students and who assessment data Additional data have met and collected through beyond that reviewed the the district’s collected through individual student gifted/talented the district's data (19 TAC assessment standard §89.1(4)). process is gifted/talented conducted and assessment process used by the are considered, as selection needed, by the committee in selection committee making in making identification identification decisions. decisions in order to make the most appropriate placement. SERVICE DESIGN Identified Information Services for gifted/talented concerning special gifted/talented students are opportunities students are assured an array of (contests, academic comprehensive, learning recognition, structured, opportunities that summer camps, sequenced, and are commensurate community appropriately with their abilities programs, volunteer challenging, and that emphasize opportunities, etc.) including options in content in the four is available and the four (4) (4) foundation disseminated to foundation curricular areas. parents and curricular areas, Services are community arts, leadership, and available during the members. creativity. school day as well as the entire school Specialists and year. Parents are advocates for informed of gifted/talented options (19 TAC students are §89.3(3)). consulted in the development of program policies and options. Gifted/talented Flexible grouping students are patterns and ensured independent opportunities to investigations are work employed in the together as a group, four (4) foundation work with curricular areas. other students, and work independently during the school
students and who have met and reviewed the individual student data (19 TAC §89.1(4)). assessment data collected through the district’s gifted/talented assessment process is conducted and used by the selection committee in making identification decisions. Additional data beyond that collected through the district's standard gifted/talented assessment process are considered, as needed, by the selection committee in making identification decisions in order to make the most appropriate placement. SERVICE DESIGN Identified gifted/talented students are assured an array of learning opportunities that are commensurate with their abilities and that emphasize content in the four (4) foundation curricular areas. Services are available during the school day as well as the entire school year. Parents are informed of options (19 TAC §89.3(3)). Information concerning special opportunities (contests, academic recognition, summer camps, community programs, volunteer opportunities, etc.) is available and disseminated to parents and community members. Specialists and advocates for gifted/talented students are consulted in the development of program policies and options. Services for gifted/talented students are comprehensive, structured, sequenced, and appropriately challenging, including options in the four (4) foundation curricular areas, arts, leadership, and creativity. Gifted/talented students are ensured opportunities to work together as a group, work with other students, and work independently during the school Flexible grouping patterns and independent investigations are employed in the four (4) foundation curricular areas.
Connally_Elementary_Community_and_Student_Engagement_3_CASE_Indicators_for_2017-2018.docx