Comprehensive Gifted and
Talented Plan
K-12
For Advanced Academic Learners
Hallettsville Independent School District
402 North Ridge Street
Hallettsville, Texas 77964
It is with pleasure that I take this opportunity to thank you for your efforts as you received the
Comprehensive Plan for the education of Gifted/Talented students...
Dr. Mandy Kallus - Curriculum and Instruction Coordinator
Monica Barnes - Teacher
Tommie Lynn Holden – Teacher
Susan Raabe - Parent
Trina Patek – HES Principal
Sophie Teltschik – HJHS Principal
COMPILED AND REVISED BY THE OFFICE OF CURRICULUM AND INSTRUCTION
2008
Gifted and Talented Program
Rationale
The Texas Legislature has mandated that every school district will have provisions for gifted
students in kindergarten through grade 12 (Section 29.1221, Texas Education Code). Each
district serves a unique population; therefore, variations in the program exist from district to
district. To ensure appropriate learning opportunities that will foster maximum mental, physical
and emotional development, specialized program services are essential. It is the district’s
responsibility to provide such services for gifted students just as they provide for other student
needs in the school setting. The local district determines the quality of a gifted program.
Gifted and talented students do not ordinarily excel to their potential without assistance. They
need the experience of working with and relating to both their chronological age group and their
intellectual peer group. Gifted and talented students, just as all students, need continued
challenges and stimulation, association with others of similar ability and a differentiated
educational program in order to foster motivation, personal adjustment, achievement and
success.
Philosophy for Gifted and Talented Program
Hallettsville Independent School District is committed to the idea of encouraging the best
possible educational experience for each child. Assuring that each child reaches his or her
maximum potential is the purpose of every program implemented in our school. As a part of
that purpose, the district feels it is responsible to provide enriched curriculum that reinforces and
extends the regular scholastic programs so that gifted and talented students can develop their
potential to the highest degree. Differentiated educational activities beyond those normally
offered in the regular school program would be offered in order that these students may realize
their contributions to self and society.
Definition of Gifted Students
The State of Texas, in Guidelines for the Education of Gifted/Talented, defines gifted/talented
students as those who excel in any one or combinations of the following areas:
1. General intellectual ability
2. Specific subject matter aptitude
3. Creative and productive thinking ability
4. Leadership ability
5. Ability in the visual and performing arts, and psychomotor ability
The students require educational experiences beyond those normally provided by the regular
school program. In order to meet the needs of the gifted population, the HISD Gifted and
Talented program serves students who are gifted in general intellectual ability, and/or specific
academic ability as indicated by achievement, creative and productive thinking in classic
discipline areas, and ability to pursue individual interests.
Gifted and Talented programs seek to identify students who have demonstrated a high level of
achievement as evidenced by standardized achievement tests that measure the ability to think
more abstractly. A student’s ability to commit to a specific task is determined by grades and
completion of behavior checklists by teachers and parents.
Program Goals
The Gifted and Talented Program in Grades K-8 is referred to as TAG, while 9-12 students are
serviced in Pre-AP and AP Dual Credit Courses. All programming falls under the heading of
Advanced Academic Learning. The purpose of Gifted and Talented (TAG) program is to provide
opportunities for gifted children to fully develop their individual potential. Activities are structured
K-12, to guide students’ growth as individuals, learners and producers. The program’s goals
are to aid these students in the development of their unique abilities and talents, and to
stimulate the development of higher level thought processes.
The district will follow these goals:
1. Select instruments and procedures to assess students for program services that provide
them an opportunity to demonstrate their talents and strengths, and measure diverse
abilities and intelligence.
2. Implement a flexible system of viable program options that provide a learning continuum,
which will be developed throughout the district and will reinforce the strengths, needs
and interests of gifted/talented students.
3. Design and implement an advanced curriculum for gifted/talented students, based on a
strong theoretical foundation that is differentiated from the regular core curriculum in
content, process, product, effective areas and level of challenge.
4. Provide training to all personnel who are involved in the planning, development and
delivery of services to gifted students, which will enable them to offer appropriate options
and curricula for the gifted/talented students.
5. Encourage community and family participation regularly in services designed for
gifted/talented students.
Specific Goals
1. To provide an array of learning opportunities that meets the needs of advanced
academic learners.
2. To provide the gifted students a program of learning experiences, based upon their
individual needs, which is not currently provided in their regular school program.
3. To develop the gifted students’ thinking skills into higher levels of thinking for the
cognitive areas of knowledge, comprehension and application into the higher cognitive
levels of analysis, synthesis and evaluation.
4. To design an advanced curriculum for gifted/talented students, based on a strong
theoretical foundation, which is differentiated from the regular core curriculum in content,
process, product, affective areas and level of challenge.
5. To provide training to all personnel who are involved in the planning, development and
delivery of services to gifted/talented students.
6. To encourage community and family participation regularly in services designed for
gifted/talented students.
7. To develop and increase the gifted students’ critical thinking skills, including areas of
logical reasoning and problem solving.
8. To direct the gifted into in-depth complex research and enhance their abilities to
communicate both written and orally using tools such as the Texas Performance
Standard Project.
9. To give students the opportunity to associate with other gifted students on common
projects in order to encourage these students to work effectively with their peers.
10. To facilitate an atmosphere in which gifted students will be able to develop an attitude
and desire for excellence, and a positive feeling about their worth so that they will be
able to serve themselves and others in society.
Characteristics of a Young Gifted Child (K-2)
1. Unusually advanced vocabulary
2. Possesses a large storehouse of information
3. Quick mastery and recall of factual information
4. Insight into cause-effect relationships
5. Keen and alert observation skills
6. Walked and/or talked earlier than most children
7. Shows interest in many kinds of books
8. Reads a great deal on his/her own
9. Wide variety of interests
10. Sensitive to the feelings of others
11. Adapts readily to new situations
12. Can enjoy working or playing alone
13. Greater than average attention span
14. Understands abstract concepts and applies them appropriately
15. Tends to initiate and direct activities with peers
16. Shows awareness of needs of others
17. Self-confident
18. Great curiosity about surroundings
19. Unusual musical or artistic talent
20. Easily bored with routine activities
21. Self-critical
22. Interested in grown-up problems
23. Good sense of humor
24. Is intense
General Characteristics of a Gifted Child
1. Displays a great curiosity about objects, situations or events
2. Wants to know “how” and “why”
3. Reveals originality in oral and written expression; consistently gives unusual, clever and
unique responses of ideas away from the clichés or stereotypes
4. Has the ability to generate many alternatives
5. Learns rapidly, easily, efficiently
6. Has a large vocabulary for his/her age
7. Displays willingness for complexity; thrives on problem situations - selects a more difficult
response, solution or problem over the easier
8. Has the ability to see relationships among unrelated facts, information or concepts
9. Asks many questions of a provocative nature, inquisitive about knowing why instead of
what, has the capacity to inquire
10. Retains or uses information that has been heard or read
11. Has a good memory
12. Has an unusual capacity for planning and organizing
13. Has a good sense of humor
14. Collects things that are advanced or unusual for age
15. Is sensitive to the feelings of others
16. Shows a comparatively early interest in God, religion and questions of right and wrong
17. Shows intense interest in artistic activity
18. Shows an awareness of things that are new or novel
19. Is intense
Needs of Gifted/Talented Students
1. Flexible program that includes a differentiated curriculum involving the higher
cognitive concepts and processes.
2. Time to experiment and explore.
3. Open access to needed learning resources whatever and whenever they may be.
4. Confrontation with social problems and issues for which there is no single
predetermined solution.
5. Opportunity to brainstorm and use creative/critical-thinking skills.
6. Encouragement to ask questions, make discoveries and pursue own interests in
depth.
7. Opportunities to work with other gifted/talented students at least part of the time.
8. Wide variety of in-depth cultural experiences.
9. Friendly recognition and acceptance of student’s giftedness.
10. Introduction of students to own gifts (abilities).
11. Active concern for the gifted/talented among administrators, counselors and
teachers.
12. Teachers who are facilitators of access learning opportunities.
I. Student Assessment
How are students identified for the program?
Every person should have the opportunity to develop his/her full potential. The system, which
fails to nurture the highest capabilities and talents of its youth, fails in its obligations to them and
to itself.
The purpose of the identification process for the gifted program is to locate those students who
demonstrate unusually advanced aptitude, and commitment to learning and production. These
are the students who will most likely benefit from an academic program that is expanded and
enriched.
The following identification process meets the state’s guidelines, and is in keeping with the
philosophy, goals and objectives of the local program.
Nomination and Screening
Parents, community members, counselors and teachers, as well as students themselves may
nominate potential gifted candidates. The district shall ensure that information about the
gifted/talented procedures and program is publicized, and available to parents and community
members (i.e. newspaper, letters and student handbooks). The identification process is ongoing and contains provisions regarding furloughs, reassessment, exiting of students from
program services, transfer students and appeals of district decisions regarding program
placement. Parent nomination forms in the home language of the parent(s) may be acquired
from and returned to the child’s school office (see appendix for nomination forms). Written
parental/guardian consent shall be obtained before any special testing of individual assessment
is conducted as part of the screening and identification process. Final selection of students for
services designed for gifted students is made by a committee of at least three local district or
campus educators who have received training in the nature and needs of gifted students.
Kindergarten students are screened for gifted programs in the spring semester of their
kindergarten year and placed in a talent pool. All other elementary groups are screened for the
gifted program both at the end of the spring semester, and the beginning of the fall semester.
Students K-2 are placed in the talent pool, while grades 3-4 are identified.
Criteria for Identification
All student populations K-12 will be assessed in languages they understand or with non-verbal
based tests. Data and procedures will assure that all populations of the district will have access
to assessment and if identified, gifted and talented services will be offered.
Student data collected through multiple objective and subjective sources for each area of
giftedness served by the district/campus will determine the placement of the students in the
gifted and talented program.
Screening/Observations Procedures for K-2
At K-2 level, students are observed and placed in a talent pool until the end of second grade,
where they are formally identified for the TAG program. Means of observation include the
following:
1. Nomination (by teacher, parent, community member, counselor, or self)
2. Assessment Areas:
o School Ability Index/IQ
o Teacher Assessment-Renzulli
o Parent Inventory
o Peer Inventory
o Otis Lennon
o KOI/Portfolio
3. Taking criteria in assessment areas:
o Students are evaluated according to how they score on the matrix.
o A selection committee makes the final decision on students to be admitted to the
program.
o The school instructional staff will be notified of selected students.
o Parents and students will be notified of those selected for TAG.
o
Individual portfolio/education plans are established to help meet needs of
advanced academic learners and to help in observation and placement in the
talent pool.
Screening Procedures for Grade 3-4
1. Nomination (by teacher, parent, community member, counselor, self)
2. Assessment Areas:
o Achievement Test
o Otis Lennon
o Teacher Assessment-Renzulli
o Parent Inventory
o Portfolio/Products
o GPA
o Peer checklist
o Raven Progressive Matrix
o GPA Core Average
o Torrance
3. Taking criteria in assessment areas:
o Students are evaluated according to how they rank on the student profile.
o A selection committee makes the final decision on students to be admitted to the
program.
o The school instructional staff will be notified of selected students.
o Parents and students will be notified of those selected for TAG.
Screening Procedures for Grades 5-8
1. Nomination (by teacher, parent, community member, counselor, self)
2. Assessment Areas:
o Achievement Test
o Student Interview (if necessary)
o Teacher Assessment-Renzulli
o Otis Lennon/Raven Progressive Matrix
o Parent Inventory
o TAKS
o GPA Core Averages
o Torrance
3. Taking criteria in assessment areas.
o Students are evaluated according to how they rank on the student profile.
o A selection committee makes the final decision on students to be admitted to the
program.
o The school instructional staff will be notified of selected students.
o Parents and students will be notified of selected students for TAG.
Screening Procedures for Grade 9-12
1. Nomination (students wishing to be in Honors, Pre-Advanced Placement courses, Dual
Credit must make application); teacher, parent, community member, or counselor may
nominate. All seeking admission must apply.
2. Assessment
o TAKS
o GPA Core Averages
o Raven or Otis Lennon
o Teacher Checklist/Renzulli
o Product/Process/Portfolio
o Teacher Observation Checklist/locally credited instrument
o Torrance
Selection
The selection committee, after careful review of collected data, will make the final selection of
students for services designed for gifted students. Parents and students shall be notified in
writing upon selection for the gifted program. Participation in the program or services provided
for the gifted students is voluntary.
Decision Appeals
Parents or students may appeal any final decision of the selection committee regarding
selection or removal from the gifted program. Appeals shall be made first to the selection
committee. Any subsequent appeals shall be made in accordance with local/state policy.
Steps include the following:
o Submit an appeal letter no later than 15 working days after the committee has
notified the
parents of the selection decision.
o The committee members will review their decision and will respond to the person
making the appeal no later than 15 working days after receipt of the letter of appeal.
o The committee may request additional testing or data collection and may interview
the student and/or parents.
Students New to the District
When a student identified as gifted by a previous-7-school district transfers into the HISD, the
student’s records shall be reviewed by the selection committee to determine if placement in
HISD’s program for the gifted and talented is appropriate. The committee shall make its
determination within 30 days of the student’s enrollment in the district and shall base its decision
on the transferred records, observation reports of district teachers who instruct the student,
student and parent conference, and local observation.
Questions about testing timelines should be directed to the campus principal.
Continuation in the Program
Students remain in the program with periodic monitoring in grades K-12. This monitoring will
show evidence of meeting the students’ individual needs as well as providing parents, students
and teachers with an update on students’ progress.
Furloughs
The selection committee may place students, who are unable to maintain satisfactory
performance within the structure of the gifted and talented program, on a furlough. A furlough
also may be granted at the request of the student and/or parent. A student may be furloughed
for a period of time deemed appropriate by the selection committee. At the end of the furlough,
the student’s progress shall be reassessed and the student may re-enter the gifted program, be
removed from the program, or be placed on another furlough.
Exit Provisions
Student performance in the program shall be monitored. A student shall be removed from the
program at any time the selection committee determines it is in the student’s best interest. If a
student or parent requests removal from the program, the district shall honor that request after a
conference with the selection committee or its representative. The key issue of programming is
to meet the needs of HISD students.
If at any time the gifted/talented teacher thinks a gifted student is not profiting from his/her
placement in the TAG/Advanced Academic Program, the student’s parents will be notified, and
a committee meeting for the purpose of reviewing the student’s placement will be called. During
this meeting, the student’s overall performance, products, behavior, attitude and attendance will
be reviewed.
The student’s status in the program may be changed as follows:
o Probation - The student will stay in the program and will be assessed for a specified
period of time. After the assessment period, a decision will be made either to
remove the student from probation or go to one of the next steps.
o Furlough - The student will not attend G/T program classes for a specified period of
time, but will be allowed to later reenter the program.
o Exit - The student will be exited from the program based on the student’s overall
performance, products, behavior, attitude and attendance. The student may not
reenter the program during the school year. The student may be re-nominated for
screening the following year and go through the regular identification process.
After the committee has met and made one of the above decisions, parents and home campus
principals will be advised. Parents or staff may appeal decisions by following the procedure
outlined in the section above.
The parent(s) of a G/T student may request in writing that his/her child be withdrawn at any
time, and the child will be exited. However, it is strongly advised before the withdrawal of a
student that the parent(s) meet with the G/T committee. Any student exited from the program
cannot reenter the program during that school year. The student may be re-nominated for
screening to reenter the program the following year.
