Is It a Cheetah? - McAllen Independent School District

Is It a Cheetah?
By Stephanie S. Tolan
© 1996 Stephanie S. Tolan
It's a tough time to raise, teach or be a highly gifted child. As the term "gifted" and the unusual
intellectual capacity to which that term refers become more and more politically incorrect, the
educational establishment changes terminology and focus.
Giftedness, a global, integrative mental capacity, may be dismissed, replaced by fragmented "talents"
which seem less threatening and theoretically easier for schools to deal with. Instead of an internal
developmental reality that affects every aspect of a child's life, "intellectual talent" is more and more
perceived as synonymous with (and limited to) academic achievement.
The child who does well in school, gets good grades, wins awards, and "performs" beyond the norms
for his or her age, is considered talented. The child who does not, no matter what his innate
intellectual capacities or developmental level, is less and less likely to be identified, less and less
likely to be served.
A cheetah metaphor can help us see the problem with achievement-oriented thinking. The cheetah is
the fastest animal on earth. When we think of cheetahs we are likely to think first of their speed. It's
flashy. It is impressive. It's unique. And it makes identification incredibly easy. Since cheetahs are the
only animals that can run 70 mph, if you clock an animal running 70 mph, IT'S A CHEETAH!
But cheetahs are not always running. In fact, they are able to maintain top speed only for a limited
time, after which they need a considerable period of rest.
It's not difficult to identify a cheetah when it isn't running, provided we know its other characteristics. It
is gold with black spots, like a leopard, but it also has unique black "tear marks" beneath its eyes. Its
head is small, its body lean, its legs unusually long -- all bodily characteristics critical to a runner. And
the cheetah is the only member of the cat family that has non-retractable claws. Other cats retract
their claws to keep them sharp, like carving knives kept in a sheath --the cheetah's claws are
designed not for cutting but for traction. This is an animal biologically designed to run.
Its chief food is the antelope, itself a prodigious runner. The antelope is not large or heavy, so the
cheetah does not need strength and bulk to overpower it. Only speed. On the open plains of its
natural habitat the cheetah is capable of catching an antelope simply by running it down.
While body design in nature is utilitarian, it also creates a powerful internal drive. The cheetah needs
to run!
Despite design and need however, certain conditions are necessary if it is to attain its famous 70 mph
top speed. It must be fully grown. It must be healthy, fit and rested. It must have plenty of room to run.
Besides that, it is best motivated to run all out when it is hungry and there are antelope to chase.
If a cheetah is confined to a 10 X 12 foot cage, though it may pace or fling itself against the bars in
restless frustration, it won't run 70 mph.
IS IT STILL A CHEETAH?
If a cheetah has only 20 mph rabbits to chase for food, it won't run 70 mph while hunting. If it did, it
would flash past its prey and go hungry! Though it might well run on its own for exercise, recreation,
fulfillment of its internal drive, when given only rabbits to eat the hunting cheetah will run only fast
enough to catch a rabbit.
IS IT STILL A CHEETAH?
If a cheetah is fed Zoo Chow it may not run at all.
IS IT STILL A CHEETAH?
If a cheetah is sick or if its legs have been broken, it won't even walk.
IS IT STILL A CHEETAH?
And finally, if the cheetah is only six weeks old, it can't yet run 70 mph.
IS IT, THEN, ONLY A *POTENTIAL* CHEETAH?
A school system that defines giftedness (or talent) as
behavior, achievement and performance is as
compromised in its ability to recognize its highly gifted
students and to give them what they need as a zoo would
be to recognize and provide for its cheetahs if it looked
only for speed. When a cheetah does run 70 mph it isn't a
particularly "achieving" cheetah. Though it is doing what
no other cat can do, it is behaving normally for a cheetah.
To lions, tigers, leopards -- to any of the other big cats -the cheetah's biological attributes would seem to be
deformities. Far from the "best cat," the cheetah would
seem to be barely a cat at all. It is not heavy enough to bring down a wildebeest; its non-retractable
claws cannot be kept sharp enough to tear the wildebeest's thick hide. Given the cheetah's tendency
to activity, cats who spend most of their time sleeping in the sun might well label the cheetah
hyperactive.
