1. education
2. school

AUSTIN ISD
ADVANCED ACADEMIC SERVICES
[TYPE THE DOCUMENT TITLE]
Companion to
GT Program Guide
Gifted and Talented
Document and Forms Manual
2013 – 2014
2013-2014
Do not use old manuals. Always use the current school year version to ensure
Austin ISD, Advanced Academic Services
access to revised and updated forms and documents.
Table of Contents
p.3
GT Assessment Calendar
p.4
Campus GT Screening Guide
p.5-8
Parent Nomination Forms
p.9-10
Teacher GT Nomination Forms (optional)
p.11-18
Parent GT Nomination Survey (English & Spanish)
p.19-20
Teacher GT Screening Information
p.21-22
Teacher GT Observation Survey
p.23-24
Teacher GT Observation Inventory
p. 25-26
GT Screening Materials Order Forms
p.27-38
Student GT Surveys (English & Spanish)
p.39-41
Criteria for Student GT Screening Portfolio
p.42-43
GT Student Profiles
p. 44-47
GT Committee Signature Sheets
p. 48-49
Sample Parent GT Notification Letters (English & Spanish)
p. 50-53
GT Appeals Process
p. 54
GT Furlough and Exit Letter
p. 55
Classroom Observation Checklist
p. 56-59
Underachievement Checklist
p. 60-61
Student Improvement Plan
p. 62-76
GT Campus Self-Assessment
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Advanced Academic Services * Gifted and Talented Assessment Calendar
2013-2014
Fall Semester
Spring Semester
Required for all elementary
& all secondary schools
Required for all elementary schools
& optional for secondary schools
September 3-20
January 13-31
Collect GT Student Nominations
Collect GT Student Nominations
Schools will schedule a two-week window and notify parents and
teachers they are accepting student nominations for the GT program.
Schools will schedule a two-week window and notify parents and
teachers they are accepting student nominations for the GT program.
Order GT Assessment Materials
Order GT Assessment Materials
Submit requests to order CogAT (for English speakers) & NNAT2 (for
ELLs) tests to Delaine Canales via email or fax, 512-414-0275.
Submit requests to order CogAT (for English speakers) & NNAT2 (for
ELLs) tests to Delaine Canales via email or fax, 512-414-0275.
CogAT Pick-Up
CogAT Pick-Up
September 23-26
February 3-6
September 26
11:00 a.m. – 6:00 p.m.
February 6
11:00 a.m. – 6:00 p.m.
Pick-up CogAT tests at the Becker Elementary White House.
NNAT2 is an online assessment.
Pick-up CogAT tests at the Becker Elementary White House.
NNAT2 is an online assessment.
GT Testing Period
GT Testing Period
CogAT & NNAT2 testing of GT nominated students on campus.
CogAT & NNAT2 testing of GT nominated students on campus.
Teacher Observation of Students
Teacher Observation of Students
Teachers must have a minimum of 4 weeks to complete the survey,
observation inventory, and collect work samples for student portfolios.
Teachers must have a minimum of 4 weeks to complete the survey,
observation inventory, and collect work samples for student portfolios.
CogAT Submission for Scoring
CogAT Submission for Scoring
All CogATs must be received by this date, NO EXCEPTIONS. Drop off
CogATs at the Becker Elementary White House. All NNAT2 testing will
be completed online by this deadline, NO EXCEPTIONS.
All CogATs must be received by this date, NO EXCEPTIONS. Drop off
CogATs at the Becker Elementary White House. All NNAT2 testing will
be completed online by this deadline, NO EXCEPTIONS.
November 6
March 28
September 30 – October 18
October 1 - November 1
October 21
8:00 a.m. – 5:00 p.m.
CogAT Scores Ready For Pick-up
February 10 - 28
February 3 – March 7
March 3
8:00 a.m. – 5:00 p.m.
CogAT Scores Ready For Pick-up
Pick-up CogAT scores at the Becker Elementary White House.
Pick-up CogAT scores at the Becker Elementary White House.
GT Decision-Making Committee Meetings
GT Decision-Making Committee Meetings
Campus committee will meet to make final placement decisions for all
students who were assessed during the GT screening process.
Campus committee will meet to make final placement decisions for all
students who were assessed during the GT screening process.
GT Student Profiles/Committee Sheets Due Date
GT Student Profiles/Committee Sheets Due Date
Drop off a copy of all GT Student Profiles and Committee Signature
Sheets to the Becker Elementary White House OR send through campus
mail to Delaine Canales, Advanced Academics @ Becker.
Drop off a copy of all GT Student Profiles and Committee Signature
Sheets to the Becker Elementary White House OR send through campus
mail to Delaine Canales, Advanced Academics @ Becker.
GT Services Begin For Newly Identified Students
GT Services Begin For Newly Identified Students
November 7 – 22
November 22
8:00 a.m. – 5:00 p.m.
January 7
April 7 – 17
April 28
8:00 a.m. – 5:00 p.m.
First day of school the 2014-2015 school year
Contact us with questions:
Debi Torres, Gifted Education Program Coordinator: [email protected] or 512-414-0155
Delaine Canales, Advanced Academics Data Processor: [email protected] or 512- 414-0139
2013-2014
Austin ISD, Advanced Academic Services
Campus GT Screening Guide
•
•
GT Advocates are required to complete all required steps of the GT Screening Process listed.
Elementary GT Advocates need to complete this checklist once each semester.
Include a completed copy of this list in the end of year GT Advocate Portfolio submitted to
Advanced Academic Services. This list is required for the GT Advocate stipend.
GT Screening Procedure
Completion
Date
Campus GT Nomination Window is set. Notify parents and teachers of the dates.
Parent and teacher GT nominations are collected.
Parent GT Surveys are sent home for all nominated students with a deadline for return.
Teachers are notified of parent nominations of students in their class.
One file folder will be created for each nominated student to organize all collected data.
Parent permission for GT testing received (signed and returned GT Parent Survey).
Students may not participate in GT Screening without returned/signed Parent GT Survey.
Give teachers GT qualitative assessments and inform them of the end of the 4-week student observation period
when all items, including student portfolio work, are due.
GT assessment materials are ordered for all nominated students by the district deadline.
Check with “Special Education” Teacher to see if any nominated students have an IEP. The “testing
modifications” section of the IEP must be followed when these students are completing the GT assessments.
Check with teachers to know which students need to complete the GT assessments in a language other than
English.
GT assessment materials are picked up at Becker Elementary White House on pick up date.
Campus GT assessment schedule created and teachers are notified of assessment dates. Remember that
students who do not speak English need to complete a different assessment and students with an IEP may need
alternate assessment modifications.
CogAT testing is completed (English speakers) for all nominated students.
NNAT2 testing is completed (ELL students) for all nominated students.
Individual Student GT Surveys are completed during the GT assessment period.
Before submission, check all testing scoring sheets for completeness and accuracy using the information included
in the GT Materials packet received from Advanced Academics.
All GT tests are submitted for scoring by the district deadline to Becker White House.
All GT testing materials (used and unused) are returned to Becker White House.
GT Decision-Making Committee meeting(s) are scheduled and members notified.
GT Qualitative assessments are picked up from each teacher after 4-week period.
GT test scores are picked up from Becker White House upon notification from office.
Collect all assessment data for each student and organize in individual student folders.
Transfer all assessment data for each student onto a GT Student Profile Matrix.
GT Decision-Making Committee will score student portfolio work using rubric.
GT Decision-Making Committee will review and analyze all data collected for each student and make final
placement or non-placement decisions for each student assessed.
GT Decision-Making Committee will complete/sign Committee Signature Sheets
Make one copy of each Committee Signature Sheet and each GT Student Profile (identified and not-identified
students) and submit to Becker White House for TEAMS entry.
Make one copy of each identified GT Student Profile and put in student’s cumulative folder.
Notify parents in writing of GT placement or non-placement.
Notify teachers of newly identified GT students.
2013-2014
Austin ISD, Advanced Academic Services
Elementary Parent Nomination Form
For Austin ISD Gifted Program
This form is designed to give parents an opportunity to nominate elementary students enrolled in an Austin ISD school
for testing for the AISD Gifted and Talented Program. There are numerous characteristics of gifted children and not all
children will exhibit the same characteristics; however, the following list can serve as a guide to recognizing students
who may be potentially gifted.
•
•
•
•
•
•
•
•
•
•
Did your child start talking (and never stopped talking) before most other children the same age?
Does your child have a lot of curiosity? Does he/she ask a lot of questions about all kinds of things- one after
another?
Does your child give complex and detailed answers to questions (even simple questions)?
Does your child have a wide range of interests? Does he/she enjoy trying new things?
Does your child get lost in his/her own world and become so involved in what she/he’s doing that she/he isn’t
aware of anything else?
Does your child frequently have unusual ideas? Does he/she give logical, reasonable explanations for events
and occurrences?
Does your child pay close attention to details, is highly observant, and does not miss a thing? Does he/she
notice likenesses and differences between people, events, or things?
Does your child come up with powerful, persuasive arguments for almost anything?
Does your child show empathy and sensitivity to the needs and feelings of others? Is he/she aware of problems
that others don’t notice?
Does your child worry about the world, other people, and/or the environment?
Expanded and adapted from the work of Judy Galbraith, MA.
Each campus will screen nominated students to determine if they should receive gifted and talented services at the
school. Not all students who are screened will automatically qualify to receive gifted and talented services. If you would
like to nominate your child for the Gifted and Talented Program please complete this form and return to the child’s
elementary school during the campus GT nomination window (twice a year). Please contact the school to find out the
exact dates of their GT nomination period.
PLEASE PRINT
Child’s Name: _________________________________________________________________
School: _______________________________________ Grade: _______________________
Teacher: ______________________________________
Parent Name: ___________________________________
Phone: _______________________
Parent Signature: _________________________________
Date: ________________________
I understand this is only a formal nomination for testing. Actual testing and assessment for the AISD GT Program will not occur
without parent/guardian permission. I also understand that a nomination does not guarantee the child will qualify to receive gifted
and talented services in Austin ISD.
2013-2014
Austin ISD, Advanced Academic Services
Nominación Para Los Padres para el
Austin ISD Programa Dotados y Talentosos
¿Muestra su hijo(a) las siguientes características en la casa? (Es raro que una persona tenga todas las características y
rasgos de dotes aquí descritos.)
•
•
•
•
•
•
•
•
•
•
¿Empezó su hijo(a) a hablar (y nunca ha dejado de hablar) antes que la mayoría de otros niños de su edad?
¿Tiene su hijo(a) mucha curiosidad? ¿Hace muchas preguntas sobre toda clase de cosas, una después de otra?
¿Da su hijo(a) respuestas complejas y detalladas a preguntas (aun preguntas simples)?
¿Tiene su hijo(a) una amplia escala de intereses? ¿Le gusta intentar cosas nuevas?
¿ Se pierde su hijo(a) en su propio mundo, y se absorbe tanto en lo que hace que no tiene conciencia de nada
más?
¿Tiene a menudo su hijo(a) ideas inusuales? ¿Da explicaciones lógicas y razonables de acontecimientos y cosas
que ocurren?
¿Presta su hijo(a) mucha atención a detalles, es muy observador(a), y no se le pasa nada? ¿Nota semejanzas y
diferencias entre personas, acontecimientos o cosas?
¿Discurre su hijo(a) argumentos sólidos y persuasivos para casi todas las cosas?
¿Muestra su hijo(a) empatía y sensibilidad a necesidades y sentimientos de los demás? ¿Se da cuenta de
problemas que otros no notan?
¿Preocupa a su hijo(a) el mundo, otras personas y/o el ambiente?
Ampliado y adaptado de la obra de Judy Galbraith, MA.
Cada plantel de AISD abrirá un periodo de matrícula para el Programa GT en su escuela. La forma debe llenarse por
completo. Devuelva a tiempo la forma de los padres al Abogado de GT del plantel, para que pueda continuarse con el
proceso de selección de GT. No todos los estudiantes que son investigados calificarán automáticamente recibir servicios
dotados y talentosos. Si querría nombrar su niño para el Programa Talentoso y Talentoso completa por favor esta forma
y el regreso a la escuela de enseñanza primaria del niño. Contacte por favor la escuela para averiguar las fechas exactas
de su período de nominación de GT.
imprima por favor
Nobre de estudiante ____________________________________________________________
Escuela: _______________________________________
Grado: _______________________
Maestro(a:) _____________________________________
Nombre de Padre/Madre: ________________________________
Teléfono: ________________
Firma de Padre/Madre:__________________________________
Fecha: _______________________
Comprendo que esto es sólo una nominación formal para probar. Probar y evaluación verdaderos para el Programa de AISD GT no
ocurrirán sin permiso de padre/guardián. Yo intiendo que una nominación no garantiza al niño calificará para recibir servicios
dotados y talentosos en Austin ISD.
2013-2014
Austin ISD, Advanced Academic Services
Secondary Parent Nomination Form
For Austin ISD Gifted Program
This form is designed to give parents an opportunity to nominate students enrolled in an Austin ISD school for testing for
the AISD Gifted and Talented Program. There are numerous characteristics of gifted children and not all children will
exhibit the same characteristics; however, the following list can serve as a guide to recognizing students who may be
potentially gifted academically.
•
•
•
•
•
•
•
•
•
•
Did your child start talking (and never stopped talking) before most other children the same age?
Does your child have a lot of curiosity? Does he/she ask a lot of questions about all kinds of things- one after
another?
Does your child give complex and detailed answers to questions (even simple questions)?
Does your child have a wide range of interests? Does he/she enjoy trying new things?
Does your child get lost in his/her own world and become so involved in what she/he’s doing that she/he isn’t
aware of anything else?
Does your child frequently have unusual ideas? Does he/she give logical, reasonable explanations for events
and occurrences?
Does your child pay close attention to details, is highly observant, and does not miss a thing? Does he/she
notice likenesses and differences between people, events, or things?
Does your child come up with powerful, persuasive arguments for almost anything?
Does your child show empathy and sensitivity to the needs and feelings of others? Is he/she aware of problems
that others don’t notice?
Does your child worry about the world, other people, and/or the environment?
Expanded and adapted from the work of Judy Galbraith, MA.
Each campus will screen nominated students to determine if they should receive gifted and talented services at the
school. Not all students who are screened will automatically qualify to receive gifted and talented services. If you would
like to nominate your child for the Gifted and Talented Program please complete this form and return to the child’s
secondary school during the campus GT nomination window (once a year in the Fall Semester). Please contact the
school to find out the exact dates of their GT nomination period.
PLEASE PRINT
Student’s Name: _______________________________________________________________
School: _______________________________________
Grade: _______________________
Parent Name: ___________________________________
Phone: _______________________
Parent Signature: _________________________________
Date: ________________________
I understand this is only a formal nomination for testing. Actual testing and assessment for the AISD GT Program will not occur
without parent/guardian permission. I also understand that a nomination does not guarantee the child will qualify to receive gifted
and talented services in Austin ISD.
2013-2014
Austin ISD, Advanced Academic Services
Nominación Para Los Padres para el
Austin ISD Programa Dotados y Talentosos
¿Muestra su hijo(a) las siguientes características en la casa? (Es raro que una persona tenga todas las características y
rasgos de dotes aquí descritos.)
¿Muestra su hijo(a) las siguientes características en la casa? (Es raro que una persona tenga todas las características y
rasgos de dotes aquí descritos.)
•
•
•
•
•
•
•
•
•
•
¿Empezó su hijo(a) a hablar (y nunca ha dejado de hablar) antes que la mayoría de otros niños de su edad?
¿Tiene su hijo(a) mucha curiosidad? ¿Hace muchas preguntas sobre toda clase de cosas, una después de otra?
¿Da su hijo(a) respuestas complejas y detalladas a preguntas (aun preguntas simples)?
¿Tiene su hijo(a) una amplia escala de intereses? ¿Le gusta intentar cosas nuevas?
¿ Se pierde su hijo(a) en su propio mundo, y se absorbe tanto en lo que hace que no tiene conciencia de nada
más?
¿Tiene a menudo su hijo(a) ideas inusuales? ¿Da explicaciones lógicas y razonables de acontecimientos y cosas
que ocurren?
¿Presta su hijo(a) mucha atención a detalles, es muy observador(a), y no se le pasa nada? ¿Nota semejanzas y
diferencias entre personas, acontecimientos o cosas?
¿Discurre su hijo(a) argumentos sólidos y persuasivos para casi todas las cosas?
¿Muestra su hijo(a) empatía y sensibilidad a necesidades y sentimientos de los demás? ¿Se da cuenta de
problemas que otros no notan?
¿Preocupa a su hijo(a) el mundo, otras personas y/o el ambiente?
Ampliado y adaptado de la obra de Judy Galbraith, MA.
Cada plantel de AISD abrirá un periodo de matrícula para el Programa GT en su escuela. La forma debe llenarse por
completo. Devuelva a tiempo la forma de los padres al Abogado de GT del plantel, para que pueda continuarse con el
proceso de selección de GT. No todos los estudiantes que son investigados calificarán automáticamente recibir servicios
dotados y talentosos. Si querría nombrar su niño para el Programa Talentoso y Talentoso completa por favor esta forma
y el regreso a la escuela de enseñanza primaria del niño. Contacte por favor la escuela para averiguar las fechas exactas
de su período de nominación de GT.
imprima por favor
Nobre de estudiante: ____________________________________________________________
Escuela: _______________________________________
Grado: _______________________
Nombre de Padre/Madre: ______________________________ Teléfono: ____________________
Firma de Padre/Madre: ________________________________ Fecha: _______________________
Comprendo que esto es sólo una nominación formal para probar. Probar y evaluación verdaderos para el Programa de AISD GT no
ocurrirán sin permiso de padre/guardián. Yo alsounderstand que una nominación no garantiza al niño calificará para recibir servicios
dotados y talentosos en Austin ISD.
2013-2014
Austin ISD, Advanced Academic Services
AISD Elementary Teacher
GT Nomination Information Form
Classroom teachers interested in nominating one of their students for the Austin ISD gifted and talented
program should watch for a combination of the following characteristics in one or more of the core content
areas:










Advanced problem solving skills
Rapid learning
Strong language skills
Keen sense of humor
Interest in social issues or world problems
Imaginative use of materials
Asks deep provocative questions
Strong memory skills
Readily understands concepts
Demonstrates high levels of reasoning and
insight









Enjoyment of academic challenges
Keen interest in academic topics
Wide knowledge base; extensive reading
and/or research
Explores topics in depth
Enjoys independent learning
Demonstrates an understanding of
multiple perspectives
Recognizes complex patterns
Is focused and persistent
Actively participates in class discussions
Students that demonstrate multiple characteristics on a regular basis should be considered for GT
nomination. Keep in mind that students will vary in the way they demonstrate these characteristics based
upon the content, their background experiences, and their cultural influences. Students with limited English
or who have limited language skills should not be excluded from consideration; they may demonstrate the
characteristics despite their language limitations.
Students may be nominated by a parent or a teacher. At the elementary level, GT Screening will occur twice
a year (fall and spring). Once a student has been nominated for the gifted program, the student’s teacher
will collect the following items/data over a four-week period of observation.



