BISD Elementary Gifted and Talented Program

State Definition of Gifted “Gifted and talented student” 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, experience, or environment and who: (1) exhibits high performance capability in an intellectual, creative, or artistic area; (2) possesses an unusual capacity for leadership; or (3) excels in a specific academic field. (Texas Education Code )

Elementary Gifted and Talented Mission Statement Birdville ISD offers an advanced and challenging curriculum through an array of differentiated learning experiences that provide greater depth and complexity than found in the district’s core curriculum. The differentiated curriculum moves at a pace of learning that is appropriate for the gifts and talents of the students identified for services. Birdville ISD meets and strives to exceed the State Plan for the Education of the Gifted/Talented (2009) (State Plan) in order to develop students of character who are inspired and equipped for high academic excellence at local, state, and national levels. As students matriculate, BISD offers opportunities for students to produce sophisticated, meaningful products in preparation for success in endeavors beyond the BISD classroom.

Common G/T Myths 1. They can succeed on their own. 2. They are self-motivated and therefore “teach themselves.” 3. They love to teach other children. 4. They are proud to be held up as examples of model work and behavior. 5. They are naturally “loners.” 6. They can’t be identified until the third or fourth grade. 7. They should be held back so they won’t suffer socially and emotionally. 8. They have no special needs because every child is gifted in some way. Meckstroth, Elizabeth A., Smutny, Joan Franklin, Walker, Sally Yahnke. Teaching Young Gifted Children in the Regular Classroom. Minneapolis, MN: Free Spirit Publishing, Inc., 1997, p Meckstroth, Elizabeth A., Smutny, Joan Franklin, Walker, Sally Yahnke. Teaching Young Gifted Children in the Regular Classroom. Minneapolis, MN: Free Spirit Publishing, Inc., 1997, p. 166.

Screening for The Gifted and Talented Program Use standardized test scores (both ability and achievement scores) Use standardized test scores (both ability and achievement scores) Collect information about the frequency and intensity of gifted traits as observed at home by parents and in the classroom by teachers Collect information about the frequency and intensity of gifted traits as observed at home by parents and in the classroom by teachers Additional information as needed including products or portfolios Additional information as needed including products or portfolios

Placement committee members meet to review data collected on each referred student and to determine placement in the gifted and talented program. Placement committee members meet to review data collected on each referred student and to determine placement in the gifted and talented program.

How are students served by the Gifted and Talented Program? Students in grades 3-5 participate in a GT pull-out class for a minimum of 45 minutes 2x/week. Students in grades 3-5 participate in a GT pull-out class for a minimum of 45 minutes 2x/week. Students in grades 1-2 participate in a GT pull-out class for a minimum of 45 minutes 1x/week. Students in grades 1-2 participate in a GT pull-out class for a minimum of 45 minutes 1x/week.

Curriculum in the GT pull-out classes is project-based. Curriculum in the GT pull-out classes is project-based. GT pull-out classes are offered in Humanities (for students with an identified strength in reading) and STEM (for students with an identified strength in math). GT pull-out classes are offered in Humanities (for students with an identified strength in reading) and STEM (for students with an identified strength in math).

Humanities Unit One 1st Grade Communication 2nd Grade Myths 3rd Grade Communities 4th Grade Archaeology 5th Grade Origin Myths Unit Two 1st Grade Inventors 2nd Grade Author’s Study 3rd Grade Hero Study 4th Grade Taking a Stand 5th Grade Whose Story Is It?

STEM Unit One 1st Grade Flexibility with Numbers 2nd Grade Healthy Plate 3rd Grade Estimation 4th Grade Buoyancy 5th Grade Force and Motion Unit Two 1st Grade Geometry 2nd Grade Personal Finance 3rd Grade Magic Squares 4th Grade Architecture 5th Grade Playground Design

BISD GT Progress Report At the end of each unit a letter will come with your child giving an overview of the unit and a rubric of your child’s performance on major TEKS and skills taught/reinforced during class time. At the end of each unit a letter will come with your child giving an overview of the unit and a rubric of your child’s performance on major TEKS and skills taught/reinforced during class time.

Students missing a class as a result of their participation in the elementary gifted education program are not required or expected to complete the class work assigned to the rest of the class for the time they are attending GT classes. However, students are expected to demonstrate mastery of required grade level standards. This will be determined through district Curriculum Based Assessments.   If a student is falling below grade-level expectations, he/she may be placed on a probationary status or furloughed from the program until improvement is made. Policies :

Websites for Gifted Resources

Program Audit Outside auditor, Dr. Cecelia Boswell Outside auditor, Dr. Cecelia Boswell Make recommendations for our Elementary G/T program and the Secondary Advanced Academic program Make recommendations for our Elementary G/T program and the Secondary Advanced Academic program 3-4 parent volunteers to stay a few minutes afterwards to provide input from a parent’s perspective 3-4 parent volunteers to stay a few minutes afterwards to provide input from a parent’s perspective

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