Like cheetahs, highly gifted children can be easy to identify. If a child teaches herself Greek at age
five, reads at the eighth grade level at age six or does algebra in second grade we can safely assume
that child is a highly gifted child. Though the world may see these activities as "achievements," she is
not an "achieving" child so much as a child who is operating normally according to her own biological
design, her innate mental capacity. Such a child has clearly been given room to "run" and something
to run for. She is healthy and fit and has not had her capacities crippled. It doesn't take great
knowledge about the characteristics of highly gifted children to recognize this child.
However, schools are to extraordinarily intelligent children what zoos are to cheetahs. Many schools
provide a 10 x 12 foot cage, giving the unusual mind no room to get up to speed. Many highly gifted
children sit in the classroom the way big cats sit in their cages, dull-eyed and silent. Some, unable to
resist the urge from inside even though they can't exercise it, pace the bars, snarl and lash out at their
keepers, or throw themselves against the bars until they do themselves damage.
Even open and enlightened schools are likely to create an environment that, like the cheetah
enclosures in enlightened zoos, allow some moderate running, but no room for the growing cheetah
to develop the necessary muscles and stamina to become a 70 mph runner. Children in cages or
enclosures, no matter how bright, are unlikely to appear highly gifted; kept from exercising their minds
for too long, these children may never be able to reach the level of mental functioning they were
designed for.
A zoo, however much room it provides for its cheetahs, does not feed them antelope, challenging
them either to run full out or go hungry. Schools similarly provide too little challenge for the
development of extraordinary minds. Even a gifted program may provide only the intellectual
equivalent of 20 mph rabbits (while sometimes labeling children suspected of extreme intelligence
"underachievers" for NOT putting on top speed to catch those rabbits!) Without special programming,
schools provide the academic equivalent of Zoo Chow, food that requires no effort whatsoever. Some
children refuse to take in such uninteresting, dead nourishment at all.
To develop not just the physical ability but also the strategy to catch antelope in the wild, a cheetah
must have antelopes to chase, room to chase them and a cheetah role model to show them how to
do it. Without instruction and practice they are unlikely to be able to learn essential survival skills.
A recent nature documentary about cheetahs in lion country showed a curious fact of life in the wild.
Lions kill cheetah cubs. They don't eat them, they just kill them. In fact, they appear to work rather
hard to find them in order to kill them (though cheetahs can't possibly threaten the continued survival
of lions). Is this maliciousness? Recreation? No one knows. We only know that lions do it. Cheetah
mothers must hide their dens and go to great efforts to protect their cubs, coming and going from the
den under deep cover or only in the dead of night or when lions are far away. Highly gifted children
and their families often feel like cheetahs in lion country.
In some schools brilliant children are asked to do what they were never designed to do (like cheetahs
asked to tear open a wildebeest hide with their claws -- after all, the lions can do it!) while the
attributes that are a natural aspect of unusual mental capacity -- intensity, passion, high energy,
independence, moral reasoning, curiosity, humor, unusual interests and insistence on truth and
accuracy -- are considered problems that need fixing.
Brilliant children may feel surrounded by lions who make fun of or shun them for their differences,
who may even break their legs or drug them to keep them moving more slowly, in time with the lions'
pace. Is it any wonder they would try to escape; would put on a lion suit to keep from being noticed;
would fight back?
This metaphor, like any metaphor, eventually breaks down. Highly gifted children don't have body
markings and non-retractable claws by which to be identified when not performing. Furthermore, the
cheetah's ability to run 70 mph is a single trait readily measured. Highly gifted children are very
different from each other so there is no single ability to look for even when they are performing;
besides that, a child's greatest gifts could be outside the academic world's definition of achievement
and so go unrecognized altogether. While this truth can save some children from being wantonly
killed by marauding lions, it also keeps them from being recognized for what they are -- children with
deep and powerful innate differences as all-encompassing as the differences between cheetahs and
other big cats.
That they may not be instantly recognizable does not mean that there is no means of identifying
them. It means that more time and effort are required to do it. Educators can learn the attributes of
unusual intelligence and observe closely enough to see those attributes in individual children. They
can recognize not only that highly gifted children can do many things other children cannot, but that
there are tasks other children can do that the highly gifted cannot.
