Comprehensive Gifted and

Talented Plan K-12

For Advanced Academic Learners

Hallettsville Independent School District 402 North Ridge Street

Hallettsville, Texas 77964

It is with pleasure that I take this opportunity to thank you for your efforts as you received the Comprehensive Plan for the education of Gifted/Talented students...

Dr. Mandy Kallus - Curriculum and Instruction Coordinator Monica Barnes - Teacher

Tommie Lynn Holden – Teacher Susan Raabe - Parent

Trina Patek – HES Principal Sophie Teltschik – HJHS Principal

COMPILED AND REVISED BY THE OFFICE OF CURRICULUM AND INSTRUCTION 2008

Gifted and Talented Program

Rationale The Texas Legislature has mandated that every school district will have provisions for gifted students in kindergarten through grade 12 (Section 29.1221, Texas Education Code). Each district serves a unique population; therefore, variations in the program exist from district to district. To ensure appropriate learning opportunities that will foster maximum mental, physical and emotional development, specialized program services are essential. It is the district’s responsibility to provide such services for gifted students just as they provide for other student needs in the school setting. The local district determines the quality of a gifted program. Gifted and talented students do not ordinarily excel to their potential without assistance. They need the experience of working with and relating to both their chronological age group and their intellectual peer group. Gifted and talented students, just as all students, need continued challenges and stimulation, association with others of similar ability and a differentiated educational program in order to foster motivation, personal adjustment, achievement and success.

Philosophy for Gifted and Talented Program Hallettsville Independent School District is committed to the idea of encouraging the best possible educational experience for each child. Assuring that each child reaches his or her maximum potential is the purpose of every program implemented in our school. As a part of that purpose, the district feels it is responsible to provide enriched curriculum that reinforces and extends the regular scholastic programs so that gifted and talented students can develop their potential to the highest degree. Differentiated educational activities beyond those normally offered in the regular school program would be offered in order that these students may realize their contributions to self and society.

Definition of Gifted Students The State of Texas, in Guidelines for the Education of Gifted/Talented, defines gifted/talented students as those who excel in any one or combinations of the following areas: 1. General intellectual ability 2. Specific subject matter aptitude 3. Creative and productive thinking ability 4. Leadership ability 5. Ability in the visual and performing arts, and psychomotor ability The students require educational experiences beyond those normally provided by the regular school program. In order to meet the needs of the gifted population, the HISD Gifted and Talented program serves students who are gifted in general intellectual ability, and/or specific academic ability as indicated by achievement, creative and productive thinking in classic discipline areas, and ability to pursue individual interests. Gifted and Talented programs seek to identify students who have demonstrated a high level of achievement as evidenced by standardized achievement tests that measure the ability to think

more abstractly. A student’s ability to commit to a specific task is determined by grades and completion of behavior checklists by teachers and parents.

Program Goals

The Gifted and Talented Program in Grades K-8 is referred to as TAG, while 9-12 students are serviced in Pre-AP and AP Dual Credit Courses. All programming falls under the heading of Advanced Academic Learning. The purpose of Gifted and Talented (TAG) program is to provide opportunities for gifted children to fully develop their individual potential. Activities are structured K-12, to guide students’ growth as individuals, learners and producers. The program’s goals are to aid these students in the development of their unique abilities and talents, and to stimulate the development of higher level thought processes. The district will follow these goals:

1. Select instruments and procedures to assess students for program services that provide them an opportunity to demonstrate their talents and strengths, and measure diverse abilities and intelligence.

2. Implement a flexible system of viable program options that provide a learning continuum, which will be developed throughout the district and will reinforce the strengths, needs and interests of gifted/talented students.

3. Design and implement an advanced curriculum for gifted/talented students, based on a strong theoretical foundation that is differentiated from the regular core curriculum in content, process, product, effective areas and level of challenge.

4. Provide training to all personnel who are involved in the planning, development and delivery of services to gifted students, which will enable them to offer appropriate options and curricula for the gifted/talented students.

5. Encourage community and family participation regularly in services designed for gifted/talented students.

Specific Goals

1. To provide an array of learning opportunities that meets the needs of advanced academic learners.

2. To provide the gifted students a program of learning experiences, based upon their individual needs, which is not currently provided in their regular school program.

3. To develop the gifted students’ thinking skills into higher levels of thinking for the cognitive areas of knowledge, comprehension and application into the higher cognitive levels of analysis, synthesis and evaluation.

4. To design an advanced curriculum for gifted/talented students, based on a strong theoretical foundation, which is differentiated from the regular core curriculum in content, process, product, affective areas and level of challenge.

5. To provide training to all personnel who are involved in the planning, development and delivery of services to gifted/talented students.

6. To encourage community and family participation regularly in services designed for gifted/talented students.

7. To develop and increase the gifted students’ critical thinking skills, including areas of logical reasoning and problem solving.

8. To direct the gifted into in-depth complex research and enhance their abilities to communicate both written and orally using tools such as the Texas Performance Standard Project.

9. To give students the opportunity to associate with other gifted students on common projects in order to encourage these students to work effectively with their peers.

10. To facilitate an atmosphere in which gifted students will be able to develop an attitude and desire for excellence, and a positive feeling about their worth so that they will be able to serve themselves and others in society.

Characteristics of a Young Gifted Child (K-2)

1. Unusually advanced vocabulary 2. Possesses a large storehouse of information 3. Quick mastery and recall of factual information 4. Insight into cause-effect relationships 5. Keen and alert observation skills 6. Walked and/or talked earlier than most children 7. Shows interest in many kinds of books 8. Reads a great deal on his/her own 9. Wide variety of interests 10. Sensitive to the feelings of others 11. Adapts readily to new situations 12. Can enjoy working or playing alone 13. Greater than average attention span 14. Understands abstract concepts and applies them appropriately 15. Tends to initiate and direct activities with peers 16. Shows awareness of needs of others 17. Self-confident 18. Great curiosity about surroundings 19. Unusual musical or artistic talent 20. Easily bored with routine activities 21. Self-critical 22. Interested in grown-up problems 23. Good sense of humor 24. Is intense

General Characteristics of a Gifted Child 1. Displays a great curiosity about objects, situations or events 2. Wants to know “how” and “why” 3. Reveals originality in oral and written expression; consistently gives unusual, clever and

unique responses of ideas away from the clichés or stereotypes 4. Has the ability to generate many alternatives 5. Learns rapidly, easily, efficiently 6. Has a large vocabulary for his/her age 7. Displays willingness for complexity; thrives on problem situations - selects a more difficult

response, solution or problem over the easier 8. Has the ability to see relationships among unrelated facts, information or concepts 9. Asks many questions of a provocative nature, inquisitive about knowing why instead of

what, has the capacity to inquire

10. Retains or uses information that has been heard or read 11. Has a good memory 12. Has an unusual capacity for planning and organizing 13. Has a good sense of humor 14. Collects things that are advanced or unusual for age 15. Is sensitive to the feelings of others 16. Shows a comparatively early interest in God, religion and questions of right and wrong 17. Shows intense interest in artistic activity 18. Shows an awareness of things that are new or novel 19. Is intense

Needs of Gifted/Talented Students

1. Flexible program that includes a differentiated curriculum involving the higher cognitive concepts and processes.

2. Time to experiment and explore. 3. Open access to needed learning resources whatever and whenever they may be. 4. Confrontation with social problems and issues for which there is no single

predetermined solution. 5. Opportunity to brainstorm and use creative/critical-thinking skills. 6. Encouragement to ask questions, make discoveries and pursue own interests in

depth. 7. Opportunities to work with other gifted/talented students at least part of the time. 8. Wide variety of in-depth cultural experiences. 9. Friendly recognition and acceptance of student’s giftedness. 10. Introduction of students to own gifts (abilities). 11. Active concern for the gifted/talented among administrators, counselors and

teachers. 12. Teachers who are facilitators of access learning opportunities.

I. Student Assessment

How are students identified for the program?

Every person should have the opportunity to develop his/her full potential. The system, which fails to nurture the highest capabilities and talents of its youth, fails in its obligations to them and to itself. The purpose of the identification process for the gifted program is to locate those students who demonstrate unusually advanced aptitude, and commitment to learning and production. These are the students who will most likely benefit from an academic program that is expanded and enriched. The following identification process meets the state’s guidelines, and is in keeping with the philosophy, goals and objectives of the local program.

Nomination and Screening Parents, community members, counselors and teachers, as well as students themselves may nominate potential gifted candidates. The district shall ensure that information about the gifted/talented procedures and program is publicized, and available to parents and community members (i.e. newspaper, letters and student handbooks). The identification process is on-going and contains provisions regarding furloughs, reassessment, exiting of students from program services, transfer students and appeals of district decisions regarding program placement. Parent nomination forms in the home language of the parent(s) may be acquired from and returned to the child’s school office (see appendix for nomination forms). Written parental/guardian consent shall be obtained before any special testing of individual assessment is conducted as part of the screening and identification process. Final selection of students for services designed for gifted students is made by a committee of at least three local district or campus educators who have received training in the nature and needs of gifted students. Kindergarten students are screened for gifted programs in the spring semester of their kindergarten year and placed in a talent pool. All other elementary groups are screened for the gifted program both at the end of the spring semester, and the beginning of the fall semester. Students K-2 are placed in the talent pool, while grades 3-4 are identified.

Criteria for Identification All student populations K-12 will be assessed in languages they understand or with non-verbal based tests. Data and procedures will assure that all populations of the district will have access to assessment and if identified, gifted and talented services will be offered. Student data collected through multiple objective and subjective sources for each area of giftedness served by the district/campus will determine the placement of the students in the gifted and talented program.

Screening/Observations Procedures for K-2 At K-2 level, students are observed and placed in a talent pool until the end of second grade, where they are formally identified for the TAG program. Means of observation include the following: 1. Nomination (by teacher, parent, community member, counselor, or self) 2. Assessment Areas:

o School Ability Index/IQ o Teacher Assessment-Renzulli o Parent Inventory o Peer Inventory o Otis Lennon o KOI/Portfolio

3. Taking criteria in assessment areas:

o Students are evaluated according to how they score on the matrix. o A selection committee makes the final decision on students to be admitted to the

program. o The school instructional staff will be notified of selected students. o Parents and students will be notified of those selected for TAG.

o Individual portfolio/education plans are established to help meet needs of advanced academic learners and to help in observation and placement in the talent pool.

Screening Procedures for Grade 3-4 1. Nomination (by teacher, parent, community member, counselor, self) 2. Assessment Areas:

o Achievement Test o Otis Lennon o Teacher Assessment-Renzulli o Parent Inventory o Portfolio/Products o GPA o Peer checklist o Raven Progressive Matrix o GPA Core Average o Torrance

3. Taking criteria in assessment areas: o Students are evaluated according to how they rank on the student profile. o A selection committee makes the final decision on students to be admitted to the

program. o The school instructional staff will be notified of selected students. o Parents and students will be notified of those selected for TAG.

Screening Procedures for Grades 5-8 1. Nomination (by teacher, parent, community member, counselor, self) 2. Assessment Areas:

o Achievement Test o Student Interview (if necessary) o Teacher Assessment-Renzulli o Otis Lennon/Raven Progressive Matrix o Parent Inventory o TAKS o GPA Core Averages o Torrance

3. Taking criteria in assessment areas. o Students are evaluated according to how they rank on the student profile. o A selection committee makes the final decision on students to be admitted to the

program. o The school instructional staff will be notified of selected students. o Parents and students will be notified of selected students for TAG.

Screening Procedures for Grade 9-12

1. Nomination (students wishing to be in Honors, Pre-Advanced Placement courses, Dual

Credit must make application); teacher, parent, community member, or counselor may nominate. All seeking admission must apply.

2. Assessment o TAKS o GPA Core Averages o Raven or Otis Lennon o Teacher Checklist/Renzulli o Product/Process/Portfolio o Teacher Observation Checklist/locally credited instrument o Torrance

Selection The selection committee, after careful review of collected data, will make the final selection of students for services designed for gifted students. Parents and students shall be notified in writing upon selection for the gifted program. Participation in the program or services provided for the gifted students is voluntary.

Decision Appeals Parents or students may appeal any final decision of the selection committee regarding selection or removal from the gifted program. Appeals shall be made first to the selection committee. Any subsequent appeals shall be made in accordance with local/state policy. Steps include the following:

o Submit an appeal letter no later than 15 working days after the committee has notified the parents of the selection decision.

o The committee members will review their decision and will respond to the person making the appeal no later than 15 working days after receipt of the letter of appeal.

o The committee may request additional testing or data collection and may interview the student and/or parents.

Students New to the District When a student identified as gifted by a previous school district transfers into the HISD, the student’s records shall be reviewed by the selection committee to determine if placement in HISD’s program for the gifted and talented is appropriate. The committee shall make its determination within 30 days of the student’s enrollment in the district and shall base its decision on the transferred records, observation reports of district teachers who instruct the student, student and parent conference, and local observation. Questions about testing timelines should be directed to the campus principal.

Continuation in the Program Students remain in the program with periodic monitoring in grades K-12. This monitoring will show evidence of meeting the students’ individual needs as well as providing parents, students and teachers with an update on students’ progress.

Furloughs The selection committee may place students, who are unable to maintain satisfactory performance within the structure of the gifted and talented program, on a furlough. A furlough

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also may be granted at the request of the student and/or parent. A student may be furloughed for a period of time deemed appropriate by the selection committee. At the end of the furlough, the student’s progress shall be reassessed and the student may re-enter the gifted program, be removed from the program, or be placed on another furlough.

Exit Provisions Student performance in the program shall be monitored. A student shall be removed from the program at any time the selection committee determines it is in the student’s best interest. If a student or parent requests removal from the program, the district shall honor that request after a conference with the selection committee or its representative. The key issue of programming is to meet the needs of HISD students. If at any time the gifted/talented teacher thinks a gifted student is not profiting from his/her placement in the TAG/Advanced Academic Program, the student’s parents will be notified, and a committee meeting for the purpose of reviewing the student’s placement will be called. During this meeting, the student’s overall performance, products, behavior, attitude and attendance will be reviewed. The student’s status in the program may be changed as follows:

o Probation - The student will stay in the program and will be assessed for a specified period of time. After the assessment period, a decision will be made either to remove the student from probation or go to one of the next steps.

o Furlough - The student will not attend G/T program classes for a specified period of time, but will be allowed to later reenter the program.

o Exit - The student will be exited from the program based on the student’s overall performance, products, behavior, attitude and attendance. The student may not reenter the program during the school year. The student may be re-nominated for screening the following year and go through the regular identification process.

After the committee has met and made one of the above decisions, parents and home campus principals will be advised. Parents or staff may appeal decisions by following the procedure outlined in the section above. The parent(s) of a G/T student may request in writing that his/her child be withdrawn at any time, and the child will be exited. However, it is strongly advised before the withdrawal of a student that the parent(s) meet with the G/T committee. Any student exited from the program cannot reenter the program during that school year. The student may be re-nominated for screening to reenter the program the following year.