Teacher GT Observation Survey
Teacher GT Observation Inventory
Student work samples for the Student GT Screening Portfolio
If you are interested in nominating students for the GT Program, please complete the following
information and submit it to the GT Advocate no later than __________________________. Once all
nominations have been received from both parents and teachers, teachers will receive additional
information about requirements during the campus GT screening period for each nominated student.
Sincerely,
GT Advocate
Student Name
1.
2.
3.
4.
Teacher Name:
ID#
Will this student need to be tested in a
language other than English?
Grade Level:
2013-2014
Austin ISD, Advanced Academic Services
AISD Secondary Teacher
GT Nomination Information Form
Classroom teachers interested in nominating one of their students for the Austin ISD gifted and talented
program should watch for a combination of the following characteristics in one or more of the core content
areas:










Advanced problem solving skills
Rapid learning
Strong language skills
Keen sense of humor
Interest in social issues or world problems
Imaginative use of materials
Asks deep provocative questions
Strong memory skills
Readily understands concepts
Demonstrates high levels of reasoning and
insight









Enjoyment of academic challenges
Keen interest in academic topics
Wide knowledge base; extensive reading
and/or research
Explores topics in depth
Enjoys independent learning
Demonstrates an understanding of
multiple perspectives
Recognizes complex patterns
Is focused and persistent
Actively participates in class discussions
Students that demonstrate multiple characteristics on a regular basis should be considered for GT nomination. Keep in
mind that students will vary in the way they demonstrate these characteristics based upon the content, their
background experiences, and their cultural influences. Students with limited English or who have limited language skills
should not be excluded from consideration; they may demonstrate the characteristics despite their language limitations.
Students may be nominated by a parent or a teacher. At the elementary level, GT Screening will occur twice
a year (fall and spring). Once a student has been nominated for the gifted program, the student’s teacher
will collect the following items/data over a four-week period of observation.



