scientific investigations. | | | |
|5. The student gathers, organizes, analyzes, and synthesizes data from multiple sources to support or disprove a |D |D |P |
|hypothesis. | | | |
|6. The student develops and uses systematic procedures for recording and organizing information. |D |P |P |
|7. The student evaluates research methodologies and data to detect validity, bias, reliability, and applicability to |I |D |D |
|real-world problems and/or solutions. | | | |
|8. The student allows for and accepts alternative interpretations of data. |I |D |D |
|9. The student uses APA or MLA style to document/cite references, resources, quotations, notes, and bibliographies. |I |D |D |
|10. The student defends research findings in a presentation or exhibit |D |D |P |
|11. The student applies ethical standards to research and analyses. |I |D |D |
Advanced Research Skills Standard: Gifted students will develop advanced research methods and independent study skills, which allow for the in-depth learning of self-selected topics within the area of study.
HIGH
|Advanced Research Skills (ARS) Elements |9 |10 |11 |12 |
|1. The student uses a variety of print and non-print resources to investigate a topic of interest. |P |P |A |A |
|2. The student formulates original and appropriate questions to test the limits of an existing body of knowledge. |P |P |A |A |
|3. The student uses concepts within and across disciplines to develop valid hypotheses, thesis statements, or |P |P |A |A |
|alternative interpretations of data. | | | | |
|4. The student selects appropriate research tools and methodologies (e.g., historical, descriptive, developmental, |P |P |A |A |
|case, field, correlation, action, survey, interview) to conduct scientific investigations. | | | | |
|5. The student gathers, organizes, analyzes, and synthesizes data from multiple sources to support or disprove a |P |P |A |A |
|hypothesis. | | | | |
|6. The student develops and uses systematic procedures for recording and organizing information. |P |A |A |A |
|7. The student evaluates research methodologies and data to detect validity, bias, reliability, and applicability to |P |P |A |A |
|real-world problems and/or solutions. | | | | |
|8. The student allows for and accepts alternative interpretations of data. |P |P |A |A |
|9. The student uses APA or MLA style to document/cite references, resources, quotations, notes, and bibliographies. |P |P |A |A |
|10. The student defends research findings in a presentation or exhibit |P |P |A |A |
|11. The student applies ethical standards to research and analyses. |P |A |A |A |
Creative Thinking & Creative Problem Solving Skills Standard: Gifted students will develop and practice creative thinking and creative problem-solving skills with a variety of complex topics within an area of study in order to generate original ideas and products.
ELEMENTARY
|Creative Thinking & Problem Solving Skills (CPS) Elements |K |1 |2 |3 |4 |5 |
|1. The student questions accepted practices, rules, and existing principles to discover new knowledge. |I |I |I |D |D |D |
|2. The student designs, applies, evaluates, and adapts a variety of innovative strategies to when problem solving (e.g., |I |I |I |I |D |D |
|recognizes problems, defines problems, identifies possible solutions, selects optimal solution, implements solution, and | | | | | | |
|evaluates solution). | | | | | | |
|3. The student incorporates brainstorming and other idea-generating techniques (synectics, SCAMPER, etc.) to solve problems|I |I |I |I |D |D |
|or create new products. | | | | | | |
|4. The student demonstrates skills in fluency and flexibility to solve problems or create new products. |I |I |I |D |D |D |
|5. The student develops original ideas, presentations, or products through synthesis and evaluation. |I |I |I |D |D |D |
|6. The student, independently or through collaboration with classmates, clarifies, illustrates, or elaborates on an idea |I |I |I |D |D |D |
|for product improvement. | | | | | | |
|7. The student uses analogies, metaphors, and/or models to explain complex concepts. |I |I |I |I |D |D |
|8. The student tolerates ambiguity when solving problems. |I |I |I |I |D |D |
|9. The student recognizes and assumes risks as a necessary part of problem solving. |I |I |I |I |D |D |
|10. The student monitors and reflects on the creative process of problem solving for future applications. |I |I |I |I |D |D |
Creative Thinking & Creative Problem Solving Skills Standard: Gifted students will develop and practice creative thinking and creative problem-solving skills with a variety of complex topics within an area of study in order to generate original ideas and products.
MIDDLE
|Creative Thinking & Creative Problem Solving Skills (CPS) Elements |6 |7 |8 |
|1. The student questions accepted practices, rules, and existing principles to discover new knowledge. |D |P |P |
|2. The student designs, applies, evaluates, and adapts a variety of innovative strategies to when problem solving (e.g., |D |P |P |
|recognizes problems, defines problems, identifies possible solutions, selects optimal solution, implements solution, and | | | |
|evaluates solution). | | | |
|3. The student incorporates brainstorming and other idea-generating techniques (synectics, SCAMPER, etc.) to solve problems |D |P |P |
|or create new products. | | | |
|4. The student demonstrates skills in fluency and flexibility to solve problems or create new products. |D |P |P |
|5. The student develops original ideas, presentations, or products through synthesis and evaluation. |D |P |P |
|6. The student, independently or through collaboration with classmates, clarifies, illustrates, or elaborates on an idea for|D |P |P |
|product improvement. | | | |
|7. The student uses analogies, metaphors, and/or models to explain complex concepts. |D |P |P |
|8. The student tolerates ambiguity when solving problems. |D |D |P |
|9. The student recognizes and assumes risks as a necessary part of problem solving. |D |D |P |
|10. The student monitors and reflects on the creative process of problem solving for future applications. |D |D |P |
Creative Thinking & Creative Problem Solving Skills Standard: Gifted students will develop and practice creative thinking and creative problem-solving skills with a variety of complex topics within an area of study in order to generate original ideas and products.