Every organism has an internal drive to fulfill its biological design. The same is true for unusually
bright children. From time to time the bars need be removed, the enclosures broadened. Zoo Chow,
easy and cheap as it is, must give way, at least some of the time, to lively, challenging mental prey.
More than this, schools need to believe that it is important to make the effort, that these children not
only have the needs of all other children to be protected and properly cared for, but that they have as
much RIGHT as others to have their needs met.
Biodiversity is a fundamental principle of life on our planet. It allows life to adapt to change. In our
culture highly gifted children, like cheetahs, are endangered. Like cheetahs, they are here for a
reason; they fill a particular niche in the design of life. Zoos, whatever their limitations, may be critical
to the continued survival of cheetahs; many are doing their best to offer their captives what they will
need eventually to survive in the wild. Schools can do the same for their highly gifted children.
Unless we make a commitment to saving these children, we will continue to lose them and whatever
unique benefit their existence might provide for the human species of which they are an essential
part.
Note: please disseminate this article widely if you find it useful. Proper attribution would be
appreciated, however -- Stephanie S. Tolan
Cheetah graphics ©1997 Diane Scanlon
ldent ification Procedures for Giftenalented Education
Review of Local Dlefinition and GT Characteristics
I
NOMINATION
Test S c o r e
N o m i n a t i o n ...
/or
Classroom Teachers,
Special Populations Teachers
I
Parent Permission t o screen
SCREENING
I
Multiple criteria (at lead 3) gathered
from quantitative, and qualitative
sources.
SELECTION
Identification C o m m i t t e e
/ II
I
placement
Not Accepted
a t this t i m e
I
Parent permission t o pa~ticipate
Reassessment
Parents
m a y say n o
I PATION
\
[Com-rittee decision; parents
informed priorto final decision)
I
PROGRAM SERVICE
Adam dfnxm J. Martin, 1989
Procedimientos De la Identificación
Para la educación talentosa/dotada
Desarrollo de personal para el personal de la escuela en la definición y características
NOMBRAMIENTO
Nombramiento De
Parent/Community
y/o
Nombramiento Del Personal
De la Escuela
y/o
Pruebe El Nombramiento De
la Cuenta
Permiso del padre de defender
INVESTIGACIÓN
Por lo menos cinco criterios recolectaron por el
comité. Un cierto objetivo, algo subjetivo. Si sea de
varias fuentes.
SELECCIÓN
El comité de la identificación hace Deicisions para la
colocación (matriz, perfil, cuentas minimas, los etc.)
No aceptado en
este tiempo
Aceptado al
programa
Permiso del padre de participar
Los padres
pueden decir no
PARTICIPACIÓN
Salida
(decisión del comité; los padres informaron
antes de la decisión final)
Furlough
Continúe
NOMINATION
Students may be nominated at any time during the school year or through
the nomination process as defined by the district in the local policy (EHBBLOCAL).
Students may be nominated by a classroom teacher, a teacher from a
special population (Special Education, Bilingual/ESL, Migrant, Title I, etc.),
an administrator, a student, a parent, or any community member.
See Texas State Plan for the Education of Gifted/Talented Students,
Section 1.3A and 1.6A.
SCREENING
Students are screened once during the school year or as defined by the
district in the local policy (EHBB-LOCAL).
See Texas State Plan for the Education of Gifted/Talented Students, 1.3A,
1.5.1A, 1.5.2A, 1.5.3A, 1.5.4A, 1.5.5A, and 1.6A.
SAMPLE NEWSPAPER AD
______________________ Independent School District
Offers Gifted Education
_______________________ISD conducts a program for students with above average
potential in academic and creative-productive thinking skills areas in grades K-12. This
gifted education program is designed to challenge students to accelerate above and
beyond the regular school curriculum.
(Insert specific information concerning the program here)
Anyone wishing to nominate a student believed to be an intellectually or creatively gifted
learner is encouraged to come by the appropriate campus office and complete the
necessary forms. Those students nominated will go through a screening procedure that
requires special testing. At the time of nomination, parents will be requested to grant
permission for this testing.