Teacher GT Observation Survey
Teacher GT Observation Inventory
Student work samples for the Student GT Screening Portfolio
If you are interested in nominating students for the GT Program, please complete the following
information and submit it to the GT Advocate no later than __________________________. Once all
nominations have been received from both parents and teachers, teachers will receive additional
information about requirements during the campus GT screening period for each nominated student.
Sincerely,
GT Advocate
Student Name
1.
2.
3.
4.
Teacher Name:
ID#
In what subject area(s) are you
nominating for each student?
Will this student need
testing in a language other
than English?
Course:
2013-2014
Austin ISD, Advanced Academic Services
Elementary Parent GT Nomination Survey
Austin ISD Gifted Program
Directions: Please print. For each group of related questions below, select the choice that best describes your child.
Give additional information as needed. When you have completed the form, please return it to your child’s teacher.
Child’s Name ______________________________________
Grade Level __________________
School ____________________________________________
Date _________________________
Criteria
Language Arts
Your child uses a lot of “grown-up” words and is interested in definitions, relationships
of words, sounds, and has a large vocabulary for his/her age.
Your child has a good sense of humor and uses jokes, puns, and multiple meanings in
conversations or in writing.
Your child reads or listens to a wide variety of types of literature; may focus on one type
for a period of time and then switch his/her focus to another.
Your child elaborates well when reading, speaking, or writing, uses vivid expressions,
voices to make words “come alive”.
Your child is motivated to write in a variety of genres (stories, poems, songs, or plays);
keeps a journal or diary.
Mathematics
Your child sees patterns in real life in a variety of ways; can extend patterns to large
numbers.
Your child applies numbers to real life situations; such as using numbers while playing,
thinking, organizing, or planning.
Your child recognizes and describes problems; is good at guessing solutions to problems
about numbers, money, or telling time.
Your child enjoys trying to solve challenging problems such as puzzles, logic problems,
or games of strategy.
Your child can solve difficult problems naturally and easily, but may not always be able
to explain his/her solution or strategy.
Science
Your child exhibits interest in science outside of school activities (books, programs,
science fiction, technology, collections, or hobbies).
Your child relates science to real world situations, makes interesting connections that
sometimes surprise you or make you look at things differently than before.
Your child enjoys experimenting, likes open-ended discovery, inventing, finding multiple
uses for things, experiments to satisfy curiosity.
Your child explores, questions, investigates, studies things in detail, and makes
improvements to things used in daily life.
Your child is focused and persistent (continues investigation in spite of difficulties),
demonstrates high level of intellectual energy.
Social Studies
Never
Your child is interested and/or concerned with “grown-up” social issues or world
problems such as world hunger, pollution, war, global warming, etc.
Your child asks deep, open-ended, or philosophical questions that are typically not
asked by a child.
Your child enjoys studying and/or playing with maps, globes, almanacs, likes to make up
stories about different locations (either real or make-believe).
Your child is interested in social themes, complex public issues, explanations, ethical
and moral issues; fairness is extremely important to him/her.
Your child can understand multiple sides or explanations of a situation or problem and
tries to persuade other people to join his/her side.
Sometimes
Often
2013-2014
Austin ISD, Advanced Academic Services
Directions: Provide a detailed written response to the following questions.
What special talents or abilities does your child have?
Tell about a time when your child surprised you by his/her ability, understanding, and/or knowledge.
I give permission for my child to be tested and screened for the Austin ISD Gifted and Talented Program. I
understand that I will be notified by the campus if my child qualifies or does not qualify to participate in the
gifted program. If my child qualifies, I give permission for my child to participate in the Austin ISD Gifted and
Talented Program.
Name of Child (print): ____________________________________________________________
Name of Parent (print): ____________________________________________________________
Parent Signature: _________________________________________________________________
Date: _________________________
2013-2014
Austin ISD, Advanced Academic Services
Lista de Verificación Primaria de Padres
para el Programa de Dotados de Austin ISD
Instrucciones: Imprima por favor. Para cada grupo de preguntas relacionadas abajo, seleccione su elección que describe mejor a su niño(a).
Dé información adicional como vea necesario. Cuando haya completado la forma, por favor de regresarla al maestro de su niño(a).
Nombre del Niño(a) _____________________________________
Grado ________________
Escuela _______________________________________________
Fecha _________________
Criterios
Idiomas/Lectura
Su niño(a) está interesado en juegos de palabras, definiciones, relaciones de palabras, sonidos,
y tiene un vocabulario grande para su edad.
Su niño(a) tiene un buen sentido del humor y usa chistes, retruécanos, sátira, y múltiples
significados en conversaciones o por escrito.
Su niño(a) lee o escucha una gran variedad de tipos de literatura; puede centrarse en un tipo
por un espacio de tiempo y entonces cambiar su enfoque a otro.
Su niño(a) elabora bien al leer, hablar, o al escribir, usa expresiones intensas, y voces para
“darle vida” a las palabras.
Su niño(a) es motivado para escribir en una variedad de géneros (historias, poemas, canciones,
u obras); mantiene un diario o una agenda.
Matemáticas
Su niño(a) está interesado en números y relaciones matemáticas y ve la utilidad o las
aplicaciones de matemáticas.
Su niño(a) aplica números a situaciones de vida diaria y puede representarse creando
espacialmente imágenes visuales de problemas y soluciones matemáticos.
Su niño(a) razona efectivamente y puede estimar y hacer predicciones que implican los datos
que organiza para descubrir pautas o relaciones.
Su niño(a) disfruta tratando de resolver problemas desafiantes como enigmas, problemas de
lógica, o como los juegos de estrategia y es persistente en encontrar soluciones.
Su niño(a) puede resolver problemas difíciles intuitivamente, pero no siempre puede poder
explicar su solución ni la estrategia.
Ciencias
Su niño(a) exhibe interés en la ciencia fuera de actividades de escuela (libros, programas,
ciencia ficción, tecnología, colecciones, o pasatiempos).
Su niño(a) relaciona la ciencia a situaciones mundiales verdaderas, hace conexiones
interesantes que a veces sorprenden y hacen que usted mire cosas de forma distinta que
antes.
Su niño(a) es bueno en visualizar y puede ver pautas complejas en ideas y conceptos
relacionados a investigaciones científicas.
Su niño(a) demuestra curiosidad intelectual y utiliza la resolución de problemas para investigar,
estudiar cosas con detalle, y crear soluciones para mejorar la vida cotidiana.
Su niño(a) está enfocado y es persistente (continúa investigación a pesar de dificultades),
demuestra el nivel alto de energía intelectual.
Estudios Sociales
Nunca
Su niño(a) está interesado e informado acerca de asuntos sociales o problemas mundiales
como el hambre, la contaminación, la guerra, el calentamiento global, etc.
Su niño(a) hace preguntas profundas, sin final o filosóficas para hacer conexiones
excepcionales acerca de una variedad de temas que impactan la humanidad.
Su niño(a) disfruta el estudio de los mapas, globos mundiales, almanaques, y la geografía para
comprender las regiones y las culturas.
Su niño(a) está interesado en asuntos globales, en dilemas éticos, en preguntas de moraleja, y
en la causalidad de acontecimientos complejos; la justicia es muy importante para él/ella.
Su niño(a) suspende juicio, entretiene explicaciones alternativas, considera múltiples
perspectivas, y disfruta debatir temas históricos, políticos y eventos actuales.
A veces
A
menudo
2013-2014
Austin ISD, Advanced Academic Services
Instrucciones: Proporcione una respuesta por escrito detallada a las preguntas siguientes.
¿Qué talentos o habilidades especiales tiene su niño(a)?
Diga sobre una ocasión cuando su niño(a) le sorprendió por su habilidad, entendimiento, y/o el
conocimiento.
Doy permiso para que mi niño(a) sea probado e investigado para el proceso de selección del Programa Dotado y
Talentoso de Austin ISD. Entiendo que seré notificado por el campus si mi niño(a) califica o no califica para tomar
parte en el programa talentoso. Si mi niño(a) califica, doy permiso para que mi niño(a) tome parte en el Programa
Dotado y Talentoso de Austin ISD.
Nombre del niño(a) (imprima): _____________________________________________
Nombre del Padre/Madre (imprima: _________________________________________
Firma del Padre/Madre: ___________________________________________________
Fecha: __________________
2013-2014
Austin ISD, Advanced Academic Services
Secondary Parent GT Nomination Survey
Austin ISD Gifted Program
Directions: Please print. For each group of related questions below, select the choice that best describes your child.
Give additional information as needed. When you have completed the form, please return it to your child’s teacher.
Child’s Name: _______________________________________
Grade Level: _____________
School: _____________________________________________
Date: ____________________
Criteria
Language Arts
Your child is interested in word play, definitions, relationships of words, sounds, and
has a large vocabulary for his/her age.
Your child has a good sense of humor and uses jokes, puns, satire, and multiple
meanings in conversations or in writing.
Your child reads or listens to a wide variety of types of literature; may focus on one type
for a period of time and then switch his/her focus to another.
Your child elaborates well when reading, speaking, or writing, uses vivid expressions,
voices to make words “come alive”.
Your child is motivated to write in a variety of genres (stories, poems, songs, or plays);
keeps a journal or diary.
Mathematics
Your child is interested in numbers and mathematical relationships and sees usefulness
or applications of mathematics.
Your child applies numbers to real life situations and is able to visualize spatially by
creating visual images of mathematical problems and solutions.
Your child reasons effectively and is able to estimate and make predictions that involve
organizing data to discover patterns or relationships.
Your child enjoys trying to solve challenging problems such as puzzles, logic problems,
or games of strategy and is persistent in finding solutions.
Your child can solve difficult problems intuitively, but may not always be able to explain
his/her solution or strategy.
Science
Your child exhibits interest in science outside of school activities (books, programs,
science fiction, technology, collections, or hobbies).
Your child relates science to real world situations, makes interesting connections that
sometimes surprise you or make you look at things differently than before.
Your child is good at visualizing and is able to see complex patterns in ideas and
concepts related to scientific investigations.
Your child demonstrates intellectual curiosity and uses problem solving to investigate,
study things in detail, and create solutions to improve daily life.
Your child is focused and persistent (continues investigation in spite of difficulties),
demonstrates high level of intellectual energy.
Social Studies
Never
Your child is interested and knowledgeable about with social issues or world problems
such as world hunger, pollution, war, global warming, etc.
Your child asks deep, open-ended, or philosophical questions to make unusual
connections about a variety of topics that impact humanity.
Your child enjoys studying maps, globes, almanacs, and geography to understand
regions and cultures.
Your child is interested in global issues, ethical dilemmas, moral questions, and
causation of complex events; fairness is extremely important to him/her.
Your child suspends judgment, entertains alternative explanations, considers multiple
perspectives, and enjoys debating historical, political and current events.
Sometimes
Often
2013-2014
Austin ISD, Advanced Academic Services
Directions: Provide a detailed written response to the following questions.
What special talents or abilities does your child have?
Tell about a time when your child surprised you by his/her ability, understanding, and/or knowledge.
I give permission for my child to be tested and screened for the Austin ISD Gifted and Talented Program. I
understand that I will be notified by the campus if my child qualifies or does not qualify to participate in the gifted
program. If my child qualifies, I give permission for my child to participate in the Austin ISD Gifted and Talented
Program.
Name of Child (print): ____________________________________________________________
Name of Parent (print): ____________________________________________________________
Parent Signature: _________________________________________________________________
Date: _________________________
2013-2014
Austin ISD, Advanced Academic Services
Lista de Verificación Secundaria de Padres
para el Programa de Dotados de Austin ISD
Instrucciones: Imprima por favor. Para cada grupo de preguntas relacionadas abajo, seleccione su elección que describe mejor a su niño(a).
Dé información adicional como vea necesario. Cuando haya completado la forma, por favor de regresarla al maestro de su niño(a).
Nombre del Niño(a) ______________________________________
Grado ______________
Escuela ________________________________________________
Fecha _______________
Criterios
Idiomas/Lectura
Su niño(a) está interesado en juegos de palabras, definiciones, relaciones de palabras, sonidos,
y tiene un vocabulario grande para su edad.
Su niño(a) tiene un buen sentido del humor y usa chistes, retruécanos, sátira, y múltiples
significados en conversaciones o por escrito.
Su niño(a) lee o escucha una gran variedad de tipos de literatura; puede centrarse en un tipo
por un espacio de tiempo y entonces cambiar su enfoque a otro.
Su niño(a) elabora bien al leer, hablar, o al escribir, usa expresiones intensas, y voces para
“darle vida” a las palabras.
Su niño(a) es motivado para escribir en una variedad de géneros (historias, poemas, canciones,
u obras); mantiene un diario o una agenda.
Matemáticas
Su niño(a) está interesado en números y relaciones matemáticas y ve la utilidad o las
aplicaciones de matemáticas.
Su niño(a) aplica números a situaciones de vida diaria y puede representarse creando
espacialmente imágenes visuales de problemas y soluciones matemáticos.
Su niño(a) razona efectivamente y puede estimar y hacer predicciones que implican los datos
que organiza para descubrir pautas o relaciones.
Su niño(a) disfruta tratando de resolver problemas desafiantes como enigmas, problemas de
lógica, o como los juegos de estrategia y es persistente en encontrar soluciones.
Su niño(a) puede resolver problemas difíciles intuitivamente, pero no siempre puede poder
explicar su solución ni la estrategia.
Ciencias
Su niño(a) exhibe interés en la ciencia fuera de actividades de escuela (libros, programas,
ciencia ficción, tecnología, colecciones, o pasatiempos).
Su niño(a) relaciona la ciencia a situaciones mundiales verdaderas, hace conexiones
interesantes que a veces sorprenden y hacen que usted mire cosas de forma distinta que
antes.
Su niño(a) es bueno en visualizar y puede ver pautas complejas en ideas y conceptos
relacionados a investigaciones científicas.
Su niño(a) demuestra curiosidad intelectual y utiliza la resolución de problemas para investigar,
estudiar cosas con detalle, y crear soluciones para mejorar la vida cotidiana.
Su niño(a) está enfocado y es persistente (continúa investigación a pesar de dificultades),
demuestra el nivel alto de energía intelectual.
Estudios Sociales
Nunca
Su niño(a) está interesado e informado acerca de asuntos sociales o problemas mundiales
como el hambre, la contaminación, la guerra, el calentamiento global, etc.
Su niño(a) hace preguntas profundas, sin final o filosóficas para hacer conexiones
excepcionales acerca de una variedad de temas que impactan la humanidad.
Su niño(a) disfruta el estudio de los mapas, globos mundiales, almanaques, y la geografía para
comprender las regiones y las culturas.
Su niño(a) está interesado en asuntos globales, en dilemas éticos, en preguntas de moraleja, y
en la causalidad de acontecimientos complejos; la justicia es muy importante para él/ella.
Su niño(a) suspende juicio, entretiene explicaciones alternativas, considera múltiples
perspectivas, y disfruta debatir temas históricos, políticos y eventos actuales.
A veces
A
menudo
2013-2014
Austin ISD, Advanced Academic Services
Instrucciones: Proporcione una respuesta por escrito detallada a las preguntas siguientes.
¿Qué talentos o habilidades especiales tiene su niño(a)?
Diga sobre una ocasión cuando su niño(a) le sorprendió por su habilidad, entendimiento, y/o el conocimiento.
Doy permiso para que mi niño(a) sea probado e investigado para el proceso de selección del Programa Dotado y
Talentoso de Austin ISD. Entiendo que seré notificado por el campus si mi niño(a) califica o no califica para
tomar parte en el programa talentoso. Si mi niño(a) califica, doy permiso para que mi niño(a) tome parte en el
Programa Dotado y Talentoso de Austin ISD.
Nombre del niño(a) (imprima): __________________________________________________________
Nombre del Padre/Madre (imprima:) _____________________________________________________
Firma del Padre/Madre: ________________________________________________________________
Fecha: __________________
2013-2014
Austin ISD, Advanced Academic Services
AISD Teacher
GT Screening Information
During our campus GT Nomination Period, the following students were nominated to participate in the GT
Screening/Identification Process this semester . Students may be nominated by a parent, a teacher, or other campus
educator.
Teacher:
GT Nominated Students:
Once a student has been nominated for the gifted program, you as the student’s teacher are required to collect and
complete three types of qualitative data over a four-week period of observation.
• Teacher GT Observation Survey
• Teacher GT Observation Inventory
• Sample student work for Student GT Screening Portfolio
This information will assist the campus GT Selection and Placement Committee in making final placement decisions for
the GT Program. Details and helpful suggestions for completing each of these required screening pieces is included in
this information sheet. For additional help contact your campus GT Advocate.
Deadline to submit all required documents:___________________________________
Teacher GT Observation Survey
You will be observing the student over a four-week period using the characteristics on each scale (one scale for each
core subject). Student are rated on the following scale for each item: Never, Sometimes, or Often. It is recommended
you become familiar with the list of characteristics at the beginning of the observation period and check off
characteristics as observed. Once returned, the GT Advocate will tabulate the score.
2013-2014
Austin ISD, Advanced Academic Services
Teacher GT Observation Inventory
The ten characteristics included on the GT Observation Inventory were excerpted from the work of Dr. Mary Frasier,
who after extensive research determined these were the characteristics of gifted students from underrepresented
populations.
You will be observing the student over a four-week period using the characteristics on the observation inventory.
Students will be rated for each item on the following scale: Never, Sometimes, or Often. It is recommended you become
familiar with each characteristic at the beginning of the observation period and note characteristics as you observe
them.
After completing the front section, teachers will complete the Teacher Observation Summary on the back page.
Teachers need to include specific comments that help to explain the observed behaviors and characteristics. It is helpful
to the GT Selection and Placement Committee if you teachers can include subject/content specific comments on the
summary page.
Below is a sample teacher comment:
“She is highly motivated by hands-on experiences and requests independent work that allows her to dig deeper into the
topic of study in the content area of Science.”
PORTFOLIO OF STUDENT PRODUCTS
A minimum of 2 work samples for each of the four core subject areas must be included in the student screening
portfolio. Teachers and students may select to include work samples completed at school anytime from the first day
of school that year up until the end of the four-week observation period.
Student work samples may demonstrate:
exemplary performance beyond the peer group norm
a long-term record of a student’s progress that may reflect dramatic gains
depth and complexity of understanding
indicators of giftedness in specific academic areas
student’s specific learning styles
Portfolios can include examples of:
Classroom writing
Excerpts from student’s interactive notebooks
Student-initiated assignments
Statistical studies/graphic works
Descriptions/diagrams of problem-solving
Pictures/dictated results of investigations
Examples of creative thinking
Audiotapes, video, or other use of technology
Responses to open-ended questions
Student projects (written, oral, visual)
Anecdotal records of outstanding performance
Examples of cross-disciplinary integration
Copies of awards or prizes
Commercial worksheets and basic skills assignments are NOT recommended for inclusion in student portfolios.
The portfolio will consist of student work from all four core subject areas (language arts, math, science, social
studies). Date each item placed in the portfolio. It is recommended that a note be attached to each item that
explains the reason chosen. Older students are encouraged to contribute to the selection of portfolio items.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Teacher GT Observation Survey
Modified from Purdue academic rating scales. (1998). Royal Fireworks Press.
Student: ____________________________________
Grade: _____________
Date: ______________
Teacher: ____________________________________
School: ______________________________________
Directions: The teacher will observe the student for a minimum of four weeks in the four core content areas as part of the Gifted
and Talented assessment and screening process for the student. The teacher will select one response (not at all, sometimes, or
quite often) for each item that best represents the student during the observation period.
Never
Sometimes
Language Arts
Often
Interested in words, definitions, derivations; has an extensive vocabulary.
Sees details, is a good observer, sees relationships, makes connections.
Has a good sense of humor; uses and understands satire, puns, word games.
Reads a variety of genres; may focus on one type, then switch to another
genre.
Motivated to write; writes stories, poems, or plays; keeps a journal or diary.
Uses words and communicates emotions effectively in writing or spoken
forms.
Elaborates well when speaking or writing, uses vivid expressions and voice.
Visualizes and translates images and ideas into written or spoken forms.
Develops original ideas and convincing characters and situations in writing.
Sees abstract connections between literature and other art forms.
Column Totals
Language Arts Score
Never
Sometimes
Mathematics
Often
Organizes data to discover patterns or relationships.
Persistent in learning math, concentrates, works hard, motivated, interested.
Analyzes problems, considers alternatives, does not necessarily accept first
answer.
Learns math concepts and processes faster than other students.
Enjoys trying to solve difficult problems, likes puzzles and logic problems.
Sometimes solves problems intuitively and may not be able to explain to
others.
Visualizes spatially, can create visual images of problems or data.
Recognizes critical elements in solving problems and recalls relevant
information.
Resourceful and creative in seeking ways to solve problems.
Develops unique associations between math and other art forms, content, or
ideas.
Column Totals
Mathematics Score
2013-2014
Austin ISD, Advanced Academic Services
Never
Sometimes
Social Studies
Often
Reads widely on social issues from a variety of books and other sources.
Becomes absorbed in the investigation of historical or world topics.
Asks questions that are open-ended and philosophical.
Sensitive to social topics, sees ethical and moral issues and discrepancies.
Suspends judgment, entertains alternative explanations while researching.
Enjoys the process of research and investigating for their own sake.
Recalls details about historical topics, makes unusual abstract connections.
Displays intellectual curiosity, becomes interested in tasks not assigned.
Skilled in analyzing topics, finding the underlying problem, investigating.
Prefers social studies related topics, classes, and careers.
Column Totals
Social Studies Score
Never
Sometimes
Science
Often
Interested in science books, videos, websites, games.
Sees unusual links between science topics to other art forms, subjects.
Organizes experiments, capable of separating and controlling variables.
Interested in numerical analysis, good at measurement and data analysis.
Deeply understands scientific method, formulates plausible hypothesis.
Prefers science-related topics, classes, and careers.
Persistent, sticks with investigations in spite of difficulties or problems.
Comes up with good questions or ideas for experiments and projects.
Skilled at exploring, questioning, investigating, studying things in details.
Knows a lot of science information, learns new concepts faster others.
Column Totals
Science Score
Provide additional information about this student’s abilities that you want to be included as part of the Gifted and
Talented assessment and screening process.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Teacher GT Observation Inventory
Modified from Traits, Aptitudes, and Behaviors Scales. (1996). M. Frasier, The University of Georgia.
Student: ____________________________________
Grade: _____________
Date: ______________
Teacher: ____________________________________
School: ______________________________________
Directions: Teacher will observe the student for a minimum of four weeks in the following categories as part of the Gifted and
Talented screening process for this student. At the end of the four week period, the teacher will select one response (not at all,
sometimes, or quite often) for each category that best represents the student.
Never Some- Often
Traits, Aptitudes, and Behaviors
times
Motivation Evidence of desire to learn.
Student may:
demonstrate persistence in pursuing/completing self-selected tasks, be an enthusiastic
learner, be a self-starter, aspire to be somebody.
Interests Intense (sometimes unusual) interests.
Student may:
demonstrate unusual or advanced interests in a topic or activity, be beyond age group,
pursue an activity unceasingly with high intensity.
Communication Skills Highly expressive and effective use of words, numbers, symbols.
Student may:
demonstrate unusual ability to communicate (verbally, physically, artistically,
symbolically), and use particularly clever examples, illustrations, or elaborations.
Problem Solving Ability Effective, inventive, ways for recognizing and solving problems.
Student may:
demonstrate unusual ability to devise or adapt a systematic strategy for solving problems
and to change the strategy if it is not working, create original designs, invent.
Memory Large storehouse of information on school or non-school topics.
Student may:
already know information or needs only 1-2 repetitions for mastery, have a wealth of
information about different topics, pay attention to details, manipulate information.
Inquiry Questions, experiments, explores.
Student may:
ask unusual questions for age, demonstrate extensive exploratory behaviors directed
toward eliciting information about materials, devices, situations, or topics.
Insight Quickly grasps new concepts and makes connections; senses deeper meaning.
Student may:
demonstrate exceptional ability to draw inferences, appear to be a good guesser, be
keenly observant, possess high capacity for seeing unusual and diverse relationships.
Reasoning Logical approaches to figuring out solutions.
Student may:
make generalizations, use metaphors and analogies, think things through in a logical
manner, think critically, think things through and come up with a plausible answer.
Imagination/Creativity Produces many ideas; highly original
Student may:
show exceptional ingenuity in using everyday materials, have wild, seemingly silly ideas,
produce ideas fluently and flexibly, be highly curious, enjoy abstract thinking tasks.
Humor Conveys and picks up on humor.
Student may:
have keen sense of humor, see unusual relationships, demonstrate unusual emotional
depth, demonstrate sensory awareness, enjoy puns, jokes, and idioms.
Composite Score
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Teacher GT Observation Summary
Directions: Complete detailed responses at the conclusion of the four week observation period.
Provide specific examples of the Traits, Aptitudes, and Behaviors this student exhibited in your classroom
during the four week period.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Provide additional information about this student’s abilities that you want to be included as part of the Gifted
and Talented assessment and screening process.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________________
2013-2014
Austin ISD, Advanced Academic Services
Gifted and Talented Screening Materials Order Form
Elementary K-5 (6)
Campus: ________________________________GT Advocate: ________________________________
Phone __________________ Email: __________________________ Date of Request: _________________
Fall Test Period: Oct 1 – 19
Spring Test Period: Feb 11 – Mar 1
Date of Testing:_______________________
Fax order form to 414-0275
English GT Screening Materials
1. CogAT tests and answer sheets (one per student)
# of copies requested
Kinder:
1st grade:
2nd grade:
3rd grade:
4th grade:
5th grade:
Directions for CogATs will be included
6th grade:
ELL Screening Materials
# of online NNAT2 tests
1. NNAT2 tests (one per student)
Tests will be added to your online campus account for
administration. Contact our department if you need more.
Note- Remember to submit this form ahead of time to ensure your materials are ready on one of the GT
Assessment Materials Check-Out Dates: September 26 OR February 6.
All GT Assessment Materials will be picked-up in person at the Becker White House, located across the street from the
elementary school and behind the chicken coop at 913 W. Milton.
The GT Advocate is responsible for returning all GT testing materials to the Becker White House upon completion
of testing. This includes materials not used. Label all returned testing material to ensure your campus is credited
with the return of materials checked out in your name.
For more information, contact Delaine Canales at [email protected] or 414-0139.
2013-2014
Austin ISD, Advanced Academic Services
Gifted and Talented Screening Materials Order Form
Secondary 6-12
Campus: ________________________________GT Advocate: ________________________________
Phone__________________ Email:__________________________Date of Request: __________________
Fall Test Period: Oct 1 – 19
Spring Test Period: Feb 11 – Mar 1
Date of Testing:________________________
Fax order form to 414-0275
English GT Screening Materials
1. CogAT tests and answer sheets (one per student)
# of copies requested
6th grade:
7th grade:
8th grade:
9th grade:
10th grade:
11th grade:
Directions for CogATs will be included
ELL GT Screening Materials
12th grade:
# of online NNAT2 tests
1. NNAT2 tests (one per student)
Tests will be added to your online campus account for
administration. Contact our department if you need more.
Note- Remember to submit this form ahead of time to ensure your materials are ready on one of the GT
Assessment Materials Check-Out Dates: September 26 OR February 6.
All GT Assessment Materials will be picked-up in person at the Becker White House, located across the street from the
elementary school and behind the chicken coop at 913 W. Milton.
The GT Advocate is responsible for returning all GT testing materials to the Becker White House upon completion
of testing. This includes materials not used. Label all returned testing material to ensure your campus is credited
with the return of materials checked out in your name.
For more information, contact Delaine Canales at [email protected] or 414-0139.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Student GT Survey for Grades K-2
Student: ________________________________________
Grade: ________
Date: _________________
Teacher: _________________________________________
School: ________________________________
Directions: Each student who is participating in the GT Screening process will complete this survey. Follow the script
provided when reading the directions to students. Each item will be read aloud and the student will select one response
for each item. This survey will be completed during one of the GT assessment periods administered by the GT Advocate
and/or GT Assessor on campus. Students will not be asked to complete this survey in the classroom or at home.
How do I like to learn?
(Language Arts)
1. I like to write stories or songs for fun.
2. I use a lot of words that other kids do not always understand.
3. I enjoy reading different types of books and stories.
4. I like to make up interesting rhymes or jokes.
5. I read so I can learn new information.
6. I like to write down important things in my life to help me
remember them.
7. I like to learn the definitions to new words.
8. I can remember how to spell new words easily.
9. I have a good memory and can remember a lot of things easily.
10. I like to add details to make my stories more interesting.
How do I like to learn?
(Mathematics)
1. I like to solve hard math problems.
2. I enjoy learning about math and numbers.
3. I see patterns around me in everyday life.
4. I can solve hard math problems without any help.
5. I learn quickly and easily.
6. I like puzzles and number games.
7. I am good at guessing the answers to hard math problems.
8. I count things that are around me every day.
9. I like to find new ways to solve math problems.
10. I enjoy studying graphs and charts.
Never
Sometimes
A lot
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2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Student GT Survey for Grades K-2
continued
How do I like to learn?
1. I think rules are important.
(Social Studies)
2. I like to learn about people and places from the past.
3. I enjoy studying maps and globes.
4. I worry about problems that other people have.
5. I can get upset when something isn’t fair.
6. I like to ask questions about new things I want to learn about.
7. I know where to go to find answers to questions.
8. I enjoy learning about far-away places.
9. I help my friends understand what is right and fair.
10. I spend a lot of time on projects so they can be perfect.
How do I like to learn?
(Science)
1. I like to read books or watch videos about animals or nature.
2. I understand problems other kids do not always understand.
3. I see patterns in plants and animals.
4. I enjoy studying about science in school or at home.
5. I like to break things apart so I can understand how they work.
6. I invent new things or new ways to solve problems.
7. I like to work on science experiments in school.
8. I like to learn about things that other kids think are boring.
9. I think it would be fun to make a science fair project.
10. I enjoy studying weather, animals, nature, and the human body.
Never
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A lot
Never
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A lot
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2013-2014
Austin ISD, Advanced Academic Services
Encuesta para los estudiantes Dotados y Talentosos de los grados K-2 de AISD
Estudiante: ________________________________________
Grado: ______
Maestro: _________________________________________
Fecha: ________________
Escuela: _________________________________
Instrucciones: Cada estudiante que participe en el Proceso de evaluación para Dotados y Talentosos (GT) llenará este
formulario. Cuando lea las instrucciones a los estudiantes, siga el texto que se le proporcionó. Lea cada pregunta en voz
alta y el estudiante seleccionará una respuesta. Llenará esta encuesta durante uno de los periodos de las evaluaciones
GT que administrará el Defensor o el Asesor de GT en la escuela. No se les pedirá a los estudiantes que llenen esta
encuesta en el salón o en la casa.
¿Cómo me gusta aprender?
(Artes del lenguaje)
Nunca
A veces
Mucho
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1. Me gusta escribir historias o canciones para divertirme.
2. Uso muchas palabras que mis compañeros de clase no siempre entienden.
3. Disfruto leer una variedad de libros y cuentos.
4. Me gusta inventar rimas y chistes graciosos.
5. Leo para aprender nueva información.
6. Me gusta escribir cosas importantes de mi vida, eso me ayuda a recordarlas.
7. Me gusta aprender las definiciones de palabras nuevas.
8. Recuerdo cómo deletrear palabras nuevas fácilmente.
9. Puedo recordar muchas cosas fácilmente.
10. Me gusta agregarles detalles a mis historias para hacerlas más interesantes.
¿Cómo me gusta aprender?
(Matemáticas)
1. Me gusta resolver problemas difíciles de matemáticas.
2. Me gusta aprender matemáticas y de números.
3. Veo los patrones que están a mi alrededor en la vida diaria.
4. Puedo resolver problemas difíciles de matemáticas sin que me ayuden.
5. Aprendo rápida y fácilmente.
6. Me gustan los rompecabezas y los juegos de números.
7. Soy bueno para adivinar la respuesta de problemas de matemáticas
difíciles.
8. Todos los días cuento las cosas que me rodean.
9. Me gusta intentar nuevas formas de resolver problemas de matemáticas.
10. Disfruto estudiar gráficas y cuadros sinópticos.
Nunca
A veces
A menudo
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2013-2014
Austin ISD, Advanced Academic Services
Encuesta para los estudiantes Dotados y talentosos de los grados K-2 de AISD
Continuación
¿Cómo me gusta aprender?
(Estudios sociales)
1. Creo que las reglas son importantes.
2. Me gusta estudiar sobre la gente y los lugares de la antigüedad.
3. Me gusta estudiar mapas y globos terrestres.
4. Me preocupan los problemas de los demás.
5. Me puedo molestar cuando algo es injusto.
6. Me gusta hacer preguntas sobre algo nuevo que quiero aprender.
7. Sé a dónde ir para encontrar respuestas a mis preguntas.
8. Me gusta aprender sobre lugares lejanos.
9. Ayudo a mis amigos a entender lo que es correcto y justo.
10. Paso mucho tiempo haciendo mis proyectos para que estén perfectos.
¿Cómo me gusta aprender?
(Ciencias)
1. Me gusta leer libros o ver videos sobre los animales o la naturaleza.
2. Entiendo problemas que otros niños no siempre entienden.
3. Veo patrones en los animales y las plantas.
4. Disfruto estudiar ciencias en la escuela o en la casa.
5. Me gusta desarmar cosas para poder entender cómo funcionan.
6. Invento cosas nuevas o maneras nuevas de resolver problemas.
7. Me gusta hacer experimentos de ciencias en la escuela.
8. Me gusta aprender sobre cosas que otros niños creen que son aburridas.
9. Creo que sería divertido hacer un proyecto para la feria de ciencias.
10. Disfruto estudiar el clima, los animales, la naturaleza y el cuerpo humano.
Nunca
A veces
Mucho
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2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Student GT Survey for Grades 3-5
Student: ________________________________________
Grade: ________
Date: _________________
Teacher: _________________________________________
School: ________________________________
Directions: Each student who is participating in the GT Screening process will complete this survey. Follow the script
provided when reading the directions to students. Each item will be read aloud and the student will select one response
for each item. This survey will be completed during one of the GT assessment periods administered by the GT Advocate
and/or GT Assessor on campus. Students will not be asked to complete this survey in the classroom or at home.
How do I like to learn?
(Language Arts)
1. I like to write stories, songs, poems, or cartoons for fun.
2. I use a lot of words that other kids do not always understand.
3. I enjoy reading different types of books and stories.
4. I like to play with words to make up rhymes or jokes that are
interesting.
5. I read because I know that it helps me learn new information.
6. I like to write down important things in my life to help me
remember them.
7. I like to learn the definitions to new words.
8. I can remember how to spell difficult words easily and quickly.
9. have a good memory and can remember a lot of information
easily.
10. I like to elaborate and add details to make my writing more
interesting.
How do I like to learn?
1. I like to work on challenging math problems.
(Mathematics)
2. I enjoy learning about math and numbers.
3. I see patterns around me in everyday life.
4. I can solve challenging math problems without any help.
5. I learn quickly and easily with little explanation.
6. I like puzzles and games of strategy.
7. I am good at guessing the answers to difficult math problems.
8. I count things that are around me in everyday life.
9. I like to find creative ways to solve math problems.
10. I enjoy studying graphs and charts to learn new information.
Never
Sometimes Often
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2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Student GT Survey for Grades 3-5
continued
How do I like to learn?
1. I think rules are important.
(Social Studies)
2.I like to learn about people and places from the past.
3.I enjoy studying maps, globes, and atlases.
4.I worry about world problems such as hunger, pollution, and
war.
5.I can get upset when something isn’t fair.
6.I like to ask many questions and want to know the correct
answers.
7.I check different resources when I’m trying to find an answer.
8.I enjoy reading stories about people who live in faraway places.
9.I help my friends understand what is right and fair.
10. I spend a lot of time on projects so they can be perfect.
How do I like to learn?
(Science)
1. I like to read books or watch videos about animals or nature.
2.I understand problems other people do not always understand.
3.I see creative patterns or designs in nature.
4.I enjoy studying about science topics at school or at home.
5.I like to break things apart so I can understand how they work.
6.I invent new things or new ways to solve problems.
7.I like to work on science experiments in school.
8.I like to learn about things that other kids think are boring.
9.I enjoy working on science fair projects.
10. I enjoy studying weather, animals, nature, and the human
body.
Never
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2013-2014
Austin ISD, Advanced Academic Services
Encuesta para los estudiantes Dotados y Talentosos de los grados 3-5 de AISD
Estudiante: _______________________________________
Grado: _____
Fecha: _________________
Maestro: ________________________________________
Escuela: ________________________________
Instrucciones: Cada estudiante que participa en el Proceso de evaluación para GT llenará este formulario. Cuando lea las
instrucciones a los estudiantes siga el texto que se le proporcionó. Lea cada pregunta en voz alta y el estudiante
seleccionará una respuesta. Llenará esta encuesta durante uno de los periodos de las evaluaciones GT que administrará
el Defensor o el Asesor de GT en la escuela. No se les pedirá a los estudiantes que llenen esta encuesta en el salón o en
la casa.
¿Cómo me gusta aprender?
(Artes del lenguaje)
Nunca
A veces
Mucho
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1. Me gusta escribir historias, canciones, poemas o caricaturas por diversión.
2. Uso muchas palabras que mis compañeros de clase no siempre entienden.
