1. gifted & Talented Students
Cibolo Valley Elementary
Parent Information Night
November 17, 2016

2. Group Norms
Silence cell phones
Remember, together we are better!

3. GIFTED AND TALENTED K-2 Coordinator and spring testing: Cathey Leach
District Coordinator:
Mary Holman
Gifted Instructional Coach:
Karen Blevins
K-2 Coordinator and spring testing:
Cathey Leach
3-4 Coordinator and fall testing:
Michelle Friedeck

4. The Texas state plan for Education of Gifted/Talented Students
Defines a gifted/talented student as… “…a student 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… …exhibits high performance capability in an intellectual; or…excels in a specific academic field.”

5. Purpose of Identification  To identify educational needs  To connect educational services to a student’s individual needs  NOT to label
Success isn’t about labels; it’s about learning.
Dr. Carole S. Dweck - Mindset

6. Tools to help us identify
~CogAT
~ITBS
~Kingore Observation Inventory (KOI) and planned experiences

7. Services Push in services: Pull out services:
Texas Performance Standards Projects
Differentiation
Pull out services:
Thursdays-using Engineering is Elementary curriculum
GT website

8. Curriculum and Instruction: 3.1.1 R
Cibolo Valley Elementary has committed to the intentional placement of students who have been identified as gifted and talented through the process provided by the State of Texas. In an effort to move from the "compliance" level to the "recommended" level of the State Plan for the Gifted and Talented (tea.texas.gov) in the areas of Service Design and Curriculum and Instruction, we will focus on the following for the school year:
Service Design: 2.2 C
Gifted/talented students are ensured opportunities to work together as a group, work with other students, and work independently during the school day as well as the entire school year as a direct result of gifted/talented service options (19 TAC §89.3(1)).
Service Design: 2.2R
Flexible grouping patterns and independent investigations are employed in the four foundation curricular areas.
Curriculum and Instruction: R
Opportunities are provided for students to pursue areas of interest in selected disciplines through guided and independent research.
Curriculum and Instruction: 3.2 R
Participation in the Texas Performance Standards Project (TPSP), or other experiences that result in the development of sophisticated products and/or performances that are targeted to an audience outside the classroom, is available through gifted/talented curricula.
Curriculum and Instruction: 3.4.2R
Resources and release time for staff are provided for curriculum development for gifted/talented services.

9. Students in SCUC who qualify for GT services will be intentionally placed in classrooms led by an educator currently certified in GT instruction.
Opportunities for appropriate enrichment/extension in the classroom setting will be afforded to all GT students relevant to their area of giftedness. 
GT students will also be given the opportunity to collaborate with other gifted students on both independent and group projects.
To see the school wide model used for this intentional placement of students, please refer to:

11. Six Profiles of Giftedness from G. Betts and M
Six Profiles of Giftedness from G. Betts and M. Neihart Terilyn Moore Gifted and Talented Powerpoint Comal ISD November, Kingore, B. (2001). The Kingore Observation Inventory (KOI). 2nd ed. Austin: Professional Associates Publishing.
Credits