HIGH
|Creative Thinking & Creative Problem Solving Skills (CPS) Elements |9 |10 |11 |12 |
|1. The student questions accepted practices, rules, and existing principles to discover new knowledge. |P |P |A |A |
|2. The student designs, applies, evaluates, and adapts a variety of innovative strategies to when problem solving (e.g., |P |P |A |A |
|recognizes problems, defines problems, identifies possible solutions, selects optimal solution, implements solution, and | | | | |
|evaluates solution). | | | | |
|3. The student incorporates brainstorming and other idea-generating techniques (synectics, SCAMPER, etc.) to solve |P |P |A |A |
|problems or create new products. | | | | |
|4. The student demonstrates skills in fluency and flexibility to solve problems or create new products. |P |P |A |A |
|5. The student develops original ideas, presentations, or products through synthesis and evaluation. |P |P |A |A |
|6. The student, independently or through collaboration with classmates, clarifies, illustrates, or elaborates on an idea |P |P |A |A |
|for product improvement. | | | | |
|7. The student uses analogies, metaphors, and/or models to explain complex concepts. |P |P |A |A |
|8. The student tolerates ambiguity when solving problems. |P |P |A |A |
|9. The student recognizes and assumes risks as a necessary part of problem solving. |P |P |A |A |
|10. The student monitors and reflects on the creative process of problem solving for future applications. |P |P |A |A |
Higher Order Critical Thinking Skills Standard: Gifted students will develop and practice higher order and critical thinking skills in an area of study.
ELEMENTARY
|Higher Order Critical Thinking Skills (HO/CTS) Elements |K |1 |2 |3 |4 |5 |
|1. The student asks probing, insightful, and relevant questions. |I |I |I |I |D |D |
|2. The student responds to questions with supporting information that reflects in-depth knowledge of a topic. |I |I |I |I |D |D |
|3. The student conducts comparisons using criteria. |I |I |I |I |D |D |
|4. The student makes and evaluates decisions using criteria. |I |I |I |I |D |D |
|5. The student predicts probable consequences of decisions. |I |I |I |I |D |D |
|6. The student extrapolates verbal-linguistic (e.g., analogies) and visual-spatial patterns (e.g., tessellations) |I |I |I |I |D |D |
|to determine relationships. | | | | | | |
|7. The student examines an issue from more than one point of view. |I |I |I |I |I |D |
|8. The student separates one’s own point of view from that of others. |I |I |I |I |I |D |
|9. The student identifies stereotypes, biases, and prejudices in one’s own reasoning and that of others. | | |I |I |I |D |
|10. The student distinguishes between assumptions, inferences, and conclusions. | | |I |I |I |I |
|11. The student draws conclusions based upon relevant information while discarding irrelevant information. | | |I |I |I |D |
|12. The student evaluates conclusions based upon relevance, depth, breadth, logic, and fairness. | | | |I |I |I |
|13. The student traces the source of any large disparity between estimates and calculated solutions to problems and| | | |I |I |I |
|resolves the disparity. | | | | | | |
|14. The student identifies and illustrates basic principles and the foundational concepts that are central to | | |I |I |I |D |
|understanding the essence of a field of study. | | | | | | |
|15. The student recognizes that the responsibility to examine and challenge existing ideas and theories is an |I |I |I |I |D |D |
|ongoing process. | | | | | | |
Higher Order Critical Thinking Skills Standard: Gifted students will develop and practice higher order and critical thinking skills in an area of study.
MIDDLE
|Higher Order Critical Thinking Skills (HO/CTS) Elements |6 |7 |8 |
|1. The student asks probing, insightful, and relevant questions. |D |D |P |
|2. The student responds to questions with supporting information that reflects in-depth knowledge of a topic. |D |D |P |
|3. The student conducts comparisons using criteria. |D |D |P |
|4. The student makes and evaluates decisions using criteria. |D |D |P |
|5. The student predicts probable consequences of decisions. |D |D |P |
|6. The student extrapolates verbal-linguistic (e.g., analogies) and visual-spatial patterns (e.g., |D |D |P |
|tessellations) to determine relationships. | | | |
|7. The student examines an issue from more than one point of view. |D |D |P |
|8. The student separates one’s own point of view from that of others. |D |D |P |
|9. The student identifies stereotypes, biases, and prejudices in one’s own reasoning and that of others. |D |D |P |
|10. The student distinguishes between assumptions, inferences, and conclusions. |I |D |D |
|11. The student draws conclusions based upon relevant information while discarding irrelevant information. |D |D |P |
|12. The student evaluates conclusions based upon relevance, depth, breadth, logic, and fairness. |I |D |D |
|13. The student traces the source of any large disparity between estimates and calculated solutions to |I |D |D |
|problems and resolves the disparity. | | | |
|14. The student identifies and illustrates basic principles and the foundational concepts that are central to |D |D |P |
|understanding the essence of a field of study. | | | |
|15. The student recognizes that the responsibility to examine and challenge existing ideas and theories is an |D |D |P |
|ongoing process. | | | |
Higher Order Critical Thinking Skills Standard: Gifted students will develop and practice higher order and critical thinking skills in an area of study.