Program Evaluation
All members of the program are evaluated periodically. A steering committee, which includes
persons involved in planning and implementing the program, is engaged in the evaluation
process. This committee will oversee the development of an evaluation design that provides
information on selected facts of the program and measures their effectiveness in relation to
student growth.
Student progress will be documented by using a variety of methods that may include the
following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Student self-evaluations
Student and parent interviews with questionnaire
Teacher observations
Peer evaluations
Observations of student behavior
Attitude checklists
Student products
Comments or statements from mentors or experts in the area of student talent
Criterion-referenced tests
10. Standardized tests
II. Program Design
Program options enable gifted students to work together as a group, work with other students,
and work independently during the school day as well as the entire school year. When possible,
the district shall provide out-of-school options relevant to a student’s area of strength. Local
board policies are developed that are consistent with State Board of Education rules of credit by
examination and early high school graduation.
The district shall ensure that no more than 15% of the state funds allocated for gifted students
are spent on indirect costs as defined in Bulletin 679 (Financial Accounting Manual). Eighty-five
percent of the funds allocated to gifted education shall be spent on assessment and services for
gifted services.
Hallettsville Independent School District
Gifted\Talented Program
In-Depth Description
Program Description: The Gifted and Talented (TAG) Program is designed to provide a
differentiated curriculum that serves students who have been identified as excelling or having
the potential to excel in creative and critical thinking skills, research and problem solving skills,
decision making skills, advanced oral and written communication skills, along with self-directed
learning and leadership — while being helped cognitively as well as affectively. Through this
program, known as TAG, it is further hoped that they will have a better understanding of
themselves and their peers.
Specific Program Design
Grades K-2: In accordance with TEC 21.651, targeting the K-2 population, gifted students in
these grades will be serviced through a talent pool option, where all teachers have received
over 30 hours training in gifted education and are continually developing differentiated lessons.
This is being done with the assistance of the education service center. Thematic literaturebased units with differentiation in process and product, which follow an established scope and
sequence, have been developed, and new units are being added with heightened emphasis on
math, research skills, problem solving techniques, technology and higher level thinking process,
stressing the use of variety in product development as key elements of this stage of the
program. Records on student performance will be kept on all talent pool students and when
formal identification occurs at Grade 2, as stated in accordance with 19 TAC Chapter 89.
Subchapter C, talent pool activities will be one criterion of the identification process.
Grades 3-4: Texas Performance Standards will be incorporated into the general classroom
offering interdisciplinary units which are aligned with the TEKS. Each unit has guided
instruction and opportunities for independent research in multiple content areas. Emphasis will
be placed on extending research skills, problem solving techniques, higher level thinking skills
focusing on fluency, flexibility, originality, elaboration, analysis, synthesis and evaluation.
Enhancement of technology use and variety in product development will follow the in-place
scope and sequence to complete differentiated instruction.
Grades 5-8: Texas Performance Standards will be incorporated into the general classroom
offering interdisciplinary units which are aligned with the TEKS. Each unit has guided
instruction and opportunities for independent research in multiple content areas. Emphasis will
be placed on extending research skills, problem solving techniques, higher level thinking skills
focusing on fluency, flexibility, originality, elaboration, analysis, synthesis and evaluation.
Enhancement of technology use and variety in product development will follow the in-place
scope and sequence to complete differentiated instruction. Students will be serviced by the
classroom teacher who has received 30 or more hours in gifted and talented training.
Grades 9-12: Texas Performance Standards will be incorporated into the general classroom
offering interdisciplinary units which are aligned with the TEKS. Each unit has guided
instruction and opportunities for independent research in multiple content areas. Emphasis will
be placed on extending research skills, problem solving techniques, higher level thinking skills
focusing on fluency, flexibility, originality, elaboration, analysis, synthesis and evaluation.
Enhancement of technology use and variety in product development will follow the in-place
scope and sequence to complete differentiated instruction. Students will be serviced by the
classroom teacher who has received 30 or more hours in gifted and talented training.
Student Objectives
In accordance to Texas Performance Project, students will:
o
o
Conduct independent research aligned with the Texas Essential Knowledge and Skills
(TEKS) to experience a curriculum of rigor and relevance,
After being exposed to the Texas Performance Standards, K – 12th grade students will
be able to pursue self-directed learning, thinking, research and communication, as
evidenced by the development of a variety of innovated products and performances that
reflect individuality and creativity and are advanced in relation to students of similar age,
experience, or environment (PSP Standards Project Overview).
III. Curriculum and Instruction
The district/campus will provide a learning environment that nurtures the cognitive and affective
development of gifted students. An array of appropriately challenging learning experiences
related to the four core academic areas for gifted students in kindergarten through grade 12 will
be offered, and campus personnel will inform parents of those opportunities. The differentiated
opportunities will include, but are not limited to: creative problem solving, critical and productive
thinking, and extensive guided and independent research. A continuum of flexible learning
experiences, which leads to the development of advanced-level products and/or performances,
will be provided.
The curriculum is the heart of any program, and ultimately the success of the program will
depend on quality curriculum and instruction. Elements of development of curriculum for the
gifted include:
1. Content/Objective (what is to be taught)
2. Process/Procedure/Thinking
3. Product/Application/Outcome
4. Cognitive
5. Affective
Content/Objective refers to the knowledge that is presented to the student. The HISD
curriculum provides for instruction with classroom activities, which covers material faster and
delves into subjects in greater depth and complexity, while expanding reasoning abilities in
language arts, social studies, science and math.
Process/Procedure refers to the methods for learning that follow a scope and sequence for
product process. Products of the gifted students should include variety and complexity, with an
emphasis placed on appropriateness. (“stuff” not “fluff”)
Units of study in the four core subject areas are planned throughout the program, which give
attention to higher level processes of thinking and problem solving in a self-directed learning
atmosphere with instructional facilitation\guidance.
Higher levels of thinking should be implemented to create curriculum and instruction that is
differentiated using depth and complexity.
The cognitive must be combined with the affective areas of thinking, so that a balance occurs
between the head and heart. “Using higher-level thinking skills will open children’s minds;
developing empathy and concern for others will open their hearts.” (Delisle and Delisle, 1996)
Scheduling modifications are implemented in order to meet the needs of individual students.
Curriculum and resources are designed/modified as needed based on annual evaluations. (See
F20)
Principles of Differentiated Curriculum for the Gifted/Talented
1. Present content that is related to broad-based issues, themes or problems.
2. Integrate multiple disciplines into the area of study.
3. Present comprehensive, related and mutually reinforcing experiences within an area of
study.
4. Allow for in-depth learning of a self-selected topic within the area of study.
5. Develop independent or self-directed study skills.
6. Develop productive, complex, abstract and/or higher level thinking skills.
7. Focus on open-ended tasks.
8. Develop research skills and methods.
9. Integrate basic skills and higher level thinking skills into the curriculum.
10. Encourage the development of products that challenge existing ideas and construct
knowledge.
11. Encourage the development of self-understanding, i.e., recognizing and using one’s abilities,
becoming self-directed, appreciating likenesses and differences between oneself and
others.
12. Evaluate student outcomes by using appropriate and specific criteria through self-appraisal,
criterion referenced and/or standardized test.
13. Present learning that contains depth, complexity, acceleration and/or novelty-depth
(involving trends, patterns, details, unanswered questions, big ideas), complexity (different
points of view, past, present, future), acceleration (faster/slower pacing-compacting), novelty
(originality of individual student, independent studies, long range studies with real-life
products, presentations-authentic performance assessment).
Curriculum Goals
1. Add breadth, depth and complexity to present knowledge with rigor and relevance.
2. Develop understanding of scholarliness.
3. Utilize a variety of instructional media.
4. Raise the student’s conceptual level.
5. Develop and utilize critical thinking skills.
6. Develop and utilize creative abilities.
7. Do independent work.
8. Explore independently and under guidance, many fields of interest.
9. Deal with high-level abstractions.
10. Converse with students of like ability.
11. Participate in planning learning experiences.
12. Apply theory and principles to solving life problems.
13. Develop leadership abilities or become effective leaders.
14. Set and reach immediate and ultimate goals.
15. Develop self-discipline and a sense of social responsibility.
16. Implement mentoring/individual portfolio/education plan when necessary.
IV. Professional Development
Leadership and resources will be provided for effective programming and staff development.
The administrative staff will see that on-going, in-depth, planned programs for staff development
in gifted/talented education are implemented. All staff will receive a general overview for
gifted/talented education and specific information regarding the district program, including
student identification procedures. Teachers who provide instruction and services that are a part
of the program for gifted/talented students will have a minimum of thirty (30) clock hours of staff
development, including nature and needs of gifted/talented students, assessing student needs,
and curriculum and instruction.
Teachers who provide instruction and services that are part of the program for gifted students
receive a minimum of six hours annually of professional development in gifted education.
Administrators and counselors who have authority for program decisions have a minimum of six
hours of professional development that includes nature and needs of gifted/talented students,
and program options for gifted/talented students.
Evaluation of professional development activities for the gifted/talented education will be open,
and the results of the evaluation will be used in making decisions regarding future staff
development plans.
Information relating to opportunities for professional development in the area of gifted education
is published and provided by the State, ESC Region III; obtained at professional conferences,
this information will be disseminated to professionals in the district.
V. Family and Community Involvement
The district shall develop written policies on student identification that are approved by the local
board of trustees and disseminated to parents.
Through an array of learning of opportunities, students K – 12 students will inform parents of the
diversified opportunities of the G/T program. Products and achievements of gifted students are
shared with the parents, community groups and organizations in the fall and spring semester.
Communication and presentations will use the vocabulary of the discipline, relate complex
understandings tailored to the needs of the audience, and include evidence of student planning
and reasoning in accordance with the Texas Performance Standards.
The school district annually provides information on G/T program design through the use of
such items as mailers, newsletters, and the district website. Parents have an opportunity to
provide input for program improvement.
Information Websites:
Hoagies Gifted Educations – www.hoagiesgifted.org
National Association for Gifted Children (NAGC) – www.nagc.org
National Research Center on the Gifted and Talented (NRC/GT –
www.gifted.uconn.edu/nrconlin.html
Texas Association for the Gifted and Talented (TAGT) – www.txgifted.org
Texas Education Agency (TEA) – www.tea.state.tx.us
Subchapter D.
29.121. DEFINITION.
In this subchapter, “gifted and talented student” means a child or
youth who performs and shows the potential for performing at a
remarkably high level of accomplishment when compared to others of
the same age, experience, or environment, and who:
1. Exhibits high performance capability in an intellectual,
creative, or artistic area;
2. Posses an unusual capacity for leadership; or
3. Excels in a specific academic field.
TAG/Advanced Academics
HISD
Furlough Guidelines
The process for students to be furloughed from the Gifted Program, should they so desire, or
should it become apparent they are not suited for it, or are not profiting from the program, is as
follows:
The Selection Committee will make the final decision regarding the length of furlough of
students from the program for educational, psychological and personal reasons after
consultation with both student and parents. They will base their decisions as follows:
1. Parental requests for temporary withdrawals from the program.
2. Student requests for temporary withdrawals from the program.
3. Teacher recommendations based on observations of student behavior, performance,
physical changes and products.
4. Counselor recommendations based on interviews and observations.
5. Personal or social stresses, which prevent self-satisfying student performance.
TAG/Advanced Academics
HISD
Furlough Form
Date: ___________________________________
Student: _________________________________
Campus: _________________________________
Selection Committee Decision:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
We agree to the above decision.
Selection Committee:
______________________________
Parent/Guardian Signature:
_________________________________
______________________________
Student Signature:
______________________________
_________________________________
Gifted and Talented Education Curricular Scope and Sequence: K-12
I.
A. Cognitive Strategies
K
Dimensions of Critical Thought
1
2
3
4
5
6
7
8
9
10
11
12
1. Big Ideas/Generalizations
2. Questioning Techniques
3. Critical Thinking
4. Higher Levels of Bloom’s Taxonomy
5. Intellectual Discovery (Independent Learner)
B. Creative and Productive Thinking
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
1. Fluency
2. Flexibility
3. Original Thinking
4. Elaborative Thinking
5. Creative Problem Solving Process (fact-finding, problemsolving, idea-finding, solution-finding, acceptance-finding)
C. Scholarliness
1. Passion for topic or discipline (thirst for more knowledge)
2. Asks Good Questions
3. Responsibility and Preparedness (brings tools)
4. Sees From Different Perspectives
5. Gathers Relevant Information
6. Ponders Big Ideas
7. Exercises the Intellect
8. Utilizes Multiple Resources
9. Sets Goals
Rendon, 9/00; adapted primarily from Kaplan, 1999
Legend: I = Introduce, D = Develop, R = Reinforce, E = Extend
Differentiation – A method to differ the processes (skills, content, and/or products of the core curriculum in order to make the curriculum responsive to the individual
needs, interests, and abilities of students.
D. Differentiation Using Depth & Complexity
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
1. Language of the Discipline
2. Pertinent Details
3. Patterns
4. Recognize/ Predict Trends
5. Unanswered Questions
6. Societal Rules, Principles and Theories
7. Ethics
8. Global Thinking (Big Ideas)
9. Generalizations
10. Connections Over Time
11. Different Perspectives
12. Connections Among Disciplines
E. Strategies for Differentiation
1. SCAMPER
2. Brainstorming
3. Compacting
4. Independent Study
5. Socratic Questioning
6. Seminar Teaching
7. Tiered Assignments
8. Flexible Grouping
9. Learning Centers
10. Interest Centers
11. Mentorships/ Apprenticeships
Rendon, 9/00; adapted primarily from Kaplan, 1999
Legend: I = Introduce, D = Develop, R = Reinforce, E = Extend
II.
Research Strategies
K
1
Research Skills
2
3
4
5
6
7
8
9
10
11
12
5
6
7
8
9
10
11
12
1. Formulating a Hypothesis
2. Selecting a Research Procedure
3. Collecting Data
4. Organizing Date
5. Testing Hypothesis
6. Formulating/ Verifying/ Communicating Conclusions
III.
Affective Strategies
K
1
Affective Skills
2
3
4
1. Fair-mindedness
2. Exploring Thoughts and Feelings
3. Intellectual Traits (humility, courage, integrity,
perseverance)
4. Risk-taking
5. Understanding Giftedness
6. Appreciation of Individual Differences
7. Value System
8. Managing Time and Stress
9. Leadership and Follow-ship Skills
10. Appreciation of Humor
11. Ability to Critique Self & Others
Rendon, 9/00; adapted primarily from Kaplan, 1999
Legend: I = Introduce, D = Develop, R = Reinforce, E = Extend
Gifted/Talented Education
Scope and Sequence of Products: K-12
A variety of products, including oral, visual, written and kinesthetic, should be encouraged for students
to complete. The product should demonstrate what a student learns about the content and the
concepts. The product should reflect the students’ knowledge, understanding and application of skills.
Baron (1991) sets five standards for developing student-centered products that are authentic.
1. The task is meaningful both to teachers and students.
2. The task is framed by the student.
3. The task requires the student to locate and analyze information, as well as
draw conclusions about it.
4. The task requires students to communicate results clearly.
5. The task requires students to work together for at least part of the task.
Other points to consider:
1. Technology - encourage use of computer-generated text, desk-top publishing
2. Multi-media - develop skills in video, audio, photography
3. Materials - seek out variety, unusual materials
4. Audience - develop realistic outlets, persons or groups that are experts in the
products.