3. Disfruto leer una variedad de libros y cuentos.
4. Me gusta jugar con las palabras para inventar rimas o bromas divertidas.
5. Leo porque sé que me ayuda a aprender cosas nuevas.
6. Me gusta escribir cosas importantes de mi vida, eso me ayuda a recordarlas.
7. Me gusta aprender las definiciones de palabras nuevas.
8. Puedo recordar como deletrear palabras difíciles fácil y rápidamente.
9. Tengo buena memoria y puedo recordar mucha información fácilmente.
10. Me gusta elaborar y agregar detalles a mi escritura para hacerla más interesante.
¿Cómo me gusta aprender?
(Matemáticas)
1. Me gusta trabajar en problemas matemáticos desafiantes.
2. Me gusta aprender sobre las matemáticas y los números.
3. Veo los patrones que están a mi alrededor en la vida diaria.
4. Puedo resolver problemas difíciles de matemáticas sin que me ayuden.
5. Aprendo rápida y fácilmente con poca explicación.
6. Me gustan los rompecabezas y los juegos de estrategia.
7. Soy bueno para adivinar la repuesta de problemas difíciles.
8. Cuento objetos que están a mi alrededor en la vida diaria.
9. Me gusta encontrar maneras creativas de resolver problemas de
matemáticas.
10. Disfruto estudiar gráficas y cuadros sinópticos para aprender algo nuevo.
Nunca
A veces
Mucho
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2013-2014
Austin ISD, Advanced Academic Services
Encuesta para los estudiantes Dotados y talentosos de los grados 3-5 de AISD.
Continuación
¿Cómo me gusta aprender?
(Estudios sociales)
1. Creo que las reglas son importantes.
2. Me gusta estudiar sobre la gente y los lugares de la antigüedad.
3. Disfruto de estudiar mapas, globos terráqueos y atlas del mundo.
4. Me preocupan los problemas del mundo como el hambre, la contaminación
y la guerra.
5. Me puedo molestar cuando algo es injusto.
6. Me gusta hacer muchas preguntas y quiero saber las respuestas correctas.
7. Consulto muchos recursos cuando trato de encontrar una respuesta.
8. Me gusta leer historias sobre personas que viven en lugares muy lejanos.
9. Ayudo a mis amigos a entender lo que es correcto y justo.
10. Paso mucho tiempo haciendo mis proyectos para que estén perfectos.
¿Cómo me gusta aprender?
(Ciencias)
1. Me gusta leer libros o ver videos sobre los animales o la naturaleza.
2. Entiendo problemas que otras personas no siempre entienden.
3. Veo patrones y diseños poco comunes en la naturaleza.
4. Disfruto estudiar temas de ciencias en la escuela o en la casa.
5. Me gusta desarmar cosas para poder entender cómo funcionan.
6. Invento cosas nuevas o maneras nuevas de resolver problemas.
7. Me gusta hacer experimentos de ciencias en la escuela.
8. Me gusta aprender sobre cosas que otros niños creen que son aburridas.
9. Disfruto trabajar en proyectos para la feria de ciencias.
10. Disfruto estudiar el clima, los animales, la naturaleza y el cuerpo humano.
Nunca
A veces
Mucho
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2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Student GT Survey for Grades 6-12
Student: ________________________________________
Grade: ________
Date: _________________
Teacher: _________________________________________
School: ________________________________
Directions: Each student who is participating in the GT Screening process will complete this survey. Follow the script
provided when reading the directions to students. The student will select one response for each item. This survey will be
completed during one of the GT assessment periods administered by the GT Advocate and/or GT Assessor on campus.
Students will not be asked to complete this survey in the classroom or at home.
How do I like to learn?
(Language Arts)
1. I like to write stories, songs, poems, blogs, or cartoons for fun.
2. I use a lot of words that other kids do not always understand.
3. I enjoy reading a variety of genres.
4. I use humor, jokes, puns, or satire in conversations and in writing.
5. I read for pleasure and I read to learn new information.
6. I keep a journal, diary, or blog to document my thoughts and/or
feelings.
7. I learn new words so that I can use them in my writing and
conversations.
8. I can remember how to spell difficult words easily and quickly.
9. I have a good memory and can remember a lot of information easily.
10. I use imagery and vivid expressions to make my writing “come alive.”
How do I like to learn?
1. I enjoy solving complex math problems.
(Mathematics)
2. I enjoy learning about advanced math concepts.
3. I see patterns around me in everyday life.
4. I can solve challenging math problems without any help.
5. I learn quickly and easily with little explanation or repetition.
6. I like puzzles, logic problems, and games of strategy.
7. I am good at guessing the answers to difficult problems or questions.
8. I enjoy counting things that are around me in everyday life.
9. I like to find creative and unusual ways to solve math problems.
10. I like to organize data into charts, graphs, and other visual methods.
Never
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2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Student GT Survey for Grades 6-12
continued
How do I like to learn?
(Social Studies)
1. I think rules and government are an important aspect of society.
2. I like to learn about historical people, places, and events.
3. I enjoy studying maps, globes, and atlases (paper or electronic).
4. I worry about world problems such as hunger, pollution, and war.
5. I am interested in studying ethical and moral issues and dilemmas.
6. I like to ask deep philosophical questions and ponder the answers.
7. I check different resources when I’m searching for an answer.
8. I enjoy reading biographies, histories, and historical fiction.
9. I like debating or discussing topics related to government and history.
10. I have high expectations of myself which can sometimes lead to
frustration.
How do I like to learn?
(Science)
1. I like to read books, videos, blogs, and websites about science topics.
2. I recognize problems that other people may not understand.
3. I see creative patterns or designs in nature.
4. I enjoy studying about science topics, classes, and careers.
5. I like to break things apart so I can understand how they work.
6. I invent new things or new ways to solve problems or issues.
7. I enjoy conducting science experiments in school or at home.
8. I like to learn about things that other kids think are boring.
9. I look forward to creating science fair projects.
10. I am good at numerical analysis, measurement, and data collection.
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2013-2014
Austin ISD, Advanced Academic Services
Encuesta para los estudiantes Dotados y Talentosos de los grados 6-12 de AISD.
Estudiante: ____________________________________ Grado: ______
Maestro: _________________________________________
Fecha: _________________
Escuela: ________________________________
Instrucciones: Cada estudiante que participa en el proceso de evaluación para GT llenará este formulario. Cuando lea las
instrucciones a los estudiantes siga el texto que se le proporcionó. El estudiante seleccionará una respuesta por cada
pregunta. Llenará esta encuesta durante uno de los periodos de las evaluaciones GT que administrará el Defensor o el
Asesor de GT en la escuela. No se les pedirá a los estudiantes que llenen esta encuesta en el salón o en la casa.
¿Cómo me gusta aprender?
(Artes del lenguaje)
Nunca
1. Me gusta escribir historias, canciones, poemas o caricaturas por diversión.
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2. Uso muchas palabras que otros niños no siempre entienden.
3. Disfruto la lectura de diferentes géneros.
4. Uso el sentido de humor, chistes, juegos de palabras y sátira al conversar y
escribir.
5. Leo porque me gusta y porque quiero aprender información nueva.
6. Mantengo un diario o blog para documentar lo que pienso y lo que siento.
7. Aprendo nuevas palabras para poderlas usar en mis escritos y conversaciones.
8. Recuerdo cómo deletrear palabras difíciles fácil y rápidamente.
9. Tengo buena memoria y puedo recordar mucha información fácilmente.
10. Uso lenguaje metafórico y expresiones vívidas para hacer que mis cuentos
"cobren vida".
¿Cómo me gusta aprender?
(Matemáticas)
1. Disfruto resolviendo problemas matemáticos complejos.
2. Disfruto aprender sobre conceptos avanzados de matemáticas.
3. Veo los patrones que están a mi alrededor en la vida diaria.
4. Puedo resolver problemas difíciles de matemáticas sin que me ayuden.
5. Aprendo rápida y fácilmente con poca explicación o repetición.
6. Me gustan los rompecabezas, problemas de lógica y juegos de estrategia.
7. Soy bueno para adivinar la repuesta a problemas o preguntas difíciles.
8. Disfruto contando objetos que están a mi alrededor en la vida diaria.
9. Me gusta encontrar maneras poco comunes y únicas para resolver
problemas de matemáticas.
10. Me gusta organizar información en tablas, gráficas y otros métodos visuales.
A veces A menudo
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2013-2014
Austin ISD, Advanced Academic Services
Encuesta para los estudiantes Dotados y Talentosos de los grados 6-12 de AISD.
continuación
¿Cómo me gusta aprender?
(Estudios sociales)
1. Creo que las reglas y el gobierno son aspectos importantes de la sociedad.
2. Me gusta aprender sobre personajes, lugares y acontecimientos históricos.
3. Me gusta estudiar los mapas, los globos terráqueos y los atlas del mundo
(en papel o electrónicos).
4. Me preocupan los problemas del mundo como el hambre, la contaminación
y la guerra.
5. Me interesa estudiar problemas y dilemas éticos y morales.
6. Me gusta hacer preguntas filosóficas profundas y pensar sobre las
respuestas.
7. Consulto muchos recursos cuando busco una respuesta.
8. Disfruto leer biografías, historias y ficción histórica.
9. Me gusta debatir o discutir temas relacionados con el gobierno y la historia.
10. Espero mucho de mí, lo cual algunas veces puede causarme frustración.
¿Cómo me gusta aprender?
(Ciencias)
1. Me gusta leer libros, videos, blogs y sitios en internet sobre temas
científicos.
2. Reconozco problemas que otras personas tal vez no entiendan.
3. Veo patrones y diseños poco comunes en la naturaleza.
4. Disfruto estudiar clases, carreras y temas científicos.
5. Me gusta desarmar cosas para poder entender cómo funcionan.
6. Invento cosas nuevas o maneras nuevas de resolver problemas o dilemas.
7. Disfruto hacer experimentos de ciencias en la escuela o en casa.
8. Me gusta aprender sobre cosas que otros niños creen que son aburridas.
9. Me entusiasma mucho hacer un proyecto para la Feria de Ciencias en la
escuela.
10. Soy bueno para el análisis numérico, las medidas y reunir información.
Nunca
A veces
A menudo
Nunca
A veces
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2013-2014
Austin ISD, Advanced Academic Services
Criteria for Advanced-Level Student Work Products for Student Portfolio
Grades K-2
Student Name: ________________________________ Grade: _____ ID: ______________________
The GT Decision Making Committee will score the work samples in the Student GT Screening Portfolio using the
following criteria. The committee will review and analyze the student work samples and place a check ( ) in the box
for each characteristic that describes the student work in each content area. Each check represents “one point” and the
highest score possible for each content area is 20 points. It is recommended that teachers have a copy of this rubric to
assist in selecting student work samples for the portfolio.
Student work samples should reflect expectations beyond the student’s grade level.
CONTENT
Includes information beyond grade level
Shows a deep understanding of information
Shows awareness of facts and details
Expands on basic ideas and shows a high level of skill
Reflects detailed familiarity with the topic
PROCESS
Use of information in an advanced way
Reflects an advanced level of thinking and understanding
Shows advanced organization and thoughts
Demonstrates skills in analysis and evaluation
Uses data and research at an advanced level
PRODUCT
Goes beyond the basic requirements of the assignment
Expresses original ideas in a creative way
Unique in design given the same or similar materials
Demonstrates accumulation of knowledge over time rather
than a simple collection of facts and knowledge
Shows great attention to detail and completeness
PRESENTATION
Characteristics of Advanced Level Products
Uses clear and effective communication and delivery skills
Understands how to communicate to an audience through
choice of format, style, and presentation
Stands out beyond grade level
Uses a unique or creative way to present information
Shows talents in communication and presentation skills
Language
Arts
Math
Social
Studies
Science
Language Arts
Math
Social Studies
Science
TOTAL SCORE FOR EACH CONTENT AREA
2013-2014
Austin ISD, Advanced Academic Services
Criteria for Advanced-Level Student Work Products for Student Portfolio
Grades 3-5
Student Name: ________________________________ Grade: _____ ID: ______________________
The GT Decision Making Committee will score the work samples in the Student GT Screening Portfolio using the
following criteria. The committee will review and analyze the student work samples and place a check ( ) in the box
for each characteristic that describes the student work in each content area. Each check represents “one point” and the
highest score possible for each content area is 20 points. It is recommended that teachers have a copy of this rubric to
assist in selecting student work samples for the portfolio.
Student work samples should reflect expectations beyond the student’s grade level.
CONTENT
Displays depth of information and ideas
Shows an analysis or evaluation of information rather
than just repetition of information
Shows intense interest and awareness of details
Expands on basic ideas and shows a level of proficiency
Exhibits a high degree of familiarity with the topic
PROCESS
Use of commonly acquired content in an advanced way
Reflects an advanced level of thinking and
understanding
Shows planning, problem solving, and reflection
Applies a logical approach to the use of resources in the
and presentation of information
Applies data and information researched at an advanced
level
PRODUCT
Goes beyond the basic requirements of the assignment
Expresses creativity through use of language, data, or
ideas
Distinctive in design given the same or similar materials
Demonstrates accumulation of knowledge over time
rather than a simple collection of facts and knowledge
Resembles professional quality work and shows great
attention to detail and completeness
PRESENTATION
Characteristics of Advanced Level Products
Uses clear, effective, and creative communication and
delivery skills
Adjusts message for audience and purpose through
choice and use of media, format, or style
Stands out because of presentation
Demonstrates a unique presentation of content
Demonstrates complex or intricate ideas
Language
Arts
Math
Social
Studies
Science
Language Arts
Math
Social Studies
Science
TOTAL SCORE FOR EACH CONTENT AREA
2013-2014
Austin ISD, Advanced Academic Services
Criteria for Advanced-Level Student Work Products for Student Portfolio
Grades 6-12
Student Name: ________________________________ Grade: _____ ID: ______________________
The GT Decision Making Committee will score the work samples in the Student GT Screening Portfolio using the
following criteria. The committee will review and analyze the student work samples and place a check ( ) in the box
for each characteristic that describes the student work in each content area. Each check represents “one point” and the
highest score possible for each content area is 20 points. It is recommended that teachers have a copy of this rubric to
assist in selecting student work samples for the portfolio.
Student work samples should reflect expectations beyond the student’s grade level.
CONTENT
Exhibits depth and complexity of information and ideas
Shows an analysis or evaluation of information rather
than acquisition only
Shows intense interest and awareness of details
Expands on basic ideas and shows a level of expertise and
proficiency
Demonstrates a high degree of understanding of field of
study
PROCESS
Use of scholarly content in an advanced way
Reflects an advanced level of thinking and understanding
Shows planning, problem solving, and reflection
Applies a logical approach to the use of resources
Applies research found at an advanced level
PRODUCT
Goes beyond the basic requirements of the assignment
Expresses insightful thought in the use of language, data,
or ideas
Distinctive in design given the same or similar materials
Demonstrates accumulation of knowledge over time
rather than a simple collection of facts and knowledge
Resembles professional quality work and shows great
attention to detail and completeness
PRESENTATION
Characteristics of Advanced Level Products
Uses clear, effective, and creative communication and
delivery skills
Adjusts message for audience and purpose through
choice and use of media, format, or style
Content clearly stands out as professional in content,
design, and delivery
Demonstrates a unique presentation of content
Demonstrates complex or intricate concepts
TOTAL SCORE FOR EACH CONTENT AREA
Language
Arts
Math
Social
Studies
Science
Language Arts
Math
Social
Studies
Science
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD GT Program Student Identification Profile Grades K-12
Student: ____________________________________
(last name, first name)
Student ID: ___________________ Grade: ________
Campus: ____________________________________
GT Advocate: __________________ Date: _________
NOTE: Parent Checklist must be completed, signed, and
returned before any assessments can begin.
LANGUAGE ARTS PERFORMANCE
Measure
Score
Target
Student Portfolio
NA
Student Survey
Selected for GT Program:  Yes
 No
Area(s) of strength for GT Services:
 Language Arts
 Social Studies
 Mathematics
 Science
Date GT Services Begin: __________________
If student was identified previously as GT, please indicate in
which area(s): ___________________________
Maximum
20
MATHEMATICS PERFORMANCE
Measure
Score
Target
Student Portfolio
NA
Maximum
20
NA
20
Student Survey
NA
20
Parent Survey
NA
20
Parent Survey
NA
20
Teacher Survey
NA
20
Teacher Survey
NA
20
Teacher Inventory
NA
20
Teacher Inventory
NA
20
Composite Score for
Qualitative Measures
CogAT/Verbal
85
100
Composite Score for
Qualitative Measures
CogAT/ Quantitative
85
100
CogAT/Non-Verbal
8 stanine
Language Arts score
Language Arts score
Language Arts score
Language Arts score
Composite score
Mathematics score
Mathematics score
Mathematics score
Composite score
th
9 stanine
8 stanine
th
9 stanine
CogAT/Non-Verbal
SOCIAL STUDIES PERFORMANCE
Measure
Score
Target
Student Portfolio
NA
Maximum
20
Measure
Student Portfolio
Student Survey
NA
20
Student Survey
NA
20
Parent Survey
NA
20
Parent Survey
NA
20
Teacher Survey
NA
20
Teacher Survey
NA
20
Teacher Inventory
NA
20
Teacher Inventory
NA
20
Composite Score for
Qualitative Measures
CogAT/Verbal
85
100
Composite Score for
Qualitative Measures
CogAT/ Quantitative
85
100
CogAT/Non-Verbal
8 stanine
CogAT/Non-Verbal
8 stanine
Age stanine
Age stanine
Social Studies score
Social Studies score
Social Studies score
Social Studies score
Composite score
Age stanine
Age stanine
8 stanine
th
Mathematics score
th
th
9 stanine
th
9 stanine
8 stanine
th
th
OPTIONAL DATA FOR CONSIDERATION
Measure
Score
Target
Maximum
Age stanine
Age stanine
9 stanine
th
9 stanine
SCIENCE PERFORMANCE
Score
Target
NA
Science score
Science score
Science score
Science score
Composite score
Age stanine
Age stanine
th
8 stanine
th
th
Maximum
20
th
9 stanine
th
9 stanine
8 stanine
th
th
Campus GT Decision-Making Committee Reminder
All 5 qualitative measures are totaled to obtain the Composite Score
for Qualitative Measures. This score along with the CogAT stanine
scores are holistically considered in the determination of student
placement in the AISD GT Program when comparing students of the
same age, experience, or environment.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD GT Program Student Identification Profile Grades K-12, ELL Students
Student: ____________________________________
(last name, first name)
Student ID: ___________________ Grade: ________
Campus: ____________________________________
GT Advocate: __________________ Date: _________
NOTE: Parent Checklist must be completed, signed, and
returned before any assessments can begin.
Selected for GT Program:  Yes
 No
Area(s) of strength for GT Services:
 Language Arts
 Social Studies
 Mathematics
 Science
Date GT Services Begin: __________________
If student was identified previously as GT, please indicate in
which area(s): ___________________________
LANGUAGE ARTS PERFORMANCE
Measure
Score
Target
Student Portfolio
NA
Maximum
20
MATHEMATICS PERFORMANCE
Measure
Score
Target
Student Portfolio
NA
Maximum
20
Student Survey
NA
20
Student Survey
NA
20
Parent Survey
NA
20
Parent Survey
NA
20
Teacher Survey
NA
20
Teacher Survey
NA
20
Teacher Inventory
NA
20
Teacher Inventory
NA
20
Composite Score for
Qualitative Measures
NNAT2
85
100
85
100
Language Arts score
Language Arts score
Language Arts score
Language Arts score
Composite score
Mathematics score
Mathematics score
Mathematics score
Mathematics score
Composite score
8 stanine
9 stanine
Composite Score for
Qualitative Measures
NNAT2
SOCIAL STUDIES PERFORMANCE
Measure
Score
Target
Student Portfolio
NA
Maximum
20
Measure
Student Portfolio
Student Survey
NA
20
Student Survey
NA
20
Parent Survey
NA
20
Parent Survey
NA
20
Teacher Survey
NA
20
Teacher Survey
NA
20
Teacher Inventory
NA
20
Teacher Inventory
NA
20
Composite Score for
Qualitative Measures
NNAT2
85
100
Composite Score for
Qualitative Measures
NNAT2
85
100
Social Studies score
Social Studies score
Social Studies score
Social Studies score
Composite score
th
th
8 stanine
th
th
9 stanine
OPTIONAL DATA FOR CONSIDERATION
Measure
Score
Target
Maximum
CogAT/Verbal
Age stanine
CogAT/Quantitative
Age stanine
CogAT/Non-Verbal
Age stanine
th
9 stanine
th
9 stanine
th
9 stanine
8 stanine
8 stanine
8 stanine
th
th
th
th
8 stanine
SCIENCE PERFORMANCE
Score
Target
NA
Science score
Science score
Science score
Science score
Composite score
th
8 stanine
th
9 stanine
Maximum
20
th
9 stanine
GT Selection and Placement Committee Reminders
All 5 qualitative measures are totaled to obtain the Composite
Score for Qualitative Measures. This score along with the
NNAT2 stanine scores are holistically considered in the
determination of student placement in the AISD GT Program
when comparing students of the same age, experience, or
environment.
2013-2014
Austin ISD, Advanced Academic Services
ELEMENTARY Students IDENTIFIED
School Name: __________________________
Check date to begin receiving services:
□
For Entering the Gifted Program
School Code: ______________
Date of committee meeting: _____________
□
January 7, 2013 (for students tested in fall)
August, 2014 (for students tested in spring)
Signatures of Campus Selection and Placement Committee(Minimum of three signatures required)
Grade Level:
Student ID
1
2
3
4
5
6
7
8
9
10
1.
2.
3.
4.
1. ________________________ 2. __________________________
3. __________________________
4. ________________________ 5. __________________________
6. __________________________
□
K
□
1st
□
2nd
Student Name (last, first)
□
3rd
□
4th
□
5th
□
6th
Note- Only one grade level per page.
Identified GT Subject Area(s)
□
□
□
□
□
□
□
□
□
□
LA
LA
LA
LA
LA
LA
LA
LA
LA
LA
□
□
□
□
□
□
□
□
□
□
Math
Math
Math
Math
Math
Math
Math
Math
Math
Math
□
□
□
□
□
□
□
□
□
□
Sci
Sci
Sci
Sci
Sci
Sci
Sci
Sci
Sci
Sci
Teacher (last, first)
□
□
□
□
□
□
□
□
□
□
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
30-hr. Training
□
□
□
□
□
□
□
□
□
□
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
□
□
□
□
□
□
□
□
□
□
No
No
No
No
No
No
No
No
No
No
Print neatly. Attach a copy of the completed student profile for each student on this list.
Students should be entered in alphabetical order only one grade level per page.
2. Check subject area(s) for GT services. Indicate the assigned GT teacher for each student and specify if this teacher has already completed the state mandated training
requirements. If teacher has not completed the training, notify teacher immediately of the requirement so he/she can register for the next available class in eCampus.
Send a copy of this committee signature sheet AND copy of each student profile to Becker Elementary, Room 203 for computer entry; keep original copy for campus file.
2013-2014
Austin ISD, Advanced Academic Services
ELEMENTARY Students NOT-IDENTIFIED
School Name: __________________________
School Code: ______________
For the Gifted Program
Date of committee meeting: _____________
Signatures of Campus Selection and Placement Committee (Minimum of three signatures required)
1. ________________________
2. __________________________
3. __________________________
4. ________________________
5. __________________________
6. __________________________
Grade Level:
1
Student ID #
□
K
□
1st
□
2nd
□
3rd
□
Note: Only one grade level per page.
4th
□
5th
□
6th
Student Name (last, first)
2
3
4
5
6
7
8
9
10
Instructions:
1.
Please print neatly. Attach a copy of the completed student profile for each student on this list.
2.
Students should be entered in alphabetical order (last name first), include student ID#, and only one grade level per page.
3.
Send a copy of this committee signature sheet AND a copy of each student profile to Becker Elementary, Room 203 for computer entry; keep original copy for campus file.
2013-2014
Austin ISD, Advanced Academic Services
SECONDARY Students IDENTIFIED
School Name: __________________________
Check date to begin receiving services:
□
For Entering the Gifted Program
School Code: ______________
Date of committee meeting: _____________
January 7, 2013 (for students tested in fall)
□
August, 2014 (for students tested in spring)
Signatures of Campus Selection and Placement Committee(Minimum of three signatures required)
1. ________________________ 2. __________________________
3. __________________________
4. ________________________ 5. __________________________
6. __________________________
Grade Level:
□ 6th □ 7th □ 8th □ 9th □ 10th
Student ID
Student Name (last, first)
□ 11th
□ 12th
Identified GT Subject Area(s)
□ Language Arts
□ Math
□ Science
□ Social Studies
Note- Only one grade level per page.
Teacher Name (last, first)
12-hr GT Training
□ Yes
□ No
□ Yes
□ No
□ Yes
□ No
□ Yes
□ No
Pre-AP/AP Training
□ Yes
□ No
□ Yes
□ No
□ Yes
□ No
□ Yes
□ No
□ Language Arts
□ Math
□ Science
□ Social Studies
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ Language Arts
□ Math
□ Science
□ Social Studies
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ Language Arts
□ Math
□ Science
□ Social Studies
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
1. Print neatly. Attach a copy of the completed student profile for each student on this list. Students should be entered in alphabetical order only one grade level per page. 2. Check subject
area(s) for GT services. Indicate the assigned GT teacher for each student and specify if this teacher has already completed the state mandated training requirements. If teacher has not
completed the training, notify teacher immediately of the requirement so he/she can register for the next available class in eCampus.
3. Send a copy of this committee signature sheet AND copy of each student profile to Becker Elementary, Room 203 for computer entry; keep original copy for campus file.
2013-2014
Austin ISD, Advanced Academic Services
SECONDARY Students NOT-IDENTIFIED
School Name: __________________________
School Code: ______________
For the Gifted Program
Date of committee meeting: _____________
Signatures of Campus Selection and Placement Committee (Minimum of three signatures required)
1. ________________________
2. __________________________
3. __________________________
4. ________________________
5. __________________________
6. __________________________
Grade Level:
□ 6th □ 7th □ 8th □ 9th □ 10th
Note: Only one grade level per page.
1
Student ID #
□ 11th
□ 12th
Student Name (last, first)
2
3
4
5
6
7
8
9
10
Instructions:
1.
Please print neatly. Attach a copy of the completed student profile for each student on this list.
2.
Students should be entered in alphabetical order (last name first), include student ID#, and only one grade level per page.
3.
Send a copy of this committee signature sheet AND a copy of each student profile to Becker Elementary, Room 203 for computer entry; keep original copy for campus file.
2013-2014
Austin ISD, Advanced Academic Services
Sample Parent Letters
Notification of Admission to GT Program
Dear Parent,
The Campus Selection and Placement Committee is pleased to inform you that
____________________________ , has been selected for participation in the gifted and talented program and will
receive services in the following circled area(s): math, language arts, science, social studies. Selection was made on the
basis of nomination, observation, student performance, and test scores.
The process is intended to match a student’s demonstrated ability with the kind of curriculum and activities that
would be appropriate to meet his/her special needs at this time.
Once your student is identified for placement in an Austin ISD gifted program, his/her placement is automatic
each year, K-12, without further testing. Should placement in the program become inappropriate or not in the best
interest of the student, you will be notified. The purpose of the gifted and talented program is to provide services for
students who need more academic challenge than is ordinarily provided. It is a wonderful opportunity for students to
develop their potential in a number of ways.
You will receive notices about district-wide meetings for parents of students in the gifted and talented program.
We hope that you will want to learn more about the program and how you can further support your student during
his/her school years.
Sincerely,
Spanish Letter
Estimado Padres de familia _______________,
El Comité de Selección local tiene el gusto de informarle que
__________________ ha sido seleccionado para participar en el AISD Programa Dotados en matemáticas, lenguajes,
ciencias, y estudios social. La selección se hizo con base de nominaciones, en un inventario de observación del
aprovechamiento del estudiante y con notas recibidas en las pruebas.
Es importante que los padres y custodios legales sepan que a su hijo(a) no se le “rotula” como dotado(a). El
único propósito del proceso es poner la habilidad que el niño(a) ha demostrado al nivel de la especie de curriculo y
actividades que serian apropiadas para satisfacer sus necesidades especiales en este momento.
Una vez que a su niño(a) se le ha identificado como apto para un programa del AISD para estudiantes dotados,
su colocación en el programa es automático cada ano, K-12, sin necesidad de mas pruebas. Si por algún motivo la
colocación en el programa resultara inadecuada o no fuera para mayor beneficio del alumno(a), a usted le avisaríamos.
El propósito del programa para estudiantes dotados es ofrecer servicios a los niños que necesitan un estimulo mayor
que el que normalmente se encuentra. Es una magnifica oportunidad de que los alumnos desarrollen su potencial de
diversas maneras.
Recibirá noticias acerca de las juntas que se celebren en el distrito para padres de niños en programas de
estudiantes dotados. Esperamos que Ud. quiera saber mas sobre el programa y el modo como puede dar mas apoyo a
su niño(a) durante sus anos escolares.
Atentamente,
2013-2014
Austin ISD, Advanced Academic Services
Sample Parent Letters
Notification of Non-Admission to GT Program
Dear Parent,
Your student’s nomination for the Austin ISD gifted and talented program is an honor. Nominated students are
those who demonstrate ability, interest, and motivation in their schoolwork.
After review of your student’s file, the Campus GT Selection and Placement Committee believes the best
placement for your student is in the regular classroom and not a special service program at this time.
Our school district recognizes that children continue to grow and develop over the years. For this reason, there
is an opportunity for them to be nominated for the gifted program each year, K-12.
Thank you for permitting your student to go through the gifted and talented identification process this year.
Sincerely,
Spanish Letter
Estimado Padre/Madre,
El hecho de que su hijo(a) haya sido uno de los nombrados para el programa Dotados para estudiantes dotados
es un honor. Los niños nombrados están ya demostrando habilidad, interés y motivación en cuanto a su trabajo escolar.
Sin embargo, nuestro Comité de Selección local ha decidido que a su hijo(a) se le proporcionan ya los servicios
debidos en el salón de clase regular, y que en este momento no tiene necesidad de un programa de servicios
especiales.
Nuestro distrito escolar reconoce que los niños siguen creciendo y desarrollándose con el paso de los anos. Por
esta razón, todos los anos, de K a 12, hay una oportunidad de nombrarlos para el programa de estudiantes dotados.
Gracias por permitir que su hijo(a) pasara este ano por el proceso de identificación de Dotados.
Atentamente,
2013-2014
Austin ISD, Advanced Academic Services
Austin Independent School District
Gifted and Talented Appeals Process
If a parent or guardian feels the need to appeal the GT placement decision of the campus GT Selection and Placement
Committee, or if a parent, guardian, or staff member believes a student has been denied access to or removed from the
program unfairly, the following steps may be taken:
Informal
Process
Formal
Appeal
The Austin Independent School District encourages students and parents to discuss their
concerns and complaints through informal conferences with the campus GT Advocate, GT
Selection and Placement Committee, or campus administrator. Concerns should be
expressed as soon as possible to allow early resolution at the lowest possible
administrative level.
Level One: Campus Level
Level Two: District Level- Department of Advanced Academic Services
Level Three: District Level- School Board
Levels
Complaint Forms:
All formal GT appeals shall be submitted in writing on a form provided by the district.
Copies of any documents that support the complaint form should state the solution
sought. If the student or parent does not have copies of the supporting documents,
copies may be presented at the Level One conference. At the Level One conference, no
new documents may be submitted by the student, the parent, or the administration
unless the student, parent, or the administration did not know the documents existed
before the Level One conference. A complaint form that is incomplete in any aspect may
be dismissed, but may be re-filed with all the required information if the re-filing is within
the designated time for filing a complaint.
Level
One
Parents or guardians may appeal any final decision regarding their child’s placement, nonplacement, furlough, or exit from the gifted and talented program. A written appeal shall
be made first to the campus GT Selection and Placement Committee. The GT Selection
and Placement Committee will review the appeal to determine if changes should be
made.
Complaint forms must be filed:
Within 15 days of the date the student or parent first knew, or with reasonable diligence
should have known, of the decision or action giving rise to the complaint or grievance; and
With the lowest level administrator who has the authority to remedy the alleged problem.
Parents and guardians should file Level One complaints with the campus principal. If the
complaint is not filed with the appropriate administrator, the receiving administrator
must note the date and time the complaint form was received and immediately forward
the complaint form to the appropriate administrator. The appropriate administrator shall
investigate as necessary and hold a conference with the student or parent within ten days
2013-2014
Austin ISD, Advanced Academic Services
after receipt of the written complaint. The administrator may set reasonable time limits
for the conference.
The administrator shall provide the parent or guardian a written response within ten days
following the conference. The written response shall include a recitation of the facts as
determined by the administrator at that time, and shall set forth the basis for the
decision. In reaching a decision, the administrator may consider information provided at
the Level One conference and any relevant documents or information the administrator
believes will help resolve the complaint. With the written response, the administrator
shall provide the student or parent a copy of this process as an attachment, highlighting
the Level Two procedure in the event the parent or guardian chooses to appeal the
decision.
Level
Two
If the parent or guardian did not receive the relief requested at Level One or if the time
for a response has expired, the parent or guardian may request a conference with the
Department of Advanced Academic Services. The appeal notice must be filed in writing,
on a form provided by the district, within ten days of the date of the written Level One
response or, if no response was received, within ten days of the Level One response
deadline. After receiving notice of the appeal, the Level One administrator shall prepare
and forward a record of the Level One complaint to the Department of Advanced
Academic Services. The parent or guardian may request a copy of the Level One record.
The Level One record shall include:
The original complaint form and any attachments.
All other documents submitted by the parent or guardian at Level One.
The written response issued at Level One and any attachments.
All other documents relied upon by the Level One administrator in reaching the Level One
decision.
The Department of Advanced Academic Services shall hold a conference within ten days
after the appeal notice is filed. The conference shall be limited to the issues presented by
the parent or guardian at Level One and identified in the Level Two appeal notice. At the
conference, the parent or guardian may provide information concerning any documents
or information relied on by the administration for the Level One decision. The
Department of Advanced Academic Services may set reasonable time limits for the
conference.
The Department of Advanced Academic Services shall provide the parent or guardian a
written response within ten days following the conference. The written response shall set
forth the basis of the decision. In reaching a decision, the Department of Advanced
Academic Services may consider the Level One record, information provided at the Level
Two conference, and any other relevant documents or information the Department of
Advanced Academic Services believes will help resolve the complaint.
2013-2014
Austin ISD, Advanced Academic Services
Level
Three
If the parent or guardian did not receive the relief requested at Level Two or if the time
for a response has expired, the student or parent may appeal the decision to the school
board. The Level Three appeal notice must be filed in writing, on a form provided by the
district, within ten district business days for the written Level Two response; or, if no
response was received, the appeal notice must be filed within ten District business days to
the administrative deadline for responding to the Level Two complaint.
The Superintendent or designee shall inform the parent or guardian of the date, time, and
place of the Board meeting at which the complaint will be on the agenda for presentation
to the Board. The Superintendent or designee shall provide the Board the record of the
Level Two complaint. The parent or guardian may request a copy of the Level Two record.
The Level Two record shall include:
The Level One record.
The written response issued at Level Two and any attachments.
All other documents relied upon by the administration in reaching the Level Two decision.
If, at the Level Three hearing, either the student, the parent, guardian, or the
administration intends to rely on evidence not included in the records, notice of the
nature of the evidence shall be provided by that party to the other party and to the
Board’s General Counsel at least three days before the hearing. The district shall
determine whether the complaint will be presented in open or closed meeting in
accordance with the Texas Open Meetings Act and other applicable law.
This information for the Austin Independent School District’s Gifted and Talented Appeals Process was
extracted from the following Austin ISD School Board Policies. For additional information, please refer
directly to these policies.
-FNG (LOCAL)- Date Issued: 03/17/2009
-EHBB (LOCAL)- Date Issued: 05/26/2010
The information regarding the Gifted and Talented Appeals Process will be updated if the Austin ISD
board policies are revised.
2013-2014
Austin ISD, Advanced Academic Services
Austin Independent School District
Gifted and Talented Level Two Appeals Form
Date: ____________________
Student Name: _________________________________________________________________________
AISD Student ID: ______________________
Date of Birth: _______________________
Current Grade Level: ___________________
School: ____________________________
Name of Parent/Guardian Filing The Appeal: _________________________________________________
Mailing Address: ________________________________________________________________________
Email: _______________________________
Phone: ______________________________
Explain the issue being appealed:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Explain the reason(s) for filing the appeal:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Level Two GT Appeals will only be accepted through U.S. Mail. Send to:
Rhonda Boyer
Administrative Supervisor, Advanced Academics
Austin Independent School District
th
1111 W. 6 Street
Austin, Texas 78703
Note- You may attach copies of additional documents that are related to this issue with this form.
2013-2014
Austin ISD, Advanced Academic Services
Parent Notice of Furlough/Exit from GT Program
Student Name: ________________________________
Grade: _____________
Area(s) of GT Identification:
ID#: _________________
School: ____________________________________
□ Language Arts □ Math
□ Science
□ Social Studies
Dear Parent,
Our records indicate your child has previously been identified to participate in the Austin ISD Gifted and Talented
Program. Your child’s school is recommending a change in the student’s GT program status for the following
reason(s):
□ Student not in the GT Cluster
Classroom (elementary only)
□ Student not performing to academic potential
□ Student is not enrolled in the
appropriate Pre-AP/AP/Advanced
course (secondary only)
□ Other reason:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
□ Student illness/injury
□ Student Non-attendance
□ Parent or student request
The campus is recommending the following GT Program change for the student:
□ GT Furlough in the following area(s):
□ Language Arts □ Math
□ Science
□ Social Studies
□ GT Exit in the following area(s):
□ Language Arts
□ Science
□ Social Studies
□ Math
A GT furlough is not a permanent removal from the GT program and cannot last more than one school year. A GT
furlough simply means the student wishes to keep the GT status but because of circumstances chooses not to participate
in the GT program in the above mentioned area(s) for this school year. After the furlough expires, the student may be
re-enrolled in the GT program at the school. At the secondary level, GT students are required to enroll in advanced level
courses (Pre-AP, AP, Magnet or IB) in their area(s) of identified giftedness each school year to maintain GT program
status. If students are not enrolled in the appropriate class after the furlough expires, they will be recommended for a
GT Exit.
A GT Exit is a permanent removal from the GT program. Exited students who wish to re-enroll in the GT program will
need to participate in the full AISD GT screening, assessment, and identification process at the school. If secondary
students choose NOT to enroll in an approved advanced course (Pre-AP, AP, Accelerated, Magnet or IB) in their identified
area(s) of giftedness, they will be exited from the GT program upon parent notification.
Parent Signature: ______________________________________
Date: ________________
I acknowledge that I have received this notification from the school. I understand I may contact the Campus GT Advocate with
questions or to arrange a meeting regarding this GT program status change.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Classroom Observation: Differentiation of Instruction for Gifted and Advanced Learners