HIGH
|Higher Order Critical Thinking Skills (HO/CTS) Elements |9 |10 |11 |12 |
|1. The student asks probing, insightful, and relevant questions. |P |P |A |A |
|2. The student responds to questions with supporting information that reflects in-depth knowledge of a|P |P |A |A |
|topic. | | | | |
|3. The student conducts comparisons using criteria. |P |P |A |A |
|4. The student makes and evaluates decisions using criteria. |P |P |A |A |
|5. The student predicts probable consequences of decisions. |P |P |A |A |
|6. The student extrapolates verbal-linguistic (e.g., analogies) and visual-spatial patterns (e.g., |P |P |A |A |
|tessellations) to determine relationships. | | | | |
|7. The student examines an issue from more than one point of view. |P |P |A |A |
|8. The student separates one’s own point of view from that of others. |P |P |A |A |
|9. The student identifies stereotypes, biases, and prejudices in one’s own reasoning and that of |P |P |A |A |
|others. | | | | |
|10. The student distinguishes between assumptions, inferences, and conclusions. |D |P |A |A |
|11. The student draws conclusions based upon relevant information while discarding irrelevant |P |P |A |A |
|information. | | | | |
|12. The student evaluates conclusions based upon relevance, depth, breadth, logic, and fairness. |D |P |A |A |
|13. The student traces the source of any large disparity between estimates and calculated solutions to|D |P |A |A |
|problems and resolves the disparity. | | | | |
|14. The student identifies and illustrates basic principles and the foundational concepts that are |P |P |A |A |
|central to understanding the essence of a field of study. | | | | |
|15. The student recognizes that the responsibility to examine and challenge existing ideas and |P |P |A |A |
|theories is an ongoing process. | | | | |
FORMS AND MATERIALS ON THE TAG PORTAL—INSTRUCTION
All forms for Gifted Services can be obtained from the TAG site on the Employee Web Portal at .
The following forms can be downloaded from the TAG site:
All Grade Levels
• Manual 2012-13
• Calendar
• Communication pieces about Verbal, Quantitative, Non-Verbal and Creative Thinking Skills
• Creativity Handbook and Creativity Journal
Elementary
• Curriculum Map
• Unit Folders for sharing lessons
• Hooks/Brainteasers for units
• Rock Eagle information
• Tybee Island information
• TAG Progress Skills Report—Grades K-1
• TAG Progress Skills Report—Grade 2
• TAG Progress Skills Report—Grade 3
• TAG Progress Skills Report—Grade 4
• TAG Progress Skills Report—Grade 5
• Collaborative Planning Contract Log
• TAG Middle School Content Placement
• Student Learning Contract
• Collaboration Planning
• High Potential Handbook
• Curriculum Map
• MS Content Placement
Middle
• Folders for sharing lessons
• Annual Review
• Annual Review for Exporting
• Middle School Contract
• Academic Bowl Sponsor Packet
High
• TAG Information Form (TIF)
• End of Semester Form (EOS)
• Seminar Contract
• Directed Study Contract
• Annual Review
• Annual Review for Exporting
• Internship Evaluation
• Instructional Folder Cover Sheet
• Sponsor Packet
Minimum Responsibilities of the Elementary School TAG Teacher
1. Teach three thematic units per year
a. Units must be aligned to Social Studies and Science GPS
b. Each unit must incorporate Advanced Communication Skills and one other Performance Standard:
i. Advanced Research Skills
ii. Creative Thinking and Creative Problem Solving Skills
iii. Higher Order Critical Thinking Skills
c. Units must be approved by the TAG Office. Approved units are in SAMS or on CD.
d. Submit curriculum map to TAG office
2. Renzulli Learning
a. Provide time for students to create profile
b. Use online program to further differentiate units based on readiness, learning styles, and/or individual interests of students
3. Attend monthly TAG meetings.
4. Schedule the following yearly meetings:
• Curriculum Night to share/explain the TAG program to parents
• Transition meetings for rising 6th graders
• Orientation to TAG and the multiple criteria identification process for all new teachers or all teachers when deemed necessary by principal.
• Conduct training on the motivation rating scale for all new certified faculty, paraprofessionals, and/or all personnel deemed necessary by principal.
5. Prepare the following information for
a. TAG students
• Progress Checklists and Annual Review forms
• Probation and dismissal letters
b. TAG Parents
• Introduction Letter for each Unit
• 6th grade TAG placements
c. Principal or designee
• budget/ordering
• textbook inventory and ordering
• FTE worksheets (or inputting of data)
• Newsletter/news, when appropriate
• 6th grade TAG placements
d. TAG office
• Enrollment counts when requested
• End of the year paperwork
6. Assist the Eligibility Team
a. CogAT, TTCT, NNAT, and Stat-10 testing, GRS-M scoring
b. Serve on TAG eligibility team (one TAG teacher)
c. Entering/verifying data in eSchool Plus
7. Other duties assigned by TAG administration or principal
8. Itinerant Teachers: Submit yellow travel form to the TAG Office, Administrative Services Center, by the 5th of each month.
The administration of each middle school will work with the TAG office to select a TAG contact person. Whether or not the contact person is the supervising department chairperson for other TAG teachers or receives a stipend is up to the local school principal.
Minimum Responsibilities of the Middle School TAG Contact
1. Attend monthly TAG contact meetings
2. Attend local school leadership team meetings if requested
3. Chair weekly TAG meetings with other TAG teachers. Meetings should include
• items from management/leadership team
• school calendar
• school-wide communications
• communications from the TAG office
• TAG calendar
• Student concerns
• Orders/budget
• Curriculum sharing
Provide weekly agendas, allow for input from colleagues, and maintain weekly meeting notes.