Incorporating these elements nurtures a higher level of quality and builds self-esteem when the
products are in a more polished form.
Rendon, 9/00; adapted primarily from Kaplan, 1999
Product List K – 5
Grade
Levels
Visual
Oral
Written
Kinesthetic
K-5
Art gallery
Board game
Bulletin board
Calendar
Chart
Collection with
illustrations
Diagram
Diorama
Drawing
Family tree
Filmstrip
Graph
Illustration
Map with legend
Mini-center
Mobile
Multi-dimensional
model
Multi-media
presentation
Pamphlet
Picture dictionary
Picture book
Relief map
Rubbing
Timeline
Audio tape
Dialogue
Discussion
Interview
Jungle
Joke
News report
Perspective panel
discussion
Recording
Songs
Storytelling
Student initiated
lesson
Autobiography
Book report
Booklet
Characterization
Cinquain
Classification
Collection with
narrative
Creative word
search
Crossword puzzle
Descriptive
composition
Diary
Dictionary
Fact file
Haiku
Illustrated story
Journal letter
writing
Limerick
Newspaper
Outline
Poetry
Questionnaire
Recipe
Self-evaluation
Story problem
Student initiated
questions
Survey
Travelogue
Charades
Dance
Demonstration
Dramatization
Experiment
Game
Improvisation
Invention
Pantomime
Puppet show
Rap
Role play
Scavenger hunt
Signing
Skit
Rendon, 9/00; adapted primarily from Kaplan, 1999
Product List 6-12
Grade
Levels
Visual
Oral
6-8
Advertisement
Cartoon
Collage
Comic strip
Constructing
symbols
Editorial cartoon
Etching
Model
Mosaic
Scrapbook
Sketch
Commercial
(radio/TV)
Eulogy
Mock trial
Newscast
(radio/TV)
Pun
9-12
Computer program
Costume
Display
Exhibit
Flow chart
Graphic design
Magazine
Montage
Movie
Mural
Museum exhibit
Painting
Photo essay
Set design
Debate
Monologue
Portfolio
Radio show
Reader’s theatre
Seminar
Speech
Rendon, 9/00; adapted primarily from Kaplan, 1999
Written
Annotated
bibliography
Advice column
Biography
Book for children
Editorial
Essay
Fable
Fairy tale
Lyrics
Magazine article
Musical
composition
Myth
Reference file
Research paper
Scenario
Article
Case study
Comparative
analysis
Feature story
Guidebook
Manual
Mathematical
analysis
Script
Short story
Songs (collection)
Sonnet
Kinesthetic
Campaign
Ceramics
Mime
Socio-drama
Vignette
Weaving
Alchemy (jewelry
making)
Musical
production
Project
performance
Sculpting
Silk screening
Simulation
Talk show
Differentiation
Depth
* trends
* patterns
* details
* unanswered questions
* big ideas
Complexity
* different point of view
* past
* present
* future
Acceleration
* faster/slower pacing
* compacting
Novelty
* originality of individual student
* independent studies
* long range studies with real life situations
* variety of presentations - authentic performance
Differentiated Curricula for the Gifted
1. Extends and/or replaces traditional learning experiences (not just more work).
2. Is productive thinking (goal-oriented creative thinking) — not reproductive thinking
(learning correct answers) — knowledge constructionists.
3. Is complex thinking (not just harder work).
4. Is learning concepts (not just names and dates).
5. Is applying learning (not just regurgitating it).
6. Is associating and interrelating learning with other names (not merely compartmentalizing
facts and figures).
7. Is based on student needs and readiness (not grade-level appropriateness).
8. Is learning to evaluate critically (not blindly accepting).
9. Is learning to seek problems (not merely answer posed ones) — creating own questions,
coming up with own answers.
10. Is learning things as they should or could be (not learning only as they are).
11. Is learning that contains depth, complexity, acceleration, and/or novelty —
depth (involving trends, patterns, details, unanswered questions, big ideas),
complexity (different point of view/examining past, present future singularly, in combination or
all at the same time),
acceleration (faster/slower pacing, compacting),
novelty (originality of individual student, independent studies, long range studies with real life
outcomes/products for specific audience).
Kaplan 1974/1999
Scholarliness
Deborah Dobie 99
Scholarliness
Deborah Dobie 99
Facilitating the Understanding of Depth and Complexity
Note to Teacher: This chart identifies key questions, thinking skills, and dimensions of Depth or
Complexity.
Key Questions can be used in the context of lesson plans to probe understanding and to
prompt students during discussions.
o The thinking skills can be used to initiate the type of cognitive operations or thinking that could
best prompt each of the dimensions of depth and complexity.
o
Icons
The resources listed are the most logical references in which to locate the type of information
required by each of the dimensions of depth and complexity. Teachers may add to
any of these lists as appropriate.
Prompt
Language
of the
Disciplines
Details
Patterns
Trends
?
?
? ?
?
?
Key Questions
What terms or words are
specific to the work of the
______________ ?
(disciplinarian)
What tools does the ________
use?
(disciplinarian)
What are its attributes?
What features characterize
this?
What specific elements define
this?
What distinguishes this from
other things?
What are the reoccurring
events?
What elements, events, ideas
are repeated over time?
What was the order of events?
How can we predict what will
come next?
What ongoing factors have
influenced this study?
What factors have contributed
to this study?
Unanswered What is still not understood
Questions
about this area/ topic/ study/
discipline?
What is yet unknown about this
area topic/ study/ discipline?
In what ways is the information
incomplete or lacking in
explanation?
Thinking Skills
Resources
o
o
Categorize
Identify
o Texts
o Biographies
o
o
o
o
o
o
Identify traits
Describe
Differentiate
Compare/contrast
Prove with evidence
Observe
o Pictures
o Diaries or
journals
o Poetry
o
Determine relevant vs.
irrelevant
Summarize
Make analogies
Discriminate between
same and different
Relate
Prioritize
Determine cause and
effect
Predict
Relate
Formulate questions
Hypothesize
Recognize fallacies
Note ambiguity
Distinguish fact from
fiction and opinion
Formulate questions
Problem solve
Identify missing
information
Test assumptions
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o Time lines
o Other
chronological
lists
o
o
o
o
Journals
Newspapers
Graphs
Charts
o Multiple and
varied
resources
o Comparative
analysis of
autobiographic
al and current
nonfiction
o Articles, etc.
Icons
Prompt
Rules
Ethics
Big Ideas
Over Time
Different
Perspectives
Key Questions
How is this structured?
What are the stated and
unstated causes related to the
description or explanation of
what we are studying?
What dilemmas or
controversies are involved in
this area/ topic/ study/
discipline?
What overarching statement
best describes what is being
studied?
What general statement
includes what is being studied?
How are the ideas related
between the past, present,
future?
How are these ideas related
within or during a particular
time period?
How has time affected the
information?
How and why do things
change or remain the same?
What are the opposing
viewpoints?
How do different people and
characters see this event or
situation?
Rendon: 9/28/99 Workshop Region III
Thinking Skills
o Generalize
o Hypothesize
o Judge credibility
o
o
Judge with criteria
Determine bias
o
o
o
Prove with evidence
Generalize
Identify the main
idea
o
o
o
o
o
o
Resources
o Editorials
o Essays
o Laws
o Theories
o
o
o
o
o
o
Editorials
Essays
Autobiographies
Journals
Quotations
Discipline related
essays
Relate
Sequence
Order
o
o
o
o
o
Time lines
Text
Biographies
Autobiographies
Historical
documents
Argue
Determine bias
Classify
Biographies
Autobiographies
Mythologies
Legends vs. nonfiction
o Accounts
o Debates
o
o
o
o
Evaluation
Long Range Goal: The district will have an improved differentiated curriculum that will focus on
creating students that will be prepared thinkers ready to accomplish AP courses, capable of producing
products for the DAP, transferring content, process and product to real world situations, and using
technology for advanced learning and production of knowledge.
Evaluation question
To what extent does the district have an improved differentiated curriculum?
Standard
o The district will have revised student objectives.
o The district will have AP courses with differentiated curriculum and instruction that is providing
opportunities for creation of products, transferring of knowledge and use of technology.
Results:
o
o
o
o
Differentiated student objectives,
Differentiations in the general classroom incorporating the Texas Performance Standards,
Informed parent and community groups,
Trained personnel in accordance with TEA compliance.
Bright Child
Gifted Learner
Knows the answers.
Asks the questions.
Is interested.
Is highly curious.
Is attentive.
Is mentally and physically involved.
Has good ideas.
Has wild, silly ideas.
Works hard.
Plays around, yet tests well.
Answers the questions.
Discusses in detail, elaborates.
Top group.
Beyond the group.
Listens with interest.
Shows strong feelings and opinions.
Learns with ease.
Already knows.
6-8 repetitions for mastery.
1-2 repetitions for mastery.
Understands ideas.
Constructs abstractions.
Enjoys peers.
Prefers adults.
Grasps the meanings.
Draws inferences.
Completes assignments.
Initiates projects.
Is receptive.
Is intense.
Copies accurately.
Creates a new design.
Enjoys school.
Enjoys learning.
Absorbs information.
Manipulate information.
Technician.
Inventor.
Good memorizer.
Good guesser.
Enjoys straightforward, sequential
presentation.
Thrives on complexity.
Is alert.
Is keenly observant.
Is pleased with own learning.
Is highly self-critical.
Janice Szabos from Challenge, 1989
Forms/ Applications/ Check Lists
Checklist
TAG Program Status
Gifted/Talented
DIRECTIONS:
Place the appropriate letter in the space listed preceding criterion:
N - Not at this time
D - In process of developing
A - Accomplished
NA - Not appropriate
IDENTIFICATION
__________________
Identification document containing 5 criteria (2 objective, 3 subjective)
appropriate for selected program organization
__________________
Nominating committee appointed and active
__________________
Use of parent(s) on nominating committee
__________________
Selection committee appointed and active
__________________
Provisions for exiting program
__________________
Allowance for trial period in class with provisions for removal
__________________
Use of profile to identify and select students
__________________
Use of matrix to select students
__________________
Appropriate kindergarten procedures in place
STAFF DEVELOPMENT
__________________
Written long-range plan for continuous staff development
__________________
Provisions for use of district personnel to provide staff development
__________________
Provisions for use of “outside” consultant(s) to provide staff development
__________________
Use of Region III ESC personnel to provide staff development
__________________
Planned in-service for regular teachers
__________________
Planned in-service for new faculty
__________________
Release time provided for teachers in program to attend training sessions
Developed by H. Taulbee 1989
CURRICULUM
__________________
Long-range curriculum plan
__________________
Skeletal curriculum framework
__________________
Scope/sequence
__________________
Curriculum guides available
__________________
Unit plans
__________________
Course descriptions
__________________
Honors courses
__________________
Advanced placement credit
__________________
International baccalaureate credit
__________________
Adequate materials/resources to accompany curricula
__________________
Differentiated curriculum developed from regular curriculum
__________________
Differentiated curriculum developed separately
__________________
Frequent use of Region III ESC materials/resources
__________________
Use of special exemplary programs to interface district e.g., CATS, SOI,
SAGE, Future Problem Solving, Destination Imagination, Decathlon,
etc.
PARENTAL/COMMUNITY INVOLVEMENT
__________________
Formal parent/community advocacy group
__________________
Informal parent/community advocacy group
__________________
Scheduled parent/teacher conferences
__________________
Consistent method of reporting student progress to parents
__________________
Parent/community volunteers active in program
__________________
Provisions for parent/community input into program planning and/or
implementation
EVALUATION
__________________
Regular schedule for program evaluation
__________________
Assessment of student growth integral part of program evaluation
__________________
Assigned personnel responsible for evaluating program and
communicating results
__________________
“Outside” consultant(s) evaluate program
__________________
A wide variety of information sources used in evaluating program
__________________
Evaluation findings communicated to various interested audiences
OVERALL PROGRAM IMPLEMENTATION
__________________
Clearly stated goals, objectives and policies for the program
__________________
Stated goals for community awareness and public relations
__________________
Full-time G/T coordinator
__________________
Part-time G/T coordinator
__________________
Teacher(s) with G/T endorsement teaching in program
__________________
All teachers in program have minimum of 5 days prior in-service
__________________
Extra financial compensation for G/T teachers
__________________
Extra planning periods for G/T teachers
__________________
Community-based educational experiences encouraged and supported
__________________
Adequate teacher resources available at district
__________________
Provision for student input into program implementation when appropriate
__________________
Available program description document
__________________
Efficient schedules implemented for all facets of program
__________________
Provisions for continuity of program K-12
__________________
Systematic grading policies
__________________
Comprehensive record keeping
Dear Parent/Guardian,
Hallettsville ISD would like to offer you the opportunity to assist us in locating children who are potential
candidates for the district TAG (talented and gifted) Program designed for those students who achieve, or
have the potential to achieve, above the level that may be expected of their peers.
Since no one knows a child better than his/her parent, we request that you help us in this identification
process. If you feel your child qualifies as a candidate for TAG screening, please complete the parent
nomination form below.
Please realize that NO ONE FORM identifies a child as accepted into the program. A screening process
with no less than FIVE criteria determines, or TAGs, those student who meet all FIVE criteria to qualify.
Those specifications are met according to TEA (Texas Education Agency) guidelines. In addition, HISD has
board policy that must be met at all grade levels for TAG identification. In keeping with the high standards
of HISD, we recognize and identify individual student needs and strengths. The district’s screening
process utilizes several forms of information before final identification is made. Please recognize too that
placement is not always permanent; reevaluation will occur regularly and may indicate that the child’s
needs may best be met in the regular education program. Regardless, we assure you that we hold your
child’s needs in highest regard.
We appreciate your participation in the screening process. We also thank you for your co-operation and a
prompt response.
TAG of Hallettsville ISD
Date: ________________________
I, ____________________________, nominate the following student(s) to be screened for
the Hallettsville TAG program.
The person filling out this form is a: Teacher
Parent
Other _____________________
Student’s Name ____________________________________ Age ______________________
Home Campus _____________________________________ Grade ____________________
Gifted and Talented
TAG Program of HISD
Parent Questionnaire
Do you think your child may be ahead of other children his or her age? Please read each of the sentences below.
For each item, place and X in the box that best describes your child.
My Child...
Very Little
Some
A Lot
Very Little
Some
A Lot
Child’s Name ___________________________________________________________ Child’s Age ________
Child’s Birth Date __________________ School _________________________________________________
Child’s Teacher ___________________________________________________________________________
Parents’ Names ___________________________________________________________________________
Parents’ Address __________________________________________________________________________
Parents’ Home Phone ________________________________________ Work Phone ____________________
Gifted and Talented
TAG Program of HISD
Date ______________
I, ____________________________________ nominate the following student to be screened for the
Hallettsville TAG program.
The person filling out this form is a: teacher
parent
other __________________________
Student’s Name _____________________________________________
Age _____________
Home Campus
Grade ___________
_____________________________________________
A. What makes this student seem special to you?___________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
B. Are you aware of any experiences of this student, which suggest he/she has special academic gifts
or talents (awards, creations, leadership)? If so, list or describe such experiences.