Program Evaluation All members of the program are evaluated periodically. A steering committee, which includes persons involved in planning and implementing the program, is engaged in the evaluation process. This committee will oversee the development of an evaluation design that provides information on selected facts of the program and measures their effectiveness in relation to student growth.

Student progress will be documented by using a variety of methods that may include the following:

1. Student self-evaluations 2. Student and parent interviews with questionnaire 3. Teacher observations 4. Peer evaluations 5. Observations of student behavior 6. Attitude checklists 7. Student products 8. Comments or statements from mentors or experts in the area of student talent 9. Criterion-referenced tests 10. Standardized tests

II. Program Design Program options enable gifted students to work together as a group, work with other students, and work independently during the school day as well as the entire school year. When possible, the district shall provide out-of-school options relevant to a student’s area of strength. Local board policies are developed that are consistent with State Board of Education rules of credit by examination and early high school graduation. The district shall ensure that no more than 15% of the state funds allocated for gifted students are spent on indirect costs as defined in Bulletin 679 (Financial Accounting Manual). Eighty-five percent of the funds allocated to gifted education shall be spent on assessment and services for gifted services.

Hallettsville Independent School District Gifted\Talented Program

In-Depth Description Program Description: The Gifted and Talented (TAG) Program is designed to provide a differentiated curriculum that serves students who have been identified as excelling or having the potential to excel in creative and critical thinking skills, research and problem solving skills, decision making skills, advanced oral and written communication skills, along with self-directed learning and leadership — while being helped cognitively as well as affectively. Through this program, known as TAG, it is further hoped that they will have a better understanding of themselves and their peers.

Specific Program Design Grades K-2: In accordance with TEC 21.651, targeting the K-2 population, gifted students in these grades will be serviced through a talent pool option, where all teachers have received over 30 hours training in gifted education and are continually developing differentiated lessons. This is being done with the assistance of the education service center. Thematic literature-based units with differentiation in process and product, which follow an established scope and sequence, have been developed, and new units are being added with heightened emphasis on math, research skills, problem solving techniques, technology and higher level thinking process, stressing the use of variety in product development as key elements of this stage of the program. Records on student performance will be kept on all talent pool students and when

formal identification occurs at Grade 2, as stated in accordance with 19 TAC Chapter 89. Subchapter C, talent pool activities will be one criterion of the identification process. Grades 3-4 : Texas Performance Standards will be incorporated into the general classroom offering interdisciplinary units which are aligned with the TEKS. Each unit has guided instruction and opportunities for independent research in multiple content areas. Emphasis will be placed on extending research skills, problem solving techniques, higher level thinking skills focusing on fluency, flexibility, originality, elaboration, analysis, synthesis and evaluation. Enhancement of technology use and variety in product development will follow the in-place scope and sequence to complete differentiated instruction. Grades 5-8 : Texas Performance Standards will be incorporated into the general classroom offering interdisciplinary units which are aligned with the TEKS. Each unit has guided instruction and opportunities for independent research in multiple content areas. Emphasis will be placed on extending research skills, problem solving techniques, higher level thinking skills focusing on fluency, flexibility, originality, elaboration, analysis, synthesis and evaluation. Enhancement of technology use and variety in product development will follow the in-place scope and sequence to complete differentiated instruction. Students will be serviced by the classroom teacher who has received 30 or more hours in gifted and talented training. Grades 9-12 : Texas Performance Standards will be incorporated into the general classroom offering interdisciplinary units which are aligned with the TEKS. Each unit has guided instruction and opportunities for independent research in multiple content areas. Emphasis will be placed on extending research skills, problem solving techniques, higher level thinking skills focusing on fluency, flexibility, originality, elaboration, analysis, synthesis and evaluation. Enhancement of technology use and variety in product development will follow the in-place scope and sequence to complete differentiated instruction. Students will be serviced by the classroom teacher who has received 30 or more hours in gifted and talented training.

Student Objectives

In accordance to Texas Performance Project, students will:

o Conduct independent research aligned with the Texas Essential Knowledge and Skills (TEKS) to experience a curriculum of rigor and relevance,

o After being exposed to the Texas Performance Standards, K – 12th grade students will be able to pursue self-directed learning, thinking, research and communication, as evidenced by the development of a variety of innovated products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment (PSP Standards Project Overview).

III. Curriculum and Instruction The district/campus will provide a learning environment that nurtures the cognitive and affective development of gifted students. An array of appropriately challenging learning experiences related to the four core academic areas for gifted students in kindergarten through grade 12 will be offered, and campus personnel will inform parents of those opportunities. The differentiated opportunities will include, but are not limited to: creative problem solving, critical and productive thinking, and extensive guided and independent research. A continuum of flexible learning

experiences, which leads to the development of advanced-level products and/or performances, will be provided. The curriculum is the heart of any program, and ultimately the success of the program will depend on quality curriculum and instruction. Elements of development of curriculum for the gifted include: 1. Content/Objective (what is to be taught) 2. Process/Procedure/Thinking 3. Product/Application/Outcome 4. Cognitive 5. Affective Content/Objective refers to the knowledge that is presented to the student. The HISD curriculum provides for instruction with classroom activities, which covers material faster and delves into subjects in greater depth and complexity, while expanding reasoning abilities in language arts, social studies, science and math. Process/Procedure refers to the methods for learning that follow a scope and sequence for product process. Products of the gifted students should include variety and complexity, with an emphasis placed on appropriateness. (“stuff” not “fluff”) Units of study in the four core subject areas are planned throughout the program, which give attention to higher level processes of thinking and problem solving in a self-directed learning atmosphere with instructional facilitation\guidance. Higher levels of thinking should be implemented to create curriculum and instruction that is differentiated using depth and complexity. The cognitive must be combined with the affective areas of thinking, so that a balance occurs between the head and heart. “Using higher-level thinking skills will open children’s minds; developing empathy and concern for others will open their hearts.” (Delisle and Delisle, 1996) Scheduling modifications are implemented in order to meet the needs of individual students. Curriculum and resources are designed/modified as needed based on annual evaluations. (See F20)

Principles of Differentiated Curriculum for the Gif ted/Talented

1. Present content that is related to broad-based issues, themes or problems. 2. Integrate multiple disciplines into the area of study. 3. Present comprehensive, related and mutually reinforcing experiences within an area of

study. 4. Allow for in-depth learning of a self-selected topic within the area of study. 5. Develop independent or self-directed study skills. 6. Develop productive, complex, abstract and/or higher level thinking skills. 7. Focus on open-ended tasks. 8. Develop research skills and methods. 9. Integrate basic skills and higher level thinking skills into the curriculum.

10. Encourage the development of products that challenge existing ideas and construct knowledge.

11. Encourage the development of self-understanding, i.e., recognizing and using one’s abilities, becoming self-directed, appreciating likenesses and differences between oneself and others.

12. Evaluate student outcomes by using appropriate and specific criteria through self-appraisal, criterion referenced and/or standardized test.

13. Present learning that contains depth, complexity, acceleration and/or novelty-depth (involving trends, patterns, details, unanswered questions, big ideas), complexity (different points of view, past, present, future), acceleration (faster/slower pacing-compacting), novelty (originality of individual student, independent studies, long range studies with real-life products, presentations-authentic performance assessment).

Curriculum Goals

1. Add breadth, depth and complexity to present knowledge with rigor and relevance. 2. Develop understanding of scholarliness. 3. Utilize a variety of instructional media. 4. Raise the student’s conceptual level. 5. Develop and utilize critical thinking skills. 6. Develop and utilize creative abilities. 7. Do independent work. 8. Explore independently and under guidance, many fields of interest. 9. Deal with high-level abstractions. 10. Converse with students of like ability. 11. Participate in planning learning experiences. 12. Apply theory and principles to solving life problems. 13. Develop leadership abilities or become effective leaders. 14. Set and reach immediate and ultimate goals. 15. Develop self-discipline and a sense of social responsibility. 16. Implement mentoring/individual portfolio/education plan when necessary.

IV. Professional Development Leadership and resources will be provided for effective programming and staff development. The administrative staff will see that on-going, in-depth, planned programs for staff development in gifted/talented education are implemented. All staff will receive a general overview for gifted/talented education and specific information regarding the district program, including student identification procedures. Teachers who provide instruction and services that are a part of the program for gifted/talented students will have a minimum of thirty (30) clock hours of staff development, including nature and needs of gifted/talented students, assessing student needs, and curriculum and instruction. Teachers who provide instruction and services that are part of the program for gifted students receive a minimum of six hours annually of professional development in gifted education. Administrators and counselors who have authority for program decisions have a minimum of six hours of professional development that includes nature and needs of gifted/talented students, and program options for gifted/talented students.

Evaluation of professional development activities for the gifted/talented education will be open, and the results of the evaluation will be used in making decisions regarding future staff development plans. Information relating to opportunities for professional development in the area of gifted education is published and provided by the State, ESC Region III; obtained at professional conferences, this information will be disseminated to professionals in the district.

V. Family and Community Involvement The district shall develop written policies on student identification that are approved by the local board of trustees and disseminated to parents. Through an array of learning of opportunities, students K – 12 students will inform parents of the diversified opportunities of the G/T program. Products and achievements of gifted students are shared with the parents, community groups and organizations in the fall and spring semester. Communication and presentations will use the vocabulary of the discipline, relate complex understandings tailored to the needs of the audience, and include evidence of student planning and reasoning in accordance with the Texas Performance Standards. The school district annually provides information on G/T program design through the use of such items as mailers, newsletters, and the district website. Parents have an opportunity to provide input for program improvement. Information Websites: Hoagies Gifted Educations – www.hoagiesgifted.org National Association for Gifted Children (NAGC) – www.nagc.org National Research Center on the Gifted and Talented (NRC/GT – www.gifted.uconn.edu/nrconlin.html Texas Association for the Gifted and Talented (TAGT) – www.txgifted.org Texas Education Agency (TEA) – www.tea.state.tx.us

Subchapter D.

29.121. DEFINITION. In this subchapter, “gifted and talented student” m eans a child or youth who performs and shows the potential for perf orming at a remarkably high level of accomplishment when compar ed to others of the same age, experience, or environment, and who: 1. Exhibits high performance capability in an inte llectual, creative, or artistic area; 2. Posses an unusual capacity for leadership; or 3. Excels in a specific academic field.

TAG/Advanced Academics HISD

Furlough Guidelines The process for students to be furloughed from the Gifted Program, should they so desire, or should it become apparent they are not suited for it, or are not profiting from the program, is as follows: The Selection Committee will make the final decision regarding the length of furlough of students from the program for educational, psychological and personal reasons after consultation with both student and parents. They will base their decisions as follows:

1. Parental requests for temporary withdrawals from the program. 2. Student requests for temporary withdrawals from the program. 3. Teacher recommendations based on observations of student behavior, performance,

physical changes and products. 4. Counselor recommendations based on interviews and observations. 5. Personal or social stresses, which prevent self-satisfying student performance.

TAG/Advanced Academics HISD

Furlough Form

Date: ___________________________________

Student: _________________________________

Campus: _________________________________

Selection Committee Decision: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

We agree to the above decision.

Selection Committee: Parent/Guardian Signature:

______________________________ _________________________________

______________________________ Student Signature:

______________________________ _________________________________

Gifted and Talented Education Curricular Scope and Sequence: K-12

I. Dimensions of Critical Thought

A. Cognitive Strategies K 1 2 3 4 5 6 7 8 9 10 11 12

1. Big Ideas/Generalizations

2. Questioning Techniques

3. Critical Thinking

4. Higher Levels of Bloom’s Taxonomy

5. Intellectual Discovery (Independent Learner)

B. Creative and Productive Thinking K 1 2 3 4 5 6 7 8 9 10 11 12

1. Fluency

2. Flexibility

3. Original Thinking

4. Elaborative Thinking

5. Creative Problem Solving Process (fact-finding, problem-

solving, idea-finding, solution-finding, acceptance-finding)

C. Scholarliness K 1 2 3 4 5 6 7 8 9 10 11 12

1. Passion for topic or discipline (thirst for more knowledge)

2. Asks Good Questions

3. Responsibility and Preparedness (brings tools)

4. Sees From Different Perspectives

5. Gathers Relevant Information

6. Ponders Big Ideas

7. Exercises the Intellect

8. Utilizes Multiple Resources

9. Sets Goals

Rendon, 9/00; adapted primarily from Kaplan, 1999 Legend: I = Introduce, D = Develop, R = Reinforce, E = Extend

Differentiation – A method to differ the processes (skills, content, and/or products of the core curriculum in order to make the curriculum responsive to the individual

needs, interests, and abilities of students.

D. Differentiation Using Depth & Complexity K 1 2 3 4 5 6 7 8 9 10 11 12

1. Language of the Discipline

2. Pertinent Details

3. Patterns

4. Recognize/ Predict Trends

5. Unanswered Questions

6. Societal Rules, Principles and Theories

7. Ethics

8. Global Thinking (Big Ideas)

9. Generalizations

10. Connections Over Time

11. Different Perspectives

12. Connections Among Disciplines

E. Strategies for Differentiation K 1 2 3 4 5 6 7 8 9 10 11 12

1. SCAMPER

2. Brainstorming

3. Compacting

4. Independent Study

5. Socratic Questioning

6. Seminar Teaching

7. Tiered Assignments

8. Flexible Grouping

9. Learning Centers

10. Interest Centers

11. Mentorships/ Apprenticeships

Rendon, 9/00; adapted primarily from Kaplan, 1999 Legend: I = Introduce, D = Develop, R = Reinforce, E = Extend

II. Research Skills

Research Strategies K 1 2 3 4 5 6 7 8 9 10 11 12

1. Formulating a Hypothesis

2. Selecting a Research Procedure

3. Collecting Data

4. Organizing Date

5. Testing Hypothesis

6. Formulating/ Verifying/ Communicating Conclusions

III. Affective Skills

Affective Strategies K 1 2 3 4 5 6 7 8 9 10 11 12

1. Fair-mindedness

2. Exploring Thoughts and Feelings

3. Intellectual Traits (humility, courage, integrity,

perseverance)

4. Risk-taking

5. Understanding Giftedness

6. Appreciation of Individual Differences

7. Value System

8. Managing Time and Stress

9. Leadership and Follow-ship Skills

10. Appreciation of Humor

11. Ability to Critique Self & Others

Rendon, 9/00; adapted primarily from Kaplan, 1999 Legend: I = Introduce, D = Develop, R = Reinforce, E = Extend

Gifted/Talented Education Scope and Sequence of Products: K-12

A variety of products, including oral, visual, written and kinesthetic, should be encouraged for students to complete. The product should demonstrate what a student learns about the content and the concepts. The product should reflect the students’ knowledge, understanding and application of skills. Baron (1991) sets five standards for developing student-centered products that are authentic. 1. The task is meaningful both to teachers and students. 2. The task is framed by the student. 3. The task requires the student to locate and analyze information, as well as draw conclusions about it. 4. The task requires students to communicate results clearly. 5. The task requires students to work together for at least part of the task. Other points to consider: 1. Technology - encourage use of computer-generated text, desk-top publishing 2. Multi-media - develop skills in video, audio, photography 3. Materials - seek out variety, unusual materials 4. Audience - develop realistic outlets, persons or groups that are experts in the products. Incorporating these elements nurtures a higher level of quality and builds self-esteem when the products are in a more polished form.