SAMPLE NEWSPAPER AD IN SPANISH
ISD
Ofrece
Educación para Los Estudiantes Excepcionales
ISD va a llevar acabo un programa para los estudiantes con potencial mas
allá de lo normal en lo académico y dotados, es disenado para que los estudiantes puedan
acelerar su aprendizaje y lograr mas de o requerido por el programa regular de la escuela.
Cualquier persona que quiere nombrar a un estudiante que ellos crean ser excepcional
intelectualmente o creativamente pueden llegar a la oficina de la escuela para complete
los formularios necesarios. Los estudiantes nombrados van a pasar por un procedimiento
que incluye exámenes especiales. Al ser nombrado el permiso do los padres es requerido
para que el estudiante pueda tomar estos exámenes.
REQUEST FOR NOMINATIONS
Dear Parent:
Our school district will be conducting a program for students with potential in
academic and creative-productive thinking skills areas in grades _________
during the ___________ school year. Any ________ grader whom you believe is
an intellectually gifted learner is eligible to be nominated. Those nominated will
go through a screening procedure. Because of state guidelines, not all
nominated students will meet admission requirements.
If you wish to nominate your child or another _______ grader, please do so by
going to the principal’s office and completing the proper form.
If there is a transportation problem, please call the school office. Any
nominations should be made before __________________________.
Finally, please be aware that if you or a teacher nominates your child, special
testing will be needed in order to complete the identification process.
Sincerely,
Principal
REQUEST FOR NOMINATIONS IN SPANISH
El Distrito Escolar Independiente de ________________
Estimados Padres:
El Distrito Escolar Independiente de __________ reconoce a los estudiantes
excepcionales con múltiple potencial intelectual. Estos estudiantes pueden
exhibir habilidades en las áreas de percepción, tal como la aptitud académica, la
creatividad y la productividad mental. Estos estudiantes han sido definidos como
aquellos que requieren servicios y actividades fuera de las que son comúnmente
proveídas en la clase para que puedan desarrollar sus habilidades y su potencial
múltiple. El programa de Estudiantes Excepcionales y Talentosos del Distrito
Escolar Independiente de __________ es un programa educacional diseñado
para satisfacer las necesidades educacionales de estos estudiantes.
Si usted cree que su hijo puede calificar o si usted desea una copia de las reglas
o normas aprobadas por el consejo del Distrito Escolar Independiente de
___________ sobre la educación de los estudiantes excepcionales y talentosos,
por favor complete el siguiente formulario y devuélvalo a ________________,
Coordinador del Programa de Estudiantes Excepcionales y Talentosos del
Distrito Escolar Independiente de ____________ dentro las siguientes dos
semanas.
Nombre del
alumno/a:____________________________________________________________________
Nombre del padre o
madre:________________________________________________________________
Domicilio:_____________________________________________________________________
________
Teléfono:______________________________________________________________________
________
Nombre del
maestro/a:____________________________________________________________________
Seeking Community Nominations
Samples
Radio Spot or PSA for Community /Service Channel
Do you know a child in our community who does things faster, sooner, and with quick
understanding? ______ Independent School District is looking for students who learn
rapidly, get along well with older children or adults, are highly creative, and can work
independently on in-dept projects. If you would like to nominate a child for the
Gifted/Talented Program, please call the child’s school for a nomination form or pick one
up at the school. The deadline is ___________________. Testing of those nominated
will continue through May.
Newspaper Article
______ Independent School District Seeks Nominations
______ ISD is seeking students in our district who do things faster, sooner, and with
better understanding than other students their age.
Nominations for the Gifted/Talented Program are being accepted through
__________________________. Forms must be completed on each student nominated
and may be obtained from the school office.
The Gifted/Talented Program selects approximately the top 5% of the students who
require more challenging learning experiences and can tackle more difficult tasks. The
Gifted/Talented Program teachers are specially trained to meet the needs of these
students.