Observer: ___________________________________________
Date: ________________________
Teacher: ____________________________________________
Campus: ______________________
Subject: ____________________________________________
Time: ________________________
CONTENT
Curriculum is directly
linked to state or district
standards
 Content emphasizes
depth and complexity of the
curriculum
 Content is linked to
global and real-world issues,
themes, or problems
 Content provides
students with an array of
appropriately challenging
learning experiences
 Advanced learning
experiences are offered that
connect to AISD’s GT Scope
and Sequence Skills
Continuum
 Opportunities are
provided to accelerate in
areas of student strength
 Content has relevant
associations to the student’s
experiences and lives
 Learning experiences
provide students with choices
of topics or learning styles
 Formative assessment is
used to guide students toward
success
 Summative assessment
is used to measure
achievement
PROCESS
 Flexible grouping is
used according to the
academic readiness,
interest, or learning styles
of students
 A variety of
instructional strategies are
used to engage and
motivate students
 Assignments are
tiered by the academic
readiness, interest, or
learning styles of students
 Students are offered
in-depth and complex
learning opportunities
 Students are
challenged through the use
of higher level questions
 Students understand
and apply research skills
(independent or guided)
 Students understand
and apply creative thinking
and problem solving skills
 Students understand
and apply critical thinking
tools and strategies
 A variety of resources
are available to and used
by students
 Teacher ensures all
students have challenging
and respectful work
PRODUCT
 Students are
encouraged to act as
scholars
 Students are provided
with criteria charts and/or
scoring rubrics prior to
beginning work on a project
 Students use
technology tools and
applications in the creation
and presentation of projects
 Students are
encouraged to create new
ideas and products
 Students are provided
choices to work on projects
collaboratively or
independently, depending
on the requirement of the
assignment
 Students are provided
choices in how to represent
or share knowledge
acquisition
 Student products show
an accumulation of
knowledge over time rather
than a simple collection of
basic facts and knowledge
 Student products are
authentic and are presented
to an authentic audience
ENVIRONMENT
 The classroom
environment is
welcoming and
accepting of all students
 Teacher is a
facilitator of learning
 Students are
viewed as individuals
with unique academic,
social, and emotional
needs
 Teacher involves
the students in
understanding the
nature of the classroom
and in making it work for
everyone
 Students are
motivated to learn by
being provided with a
choice of topics and
learning styles
 Students are
allowed to work in
groups or partners
 The furniture
arrangement, lighting,
noise level, and other
classroom organizations
and considerations are
used to encourage
cooperation and learning
for all students
Comments:
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Advanced Academics and Gifted and Talented
Underachievement Checklist
Key Issue = Avoidance of Responsibility
PRIMARY CHARACTERISTICS
 Avoids and "forgets" responsibilities.
 Avoids setting specific goals and making