__________________________________________________________________________________
__________________________________________________________________________________
C. On the following items, check the column which, in your estimation, best describes the student:
Rarely
1. Learns rapidly and clearly
2. Thinks clearly and logically
3. Reads above grade level
4. Retains what he/she has heard
or read without needing drill
5. Is independent, self-sufficient
6. Is curious, investigative
7. Asks deep, searching questions
8. Has long attention span
9. Produces original products/ideas
10. Prefers complex ideas
Occasionally
Often
Most of
the time
Gifted and Talented
TAG Program of HISD
GT Nomination
MEMO
To: Teachers
From:
Date:
Concerning: TAG Nominations
________________________________________________________________________________
This year’s almost over. Hard to believe - but before it ends, please let me know if you have any
students that you would recommend for our TAG program.
If possible, I need your list by ________________________. Please use the space below for listing.
Thanks!
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Comments:
TAG/Advanced Academics
Gifted and Talented Program of HISD
Looking for Children Who May Be Gifted
If you observe a child showing some of the following behaviors, you may want to look more closely.
That child could be gifted.
In the classroom does the child Ask a lot of questions?
Show a lot of interest in progress?
Have lots of information on many things?
Want to know why or how something is so?
Become unusually upset at injustices?
Seem interested and concerned about social or political problems?
Often have a better reason than you do for not doing what you want done?
Refuse to drill on spelling, math facts, flash cards, or handwriting?
Criticize others for dumb ideas?
Become impatient if work is not “perfect”?
Seem to be a loner?
Seem bored and often have nothing to do?
Complete only part of an assignment or project and then take off in a new direction?
Stick to a subject long after the class has gone on to other things?
Seem restless, out of seat often?
Daydream?
Seem to understand easily?
Like solving puzzles and problems?
Have his or her own idea about how something should be done? And stay with it?
Talk a lot?
Love metaphors and abstract ideas?
Love debating issues?
This child may be showing giftedness cognitively.
Does the child Show unusual ability in some area? Maybe reading or math?
Show fascination with one field of interest?
And manage to include this interest in all discussion topics?
Enjoy meeting or talking with experts in this field?
Get math answers correct, but find it difficult to tell you how?
Enjoy graphing everything? Seem obsessed with probabilities?
Invent new obscure systems and codes?
This child may be showing giftedness academically.
Does the child Try to do things in different, unusual, imaginative ways?
Have a really zany sense of humor?
Enjoy new routines or spontaneous activities?
Love variety and novelty?
Create problems with no apparent solutions? And enjoy asking you to solve them?
Love controversial and unusual questions?
Have a vivid imagination?
Seem never to proceed sequentially?
This child may be showing giftedness creatively.
Does the child Organize and lead group activities? Sometimes take over?
Enjoy taking risks?
Seem cocky, self-assured?
Enjoy decision-making? Stay with that decision?
Synthesize ideas and information from a lot of different resources?
This child may be showing giftedness through leadership ability.
Does the child Seem to pick up skills in the arts (music, dance, drama, painting, etc.) without
instruction?
Invent new techniques? Experiment?
See minute detail in products or performances?
Have high sensory sensitivity?
This child may be showing giftedness through visual or performing arts ability.
From Barbara Clark: Growing Up Gifted, Ohio, 1983.
Teacher Inventory
TAG Identification
Child’s Name ____________________________
Date _________ School ___________________
Birth Date ____________ Grade _______ Teacher _______________________________________
Please supply the requested information about the named child. The information will be used in making
professional determinations concerning the child’s placement in the TAG program.
For each item, place a check in the box
which most applies to the above
student
4
3
2
1
4 - Almost Always
3 - Sometimes
2 – Rarely
1 - Almost Never
1. Uses vocabulary above his/her
grade level
2. Can read above age
expectations
3. Understands numerical concepts
beyond age expectations
4. Has insight and readily grasps
the intent and direction of ideas
5. Drawing may be sophisticated,
elaborate for age level
6. Shows originality in expression
(verbal and written)
16. Displays an unusual curiosity
7. Demonstrates advanced motor
skills
8. Is a keen and alert observer
22. Has a positive attitude
9. Masters the basic skills quickly
24. Has unusual sensitivity to
people’s feelings
10. Transfer learning easily
(generalizes)
11. Is a self-motivated learner;
enjoys learning
12. Organizes and uses time wisely
25. Handles social situations
easily
26. Has ability to organize people
13. Is task committed (completes
tasks promptly)
14. Works well independently
work
28. Preserves in problem solving
work
29. Has answers to questions
most of the time
15. Possesses high standards of
30. Senses a deeper meaning to
4
3
2
17. Is an independent thinker
18. Reveals originality in ideas;
unusual or different
19. Has a well-developed sense of
humor
20. Fantasizes, imagines,
manipulates
21. Works well in a group
23. Is accepted by classmates
27. Has high energy level
Please add any comments that you feel will give additional insights in this child’s abilities/talents (on the back of this form).
1
Renzulli-Smith Early Childhood Checklist
Name _______________________________________ Grade _________ Age _________________
years
months
School ____________________________________________________________________________
Teacher completing this form ________________________________________________ Sex _____
Directions: Please fill in the information requested above as it applies to a given student. Next, read
each of the following items and check the number that applies to the behavior most often displayed by
the child. Thank you for your time and effort.
4 - Almost Always
3 - Sometimes
2 - Rarely
1 - Almost Never
4
3
2
1
1. Has displayed unusual talent in music, drawing, rhythms, or other art forms
___ ___ ___ ___
2. Expresses a wide range of interests and is curious about almost everything
that goes on around him/her
___ ___ ___ ___
3. Asks many “intelligent questions” about topics in which young children do not
ordinarily have an interest
___ ___ ___ ___
4. Keen observations and retention of information about things he/she has
observed
___ ___ ___ ___
5. The ability to attend or concentrate for a longer period of time than other
children his/her age
___ ___ ___ ___
6. Understands the meaning of and use for maps, diagrams, or graphs better
than other children his/her age
___ ___ ___ ___
7. Knows the relationship among and between various coin denominations
(i.e., 4 quarters = 1 dollar)
___ ___ ___ ___
8. Understands the meaning of number concepts beyond the numbers from
1 to 10
___ ___ ___ ___
9. Accurate use of a large vocabulary
___ ___ ___ ___
10. The ability to tell or reproduce stories and events with great detail
___ ___ ___ ___
11. Carries on “intelligent conversations” with older children and adults
___ ___ ___ ___
12. Learned to read easily
___ ___ ___ ___
13. Can write short stories, poems or letters
___ ___ ___ ___
Column Total
___ ___ ___ ___
Weight
3 ___
2 ___
1 ___
0
___
Weighted Column Total
___ ___ ___ ___
Total
___ ___ ___ ___
Gifted and Talented
TAG Program of HISD
Peer Identification Checklist
GRADE ______
If you need help with your class work, which one of your classmates could help you the best?
Which one of your classmates always seems to have the right answer to the teacher’s questions?
If you need to check your class work to see if it is right, which one of your classmates would have done
it correctly?
Which one of your classmates writes/tells the best stories?
If you had a good story that you could not read, which one of your classmates could read it the best for
you?
If you had a math problem you could not work, which one of your classmates could help with it?
On the playground, who comes with the best games?
TAG -- Gifted and Talented Program of HISD
Peer Nomination Form
Teacher’s Name ____________________________________________________________________
Please Circle - SEX: Boy Girl
GRADE: 4 5 6
ETHNIC CODE: 1 2 3 4 5 6
I’m going to ask you to think of your classmates in a different way than you usually do. Read the
questions below and try to think of which child in your class fits best each question. Think of the boys
and girls, quiet kids and noisy kids, best friends and those with whom you don’t usually play. You may
only put down ONE name for each question. You may leave a space blank. You can use the same
name for more than one question. You may not use your teacher’s name or names of other adults.
Please use first and last names. You do not have to put your name down on this form, so you can be
completely honest. Think carefully about your choices.
1. What boy OR girl learns quickly, but doesn’t speak up in class very often?
__________________________________________________________________________________
2. What girl OR boy needs the most help with his or her schoolwork?
__________________________________________________________________________________
3. What boy OR girl would you choose to translate for a class visitor who spoke only Spanish?
__________________________________________________________________________________
4. What girl OR boy will get interested in a project, and spend extra time and take pride in his or her
work?
__________________________________________________________________________________
5. What boy OR girl has a good sense of humor, and can make people laugh?
__________________________________________________________________________________
6. What girl OR boy would you ask first if you needed any kind of help at home or in the neighborhood.
__________________________________________________________________________________
7. What boy OR girl is clever and smart in school, but doesn’t show off about it?
__________________________________________________________________________________
8. What girl OR boy has a good imagination and thinks of the most unusual, different or interesting
ideas?
__________________________________________________________________________________
9. What boy OR girl is really good at making things up, like dances, games, music and pictures?
__________________________________________________________________________________
10. What girl OR boy will give up quickly on any class project?
__________________________________________________________________________________
11. What boy OR girl asks lots of interesting questions when the class is talking about something?
__________________________________________________________________________________
12. What girl OR boy would you ask first if you needed any kind of help at school?
__________________________________________________________________________________
13. What boy OR girl always treats his or her family AND school friends with respect?
__________________________________________________________________________________
14. What girl OR boy gets along well with all different kinds of kids?
Dr. Anne Udall, University of Arizona
Talent Pool - Who & What
Name ____________________________________________________ Age _______ Grade ______
Male ______ Female ______
Mark each one that fits:
1.
2.
3.
4.
Is always getting excited about new things.
Is really funny sometimes.
Is good at fooling people (shining people on).
Has a quick temper.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Can make stories really interesting.
Can make up good stories.
Has lots of different ideas.
Can tell some of the biggest fibs (lies).
Always tries new styles or new words.
Like to use different or new words.
Is very impatient.
Can really dance.
Can talk to grown-ups easily (is not afraid to talk to grown-ups).
Is good at making things up like games, dances, jokes, music and pictures.
Knows the words to lots of songs.
Gets along well with all different kinds of people.
Can make quick decisions.
Is good at guessing.
Does lots of different kinds of things.
Always asks the best questions (interesting, different).
Seems to know how other people feel.
Seems to notice everything.
Can get children to do things.
Can get grown-ups to do things.
25.
26.
Is really hard to con (to shine, to fool, to hype).
Is “hip” (really knows what is going on).
27.
28.
29.
30.
31.
32.
33.
34.
Is always bragging about different things.
Can talk more than one way (can really talk proper, everyday talk, talk to different groups).
Really knows what they want to do (makes up their own mind).
Seems to know what I am thinking.
Remembers a lot about TV programs.
Knows how to put people down real fast (call down, insult).
Is too nosey (always in everybody’s business).
Can always find something to do.
(Hilliard, 1976)
TAG / Gifted and Talented Program
Hallettsville ISD
(Request for Further Testing)
Date ____________________
Student’s School _____________________________________________________
Dear Parents/Guardian:
The TAG Selection and Placement Committee has met to examine the qualifications of each candidate
for the Gifted/Talented Program. The committee was unable to arrive at a decision about
____________________________.
To ensure appropriate placement, the district guidelines require that the TAG Selection and Placement
committee must have five pieces of information on each student that is being considered for the
Gifted/Talented Program. At this time, your child’s file does not contain enough information. By the
end of the first six-weeks, all information should be available to complete the identification process.
You will be notified of the committee’s results.
cooperation.
Sincerely,
Members of the Selection Committee
Meanwhile, we thank you for your interest and
TAG / Gifted and Talented Program
Hallettsville ISD
(Program Acceptance)
Dear Parent or Guardian
Your child ________________________ has met the district’s criteria for admittance into the Gifted and
Talented program.
The use of accelerated and enriched content exposes students to knowledge and skills that connect
with their mental, rather than chronological, age. The program utilizes teaching strategies and learning
experiences that require high order thought processes and encourage the use of resources beyond
those reserved for their age or grade level. Students are guided throughout their learning to move from
consumers of knowledge to producers of knowledge. Your child will be encouraged to develop skills in
creative/critical thinking, problem-solving, self-directed and independent learning, as well as written and
oral communication.
Parents are an important part of our school program, and particularly so with our gifted/talented
students. We face many challenges with these children in providing an appropriate instructional
program for them, and we want to have your support in encouraging them to participate actively with a
positive, cooperative attitude.
If you desire your child to participate in this learning experience, please return this permission form to
your child’s principal no later than __________________________.
==============================================================================
I give permission for my child ___________________ to be included in the TAG program. I understand
that participation in this program is voluntary and on a selective basis. I also understand that periodical
reviews of my child’s progress will be made to ascertain the need for his/her continued placement in
this program.
---------------------------------------------------------------------------Parent/Guardian Signature
--------------------------------------Date
TAG / Gifted and Talented Program
Hallettsville ISD
(further time needed for evaluation)
Date ____________________
Student’s School _____________________________________________________
Dear Parents/Guardian:
The TAG Selection and Placement Committee has met to examine the qualifications of each candidate
for the Gifted/Talented Program. The committee was unable to arrive at a decision about
____________________________.
To ensure appropriate placement, the district guidelines require that the TAG Selection and Placement
committee must have five pieces of information on each student that is being considered for the
Gifted/Talented Program. At this time, your child’s file does not contain enough information. By the
end of the first six-weeks, all information should be available to complete the identification process.
You will be notified of the committee’s results.
cooperation.
Sincerely,
Members of the Selection Committee
Meanwhile, we thank you for your interest and
TAG / Gifted and Talented Program
Hallettsville ISD
(DNQ)
Date _______________________
Student’s School ________________________________________________________
Dear Parents/Guardian:
Identification procedures of the TAG Program have been completed for you child.
___________________ did very well on the screening tests and has shown potential for successful
academic achievement.
However, he/she did not meet all of the district criteria for acceptance into the TAG Program. After
careful consideration, it was decided that your child’s needs will be met best by remaining in the
existing instructional program.
Sincerely,
Members of Selection Committee
Suggested Interview Format
Region 14 Education Service Center
(Teacher to Nominated Student):
“We’re having a talk today because your teacher has nominated you for the Alpha program. This time
together will give me a chance to get to know you a little better and answer any questions you may
have about Alpha. Do you have any questions about Alpha Classes, how people get into Alpha, or
what they do in the class?” (Answers student’s questions) or (“Maybe you’ll think of some as we talk.”)
1. “Suppose you were studying the solar system in science. If your teacher gave you a choice of
three assignments (assuming all three were worth the same number of points), which one would you
choose?
a. Look up planets in the encyclopedia. Write one fact about each of the nine planets.
Use your best handwriting and turn in your work.
b. Choose two planets. Write a paragraph describing life on each one. Give a speech to
the class explaining why one would be the best place for a human colony.
c. Build a model of the solar system that lights up and rotates.”
2. “Suppose you were studying multiplication in math. Which assignment would you prefer if all three
were worth the same?
a. Do the last ten multiplication problems on page 79 of your book. Show your work
clearly before turning it in.
b. Make up a worksheet with 20 multiplication problems for your classmates. Be sure to
include the answers.
c. Prepare a big display with poster board and construction paper that explains how
addition is related to multiplication. Include a typed sheet explaining the display and put
it up in your classroom.”
3. “Suppose you were studying the 50 states in social studies. Which assignment would you choose?
a. Look up your two favorite states in the encyclopedia. List the capitals and one fact
about each of the two states.
b. Evaluate the 50 states in terms of weather, attractions and landforms. Write a page
explaining why one state is better than all the others for family vacations.
c. Use plaster to make a 3-D model of all the states you would have to cross on your
way to California. Label the cities, rivers, mountains and other features shown on your
model.”
