Parent Information Meeting

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• Parent Information Meeting
• Fall 2013 TAG Referrals
• Elementary
• Gifted and Talented Services
• Round Rock ISD

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AGENDA
Welcome and Introduction What Are RRISD TAG
Services? Who Are the Students needing Gifted
Services? What is the Difference Between a Strong
Academic Student and a Gifted Student? How Are
Students Identified for RRISD's Services? How Do
I Refer?
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Purpose
Should My Child Be Referred and Assessed for
RRISDs Gifted and Talented Services?
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What Are Round Rock ISDs Talented and Gifted
Services?
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Objectives For Students

• Students receiving gifted and talented services
  will develop their abilities in higher level,
  more complex thinking skills including critical,
  creative and productive thinking activities that
  are extensions of the regular curriculum
  (Thinking Skills).

• Students receiving gifted and talented services
  will study advanced-level content and master the
  major concepts, skills, and processes of specific
  disciplines in which they demonstrate ability
  (Subject Matter Knowledge and Skills).

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• Students receiving gifted and talented services
  will develop the skills necessary for
  self-directed learning, conduct independent
  studies, research projects, and extend the
  regular curriculum to produce advanced-level
  products (Research and Independent Study Skills).

• Students receiving gifted and talented services
  will gain an understanding and respect for each
  persons abilities, recognizing the similarities
  and differences between themselves and others,
  and will develop their own unique abilities for
  the betterment of both themselves and others
  (Self-Concept and Leadership)

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Vision Statement

• Round Rock Talented and Gifted Services will
  provide an environment where each gifted
  students unique cognitive, social, and emotional
  needs are recognized and responded to by highly
  qualified educators.

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Statement of Core Values

• In the belief that all children will
  learnWhatever it takes, the RRISD learning
  community will identify students in need of
  gifted services, design and implement exemplary
  services, educate stakeholders, and engage in a
  continuous improvement process.
• _______________________________________
• Exemplary as defined by the Texas State Plan
  for the Education of Gifted/Talented Students

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Elementary School Overview

• TAG students are clustered together with TAG
  trained teachers in otherwise heterogeneous
  homeroom classrooms.
• A minimum group is 3 students with the same
  subject area strengths. An ideal cluster is a
  minimum 6-8 students.
• The campus TAG specialist works closely with the
  cluster teachers to meet the needs of each
  identified child.

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Elementary School Overview

• Campus educators use diagnostic information to
  determine the best learning plan for each
  student, including aligned TEKS-based lessons
  which explore content in depth and with
  complexity.
• Some differentiated lessons occur in the regular
  classroom with the cluster teacher and/or the TAG
  specialist, and some occur in the TAG resource
  room.

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Elementary School Overview

• 1st-5th grade students engage in independent
  study projects that allow them to go into great
  detail in their areas of strength.
• Students may also compact and accelerate through
  the curriculum commensurate with their abilities.
  
• Specific services may vary somewhat based on
  campus and student needs.

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Primary Grades

• Services are primarily provided by the cluster
  teacher within the regular classroom with support
  from the TAG specialist.
• As time allows, enrichment activities in the TAG
  resource room are encouraged.
• Kindergarten enrichment is provided which
  involves the TAG specialist rotating through the
  kinder classrooms providing at least one lesson
  per class per month in creative/critical
  thinking.

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Intermediate Grades - Math

• For 3rd-5th grade math instruction, the TAG Math
  Curriculum (a combination of accelerated pacing
  and depth/complexity which takes the 3rd-8th
  grade TEKS and compacts them into 3rd-6th grade)
  is taught through TAG academic classes with the
  TAG specialist.
• Accompanying TAG benchmarks are administered in
  place of regular grade level benchmarks to ensure
  proper delivery of the TAG curriculum occurs.

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Math Problem Solving

• The XYZ club collected a total of 1.21 from its
  members with each member contributing the same
  amount. If each member paid for his or her share
  with 3 coins, how many nickels were contributed.
• During the school year, a student was given .25
  for each math test he passed and was fined .50
  for each math test he failed. At the end of the
  school year, the student had passed 7 times as
  many tests as he had failed, and received 3.75.
  How many tests did he fail?

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TAG Math Boot Camp

• Please note that due to the acceleration of the
  TAG math curriculum, students who are not
  assessed until 4th or 5th grade and qualify for
  TAG services in math will take an additional math
  assessment to determine if they must attend the
  two week summer TAG Math Boot Camp to prepare
  them for 5th or 6th Grade TAG Math.
• July 14-17 AND 21-24, 8 am 12 noon

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Intermediate Grades Language Arts

• The TAG LA Curriculum for 3rd-5th grade language
  arts instruction is the grade level TEKS, but
  they are addressed in greater depth and
  complexity.
• Students may read more advanced level literature,
  but attention will be given to content and theme
  to ensure appropriateness.
• Students will engage in rigorous oral and written
  experiences with the texts.

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Intermediate Grades Language Arts

• The delivery of this curriculum should be through
  TAG academic classes as much as possible,
  although due to staffing constraints at some
  campuses, the cluster teacher may need to
  incorporate some components of the curriculum in
  the cluster classroom.