Flyer Distributed to Youth Leaders and Community Leaders
Looking for students who:
• do things faster, sooner and with quick understanding
• learn rapidly
• get along well with older children and adults
• are highly creative
• can work independently
I ____________________________ of _____________________________ would like to
(Name)
(Organization)
nominate __________________________ for the Gifted/Talented
(Student’s name)
Program because he/she has the above traits. If you have any questions, please call me at
____________________________.
Flyer in Spanish
Buscar a estudiantes que:
• hace las cosas más rápidas, más pronto y con lear comprensivo rápidas, más
pronto y con lear
• comprensivo rápido
• se llevars rápidamente bien con niños y adultos
• más viejos son sumamente creador puede
• trabajar independientemente.
Yo _____________________________ de ________________________ apreciaria
(Donomine)
(Organización el Nombre)
nombrar _______________________________ parea el Programa Académico Avanzado
(Nombre de Estudiante)
de Servicios proque él/ella tiene el encima de rasgos. Si usted tiene cualquiera pregunta,
por favor me llama en _____________________________.
Nominations Open for Gifted/Talented Program
___________________ Independent School District offers a special program for students
with above average potential in academic and creative-productive thinking skills areas in
grades K-12. This gifted education program is designed to challenge students to
accelerate above and beyond the regular school curriculum.
The following characteristics are often found in students who benefit from gifted program
services.
1. Advanced, adult-like humor
2. Independence, self-confidence, internal control
3. Logical thinking
4. Tolerance for ambiguity
5. Perceptiveness and intuitiveness
6. Precocious language and thought
7. High moral thinking and empathy
8. confident, risk-takers
9. Alone time
10. Learning styles match the affective characteristics
11. Reflectiveness versus impulsiveness
12. Creativity consciousness
13. Early writing, math, music and/or art
14. Idealism and reflectiveness
15. Humor, playfulness
16. Attraction to the novel, complex, and mysterious
17. Motivation, persistence, and advanced interests
18. Artistic and aesthetic interests
19. Curiosity
20. Early reading and advanced comprehension
21. High energy, adventurousness
Anyone wishing to nominate a student believed to be an intellectually or creatively gifted
learner is encouraged to come by the appropriate campus office and complete the
necessary forms. Those students nominated will go through a screening procedure,
which requires special testing. Nominations for the G/T program are open until
___________________.
NOMINATION
NOMINATION
Student’s Name: _____________________________________
Student’s Name: _____________________________________
Grade: ____________
Grade: ____________
Address:
________________________________________
Address:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
School: ____________________________________________
School: ____________________________________________
Homeroom Teacher: __________________________________
Homeroom Teacher: __________________________________
Signature of Person submitting the nomination
Signature of Person submitting the nomination
Nombramiento para El Programa
de Estudiantes Excepcionales
Nombramiento para El Programa
de Estudiantes Excepcionales
El nombre del nino: _________________________________
El nombre del nino: _________________________________
Sexo : ______________
Sexo : ______________
El Grado: ___________
El Grado: ___________
Fecha de nacimiento: _______________________________
Fecha de nacimiento: _______________________________
Los Nombres de los Padres:
Los Nombres de los Padres:
_________________________________________________
_________________________________________________
Su dirección:
Su dirección:
_________________________________________________
_________________________________________________
Numero de teléfono de la casa: ________________________
Numero de teléfono de la casa: ________________________
Numero de teléfono del trabajo: ________________________
Numero de teléfono del trabajo: ________________________
La maestra de la aula de clase:
La maestra de la aula de clase:
_________________________________________________
_________________________________________________
La firma de la persona nombrando el estudiante:
La firma de la persona nombrando el estudiante:
_________________________________________________
_________________________________________________
Fecha del nombramiento: ____________________________
Fecha del nombramiento: ____________________________
Peer Perception Inventory
Teacher’s Name ______________________________________________
Think about the other students in your class. Who would you go ask if. . .
1.
You needed someone who has a good imagination and thinks of the most unusual, different, or
interesting idea?
2.
You needed help with a computer?
3.
You needed the words to a popular song?
4.
You needed someone who is really good at making things up, like dances, games, music, and
pictures?
5.
You needed to know what happened on the last three episodes of a TV show?
6.
You needed help with your math?
7.
You needed help with your reading?
8.