4. “Suppose you were assigned to write a report for language arts. Which way would you prefer the
teacher to give you the assignment?
a. Class, I want you to write a report on the things we learned earlier this week. Write in
pencil on the front side only. Put a three-word title at the top and don’t forget to write
your name in the upper right hand corner.’
b. Class, I want you to write a report that is at least two pages long about one of these
topics. (The teacher has an interesting list of choices.) Include at least three pictures
that you cut out of magazines and newspapers. Don’t forget a title and your name.’
c. Class, I want you to write a report that tells all about a topic of your choice. Don’t ask
me how long it should be. Remember to use your imagination in collecting pictures and
models to go with your report so it will be interesting when you present it to the class.’”
5. “Do you like the teacher to explain assignments in detail, or do you prefer that the
teacher lets you do assignments your own way?”
6. “Do you like to do easy assignments to get a good grade, or do you prefer more involved projects
that interest you a great deal.”
7. “Do you try to do well on tests to make a good grade, make the teacher happy, make your parents
proud, or feel satisfied?”
8. “If you were to get a ‘D’ on a test, would it be because the test was too hard, because the teacher
was unfair, or because of something else?”
9. “If you were to get a ‘D’ on a test, would you feel dumb, unlucky, mad, or unprepared?”
10. “Who wants you to be in Alpha the most - - your teacher, your parents, or you?”
11. “Which sections of the newspaper do you read?”
12. “What kind of books do you enjoy?”
13. “Do you watch the news on television?”
14. “What’s the most interesting thing that has happened in the news recently?”
(If the category of the answer to this question is..................., then ask....................)
• Human Interest - “What kind of things make a person (an animal, an object, etc.),
such as this one important enough to be in the news?”
• Natural Disaster - “Explain why you do or do not believe that one disaster like a flood
or tornado is worse than another, such as a fire, earthquake, or a volcano eruption.”
• Man-made Disasters - “What kind of things could people do to avoid these types of
situations, and why should they even try?”
• Crime - “What kinds of things could we do with people who break the law besides put
them in jail? Which one is the best solution and why?”
• Government - “Compare the leader of a country to the principal of a school. What
kinds of things make them good leaders, and what makes them bad for the people?”
15. “If you had a project to do for social studies using the newspaper, would you prefer the teacher tell
you exactly what to do for a good grade, or would you rather decide on your own way of doing the
project?”
16. “If the teacher doesn’t know an answer and asks you to look it up in the library, do you feel angry,
frustrated, bored, or excited?”
17. “When the teacher asks a question and then says there’s no correct answer, do you feel angry,
frustrated, bored, or excited?”
18. “If a teacher asks you what a clock, a book and a computer have in common, would you prefer to
give one answer or three? What would you answer?”
19. “Do you like to write? If so, what kinds of things do you write?”
20. “If you chose to study a topic in class that everyone else thought was dumb, would you do
it anyway, trade it for another topic, or hide your papers and books so that no one knew you were
studying it?”
TAG/Advanced Academics
Minority Checklist
The following is a listing of minority characteristics and learning styles. Use this for evaluating children
in your classroom. This may be used for “jot down” purposes as well as a rating sheet. If using as a
rating sheet for an individual student, rank each statement either 5, 4, 3, 2, 1, with 5 being the highest.
Definition of giftedness: “Gifted and talented” means a child or youth who performs at, or shows the
potential for performing at, a remarkably high level of accomplishment when compared to others of the
same age, same experience, or same environment and who exhibits high performance capability in an
intellectual, creative, or artistic area; possesses an unusual capacity for leadership; and/or excels in a
specific academic field.
In our community, African American gifted children:
________
1. Work more with their hands
________
2. Are expressive and emotional
________
3. Note relationships among persons, places, and/or things
________
4. Appreciate being different
________
5. Want to have novelty in their lives
________
6. Want flexibility in figural/non-verbal media
________
7. Recognize problems
________
8. Try new modes of observation
________
9. Like to experiment and/or be innovative
________
10. Like to work in small groups
________
11. Look at thought holistically/look at the whole picture/not just in parts
________
12. Like physical activity
________
13. Enjoy creating interesting games, music, art, stories
________
14. Speak theatrically, animatedly
________
15. Have original ideas in problem solving
________
16. Like to act out, role play
________
17. Are good at storytelling, tall tales
________
18. Prefer graphs, pictures, videos, and enjoy expressing creativity in these media
________
19. Use descriptive language/use language in intentional descriptive way
________
20. Use gestures in the form of creative movement/facial expressions, in order to
communicate
________
21. Have ability to do skilled movements such as skating, typing, waltzing,
somersaulting, punting, juggling
________
22. Have ability to endure physical activity for long periods of time
________
23. Have ability to meet the demands of the environment with vigor
________
24. Have ability to coordinate eyes, hand and foot activities
________
25. Have strong ability in school leadership roles
________
26. Have strong ability in playground leadership roles
________
27. Have the ability to analyze behavior
________
28. Have a sense of loyalty: what seems fair or ethical for friends
________
29. Have ability to think of novel ideas for survival in particular environments
________
30. Have ability to use many ways to deal with and capitalize upon aspects of culture
and/or environment
________
31. Have the ability to develop unusual toys, garments and job facilitating items
________
32. Have the ability to think of analogies using own culture, economic level, or
geographic environment
________
33. Have the ability to laugh at themselves
________
34. Enjoy activities of the school day
________
35. Have ability to understand plans and activities related to the usual environment
and experience
________
36. Have ability in memory of events, ideas, etc.
________
37. Have richness of imagery in informal language
________
38. Express feelings and emotions
________
39. Suppress questioning behavior
________
40. Have large vocabulary inappropriate for school setting
________
41. Think in Black English, which hinders school performance
________
42. Make up games and activities
________
43. Need less supervision
________
44. Frequently have artistic, musical, creative writing, psychomotor, and/or leadership
talent
________
45. Have global intellectual ability
________
46. May neglect school work due to other interests
________
47. Have strong concentration due to persistent noise in environment
________
48. Have adaptability that is well coordinated
________
49. Are “streetwise” and recognized by others as youngsters who have ability to make it ________
50. Hide intelligence for fear of not fitting into the environment
________
51. Have keen sense of justice and quickly perceive injustice
________
52. Appear to focus on people and their activities rather than objects
________
53. Tend to approximate space, number and time instead of aiming for complete
accuracy
________
54. Tend to view things in their entirety and not in isolated parts
________
55. Explore better or wiser choices
________
56. Seek structure and organization in required tasks
________
57. Have keen sense of humor
________
58. Have humor containing symbolism
________
59. Have impetuous, loud, uproarious laugh
________
60. Make up own words, play with Black English
________
61. Want and seek center of attention
________
62. Memorize long stories and raps with humorous word play
________
63. Have sense of responsibility to family unit
________
64. Enjoy being needed
________
65. Tend to dominate peers or situations
________
66. Are individualists, like to work alone
________
67. Use memory as thinking strength
________
68. Respond to external motivation/want to please
________
69. Have community based entrepreneurship capabilities
________
Reference Notations - The following is a listing of resources used to develop the above checklist:
Anthony, Tommie Sue. (1990). Identification of Gifted Disadvantaged African/American
Students. CAG Communicator. 9-11
Baldwin, Alexinia. (1981). “Supplemental Checklist for Abilities in Children from Different
Culture, Socio-Economic Backgrounds and Geographic Locations.” Identification Matrix. New York, NY:
Trillium Press.
Gay, J.E. (1978). Proposed Plan for Identifying Black Gifted Children. Gifted Child Quarterly. 22
(3), 353-360.
Sisk, Dr. Dorothy. Handout/Minority Checklist. Sources cited within handout. November
Conference 1994. Fort Worth.
TAG/Advanced Academics of HISD
Checklist for Instructional Planning
Please check the items that best describe this classroom:
Class this year was:
Challenging
Terrible
Thought-provoking
Worthless
Well organized
Valuable
Asked good questions
Too difficult
Colorful
Too easy
Clear
Student-centered
Interesting
Dull
Learning experience
Stimulating
Successful
Boring
Important
Demanding
Exciting
Profitable
Decision-making
Teacher/Classroom Evaluation:
Read each of the following statements and then circle whatever you feel is an appropriate response either yes or no.
1. Methods in this classroom require students to think about their ideas and the
ideas of others.
Yes
No
2. The teacher praises more that criticizes.
Yes
No
3. The teacher seems to have favorite students.
Yes
No
4. Teacher calls on the same students all the time.
Yes
No
5. A lot of instructional materials are used.
Yes
No
6. Teacher demonstrates flexibility in teaching.
Yes
No
7. Students’ opinions are valued.
Yes
No
8. Time for thinking is planned into class activities.
Yes
No
9. This class is like all other classes.
Yes
No
10. Teacher uses lots of worksheets.
Yes
No
11. Teacher has good sense of humor.
Yes
No
12. Teacher respects students.
Yes
No
13. Teacher makes subject interesting.
Yes
No
14. Students are not afraid to ask/answer questions.
Yes
No
15. Students are not afraid of being smart.
Yes
No
16. Grade acquired in this class is the most important factor.
Yes
No
17. Teacher apologizes for personal mistakes.
Yes
No
18. Methods of teaching reflect sound knowledge of subject matter.
Yes
No
19. Teacher is willing to experiment/try new ideas.
Yes
No
20. Democratic atmosphere prevails in classroom.
Yes
No
21. Teacher involves students in creating a positive learning environment.
Yes
No
22. Teacher uses problem-solving techniques.
Yes
No
23. Teacher causes students to use problem-solving techniques.
Yes
No
24. Teacher helps students identify barriers to achieving objectives.
Yes
No
25. Teacher encourages students to respect each other’s talents, abilities,
interests and needs.
Yes
No
26. Teacher asks questions of students that require more than memory/recall.
Yes
No
27. Methods used by teacher require students to think about their ideas,
opinions and answers.
Yes
No
28. Methods used by teacher reflect that teacher sees things from students’
point of view.
Yes
No
29. Methods used by teacher require students to think about thinking.
Yes
No
30. Methods used by teacher require students to be flexible, fluent, original and
elaborate.
Yes
No
31. Methods used by teacher require students to analyze, synthesize and
evaluate.
Yes
No
32. Methods used by teacher allow students to make real-world connections/
application.
Yes
No
A. List the activities which you like the BEST in this class. Place them in order with number one being
your most favorite activity. You may list one activity or as many as you wish.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
B. List the activities you liked the LEAST in this class. Place them in order with number one being your
least favorite activity. You may list one or as many activities as you wish.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
C. Please list any problems you have had since being in this class.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
D. Please make any additional comment you feel is needed about this class, or about your personal
growth, or anything else you feel is important.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Adapted from Simpson, R.E. and Martinson, R.A.-California State Department of Education, 1961.
TAG/Advanced Academics
Pupil Self-Evaluation
Grades 3-12 -- HISD
Name _______________________________________________________
Please think of yourself at the present time in comparison to last year. As a result of this year’s work in
this class, please rate yourself on the following items. Place the numbers 1, 2, 3, 4, 5 on the line
following each item, according to the scale below.
1 - Much less
2 - Less
3 - About the same
4 - More
5 - Much more
1. Ability to think things through for yourself
2. Knowledge of subject matter areas (science, social studies, and others I have taken)
_____
3. Interest in school
_____
4. Ability to see how things go together in a situation (see relationships)
_____
5. Ability to find information
_____
6. Ability to work well by myself
_____
7. Ability to work well in groups
_____
8. The liking and respect of other pupils for me
_____
9. Ability to judge the usefulness of facts
_____
10. Ability to get along with my teachers
_____
11. Enjoyment of learning
_____
12. Knowledge of basic skills
_____
13. Curiosity about learning new things
_____
14. Ability to accept responsibility
_____
15. Opportunity to make things, experiment and use ideas
_____
16. Knowledge of my strengths and weaknesses
_____
17. Willingness to do work as a leader
_____
18. Feelings of accomplishment experienced
_____
19. Awareness of fluency, flexibility, originality, elaboration strengthened
_____
20. Ability to analyze, synthesize, evaluate strengthened
_____
21. Ability to reflect/think about thinking
_____
22. Encouraged to ask and answer complex questions
_____
23. Ability to think at higher levels
_____
24. Ability to respect other opinions
_____
25. Understanding of why I am in this particular class
_____
26. Focus of instruction on student learning
_____
27. Opportunities to apply student abilities to real world
_____
28. Opportunity for student discussion/debate
_____
29. Less emphasis on memory/recall - more emphasis on applying/using information gained
_____
30. Understanding concept of “scholarliness”
_____
Additional comments:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
TAG -- Gifted and Talented Program of HISD
Student Evaluation
Grades 3-8
The purpose of this questionnaire is to allow you to assist us in evaluating this year’s program so we
can plan for next year. Please be honest and give your true feelings. You do not have to sign your
name. Thank you for your help. (Please return to the office of your building principal.)
On the following six questions, please circle yes or no in response to the question:
1. Have you enjoyed being in the TAG Program?
Yes
No
2. Do you believe you are doing as well in your regular classroom work since
beginning the program?
Yes
No
3. Do you believe you have improved in your ability to think creatively and
divergently since you have been in the program?
Yes
No
4. Have you been able to use in your regular classroom work, some of the
higher level thinking skills emphasized in the TAG program?
Yes
No
5. Do you enjoy school more since you have been attending the TAG class?
Yes
No
6. Do you want to be in the TAG class next year?
Yes
No
Why or Why not? ____________________________________________________________________
__________________________________________________________________________________
On the following questions, please be honest and list those items that you believe are most
important:
A. List the activities you like best in the TAG Program. Place them in order with number one being your
most favorite activity. You may list one activity or as many as you wish.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
B. List the activities you like the least in the TAG Program. Place them in order with number one being
your least favorite activity. You may list one or as many activities as you wish.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
C. Please list any problems you have had since being in the TAG Program.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
D. Please make any other comments you would like to make about the TAG Program.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please place a check by all the items that best describe TAG:
Challenging
Terrible
Thought-provoking
Worthless
Well organized
Valuable
Not what I thought
Profitable
Analyze
Real world problems
Adapted from Marcie Voss/LEAP Program
Too difficult
Colorful
Too easy
Clear
Student-centered
Interesting
Asks good questions
Learning experience
Synthesize
Problem solving
Stimulating
Successful
Boring
Important
Demanding
Exciting
Dull
Fluent, flexible, original
Evaluate
Decision-making
TAG/Advanced Academic Student Evaluation
Directions: In order to voice your opinions about what makes for a good class and enjoyable classroom,
and better teaching and learning, write down your answers to the following questions. Remember there
are no right or wrong answers. I want your opinion.
1. What are the good things about your class? List five.
a. __________________________________________________________________________
b. __________________________________________________________________________
c. __________________________________________________________________________
d. __________________________________________________________________________
e. __________________________________________________________________________
2. What are some things you don’t like about this class? List five.
a. __________________________________________________________________________
b. __________________________________________________________________________
c. __________________________________________________________________________
d. __________________________________________________________________________
e. __________________________________________________________________________
3. What do you like best about our classroom? List at least three things.
a. __________________________________________________________________________
b. __________________________________________________________________________
c. __________________________________________________________________________
4. What do you like least about our classroom? List at least three.
a. __________________________________________________________________________
b. __________________________________________________________________________
c. __________________________________________________________________________
5. What bothers you most about the way I teach?
6. What bothers you most about your classmates?
7. What bothers you most about yourself?
8. Would you recommend a friend to become a member of this class? Tell me why you answered yes
or no.