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
commitments. Uses vague and passive language.
Fears taking responsibility for self and future.
Appears unmotivated but is actually highly
motivated to underachieve and remain
dependent on others.
Sees grades and other consequences as
unrelated to personal choices and actions and
completely under external control.
Is easily distracted and tends to give up easily.
Makes endless excuses for poor performance and
lacks introspection.
Attempts to lower other people's achievement
expectations by volunteering information about
supposed personal deficiencies.
Is friendly and easygoing. Represses anxiety and
tends to express anger passive-aggressively.
Becomes firmly entrenched in this pattern by age
10 or so.
Lacking adequate challenge may have failed to
make the normal transition from play to work at
school.
RECOMMENDATIONS
 With younger children, set clear, positive, and
realistic expectations for achievement.
 With older children, help them set specific,

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positive and realistic goals for achievement. Then
expose the gap between their expressed
intentions and actions.
Behavioral contracts may help, but rewards may
be ineffective.
Establish regular study times in a well-organized,
quiet place, alone; and make sure these limits are
observed.
Confront fear of taking responsibility for self and
future.
Encourage and reinforce even small signs of
independence and self-sufficiency.
Stress the connection between the child's efforts
and outcomes, choices and consequences.
Positively reinforce effort as well as achievement.
With young children, exchange evaluation forms
between home and school to provide
accountability.
With older children, confront excuses
methodically and supportively.
Avoid nagging and verbal reminders. Instead, use
lists and consequences for non-compliance.
Calmly and consistently enforce stated
consequences for non-compliance, without anger,
until required tasks are completed.
Provide information about personal abilities.
Avoid doing for these children what they can and
should be doing for themselves.
Limit passive forms of activity and entertainment.
Model and teach assertive communication skills.
Excerpted from Schneider, S. (November 1998). Overcoming underachievement. Center for the Gifted.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Advanced Academics and Gifted and Talented
Underachievement Checklist
Continued
Key Issue = Anxiety

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PRIMARY CHARACTERISTICS
Has excessive anxiety. Is a chronic worrier.
Overestimates real or imagined difficulties.
Underestimates personal resources and
abilities.
May be perfectionistic and tend to
procrastinate.
Commonly equates perfection with personal
adequacy and lovability.
Has external locus of control (fate, luck,
chance, higher power, etc.).
Depends on reassurance and approval from
authority figures.
Usually wants to achieve to please authority
figures.
RECOMMENDATIONS
 Acknowledge the anxiety, and teach relaxation
techniques.
 Decrease emphasis on competitive grading, and
encourage creative risk-taking.
 Confront negative self-talk, and dispute

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pessimistic and catastrophic thinking.
Provide information to help the child gain a better
understanding of abilities and resources.
Teach coping strategies to bolster personal
resources (e.g. study skills and how to divide
daunting tasks into manageable segments).
Confront perfectionistic expectations and
underlying beliefs. Explain how these relate to
procrastination.
Help the child make simple decisions and then
progress to more complex age-appropriate ones
to develop a more internal locus of control.
Encourage and reinforce signs of independence
and self-sufficiency.
Model and teach assertive communication skills.
Key Issue = Search for Identity

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PRIMARY CHARACTERISTICS
Is intensely introspective and preoccupied
with identity issues involving 3 questions:
Who am I as a separate person? What's my
purpose in life? How do I relate to other
people?
Engages in long, involved emotional and
philosophical discussions and arguments.
May experience anxiety and depression in
relation to this search for an independent,
cohesive, and satisfying sense of self.
Underachieves selectively and takes
responsibility for choices.
May be immobilized by confusion.
RECOMMENDATIONS
 Interact on an equal level showing empathy,

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genuineness, warmth, and unconditional positive
regard.
Listen actively and serve as a sounding board to
facilitate introspective exploration of identity
issues.
Explore the probable long-term consequences of
each choice to underachieve and the relevance of
academic achievement to personal goals.
Use career and technical interest exploration to
broaden or focus possible career options.
Provide achieving role models and mentors willing
to interact with him/her in a collegial manner.
Explore practical steps needed to reach goals.
Excerpted from Schneider, S. (November 1998). Overcoming underachievement. Center for the Gifted.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Advanced Academics and Gifted and Talented
Underachievement Checklist
continued
Key Issue = Perfectionism

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PRIMARY CHARACTERISTICS
Has faulty thinking (irrational beliefs)
Fear of rejection or humiliation if not viewed
as perfect.
Fear of being judged for mistakes.
Self-worth and personal acceptance is based
on a “personal best” which may not be
realistic or easily attained.
Belief that achieving perfection equals success.
Avoidance of risk-taking for fear of potential
failure.
Has an “all-or-nothing” attitude
Tends to procrastinate due to belief that if
things can’t be done perfectly, they should not
be done at all
Belief that achieving perfection is possible.
Usually neat in their appearance and are well
organized.
Push themselves harder than most other
people do.
Push others as hard as they push themselves.
RECOMMENDATIONS
 Help children not be ashamed of being
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perfectionistic. Acknowledge feelings of
frustration. Share personal feelings and
experiences with them.
Help child understand the source of feelings as
positive traits. Ideals and high standards are good,
even if it hurts when one can't always reach
them.
Allow perfectionism in activities that really
matter, rather than in everything all at once.
Help child distinguish between perfectionistic
attitudes toward self and others. It’s fine to hold
high standards for yourself but unfair to expect
others to conform to your standards.
Encourage child not to give up. Remind them that
with practice they come closer and closer to their
goals. It takes time and effort to achieve high
standards.
Help children focus energies on future successes
and adopt a philosophy that there are no
mistakes - only learning experiences.
Support students in goal-setting and create
timelines for projects and activities that include
time limits and monitoring.
Adapted from Renzulli, Smith, White, Callahan, & Hartman, 1976; Whitmore 1980; Kerr, 1991; Silverman, 1993
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Advanced Academics and Gifted and Talented
Underachievement Checklist
continued
Key Issue = Oppositional Behavior