You needed help with your science?
9.
You needed someone who could help you win an argument with someone else?
10.
You needed the secrets to winning a video game?
11.
You needed something fixed?
12.
You needed a personal problem explained to the teacher?
13.
You wanted to hear a good story?
14.
You wanted someone to make you laugh?
15.
You needed someone who asks lots of interesting questions when the class is talking about
something?
16.
You needed someone who treats his or her family AND school friends with respect?
17.
You needed someone who gets along well with all different kinds of kids?
Peer Perception Inventory
Elementary
1. Pretend you and your friends found a puppy on the playground.
a. Who would be the most likely to think up lots of names for the puppy?
____________________________________________________________________________
b. Who would be the one who would think of names no one else would think of?
____________________________________________________________________________
c. Who would choose the name you and your friends would probably decide to use?
____________________________________________________________________________
d. Who would be most likely to write a fascinating story about the puppy?
____________________________________________________________________________
e. If you friends wanted to teacher the puppy a trick, who would think up different ways
to teach the trick?
__________________________________________________________________________
f. If you wanted to design a collar for the puppy, who would come up with the most
designs?
____________________________________________________________________________
g. If you wanted to bring the puppy to school, who would be the one who would be able
to give the teacher the most reasons?
___________________________________________________________________________
2. Who seems to know most of the right answers to questions which are asked by your
teacher?
____________________________________________________________________________
3. Who knows a lot about many things (not just school things)?
____________________________________________________________________________
4. Who likes to study the “hard” or difficult things just because they like to learn?
____________________________________________________________________________
5. Who often knows about things that are happening in the news?
____________________________________________________________________________
6. Who asks a lot of questions in class and wants to know what causes things and the
reasons for things?
____________________________________________________________________________
INSTRUMENTS USED IN IDENTIFYING GIFTED LEARNERS
TESTS OF ABILITY
•
•
•
Naglieri Nonverbal Abilities Test – Grades K-12
Screening Assessment for Gifted Elementary and Middle School Students
(SAGES-2) – Grades K-8
CogAT – Grades 9-12
TESTS OF CREATIVITY
• Torrance Tests of Creative Thinking (Verbal & Figural) – Grades K-12
CHECKLISTS
•
•
Scales for the Identification of Gifted Students School Version
Scales for the Identification of Gifted Students Home Version
STUDENT PRODUCTION
• Planned experiences
SCREENING VISUALLY IMPAIRED STUDENTS
Ability Index
Weschler Intelligence Scale for Children 4th Edition – 3 Verbal
Comprehension sections only.
Slosson Oral Intelligence Test
Achievement
Diagnostic Achievement Battery Listening Comprehension subtests
Creativity
Slocumb-Payne Student Interview
Rating Scales
Scales for Identification of Gifted Students – Home Version
Slocumb-Payne Teacher Perception Inventory – completed by classroom and
VI teachers
__________________ ISD GIFTED/TALENTED SELECTION PROFILE
STUDENT NAME______________________________STUDENT ID_________________
GRADE____BIRTHDAY_______________AGE_____ETHNICITY: 1 2 3 4 5 (circle one)
Economically Disadvantaged: Yes No (circle one)
The definition of gifted and talented students 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,
experience, or environment and who: (1) exhibits high performance capability in an intellectual, creative, or
artistic area; (2) possesses an unusual capacity for leadership; or (3) excels in a specific academic field.”
Directions: Plot an individual’s scores in the appropriate column.
Student Production
SIGS Home Version/SIGS School Version/SAGES-2
Torrance/CogAT
NNAT
1. Student Production (K-8) must score 3
1
55
70
55
70
1 10 20 30
85
85
40
2
100
100
50 60
115
115
70 80
3
120
120
90
130 140+
130 140+
95
99+
2. SIGS School Version – 120 in any area
3. SIGS Home Version – 120 in any area
4. Torrance– 127 ± 8 (119 or above)
5. NNAT: Level ____ - 90% or above (Grades K-8)
6. SAGES-2 (Grades K-8)
M/S R/SS Reas.