9. If you were the teacher in this classroom, what would you do to make it a better place for your
students?
10. How do you feel about:
a. Your relationship with me?
b. Your relationship with your classmates?
TAG -- Gifted and Talented Program of HISD
Teachers Evaluation
Grades 3-8
The purpose of this questionnaire is to allow you to assist us in evaluating this year’s TAG Program so
we can plan for next year. Please be honest and tell us how you feel. You do not need to sign your
name. Thank you for your assistance. Please return this form to your building principal as soon as
possible.
1. Information provided to you about your students in the TAG Program was:
_____ adequate
_____ somewhat adequate, some improvement needed
_____ inadequate
2. Have your students expressed pleasure about the work they do in TAG class?
_____ often
_____ sometimes
_____ never
3. Which of the following comments best express your students’ general attitude about being in the
TAG program?
_____
_____
_____
_____
enthusiastic
positive
indifferent
negative
4. To your knowledge, have any of your students encountered any problems with either their
classmates or their schoolwork because of the involvement in the TAG Program?
Yes
No
Comments concerning the above question:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Can you identify any positive changes in any of your students’ behavior or attitude that seem to result
from his/her participation in the TAG Program?
Yes
No
Comments concerning the above question:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. Please list things that you feel were successful about the program this year.
__________________________________________________________________________________
7. Please list things you dislike or feel need to be changed to improve the program for next year:
__________________________________________________________________________________
__________________________________________________________________________________
Adapted from Marcie Voss/LEAP Program
TAG/Advanced Academics of HISD
Classroom Teacher Evaluation Grades 3-12
Please complete the following information by marking the appropriate box for each question. Return
this form to your principal.
Identification
1. I know the state criteria for selecting gifted students.
2. I feel I have been able to contribute in the evaluation of
recommended students.
3. I have referred one or more students to this program.
4. I need more information on selection of gifted for the program at
HISD.
5. I feel I could identify a gifted student in my classroom.
6. I need more information on characteristics and need of gifted
students.
Resources
1. Workshops for all faculty members in the area of teaching the
gifted are needed.
2. Information has been disseminated to teachers about gifted
students.
3. I would like to have more information on gifted students.
4. I have observed a gifted classroom on my campus.
5. I need more information on differentiation for students in my
classroom
6. I need information on telescoping/ compacting the regular
curriculum for my students.
7. I need information on authentic/ performance assessment for my
students.
8. I would like to have more information on multiple intelligence.
9. I have received assistance locating materials that might be used
with particular students.
10. I have been assisted with classroom teaching techniques
suited to the gifted.
11. Have you requested #9 and 10 above.
Attitudes
1. This program has provided additional motivation for students.
2. The students are eager to share knowledge learned from
activities in the gifted program.
3. I provided this opportunity for my students.
4. My expectations have changed for the student who has been
identified as being gifted.
5. I feel the importance of the regular classroom has been stressed
sufficiently by teacher(s) in the gifted program.
Yes
Not
Sure
Maybe
No
Skills
1. Students have a tendency to solve classroom problems using
more than one reference source.
2. Students are now more analytical n their approach to problem
solving.
3. I see a change in student performance.
4. If so in #3, this is a positive change.
Please give specific recommendations for next year’s program.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please list strengths of the gifted program.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Please list weaknesses of the gifted program.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Adapted from Engine-Uity Materials on Evaluation
TAG/Advanced Academics of HISD
Principal’s Evaluation
1. Information provided to you by the TAG staff in regard to the program was:
_____ adequate
_____ generally adequate, some improvement needed
_____ inadequate
2. Communication between TAG staff and the school staff was:
_____ adequate
_____ generally adequate, some improvement needed
_____ inadequate
3. Communication between the TAG staff and parents was:
_____ adequate
_____ generally adequate, some improvement needed
_____ inadequate
4. Overall, you would describe your evaluation of the TAG Program as:
supportive, believe that the program has, on the whole, been a worthwhile addition to
_____ the district’s education program
somewhat supportive, believe that there are problem areas that tend to offset some of
_____ the positive benefits
_____ not supportive
Comments concerning item #4 _________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Please list things you liked or feel were successful about this year’s program: __________________
__________________________________________________________________________________
__________________________________________________________________________________
6. Please list any problems encountered with this year’s program: _____________________________
__________________________________________________________________________________
__________________________________________________________________________________
7. Please list suggestions that would help improve the program: _______________________________
__________________________________________________________________________________
__________________________________________________________________________________
8. Please list areas you feel your staff needs most help with concerning the TAG Program and give
suggestions for in-service training: ______________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
TAG / Gifted and Talented Program
Parent Year-End Evaluation
Dear Parents:
As we approach the end of the school year, it is important that we conduct an evaluation of the TAG
Program to aid us in assessing its effectiveness. We are very interested in your comments and
observations and therefore, would appreciate your taking a moment to complete this form.
Please return this form to the campus principal of the school your child attends. Thank you for your
assistance.
Please circle the response that you believe to be most accurate:
1. Has your child seemed to enjoy school more since being in the TAG Program?
Yes
No
2. Do you believe your child has a greater ability to think things through for
himself/herself since being in the TAG Program?
Yes
No
3. Have you observed that your child is more curious about learning new things
since participating in the TAG activities?
Yes
No
4. Based on your child’s attitude and comments, are you pleased that your child
has participated in the TAG Program this year?
Yes
No
5. Which of the following words do you believe best represents your child’s attitude
towards the TAG Program:
Excellent
Good
Indifferent
Poor
Additional Comments:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
TAG / Gifted and Talented Program
Parent Questionnaire and Student Progress
Student’s Name _____________________________________________________________________
Parent’s/Guardian’s Name ____________________________________________________________
Date ______________________
As we approach the end of the school year, it is important that we conduct an evaluation of the
programming offered to your gifted child to help us examine effectiveness. We are very interested in
your comments and observations. Will you please think of your child at the present time in comparison
to the beginning of this year. As a result of his/her special school activities, please rate him on the
following items according to the scale below. You may have difficulty in responding to some of the
items. Please make the best estimate you can. Thank you for your assistance.
(1) Much less
(2) Less
(3) About the same
(4) More
(5) Much more
1. Ability to think things through for him/herself
_______
2. Interest in school
_______
3. Ability to see relationships
_______
4. Ability to find information
_______
5. Ability to work with others
_______
6. Ability to work by him/herself
_______
7. Ability to make connections with the real world
_______
8. Curiosity about learning new things
_______
9. Enjoyment of learning for the sake of learning
_______
10. Ability to accept responsibility
_______
11. Opportunity to make things, experiment and use ideas
_______
12. Knowledge of his/her own strengths and weaknesses
_______
13. Willingness to do work as a leader
_______
14. Knowledge of subject matter (science, social studies, literature)
_______
15. Ability to think at higher levels
_______
Please answer the following questions:
16. Does the student make positive comments about the program at home?
Yes
No
17. Has participation in the program helped him/her?
Yes
No
Please explain: _____________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Additional comments: ________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
TAG -- Gifted and Talented Program of HISD
Parent Questionnaire
Please do not sign your name to this questionnaire. Please return the questionnaire to the office of
your child’s principal.
You can help to make the Program for the Gifted a better program by giving careful thought to each of
the questions that follow. We appreciate your cooperation and assistance in helping us to evaluate the
Program for the Talented and Gifted.
Yes
No
1. Do you have enough information about why your child was selected for the
Program for the Gifted?
_______
_______
2. Do you have enough information about the Program for the Gifted?
_______
_______
3. Do you have enough information about the activities and experiences that
your child pursues in the Program for the Gifted?
_______
_______
4. Have you been invited to visit the resource room?
_______
5. Have you had sufficient opportunity to discuss your child’s progress with
the teacher?
_______
_______
_______
6. Which of the following comments best expresses your child’s general attitude about being in the
Program for the Gifted?
Enthusiastic
_______
Positive
_______
Indifferent
_______
Negative
_______
7. Has your child expressed pleasure or enjoyment about the work that he or she does in the Program
for the Gifted?
Often
_______
Sometimes
_______
Seldom
_______
Never
_______
8. Which of the following statements best expresses your child’s attitude toward the degree of
challenge of the work in the Program for the Gifted?
Very challenging
_______
Somewhat challenging _______
Not at all challenging
_______
No answer
_______
Engine-Uity, Ltd.-1984
9. Has your child shown an application of creative and problem solving skills?
_______
_______
10. Has your child encountered any problems with his or her friends as a
result of being involved in the Program for the Gifted? If yes, please describe.
_______
_______
11. If your child has been transported to another school, has he or she
encountered any problems? If yes, please describe.
_______
_______
12. Has your child expressed a serious concern about missing work in the
regular class or making up assignments because he/she is out of the room to
attend the Program for the Gifted?
_______
_______
13. Has your child’s regular classroom teacher(s) expressed any displeasure
because your child has missed work because he or she is attending the
Program for the Gifted? If yes, please describe.
_______
_______
14. Can you identify any changes in your child’s behavior or attitude that
seems to result from his or her participation in the Program for the Gifted?
If yes, please describe.
_______
_______
15. Has your child gained a deeper appreciation of available community
resources as a result of the Program for the Gifted?
_______
_______
16. Do you have any specific suggestions for changes in the operation of the
Program for the Gifted or the way it affects children or their parents? If yes,
please write suggestions below.
_______
_______
Engine-Uity, Ltd.-1984
TAG / Gifted and Talented Program
Nomination Form
Date ________________________________
I, _________________________________________________ nominate the following student to be
screened for the Hallettsville TAG program.
The person filling out this form is a: teacher
parent
other ________________
Student’s name _____________________________________
Age _________
Home Campus ______________________________________
Grade _______
TAG / Gifted and Talented
Teacher Observation Checklist
Teacher Recommendation for Screening
Student __________________________________________________________ Grade ___________
Observed by the referring teacher for a period of ___________________________(length of time).
Dear Teacher,
Please use this checklist while recommending this student for screening. As you prepare this
explanation, please consider intellectual curiosity, enthusiasm and emotional maturity with specific skills
in self-directed learning, thinking, research, communication and creativity.
Thank you!
Never
Sometimes
Always
Intellectual curiosity
___________
_______________
___________
Enthusiasm
___________
_______________
___________
Emotional maturity
___________
_______________
___________
Self-directed learning
___________
_______________
___________
Thinking
___________
_______________
___________
Research
___________
_______________
___________
Communication
___________
_______________
___________
Creativity
___________
_______________
___________
Comments:
--------------------------------------------------------------------------------------------------------------Teacher’s Signature
Please return completed form to ________________________________________
TAG / Gifted and Talented
Teacher Recommendation for Screening
Student ______________________________________________________________
Grade ______
Observed by the referring teacher for a period of __________________________ (length of time)
Teacher Completing the Request _________________________________________
As a part of the screening process, please nominate/recommend the above student for the above
designated Advanced Academics Program course(s). Use the following checklist and please cite
specific examples of noted characteristics you have observed. (Examples may appear for one, two, or
all characteristics)
Characteristic
Example
_____ Intellectual curiosity ___________________________________________________________
_____ Enthusiasm for learning ________________________________________________________
_____ Emotional maturity ____________________________________________________________
_____ Self-directed learning __________________________________________________________
_____ Creative thinking (fluent, flexible, original, elaborate) __________________________________
_____ Critical thinking (analytical, dissects info, different point of view) _________________________
_____ Research ___________________________________________________________________
_____ Communication _______________________________________________________________
_____ Individuality __________________________________________________________________
_____ Problem-solving/Decision-making ________________________________________________
_____ Leadership __________________________________________________________________
Please attach a short narrative explaining why you are recommending this student for screening. As
you prepare this explanation, please consider intellectual curiosity, enthusiasm and emotional maturity
with specific skills in self-directed learning, thinking, research, communication and creativity.
Thank you!
Please return this form by _____________ to _________________________________.
TAG / Gifted and Talented
Data Review Matrix for Placement
Name ______________________________________________ Date ____________________ Grade _______
DOB _________________ Parent or Guardian _____________________________________
Phone _______
Address _____________________________________________________________________ Zip _________
CRITERIA
NOMINATION
Teacher ____ Parent ____
Self ____
CRITERION REFERENCED
ASSESSMENT SCORE: (One only)
English
_____
Writing
_____
Math
_____
SS
_____
SCI
_____
*Academic Recognition
__________
__________
__________
__________
__________
__________
Points ______
MENTAL ABILITIES TEST SCORE:
Otis-Lennon (verbal)
_____
Raven (nonverbal)
_____
Other
_____
__________
__________
__________
GRADE AVERAGE: (One Only)
English
_____
Social Studies
_____
Math
_____
Science
_____
__________
__________
__________
__________
Points ______
Points ______
TEACHER RECOMMENDATION:
Points ______
Renzulli/Hartman:
Learning ____ Motivation ____ Creativity ____ Total _______
OTHER: Self-directed learning, thinking, research, communication, individuality, creativity in:
Writing Sample ____ Interview ____ Portfolio ____
Points ______
Total Points ______
Placement ______
Comments
__________________________________________________________________________________________
Selection Committee Members
_______________________________
_______________________________
_______________________________
TAG / Gifted and Talented Program of HISD
Grades 3-4
DATA REVIEW MATRIX FOR GIFTED/TALENTED PLACEMENT
Name
Date
DOB
Grade
School
Sex
Parent/Guardian
Phone
Address
Zip
CRITERIA
1
2
3
4
5
85-89
90-92
93-95
96-97
98-99
110-115
116-120
121-125
126-130
131 +
Grade Point Average
85-89
90-92
93-95
96-97
98-99
Parent Inventory
10-19
20-29
30-39
40-49
50 +
Teacher Checklist
(Renzulli-Smith)
Early Childhood
96-100
101-105
106-110
111-115
116-200
1-5
6-10
10-14
15-19
20+
1
2
3
4
Achievement Test
%
Reading
%
Math
%
Composite
%
Mental Abilities Test
Score
(Otis-Lennin)
Raven
Peer Checklist
Product(s) Draw Sterts
5
PPP
Torrence (KOI)
Placement:
Recommendation
Total
Date
TAG / Gifted and Talented Program of HISD
Grades 5, 6, 7, 8
DATA REVIEW MATRIX FOR PLACEMENT
Name
Date
CRITERIA
Criterion Ref. Assessment
Grade
DOB
Sex
1
85-89
2
90-92
3
93-95
4
96-97
5
98-99
1500-1696
1697-1897
1898-2098
2099-2299
2300-2500
85-89
90-92
93-95
96-97
98-99
110-115
116-120
121-125
126-130
131+
31-36
37-42
43-48
49-54
55-60
13-17
18-22
23-27
28-32
32+
Motivation
17-21
22-26
27-31
32-36
36+
Creativity
21-26
26-30
31-35
36-40
40+
2
3
4
5
6
Reading/English/Math
TAKS
Writing/Social Studies/Science
Grade Point Average
Mental Abilities Test
Otis Lennon (verbal)
Raven (non-verbal)
Teacher Checklist
Renzulli/Hartman
Learning
Product/Process/Portfolio
Self-directed learning
Thinking
Research
Communication
Individuality
Creativity
Total Points
Placement
Recommendation
Comments:
Score
Advanced Academics of HISD
Grades 9, 10, 11, 12
DATA REVIEW MATRIX FOR PLACEMENT
Name
Date
CRITERIA
Criterion Ref. Assessment
Grade
DOB
Sex
1
85-89
2
90-92
3
93-95
4
96-97
5
98-99
1500-1696
1697-1897
1898-2098
2099-2299
2300-2500
85-89
90-92
93-95
96-97
98-99
110-115
116-120
121-125
126-130
131+
31-36
37-42
43-48
49-54
55-60
13-17
18-22
23-27
28-32
32+
Motivation
17-21
22-26
27-31
32-36
36+
Creativity
21-26
26-30
31-35
36-40
40+
2
3
4
5
6
Reading/English/Math
TAKS
Writing/Social Studies/Science
Grade Point Average
Mental Abilities Test
Otis Lennon (verbal)
Raven (non-verbal)
Teacher Checklist
Renzulli/Hartman
Learning
Product/Process/Portfolio
Self-directed learning
Thinking
Research
Communication
Individuality
Creativity
Total Points
Placement
Recommendation
Comments:
Score
TAG / Gifted and Talented
Parent Questionnaire
Child’s Name ___________________________________ Parent Completing the Questionnaire _________________________
Child’s Age ______ School Campus _________ Date ________
Please complete the Parent Questionnaire and return it to your child’s principal.