4. Schedule the following yearly meetings:
• Curriculum Night to share/explain the TAG program to parents
• Transition meetings for rising 6th graders
• Orientation to TAG and the multiple criteria identification process for all new teachers or all teachers when deemed necessary by principal
5. Coordinate the preparation of the following information for
a. TAG students
• Probation and dismissal letters
• Annual review forms
b. Principal or designee
• budget/ordering
• textbook inventory and ordering
• FTE worksheets (or inputting of data)
c. TAG office
• Master TAG Schedule at the beginning of each semester
• Enrollment counts when requested
• End of the year paperwork
• Verification of Student Record reported transmitted to the DOE
6. Coordinate the assignment of office duties to other TAG teachers
a. information for budget preparation
b. CogAT and TTCT testing
c. TAG teacher to serve on TAG eligibility team
d. Entering/verifying data in eSchool Plus
e. newsletter/news, when appropriate
f. other responsibilities appropriate for your school
7. Review accuracy and quality of all information submitted by TAG teachers to the TAG office
8. Other duties assigned by TAG administration or principal
Minimum Responsibilities of Middle School TAG Teachers
1. Teach assigned TAG or advanced content courses.
a. Implement Fulton County Curriculum
b. Use the Renzulli Learning System and other methods to differentiate the Fulton County Curriculum for gifted students based upon their
i. readiness
ii. multiple learning styles
iii. individual interests
c. Differentiate the Fulton County Curriculum by incorporating the TAG standards in order to provide opportunities for students to develop:
i. Advanced Research Skills
ii. Advanced Communication Skills
iii. Creative Thinking and Creative Problem Solving Skills
iv. Higher Order Critical Thinking Skills
d. Maintain an instructional folder for each course taught.
2. Complete and give to Contact Person the following information
1. a. FTE worksheets, if requested
b. end of the year paper work
2. c. probation and dismissal forms
d. annual review forms
3. Assist Contact Person with TAG office duties as requested
4. Other responsibilities appropriate for your school
5. Itinerant Teachers: Submit yellow travel form to the TAG Office, Administrative Services Center, by the 5th of each month.
The administration of each high school will work with the TAG office to select a TAG team leader (contact person). Whether or not the contact person is the supervising department chairperson for other TAG teachers or receives a stipend is up to the local school principal.
Minimum Responsibilities of the High School TAG Contact
3. If the TAG team is housed within another department (e.g., special education, fine arts, etc.), the contact person must attend those department meetings to gather information shared during management/leadership team meetings.
1. Ensure that all gifted students receive at least one segment of gifted service per semester.
2. Attend monthly TAG contact meetings.
3. Chair weekly TAG meetings with other TAG teachers. Meetings should include
• items from management/leadership team
• school calendar
• school-wide communications
• communications from the TAG office
• TAG calendar
• Student concerns
• Orders/budget
• Curriculum sharing
Provide weekly agendas, allow for input from colleagues, and maintain weekly meeting notes.
4. Schedule the following yearly meetings:
• Curriculum Night to share/explain the TAG program to parents
• Transition meetings for rising 9th graders
• Orientation to TAG and the multiple criteria identification process for all new teachers or all teachers when deemed necessary by principal
5. Coordinate the preparation of the following information for
4. a. TAG students
• Seminar menus and registration materials
• Probation and dismissal letters
• Annual review forms
• Advisement materials
5. b. All teachers
• letter to all teachers approved by the principal and signed by all TAG teachers
c. Department chairs
• Seminar menus and schedules
• Instructional folders
d. Principal or designee
• Letter to teachers
• Seminar menu
• Seminar schedules
• budget/ordering
• textbook inventory and ordering
• FTE worksheets (or inputting of data)
e. TAG office
• Segment Counts (when requested)
• TIF (TAG Information Forms from each teacher, when requested)
• EOS (End of the Semester Forms from each teacher, when requested))
• Seminar contracts and directed study contracts for approval
• Copies of menu each semester
• Enrollment counts when requested
• Verification of Student Record reported transmitted to the DOE
• TAG content models offered at school
• Curriculum Models used by your school
6. Coordinate the assignment of office duties to other TAG teachers
a. career internship teacher representative (assigned by TAG office)
b. departmental meetings in each teacher’s content when appropriate (math science, English, foreign language, social studies)
c. creation of seminar menus
d. seminar registration
e. information for budget preparation
f. CogAT and TTCT testing
g. TAG teacher to serve on TAG eligibility team
h. Entering/verifying data in eSchool Plus
i. newsletter/news, when appropriate
j. other responsibilities appropriate for your school
7. Review accuracy and quality of all information submitted by TAG teachers to the TAG office
8. Other duties assigned by TAG administration or principal
Minimum Responsibilities of High School TAG Teachers
1. Assist TAG Contact to ensure that all gifted students receive at least one segment of gifted service per semester. This will require direct contact with 100-125 gifted students through seminars, individual projects, directed studies, internships, AP/IB classes, and/or 9th and 10th grade Honors classes.
2. Implement Advisement
a. Implement 9th grade Personal Issues/Freshman Focus Seminar curriculum
b. Serve as TAG advisor to TAG students in grades 9-12. Typical case load for a full-time teacher is 100-125 TAG students
c. Hold advisement conferences three times a year with advisees in small groups: beginning of school, prior to registration, end of the year
d. Guide students in selecting TAG participation options that match their interests and strengths.
3. Complete and give to Contact Person the following information
a. TIF (TAG Information Form)
b. EOS (End of the Semester Form)
c. Seminar contracts and Directed Study contracts for approval
d. FTE worksheets, if requested
e. end of the year paper work
f. probation and dismissal forms
g. annual review forms
h. monthly segment counts
4. Assist Contact Person with TAG office duties as requested
5. Other responsibilities appropriate for your school
6. Itinerant Teachers: Submit yellow travel form to the TAG Office, Administrative Services Center, by the 5th of each month.