120 or above on any test
7. CogAT (Grades 9-12) – Verbal Score or Average
of Quantitative and Non Verbal Score (120 or above)
District Criteria: Grades K-8 – 4 of 6 at or above district line. Grades 9-12 – 3 of 5 at or above district line.
The decision to place or defer placement is based on perceived educational needs. The committee has reached a
placement decision based on the following:
COMMITTEE DECISION
□ Accepted
□ Did not qualify
□ Accepted on probation
COMMITTEE MEMBERS:
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________
Date of Meeting
Students Identified for G/T Services
Ethnicity
Name
Anglo
Af.
Amer.
Hisp.
SES
Other
Low
SES
Gender
M
F
Special Pop.
SPED
Other
SUMMARY INFORMATION REPORT
Campus: ____________________________________
Grade: ______________
# Tested: __________
% Identified __________
# Identified: ____________
% By Ethnicity: AA _______
H _______
W ________
Other _________
% of Low SES _____________
Date: ____________________
Name
Counselor/Coordinator: _______________________
Grade Ethnicity
Low
SES
Identified Not
Identified
Parent Permission Form
Student’s Name: _________________________________________________________
Address: ________________________________________________________________
Home phone: ______________________ Work phone: __________________________
Grade: __________
Teacher: ________________________________________
Your child has met the qualifications for placement in the Gifted/Talented program.
Before we can officially offer your child these services, we must have your written
approval for your child to participate. Please complete this form and return it to school as
soon as possible.
Please check the appropriate space:
_____ YES, we give permission for our son/daughter to be placed in the Gifted/Talented
Program.
_____ NO, we do not want our son/daughter to participate in the Gifted/Talented
Program.
Parent/Guardian Signature:_________________________________________________
Date: ________________________
PARENT PERMISSION FORM – SPANISH
Estimado(a) Sr(a). ____________________________
Después de haber revisado cuidadosamente cada criterio para identificar a los
estudiantes para el programa de Estudiantes Excepcionales y Talentosos, es la
decisión de este comité del Distrito Escolar Independiente de
___________________ que es en el mejor interés de
___________________________ de recibir los servicios de este programa.
Por favor, completa la pagina siguiente para dar permiso para
que___________________
reciba los servicios del programa de Estudiantes Excepcionales y Talentosos y
devuélvala a la escuela antes del
______________________________________.
Miembros del comité
Director
____________________________________
Consejero ____________________________________
Coordinador
del programa ____________________________________
Maestro(a) ____________________________________
Maestro(a) ____________________________________
Maestro(a) ____________________________________
Yo doy permiso para que mi hijo(a) reciba los servicios del programa de los
Estudiantes Excepcionales y Talentosos.
_____________________________________
_______________________
el nombre del estudiante
el grado
_____________________________________
________________________
la firma del padre
la fecha
Deferment Notification To Parent
To:
Parents/Guardian of _________________________________________________
Date: ________________________________
________________________________ has been highly complimented by being
nominated for the Gifted/Talented Program. However, he/she has not met the criteria for
admittance to the program at this time. The state guidelines do not allow all students to
participate. This program is but one of many enriching experiences provided by our
district. Your child will be challenged to the maximum of his/her potential in other
programs and activities.
If you have any questions or concerns related to the assessment, please contact me.
Sincerely,
Principal’s Signature
________________________
Date
DEFERMENT NOTIFICATION - SPANISH
Estimado(a) Sr.(a)_______________
Después de haber revisado cuidadosamente cada criterio usado para identificar a
__________________ y los subsiguientes resultados, es la decisión de este comité del
programa de los Estudiantes Excepcionales y Talentosos del Distrito Escolar
Independiente de _____________ que no es en el mejor interés de
_____________________ a este momento recibir los servicios de este programa.
Es la decisión final de este comité que ___________________________ no recibirá
los servicios del programa de los Estudiantes Excepcionales y Talentosos del Distrito
Escolar Independiente de ____________ para el año ____________________.