Rendon, 9/00; adapted primarily from Kaplan, 1999

Product List K – 5

Grade Levels

Visual Oral Written Kinesthetic

K-5 � Art gallery � Board game � Bulletin board � Calendar � Chart � Collection with

illustrations � Diagram � Diorama � Drawing � Family tree � Filmstrip � Graph � Illustration � Map with legend � Mini-center � Mobile � Multi-dimensional

model � Multi-media

presentation � Pamphlet � Picture dictionary � Picture book � Relief map � Rubbing � Timeline

� Audio tape � Dialogue � Discussion � Interview � Jungle � Joke � News report � Perspective panel

discussion � Recording � Songs � Storytelling � Student initiated

lesson

� Autobiography � Book report � Booklet � Characterization � Cinquain � Classification � Collection with

narrative � Creative word

search � Crossword puzzle � Descriptive

composition � Diary � Dictionary � Fact file � Haiku � Illustrated story � Journal letter

writing � Limerick � Newspaper � Outline � Poetry � Questionnaire � Recipe � Self-evaluation � Story problem � Student initiated

questions � Survey � Travelogue

� Charades � Dance � Demonstration � Dramatization � Experiment � Game � Improvisation � Invention � Pantomime � Puppet show � Rap � Role play � Scavenger hunt � Signing � Skit

Rendon, 9/00; adapted primarily from Kaplan, 1999

Product List 6-12

Grade Levels

Visual Oral Written Kinesthetic

6-8 � Advertisement � Cartoon � Collage � Comic strip � Constructing

symbols � Editorial cartoon � Etching � Model � Mosaic � Scrapbook � Sketch

� Commercial (radio/TV)

� Eulogy � Mock trial � Newscast

(radio/TV) � Pun

� Annotated bibliography

� Advice column � Biography � Book for children � Editorial � Essay � Fable � Fairy tale � Lyrics � Magazine article � Musical

composition � Myth � Reference file � Research paper � Scenario

� Campaign � Ceramics � Mime � Socio-drama � Vignette � Weaving

9-12 � Computer program � Costume � Display � Exhibit � Flow chart � Graphic design � Magazine � Montage � Movie � Mural � Museum exhibit � Painting � Photo essay � Set design

� Debate � Monologue � Portfolio � Radio show � Reader’s theatre � Seminar � Speech

� Article � Case study � Comparative

analysis � Feature story � Guidebook � Manual � Mathematical

analysis � Script � Short story � Songs (collection) � Sonnet

� Alchemy (jewelry making)

� Musical production

� Project performance

� Sculpting � Silk screening � Simulation � Talk show

Rendon, 9/00; adapted primarily from Kaplan, 1999

Differentiation Depth * trends * patterns * details * unanswered questions * big ideas Complexity * different point of view * past * present * future

Acceleration * faster/slower pacing * compacting

Novelty * originality of individual student * independent studies * long range studies with real life situations * variety of presentations - authentic performance

Differentiated Curricula for the Gifted

1. Extends and/or replaces traditional learning experiences (not just more work). 2. Is productive thinking (goal-oriented creative thinking) — not reproductive thinking (learning correct answers) — knowledge constructionists . 3. Is complex thinking (not just harder work). 4. Is learning concepts (not just names and dates). 5. Is applying learning (not just regurgitating it). 6. Is associating and interrelating learning with other names (not merely compartmentalizing facts and figures). 7. Is based on student needs and readiness (not grade-level appropriateness). 8. Is learning to evaluate critically (not blindly accepting).

9. Is learning to seek problems (not merely answer posed ones) — creating own questions, coming up with own answers. 10. Is learning things as they should or could be (not learning only as they are). 11. Is learning that contains depth, complexity, acceleration, and/or novelty — depth (involving trends, patterns, details, unanswered questions, big ideas), complexity (different point of view/examining past, present future singularly, in combination or all at the same time), acceleration (faster/slower pacing, compacting), novelty (originality of individual student, independent studies, long range studies with real life outcomes/products for specific audience).

Kaplan 1974/1999

Scholarliness

Deborah Dobie 99

Scholarliness

Deborah Dobie 99

Facilitating the Understanding of Depth and Complex ity

Note to Teacher: This chart identifies key questions, thinking skills, and dimensions of Depth or Complexity. Key Questions can be used in the context of lesson plans to probe understanding and to prompt students during discussions.

o The thinking skills can be used to initiate the type of cognitive operations or thinking that could best prompt each of the dimensions of depth and complexity .

o The resources listed are the most logical references in which to locate the type of information required by each of the dimensions of depth and complexity . Teachers may add to any of these lists as appropriate.

Icons Prompt Key Questions Thinking Skills Resources

Language of the Disciplines

What terms or words are specific to the work of the ______________ ? (disciplinarian) What tools does the ________ use? (disciplinarian)

o Categorize o Identify

o Texts o Biographies

Details What are its attributes? What features characterize this? What specific elements define this? What distinguishes this from other things?

o Identify traits o Describe o Differentiate o Compare/contrast o Prove with evidence o Observe

o Pictures o Diaries or

journals o Poetry

Patterns What are the reoccurring events? What elements, events, ideas are repeated over time? What was the order of events? How can we predict what will come next?

o Determine relevant vs. irrelevant

o Summarize o Make analogies o Discriminate between

same and different o Relate

o Time lines o Other

chronological lists

Trends What ongoing factors have influenced this study? What factors have contributed to this study?

o Prioritize o Determine cause and

effect o Predict o Relate o Formulate questions o Hypothesize

o Journals o Newspapers o Graphs o Charts

? ? ? ? ? ?

Unanswered Questions

What is still not understood about this area/ topic/ study/ discipline? What is yet unknown about this area topic/ study/ discipline? In what ways is the information incomplete or lacking in explanation?

o Recognize fallacies o Note ambiguity o Distinguish fact from

fiction and opinion o Formulate questions o Problem solve o Identify missing

information o Test assumptions

o Multiple and varied resources

o Comparative analysis of autobiographical and current nonfiction

o Articles, etc.

Icons Prompt Key Questions Thinking Skills Resources

Rules How is this structured? What are the stated and unstated causes related to the description or explanation of what we are studying?

o Generalize o Hypothesize o Judge credibility

o Editorials o Essays o Laws o Theories

Ethics What dilemmas or controversies are involved in this area/ topic/ study/ discipline?

o Judge with criteria o Determine bias

o Editorials o Essays o Autobiographies o Journals

Big Ideas What overarching statement best describes what is being studied? What general statement includes what is being studied?

o Prove with evidence o Generalize o Identify the main

idea

o Quotations o Discipline related

essays

Over Time How are the ideas related between the past, present, future? How are these ideas related within or during a particular time period? How has time affected the information? How and why do things change or remain the same?

o Relate o Sequence o Order

o Time lines o Text o Biographies o Autobiographies o Historical

documents

Different Perspectives

What are the opposing viewpoints? How do different people and characters see this event or situation?

o Argue o Determine bias o Classify

o Biographies o Autobiographies o Mythologies o Legends vs. non-

fiction o Accounts o Debates

Rendon: 9/28/99 Workshop Region III

Evaluation

Long Range Goal : The district will have an improved differentiated curriculum that will focus on creating students that will be prepared thinkers ready to accomplish AP courses, capable of producing products for the DAP, transferring content, process and product to real world situations, and using technology for advanced learning and production of knowledge. Evaluation question To what extent does the district have an improved differentiated curriculum? Standard

o The district will have revised student objectives. o The district will have AP courses with differentiated curriculum and instruction that is providing

opportunities for creation of products, transferring of knowledge and use of technology. Results :

o Differentiated student objectives, o Differentiations in the general classroom incorporating the Texas Performance Standards, o Informed parent and community groups, o Trained personnel in accordance with TEA compliance.

Bright Child Gifted Learner

Janice Szabos from Challenge, 1989

Knows the answers. Is interested. Is attentive. Has good ideas. Works hard. Answers the questions. Top group. Listens with interest. Learns with ease. 6-8 repetitions for mastery. Understands ideas. Enjoys peers. Grasps the meanings. Completes assignments. Is receptive. Copies accurately. Enjoys school. Absorbs information. Technician. Good memorizer. Enjoys straightforward, sequential presentation. Is alert. Is pleased with own learning.

Asks the questions. Is highly curious. Is mentally and physically involved. Has wild, silly ideas. Plays around, yet tests well. Discusses in detail, elaborates. Beyond the group. Shows strong feelings and opinions. Already knows. 1-2 repetitions for mastery. Constructs abstractions. Prefers adults. Draws inferences. Initiates projects. Is intense. Creates a new design. Enjoys learning. Manipulate information. Inventor. Good guesser. Thrives on complexity. Is keenly observant. Is highly self-critical.

Forms/ Applications/ Check Lists

Checklist TAG Program Status

Gifted/Talented

DIRECTIONS: Place the appropriate letter in the space listed preceding criterion: N - Not at this time D - In process of developing A - Accomplished NA - Not appropriate

IDENTIFICATION __________________ Identification document containing 5 criteria (2 objective, 3 subjective) appropriate for selected program organization __________________ Nominating committee appointed and active __________________ Use of parent(s) on nominating committee __________________ Selection committee appointed and active __________________ Provisions for exiting program __________________ Allowance for trial period in class with provisions for removal __________________ Use of profile to identify and select students __________________ Use of matrix to select students __________________ Appropriate kindergarten procedures in place

STAFF DEVELOPMENT __________________ Written long-range plan for continuous staff development __________________ Provisions for use of district personnel to provide staff development __________________ Provisions for use of “outside” consultant(s) to provide staff development __________________ Use of Region III ESC personnel to provide staff development __________________ Planned in-service for regular teachers __________________ Planned in-service for new faculty __________________ Release time provided for teachers in program to attend training sessions

Developed by H. Taulbee 1989

CURRICULUM __________________ Long-range curriculum plan __________________ Skeletal curriculum framework __________________ Scope/sequence __________________ Curriculum guides available __________________ Unit plans __________________ Course descriptions __________________ Honors courses __________________ Advanced placement credit __________________ International baccalaureate credit __________________ Adequate materials/resources to accompany curricula __________________ Differentiated curriculum developed from regular curriculum __________________ Differentiated curriculum developed separately __________________ Frequent use of Region III ESC materials/resources __________________ Use of special exemplary programs to interface district e.g., CATS, SOI, SAGE, Future Problem Solving, Destination Imagination, Decathlon, etc.

PARENTAL /COMMUNITY INVOLVEMENT __________________ Formal parent/community advocacy group __________________ Informal parent/community advocacy group __________________ Scheduled parent/teacher conferences __________________ Consistent method of reporting student progress to parents __________________ Parent/community volunteers active in program __________________ Provisions for parent/community input into program planning and/or implementation

EVALUATION __________________ Regular schedule for program evaluation __________________ Assessment of student growth integral part of program evaluation __________________ Assigned personnel responsible for evaluating program and communicating results __________________ “Outside” consultant(s) evaluate program __________________ A wide variety of information sources used in evaluating program __________________ Evaluation findings communicated to various interested audiences OVERALL PROGRAM IMPLEMENTATION __________________ Clearly stated goals, objectives and policies for the program __________________ Stated goals for community awareness and public relations __________________ Full-time G/T coordinator __________________ Part-time G/T coordinator __________________ Teacher(s) with G/T endorsement teaching in program __________________ All teachers in program have minimum of 5 days prior in-service __________________ Extra financial compensation for G/T teachers __________________ Extra planning periods for G/T teachers __________________ Community-based educational experiences encouraged and supported __________________ Adequate teacher resources available at district __________________ Provision for student input into program implementation when appropriate __________________ Available program description document __________________ Efficient schedules implemented for all facets of program __________________ Provisions for continuity of program K-12 __________________ Systematic grading policies __________________ Comprehensive record keeping

Dear Parent/Guardian, Hallettsville ISD would like to offer you the opportunity to assist us in locating children who are potential candidates for the district TAG (talented and gifted) Program designed for those students who achieve, or have the potential to achieve, above the level that may be expected of their peers. Since no one knows a child better than his/her parent, we request that you help us in this identification process. If you feel your child qualifies as a candidate for TAG screening, please complete the parent nomination form below. Please realize that NO ONE FORM identifies a child as accepted into the program. A screening process with no less than FIVE criteria determines, or TAGs, those student who meet all FIVE criteria to qualify. Those specifications are met according to TEA (Texas Education Agency) guidelines. In addition, HISD has board policy that must be met at all grade levels for TAG identification. In keeping with the high standards of HISD, we recognize and identify individual student needs and strengths. The district’s screening process utilizes several forms of information before final identification is made. Please recognize too that placement is not always permanent; reevaluation will occur regularly and may indicate that the child’s needs may best be met in the regular education program. Regardless, we assure you that we hold your child’s needs in highest regard. We appreciate your participation in the screening process. We also thank you for your co-operation and a prompt response.

TAG of Hallettsville ISD

Date: ________________________ I, ____________________________, nominate the following student(s) to be screened for the Hallettsville TAG program. The person filling out this form is a: Teacher Parent Other _____________________ Student’s Name ____________________________________ Age ______________________ Home Campus _____________________________________ Grade ____________________

Gifted and Talented TAG Program of HISD Parent Questionnaire

Do you think your child may be ahead of other children his or her age? Please read each of the sentences below. For each item, place and X in the box that best describes your child. My Child...