FORMS AND MATERIALS ON TAG PORTAL—IDENTIFICATION
All forms for Gifted Services can be obtained from the TAG site on the Employee Web Portal at .
The following forms can be downloaded from the TAG site:
All Grade Levels
• Calendar
• Manual 2012-13
• Local School TAG Contacts
• Characteristics Instrument for Screening Students (CISS)
• Consent for Testing
• Eligibility Results for Gifted Services
• TTCT Test Form
• Request for Individual Testing for Possible Gifted Placement
• Notification of Probationary Status
• Notification of Dismissal
• Communication pieces about Verbal, Quantitative, Non-Verbal and Creative Thinking Skills
• Q&A Screening and Referral Process
• CISS training
• CISS review
• Cogat scoring labels
• Eligibility Team Chair training
• eSchool Plus Data Entry directions
• eSchool Plus Advanced Searches
• eSchool Plus printing Eligibility Reports directions
• Process for storage and destruction of documents
• Test Material Order Form
• Whole Grade Acceleration Planner and Request
Other Languages of Spanish, Korean, Chinese, Portuguese, and Russian
• Eligibility Results Letter
• Notification of Probationary Status
• Q&A TAG Testing K-5
• Q&A Talented and Gifted
• Notification to Parents
• Notification of Dismissal
• Consent to Test
• Eligibility Criteria
Elementary
• GRS Answer Document
• Q&A Testing Process
• Creativity Product trainings for general education teachers
ELIGIBILITY TEAM
The membership of the eligibility team is critical to the success of the multiple criteria screening and identification processes at the local school. The success is dependent on general education being in charge of the screening and identification. The process is successful and students are best served when all teachers are screening and referring students for gifted services rather than one teacher reviewing test scores. The following groups should be represented on the eligibility team.
• One general education teacher as the chair of the team
• Principal or designee
• One special area teacher (e.g., art, music, physical education, career technology, special education)
• One representative from each grade level or core content department (preferably the grade level or department chair since these are supplemented positions)
• One TAG teacher
In order to assist eligibility team chairs in understanding the multiple criteria identification process and the work of the eligibility team, training for new and returning chairs is offered at a variety of locations each year.
New Eligibility Team Chairpersons must attend one of the following trainings:
Date Time Location
Returning Eligibility Team Chairpersons must attend the following training:
Date Time Location
STAFF TRAINING
Each year new faculty members are added to the Fulton County school system. New faculty members must be trained in Fulton County Schools’ multiple criteria screening and identification procedures. It is recommended that the eligibility team chair and/or TAG teacher at the local school conduct the training for new faculty members. Training on the purpose of TAG should be completed by the end of September. Training on the CISS process should be completed by mid-January. In addition to being trained on the CISS process, new teachers at the Elementary School level must be trained on the administration of the GRS-M Motivation Checklist and the Creativity Product by the end of September.
Materials for the following trainings can be found on the TAG Portal under Professional Development: CISS, Motivation Checklist (K-5 only), Creativity Products (K-5 only).
NOTIFICATION TO PARENTS OF THE SCREENING AND REFERRAL PROCESS FOR GIFTED SERVICES
The following screening information should be distributed to all parents at the beginning of each school year. It is suggested that schools include the following statement in the principal's notes or PTSA newsletter within the first month of school and post the statement on the school’s website. A copy of the school newsletter including the following statement should be sent to the TAG office.
NOTIFICATION TO PARENTS OF THE SCREENING AND REFERRAL PROCESS
FOR GIFTED SERVICES
The Fulton County School System screens students for eligibility for gifted services twice a year.
I. Automatic Screening- At the beginning of the school year, TAG teachers review previous year’s test scores.
• Standardized Tests (New Students)
Students must have a minimum of an 85th percentile and a 90th percentile in two of the three areas: Total Reading, Total Math, and Complete Battery.
• Acceleration Assessments (Grades K-3)
Students must score 80% or greater on system’s Acceleration Assessment for English/Language Arts or Mathematics.
• Criterion-Referenced Competency Test (Grades 4-9)
Students must score in the top 20 percent on the reading or mathematics section when compared to all other students in the system.
• Grades (Grades 10-12)
Students must have an overall cumulative average of 95 or greater.
II. Classroom Screening- Local schools select a two-week period from January 7 -February 28, 2013, to review all students in the school (Grades K-11).
• Classroom teachers use the Characteristics Instrument for Screening Students (CISS) to identify students with superior abilities in five or more of the following areas: motivation, interests, communications skills, problem-solving abilities, memory, inquiry, insight, reasoning, creativity, and humor.
Students who meet either the automatic screening OR classroom screening criteria AND who have supporting data gathered from test history, products, and/or advanced content levels are referred for gifted placement testing. Once referred to testing:
▪ Parents receive the Parent Notification for Testing Consent Form.
▪ Student is tested for the gifted program.
▪ Parents receive test results.
If state eligibility is determined, students are placed in the TAG program with parental consent.
Parents may request to view their child’s screening results.
For more complete information regarding Fulton County Schools Gifted Services, please visit . There you will find our Talented and Gifted Brochure and Q&A documents. You may also contact the teacher of gifted students at your school.