Seldom Some- Quite
Almost
Example from Your
Or
Often
Own Child’s Life
Never
1. My child will spend more time and energy than his/her age mates
on topic of his/her interest. (For example: Joan is learning to sew
and spends every free minute designing new dress patterns and
trying to sew them herself.)
2. My child is a “self-starter” who works well alone, needing few
directions and little supervision. (For example: After watching a film
about musical instruments, Gary began to make his own guitar from
materials he found around the garage.)
3. My child sets high personal goals and expects to see results from
his/her work. (For example: Mark insisted on building a robot from
spare machine parts even though he knew nothing about engines or
construction.)
4. My child gets so involved with a project that he/she gives up other
pleasures in order to work on it. (For example: Don is writing a book
about his town’s history and spends each night examining historical
records and documents – even when he knows he’s missing his
favorite TV show.
times
Often
Seldom Some- Quite
Almost
Example from Your
Or
Often
Own Child’s Life
Never
5. My child continues to work on a project even when faced with
temporary defeats and slow results. (For example: After building a
model rocket, Sally continued to try to launch it, despite several
failures and “crash landings.”)
6. While working on a project (and when it is finished), my child
knows which parts are good and which parts need improvement.
(For example: After building a scale model of a lunar city, Kenny
realized that there weren’t enough solar collectors to supply all the
homes he had built.)
7. My child is a “doer,” who begins a project and shows finished
products of his/her work. (For example: Mary began working on a
puppet show four months ago, and has since built a stage and
puppets, and has written a script. Tomorrow she’s presenting her
play to the PTA!)
8. My child suggests imaginative ways of doing things, even if the
suggestions are sometimes impractical. (For example: “If you really
want to clean the refrigerator, why don’t you move it outside and I’ll
hose it down – that will defrost it too.”)
9. When my child tells about something that is very unusual, he/she
expresses himself/herself by elaborate gestures, pictures, or words.
(For example: “The only way I can show you how the ballet dancer
spun around as if I stand on my tiptoes on the record player and put
the speed up to 78.”)
times
Often
Seldom Some- Quite
Almost
Example from Your
Or
Often
Own Child’s Life
times
Often
Never
10. My child uses common materials in ways not typically expected.
(For example: “I’ll bring a deck of cards when we go camping. If it
rains, we can use them to start a fire, and if it’s dry, we can play ‘fish’
around the campfire.”)
11. My child avoids typical ways of doing things, choosing instead to
find new ways to approach a problem or topic.(For example: “I had
trouble moving this box to the other side of the garage, so I used
these four broom handles as rollers and just pushed it along.”)
12. My child likes to “play with ideas.” Often making up situations
which probably will not occur. (For example: “I wonder what would
happen if a scientist found a way to kill all insects, and then went
ahead and did it?”)
13. My child often finds humor in situations or events that are not
obviously funny to most children his/her age. (For example: “It was
really funny that after our coach showed us a moving on playground
safety, he sprained his ankle while lining us up to go back to class.”)
14. My child prefers working or playing alone rather than doing
something “just to go along with the gang.” (For example: I always
misspell the first word in a spelling bee; then I get to sit down and do
something I like.”)
*If your child scores in either of these two columns, it would be helpful if you would write a specific example in the last column, using the
reverse side of the page if necessary.
Developed by Jim Delisle, University of Connecticut
Scale for Rating Behavioral Characteristics of Superior Students
Joseph S. Renzulli/Robert K. Hartman
Name __________________________________________________________ Date _____________
Campus ________________________________
Grade ________________ Age _____________
Years Months
Teacher completing this form __________________________________________________________
How long have you known this child? ____________________________________________________
Directions: These scales are designed to obtain teacher estimates of a student’s characteristics in the
areas of learning, motivation, creativity and leadership. The items are derived from the research
literature dealing with characteristics of gifted and talented persons. It should be pointed out that a
considerable amount of individual differences can be found within this population, and therefore the
profiles are likely to vary a great deal. Each item in the scales should be considered separately and
should reflect the degree to which you have observed the presence or absence of each characteristic.
Please read the statements carefully and place an X in the appropriate place according to the following
scale of values:
1. If you have seldom or never observed this characteristic.
2. If you have observed this characteristic occasionally.
3. If you have observed this characteristic to a considerable degree.
4. If you have observed this characteristic almost all the time.
Space has been provided following each item for your comments.
Scoring - Separate scores for each of the dimensions may be obtained as follows:
.....Add the total number of Xs in each column to obtain the “Column Total.”
.....Multiply the Column Total by the “Weight” for each column to obtain the “Weighted Column Total.”
.....Sum the Weighted Column Totals across to obtain the “Score” for each dimension of the scale.
.....Enter the scores below.
Learning Characteristics....................................................................................
__________________
Motivational Characteristics...............................................................................
__________________
Creativity Characteristics...................................................................................
__________________
Total Score.........................................................................................................
__________________
Return completed form to the campus principal by the following date.
___________________________
PART I: LEARNING CHARACTERISTICS
1
2
3
4
1. Has unusually advanced vocabulary for age or grade level; uses
terms in a meaningful way; has verbal behavior characterized by
“richness” of expression, elaboration and fluency.
_____ _____ _____ _____
2. Possesses a large storehouse of information about a variety of topics
(beyond the usual interests of youngsters his/her age).
_____ _____ _____ _____
3. Has quick mastery and recall of factual information.
_____ _____ _____ _____
4. Has rapid insight into cause-effect relationships; tries to discover the
how and why of things; asks many provocative questions (as distinct
from informational or factual questions); wants to know what makes
things (or people) “tick.”
_____ _____ _____ _____
5. Has a ready grasp of underlying principles and can quickly make valid
generalizations about events, people, or things; looks for similarities and
differences in events, people and things.
_____ _____ _____ _____
6. Is a keen and alert observer; usually “sees more” or “gets more” out
of a story, film, etc. than others.
_____ _____ _____ _____
7. Reads a great deal on his own; usually prefers adult level books; does
not avoid difficult material; may show a preference for biography,
autobiography, encyclopedia and atlases.
_____ _____ _____ _____
8. Tries to understand complicated material by separating it into its
respective parts; reasons things out for him/herself; sees logical and
common sense answers.
_____ _____ _____ _____
Column Total _____ _____ _____ _____
Weight _____ _____ _____ _____
1
Weighted Column Total _____
_____
_____
_____
2
3
4
Total
___________
PART II: MOTIVATIONAL CHARACTERISTICS
1
2
3
4
1. Becomes absorbed and truly involved in certain topics or problems; is
persistent in seeking task completion. (It is sometimes difficult to get
him/her to move on to another topic.)
_____ _____ _____ _____
2. Is easily bored with routine tasks.
_____ _____ _____ _____
3. Needs little external motivation to follow through in work that initially
excites him/her.
_____ _____ _____ _____
4. Strives toward perfection; is self-critical; is not easily satisfied with
his/her own speed or products.
_____ _____ _____ _____
5. Prefers to work independently; requires little direction from teachers.
_____ _____ _____ _____
6. Is interested in many “adult” problems such as religion, politics, sex,
race - more than usual for age level.
_____ _____ _____ _____
7. Often is self assertive (sometimes even aggressive); stubborn in
beliefs.
_____ _____ _____ _____
8. Likes to organize and bring structure to things, people and situations.
_____ _____ _____ _____
9. Is quite concerned with right and wrong, good and bad; often
evaluates and passes judgment on events, people and things.
_____ _____ _____ _____
Column Total _____ _____ _____ _____
1
Weight _____
_____
_____
_____
2
3
4
Weighted Column Total _____ _____ _____ _____
Total _____ _____ _____ _____
PART III: CREATIVITY CHARACTERISTICS
1
2
3
4
1. Displays a great deal of curiosity about many things; is constantly
asking questions about anything and everything.
_____ _____ _____ _____
2. Generates a large number of ideas or solutions to problems and
questions; often offers unusual (“way out”), unique, clever responses.
_____ _____ _____ _____
3. Is uninhibited in expressions of opinion; is sometimes radical and
spirited in disagreement; is tenacious.
_____ _____ _____ _____
4. Is a high-risk taker; is adventurous and speculative.
_____ _____ _____ _____
5. Displays a good deal of intellectual playfulness; fantasizes; imagines
(“I wonder what would happen if...”); manipulates ideas (i.e., changes,
elaborates upon them); is often concerned with adapting, improving and
modifying institutions, objects and systems.
_____ _____ _____ _____
6. Displays a keen sense of humor and sees humor in situations that
may not appear to be humorous to others.
_____ _____ _____ _____
7. Is unusually aware of his/her impulses and more open to the
irrational in him/herself (freer expression of feminine interest for boys,
greater than usual amount of independence for girls); shows emotional
sensitivity.
_____ _____ _____ _____
8. Is sensitive to beauty; attends to aesthetic characteristics of things.
_____ _____ _____ _____
9. Is nonconforming; accepts disorder; is not interested in details, is
individualistic; does not fear being different.
_____ _____ _____ _____
10. Criticizes constructively; is unwilling to accept authoritarian
pronouncements without critical examination.
_____ _____ _____ _____
Column Total _____ _____ _____ _____
1
Weight _____
_____
_____
_____
2
3
4
Weighted Column Total _____ _____ _____ _____
Total _____ _____ _____ _____
TAG / Gifted and Talented Program
Parent Permission Form
The TAG students are doing research that will assist in problem solving. As part of that research, in
order to present what they have learned, we have decided to do audio-visual presentations. From time
to time in this class, we will be using this means of product. For that reason, I need your permission to
video tape your child, and I am requesting that you fill out the following form. Thanks.
I give my permission for ________________________________________ to be video taped as part of
the preparation needed to fulfill the requirements for TAG. HISD will use these videos for presentation
purposes as well as for evaluation.
