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GT in Texas

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    GT in Texas GT in Texas Presentation Transcript

    • Gifted and Talented in Texas Adapted from The State of Gifted Education in Texas: A Research Study Conducted by the Research Division of TAGT (September 2008) available online at http://txgifted.org/files/pdf/2008_Research_Division_Report_Presentation.pdf
    • How do you define “Gifted”?
      • Has anyone in this class ever been identified as gifted/talented (G/T)?
      • How did this impact your educational experience?
    • How do Federal and State law define Gifted?
      • Federal Law (Elementary and Secondary Education Act [NCLB]):
        • Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities
      • Texas (Texas Education Code Chapter 28):
        • Exhibits high performance capability in an intellectual, creative, or artistic area
        • Possesses an unusual capacity for leadership
        • Excels in specific academic field
      Source: &quot;NAGC - FAQ's.&quot; National Association for Gifted Children, n.d. Web. 2 Nov. 2009. <http://www.nagc.org/index2.aspx?id=548>. Source: The State of Gifted Education in Texas: A Research Study Conducted by the Research Division of TAGT (September 2008) available online at http://txgifted.org/files/pdf/2008_Research_Division_Report_Presentation.pdf
        • Both mandate identification and services for gifted and talented students
    • History of Legislation of Gifted Education in Texas
      • 1977: Texas Legislature passed first legislation related to gifted education
      • 1979: state funds provided but services were optional
      • 1987: identification and services for gifted children mandated in Texas
      • 1990: The Texas State Plan for the Education of Gifted/Talented Students adopted (revised in 1996 & 2000)
      Source: The State of Gifted Education in Texas: A Research Study Conducted by the Research Division of TAGT (September 2008) available online at http://txgifted.org/files/pdf/2008_Research_Division_Report_Presentation.pdf
    • Texas State Plan
      • Identification and Assessment
        • Include qualitative and quantitative information from multiple sources
      • Program Design
        • Requires gifted students to work with other gifted students, with other students, and independently
      • Curriculum and Instruction
        • Must provide an array of learning opportunities, continuum of learning experiences, and opportunities for acceleration
      • Professional Development
        • Must have training in nature and needs of gifted students
      • Family-Community Involvement
        • Must inform the parents of choices available for the gifted child
      Source: The State of Gifted Education in Texas: A Research Study Conducted by the Research Division of TAGT (September 2008) available online at http://txgifted.org/files/pdf/2008_Research_Division_Report_Presentation.pdf
    • Identification
      • include data and procedures designed to ensure that students from all populations in the district have access to assessment and, if identified, services for the gifted/talented program
        • ELLs
        • Special Needs (“Twice Exceptional” NAGC)
      EQUITY
    • Teaching Gifted and Talented in Texas
      • TExES supplemental test for Gifted and Talented
      • Minimum 30 hours of training in GT issues such as assessment, nature and needs of gifted students, and curriculum for gifted students
      • Minimum 6 hours annual training
      • Administrators who make decisions regarding gifted students must also have a minimum of 6 hours annual training
      TAC Chapter 89. Adaptations for Special Populations, Subchapter A. Gifted/Talented Education
    • Learning Opportunities
      • a continuum of learning experiences that leads to the development of advanced-level products and performances;
      • in-school and, when possible, out-of-school options relevant to the student's area of strength that are available during the entire school year; and
      • opportunities to accelerate in areas of strength .
    • Texas Performance Standards Project
      • The Texas Performance Standards Project (TPSP) provides challenging projects in grades four and eight and at the exit level, which is usually in grade eleven or grade twelve.
      • Projects in fourth and eighth grades are somewhat structured, and students complete a series of activities to arrive at a final product.
      • Exit level projects are more independent, and students work with mentors in the chosen field of study to create a final product.