services are required to complete the thirty (30) training within one semester (19 TAC §89.2(2)). Teachers who All staff receive an Mentors and provide instruction orientation to the others who and services that district’s specialized are a part of the gifted/talented instruction for district’s defined identification gifted/talented gifted/talented processes and students are services receive a gifted/talented provided training minimum of six (6) services provided to increase their hours annually of by the district or understanding of professional campus, along the nature and development in with training on the needs of these gifted/talented nature and needs students and the education that is of the district goals for related to state gifted/talented. the students, teacher education including the state standards (19 TAC goal for Annually, each §89.2(3) and TAC gifted/talented teacher new to the §233.1). students. district receives an orientation to the district’s gifted/talented identification processes and the district’s services for gifted/talented students. Administrators and Local district Administrators and counselors who boards of trustees counselors who have authority for are encouraged to have authority for service decisions pursue gifted/talented are required to professional service decisions complete a development on receive a minimum minimum of six (6) the Texas State of six (6) hours hours of Plan for the annually of professional Education of professional development that Gifted/Talented development in includes nature Students. gifted/talented and needs of education. gifted/talented students and service options for gifted/talented students (19 TAC §89.2(4)). Evaluation of Opportunities for A plan for professional professional professional development development in development that activities for the area of culminates in gifted/talented gifted/talented graduate studies
services are required to complete the thirty (30) training within one semester (19 TAC §89.2(2)). Teachers who provide instruction and services that are a part of the district’s defined gifted/talented services receive a minimum of six (6) hours annually of professional development in gifted/talented education that is related to state teacher education standards (19 TAC §89.2(3) and TAC §233.1). All staff receive an orientation to the district’s gifted/talented identification processes and gifted/talented services provided by the district or campus, along with training on the nature and needs of the gifted/talented. Annually, each teacher new to the district receives an orientation to the district’s gifted/talented identification processes and the district’s services for gifted/talented students. Mentors and others who specialized instruction for gifted/talented students are provided training to increase their understanding of the nature and needs of these students and the district goals for the students, including the state goal for gifted/talented students. Administrators and counselors who have authority for service decisions are required to complete a minimum of six (6) hours of professional development that includes nature and needs of gifted/talented students and service options for gifted/talented students (19 TAC §89.2(4)). Local district boards of trustees are encouraged to pursue professional development on the Texas State Plan for the Education of Gifted/Talented Students. Administrators and counselors who have authority for gifted/talented service decisions receive a minimum of six (6) hours annually of professional development in gifted/talented education. Evaluation of professional development activities for gifted/talented Opportunities for professional development in the area of gifted/talented A plan for professional development that culminates in graduate studies
Connally_Elementary_Community_and_Student_Engagement_3_CASE_Indicators_for_2017-2018.docx