Very Little Some A Lot Very Little Some A Lot

Child’s Name ___________________________________________________________ Child’s Age ________ Child’s Birth Date __________________ School _________________________________________________ Child’s Teacher ___________________________________________________________________________ Parents’ Names ___________________________________________________________________________ Parents’ Address __________________________________________________________________________ Parents’ Home Phone ________________________________________ Work Phone ____________________

Gifted and Talented TAG Program of HISD

Date ______________ I, ____________________________________ nominate the following student to be screened for the Hallettsville TAG program. The person filling out this form is a: teacher parent other __________________________ Student’s Name _____________________________________________ Age _____________ Home Campus _____________________________________________ Grade ___________ A. What makes this student seem special to you?___________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ B. Are you aware of any experiences of this student, which suggest he/she has special academic gifts or talents (awards, creations, leadership)? If so, list or describe such experiences. __________________________________________________________________________________ __________________________________________________________________________________ C. On the following items, check the column which, in your estimation, best describes the student: Rarely Occasionally Often Most of

the time 1. Learns rapidly and clearly

2. Thinks clearly and logically

3. Reads above grade level

4. Retains what he/she has heard or read without needing drill

5. Is independent, self-sufficient

6. Is curious, investigative

7. Asks deep, searching questions

8. Has long attention span

9. Produces original products/ideas

10. Prefers complex ideas

Gifted and Talented TAG Program of HISD

GT Nomination

MEMO To: Teachers From: Date: Concerning: TAG Nominations ________________________________________________________________________________ This year’s almost over. Hard to believe - but before it ends, please let me know if you have any students that you would recommend for our TAG program. If possible, I need your list by ________________________. Please use the space below for listing. Thanks! ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

Comments:

TAG/Advanced Academics Gifted and Talented Program of HISD

Looking for Children Who May Be Gifted If you observe a child showing some of the following behaviors, you may want to look more closely. That child could be gifted. In the classroom does the child - Ask a lot of questions? Show a lot of interest in progress? Have lots of information on many things? Want to know why or how something is so? Become unusually upset at injustices? Seem interested and concerned about social or political problems? Often have a better reason than you do for not doing what you want done? Refuse to drill on spelling, math facts, flash cards, or handwriting? Criticize others for dumb ideas? Become impatient if work is not “perfect”? Seem to be a loner? Seem bored and often have nothing to do? Complete only part of an assignment or project and then take off in a new direction? Stick to a subject long after the class has gone on to other things? Seem restless, out of seat often? Daydream? Seem to understand easily? Like solving puzzles and problems? Have his or her own idea about how something should be done? And stay with it? Talk a lot? Love metaphors and abstract ideas? Love debating issues? This child may be showing giftedness cognitively. Does the child - Show unusual ability in some area? Maybe reading or math? Show fascination with one field of interest? And manage to include this interest in all discussion topics? Enjoy meeting or talking with experts in this field? Get math answers correct, but find it difficult to tell you how? Enjoy graphing everything? Seem obsessed with probabilities? Invent new obscure systems and codes? This child may be showing giftedness academically.

Does the child - Try to do things in different, unusual, imaginative ways? Have a really zany sense of humor? Enjoy new routines or spontaneous activities? Love variety and novelty? Create problems with no apparent solutions? And enjoy asking you to solve them? Love controversial and unusual questions? Have a vivid imagination? Seem never to proceed sequentially? This child may be showing giftedness creatively. Does the child - Organize and lead group activities? Sometimes take over? Enjoy taking risks? Seem cocky, self-assured? Enjoy decision-making? Stay with that decision? Synthesize ideas and information from a lot of different resources? This child may be showing giftedness through leader ship ability. Does the child - Seem to pick up skills in the arts (music, dance, drama, painting, etc.) without instruction? Invent new techniques? Experiment? See minute detail in products or performances? Have high sensory sensitivity? This child may be showing giftedness through visual or performing arts ability. From Barbara Clark: Growing Up Gifted, Ohio, 1983.

Teacher Inventory TAG Identification

Child’s Name ____________________________ Date _________ School ___________________ Birth Date ____________ Grade _______ Teacher _______________________________________ Please supply the requested information about the named child. The information will be used in making professional determinations concerning the child’s placement in the TAG program. For each item, place a check in the box which most applies to the above student

4 3 2 1

4 - Almost Always 3 - Sometimes 2 – Rarely 1 - Almost Never 4 3 2 1

1. Uses vocabulary above his/her grade level

16. Displays an unusual curiosity

2. Can read above age expectations

17. Is an independent thinker

3. Understands numerical concepts beyond age expectations

18. Reveals originality in ideas; unusual or different

4. Has insight and readily grasps the intent and direction of ideas

19. Has a well-developed sense of humor

5. Drawing may be sophisticated, elaborate for age level

20. Fantasizes, imagines, manipulates

6. Shows originality in expression (verbal and written)

21. Works well in a group

7. Demonstrates advanced motor skills

22. Has a positive attitude

8. Is a keen and alert observer 23. Is accepted by classmates

9. Masters the basic skills quickly 24. Has unusual sensitivity to people’s feelings

10. Transfer learning easily (generalizes)

25. Handles social situations easily

11. Is a self-motivated learner; enjoys learning

26. Has ability to organize people

12. Organizes and uses time wisely 27. Has high energy level

13. Is task committed (completes tasks promptly)

28. Preserves in problem solving work

14. Works well independently work

29. Has answers to questions most of the time

15. Possesses high standards of 30. Senses a deeper meaning to

Please add any comments that you feel will give additional insights in this child’s abilities/talents (on the back of this form).

Renzulli-Smith Early Childhood Checklist Name _______________________________________ Grade _________ Age _________________

years months School ____________________________________________________________________________ Teacher completing this form ________________________________________________ Sex _____ Directions: Please fill in the information requested above as it applies to a given student. Next, read each of the following items and check the number that applies to the behavior most often displayed by the child. Thank you for your time and effort. 4 - Almost Always 3 - Sometimes 2 - Rarely 1 - Almost Never 4 3 2 1 1. Has displayed unusual talent in music, drawing, rhythms, or other art forms ___ ___ ___ ___ 2. Expresses a wide range of interests and is curious about almost everything that goes on around him/her ___ ___ ___ ___ 3. Asks many “intelligent questions” about topics in which young children do not ordinarily have an interest ___ ___ ___ ___ 4. Keen observations and retention of information about things he/she has observed ___ ___ ___ ___ 5. The ability to attend or concentrate for a longer period of time than other children his/her age ___ ___ ___ ___ 6. Understands the meaning of and use for maps, diagrams, or graphs better than other children his/her age ___ ___ ___ ___ 7. Knows the relationship among and between various coin denominations (i.e., 4 quarters = 1 dollar) ___ ___ ___ ___ 8. Understands the meaning of number concepts beyond the numbers from 1 to 10 ___ ___ ___ ___ 9. Accurate use of a large vocabulary ___ ___ ___ ___ 10. The ability to tell or reproduce stories and events with great detail ___ ___ ___ ___ 11. Carries on “intelligent conversations” with older children and adults ___ ___ ___ ___ 12. Learned to read easily ___ ___ ___ ___ 13. Can write short stories, poems or letters ___ ___ ___ ___ Column Total ___ ___ ___ ___ Weight ___ ___ ___ ___ Weighted Column Total ___ ___ ___ ___ Total ___ ___ ___ ___

3 2 1 0

Gifted and Talented TAG Program of HISD

Peer Identification Checklist

GRADE ______

If you need help with your class work, which one of your classmates could help you the best?

Which one of your classmates always seems to have the right answer to the teacher’s questions?

If you need to check your class work to see if it is right, which one of your classmates would have done

it correctly?

Which one of your classmates writes/tells the best stories?

If you had a good story that you could not read, which one of your classmates could read it the best for

you?

If you had a math problem you could not work, which one of your classmates could help with it?

On the playground, who comes with the best games?

TAG -- Gifted and Talented Program of HISD

Peer Nomination Form Teacher’s Name ____________________________________________________________________

Please Circle - SEX: Boy Girl GRADE: 4 5 6 ETHNIC CODE: 1 2 3 4 5 6

I’m going to ask you to think of your classmates in a different way than you usually do. Read the questions below and try to think of which child in your class fits best each question. Think of the boys and girls, quiet kids and noisy kids, best friends and those with whom you don’t usually play. You may only put down ONE name for each question. You may leave a space blank. You can use the same name for more than one question. You may not use your teacher’s name or names of other adults. Please use first and last names. You do not have to put your name down on this form, so you can be completely honest. Think carefully about your choices.

1. What boy OR girl learns quickly, but doesn’t speak up in class very often?

__________________________________________________________________________________

2. What girl OR boy needs the most help with his or her schoolwork?

__________________________________________________________________________________

3. What boy OR girl would you choose to translate for a class visitor who spoke only Spanish?

__________________________________________________________________________________

4. What girl OR boy will get interested in a project, and spend extra time and take pride in his or her

work?

__________________________________________________________________________________

5. What boy OR girl has a good sense of humor, and can make people laugh?

__________________________________________________________________________________

6. What girl OR boy would you ask first if you needed any kind of help at home or in the neighborhood.

__________________________________________________________________________________

7. What boy OR girl is clever and smart in school, but doesn’t show off about it?

__________________________________________________________________________________

8. What girl OR boy has a good imagination and thinks of the most unusual, different or interesting

ideas?

__________________________________________________________________________________

9. What boy OR girl is really good at making things up, like dances, games, music and pictures?

__________________________________________________________________________________

10. What girl OR boy will give up quickly on any class project?

__________________________________________________________________________________

11. What boy OR girl asks lots of interesting questions when the class is talking about something?

__________________________________________________________________________________

12. What girl OR boy would you ask first if you needed any kind of help at school?

__________________________________________________________________________________

13. What boy OR girl always treats his or her family AND school friends with respect?

__________________________________________________________________________________

14. What girl OR boy gets along well with all different kinds of kids? Dr. Anne Udall, University of Arizona

Talent Pool - Who & What Name ____________________________________________________ Age _______ Grade ______ Male ______ Female ______ Mark each one that fits:

1. Is always getting excited about new things.

2. Is really funny sometimes.

3. Is good at fooling people (shining people on).

4. Has a quick temper.

5. Can make stories really interesting.

6. Can make up good stories.

7. Has lots of different ideas.

8. Can tell some of the biggest fibs (lies).

9. Always tries new styles or new words.

10. Like to use different or new words.

11. Is very impatient.

12. Can really dance.

13. Can talk to grown-ups easily (is not afraid to talk to grown-ups).

14. Is good at making things up like games, dances, jokes, music and pictures.

15. Knows the words to lots of songs.

16. Gets along well with all different kinds of people.

17. Can make quick decisions.

18. Is good at guessing.

19. Does lots of different kinds of things.

20. Always asks the best questions (interesting, different).

21. Seems to know how other people feel.

22. Seems to notice everything.

23. Can get children to do things.

24. Can get grown-ups to do things.

25. Is really hard to con (to shine, to fool, to hype).

26. Is “hip” (really knows what is going on).

27. Is always bragging about different things.

28. Can talk more than one way (can really talk proper, everyday talk, talk to different groups).

29. Really knows what they want to do (makes up their own mind).

30. Seems to know what I am thinking.

31. Remembers a lot about TV programs.

32. Knows how to put people down real fast (call down, insult).

33. Is too nosey (always in everybody’s business).

34. Can always find something to do. (Hilliard, 1976)

TAG / Gifted and Talented Program Hallettsville ISD

(Request for Further Testing) Date ____________________ Student’s School _____________________________________________________ Dear Parents/Guardian: The TAG Selection and Placement Committee has met to examine the qualifications of each candidate for the Gifted/Talented Program. The committee was unable to arrive at a decision about ____________________________. To ensure appropriate placement, the district guidelines require that the TAG Selection and Placement committee must have five pieces of information on each student that is being considered for the Gifted/Talented Program. At this time, your child’s file does not contain enough information. By the end of the first six-weeks, all information should be available to complete the identification process. You will be notified of the committee’s results. Meanwhile, we thank you for your interest and cooperation. Sincerely, Members of the Selection Committee

TAG / Gifted and Talented Program Hallettsville ISD

(Program Acceptance )

Dear Parent or Guardian Your child ________________________ has met the district’s criteria for admittance into the Gifted and Talented program. The use of accelerated and enriched content exposes students to knowledge and skills that connect with their mental, rather than chronological, age. The program utilizes teaching strategies and learning experiences that require high order thought processes and encourage the use of resources beyond those reserved for their age or grade level. Students are guided throughout their learning to move from consumers of knowledge to producers of knowledge. Your child will be encouraged to develop skills in creative/critical thinking, problem-solving, self-directed and independent learning, as well as written and oral communication. Parents are an important part of our school program, and particularly so with our gifted/talented students. We face many challenges with these children in providing an appropriate instructional program for them, and we want to have your support in encouraging them to participate actively with a positive, cooperative attitude. If you desire your child to participate in this learning experience, please return this permission form to your child’s principal no later than __________________________. ============================================================================== I give permission for my child ___________________ to be included in the TAG program. I understand that participation in this program is voluntary and on a selective basis. I also understand that periodical reviews of my child’s progress will be made to ascertain the need for his/her continued placement in this program. ---------------------------------------------------------------------------- --------------------------------------- Parent/Guardian Signature Date

TAG / Gifted and Talented Program Hallettsville ISD

(further time needed for evaluation)

Date ____________________ Student’s School _____________________________________________________ Dear Parents/Guardian: The TAG Selection and Placement Committee has met to examine the qualifications of each candidate for the Gifted/Talented Program. The committee was unable to arrive at a decision about ____________________________. To ensure appropriate placement, the district guidelines require that the TAG Selection and Placement committee must have five pieces of information on each student that is being considered for the Gifted/Talented Program. At this time, your child’s file does not contain enough information. By the end of the first six-weeks, all information should be available to complete the identification process. You will be notified of the committee’s results. Meanwhile, we thank you for your interest and cooperation. Sincerely, Members of the Selection Committee

TAG / Gifted and Talented Program Hallettsville ISD

(DNQ)

Date _______________________ Student’s School ________________________________________________________ Dear Parents/Guardian: Identification procedures of the TAG Program have been completed for you child. ___________________ did very well on the screening tests and has shown potential for successful academic achievement. However, he/she did not meet all of the district criteria for acceptance into the TAG Program. After careful consideration, it was decided that your child’s needs will be met best by remaining in the existing instructional program. Sincerely, Members of Selection Committee

Suggested Interview Format Region 14 Education Service Center

(Teacher to Nominated Student): “We’re having a talk today because your teacher has nominated you for the Alpha program. This time together will give me a chance to get to know you a little better and answer any questions you may have about Alpha. Do you have any questions about Alpha Classes, how people get into Alpha, or what they do in the class?” (Answers student’s questions) or (“Maybe you’ll think of some as we talk.”) 1. “Suppose you were studying the solar system in science. If your teacher gave you a choice of three assignments (assuming all three were worth the same number of points), which one would you choose? a. Look up planets in the encyclopedia. Write one fact about each of the nine planets. Use your best handwriting and turn in your work. b. Choose two planets. Write a paragraph describing life on each one. Give a speech to the class explaining why one would be the best place for a human colony. c. Build a model of the solar system that lights up and rotates.” 2. “Suppose you were studying multiplication in math. Which assignment would you prefer if all three were worth the same? a. Do the last ten multiplication problems on page 79 of your book. Show your work clearly before turning it in. b. Make up a worksheet with 20 multiplication problems for your classmates. Be sure to include the answers. c. Prepare a big display with poster board and construction paper that explains how addition is related to multiplication. Include a typed sheet explaining the display and put it up in your classroom.” 3. “Suppose you were studying the 50 states in social studies. Which assignment would you choose? a. Look up your two favorite states in the encyclopedia. List the capitals and one fact about each of the two states. b. Evaluate the 50 states in terms of weather, attractions and landforms. Write a page explaining why one state is better than all the others for family vacations. c. Use plaster to make a 3-D model of all the states you would have to cross on your way to California. Label the cities, rivers, mountains and other features shown on your model.” 4. “Suppose you were assigned to write a report for language arts. Which way would you prefer the teacher to give you the assignment? a. Class, I want you to write a report on the things we learned earlier this week. Write in pencil on the front side only. Put a three-word title at the top and don’t forget to write your name in the upper right hand corner.’ b. Class, I want you to write a report that is at least two pages long about one of these topics. (The teacher has an interesting list of choices.) Include at least three pictures that you cut out of magazines and newspapers. Don’t forget a title and your name.’ c. Class, I want you to write a report that tells all about a topic of your choice. Don’t ask me how long it should be. Remember to use your imagination in collecting pictures and models to go with your report so it will be interesting when you present it to the class.’”

