How are students identified for the gifted and talented program?

Students are identified for the gifted and talented program through a three-state process established by the Irving ISD Board of Trustees. Identification consists of three phases: nomination, screening, and selection.

What if a gt student no longer wishes to receive gt services?

There are written policies/procedures that provide guidelines to the GT Building Screening and Selection Committee regarding furlough, reassessment, and exit procedures.

What if a student moves to our school and has been receiving gt services in their previous district? What do we do?

Transfer students will be included with all other students in the ongoing process of identification. Transfer students may be nominated on the same basis as other students within the district and with the same identification procedures. Students new to the district who have been in a gt program in another district must meet IISD identification criteria to be placed in an IISD gifted and talented program.

How do you nominate a student for the gt program?

The nomination process is open and ongoing. School counselors solicit nominations from a variety of sources: parents, legal guardians, community members, peers, self, and teachers. Please contact your school counselor for nomination forms.

Are all students in grades K-12 provided gt services?

Yes, all students K-12 are provided gt services. Grades K-2 students are provided gt services in clusters of 4-6 with a designated gt teacher. Grades 3-10 students are provided services in a self-contained classroom or through pull out (assigned to the self contained classroom for part of the day) with a gt endorsed teacher. Grades 11 and 12 students are provided services in either a self-contained or cluster classroom.

What kinds of assessment instruments are used to identify students K-12 for gt services?

Data is collected from multiple sources. All students in grades K-12 are assessed using: parent and teacher checklists, student surveys or interviews, top 10% grades, gt services in another district, achievement and aptitude tests, and student portfolios.

What about second language students? Are they assessed in languages that they understand or with nonverbal based tests?

Assessment instruments are provided for students in English and Spanish. Non-verbal aptitude tests are also used by the GT Building Committees when screening students.

Do all populations of the district have access to assessment and if identified offered services?

Information is provided on the identification criteria and program options to teachers, parents, and students in English and in Spanish. Various methods of communication are used including a gt brochure and gt web page. GT Building Committees work collaboratively with faculty to ensure appropriate gt services for all identified students.

Who makes the final selection of students for gt services?

Each campus has a GT Campus Committee composed of at least one administrator, one counselor, and one gt teacher. The gt committee meets and considers each student nomination on an individual basis and recommends placement for students that meet the district criteria. The GT Building Committee receives 6 hours of gt professional development each year.

What kinds of learning opportunities are available to gt students?

While students within the gt program are expected to master all learning objectives for the general education classes, the focus of the gt program is to provide differentiated learning alternatives that promote intellectual and academic growth. The gt program offers a combination of acceleration and enrichment opportunities that differentiate the content, process and product in all four core academic areas: language arts, math, science, and social science.

How do parents know the identification process and program options offered by the gt program?

Information is disseminated on the identification criteria and program options to teachers, parents, and students in English and Spanish. Multiple methods of communication are used, including gt brochure and video, student handbooks, district web site, parent newsletter and awareness meetings.

What kind of training do gt teachers need to have in order to teach in Irving ISD?

The minimum requirements for all gt teachers are 30 clock hours of gt staff development. These 30 clock hours are divided into five strands: nature and needs, social and emotional needs, identification and assessment, creative and critical thinking strategies, and differentiated instruction. GT teachers of self-contained classrooms are required to complete their gt endorsement within two years of assignment. Tuition assistance is provided by the school district. In addition, all gt teachers must participate in a minimum of six clock hours annually of gt professional development.

What about administrators and counselors? Do they have professional development requirements?

The minimum requirements for administrators and counselors that are involved in decisions related to the gt program is 6 clock hours of gt professional development. Opportunities are also provided for administrators and counselors to participate in six hours on an annual basis.

How are the professional development activities for gt education determined?

Professional development activities for gt education are evaluated annually using teacher evaluations, surveys, and questionnaires. GT vertical teams and subject area coordinators assist with this evaluation and are involved in the design of the staff development for the upcoming year.

How does the district determine the effectiveness of the gt program?  Are parents included in this process?

The effectiveness of the gt program is evaluated annually by examining data (ie., TAAS/ITBS/Aprenda/SAT/ACT/AP Exam Results) as well as surveys and questionnaires from teachers, students, and parents. Currently, parent input is through the gt parent organization (IAGT).