Georgia Reciprocity
Georgia BOE Rule 160-4-2-.38 establishes reciprocity between Georgia school systems. Any student eligible for gifted services in a Georgia school system is eligible for gifted services in Fulton County Schools. In order a student to receive gifted services at a Fulton County School, eligibility must be verified through an/a
• Eligibility Report
• Annual Review Form (continued placement area checked)
• Report Card with gifted courses and corresponding .2 course number
Once a school has received any or all of the aforementioned documents a Fulton County TAG Eligibility Report must be completed by the TAG teacher using the testing data and/or documentation of services. The parent should sign the TAG Eligibility Report granting the school permission to serve the student. The TAG teacher will enter the student’s information into eSchool Plus. The original TAG Eligibility Report should be filed in the permanent record and in the TAG office along with the data used to verify reciprocity.
STUDENTS NEW TO THE SCHOOL
The TAG teacher (or designee) should go through the Permanent Records of all students new to the school. Since new students move in at all times, a routine should be created to review the PRs. Look for:
• Nationally-normed Achievement test scores within 2 years (ITBS, Stanford, etc)
o If 85%ile/90%ile combo: look for supporting data and test immediately
• Mental Ability test scores within 2 years (OLSAT, WISC, CogAT, etc)
o If 96%ile on a component: look for supporting data and test immediately
o If 96%ile composite: no supporting data needed and test immediately
• Evidence the student received gifted services (eligibility report, report card, etc)
o If from Georgia public school, and you have an eligibility report, enter data in eSchool Plus (use “Other” as the referral value), have parent sign Eligibility Report, place in TAG
o If from Georgia public school, and you have a report card, contact the school (or ask TAG Office) to contact the school to get eligibility report, then follow directions above
o If from public school in another state, test immediately
• Evidence the student was tested for gifted services and found not eligible
o Copy the appropriate papers and file in TAG office, screen carefully
FOUR STEPS IN THE IDENTIFICATION PROCESS
Screening: all students, twice a year, look for strengths
Referral: met screening criteria and have a piece of supporting data, returned parent consent form, so…
Testing: collect data in all 4 categories
Eligibility: Did student meet eligibility criteria for Procedure I or Procedure II?
ELIGIBILITY TEAM MEETINGS
First Meeting: To Determine Referrals: February
1. Review ITBS and CISS criteria
2. Review supporting information criteria
3. Determine which tests students can take
4. Complete forms (parent consent, 2 envelopes, results letter, manila folder)
5. Make testing lists/schedule
6. Communicate testing schedule to teachers
Second Meeting: To Determine Eligibility: October and April
1. Review GA Rule
2. Discuss “problems” (individuals, levels, parent pressure, etc)
3. Review and sign Eligibility Reports
4. 3 copies of Eligibility Report (one in TAG folder, one in PR, one home)
5. Mail home Eligibility Report and results letter
6. Two file cabinets: eligibles and not eligibles
7. Inform teachers about eligibles and when they start
SAMPLE TEST SCHEDULE FOR YEAR
Aug. 20-29 TAG Testing
Sept. 20 Train New Teachers on Products and Motiv Checklists 2:50 pm (ES only)
Oct. 1-5 Products in classrooms (ES only)
Oct. 4 Motivation Skills Checklists 2:50 p.m (ES only)
Oct. 11 Product Scoring Team—2:30 p.m. (ES only)
Oct. 28 TAG Eligibility Team Meets—2:30 p.m.—mail home eligibility reports
Nov. 8 New Parent Staffing Meeting--8:15 a.m.
Nov. When ITBS scores arrive for grades 3, 5, 8: does this make anyone eligible?
Dec. 11 CISS Review at Staff Meeting for all staff (10 minutes)
Dec. 13 CISS Training for New Teachers (45 minutes)
Jan. 7-21 CISS 2 Week Window
Jan. 23 CISS paperwork due
Jan. 31 TAG Eligibility Meeting—2:30—mail home parent consent letters
Feb. 14-25 TAG Testing (no classes) (ES only)
Mar. 3-8 Products in classrooms (ES only)
Mar. 14 Motivation Skills Checklists—2:50 (ES only)
Mar. 21 Product Scoring Team—2:30 (ES only)
April 18 TAG Eligibility Team Meets—2:30—mail home eligibility reports
May 2 5th Grade/8th grade: New Parent Staffing Meeting—8:15
May 9 K-4, 6-7, 10-11: New Parent Staffing Meeting—8:15
STEPS TO IMPLEMENT SCREENING/REFERRAL/TESTING PROCESS
|SCREENING |
|Automatic |Teacher CISS |
|1. TAG teachers run queries CRCT(all), Acceleration Assessments (ES),GPA|1. All teachers complete the CISS form (K-11) |
|(HS) and/or nationally normed test (all). |2. Grade levels or departments meet |
|2. Enter screening code and date in eSP for all students who meet |3. Submit list of students with a minimum of 5 categories on CISS form with |
|initial screening criteria. |supporting information to the Eligibility Team and enter the screen code and |
| |screen date in eSP for all the students with a minimum of 5 categories on the |
| |CISS. |
| | | |
| ELIGIBILITY TEAM (FIRST MEETING) |
|If necessary, gather supporting information for students with a minimum of 5 categories on CISS form or screening criteria on query |
|Review list of students and supporting information |
|Make referral decision |
| | | |
|REFERRAL |
| | | |
|4a. REFERRAL APPROPRIATE | |4b. REFERRAL NOT APPROPRIATE |
|1. Name listed in a minimum of 5 categories AND one of the | |DOES NOT MEET CRITERIA IN 4a. |
|following: | | |
|a. Documented performance | | |
|b. Testing History | | |
| | | |
|REFERRAL Initiated | |REFERRAL PROCESS ENDS |
|1. Send parent Notification of Consideration/Consent for | | |
|Evaluation | | |
|2. Enter referral code and date in eSP. | | |
|3. Tests administered by TAG teacher after consent is received| | |
| | | |
|ELIGIBILITY TEAM (SECOND MEETING) |
|1. Data from testing collected and entered into eSchool Plus |
|2. Eligibility determined based upon multiple criteria |
| | | |
|ELIGIBLE | |INELIGIBLE |
|1. Parent receives copy of TAG Eligibility Report and | |1. Parent receives copy of TAG Eligibility Report and |
|Eligibility Results letter. | |Eligibility Results letter. |
|2. TAG teacher holds placement conference. | |2. Eligibility Team files the TAG Eligibility Report in PR and |
|3. TAG teacher files signed TAG Eligibility Report in PR and | |files a copy in the TAG room. |
|files a copy in the TAG room. | | |
AUTOMATIC SCREENING AND REFERRAL PROCEDURES
Students are screened for gifted services each year. The automatic screening is conducted by the TAG Teachers at the local school. TAG Teachers will review the following automatic screening criteria and gather supporting information.
