Parent Information Meeting Fall 2013 – TAG Referrals Elementary Gifted and Talented Services

1. Parent Information Meeting Fall 2013 – TAG Referrals Elementary Gifted and Talented Services Round Rock ISD

2. AGENDA Welcome and Introduction What Are RRISD TAG Services? Who Are the Students needing Gifted Services? What is the Difference Between a Strong Academic Student and a Gifted Student? How Are Students Identified for RRISD's Services? How Do I Refer?

3. Purpose Should My Child Be Referred and Assessed for RRISD’s Gifted and Talented Services?

4. What Are Round Rock ISD’s Talented and Gifted Services?

5. Objectives For Students • Students receiving gifted and talented services will develop their abilities in higher level, more complex thinking skills including critical, creative and productive thinking activities that are extensions of the regular curriculum (Thinking Skills). • Students receiving gifted and talented services will study advanced-level content and master the major concepts, skills, and processes of specific disciplines in which they demonstrate ability (Subject Matter Knowledge and Skills).

6. Students receiving gifted and talented services will develop the skills necessary for self-directed learning, conduct independent studies, research projects, and extend the regular curriculum to produce advanced-level products (Research and Independent Study Skills). • Students receiving gifted and talented services will gain an understanding and respect for each person’s abilities, recognizing the similarities and differences between themselves and others, and will develop their own unique abilities for the betterment of both themselves and others (Self-Concept and Leadership)

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

8. Statement of Core Values “In the belief that all children will learn…Whatever it takes, the RRISD learning community will identify students in need of gifted services, design and implement exemplary* services, educate stakeholders, and engage in a continuous improvement process.” _______________________________________ *Exemplary as defined by the Texas State Plan for the Education of Gifted/Talented Students

9. Elementary School Overview • TAG students are clustered together with TAG trained teachers in otherwise heterogeneous homeroom classrooms. • A minimum group is 3 students with the same subject area strengths. An ideal cluster is a minimum 6-8 students. • The campus TAG specialist works closely with the cluster teachers to meet the needs of each identified child.

10. Elementary School Overview • Campus educators use diagnostic information to determine the best learning plan for each student, including aligned TEKS-based lessons which explore content in depth and with complexity. • Some differentiated lessons occur in the regular classroom with the cluster teacher and/or the TAG specialist, and some occur in the TAG resource room.

11. Elementary School Overview • 1st-5th grade students engage in independent study projects that allow them to go into great detail in their areas of strength. • Students may also compact and accelerate through the curriculum commensurate with their abilities. • Specific services may vary somewhat based on campus and student needs.

12. Primary Grades • Services are primarily provided by the cluster teacher within the regular classroom with support from the TAG specialist. • As time allows, enrichment activities in the TAG resource room are encouraged. • Kindergarten enrichment is provided which involves the TAG specialist rotating through the kinder classrooms providing at least one lesson per class per month in creative/critical thinking.

13. Intermediate Grades - Math • For 3rd-5th grade math instruction, the TAG Math Curriculum (a combination of accelerated pacing and depth/complexity which takes the 3rd-8th grade TEKS and compacts them into 3rd-6th grade) is taught through TAG academic classes with the TAG specialist. • Accompanying TAG benchmarks are administered in place of regular grade level benchmarks to ensure proper delivery of the TAG curriculum occurs.

14. Math Problem Solving • The XYZ club collected a total of $1.21 from it’s members with each member contributing the same amount. If each member paid for his or her share with 3 coins, how many nickels were contributed. • During the school year, a student was given $.25 for each math test he passed and was fined $.50 for each math test he failed. At the end of the school year, the student had passed 7 times as many tests as he had failed, and received $3.75. How many tests did he fail?

15. TAG Math Boot Camp • Please note that due to the acceleration of the TAG math curriculum, students who are not assessed until 4th or 5th grade and qualify for TAG services in math will take an additional math assessment to determine if they must attend the two week summer TAG Math Boot Camp to prepare them for 5th or 6th Grade TAG Math. • July 14-17 AND 21-24, 8 am – 12 noon

16. Intermediate Grades – Language Arts • The TAG LA Curriculum for 3rd-5th grade language arts instruction is the grade level TEKS, but they are addressed in greater depth and complexity. • Students may read more advanced level literature, but attention will be given to content and theme to ensure appropriateness. • Students will engage in rigorous oral and written experiences with the texts.

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

18. Science and Social Studies • Students’ strengths in science and social studies are also addressed through differentiated services, including modified classroom instruction, independent study, and small group projects, which may be facilitated by the TAG specialist. • At all elementary grade levels, science and social studies differentiation will mainly occur in the cluster classroom with the support of the TAG specialist.