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PRIMARY CHARACTERISTICS
Persistently violates social norms and basic
rights of others with no remorse.
Seeks power and control over other people to
feel safe, and blatantly manipulates others to
get what he (she) wants.
Is impulsive, may act out aggressively, and
seeks immediate gratification.
Has very low frustration tolerance.
Distrusts and blames other people for
problems.
Masks feelings of low self-worth with bravado.
Reacts stubbornly in negative opposition to
authority.
Defines self negatively in opposition to
authority figures as "not me."
Persistently opposes authority and "the
system," in spite of negative consequences.
Often has a history of temper tantrums or
hostile outbursts.
May feel frustrated by lack of opportunities for
creative self-expression and independence.
RECOMMENDATIONS
 Show empathy without condoning unacceptable
behavior.
 Calmly expose and confront self-serving attempts
to manipulate other people.
 Teach more appropriate ways to satisfy needs.
 Teach self-control and delay of gratification.
 Discover and use what they value as rewards
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
where appropriate.
Establish a safe environment and build trust.
Provide corrective experiences.
Avoid power struggles, edicts, and ultimatums.
Model and teach assertive communication skills.
Provide acceptable choices to foster appropriate
decision making and independence.
Set clear and reasonable expectations with calmly
and consistently enforced consequences based on
the child's behavioral choices.
Highlight the child's abilities, and provide positive
verbal reinforcement of desired behaviors directly
or within the child's hearing.
Avoid giving in to temper tantrums.
Provide ample opportunities for creative
expression to foster positive self-definition.
Respect the child's dreams.
Try to understand and validate the child's
creatively uncommon ideas and perceptions.
Modified and excerpted from Schneider, S. (November 1998). Overcoming underachievement. Center for the Gifted.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented (GT) Student Improvement Plan
The Gifted and Talented Student Improvement Plan is designed for students in grades K-12 who are enrolled identified
as gifted and talented. Students placed on this plan are exhibiting characteristics and behaviors associated with
underachievement.
Student’s Name: ___________________________
Student ID: _______________
School: _______________________
Date: _______________
Grade: ________
Current Area(s) of GT Identification:  Language Arts
 Math
 Science
 Social Studies
Student notified about concern(s) on (date): ________ Parents notified on (date): _________
Improvement Plan below must be developed with the student and GT Advocate.
Academic Concerns
Behavioral Concerns
Social-Emotional Concerns
Steps to address Academic Concerns
Steps to address Behavioral Concerns
Steps to address Social-Emotional
Concerns
Student will show improvement by (date): _______________
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented (GT) Student Improvement Plan
continued
Checkpoint Dates
Start of plan (date): _________________
Evidence of Progress
Monitoring of plan (date):
Academic
Behavioral
Social-Emotional
Monitoring of plan (date):
Academic
Behavioral
Social-Emotional
Monitoring of plan (date):
Academic
Behavioral
Social-Emotional
Recommendation
Recommendation regarding Student Improvement Plan:
____ Student improvement; end of plan
____ Student improvement; continue plan
____ No evidence of improvement; revise plan
Recommendation regarding GT services:
____ Continuation of GT services
 ELA  Math  Sci  SS
____ Furlough* of GT services
 ELA  Math  Sci  SS
____ Exit* from GT services
Signature
 ELA  Math  Sci  SS
Title
Student
Parent/Guardian
Teacher
Administrator
Counselor
GT Advocate
Other:
Other:
Other:
*To be completed and submitted by GT Advocate
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented Program Campus Self-Assessment 2013-2014
The Texas State Plan for the Education of Gifted and Talented Students requires an annual
evaluation of gifted and talented services at the campus and district level. The items included in
the Gifted and Talented Program Campus Self-Assessment are excerpted from the Texas State
Plan for the Education of Gifted and Talented Students and from local district policies and
expectations. Not all items in the Texas State Plan are included in this self-assessment; only the
policies and expectations that are to be completed at the campus level are included.
Texas State Plan for the Education of Gifted and Talented Students
The effectiveness of gifted and talented services is evaluated annually, and the data is
used to modify and update district and campus improvement plans. (5.3C; TEC 11.25111.253)
It is highly-recommended that each campus reviews all of the items at the beginning of the
school year to assist in planning for the completion of all required items on the self-assessment
by the due dates. To support the campus with this process, a timeline and documentation has
been embedded into the assessment for the first time for use during SY 2013-2014 and
replaces the end-of-year GT Advocate portfolio.
The campus administrator and GT Advocate are required to complete this self-assessment. It is
recommended that the Campus GT Decision-Making Committee (formerly the GT Selection and
Placement Committee) assist with completing this self-assessment. A completed copy must be
submitted to Debi Torres, Advanced Academics Gifted Program Coordinator by May 12, 2014. A
completed copy must also be shared with the Campus Advisory Council (CAC) to ensure that
compliance items are included in the Campus Improvement Plan (CIP).
Contact Debi Torres with questions at [email protected] or 512-414-0155.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented Program Campus Self-Assessment 2013-2014
Campus _____________________________________
Principal’s Signature ______________________________
Completion Date ______________________________
GT Advocate’s Signature ___________________________
Directions: All required items must be completed according to district deadlines. Include artifacts, information, and data to show evidence of completion for
each item. Once the campus self-assessment is completed by the Principal and GT Advocate, all information will be transferred to the Self-Assessment Overview
page that is included at the end of this document. Only the Self-Assessment Overview needs to be submitted to Debi Torres, Advanced Academics Gifted
Program Coordinator, by May 12, 2014.
STUDENT ASSESSMENT
IN COMPLIANCE LEVEL: All items must be completed each school year per state and local policies and expectations to receive an “In Compliance” campus rating for the GT
program.
____1.3.1C Assessment opportunities for GT identification are made available to students at least
Completion Dates and Documentation
once per school year (Austin ISD local policy) at the middle school level and twice a year at the
Fall Semester: Grades K-12
elementary level.
1.3.1C, 1.6C 2-week GT Nomination Window completed by 09/20/2013.
____1.4C Students in grade K-12 shall be assessed and, if identified, provided GT services (TEC
1.4C, 1.5.2C GT Assessments ordered by 09/26/2013.
§29.122 and 19 TAC §89.1(3)).
1.4C, 1.5.2C GT Assessments completed and submitted for scoring by
____1.5.1C Data collected from multiple sources for each area of giftedness served by the district are 10/21/2013.
1.5.1C GT Assessments scores picked up by 11/06/2013.
included in the assessment process for GT services (19 TAC §89.1 (2)).
1.5.4C Campus GT Decision Making Committee placement decisions by
____1.5.2C Students are assessed in languages they understand or with nonverbal assessments.
11/22/2013.
1.7C GT Student Profiles and GT Committee Signature Forms submitted
____1.5.4C In grades 1-12, qualitative and quantitative data are collected through three (3) or more
by 11/22/2013.
measures and used to determine whether or not a student needs GT services. (Austin ISD local policy) 1.2.3R GT Advocate will complete and submit any furlough and/or exit
Kindergarten is also included.
forms by 10/01/2013 in order to avoid any PEIMS corrections.
____1.6C Access to assessment and, if needed, GT services is available to all populations of the
Spring Semester: Grades K-5; Grades 6-12 optional
district (19 TAC §89.1(3)).
1.3.1C, 1.6C 2-week GT Nomination Window completed by 01/31/2014.
____1.7C Final determination of students’ need for GT services is made by a committee of at least
three (3) local district or campus educators who have received training in the nature and needs of
Gifted and Talented student and who have met and reviewed the individual student data (19 TAC
§89.1 (4)).
____1.2.3R Policy is adopted allowing student furlough (the opportunity for students to have a leave
of absence from Gifted and Talented program services) for specified reasons and for a certain period
of time without being exited.
1.4C, 1.5.2C GT Assessments ordered by 02/06/2014.
1.4C, 1.5.2C GT Assessments completed and submitted for scoring by
03/03/2014.
1.5.1C GT Assessments scores picked up by 03/28/2014.
1.5.4C Campus GT Decision Making Committee placement decisions by
04/17/2014.
1.7C GT Student Profiles and GT Committee Signature Forms submitted
by 04/28/2014.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented Program Campus Self-Assessment 2013-2014
STUDENT ASSESSMENT continued
RECOMMENDED LEVEL: These items are recommended by the state and district to strengthen the campus GT program beyond the In Compliance Level. A campus must
complete all the In Compliance items and all the starred () Recommended items to receive a “Recommended” campus rating for the GT program. Recommended items not
starred are optional.
____1.1.1R Nomination/referral procedures for assessment of GT students are communicated to families
Completion Dates and Documentation
in a language and form that the families understand or a translator or interpreter is provided.
All Schools: Grades K-12
____1.1.2R Nomination/referral forms for assessment of GT students are provided to families in a
1.6R Campus GT Decision Making Committee will review the GT
language and form that the families understand, or a translator or interpreter is provided.
and general campus demographics (TEAMS report) and create a
plan to focus on equity and access in GT recruitment and services
____1.1.3R Families and staff are informed of student assessment results and placement decisions as well
at the campus. Completed and submitted by 12/06/2013.
as given opportunities to schedule conferences to discuss assessment data.
1.7.1R Campus will complete and submit GT training verification
form for GT Decision Making Committee by 01/15/2014.
____1.2.5R Policy related to exiting of students from GT services is based on multiple criteria including
1.7.2R
All GT Decision Making Committee members will review
student performance in response to services. Exiting of a student is finalized by committee decision after
the
GT
Assessment
Process Guide and sign and submit
consultation with parents and student regarding the student’s educational needs.
confirmation of review by 11/01/2013.
____1.2.6R Policy related to appeals allows parents, students, and educators to appeal assessment
decisions in a timely manner and to present new data, if appropriate.
____1.5.1R Based on a review of information gathered during the assessment process, students whose
data reflect that GT services will be the most effective way to meet their identified educational needs are
recommended by the selection committee for GT services.
____1.6R Over the past two (2) years, the population of the GT services program has become more
closely reflective of the population of the total district.
____1.7.1R The selection committee is formed of a majority of members who have completed thirty (30)
hours of training as delineated in 19 TAC §89.2(1).
____1.7.2R A balanced examination of all assessment data collected through the district’s GT
assessment process is conducted and used by the selection committee in making identification decisions.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented Program Campus Self-Assessment 2013-2014
STUDENT ASSESSMENT continued
EXEMPLARY LEVEL: These items are recommended by the state and district to strengthen the campus GT program beyond the Recommended Level. A campus must complete
all the In Compliance items, all the starred () Recommended items, and all the starred () Exemplary items to receive an “Exemplary” campus rating for the GT program.
Exemplary items not starred are optional.
____1.1.2E An awareness session providing an overview of the assessment procedures and services for
Completion Dates and Documentation
GT students is offered for families by the district and/or campus prior to the nomination/referral period.
All Schools: Grades K-12
____1.1.3E All family meetings are offered in a language that families can understand or a translator or
1.1.2E Prior to or during the nomination window(s), campus will
interpreter is provided.
host a parent GT information session to explain the GT assessment
and identification process. A copy of parent sign-in sheets should
____1.3E The nomination process for services provided as part of the gifted program is ongoing, and
be submitted by 09/26/2013 for fall screening and 02/06/2014 for
screening of students occurs at any time the need arises.
spring screening.
____1.7.1E The selection committee is formed of a majority of members who have completed thirty (30) 1.7.1E Campus will complete and submit GT training verification
form for GT Decision Making Committee by 01/15/2014.
hours of training and are current with the six-hour training update as required by 19 TAC §89.2(2).
____1.7.2E Additional data beyond that collected through the district’s standard GT assessment process
are considered, as needed, by the selection committee in making identification decisions in order to make
the most appropriate placement.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented Program Campus Self-Assessment 2013-2014
SERVICE DESIGN
IN COMPLIANCE LEVEL: All items must be completed each school year per state and local policies and expectations to receive an “In Compliance” campus rating for the GT
program.
____2.1C Identified GT students are assured an array of learning opportunities that are commensurate
Completion Dates and Documentation
with their abilities and that emphasize content in the four (4) foundation curricular areas. Services are
available during the school day as well as the entire school year. Parents are informed of these options (19 Elementary: Grades K-5 (6)
2.1C, 2.2C All identified GT students will be clustered according to
TAC §89.3(3)).
grade level with a teacher who has completed the 30 hour GT
____2.2C GT students are ensured opportunities to work together as a group, work with other students,
Foundation Training by 09/16/2013.
and work independently during the school day as well as the entire school year as a direct result of GT
2.1C, 2.2C Students identified during the school year will be
service options (19 TAC§89.3(1), (Austin ISD local policy) including GT cluster grouping at the elementary
provided opportunities to work with other GT students under the
level.
direction of a trained teacher. Multi-age groups are acceptable for
grade levels with few GT students.
____2.3C Out-of-school options relevant to the students’ areas of strength are provided by school districts
Secondary: Grades 6-12
whenever possible (19 TAC §89.3(3)).
2.1C, 2.2C All identified GT students will be scheduled in the
____2.6C Student assessment and services are in compliance with the Texas State Plan for the Education of appropriate advanced level course (i.e. Pre-AP, AP, Accelerated, IB,
Gifted and Talented Students (19 TAC §89.5).
or Magnet) in the student’s area(s) of giftedness by 09/16/ 2013
(fall) and 01/13/2013 (spring).
All Schools: Grades K-12
2.3C GT Advocate will complete and submit the out-of-school
options training module certificate and campus survey by
10/21/2013.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented Program Campus Self-Assessment 2013-2014
SERVICE DESIGN continued
RECOMMENDED LEVEL: These items are recommended by the state and district to strengthen the campus GT program beyond the In Compliance Level. A campus must
complete all the In Compliance items and all the starred () Recommended items to receive a “Recommended” campus rating for the GT program. Recommended items not
starred are optional.
____2.1.1R Information concerning special opportunities (contests, academic recognition, summer
Completion Dates and Documentation
camps, community programs, volunteer opportunities, etc.) is available and disseminated to parents and
All Schools: Grades K-12
community members.
2.1.1R, 2.3RDocumentation can be obtained in print and
____2.2R Flexible grouping patterns and independent investigations are employed in the four (4)
digital format announcing one-time and ongoing events and
foundation curricular areas.
opportunities targeting advanced-level and GT students.
2.6.1RComplete and submit GT Program Campus Self____2.3R Options that meet the needs of GT students are available on a continuous basis outside the
Assessment Overview to Advanced Academic Services by
regular school day.
05/12/2014.
____2.4.1R Flexible pacing is employed, allowing students to learn at the pace and level appropriate for
their abilities and skills.
____2.6.1R Annual evaluation activities are conducted for the purpose of continued service
development (Austin ISD expectation). All K-12 schools will complete a Campus GT Self-Assessment.
EXEMPLARY LEVEL: These items are recommended by the state and district to strengthen the campus GT program beyond the Recommended Level. A campus must complete
all the In Compliance items, all the starred () Recommended items, and all the starred () Exemplary items to receive an “Exemplary” campus rating for the GT program.
Exemplary items not starred are optional.
____2.4E Acceleration options are actively facilitated by district administrators, counselors, and
Completion Dates and Documentation
teachers.
All Schools: Grades K-12
____2.5E Additional funding from business partnerships, scholarships, parent group fundraisers, etc. is
2.4E Documentation can be obtained in print and digital format
used to supplement the state and local funding.
on acceleration. GT Advocate will complete and submit the
Acceleration Options form by 10/21/2013.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented Program Campus Self-Assessment 2013-2014
CURRICULUM AND INSTRUCTION
IN COMPLIANCE LEVEL: All items must be completed each school year per state and local policies and expectations to receive an “In Compliance” campus rating for the GT
program.
____3.1C An array of appropriately challenging learning experiences in each of the four (4) foundation
Completion Dates and Documentation
curricular areas is provided for GT students in grades K-12, and parents are informed of the opportunities (19
All Schools: Grades K-12
TAC §89.3).
3.1C, 3.2C, 3.3C Advanced-level differentiated instruction will be
____3.2C A continuum of learning experiences is provided that leads to the development of advanced-level
provided in the area(s) of student’s identified giftedness and
products and/or performances such as those provided through the Texas Performance Standards Project (19 documentation can be obtained in teacher lesson planning and
TAC §89.3(2)). This includes the use of the Austin ISD GT Scope and Sequence Skills Continuum (K-12), Austin classroom observations.
ISD GT Exemplary Lessons and Projects (K-5), and Austin ISD Advanced Placement Vertical Teams Curriculum
3.2C The Austin ISD GT Scope and Sequence Skills Continuum (KManuals (6-12).
12), Austin ISD GT Exemplary Lessons and Projects (K-5), and
Austin ISD Advanced Placement Vertical Teams Curriculum
____3.3C Opportunities are provided to accelerate in the areas of student strengths (19 TAC §89.3(4)).
Manuals (6-12) are used to plan advanced-level differentiated
instruction in the area(s) of student’s identified giftedness and
____3.4C Provisions to improve services to GT students are included in district and campus improvement
documentation can be obtained in teacher lesson planning and
plans (TEC §§11.251-11.253).
classroom observations.
3.4C Suggestions for Campus Improvement Plan are reviewed
and tailored to campus needs within the CIP.
RECOMMENDED LEVEL: These items are recommended by the state and district to strengthen the campus GT program beyond the In Compliance Level. A campus must
complete all the In Compliance items and all the starred () Recommended items to receive a “Recommended” campus rating for the GT program. Recommended items not
starred are optional.
. ____3.1.1R Opportunities are provided for students to pursue areas of interest in selected disciplines
Completion Dates and Documentation
through guided and independent research.
All Schools: Grades K-12
____3.2R Participation in the Texas Performance Standards Project, or other experiences that result in the
3.1.1R, 3.3R Advanced-level differentiated instruction will
development of sophisticated products and/or performances that are targeted to an audience outside the
be provided that include student choices, research
classroom, is available through GT curricula.
opportunities, and independent study. Documentation can be
obtained in teacher lesson planning and classroom observations.
____3.3R Flexible pacing is employed, allowing students to learn at the pace and level appropriate to their
Elementary: Grades K-5
abilities and skills.
3.6R Teachers complete GT Student Performance Semester
____3.4.1R Curriculum for GT students is modified based on annual evaluations.
Report for each GT student assigned to them at the end of each
semester and a copy is provided to parents. A final copy of all of
____3.5R Release time and/or extended contracts are provided to enable teachers at all levels to form
the GT Student Performance Semester Reports is submitted by
vertical teams that coordinate GT services.
the GT Advocate by 05/12/2014.
2013-2014
Austin ISD, Advanced Academic Services
____3.6R Student progress/performance in response to GT services is periodically assessed and results are
communicated to parents or guardians. (Austin ISD Local Expectations) Elementary teachers will complete
and send home an Austin ISD GT Semester Performance Report each semester to parents of GT students in
grades K-5.
EXEMPLARY LEVEL: These items are recommended by the state and district to strengthen the campus GT program beyond the Recommended Level. A campus must complete
all the In Compliance items, all the starred () Recommended items, and all the starred () Exemplary items to receive an “Exemplary” campus rating for the GT program.
Exemplary items not starred are optional.
____3.2E Students who have participated in a GT program for more than one school year are provided the
Completion Dates and Documentation
opportunity to develop sophisticated products and/or performances which are assessed by external
All Schools: Grades K-12
evaluators, professionals who are knowledgeable in the field, or presented to an appropriate audience for
3.2E Opportunities are provided through classroom
feedback.
enrichment, independent study, academic competitions, out-of____3.3E Scheduling modifications are implemented in order to meet the needs of individual students.
school options, and/or academic acceleration for which campus
(Austin ISD local policy) This includes clustering GT students (K-5) and scheduling GT students in the most
documentation can be collected.
rigorous advanced course available in the student’s strength area(s) at the secondary level (6-12).
Elementary: Grades K-5
3.3E All identified GT students will be clustered according to
grade level with a teacher who has completed the 30-hour GT
Foundation Training by 09/16/2013.
Secondary: Grades 6-12
3.3E All identified GT students will be scheduled in the
appropriate advanced level course (i.e. Pre-AP, AP, Accelerated,
IB, or Magnet) in the student’s area(s) of giftedness by 09/16/
2013 (fall) and 01/13/2013 (spring).
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented Program Campus Self-Assessment 2013-2014
PROFESSIONAL DEVELOPMENT
IN COMPLIANCE LEVEL: All items must be completed each school year per state and local policies and expectations to receive an “In Compliance” campus rating for the GT
program.
____4.1.1C A minimum of thirty (30) clock hours of professional development that includes nature
Completion Dates and Documentation
and needs of GT students, identification and assessment of GT students’ needs, and curriculum and
All Schools: Grades K-12
instruction for GT students is required for teachers who provide instruction and services that are a
4.1.1C All identified GT students will be clustered according to grade level with a
part of the district’s defined Gifted and Talented services. Teachers are required to have completed
teacher who has completed the 30 hour GT Foundation training by 09/16/2013.
the thirty (30) hours of professional development prior to their assignment to the district’s Gifted and 4.1.2C GT Advocates communicate training expectation each semester to
Talented services (19 TAC §89.2(1)).
teachers in need of GT training and monitor teacher training records.
____4.1.2C Teachers without required training who are assigned to provide instruction and services
that are part of the district’s defined GT services are required to complete the thirty (30) hour
training within one semester (19 TAC §89.2(2)).
____4.2C Teachers who provide instruction and services that are a part of the district’s defined GT
services receive a minimum of six (6) hours annually of professional development in GT education
that is related to state teacher education standards (19 TAC §89.2(3) and TAC §233.1).
4.2C 6-hour GT Update training is completed by teachers. Options include
attendance at approved GT courses available in Austin ISD, campus-based GT
Update training, approved online classes or book studies. Campus Based GT
Update class rosters submitted by 05/01/2014.
4.3C Principal and counselors complete required 6-hour training by 01/31/2014.
____4.3C Administrators and counselors who have authority for service decisions are required to
complete a minimum of six (6) hours of professional development that includes the nature and needs
of GT students and service options for GT students (19 TAC §89.2(4)).
RECOMMENDED LEVEL: These items are recommended by the state and district to strengthen the campus GT program beyond the In Compliance Level. A campus must
complete all the In Compliance items and all the starred () Recommended items to receive a “Recommended” campus rating for the GT program. Recommended items not
starred are optional.
____4.1.3R A written plan for professional development in the area of GT education that is based
Completion Dates and Documentation
on identified needs is implemented and updated annually.
All Schools: Grades K-12
4.1.3R Submit and complete Gifted and Talented 6-hour Update Options form
for SY 2014-2015 by 05/12/2014.
EXEMPLARY LEVEL: These items are recommended by the state and district to strengthen the campus GT program beyond the Recommended Level. A campus must complete
all the In Compliance items, all the starred () Recommended items, and all the starred () Exemplary items to receive an “Exemplary” campus rating for the GT program.
Exemplary items not starred are optional.
____4.3E Administrators and counselors who have authority for GT service decisions receive a
Completion Dates and Documentation
minimum of six (6) hours annually of professional development in GT education.
All Schools: Grades K-12
4.3E Principal and counselors complete 6-hour annual training by 05/01/2014.
Examples include campus-based GT Update training, campus customized
training, GT-related conferences or meetings, approved online classes or book
studies.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented Program Campus Self-Assessment 2013-2014
FAMILY-COMMUNITY INVOLVEMENT
IN COMPLIANCE LEVEL: All items must be completed each school year per state and local policies and expectations to receive an “In Compliance” campus rating for the GT
program.
____5.2C An array of learning opportunities is provided for GT students in grades K-12, and parents are
Completion Dates and Documentation
informed of all GT services and opportunities (19 TAC §89.3).
All Schools: Grades K-12
____5.3C The effectiveness of GT services is evaluated annually, and the data is used to modify and update 5.2C Ongoing communication will be provided to parents regarding
district and campus improvement plans. Parents are included in the evaluation process (TEC §§11.251GT services and programs available to students at the campus and
11.253).
district levels.
5.3C GT Parent Surveys completed by 09/30/2013 and 04/30/2014.
5.3C Complete and submit GT Program Campus Self-Assessment
Overview to Advanced Academic Services by 05/12/2014.
RECOMMENDED LEVEL: These items are recommended by the state and district to strengthen the campus GT program beyond the In Compliance Level. A campus must
complete all the In Compliance items and all the starred () Recommended items to receive a “Recommended” campus rating for the GT program. Recommended items not
starred are optional.
____5.2.1R Orientation and periodic updates are provided for parents of students identified for and
Completion Dates and Documentation
provided Gifted and Talented services.
5.2.1R Host a parent GT information session to explain the GT
____5.2.3R Products and achievements of GT students are shared with the community.
services available. Copies of parent sign-in sheets should be
submitted by 09/26/2013 for fall screening and 02/06/2014 for
spring screening.
5.2.1R Routine communication with parents regarding GT
services is provided in multiple formats throughout the school
year.
EXEMPLARY LEVEL: These items are recommended by the state and district to strengthen the campus GT program beyond the Recommended Level. A campus must complete
all the In Compliance items, all the starred () Recommended items, and all the starred () Exemplary items to receive an “Exemplary” campus rating for the GT program.
Exemplary items not starred are optional.
____5.2.1E The opportunity to participate in a parent association for the Gifted and Talented is provided to
Completion Dates and Documentation
parents.
All Schools: Grades K-12
____5.2.2E Liaisons with business and community organizations are established, and the use of
5.2.2E Business, community, and district partnerships provide
community resources (retired community members, mentors, foundations, universities, etc.) is evident in
resources and opportunities to enrich the GT services provided for
the service options available for Gifted and Talented students.
students.
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented Program Campus Self-Assessment 2013-2014
Campus ________________________________
Principal’s Signature _____________________________
Completion Date ________________________
GT Advocate’s Signature __________________________
GT Campus Self-Assessment Overview
Directions: After completing the detailed first section of the Campus Self-Assessment, include check marks () for
completed items on this self-assessment overview. Include specific detailed information, data, and artifacts to provide
evidence of completion for each of the five sections.
Only this “Self-Assessment Overview” needs to be submitted to
Debi Torres, Advanced Academics Gifted Program Coordinator by May 12, 2014.
The information, data, and artifacts collected on this Self-Assessment Overview will be used by the district to
assign a rating of In Compliance, Recommended, Exemplary, or Unacceptable to each campus GT program. A
campus that does not complete all In Compliance Level items will receive an unacceptable rating.
IN
COMPLIANCE
LEVEL
All items are
required for an In
Compliance
Rating
RECOMMENDED
LEVEL
EXEMPLARY
LEVEL
All starred items will
be completed for a
Recommended Rating
All starred items will
be completed for an
Exemplary Rating