*See Advanced Placement Chart.
**See Academic Competition Chart.
|Grade |Automatic Screening Criteria |One Piece of Supporting Information (Must be |To Be Tested |
| | |within two calendar years—except where |To Be Served |
| | |specifically noted) | |
|K-1 |Score ≥80% on the Acceleration Assessment (selected response) for |Not needed |Sept-Oct 12 Tested |
| |Reading/Language Arts AND Mathematics | |Nov 12 Served |
|2-3 |Score ≥80% on the Checkpoints Semester 1 Acceleration Assessment |90%ile in total reading, total math, or |Aug-Sept 12 Tested |
| |(selected response) for Reading/Language Arts OR Mathematics |complete battery on a nationally normed |Nov 12 Served |
| | |achievement test | |
| | |90%ile on TTCT | |
| | |Advanced placement in Reading/Language Arts or| |
| | |Mathematics* | |
| | |Outstanding work products/performance** | |
| | |A mental ability score at the 96%ile current | |
| | |within two years or over two years old | |
|4-9 |GA CRCT administered April 2012 |90%ile in total reading or total math, or |Aug-Sept 12 |
| | |complete battery on a nationally normed |Tested |
| |Reading Scale Score +868 |achievement test |Nov 12 |
| |OR |90%ile on TTCT |Served |
| |Mathematics Scale Score +880 |Elementary School Advanced placement in | |
| | |Reading/Language Arts or Mathematics* | |
| | |Outstanding work products/performance** | |
| | |A mental ability score at the 96%ile current | |
| | |within two years or over two years old | |
| | |Middle School Advanced class(es) with an | |
| | |average grade > 90* | |
| | |Grade 8 - Two-year cumulative average in the | |
| | |core courses ( 85 | |
| | |High School two-year cumulative average in the| |
| | |core courses >85 | |
|3 & 5 & 8 |ITBS administered October 2012 |Five categories on the 2012-2013 CISS |Jan-March 13 |
| |85%ile in total reading and 90%ile in total math |Elementary School Advanced placement in |Tested |
| |OR |reading/language arts or mathematics* |August 13 |
| |85%ile in total math and 90%ile in total reading |Middle School Advanced class(es) with an |Served |
| |OR |average grade > 90* | |
| |85%ile on the composite and 90%ile in total reading |Grade 8 - Two-year cumulative average in the | |
| |OR |core courses ( 85 | |
| |85%ile on the composite and 90%ile in total math |90%ile on TTCT | |
| |OR |Elementary School ≥90 %ile on a standardized | |
| |85%ile in total math and 90%ile on the composite |motivational characteristics rating scale | |
| |OR |Elementary School 90%ile on Creativity Product| |
| |85%ile in total reading and 90%ile on the composite |Outstanding work products/performance** | |
| | |A mental ability score at the 96%ile current | |
| | |within two years or over two years old | |
| | |April 2012 CRCT Score in top 20% | |
|10-12 |Overall Cumulative Average ≥ 95 (out of 100) |HS Honors/AP courses with an average grade > |Aug-Sept 12 Tested |
| | |85 out of 100** | |
| | |Two-year cumulative average in the core |Aug-Sep 12 Served |
| | |courses ( 85 | |
| | |Outstanding work products/performance* | |
| | |90%ile in total reading or total math, or | |
| | |complete battery on a nationally normed | |
| | |achievement test | |
| | |A mental ability score at the 96%ile current | |
| | |within two years or over two years old | |
|9-11 |PSAT administered October 2012 |HS Honors/AP courses with an average grade > |Jan-Apr 13 |
| |≥ 90%ile on critical reading section |85 out of 100** |Tested |
| |OR |Two-year cumulative average in the core | |
| |≥ 90%ile on mathematics section |courses ( 85 |Aug 13 |
| | |Outstanding work products/performance* |Served |
| | |A mental ability score at the 96%ile current | |
| | |within two years or over two years old | |
|New to FCS |Nationally-Normed Achievement Test |Elementary School Advanced placement in |Next testing cycle |
|(K-12) |administered within two years |reading/language arts or mathematics* | |
| |85%ile in total reading and 90%ile in total math |Middle School Advanced class(es) with an | |
| |OR |average grade > 90* | |
| |85%ile in total math and 90%ile in total reading |Outstanding work products/performance** | |
| |OR |A mental ability score at the 96%ile current | |
| |85%ile on the composite and 90%ile in total reading |within two years or over two years old | |
| |OR |April 2012 CRCT Score in top 20% | |
| |85%ile on the composite and 90%ile in total math |High School Honors/AP course with an average | |
| |OR |grade > 85 out of 100 | |
| |85%ile in total math and 90%ile on the composite |High School two-year cumulative average in the| |
| |OR |core courses > 85 | |
| |85%ile in total reading and 90%ile on the composite | | |
|New to |OUT OF STATE GIFTED PROGRAM |If a student has documentation of eligibility |Immediately |
|FCS | |in an out-of-state gifted program, s/he should| |
|(K-12) | |be immediately referred for consideration to | |
| | |Fulton County’s gifted program. | |
| | |The Eligibility Team will determine what | |
| | |additional information, if any, must be | |
| | |gathered. | |
|K-12 |PRIVATE TESTING |The test MUST be administered by a licensed |Immediately |
| |Data gathered and analyzed by a source outside a school system shall|school or clinical psychologist with license | |
| |be used only in the mental ability category. It shall be supported |number on the report. | |
| |by two of the three remaining categories. One of the three |The Eligibility Team will determine what | |
| |remaining categories must be a nationally normed test administered |additional information, if any, must be | |
| |by a school. |gathered. | |
TEACHER SCREENING & REFERRAL PROCEDURES
SCREENING:
A. Each Teacher Completes CISS Form (grades K-11):
1. Screening may begin on January 7, 2013, and all testing must be complete by March 29, 2013. Each school will select the two-weeks from January 7, 2013-February 28, 2013, to screen students.
