PD On Demand
- Targeting TSIA2 Skills (15 minutes)
- Aligning TEKS to SAT and ACT (21 minutes)
Content-Specific PD at Roadshows
- June 6-7 in Cedar Hill
- June 13-14 in Royse City
- June 20-21 in Anna
The State Plan for the Education of Gifted Students "Bites"
Identification and Assessment
In Texas, each district determines the assessments, tests, criteria, and cutoffs for G/T identification for their own students. So the state has left the identification of student for G/T services largely up to the individual districts/ ISDs. however, there are some guidelines that districts must follow with regard to assessments for gifted programming.
One is there must be ongoing identification of gifted students, with testing made available to students at least once a year, if not on an as-needed basis (2.15 & 2.15). Students in grades K-12 should be allowed to test, with all kindergarteners being considered for GT each year (2.20). This does not mean that all kindergarten students in the state must go through some standardized test for gifted identification purposes, though many districts/ schools do universally screen all kindergarten students. Some districts choose to use "planned experiences" (like the KOI), or they may collect portfolios of all kindergarteners' work samples to consider, or they may use observations from G/T specialists to help identify gifted kindergarten students instead.
Districts must use at least 3 data sources for consideration for G/T identification. That means that there cannot be one "gate keeper" score that is a make-or-break cutoff for G/T testing. The more data points considered, the better, as we try to collect a preponderance of evidence that the placement in the G/T program is in the best interest of the students (2.21 & 2.22).
Assessments must be given in a language that the students understand (if they are EL/ EB) or a non-verbal testing instrument must be used (2.19). And student exceptionalities must be considered during assessments, meaning that if a student has accommodations (on an IEP or 504 plan) those must be made for G/T testing (2.17). Lastly, TEA reminds us that equity in G/T services is of the utmost importance. Our identified G/T population should closely match the demographics of the district as a whole (2.25).
Whew! That's a lot of things to keep in mind as we ensure our identification procedures are in compliance with TEA requirements. Good for all of us to know, so we can advocate for our students and help get them the service they need to thrive.
Jennifer Gunn
Bobette Mauck
Jessica Gitzinger
Ron Bramhall
972-348-1152
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