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Science and Social Studies

• Students strengths in science and social studies
  are also addressed through differentiated
  services, including modified classroom
  instruction, independent study, and small group
  projects, which may be facilitated by the TAG
  specialist.
• At all elementary grade levels, science and
  social studies differentiation will mainly occur
  in the cluster classroom with the support of the
  TAG specialist.

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Social and Emotional Needs

• To address the affective needs of TAG students, a
  social and emotional needs curriculum exists for
  grades 1-5.
• Each campus has a kit of all needed curriculum
  materials.
• The curriculum may be delivered by the campus
  counselor, by the TAG specialist, or some
  combination thereof.

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Who are the Gifted? What is the Difference
Between a Strong Academic Student and a Gifted
Student?
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Saylers Characteristics This list was compiled
and written by Michael Sayler, Ph. D. It was
published by The Texas Association for the Gifted
and Talented in Raising Champions A Parents
Guide for Nurturing Their Gifted
Children Gifted/talented individuals frequently
possess one or more of the following
characteristics (Please note that a student
wont necessarily have all of these
characteristics, but will have a majority. ) 
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Verbal Proficiency

• Large vocabulary
• Facility of expression
• Breadth of information

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Power of Abstraction

• Interest in deductive learning and problem
  solving
• High level of conceptualization
• Pleasure in intellectual activity

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Intellectual Curiosity

• Interest in a wide range of things
• Willingness for complexity
• Persistent pursuit of goals

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Retentiveness/Power of Concentration

• Intense attention
• Retains and uses information
• Long attention span

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Independence/Goal Directed

• Self-initiated student interest
• Pursues individual interests
• Seeks own direction

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Power of Critical Thinking

• Self-criticism
• Skepticism
• Adept in analyzing strengths and weaknesses

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Sensitivity/Intuitiveness

• High level of awareness
• Keenly observant
• Emotional depth

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Potential for Creativity

• Inventiveness
• Looks for new ways of doing things
• Interest in brainstorming, freewheeling

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Versatility/Virtuosity

• Diversity of interest and abilities
• Many hobbies
• Proficiency in art forms such as music or drawing

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What is the difference between a bright child
and a gifted child?
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Bright Child Gifted Child

• Asks the questions

• Knows the answer

• Is highly curious

• Is interested

• Is mentally physically involved

• Is attentive

• Has good ideas

• Has wild and silly ideas

• Plays around yet tests well

• Works hard

• Answers the questions

• Discusses in detail

• Beyond the group

• Top group

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Bright Child Gifted Child

• Listens with interest

• Shows strong feeling and opinions

• Already knows

• Learns with ease

• 1-2 repetitions

• 6-8 repetitions

• Understands

• Constructs abstractions

• Enjoys peers

• Prefers adults

• Grasps meaning

• Draws inferences

• Initiates projects

• Completes projects

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Bright Child Gifted Child

• Is intense

• Is receptive

• Creates new designs

• Copies accurately

• Enjoys school

• Enjoys learning

• Absorbs information

• Manipulates information

• Inventor

• Technician

• Good guesser

• Good memorizer

• Is keenly observant

• Is alert

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Bright Child Gifted Child

• Is pleased with own learning

• Is highly self-critical

• Enjoys straightforward, sequential presentations

• Thrives on complexity

Source Janice Svabos, Challenge Magazine
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How Are Children Identified?
Screening measures used to identify students who
are in need of RRISDs TAG Services

• Abilities/Aptitude Tests
• Achievement Tests
• Non-verbal reasoning tests
• Behavior checklists completed by teachers and
  parents
• that identify observed characteristics of
  gifted children
• Other measures comparable to those listed above

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Should I Refer My Child for TAG Screening?

• Considerations
• Maturity of your child (especially for primary)
• Learning style of your child (self-directed, able
  to handle open ended tasks and long range
  planning)
• Length of testing (especially for younger
  children, 6-8 hour process)
• Nationally-normed tests scores are valid for 2
  years, thus students may not be referred again
  for 2 years.

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How Do I Refer My Child for TAG Screening?
Meet with your childs teacher to discuss
students progress and learning style. Teachers
may recommend screening, but that does not
guarantee that the student will demonstrate a
need for TAG services during the screening
process. If you decide to refer your child for
screening, complete the Referral Form in the
Identification Packet and submit to school office
before Friday, December 6, 2013.
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Referral Form

• Complete All Information

• Sign and Date
• Due Friday, December 6, 2013

December 6, 2013
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Parent/Guardian Permission to Test
December 6, 2013

• Sign and Date
• Due Friday, December 6, 2013

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In Conclusion
The goal of Round Rock ISD TAG services is to
provide appropriate educational interventions to
students identified as needing gifted and
talented services. Michelle Swain Director of
Gifted and Advanced Academic Services
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For More Information
www.roundrockisd.org Select Academics Select
Gifted and Advanced Academic Services
Michelle Swain, Director, Gifted and Advanced
Academic Services, 464-5023 Nicole
Shannon Coordinator, Gifted and Advanced Academic
Services, 464-5925 Lisa Ramirez Admin Associate,
Gifted and Advanced Academic Services, 464-5104