2. Elementary and Middle School: Homeroom teachers record names of all students on the Characteristics Instrument for Screening Students (CISS) form. All teachers will place a “(” under any characteristic(s) for which a student consistently exhibits superior ability. Homeroom teachers should ensure that each student’s special area teachers, special education teacher, and/or certified personnel have an opportunity to add information to the CISS form.
High School: Each teacher records the names of all students on the Characteristics Instrument for Screening Students (CISS) form who consistently exhibit superior ability in one or more of the characteristics. A “(” should be placed under any characteristic(s) for which a student consistently exhibits superior ability.
3. At a grade level meeting (Elementary and Middle School) or a department meeting (High School), the students are discussed. The team will complete ONE CISS form for the grade level, listing those students in alphabetical order who have been documented as having at least five of the 10 characteristics. A student’s name must appear in a minimum of five of the categories and have supporting information in order to be taken to TAG eligibility team (TAG-ET).
B. Eligibility Team: First Meeting
Elementary School
Eligibility Team Member (designated by chair)
1. lists supporting information on CISS form
2. enters the appropriate screen code and screen date for all students with necessary CRCT or ITBS scores or at least five of the 10 characteristics
3. enters the appropriate referral code for all students referred for TAG testing .
Middle School
Grade Level Representative on Eligibility Team
• collects and submits names of students not in TAG that have 5 of the 10 characteristics
Eligibility Team Chair
• divides list of students among Eligibility Team Members
Eligibility Team Members
• gather supporting information on assigned students
• enters the appropriate screen code and screen date for all students with necessary CRCT or ITBS scores or at least 5 of the 10 characteristics
• enters the appropriate referral code for all students referred for TAG
High School
Department Representative on Eligibility Team
• Compile a list of names of students not in TAG who have 5 of 10 characteristics
Eligibility Team Chair
• divides list of students among Eligibility Team Members
Eligibility Team Members
• gather supporting information on assigned students
• enters the appropriate screen code and screen date for all students with necessary CRCT or ITBS scores or at least 5 of the 10 characteristics
• enters the appropriate referral code for all students referred for TAG
3. REFERRAL:
a. Appropriate If:
|Grade |CISS Screening Criteria |One Piece of Supporting Information (Must be within two calendar|To Be Tested |
| | |years—except where specifically noted) |To Be Served |
|K-11 |A minimum of 5 out of 10 categories documented|(K-5) Advanced placement in reading/language arts or |Jan-March 13 |
| |on the CISS form |mathematics* |Tested |
| | |(K-11) Outstanding work products/performance** | |
| | |(K-11) Two achievement scores: a minimum of an 85%ile and a |Aug 13 |
| | |90%ile in two of the three areas: Total Reading, Total Math, |Served |
| | |and Complete Battery | |
| | |(K-11) A mental ability score at the 96%ile current within two | |
| | |years or over two years old | |
| | |(K-5) ≥90%ile on a standardized motivational characteristics | |
| | |rating scale | |
| | |(K-11) 90%ile on TTCT | |
| | |(K-5) 90%ile on Creativity Product | |
| | |(6-8) Advanced class with an average > 90* | |
| | |(8-11) Two-year cumulative average in the core course > 85 | |
| | |(9-11) Honors/AP course with average grade > 85 out of 100 | |
| | |(9-11) One achievement score of >90th percentile on critical | |
| | |reading or math on PSAT or SAT | |
*See Advanced Placement Chart. **See Academic Competition Chart.
Eligibility Team:
4. Lists supporting information on CISS form
5. Enters the appropriate screen code for all students with necessary CRCT or ITBS scores or at least 5 of the 10 characteristics
6. Enters the appropriate referral code for all students referred for TAG testing
7. Sends Parent Notification of Consideration/Consent for Evaluation to parents
8. TAG teacher or designee administers tests after consent is returned
9. TAG teacher enters testing results into eSchool Plus.
b. Not Appropriate If:
1. Student’s name does not appear in a minimum of five categories on CISS form.
2. Student’s name does appear in a minimum of five categories BUT there is NO supporting information.
Eligibility Team
10. Notify homeroom teacher.
11. Homeroom teacher, committee chair, or other member notifies parent if the parent has requested the screening information.
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