19. Social and Emotional Needs • To address the affective needs of TAG students, a social and emotional needs curriculum exists for grades 1-5. • Each campus has a kit of all needed curriculum materials. • The curriculum may be delivered by the campus counselor, by the TAG specialist, or some combination thereof.

20. Who are the Gifted? What is the Difference Between a Strong Academic Student and a Gifted Student?

21. Sayler’s Characteristics This list was compiled and written by Michael Sayler, Ph. D. It was published by The Texas Association for the Gifted and Talented in Raising Champions: A Parent’s Guide for Nurturing Their Gifted Children Gifted/talented individuals frequently possess one or more of the following characteristics: (*Please note that a student won’t necessarily have all of these characteristics, but will have a majority. )

22. Verbal Proficiency • Large vocabulary • Facility of expression • Breadth of information

23. Power of Abstraction • Interest in deductive learning and problem solving • High level of conceptualization • Pleasure in intellectual activity

24. Intellectual Curiosity • Interest in a wide range of things • Willingness for complexity • Persistent pursuit of goals

25. Retentiveness/Power of Concentration • Intense attention • Retains and uses information • Long attention span

26. Independence/Goal Directed • Self-initiated student interest • Pursues individual interests • Seeks own direction

27. Power of Critical Thinking • Self-criticism • Skepticism • Adept in analyzing strengths and weaknesses

28. Sensitivity/Intuitiveness • High level of awareness • Keenly observant • Emotional depth

29. Potential for Creativity • Inventiveness • Looks for new ways of doing things • Interest in brainstorming, freewheeling

30. Versatility/Virtuosity • Diversity of interest and abilities • Many hobbies • Proficiency in art forms such as music or drawing

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

32. Bright Child Gifted Child • Asks the questions • Knows the answer • Is interested • Is highly curious • Is mentally & physically involved • Is attentive • Has good ideas • Has wild and silly ideas • Plays around yet tests well • Works hard • Answers the questions • Discusses in detail • Top group • Beyond the group

33. Bright Child Gifted Child • Listens with interest • Shows strong feeling and opinions • Learns with ease • Already knows • 1-2 repetitions • 6-8 repetitions • Understands • Constructs abstractions • Enjoys peers • Prefers adults • Grasps meaning • Draws inferences • Initiates projects • Completes projects

34. Bright Child Gifted Child • Is intense • Is receptive • Copies accurately • Creates new designs • Enjoys school • Enjoys learning • Absorbs information • Manipulates information • Inventor • Technician • Good guesser • Good memorizer • Is keenly observant • Is alert

35. Bright Child Gifted Child • Is pleased with own learning • Is highly self-critical • Enjoys straightforward, sequential presentations • Thrives on complexity Source: Janice Svabos, Challenge Magazine

36. How Are Children Identified? Screening measures used to identify students who are in need of RRISD’s TAG Services: • Abilities/Aptitude Tests • Achievement Tests • Non-verbal reasoning tests • Behavior checklists completed by teachers and parents • that identify observed characteristics of gifted children • Other measures comparable to those listed above

37. Should I Refer My Child for TAG Screening? • Considerations: • Maturity of your child (especially for primary) • Learning style of your child (self-directed, able to handle open ended tasks and long range planning) • Length of testing (especially for younger children, 6-8 hour process) • Nationally-normed tests scores are valid for 2 years, thus students may not be referred again for 2 years.

38. How Do I Refer My Child for TAG Screening? Meet with your child’s teacher to discuss student’s progress and learning style. Teachers may recommend screening, but that does not guarantee that the student will demonstrate a need for TAG services during the screening process. If you decide to refer your child for screening, complete the Referral Form in the Identification Packet and submit to school office beforeFriday, December 6, 2013.

39. Referral Form • Complete All Information • Sign and Date • Due: Friday, December 6, 2013 December 6, 2013

40. Parent/Guardian Permission to Test December 6, 2013 • Sign and Date • Due: Friday, December 6, 2013

41. In Conclusion: The goal of Round Rock ISD TAG services is to provide appropriate educational interventions to students identified as needing gifted and talented services. Michelle Swain Director of Gifted and Advanced Academic Services

42. For More Information… www.roundrockisd.org Select Academics Select Gifted and Advanced Academic Services Michelle Swain, Director, Gifted and Advanced Academic Services, 464-5023 Nicole Shannon Coordinator, Gifted and Advanced Academic Services, 464-5925 Lisa Ramirez Admin Associate, Gifted and Advanced Academic Services, 464-5104