1. Parent Information Meeting Fall 2014 – TAG Referrals Elementary Gifted and Talented Services Round Rock ISD

2. 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? AGENDA

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

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. Vision Statement “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 1 st -5 th 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. TAG Math Boot Camp Please note that due to the acceleration of the TAG math curriculum, students who are not assessed until 4 th or 5 th 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 5 th or 6 th Grade TAG Math. July 13-16 AND 20-23

15. Intermediate Grades – Language Arts The TAG LA Curriculum for 3 rd -5 th 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.

16. 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.

17. 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.

18. 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 materials and access to other suggested resources. The curriculum may be delivered by the campus counselor, by the TAG specialist, or some combination thereof.

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

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

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

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

36. Gifted children have the drive to seek out and choose for themselves, without adult direction, activities in these areas, just as some children seek out music and sports. Peggy Kress

37. 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

38. 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.

39. 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 before Tuesday, December 9, 2014.

40. Referral Form Complete All Information Complete All Information Sign and Date Sign and Date Due: Tuesday, December 9, 2014 December 9, 2014

41. Parent/Guardian Permission to Test Sign and Date Sign and Date Due: Tuesday, December 9, 2014

42. 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 In Conclusion:

43. For More Information… www.roundrockisd.org Select Departments 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