Irving ISD Gifted and Talented Handbook
This handbook includes the district policies and procedures reflective of state guidelines for gifted and talented students.
The intent of the Gifted and Talented Handbook is to:
• Inform the public about the Irving Independent School District Gifted and Talented Program.
• Communicate the K-12 Gifted/Talented Identification Procedures.
• Provide a K-12 vertically aligned instructional framework and service design.
• Reflect Irving ISD’s compliance with the State of Texas Plan for the Education of Gifted/Talented students.
Philosophy of the Irving ISD
Gifted and Talented Program
Through the collaborative efforts of educators, students and community, Irving ISD will provide a program for gifted and talented/advanced students to meet the unique social, emotional and intellectual needs for life-long success. The Irving ISD believes gifted and talented/advanced students should engage in a multi-faceted, accelerated, differentiated curriculum that focuses on challenging, real-world issues.
The Irving ISD will focus on the acceleration of subject content within each of the core academic areas of Language Arts, Mathematics, Science and Social Studies.
Gifted and Talented/Advanced Academics Program Goals
Goal 1: Improve equitable and effective identification of gifted students who need specialized services.
Goal 2: Maintain equitable participation and increase performance in Advanced Academics opportunities.
Goal 3: Increase and vary opportunities for enrichment and parent education for gifted and advanced students.
In 1977, the Texas Legislature passed its first legislation concerning the education of gifted/talented (G/T) students. In 1979, state funds for providing services to G/T children were made available, but providing such services was optional for school districts. In 1987, the Texas Legislature mandated that all school districts must identify and serve G/T students at all grade levels. In 1990, the Texas State Plan for the Education of Gifted/Talented Students (State Plan) was adopted by the Texas State Board of Education (SBOE) that included a commitment to high-level learning opportunities for G/T learners expressed in the following goal:
In 1999, the 76th Texas Legislature introduced Rider 69 which spurred the initial development and ongoing refinement of the Texas Performance Standards Project for Gifted/Talented Students (TPSP) as a vehicle through which districts might address the stated goal. With the TPSP and ongoing research to inform and improve practice, Texas educators are committed to meeting the unique needs of G/T students and to expanding the ways to do so. To learn more about programs and resources for G/T education in Texas visit the Texas Education Agency (TEA) Gifted/Talented website, contact a local Texas public school district or regional education service center (ESC), or email TEA at firstname.lastname@example.org.
Pursuant to Section 29.123 of the Texas Education Code (TEC), the State Plan forms the basis of G/T standards of services into accountability and exemplary. The revised plan offers an outline for services without prohibitive regulation. Districts are accountable for services as described in the State Plan where performance measures are included for six aspects of G/T service design. These accountability standards reflect actions required in state law and/or SBOE rule. Many districts, in collaboration with their communities, will provide more comprehensive services incorporating research-based best practices for G/T learners.
To offer some guidance to those districts and campuses, standards for “exemplary” performance are included in the plan and provide viable targets that local district educators seeking excellence, both for their district and for their students, may strive to attain.
STATE GOAL FOR SERVICES FORGIFTED/TALENTED STUDENTS
Students who participate in services designed for gifted/talented students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted/talented students will have produced products and performances of professional quality as part of their program services.
The TEA assists districts in provide comprehensive services for G/T learners in the following ways:
• Provides information on best practices, developments and achievements in the field of G/T education to all interested parties.
• Develops materials designed to assist districts in the development and implementation of model assessment procedures and services.
• Facilitates partnerships among parents, institutions of higher education, communities, and school districts to design comprehensive G/T services.
• Sponsors demonstration projects and develops materials that support the implementation of Advanced Placement and International Baccalaureate programs that are differentiated of the G/T student.
• Collaborates with business and industry to provide additional opportunities for G/T students.
• Monitors and implements any state and/or federal legislation designed to provide educational opportunities for G/T students.
Through the combined efforts of the TEA, the Education Service Centers, local district personnel, colleges and universities, and the communities they serve, all children will experience an academically challenging education that enables them to maximize their potential.