________________________________________________________
Parent/Guardian Signature
_________________________
Date
Hallettsville Independent School District
Differentiated Scope and Sequence
For Gifted/Talented Students
In Grades K-12
1989-90
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Product
Product:
WRITTEN
K-2
Grades
3-4
5-8
9-12
D/R
I
E
D
R/E
D/R
D/R
I
I
E
E
D/R
D/R
E
E
E
E
I
I
D/R
D/R
I/D
D/R
D/R
E
E
R/E
E
E
D/R
I/D
E
R/E
Formal Writing
Letter
Social Correspondence
Business
I
Descriptive
Narrative
Expository
Persuasive
I
I
Essay
Research Paper
Note-Taking
Outline
Thesis Statement
Report
Bibliography/End Notes
I
I
Review/Critique
Book Report
Literary Analysis
I
I/D
Position Paper
Summary
General
Annotation
Precision
I
D/R
E
I
E
I
D/R/E
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
K-2
Grades
3-4
5-8
Scope and Sequence: Product
Product:
WRITTEN
9-12
Original Writing
Formal Poetry
Acrostic
Couplet
Haiku
Limerick Letter
Free Verse
I
D/R
E
I
D
R
E
I/D
R/ E
D/R
D/R
E
E
E
E
I
I
D/R
D/R
I/D
E
E
R/E
I
D/R
E
E
I
D/R
I
I
I
E
D/R
D/R
D/R
I/D
I
E
E
E
E
R/E
D/R/E
Metered Verse
Fiction
Children’s Story
Fables/Fairy Tales
Myth
Short Story
Scenario
I
I
Non-Fiction
Diary/Journal
Journalistic Writing
Interview
News Article
Feature Article
Editorial
Periodical Article
Biography/Autobiography
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Product
Product:
SPOKEN
K-2
Grades
3-4
5-8
9-12
Entertainment
Speech
I
D/R
Radio Play
E
E
I
D/R
Oral Interpretation
I
D
R
E
Characterization/Role Play
I
D
R
R/E
I
I
D/R
D/R
E
E
E
E
I
D/R
I
E
I/D
D/R
E
R/E
E
I
I
D/R
D/R
E
E
I
D/R
I
E
D/R
E
E
I
D/R
I
E
D/R
I/D
E
E
R/E
Informative
Interview
Telephone Interview
Personal
Oral Report
Sharing Information
Documentary
Research Report
Prepared Lesson to Class
Lecture
Demonstration
Discussion
Class
Panel
Speech
Informative
Impromptu
Extemporaneous
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Product
Product:
SPOKEN
K-2
Grades
3-4
5-8
9-12
Persuasive
Speech
Advertising
Propaganda
Commercial/Ads
I
I
Debate
I
D
R/E
D
D
D/R
R
E
E
I/D
R/E
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Product
Product:
KINESTHETIC
K-2
Grades
3-4
5-8
9-12
Drama
Improvisation/Role Play
I
D/R
E
E
Skit
I
D/R
E
E
I
D/R
E
I
D/R/E
Play
Monologue
Puppet Show
I
D/R/E
I
D/R
E
E
I
I
I
D/R
D/R
D
I
I
E
E
R/E
D/R
D/R
E
E
E
E
E
I
D/R
E
E
Display
Exhibit
Book
I
I
D
D/R
R
E
E
Illustration
I
D/R
E
E
Graphic Arts
Poster
Charts/Graphs
Chart
Map
Graph
Diagram
Transparency
Mind Maps
Venn Diagram
Other Graphic Organizers
(Multiple Intelligence)
Model
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Product
Product:
VISUAL
K-2
Grades
3-4
5-8
9-12
Electronic Media
Film/Tape
Tape Recording
Filmstrip
Videotape
Photos
Computers
I
D/R
I
I
D/R
E
D/R
D/R
E
E
E
E
E
I
D/R
E
E
Multimedia Presentations
Hyper studio
Power Point
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
K-2
Grades
3-4
5-8
I/D
R/E
E
E
I
D/R
E
Scope and Sequence: Process
Product:
CREATIVE THINKING
9-12
Fluent Thinking
Brainstorming
List
Piggyback
Defer Judgment
Hitchhike
Scamper
Relate
Associative Thinking
Charting
Network
Web
Relate
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
CREATIVE THINKING
K-2
Grades
3-4
5-8
9-12
Flexible Thinking
I
SCAMPER
Substitute
Combine
Adapt
Modify/Magnify
D
R
E
I
D
E
I
D/R
D
R/E
E
I
D/R
E
Put to Other Uses
Rearrange
Eliminate
Forced Analogies
Personal analogies - identify with, imagine interpret
Direct analogies - analyze, hypothesize, synthesize
Compressed conflict - observe, evaluate, state
paradoxically
Moronological Analysis
Define components - identify, describe, consider
List attributes - classify, categorize, list
Combine attributes - create, synthesize, transfer
Apply results - produce, compare/contrast,
interrelate
Elaborate Thinking
I
Expand
Embellish
Add details
Amplify
Enrich
Develop
Modify
Change
SCAMPER
Rearrange
Transfer
Develop
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
CREATIVE THINKING
Grades
5-8
K-2
3-4
9-12
I/D
R
E
E
I/D
R
E
E
I
D
R
E
Original Thinking
Proper Attitude
Risk
Digress
Make strange familiar
Tolerate ambiguity
Break mind-sets
Make familiar strange
Fantasize
Pretend
Create
Visualize
Make believe
Imagine
Fantasize
Invent
Design
Create
Synthesize
Develop
Produce
Transfer
Predict
Forecast
Speculate
Project
Transfer in time
Hypothesize
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
CREATIVE THINKING
Grades
5-8
K-2
3-4
9-12
I
D
R
E
I
D/R
E
E
I
D/R
E
E
I
D/R
E
E
Fundamental Thinking
Gather Information
Perceive
Observe
Locate
Research
Recognize
Question
Organize Information
Group
Label
Classify
Sequence
Prioritize
Categorize
Order
Pattern
Analyze Information
Compare
Contrast
infer meanings, assumptions, generalizations
point of view
analyze: relevant/irrelevant, fact/opinion,
reliable/unreliable
Recognize propaganda
Utilize Information
Select
Specify
Predict
Apply
Use: rules, laws, methods, concepts, principles,
theories
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
CRITICAL THINKING
K-2
Grades
3-4
5-8
9-12
Logical Thinking
Reason Deductively
Detect
Derive
Reason
Deduce
Reason Inductively
Infer
Reason by
Look at cause and effect
I
D
R/E
I
D
R/E
I
D/R
Specify
Conclude
Recognize Logical Fallacies
Expose unfounded premises Test
Examine assumptions
Question data
Recognize errors
Detect bias/stereotype
Evaluative Thinking
Establish Criteria
Select
Weigh
Compose
Question
Clarify
D/R
E
E
I
D/R
E
E
I
D/R
E
D
R
E
Consider
Relate
Judge Information
Critique
I
Assess
Evaluate
Verify Information
Judge internal/external evidence
Determine accuracy
Determine value
Evaluate source credibility
Employ Metacognition
Reflect
Retrace
Study
Ponder
I
Control
Monitor
Regulate
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
CRITICAL THINKING
K-2
Grades
3-4
5-8
9-12
Scientific Problem Solving
Define Problem
Perceive
Specify
See inconsistencies
I
D/R
E
D/R
E
E
I
D/R
E
D
R
E
Verify
Prove
I
Draw Conclusions
Theorize
Judge
Resolve
I
Locate
Perceive
Assemble
Test Hypothesis
Evaluate data
Establish criteria
E
Suggest
Imagine
Gather Data
Research
Question
Organize
R
Include/exclude
Limit
See perspectives
Hypothesize
Speculate
Pose
I/D
Evaluate
Decide
Infer
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
CRITICAL THINKING
K-2
Grades
3-4
5-8
9-12
Decision Making/Problem Solving
Sense problems/challenges
Notice
Diagnose
D/R
E
E
I/D
R
E
E
I
D/R
E
E
I/D
R
E
E
I/D
R
E
E
I
D
R
E
Observe
Note Risk
Fact Finding
Brainstorm
Define
Explain
I
Gather
Collect
Problem Finding
Analyze
Question
Identify
Isolate
Locate
Focus
Idea Finding
Generate
Elaborate
Produce
Brainstorm
Adapt
SCAMPER
Delineate
Solution Finding
Evaluate
Verify
Test
Prove
Validate
Solve
Conclude
Acceptance Finding
Adopt
Advocate
Convince
Persuade
Implement
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
INDEPENDENT STUDY
K-2
Grades
3-4
5-8
9-12
Assessing Information
Using Books
I/D
Parts of books
Types of books
Locating books
R
I/D
D
E
R
R
E
E
E
D
D/R
I
I
R/E
E
D
D
R/E
R/E
I/D
I/D
R/E
R/E
I
D/R
I/D
E
R/E
I/D
I
I
D
D
R
R
I/D
I/D
E
E
R/E
R/E
I/D
I/D
I
I
I
D
D/R
D/
I
I
I
R
E
E
D
D
D
E
I
Using Reference Materials
Dictionary and encyclopedia
Globes/maps/atlas
Almanacs
Thesaurus
Technical manual/specialized dictionary/
specialized encyclopedia
Sources of contemporary information
I
I
Using Periodicals
Reader’s Guide
Annotated Reader’s Guide
Professional journal
Using Electronic Media
Audio-visual media
Computer Software
Microfiche
News Bank
Eric
Modem/telecommunication software
Using Human Resources
Questions
Letter Writing
Interviewing
Surveying
Print Media
Guest speaker
R/E
R/E
R/E
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
INDEPENDENT STUDY
K-2
Grades
3-4
5-8
9-12
Collecting/Organization Data
Note taking
Outlining
I
D/R
E
I
D/R
E
E
I
I
I
I
D/R
D/R
D/R
I/D
E
E
E
R/E
E
E
E
E
I
I
D/R
D/R
I
I
E
E
D
D
E
E
R/E
R/E
I
I
D/R
D/R
I
I
I
E
E
D/R
D
I
D
E
E
E
R/E
D/R/E
R/E
D
D
I
D
R/E
R/E
D/R
R
E
E
E
E
Conducting Surveys and Interviews
Writing questions
Etiquette
Periodicals
Reference books
Using Secondary Sources
Books
Encyclopedia
Periodicals
Reference books
Using Primary Sources
Interviews
Surveys
Newspaper
Documents
Professional journals
Letters/speeches
Developing Study Habits
Goal-setting
Study skills
Time management
Self-evaluation
I
I
I
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
INDEPENDENT STUDY
K-2
Grades
3-4
5-8
9-12
Conducting Independent Study
Topic Selection
Interest inventories
Survey materials
Web/chart (to narrow topic)
I
I
D/R
D
I
E
R/E
E/R
E
E
E
I
I
I
I
I
D/R
D/R
D
D
D
E
E
E
R
R
E
E
E
E
E
I
I
D/R
D/R
E
E
I
D/R
I/D
I/D
E
R/E
R/E
Designing Products
Brainstorm and survey products
Identify a product
Design a product
Share a product
Evaluate a product
Conducting Secondary Research
Historical
Developmental
Conducting Primary Research
Descriptive
Correlational
Casual comparative
Conducting Secondary Research
Experimental
Case Study
I/D/R
I/D/R
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
AFFECTIVE SKILLS
K-2
Grades
3-4
5-8
9-12
Developing Awareness
Recognizing Emotions
Validate
Empathize
Classify
Express
Understand
E
E
I/D
R
E
E
I
D
R
E
Share
Value
Listen
Praise
Relate
Identify Short-and Long-Term Goals
Visualize
Accept/reject
Analyze
Choose
Prioritize
Modify
R
Feelings in self and others
Explain
Identify
Acknowledge
Consider
Appreciate Self and Others
Validate
Reinforce
Respect
Cooperate
Accept
I/D
Outline
Evaluate
Define
Draft
Plan
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
AFFECTIVE SKILLS
K-2
Grades
3-4
5-8
9-12
Developing Attitudes
Demonstrate Open Mindedness
Tolerate
Expand
Accept
Reflect
I
D/R
E
E
I
D
E
I
D
R
E
I/D
R
E
E
I/D
R
E
E
Explore
Consider
Sense
Acknowledge
Tolerate Ambiguity
Share
Compromise
Accept
Justify
Understand
Defer judgment
Take Risks
Experiment
Experience
Theorize
Gamble
Chance
Dare
Try
Share
Predict
Hypothesize
Accept Praise and Criticism
Self-analyze
Analyze
Receive
Perceive
Listen
Attend
Implement
Take
Use
Acknowledge
Nurture Curiosity
Question
Search
Explore
Challenge
Debate
Discover
Diversify
Demonstrate
DIFFERENTIATED SCOPE AND SEQUENCE FOR GIFTED/TALENTED STUDENTS IN GRADES K-12
Key:
I - Introduce
D - Develop
R - Reinforce
E - Extend
Scope and Sequence: Process
Product:
AFFECTIVE SKILLS
K-2
Grades
3-4
5-8
9-12
Using Abilities
Demonstrate Independence
Show
Demonstrate
Reveal
Commit
Finish
R
E
I
D
R
E
I
D
R
E
Follow through
Finish
Resolve
Act Responsibly
Carry out
Follow through
Demonstrate
D
Model
Recognize
Persevere
Carry out
Follow through
Develop Commitment
Persevere
Dedicate
Commit
Complete
I
Perceive
Prioritize
Parent or Community Nomination Announcement
Parent or community nominations for the Gifted Education Program for enrolled Hallettsville
Independent School District 1st through 11th grade students are now open. If you wish to nominate a
child, please submit in writing your child’s name as a candidate for the gifted program to your child’s
teacher or campus by___________________. If your child is already in the program, he/she will not
need to go through the screening process.
To help you decide if nomination of your child is appropriate, review the G/T characteristics listed
below:
1. Problem-solving ability - Quick to see solution, possibilities.
2. Curiosity - Exhibits unusual and sustained interest in the unknown/familiar.
3. Sensitivity - Feels deeply for others; often sensitive to criticism.
4. Originality - Thinks of unique ways to express ideas.
5. Persistence - Shows strong determination, will, stubbornness.
6. Energy - Works or plays in areas of interest for long periods without tiring.
7. Enthusiasm - Enjoys challenge - thrives on complexity.
Thank you for your interest in the Gifted Education Program.
Anuncio de Nombramiento para padres de la comunidad
El Distrito Escolar de Hallettsville esta aceptando registraciones de nombramiento para sostiene al
Programa de Educación Talentoso. El Programa será para estudiantes del primer grado hacia del
grado once.
Si usted desea nombrar a su niño/niña para este programa, por favor someta en escrito el nombre del
niño/niña como candidato/a a la maestra del niño/niña o su escuela para el dia
__________________________. Si su niño/niña ya esta en el programa, no es necesario que applique
nuevamente.
Para ayudarle a decidir si el nombramiento del niño/niña es apropiado, revise las siguientes
caracteristicas nombradas.
1. Habilidad de resolver problemas: ve la solución rápidamente, o ve posibilidades.
2. Curiosidad: Muestra y sostiene extraordinario interés en los que es familiar o es
desconocido.
3. Sensibilidad: Siente una compasión por los demas; y es sensitivo/a a la crítica.
4. Originalidad: Piensa en maneras sin iguales de expresar ideas singulares, unicas o raras.
5. Persistencia: Muestra gran determinacion, voluntad, terquedad.
6. Energía: Trabaja o juega en areas de interés por largo tiempo sin cansarse.
7. Entusiasmo: Le agrada consursar y le agrada la complexidad.
Gracias por su interes en el Programa de Talentoso Educación.
Hallettsville Independent School District
Gifted Education Program
Parent Nomination Form
Student Name: __________________________________________________ Date of Birth: ______
Campus: _____________________ Teacher: _________________________ Grade ____________
This form enables your child to be placed into the screening process for gifted identification. The
screening process is divided into five elements: standardized test of mental ability, creativity test
scores, teacher judgment based on observation and characteristics, standardized achievement test
scores (if available) and parent judgment.
The following is a list of some characteristics that gifted children possess. It is unlikely that any gifted
student will possess all of these characteristics to a high degree. In relationship to the typical student in
your neighborhood, please circle the item that best describes your student: 5 - has this trait to a high
degree; 4 - has this trait more than the typical child; 3 - compares with the typical child; 2 - has this trait
less than the typical child; 1 - lacks this trait.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Has advanced vocabulary; expresses self well.
Is observant.
Has interests of older students or adults in games and reading.
Is aware of problems in different and unusual ways.
Solves problems in different and unusual ways.
Thinks quickly and recalls facts easily.
Wants to know how things work.
Has a great deal of curiosity. Asks questions. Wants reasons.
Puts unrelated ides together in new and different ways.
Is persistent. Sticks to a task.
Plans and organizes activities.
Often finds and corrects own errors.
Is adventurous, impulsive.
Has good physical coordination.
Is independent and self-sufficient.
Has a good relationship with others.
Sets high standards for self. Chooses difficult tasks.
Becomes bored easily.
Has special talents or hobbies. (Please list on back.)
Gets others to do what he/she wants.
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
I give permission for Hallettsville Independent School District to administer standardized tests of mental
ability and creative thinking ability to the student name above.
_______________________________________
Signature of Parent or /Guardian
______________________________
Date
Address ___________________________________________________________________________
Telephone Number ______________________
Districto Escolar de Hallettsville
Programa de Dotados y Talentosos
Forma Nombramiento de Padres
Nombre del estudiante ____________________________________ Fecha de nacimiento _________
Escuela _________________________ Maestra ___________________________ Grado ________
Esta forma le facilitad a su niño/niña ser identificado para la selección de ser talentoso/a. El proceso de
selección es dividido en cinco elmentos: prueba de habilidad mental, prueba de habilidad de crear,
criterio de la maestra basado en observación y característica, y prueba de logro (si serán obtenibles) y
criterio del padre.
Lo siguiente es una lista de algunos caracteristicas que niños/niñas talentos/a tenga todos estos
caracteristicas a una catergoría elevada. En relativo a un niño de su barrio, favor de poner un circulo
alrededor del numero de mejor describe su estudiante: 5 - tiene este caracteristica a una catergoría
elevada; 4 - tiene este caracteristica más que un niño/niña típico/a; 3 - se compara con un niño/niña
típico/a; 2 - tiene este caracteristica menos que un niño/niña típico/a; 1 - le falta este caracteristica.
Tiene vocabulario avanzado; se expresa bien.
Es atento.
Tiene interés en juegos y literature como los estudiantes mayors o
adultos.
Es enterado de problemas en diferente y raro modos.
Resolve problemas en diferente y raro modos.
Piensa rápidamente y recuerda datos fácilmente.
Quiere saber como cosas trabajan.
Tiene bastante curiosidad. Hace preguntas. Quiere rezones.
Pone ideas que no son relativos en diferentes y nuevas formas.
Es persistente. Es laboroso.
Tiene bien coordinación física.
Es independiente y presuntuoso.
Tiene bien relaciones con otros/as.
Expone nivels altos para el/ella mismo/a. Escoge labores dificultosos.
Es aburrido fácilmente.
Tiene talentos especiales o pasatiempos. (Favor de hacer una lista
en al revéde esta forma.)
Hace que otros hagan lo que el/ella quiera.
5
5
4
4
3
3
2
2
1
1
5
5
5
5
5
5
5
5
5
5
5
5
5
4
4
4
4
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
5
5
4
4
3
3
2
2
1
1
Doy permiso al Districto Escolar de Hallettsville que le den pruebas de habilidad mental y crear al
niño/niña cual nombre se encuentra en esta forma.
_____________________________________________
Firma de padre o guardian
______________________
Fecha
Dirección __________________________________________________________________________
Numero telfonico _____________________________