5. “Do you like the teacher to explain assignments in detail, or do you prefer that the teacher lets you do assignments your own way?”

6. “Do you like to do easy assignments to get a good grade, or do you prefer more involved projects that interest you a great deal.” 7. “Do you try to do well on tests to make a good grade, make the teacher happy, make your parents proud, or feel satisfied?” 8. “If you were to get a ‘D’ on a test, would it be because the test was too hard, because the teacher was unfair, or because of something else?” 9. “If you were to get a ‘D’ on a test, would you feel dumb, unlucky, mad, or unprepared?” 10. “Who wants you to be in Alpha the most - - your teacher, your parents, or you?” 11. “Which sections of the newspaper do you read?” 12. “What kind of books do you enjoy?” 13. “Do you watch the news on television?” 14. “What’s the most interesting thing that has happened in the news recently?” (If the category of the answer to this question is..................., then ask....................) • Human Interest - “What kind of things make a person (an animal, an object, etc.), such as this one important enough to be in the news?” • Natural Disaster - “Explain why you do or do not believe that one disaster like a flood or tornado is worse than another, such as a fire, earthquake, or a volcano eruption.” • Man-made Disasters - “What kind of things could people do to avoid these types of situations, and why should they even try?” • Crime - “What kinds of things could we do with people who break the law besides put them in jail? Which one is the best solution and why?” • Government - “Compare the leader of a country to the principal of a school. What kinds of things make them good leaders, and what makes them bad for the people?” 15. “If you had a project to do for social studies using the newspaper, would you prefer the teacher tell you exactly what to do for a good grade, or would you rather decide on your own way of doing the project?” 16. “If the teacher doesn’t know an answer and asks you to look it up in the library, do you feel angry, frustrated, bored, or excited?” 17. “When the teacher asks a question and then says there’s no correct answer, do you feel angry,

frustrated, bored, or excited?” 18. “If a teacher asks you what a clock, a book and a computer have in common, would you prefer to give one answer or three? What would you answer?” 19. “Do you like to write? If so, what kinds of things do you write?” 20. “If you chose to study a topic in class that everyone else thought was dumb, would you do

it anyway, trade it for another topic, or hide your papers and books so that no one knew you were studying it?”

TAG/Advanced Academics Minority Checklist

The following is a listing of minority characteristics and learning styles. Use this for evaluating children in your classroom. This may be used for “jot down” purposes as well as a rating sheet. If using as a rating sheet for an individual student, rank each statement either 5, 4, 3, 2, 1, with 5 being the highest. Definition of giftedness: “Gifted and talented” means a child or youth who performs at, or shows the potential for performing at, a remarkably high level of accomplishment when compared to others of the same age, same experience, or same environment and who exhibits high performance capability in an intellectual, creative, or artistic area; possesses an unusual capacity for leadership; and/or excels in a specific academic field. In our community, African American gifted children: ________ 1. Work more with their hands ________ 2. Are expressive and emotional ________ 3. Note relationships among persons, places, and/or things ________ 4. Appreciate being different ________ 5. Want to have novelty in their lives ________ 6. Want flexibility in figural/non-verbal media ________ 7. Recognize problems ________ 8. Try new modes of observation ________ 9. Like to experiment and/or be innovative ________ 10. Like to work in small groups ________ 11. Look at thought holistically/look at the whole picture/not just in parts ________ 12. Like physical activity ________ 13. Enjoy creating interesting games, music, art, stories ________ 14. Speak theatrically, animatedly ________ 15. Have original ideas in problem solving ________ 16. Like to act out, role play ________ 17. Are good at storytelling, tall tales ________ 18. Prefer graphs, pictures, videos, and enjoy expressing creativity in these media ________ 19. Use descriptive language/use language in intentional descriptive way ________

20. Use gestures in the form of creative movement/facial expressions, in order to communicate ________ 21. Have ability to do skilled movements such as skating, typing, waltzing, somersaulting, punting, juggling ________ 22. Have ability to endure physical activity for long periods of time ________ 23. Have ability to meet the demands of the environment with vigor ________ 24. Have ability to coordinate eyes, hand and foot activities ________ 25. Have strong ability in school leadership roles ________ 26. Have strong ability in playground leadership roles ________ 27. Have the ability to analyze behavior ________ 28. Have a sense of loyalty: what seems fair or ethical for friends ________ 29. Have ability to think of novel ideas for survival in particular environments ________ 30. Have ability to use many ways to deal with and capitalize upon aspects of culture and/or environment ________ 31. Have the ability to develop unusual toys, garments and job facilitating items ________ 32. Have the ability to think of analogies using own culture, economic level, or geographic environment ________ 33. Have the ability to laugh at themselves ________ 34. Enjoy activities of the school day ________ 35. Have ability to understand plans and activities related to the usual environment and experience ________ 36. Have ability in memory of events, ideas, etc. ________ 37. Have richness of imagery in informal language ________ 38. Express feelings and emotions ________ 39. Suppress questioning behavior ________ 40. Have large vocabulary inappropriate for school setting ________ 41. Think in Black English, which hinders school performance ________ 42. Make up games and activities ________

43. Need less supervision ________

44. Frequently have artistic, musical, creative writing, psychomotor, and/or leadership talent ________ 45. Have global intellectual ability ________ 46. May neglect school work due to other interests ________ 47. Have strong concentration due to persistent noise in environment ________ 48. Have adaptability that is well coordinated ________ 49. Are “streetwise” and recognized by others as youngsters who have ability to make it ________ 50. Hide intelligence for fear of not fitting into the environment ________ 51. Have keen sense of justice and quickly perceive injustice ________ 52. Appear to focus on people and their activities rather than objects ________ 53. Tend to approximate space, number and time instead of aiming for complete accuracy ________ 54. Tend to view things in their entirety and not in isolated parts ________ 55. Explore better or wiser choices ________ 56. Seek structure and organization in required tasks ________ 57. Have keen sense of humor ________ 58. Have humor containing symbolism ________ 59. Have impetuous, loud, uproarious laugh ________ 60. Make up own words, play with Black English ________

61. Want and seek center of attention ________ 62. Memorize long stories and raps with humorous word play ________ 63. Have sense of responsibility to family unit ________ 64. Enjoy being needed ________ 65. Tend to dominate peers or situations ________ 66. Are individualists, like to work alone ________ 67. Use memory as thinking strength ________ 68. Respond to external motivation/want to please ________ 69. Have community based entrepreneurship capabilities ________

Reference Notations - The following is a listing of resources used to develop the above checklist: Anthony, Tommie Sue. (1990). Identification of Gifted Disadvantaged African/American Students. CAG Communicator. 9-11 Baldwin, Alexinia. (1981). “Supplemental Checklist for Abilities in Children from Different Culture, Socio-Economic Backgrounds and Geographic Locations.” Identification Matrix. New York, NY: Trillium Press. Gay, J.E. (1978). Proposed Plan for Identifying Black Gifted Children. Gifted Child Quarterly. 22 (3), 353-360. Sisk, Dr. Dorothy. Handout/Minority Checklist. Sources cited within handout. November Conference 1994. Fort Worth.

TAG/Advanced Academics of HISD Checklist for Instructional Planning

Please check the items that best describe this clas sroom: Class this year was: Challenging Too difficult Stimulating

Terrible Colorful Successful

Thought-provoking Too easy Boring

Worthless Clear Important

Well organized Student-centered Demanding

Valuable Interesting Exciting

Asked good questions Dull Profitable

Learning experience Decision-making

Teacher/Classroom Evaluation: Read each of the following statements and then circle whatever you feel is an appropriate response - either yes or no. 1. Methods in this classroom require students to think about their ideas and the ideas of others. Yes No 2. The teacher praises more that criticizes. Yes No 3. The teacher seems to have favorite students. Yes No 4. Teacher calls on the same students all the time. Yes No 5. A lot of instructional materials are used. Yes No 6. Teacher demonstrates flexibility in teaching. Yes No 7. Students’ opinions are valued. Yes No 8. Time for thinking is planned into class activities. Yes No 9. This class is like all other classes. Yes No 10. Teacher uses lots of worksheets. Yes No 11. Teacher has good sense of humor. Yes No 12. Teacher respects students. Yes No 13. Teacher makes subject interesting. Yes No 14. Students are not afraid to ask/answer questions. Yes No

15. Students are not afraid of being smart. Yes No 16. Grade acquired in this class is the most important factor. Yes No 17. Teacher apologizes for personal mistakes. Yes No 18. Methods of teaching reflect sound knowledge of subject matter. Yes No 19. Teacher is willing to experiment/try new ideas. Yes No 20. Democratic atmosphere prevails in classroom. Yes No 21. Teacher involves students in creating a positive learning environment. Yes No 22. Teacher uses problem-solving techniques. Yes No 23. Teacher causes students to use problem-solving techniques. Yes No 24. Teacher helps students identify barriers to achieving objectives. Yes No 25. Teacher encourages students to respect each other’s talents, abilities, interests and needs. Yes No 26. Teacher asks questions of students that require more than memory/recall. Yes No 27. Methods used by teacher require students to think about their ideas, opinions and answers. Yes No 28. Methods used by teacher reflect that teacher sees things from students’ point of view. Yes No 29. Methods used by teacher require students to think about thinking. Yes No 30. Methods used by teacher require students to be flexible, fluent, original and elaborate. Yes No 31. Methods used by teacher require students to analyze, synthesize and evaluate. Yes No 32. Methods used by teacher allow students to make real-world connections/ application. Yes No

A. List the activities which you like the BEST in this class. Place them in order with number one being your most favorite activity. You may list one activity or as many as you wish. 1. __________________________________________________________________________ 2. __________________________________________________________________________ 3. __________________________________________________________________________ 4. __________________________________________________________________________ B. List the activities you liked the LEAST in this class. Place them in order with number one being your leas t favorite activity. You may list one or as many activities as you wish. 1. __________________________________________________________________________ 2. __________________________________________________________________________ 3. __________________________________________________________________________ 4. __________________________________________________________________________ C. Please list any problems you have had since being in this class. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ D. Please make any additional comment you feel is needed about this class, or about your personal growth, or anything else you feel is important. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Adapted from Simpson, R.E. and Martinson, R.A.-California State Department of Education, 1961.

TAG/Advanced Academics Pupil Self-Evaluation

Grades 3-12 -- HISD Name _______________________________________________________ Please think of yourself at the present time in comparison to last year. As a result of this year’s work in this class, please rate yourself on the following items. Place the numbers 1, 2, 3, 4, 5 on the line following each item, according to the scale below. 1 - Much less 2 - Less 3 - About the same 4 - More 5 - Much more 1. Ability to think things through for yourself 2. Knowledge of subject matter areas (science, social studies, and others I have taken) _____ 3. Interest in school _____ 4. Ability to see how things go together in a situation (see relationships) _____ 5. Ability to find information _____ 6. Ability to work well by myself _____ 7. Ability to work well in groups _____ 8. The liking and respect of other pupils for me _____ 9. Ability to judge the usefulness of facts _____ 10. Ability to get along with my teachers _____ 11. Enjoyment of learning _____ 12. Knowledge of basic skills _____ 13. Curiosity about learning new things _____ 14. Ability to accept responsibility _____ 15. Opportunity to make things, experiment and use ideas _____ 16. Knowledge of my strengths and weaknesses _____ 17. Willingness to do work as a leader _____ 18. Feelings of accomplishment experienced _____ 19. Awareness of fluency, flexibility, originality, elaboration strengthened _____ 20. Ability to analyze, synthesize, evaluate strengthened _____

21. Ability to reflect/think about thinking _____ 22. Encouraged to ask and answer complex questions _____ 23. Ability to think at higher levels _____ 24. Ability to respect other opinions _____ 25. Understanding of why I am in this particular class _____ 26. Focus of instruction on student learning _____ 27. Opportunities to apply student abilities to real world _____ 28. Opportunity for student discussion/debate _____ 29. Less emphasis on memory/recall - more emphasis on applying/using information gained _____ 30. Understanding concept of “scholarliness” _____ Additional comments: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

TAG -- Gifted and Talented Program of HISD Student Evaluation

Grades 3-8

The purpose of this questionnaire is to allow you to assist us in evaluating this year’s program so we can plan for next year. Please be honest and give your true feelings. You do not have to sign your name. Thank you for your help. (Please return to the office of your building principal.) On the following six questions, please circle yes o r no in response to the question: 1. Have you enjoyed being in the TAG Program? Yes No 2. Do you believe you are doing as well in your regular classroom work since beginning the program? Yes No 3. Do you believe you have improved in your ability to think creatively and divergently since you have been in the program? Yes No 4. Have you been able to use in your regular classroom work, some of the higher level thinking skills emphasized in the TAG program? Yes No 5. Do you enjoy school more since you have been attending the TAG class? Yes No 6. Do you want to be in the TAG class next year? Yes No Why or Why not? ____________________________________________________________________ __________________________________________________________________________________ On the following questions, please be honest and li st those items that you believe are most important: A. List the activities you like best in the TAG Program. Place them in order with number one being your most favorite activity. You may list one activity or as many as you wish.

1. ____________________________________________________________________

2. ____________________________________________________________________ 3. ____________________________________________________________________ 4. ____________________________________________________________________ B. List the activities you like the least in the TAG Program. Place them in order with number one being your least favorite activity. You may list one or as many activities as you wish.