Miembros del comité
Director ____________________________________
Consejero ___________________________________
Coordinador del Programa __________________________________
Maestro(a) ________________________________________
Maestro(a) ________________________________________
Maestro(a) ________________________________________
Furlough Policy
A student, parent, teacher, counselor, or administrator may request a furlough from the
program for a stated length of time. Reasons for furlough could include, but not be
limited to the following.**
•
Increased demand upon time caused by scheduling or extra-curricular activities
•
Emotional problems stemming from self, school, or home
•
Request by parents, teacher, counselor, or administrator for exit
•
Inability to participate because of scheduling conflicts
**NOTE: Furlough should NOT be used as a disciplinary tool and should be
granted without adding undue pressure or prejudice to the student.
The decision for furlough shall be made by a committee comprised of the student, when
appropriate*, parent(s)/guardian(s), student’s teacher(s), and the principal and/or
counselor.
*Age and maturity of student shall determine participation.
Re-Entry Policy
If the student is granted a furlough, the date of re-entry to the program must be stated.
If the student elects to exit the program at the end of the furlough, Exit Policy procedures
should be followed. Re-entry will then be accomplished through the Identification
Process.
********************
The Furlough and Re-Entry Form shall be completed at the committee meeting and
filed with the student’s gifted and talented records.
Furlough and Re-entry Form
Date:___________________
Requested by: ____________________________________________________________
Requested for (student’s name): _____________________________________________
Date: _______________________ Length of time requested: ______________________
Reason(s) for request: _____________________________________________________
_______________________________________________________________________
________________________________________________________________________
Committee Decision
_____ Furlough granted
_____ Furlough denied
Date: ________________________ Length of time granted: _______________________
Comments: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
Committee Members
__________________________________________
Student
__________________________________________
Parent(s)
___________________________________________
Teacher
__________________________________________
Principal/Counselor
__________________________________________
Other (specify)
TRANSFER POLICY
Inter-District Transfers
When a student identified as gifted by a previous school district transfers into the
district, the student’s records shall be reviewed by the screening or selection
committee to determine if placement in the district’s program services for gifted
and talented students 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, and/or student
and parent/guardian conferences.
Intra-District Transfers
Students who transfer to another school in the district are to be enrolled in the
receiving school’s gifted services after confirming identification with the District’s
G/T Program Coordinator.
Students Reentering the District
Students who move from the district, do not participate in gifted services in the
new school, then return to the district and wish to reenter gifted services may do
so if the student has been out of the district no more than 12 calendar months. A
move of a longer period of time will necessitate the student’s being screened as
is (s)he were a new student.
Exit Request
Date: _______________
Student name: ____________________________________________________________
School: __________________________________Grade level:_____________________
Person initiating request: ___________________________________________________
Signature: _______________________________________________________________
Purpose for exit request:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Exit provisions:
Student performance shall be monitored and evaluated. A student may be considered for
EXIT if it is in his/her best interest and/or if program services do not seem to be the most
appropriate educational placement for the student. The petition for exit may be initiated
by:
Request from the parent to exit the student,
Request from a teacher, counselor, or administrator to exit the student, or
Request of the student to exit program services.
Exit from services will be accomplished by petitioning the selection committee for
removal. A conference shall be held within ten (10) working days of the request to exit.
This conference should include the student, parent(s)/guardian(s), building administrator,
G/T teacher(s), classroom teacher(s), and/or counselor.
•
•
If a teacher initiates the petition, that teacher shall provide documentation to
support his/her contention for removal from services.
If a student or parent(s) requests removal, the district will honor that request after
a conference with the selection committee or its representative.
NOTE: Should a student exit from program services, the process shall be accomplished
in such a manner to avoid adding undue pressure to the student or parent(s)/guardian(s)
and without prejudice. It shall be recognized that the purpose of the G/T services is to
best serve the academic and affective needs of the child.
Exit Committee Report
Date: _______________
Student name: __________________________ Campus: _________________________
Grade level: ____ Person initiating request: ____________________________________
Signature: ___________________________ ___________________________________
Committee Decision
_____ Exit granted
_____ Exit denied
Rationale for exit or denial: _________________________________________________
________________________________________________________________________
________________________________________________________________________
Committee Members
__________________________________
Student
_________________________________
Parent(s)
__________________________________
Teacher(s)
________________________________
Principal/Counselor
__________________________________
Other (specify)
________________________________
Other (specify)