1.3.1C
1.4C
1.5.1C
1.5.2C
1.5.4C
1.6C
1.7C
1.2.3R










1.1.1R
1.1.2R
1.1.3R
1.2.5R
1.2.6R
1.3R
1.5.1R
1.6R
1.7.1R
1.7.2R




2.1C
2.2C
2.3C
2.6C





2.1.1R
2.2R
2.3R
2.4.1R
2.6.1R
Campus GT Program
Documentation and Artifacts
STUDENT ASSESSMENT
 1.1.2E
 1.1.3E
 1.7.1E
 1.7.2E
SERVICE DESIGN
 2.4E
 2.5E
2013-2014
Austin ISD, Advanced Academic Services
GT Campus Self-Assessment Overview continued
IN
COMPLIANCE
LEVEL
All items are
required for an In
Compliance
Rating








3.1C
3.2C
3.3C
3.4C
4.1.1C
4.1.2C
4.2C
4.3C
 5.2C
 5.3C
RECOMMENDED
LEVEL
EXEMPLARY
LEVEL
All starred items will
be completed for a
Recommended Rating
All starred items will
be completed for an
Exemplary Rating






3.1.1R
3.2R
3.3R
3.4.1R
3.5R
3.6R
Campus GT Program
Documentation and Artifacts
CURRICULUM AND INSTRUCTION
 3.2E
 3.3E
 4.1.3R
PROFESSIONAL DEVELOPMENT
 4.3E
 5.2.1R
 5.2.3R
FAMILY-COMMUNITY INVOLVEMENT
 5.2.1E
 5.2.2E
2013-2014
Austin ISD, Advanced Academic Services
Austin ISD Gifted and Talented Program Campus Self-Assessment 2013-2014
GT Program Self-Assessment Timeline
This timeline is designed to assist the campus is ensuring that all requirements of the GT Campus Self-Assessment are
completed by due dates. This timeline does not need to be submitted as part of data collection towards the campus
assessment. Refer to the complete GT Program Campus Self-Assessment document for details, specific items, and
requirements.
2013
2014
IN COMPLIANCE RATING
RECOMMENDED RATING
Service Design
Family-Community Involvement
Student Assessment



2.1C, 2.2C: GT students scheduled in GT
clusters (K-5) and advanced courses (6-12)
[no later than 09/16/2013]
August - September
EXEMPLARY RATING
Professional Development

4.1.1C: GT students K-12 assigned to teacher
with 30 hour GT training [completed by
5.2.1R: Campus will host Parent GT
information meeting to increase GT
student nominations. Submit copy of
sign-in sheets [09/26/2013 for fall screening]
for fall screening]
Curriculum and Instruction
09/16/2013]
Student Assessment


1.3.1C, 1.6C: 2 week GT nomination window
[completed by 09/20/2013]
 1.4C, 1.5.2C: GT Assessments ordered
[no

later than 09/26/2013]
Family-Community Involvement
October

1.1.2E: Campus to host Parent
GT Information Session to
increase GT student
nominations. Submit copy of
parent sign-in sheets [09/26/2013
5.3C: Parents of GT students notified to
complete GT Parent Survey [09/30/2013]
3.3E: All K-5 GT students are
clustered with teachers with 30
hour GT training [09/16/2013
3.3E: All 6-12 GT students are
scheduled in an advanced course
with a teachers with 30 hour GT
training [09/16/2013, fall semester]
Student Assessment
Service Design


1.4C, 1.5.2C: GT testing completed and
submitted for scoring [10/21/2013]
Student Assessment

2.4E: GT Advocate complete
and submit acceleration options
form [10/21/2013]
1.2.3R: Any GT furlough or exit forms
submitted before PEIMS corrections
[10/01/2013]
Service Design
December
November

2.3C: Complete out-of-school options
training module [no later than 10/21/2013]
Student Assessment
Student Assessment


1.5.1C: GT assessment scores picked-up
[11/06/2013]

1.5.4C: GT placement decisions for students
[completed by 11/22/2013]

1.7C: GT student profiles and committee
signature sheets due [11/22/2013]
1.7.2R: GT Campus Committee
members review, sign, and submit GT
Assessment Process Guide [11/01/2013]
Student Assessment

1.6R: GT Campus Committee review
GT and general campus demographics
report and plan for equity and access
in GT recruitment for spring [12/06/2013]
2013-2014
Austin ISD, Advanced Academic Services
GT Program Self-Assessment Timeline continued
2013
2014
IN COMPLIANCE RATING
RECOMMENDED RATING
Student Assessment
Student Assessment

1.7.1R: Complete and submit GT
Campus Committee training
verification form [01/15/2014]
Student Assessment


Curriculum and Instruction
3.6R: K-5 teachers will complete GT
Student Performance Semester Report
for all GT students. Teacher to send
copy home to parents. [01/10/2014]
Curriculum and Instruction


1.3.1C, 1.6C: 2 week GT nomination window
(K-5 required, 6-12 optional) [completed by
01/31/2014]
January
EXEMPLARY RATING
Service Design

2.1C, 2.2C: GT students scheduled in
advanced courses (6-12) [no later than
01/13/2014]
Professional Development

4.3C: Principals and counselors complete GT
6-hour training [01/31/2014]
Student Assessment
 1.4C, 1.5.2C: GT Assessments ordered [no
3.3E: All 6-12 GT students are
scheduled in an advanced course
with a teachers with 30 hour GT
training [01/13/2014, spring semester]
Family-Community Involvement
Student Assessment


later than 02/06/2014]
February
1.7.1E: Complete and submit
GT Campus Committee training
verification form [01/15/2014]
5.2.1R: K-5 Campus will host Parent
GT information meeting to increase GT
student nominations. Submit copy of
sign-in sheets [02/06/2014 for spring
screening]
1.1.2E: Campus to host Parent
GT Information Session to
increase GT student
nominations. Submit copy of
parent sign-in sheets [02/06/2014
for spring screening]
March
Student Assessment


1.4C, 1.5.2C: GT testing completed and
submitted for scoring [03/03/2014]
1.5.1C: GT assessment scores picked-up
[03/28/2014]
Student Assessment

1.5.4C: GT placement decisions for students
April
[completed by 04/17/2014]

1.7C: GT student profiles and committee
signature sheets due [04/17/2014]
Family-Community Involvement

5.3C: Parents of GT students notified to
complete GT Parent Survey [04/30/2014]
Professional Development
Service Design
Professional Development



4.2C: GT teachers will complete 6-hour GT
Update training. For campus based update
training, submit sign-in sheets for training
[before 05/01/2014]
Family-Community Involvement
May

5.3C: Complete and submit the GT Campus
Self-Assessment Overview [05/12/2014]
2.6.1R: Complete and submit GT
Program Campus Self-Assessment
Overview [05/12/2014]
Curriculum and Instruction

4.3E: Principals and counselors
complete 6- hour GT update
training [05/01/2014]
3.6R: K-5 teachers will complete GT
Student Performance Semester Report
for all GT students. Teacher to send
copy home to parents. Copies of all
reports submitted by GT Advocate
[05/12/2014]
Professional Development

4.1.3R: Submit GT 6-hour Update
Options form for SY 2014-2015
[05/12/2014]
2013-2014
Austin ISD, Advanced Academic Services
GT Program Self-Assessment Timeline continued
2013
2014
IN COMPLIANCE RATING
Service Design
 2.1C, 2.2C: Flexible grouping and
RECOMMENDED RATING
Service Design
Curriculum and Instruction


Ongoing throughout school year
independent study for GT students is offered
throughout school year
Curriculum and Instruction
 3.1C, 3.2C, 3.3C: Advanced-level


differentiated instruction for K-12 GT
students is offered throughout school year
3.2C: AISD GT Scope and Sequence Skills
Continuum used to plan advanced-level
differentiated instruction for K-12 GT
students is offered throughout school year
3.4C: Advanced Academic Services
suggestions for CIP development infused into
CIP
EXEMPLARY RATING
2.1.1R, 2.3R: Ongoing GT K-12
student events and opportunities are
offered and documentation is
collected
Curriculum and Instruction

3.1.1R,3.3R: Advanced-level
differentiated instruction provided to
K-12 GT students. Teachers will
document in lesson plans.
Family-Community Involvement

Family-Community Involvement

5.2.1R: Routine communications
with parents regarding GT services
3.2E: Advanced-level
differentiated instruction,
independent study, academic
competitions, out-of-school
options, and/or academic
acceleration is offered to K-12
GT students and documentation
collected.
5.2.2E: Business, community,
and district partnerships provide
resources and opportunities to
enrich GT services
Professional Development
 4.1.2C: GT Advocate will communicate GT
training needs to teachers and monitor
teacher GT training throughout school year
Family-Community Involvement
 5.2C: Ongoing communication with parents
of GT students will occur
2013-2014
Austin ISD, Advanced Academic Services