1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ 4. ____________________________________________________________________

C. Please list any problems you have had since being in the TAG Program. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ D. Please make any other comments you would like to make about the TAG Program. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Please place a check by all the items that best describe TAG: Challenging Too difficult Stimulating

Terrible Colorful Successful

Thought-provoking Too easy Boring

Worthless Clear Important

Well organized Student-centered Demanding

Valuable Interesting Exciting

Not what I thought Asks good questions Dull

Profitable Learning experience Fluent, flexible, original

Analyze Synthesize Evaluate

Real world problems Problem solving Decision-making

Adapted from Marcie Voss/LEAP Program

TAG/Advanced Academic Student Evaluation Directions: In order to voice your opinions about what makes for a good class and enjoyable classroom, and better teaching and learning, write down your answers to the following questions. Remember there are no right or wrong answers. I want your opinion. 1. What are the good things about your class? List five. a. __________________________________________________________________________ b. __________________________________________________________________________ c. __________________________________________________________________________ d. __________________________________________________________________________ e. __________________________________________________________________________ 2. What are some things you don’t like about this class? List five. a. __________________________________________________________________________ b. __________________________________________________________________________ c. __________________________________________________________________________ d. __________________________________________________________________________ e. __________________________________________________________________________ 3. What do you like best about our classroom? List at least three things. a. __________________________________________________________________________ b. __________________________________________________________________________ c. __________________________________________________________________________ 4. What do you like least about our classroom? List at least three. a. __________________________________________________________________________ b. __________________________________________________________________________ c. __________________________________________________________________________ 5. What bothers you most about the way I teach? 6. What bothers you most about your classmates? 7. What bothers you most about yourself? 8. Would you recommend a friend to become a member of this class? Tell me why you answered yes or no. 9. If you were the teacher in this classroom, what would you do to make it a better place for your students? 10. How do you feel about: a. Your relationship with me? b. Your relationship with your classmates?

TAG -- Gifted and Talented Program of HISD Teachers Evaluation

Grades 3-8

The purpose of this questionnaire is to allow you to assist us in evaluating this year’s TAG Program so we can plan for next year. Please be honest and tell us how you feel. You do not need to sign your name. Thank you for your assistance. Please return this form to your building principal as soon as possible. 1. Information provided to you about your students in the TAG Program was: _____ adequate _____ somewhat adequate, some improvement needed _____ inadequate 2. Have your students expressed pleasure about the work they do in TAG class? _____ often _____ sometimes _____ never 3. Which of the following comments best express your students’ general attitude about being in the TAG program? _____ enthusiastic _____ positive _____ indifferent _____ negative 4. To your knowledge, have any of your students encountered any problems with either their classmates or their schoolwork because of the involvement in the TAG Program? Yes No Comments concerning the above question: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 5. Can you identify any positive changes in any of your students’ behavior or attitude that seem to result from his/her participation in the TAG Program? Yes No Comments concerning the above question: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 6. Please list things that you feel were successful about the program this year. __________________________________________________________________________________ 7. Please list things you dislike or feel need to be changed to improve the program for next year: __________________________________________________________________________________ __________________________________________________________________________________

Adapted from Marcie Voss/LEAP Program

TAG/Advanced Academics of HISD Classroom Teacher Evaluation Grades 3-12

Please complete the following information by marking the appropriate box for each question. Return this form to your principal. Identification Yes Not

Sure Maybe No

1. I know the state criteria for selecting gifted students. 2. I feel I have been able to contribute in the evaluation of recommended students.

3. I have referred one or more students to this program. 4. I need more information on selection of gifted for the program at HISD.

5. I feel I could identify a gifted student in my classroom. 6. I need more information on characteristics and need of gifted students.

Resources

1. Workshops for all faculty members in the area of teaching the gifted are needed.

2. Information has been disseminated to teachers about gifted students.

3. I would like to have more information on gifted students. 4. I have observed a gifted classroom on my campus. 5. I need more information on differentiation for students in my classroom

6. I need information on telescoping/ compacting the regular curriculum for my students.

7. I need information on authentic/ performance assessment for my students.

8. I would like to have more information on multiple intelligence. 9. I have received assistance locating materials that might be used with particular students.

10. I have been assisted with classroom teaching techniques suited to the gifted.

11. Have you requested #9 and 10 above. Attitudes

1. This program has provided additional motivation for students. 2. The students are eager to share knowledge learned from activities in the gifted program.

3. I provided this opportunity for my students. 4. My expectations have changed for the student who has been identified as being gifted.

5. I feel the importance of the regular classroom has been stressed sufficiently by teacher(s) in the gifted program.

Skills

1. Students have a tendency to solve classroom problems using more than one reference source.

2. Students are now more analytical n their approach to problem solving.

3. I see a change in student performance. 4. If so in #3, this is a positive change. Please give specific recommendations for next year’s program. __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Please list strengths of the gifted program. __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Please list weaknesses of the gifted program. __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Adapted from Engine-Uity Materials on Evaluation

TAG/Advanced Academics of HISD Principal’s Evaluation

1. Information provided to you by the TAG staff in regard to the program was: _____ adequate _____ generally adequate, some improvement needed _____ inadequate 2. Communication between TAG staff and the school staff was: _____ adequate _____ generally adequate, some improvement needed _____ inadequate 3. Communication between the TAG staff and parents was: _____ adequate _____ generally adequate, some improvement needed _____ inadequate 4. Overall, you would describe your evaluation of the TAG Program as: supportive, believe that the program has, on the whole, been a worthwhile addition to _____ the district’s education program somewhat supportive, believe that there are problem areas that tend to offset some of _____ the positive benefits _____ not supportive Comments concerning item #4 _________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 5. Please list things you liked or feel were successful about this year’s program: __________________ __________________________________________________________________________________ __________________________________________________________________________________ 6. Please list any problems encountered with this year’s program: _____________________________ __________________________________________________________________________________ __________________________________________________________________________________ 7. Please list suggestions that would help improve the program: _______________________________ __________________________________________________________________________________ __________________________________________________________________________________ 8. Please list areas you feel your staff needs most help with concerning the TAG Program and give suggestions for in-service training: ______________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

TAG / Gifted and Talented Program Parent Year-End Evaluation

Dear Parents: As we approach the end of the school year, it is important that we conduct an evaluation of the TAG Program to aid us in assessing its effectiveness. We are very interested in your comments and observations and therefore, would appreciate your taking a moment to complete this form. Please return this form to the campus principal of the school your child attends. Thank you for your assistance. Please circle the response that you believe to be most accurate: 1. Has your child seemed to enjoy school more since being in the TAG Program? Yes No 2. Do you believe your child has a greater ability to think things through for himself/herself since being in the TAG Program? Yes No 3. Have you observed that your child is more curious about learning new things since participating in the TAG activities? Yes No 4. Based on your child’s attitude and comments, are you pleased that your child has participated in the TAG Program this year? Yes No 5. Which of the following words do you believe best represents your child’s attitude towards the TAG Program: Excellent Good Indifferent Poor Additional Comments: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

TAG / Gifted and Talented Program Parent Questionnaire and Student Progress

Student’s Name _____________________________________________________________________ Parent’s/Guardian’s Name ____________________________________________________________ Date ______________________ As we approach the end of the school year, it is important that we conduct an evaluation of the programming offered to your gifted child to help us examine effectiveness. We are very interested in your comments and observations. Will you please think of your child at the present time in comparison to the beginning of this year. As a result of his/her special school activities, please rate him on the following items according to the scale below. You may have difficulty in responding to some of the items. Please make the best estimate you can. Thank you for your assistance. (1) Much less (2) Less (3) About the same (4) More (5) Much more 1. Ability to think things through for him/herself _______ 2. Interest in school _______ 3. Ability to see relationships _______ 4. Ability to find information _______ 5. Ability to work with others _______ 6. Ability to work by him/herself _______ 7. Ability to make connections with the real world _______ 8. Curiosity about learning new things _______ 9. Enjoyment of learning for the sake of learning _______ 10. Ability to accept responsibility _______ 11. Opportunity to make things, experiment and use ideas _______ 12. Knowledge of his/her own strengths and weaknesses _______ 13. Willingness to do work as a leader _______ 14. Knowledge of subject matter (science, social studies, literature) _______ 15. Ability to think at higher levels _______

Please answer the following questions: 16. Does the student make positive comments about the program at home? Yes No 17. Has participation in the program helped him/her? Yes No Please explain: _____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Additional comments: ________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

TAG -- Gifted and Talented Program of HISD Parent Questionnaire

Please do not sign your name to this questionnaire. Please return the questionnaire to the office of your child’s principal. You can help to make the Program for the Gifted a better program by giving careful thought to each of the questions that follow. We appreciate your cooperation and assistance in helping us to evaluate the Program for the Talented and Gifted. Yes No 1. Do you have enough information about why your child was selected for the Program for the Gifted? _______ _______ 2. Do you have enough information about the Program for the Gifted? _______ _______ 3. Do you have enough information about the activities and experiences that your child pursues in the Program for the Gifted? _______ _______ 4. Have you been invited to visit the resource room? _______ _______ 5. Have you had sufficient opportunity to discuss your child’s progress with the teacher? _______ _______ 6. Which of the following comments best expresses your child’s general attitude about being in the Program for the Gifted? Enthusiastic _______ Positive _______ Indifferent _______ Negative _______ 7. Has your child expressed pleasure or enjoyment about the work that he or she does in the Program for the Gifted? Often _______ Sometimes _______ Seldom _______ Never _______ 8. Which of the following statements best expresses your child’s attitude toward the degree of challenge of the work in the Program for the Gifted? Very challenging _______ Somewhat challenging _______ Not at all challenging _______ No answer _______

Engine-Uity, Ltd.-1984

9. Has your child shown an application of creative and problem solving skills? _______ _______ 10. Has your child encountered any problems with his or her friends as a result of being involved in the Program for the Gifted? If yes, please describe. _______ _______ 11. If your child has been transported to another school, has he or she encountered any problems? If yes, please describe. _______ _______ 12. Has your child expressed a serious concern about missing work in the regular class or making up assignments because he/she is out of the room to attend the Program for the Gifted? _______ _______ 13. Has your child’s regular classroom teacher(s) expressed any displeasure because your child has missed work because he or she is attending the Program for the Gifted? If yes, please describe. _______ _______ 14. Can you identify any changes in your child’s behavior or attitude that seems to result from his or her participation in the Program for the Gifted? If yes, please describe. _______ _______ 15. Has your child gained a deeper appreciation of available community resources as a result of the Program for the Gifted? _______ _______ 16. Do you have any specific suggestions for changes in the operation of the Program for the Gifted or the way it affects children or their parents? If yes, please write suggestions below. _______ _______

Engine-Uity, Ltd.-1984

TAG / Gifted and Talented Program

Nomination Form Date ________________________________ I, _________________________________________________ nominate the following student to be screened for the Hallettsville TAG program. The person filling out this form is a: teacher parent other ________________ Student’s name _____________________________________ Age _________ Home Campus ______________________________________ Grade _______

TAG / Gifted and Talented Teacher Observation Checklist

Teacher Recommendation for Screening Student __________________________________________________________ Grade ___________ Observed by the referring teacher for a period of ___________________________(length of time). Dear Teacher, Please use this checklist while recommending this student for screening. As you prepare this explanation, please consider intellectual curiosity, enthusiasm and emotional maturity with specific skills in self-directed learning, thinking, research, communication and creativity. Thank you! Never Sometimes Always Intellectual curiosity ___________ _______________ ___________ Enthusiasm ___________ _______________ ___________ Emotional maturity ___________ _______________ ___________ Self-directed learning ___________ _______________ ___________ Thinking ___________ _______________ ___________ Research ___________ _______________ ___________ Communication ___________ _______________ ___________ Creativity ___________ _______________ ___________ Comments: --------------------------------------------------------------------------------------------------------------- Teacher’s Signature Please return completed form to ________________________________________

TAG / Gifted and Talented

Teacher Recommendation for Screening Student ______________________________________________________________ Grade ______ Observed by the referring teacher for a period of __________________________ (length of time) Teacher Completing the Request _________________________________________ As a part of the screening process, please nominate/recommend the above student for the above designated Advanced Academics Program course(s). Use the following checklist and please cite specific examples of noted characteristics you have observed. (Examples may appear for one, two, or all characteristics) Characteristic Example _____ Intellectual curiosity ___________________________________________________________ _____ Enthusiasm for learning ________________________________________________________ _____ Emotional maturity ____________________________________________________________ _____ Self-directed learning __________________________________________________________ _____ Creative thinking (fluent, flexible, original, elaborate) __________________________________ _____ Critical thinking (analytical, dissects info, different point of view) _________________________ _____ Research ___________________________________________________________________ _____ Communication _______________________________________________________________ _____ Individuality __________________________________________________________________ _____ Problem-solving/Decision-making ________________________________________________ _____ Leadership __________________________________________________________________ Please attach a short narrative explaining why you are recommending this student for screening. As you prepare this explanation, please consider intellectual curiosity, enthusiasm and emotional maturity with specific skills in self-directed learning, thinking, research, communication and creativity. Thank you! Please return this form by _____________ to _________________________________.

TAG / Gifted and Talented

Data Review Matrix for Placement

Name ______________________________________________ Date ____________________ Grade _______ DOB _________________ Parent or Guardian _____________________________________ Phone _______ Address _____________________________________________________________________ Zip _________

CRITERIA

NOMINATION Teacher ____ Parent ____ Self ____ CRITERION REFERENCED ASSESSMENT SCORE: (One only) Points ______ English _____ __________ Writing _____ __________ Math _____ __________ SS _____ __________ SCI _____ __________ *Academic Recognition __________ MENTAL ABILITIES TEST SCORE: Points ______ Otis-Lennon (verbal) _____ __________ Raven (nonverbal) _____ __________ Other _____ __________ GRADE AVERAGE: (One Only) Points ______ English _____ __________ Social Studies _____ __________ Math _____ __________ Science _____ __________ TEACHER RECOMMENDATION: Points ______ Renzulli/Hartman: Learning ____ Motivation ____ Creativity ____ Total _______ OTHER: Self-directed learning, thinking, research, communication, individuality, creativity in: Writing Sample ____ Interview ____ Portfolio ____ Points ______ Total Points ______ Placement ______ Comments __________________________________________________________________________________________ Selection Committee Members _______________________________ _______________________________ _______________________________

TAG / Gifted and Talented Program of HISD

Grades 3-4 DATA REVIEW MATRIX FOR GIFTED/TALENTED PLACEMENT

Name Date Grade School DOB Sex Parent/Guardian Phone Address Zip CRITERIA 1 2 3 4 5 Score

Achievement Test % 85-89 90-92 93-95 96-97 98-99 Reading % Math % Composite % Mental Abilities Test 110-115 116-120 121-125 126-130 131 + (Otis-Lennin) Raven Grade Point Average 85-89 90-92 93-95 96-97 98-99 Parent Inventory 10-19 20-29 30-39 40-49 50 + Teacher Checklist 96-100 101-105 106-110 111-115 116-200 (Renzulli-Smith) Early Childhood Peer Checklist 1-5 6-10 10-14 15-19 20+ Product(s) Draw Sterts 1 2 3 4 5

PPP

Torrence (KOI) Placement: Total Recommendation Date

TAG / Gifted and Talented Program of HISD Grades 5, 6, 7, 8

DATA REVIEW MATRIX FOR PLACEMENT Name Date Grade DOB Sex CRITERIA Criterion Ref. Assessment 1 2 3 4 5 Score

85-89 90-92 93-95 96-97 98-99 Reading/English/Math TAKS 1500-1696 1697-1897 1898-2098 2099-2299 2300-2500 Writing/Social Studies/Science Grade Point Average 85-89 90-92 93-95 96-97 98-99 Mental Abilities Test 110-115 116-120 121-125 126-130 131+ Otis Lennon (verbal) 31-36 37-42 43-48 49-54 55-60 Raven (non-verbal) Teacher Checklist Renzulli/Hartman

Learning 13-17 18-22 23-27 28-32 32+

Motivation 17-21 22-26 27-31 32-36 36+

Creativity 21-26 26-30 31-35 36-40 40+

Product/Process/Portfolio 2 3 4 5 6 Self-directed learning Thinking Research Communication Individuality Creativity Total Points Placement Recommendation Comments:

Advanced Academics of HISD Grades 9, 10, 11, 12

DATA REVIEW MATRIX FOR PLACEMENT Name Date Grade DOB Sex CRITERIA Criterion Ref. Assessment 1 2 3 4 5 Score

85-89 90-92 93-95 96-97 98-99 Reading/English/Math TAKS 1500-1696 1697-1897 1898-2098 2099-2299 2300-2500 Writing/Social Studies/Science Grade Point Average 85-89 90-92 93-95 96-97 98-99 Mental Abilities Test 110-115 116-120 121-125 126-130 131+ Otis Lennon (verbal) 31-36 37-42 43-48 49-54 55-60 Raven (non-verbal) Teacher Checklist Renzulli/Hartman

Learning 13-17 18-22 23-27 28-32 32+

Motivation 17-21 22-26 27-31 32-36 36+

Creativity 21-26 26-30 31-35 36-40 40+

Product/Process/Portfolio 2 3 4 5 6 Self-directed learning Thinking Research Communication Individuality Creativity

Total Points Placement Recommendation Comments:

TAG / Gifted and Talented Parent Questionnaire

Child’s Name ___________________________________ Parent Completing the Questionnaire _________________________

Child’s Age ______ School Campus _________ Date ________

Please complete the Parent Questionnaire and return it to your child’s principal.

Seldom

Or

Never

Some-

times

Quite

Often

Almost

Often

Example from Your

Own Child’s Life

1. My child will spend more time and energy than his/her age mates

on topic of his/her interest. (For example: Joan is learning to sew

and spends every free minute designing new dress patterns and

trying to sew them herself.)

2. My child is a “self-starter” who works well alone, needing few

directions and little supervision. (For example: After watching a film

about musical instruments, Gary began to make his own guitar from

materials he found around the garage.)

3. My child sets high personal goals and expects to see results from

his/her work. (For example: Mark insisted on building a robot from

spare machine parts even though he knew nothing about engines or

construction.)

4. My child gets so involved with a project that he/she gives up other

pleasures in order to work on it. (For example: Don is writing a book

about his town’s history and spends each night examining historical

records and documents – even when he knows he’s missing his

favorite TV show.

Seldom

Or

Never

Some-

times

Quite

Often

Almost

Often

Example from Your

Own Child’s Life

5. My child continues to work on a project even when faced with

temporary defeats and slow results. (For example: After building a

model rocket, Sally continued to try to launch it, despite several

failures and “crash landings.”)

6. While working on a project (and when it is finished), my child

knows which parts are good and which parts need improvement.

(For example: After building a scale model of a lunar city, Kenny

realized that there weren’t enough solar collectors to supply all the

homes he had built.)

7. My child is a “doer,” who begins a project and shows finished

products of his/her work. (For example: Mary began working on a

puppet show four months ago, and has since built a stage and

puppets, and has written a script. Tomorrow she’s presenting her

play to the PTA!)

8. My child suggests imaginative ways of doing things, even if the

suggestions are sometimes impractical. (For example: “If you really

want to clean the refrigerator, why don’t you move it outside and I’ll

hose it down – that will defrost it too.”)

9. When my child tells about something that is very unusual, he/she

expresses himself/herself by elaborate gestures, pictures, or words.

(For example: “The only way I can show you how the ballet dancer

spun around as if I stand on my tiptoes on the record player and put

the speed up to 78.”)

Seldom

Or

Never

Some-

times

Quite

Often

Almost

Often

Example from Your

Own Child’s Life

10. My child uses common materials in ways not typically expected.

(For example: “I’ll bring a deck of cards when we go camping. If it

rains, we can use them to start a fire, and if it’s dry, we can play ‘fish’

around the campfire.”)

11. My child avoids typical ways of doing things, choosing instead to

find new ways to approach a problem or topic.(For example: “I had

trouble moving this box to the other side of the garage, so I used

these four broom handles as rollers and just pushed it along.”)

12. My child likes to “play with ideas.” Often making up situations

which probably will not occur. (For example: “I wonder what would

happen if a scientist found a way to kill all insects, and then went

ahead and did it?”)

13. My child often finds humor in situations or events that are not

obviously funny to most children his/her age. (For example: “It was

really funny that after our coach showed us a moving on playground

safety, he sprained his ankle while lining us up to go back to class.”)

14. My child prefers working or playing alone rather than doing

something “just to go along with the gang.” (For example: I always

misspell the first word in a spelling bee; then I get to sit down and do

something I like.”)

*If your child scores in either of these two columns, it would be helpful if you would write a specific example in the last column, using the

reverse side of the page if necessary.

Developed by Jim Delisle, University of Connecticut

Scale for Rating Behavioral Characteristics of Supe rior Students Joseph S. Renzulli/Robert K. Hartman

Name __________________________________________________________ Date _____________ Campus ________________________________ Grade ________________ Age _____________ Years Months Teacher completing this form __________________________________________________________ How long have you known this child? ____________________________________________________ Directions: These scales are designed to obtain teacher estimates of a student’s characteristics in the areas of learning, motivation, creativity and leadership. The items are derived from the research literature dealing with characteristics of gifted and talented persons. It should be pointed out that a considerable amount of individual differences can be found within this population, and therefore the profiles are likely to vary a great deal. Each item in the scales should be considered separately and should reflect the degree to which you have observed the presence or absence of each characteristic. Please read the statements carefully and place an X in the appropriate place according to the following scale of values: 1. If you have seldom or never observed this characteristic. 2. If you have observed this characteristic occasionally. 3. If you have observed this characteristic to a considerable degree. 4. If you have observed this characteristic almost all the time. Space has been provided following each item for your comments. Scoring - Separate scores for each of the dimensions may be obtained as follows: .....Add the total number of Xs in each column to obtain the “Column Total.” .....Multiply the Column Total by the “Weight” for each column to obtain the “Weighted Column Total.” .....Sum the Weighted Column Totals across to obtain the “Score” for each dimension of the scale. .....Enter the scores below. Learning Characteristics.................................................................................... __________________ Motivational Characteristics............................................................................... __________________ Creativity Characteristics................................................................................... __________________ Total Score......................................................................................................... __________________ Return completed form to the campus principal by the following date. ___________________________

PART I: LEARNING CHARACTERISTICS 1 2 3 4 1. Has unusually advanced vocabulary for age or grade level; uses terms in a meaningful way; has verbal behavior characterized by “richness” of expression, elaboration and fluency. _____ _____ _____ _____ 2. Possesses a large storehouse of information about a variety of topics (beyond the usual interests of youngsters his/her age). _____ _____ _____ _____ 3. Has quick mastery and recall of factual information. _____ _____ _____ _____ 4. Has rapid insight into cause-effect relationships; tries to discover the how and why of things; asks many provocative questions (as distinct from informational or factual questions); wants to know what makes things (or people) “tick.” _____ _____ _____ _____ 5. Has a ready grasp of underlying principles and can quickly make valid generalizations about events, people, or things; looks for similarities and differences in events, people and things. _____ _____ _____ _____ 6. Is a keen and alert observer; usually “sees more” or “gets more” out of a story, film, etc. than others. _____ _____ _____ _____ 7. Reads a great deal on his own; usually prefers adult level books; does not avoid difficult material; may show a preference for biography, autobiography, encyclopedia and atlases. _____ _____ _____ _____ 8. Tries to understand complicated material by separating it into its respective parts; reasons things out for him/herself; sees logical and common sense answers. _____ _____ _____ _____ Column Total _____ _____ _____ _____ Weight _____ _____ _____ _____ Weighted Column Total _____ _____ _____ _____ Total ___________

1 2 3 4

PART II: MOTIVATIONAL CHARACTERISTICS 1 2 3 4 1. Becomes absorbed and truly involved in certain topics or problems; is persistent in seeking task completion. (It is sometimes difficult to get him/her to move on to another topic.) _____ _____ _____ _____ 2. Is easily bored with routine tasks. _____ _____ _____ _____ 3. Needs little external motivation to follow through in work that initially excites him/her. _____ _____ _____ _____ 4. Strives toward perfection; is self-critical; is not easily satisfied with his/her own speed or products. _____ _____ _____ _____ 5. Prefers to work independently; requires little direction from teachers. _____ _____ _____ _____ 6. Is interested in many “adult” problems such as religion, politics, sex, race - more than usual for age level. _____ _____ _____ _____ 7. Often is self assertive (sometimes even aggressive); stubborn in beliefs. _____ _____ _____ _____ 8. Likes to organize and bring structure to things, people and situations. _____ _____ _____ _____ 9. Is quite concerned with right and wrong, good and bad; often evaluates and passes judgment on events, people and things. _____ _____ _____ _____ Column Total _____ _____ _____ _____ Weight _____ _____ _____ _____ Weighted Column Total _____ _____ _____ _____ Total _____ _____ _____ _____

3 2 4 1

PART III: CREATIVITY CHARACTERISTICS 1 2 3 4 1. Displays a great deal of curiosity about many things; is constantly asking questions about anything and everything. _____ _____ _____ _____ 2. Generates a large number of ideas or solutions to problems and questions; often offers unusual (“way out”), unique, clever responses. _____ _____ _____ _____ 3. Is uninhibited in expressions of opinion; is sometimes radical and spirited in disagreement; is tenacious. _____ _____ _____ _____ 4. Is a high-risk taker; is adventurous and speculative. _____ _____ _____ _____ 5. Displays a good deal of intellectual playfulness; fantasizes; imagines (“I wonder what would happen if...”); manipulates ideas (i.e., changes, elaborates upon them); is often concerned with adapting, improving and modifying institutions, objects and systems. _____ _____ _____ _____ 6. Displays a keen sense of humor and sees humor in situations that may not appear to be humorous to others. _____ _____ _____ _____ 7. Is unusually aware of his/her impulses and more open to the irrational in him/herself (freer expression of feminine interest for boys, greater than usual amount of independence for girls); shows emotional sensitivity. _____ _____ _____ _____ 8. Is sensitive to beauty; attends to aesthetic characteristics of things. _____ _____ _____ _____ 9. Is nonconforming; accepts disorder; is not interested in details, is individualistic; does not fear being different. _____ _____ _____ _____ 10. Criticizes constructively; is unwilling to accept authoritarian pronouncements without critical examination. _____ _____ _____ _____ Column Total _____ _____ _____ _____ Weight _____ _____ _____ _____ Weighted Column Total _____ _____ _____ _____ Total _____ _____ _____ _____

3 2 4 1

TAG / Gifted and Talented Program Parent Permission Form

The TAG students are doing research that will assist in problem solving. As part of that research, in order to present what they have learned, we have decided to do audio-visual presentations. From time to time in this class, we will be using this means of product. For that reason, I need your permission to video tape your child, and I am requesting that you fill out the following form. Thanks. I give my permission for ________________________________________ to be video taped as part of the preparation needed to fulfill the requirements for TAG. HISD will use these videos for presentation purposes as well as for evaluation. ________________________________________________________ _________________________ Parent/Guardian Signature Date

Hallettsville Independent School District

Differentiated Scope and Sequence For Gifted/Talented Students

In Grades K-12

1989-90

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Product

Grades Product: WRITTEN K-2 3-4 5-8 9-12 Formal Writing Letter Social Correspondence I D/R E Business I D R/E

Essay

Descriptive I D/R E E Narrative I D/R E E Expository I D/R E Persuasive I D/R E

Research Paper

Note-Taking I D/R E Outline I D/R E Thesis Statement I/D R/E Report I D/R E Bibliography/End Notes I D/R E

Review/Critique

Book Report I D/R E Literary Analysis

I/D R/E

Position Paper

I/D

Summary

General I D/R E E Annotation I Precision

I D/R/E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Product

Grades Product: WRITTEN K-2 3-4 5-8 9-12 Original Writing

Formal Poetry Acrostic Couplet Haiku Limerick Letter

I D/R E

Free Verse

I D R E

Metered Verse I/D R/ E Fiction Children’s Story Fables/Fairy Tales

I I

D/R D/R

E E

E E

Myth I D/R E Short Story Scenario

I D/R I/D

E R/E

Non-Fiction Diary/Journal

I

D/R

E

E

Journalistic Writing Interview News Article Feature Article Editorial Periodical Article Biography/Autobiography

I

D/R I I I

E D/R D/R D/R I/D I

E E E E

R/E D/R/E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12 Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Product

Grades Product: SPOKEN K-2 3-4 5-8 9-12

I D/R E E

Entertainment Speech Radio Play

I D/R

Oral Interpretation

I

D

R

E

Characterization/Role Play

I

D

R

R/E

Informative Interview Telephone Interview Personal

I I

D/R D/R

E E

E E

Oral Report Sharing Information Documentary Research Report

I

D/R I

E I/D D/R

E R/E E

Prepared Lesson to Class Lecture Demonstration

I I

D/R D/R

E E

Discussion Class Panel

I

D/R I

E D/R

E E

Speech Informative Impromptu Extemporaneous

I

D/R I

E D/R I/D

E E

R/E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Product

Grades Product: SPOKEN K-2 3-4 5-8 9-12

I D R/E

Persuasive Speech Advertising Propaganda Commercial/Ads

I I

D D

D/R R

E E

Debate

I/D

R/E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Product

Grades Product: KINESTHETIC K-2 3-4 5-8 9-12

I D/R E E

Drama Improvisation/Role Play Skit

I D/R E E

Play

I

D/R

E

Monologue

I

D/R/E

Puppet Show

I

D/R/E

Graphic Arts Poster

I

D/R

E

E

Charts/Graphs Chart Map Mind Maps Graph Venn Diagram Diagram Other Graphic Organizers Transparency (Multiple Intelligence)

I I I

D/R D/R D I I

E E

R/E D/R D/R

E E E E E

Model

I

D/R

E

E

Display Exhibit Book

I

I D

D/R R

E E

Illustration

I

D/R

E

E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Product

Grades Product: VISUAL K-2 3-4 5-8 9-12

I

D/R

I I

D/R

E

D/R D/R E

E E E E

Electronic Media Film/Tape Tape Recording Filmstrip Videotape Photos Computers

I D/R E E

Multimedia Presentations Hyper studio Power Point

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: CREATIVE THINKING K-2 3-4 5-8 9-12

I/D R/E E E

Fluent Thinking Brainstorming List Hitchhike Piggyback Scamper Defer Judgment Relate

Associative Thinking Charting Web Network Relate

I

D/R

E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: CREATIVE THINKING K-2 3-4 5-8 9-12

I

D

R

E

Flexible Thinking SCAMPER Substitute Put to Other Uses Combine Rearrange Adapt Eliminate Modify/Magnify

Forced Analogies Personal analogies - identify with, imagine interpret Direct analogies - analyze, hypothesize, synthesize Compressed conflict - observe, evaluate, state paradoxically

I

D

E

Moronological Analysis Define components - identify, describe, consider List attributes - classify, categorize, list Combine attributes - create, synthesize, transfer Apply results - produce, compare/contrast, interrelate

I

D/R

Elaborate Thinking Expand Embellish Enrich Add details Develop Amplify

I

D

R/E

E

Modify Change Transfer SCAMPER Develop Rearrange

I

D/R

E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: CREATIVE THINKING K-2 3-4 5-8 9-12

I/D

R

E

E

Original Thinking Proper Attitude Risk Tolerate ambiguity Digress Break mind-sets Make strange familiar Make familiar strange

Fantasize Pretend Make believe Create Imagine Visualize Fantasize

I/D

R

E

E

Invent Design Develop Create Produce Synthesize Transfer

I

D

R

E

Predict Forecast Speculate Transfer in time Project Hypothesize

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: CREATIVE THINKING K-2 3-4 5-8 9-12

I

D

R

E

Fundamental Thinking Gather Information Perceive Research Observe Recognize Locate Question

Organize Information Group Prioritize Label Categorize Classify Order Sequence Pattern

I

D/R

E

E

Analyze Information Compare Contrast infer meanings, assumptions, generalizations point of view analyze: relevant/irrelevant, fact/opinion, reliable/unreliable Recognize propaganda

I

D/R

E

E

Utilize Information Select Specify Predict Apply Use: rules, laws, methods, concepts, principles, theories

I

D/R

E

E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: CRITICAL THINKING K-2 3-4 5-8 9-12

I

D

R/E

Logical Thinking Reason Deductively Detect Reason Specify Derive Deduce

Reason Inductively Infer Reason by Conclude Look at cause and effect

I

D

R/E

Recognize Logical Fallacies Expose unfounded premises Test Examine assumptions Question data Recognize errors Detect bias/stereotype

I

D/R

Evaluative Thinking Establish Criteria Select Compose Consider Weigh Question Relate

I

D/R

E

E

Judge Information Critique Clarify Assess Evaluate

I

D/R

E

E

Verify Information Judge internal/external evidence Determine accuracy Determine value Evaluate source credibility

I

D/R

E

Employ Metacognition Reflect Study Control Regulate Retrace Ponder Monitor

I

D

R

E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: CRITICAL THINKING K-2 3-4 5-8 9-12

I/D

R

E

Scientific Problem Solving Define Problem Perceive Include/exclude Specify Limit See inconsistencies See perspectives

Hypothesize Speculate Suggest Pose Imagine

I

D/R

E

Gather Data Research Locate Question Perceive Organize Assemble

I

D/R

E

E

Test Hypothesis Evaluate data Verify Establish criteria Prove

I

D/R

E

Draw Conclusions Theorize Evaluate Judge Decide Resolve Infer

I

D

R

E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: CRITICAL THINKING K-2 3-4 5-8 9-12

I

D/R

E

E

Decision Making/Problem Solving Sense problems/challenges Notice Observe Diagnose Note Risk

Fact Finding Brainstorm Gather Define Collect Explain

I/D

R

E

E

Problem Finding Analyze Isolate Question Locate Identify Focus

I

D/R

E

E

Idea Finding Generate Adapt Elaborate SCAMPER Produce Delineate Brainstorm

I/D

R

E

E

Solution Finding Evaluate Validate Verify Solve Test Conclude Prove

I/D

R

E

E

Acceptance Finding Adopt Persuade Advocate Implement Convince

I

D

R

E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: INDEPENDENT STUDY K-2 3-4 5-8 9-12

I/D I

R I/D D

E R R

E E E

Assessing Information Using Books Parts of books Types of books Locating books

Using Reference Materials Dictionary and encyclopedia Globes/maps/atlas Almanacs Thesaurus Technical manual/specialized dictionary/ specialized encyclopedia Sources of contemporary information

I I

D D/R

I I

R/E E D D

I/D I/D

R/E R/E

R/E R/E

Using Periodicals Reader’s Guide Annotated Reader’s Guide Professional journal

I

D/R I/D

E R/E I/D

Using Electronic Media Audio-visual media Computer Software Microfiche News Bank Eric Modem/telecommunication software

I I

D D

R R

I/D I/D

E E

R/E R/E I/D I/D

Using Human Resources Questions Letter Writing Interviewing Surveying Print Media Guest speaker

I I I

D D/R D/ I I I

R E E D D D

E

R/E R/E R/E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: INDEPENDENT STUDY K-2 3-4 5-8 9-12

Collecting/Organization Data Note taking

I

D/R

E

Outlining

I

D/R

E

E

Conducting Surveys and Interviews Writing questions Etiquette Periodicals Reference books

I I I I

D/R D/R D/R I/D

E E E

R/E

E E E E

Using Secondary Sources Books Encyclopedia Periodicals Reference books

I I

D/R D/R

I I

E E D D

E E

R/E R/E

Using Primary Sources Interviews Surveys Newspaper Documents Professional journals Letters/speeches

I I

D/R D/R

I I I

E E

D/R D I D

E E E

R/E D/R/E R/E

Developing Study Habits Goal-setting Study skills Time management Self-evaluation

I I I

D D I D

R/E R/E D/R R

E E E E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: INDEPENDENT STUDY K-2 3-4 5-8 9-12

Conducting Independent Study Topic Selection Interest inventories Survey materials Web/chart (to narrow topic)

I I

D/R D I

E R/E E/R

E E E

Designing Products Brainstorm and survey products Identify a product Design a product Share a product Evaluate a product

I I I I I

D/R D/R D D D

E E E R R

E E E E E

Conducting Secondary Research Historical Developmental

I I

D/R D/R

E E

Conducting Primary Research Descriptive Correlational Casual comparative

I

D/R I/D I/D

E R/E R/E

Conducting Secondary Research Experimental Case Study

I/D/R I/D/R

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: AFFECTIVE SKILLS K-2 3-4 5-8 9-12

Developing Awareness Recognizing Emotions Validate Feelings in self and others Empathize Explain Classify Identify Express Acknowledge Understand Consider

I/D

R

E

E

Appreciate Self and Others Validate Share Reinforce Value Respect Listen Cooperate Praise Accept Relate

I/D

R

E

E

Identify Short-and Long-Term Goals Visualize Outline Accept/reject Evaluate Analyze Define Choose Draft Prioritize Plan Modify

I

D

R

E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: AFFECTIVE SKILLS K-2 3-4 5-8 9-12

Developing Attitudes Demonstrate Open Mindedness Tolerate Explore Expand Consider Accept Sense Reflect Acknowledge

I

D/R

E

E

Tolerate Ambiguity Share Justify Compromise Understand Accept Defer judgment

I

D

E

Take Risks Experiment Dare Experience Try Theorize Share Gamble Predict Chance Hypothesize

I

D

R

E

Accept Praise and Criticism Self-analyze Attend Analyze Implement Receive Take Perceive Use Listen Acknowledge

I/D

R

E

E

Nurture Curiosity Question Debate Search Discover Explore Diversify Challenge Demonstrate

I/D

R

E

E

DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12

Key: I - Introduce D - Develop R - Reinforce E - Extend

Scope and Sequence: Process

Grades Product: AFFECTIVE SKILLS K-2 3-4 5-8 9-12

Using Abilities Demonstrate Independence Show Model Demonstrate Recognize Reveal Persevere Commit Carry out Finish Follow through

I

D

R

E

Develop Commitment Persevere Follow through Dedicate Finish Commit Resolve Complete

I

D

R

E

Act Responsibly Carry out Perceive Follow through Prioritize Demonstrate

I

D

R

E

Parent or Community Nomination Announcement

Parent or community nominations for the Gifted Education Program for enrolled Hallettsville Independent School District 1st through 11th grade students are now open. If you wish to nominate a child, please submit in writing your child’s name as a candidate for the gifted program to your child’s teacher or campus by___________________. If your child is already in the program, he/she will not need to go through the screening process. To help you decide if nomination of your child is appropriate, review the G/T characteristics listed below: 1. Problem-solving ability - Quick to see solution, possibilities. 2. Curiosity - Exhibits unusual and sustained interest in the unknown/familiar. 3. Sensitivity - Feels deeply for others; often sensitive to criticism. 4. Originality - Thinks of unique ways to express ideas. 5. Persistence - Shows strong determination, will, stubbornness. 6. Energy - Works or plays in areas of interest for long periods without tiring. 7. Enthusiasm - Enjoys challenge - thrives on complexity. Thank you for your interest in the Gifted Education Program.

Anuncio de Nombramiento para padres de la comunidad El Distrito Escolar de Hallettsville esta aceptando registraciones de nombramiento para sostiene al Programa de Educación Talentoso. El Programa será para estudiantes del primer grado hacia del grado once. Si usted desea nombrar a su niño/niña para este programa, por favor someta en escrito el nombre del niño/niña como candidato/a a la maestra del niño/niña o su escuela para el dia __________________________. Si su niño/niña ya esta en el programa, no es necesario que applique nuevamente. Para ayudarle a decidir si el nombramiento del niño/niña es apropiado, revise las siguientes caracteristicas nombradas. 1. Habilidad de resolver problemas: ve la solución rápidamente, o ve posibilidades.

2. Curiosidad: Muestra y sostiene extraordinario interés en los que es familiar o es desconocido.

3. Sensibilidad: Siente una compasión por los demas; y es sensitivo/a a la crítica. 4. Originalidad: Piensa en maneras sin iguales de expresar ideas singulares, unicas o raras. 5. Persistencia: Muestra gran determinacion, voluntad, terquedad. 6. Energía: Trabaja o juega en areas de interés por largo tiempo sin cansarse. 7. Entusiasmo: Le agrada consursar y le agrada la complexidad. Gracias por su interes en el Programa de Talentoso Educación.

Hallettsville Independent School District Gifted Education Program

Parent Nomination Form Student Name: __________________________________________________ Date of Birth: ______ Campus: _____________________ Teacher: _________________________ Grade ____________ This form enables your child to be placed into the screening process for gifted identification. The screening process is divided into five elements: standardized test of mental ability, creativity test scores, teacher judgment based on observation and characteristics, standardized achievement test scores (if available) and parent judgment. The following is a list of some characteristics that gifted children possess. It is unlikely that any gifted student will possess all of these characteristics to a high degree. In relationship to the typical student in your neighborhood, please circle the item that best describes your student: 5 - has this trait to a high degree; 4 - has this trait more than the typical child; 3 - compares with the typical child; 2 - has this trait less than the typical child; 1 - lacks this trait. • Has advanced vocabulary; expresses self well. 5 4 3 2 1 • Is observant. 5 4 3 2 1 • Has interests of older students or adults in games and reading. 5 4 3 2 1 • Is aware of problems in different and unusual ways. 5 4 3 2 1 • Solves problems in different and unusual ways. 5 4 3 2 1 • Thinks quickly and recalls facts easily. 5 4 3 2 1 • Wants to know how things work. 5 4 3 2 1 • Has a great deal of curiosity. Asks questions. Wants reasons. 5 4 3 2 1 • Puts unrelated ides together in new and different ways. 5 4 3 2 1 • Is persistent. Sticks to a task. 5 4 3 2 1 • Plans and organizes activities. 5 4 3 2 1 • Often finds and corrects own errors. 5 4 3 2 1 • Is adventurous, impulsive. 5 4 3 2 1 • Has good physical coordination. 5 4 3 2 1 • Is independent and self-sufficient. 5 4 3 2 1 • Has a good relationship with others. 5 4 3 2 1 • Sets high standards for self. Chooses difficult tasks. 5 4 3 2 1 • Becomes bored easily. 5 4 3 2 1 • Has special talents or hobbies. (Please list on back.) 5 4 3 2 1 • Gets others to do what he/she wants. 5 4 3 2 1 I give permission for Hallettsville Independent School District to administer standardized tests of mental ability and creative thinking ability to the student name above. _______________________________________ ______________________________ Signature of Parent or /Guardian Date Address ___________________________________________________________________________ Telephone Number ______________________

Districto Escolar de Hallettsville Programa de Dotados y Talentosos

Forma Nombramiento de Padres Nombre del estudiante ____________________________________ Fecha de nacimiento _________ Escuela _________________________ Maestra ___________________________ Grado ________ Esta forma le facilitad a su niño/niña ser identificado para la selección de ser talentoso/a. El proceso de selección es dividido en cinco elmentos: prueba de habilidad mental, prueba de habilidad de crear, criterio de la maestra basado en observación y característica, y prueba de logro (si serán obtenibles) y criterio del padre. Lo siguiente es una lista de algunos caracteristicas que niños/niñas talentos/a tenga todos estos caracteristicas a una catergoría elevada. En relativo a un niño de su barrio, favor de poner un circulo alrededor del numero de mejor describe su estudiante: 5 - tiene este caracteristica a una catergoría elevada; 4 - tiene este caracteristica más que un niño/niña típico/a; 3 - se compara con un niño/niña típico/a; 2 - tiene este caracteristica menos que un niño/niña típico/a; 1 - le falta este caracteristica. Tiene vocabulario avanzado; se expresa bien. 5 4 3 2 1 Es atento. 5 4 3 2 1 Tiene interés en juegos y literature como los estudiantes mayors o adultos. 5 4 3 2 1 Es enterado de problemas en diferente y raro modos. 5 4 3 2 1 Resolve problemas en diferente y raro modos. 5 4 3 2 1 Piensa rápidamente y recuerda datos fácilmente. 5 4 3 2 1 Quiere saber como cosas trabajan. 5 4 3 2 1 Tiene bastante curiosidad. Hace preguntas. Quiere rezones. 5 4 3 2 1 Pone ideas que no son relativos en diferentes y nuevas formas. 5 4 3 2 1 Es persistente. Es laboroso. 5 4 3 2 1 Tiene bien coordinación física. 5 4 3 2 1 Es independiente y presuntuoso. 5 4 3 2 1 Tiene bien relaciones con otros/as. 5 4 3 2 1 Expone nivels altos para el/ella mismo/a. Escoge labores dificultosos. 5 4 3 2 1 Es aburrido fácilmente. 5 4 3 2 1 Tiene talentos especiales o pasatiempos. (Favor de hacer una lista en al revéde esta forma.) 5 4 3 2 1 Hace que otros hagan lo que el/ella quiera. 5 4 3 2 1 Doy permiso al Districto Escolar de Hallettsville que le den pruebas de habilidad mental y crear al niño/niña cual nombre se encuentra en esta forma. _____________________________________________ ______________________ Firma de padre o guardian Fecha Dirección __________________________________________________________________________ Numero telfonico _____________________________