Parent Information Meeting

Fall 2014 TAG Referrals

Elementary
Gifted and Talented Services

Round Rock ISD
Welcome and Introduction
What Are RRISD TAG Services?
Who Are the Students needing Gifted Services?
What is the Difference Between a Strong Academic
Student and a Gifted Student?
How Are Students Identified for RRISD's Services?
How Do I Refer?
AGENDA
Should My Child Be
Referred and Assessed
for RRISDs
Gifted and Talented Services?
Purpose
What Are Round Rock ISDs
Talented and Gifted
Services?
Objectives For Students
Students receiving gifted and talented services will
develop their abilities in higher level, more complex
thinking skills including critical, creative and
productive thinking activities that are extensions of
the regular curriculum (Thinking Skills).
Students receiving gifted and talented services
will study advanced-level content and master the
major concepts, skills, and processes of specific
disciplines in which they demonstrate ability
(Subject Matter Knowledge and Skills).
Students receiving gifted and talented services
will develop the skills necessary for self-directed
learning, conduct independent studies, research
projects, and extend the regular curriculum to
produce advanced-level products (Research and
Independent Study Skills).
Students receiving gifted and talented services
will gain an understanding and respect for each
persons abilities, recognizing the similarities and
differences between themselves and others, and
will develop their own unique abilities for the
betterment of both themselves and others (Self-
Concept and Leadership)
Vision Statement


Round Rock Talented and Gifted
Services will provide an environment
where each gifted students unique
cognitive, social, and emotional needs
are recognized and responded to by
highly qualified educators.

Statement of Core Values
In the belief that all children will
learnWhatever it takes, the RRISD learning
community will identify students in need of
gifted services, design and implement
exemplary* services, educate stakeholders,
and engage in a continuous improvement
process.
_______________________________________
*Exemplary as defined by the Texas State Plan for the
Education of Gifted/Talented Students
Elementary School Overview
TAG students are clustered together with TAG
trained teachers in otherwise heterogeneous
homeroom classrooms.

A minimum group is 3 students with the same
subject area strengths. An ideal cluster is a
minimum 6-8 students.

The campus TAG specialist works closely with the
cluster teachers to meet the needs of each
identified child.

Elementary School Overview
Campus educators use diagnostic information to
determine the best learning plan for each
student, including aligned TEKS-based lessons
which explore content in depth and with
complexity.

Some differentiated lessons occur in the regular
classroom with the cluster teacher and/or the
TAG specialist, and some occur in the TAG
resource room.
Elementary School Overview
1
st
-5
th
grade students engage in independent
study projects that allow them to go into great
detail in their areas of strength.

Students may also compact and accelerate
through the curriculum commensurate with
their abilities.

Specific services may vary somewhat based on
campus and student needs.
Primary Grades
Services are primarily provided by the cluster
teacher within the regular classroom with
support from the TAG specialist.

As time allows, enrichment activities in the TAG
resource room are encouraged.

Kindergarten enrichment is provided which
involves the TAG specialist rotating through the
kinder classrooms providing at least one lesson
per class per month in creative/critical thinking.
Intermediate Grades - Math
For 3rd-5th grade math instruction, the TAG Math
Curriculum (a combination of accelerated pacing
and depth/complexity which takes the 3rd-8th
grade TEKS and compacts them into 3rd-6th grade)
is taught through TAG academic classes with the
TAG specialist.

Accompanying TAG benchmarks are administered
in place of regular grade level benchmarks to
ensure proper delivery of the TAG curriculum
occurs.
TAG Math Boot Camp
Please note that due to the acceleration of the TAG
math curriculum, students who are not assessed
until 4
th
or 5
th
grade and qualify for TAG services in
math will take an additional math assessment to
determine if they must attend the two week
summer TAG Math Boot Camp to prepare them for
5
th
or 6
th
Grade TAG Math.

July 13-16 AND 20-23
Intermediate Grades Language Arts
The TAG LA Curriculum for 3
rd
-5
th
grade language
arts instruction is the grade level TEKS, but they
are addressed in greater depth and complexity.

Students may read more advanced level literature,
but attention will be given to content and theme to
ensure appropriateness.

Students will engage in rigorous oral and written
experiences with the texts.

Intermediate Grades Language Arts
The delivery of this curriculum should be through
TAG academic classes as much as possible,
although due to staffing constraints at some
campuses, the cluster teacher may need to
incorporate some components of the curriculum in
the cluster classroom.
Science and Social Studies
Students strengths in science and social studies
are also addressed through differentiated services,
including modified classroom instruction,
independent study, and small group projects,
which may be facilitated by the TAG specialist.

At all elementary grade levels, science and social
studies differentiation will mainly occur in the
cluster classroom with the support of the TAG
specialist.
Social and Emotional Needs
To address the affective needs of TAG
students, a social and emotional needs
curriculum exists for grades 1-5.

Each campus has a kit of materials and
access to other suggested resources.

The curriculum may be delivered by the
campus counselor, by the TAG specialist, or
some combination thereof.

Who are the Gifted?

What is the Difference Between a
Strong Academic Student and a
Gifted Student?
Saylers Characteristics
This list was compiled and written by Michael Sayler, Ph. D.
It was published by The Texas Association for the Gifted and Talented in
Raising Champions: A Parents Guide for Nurturing Their Gifted Children

Gifted/talented individuals frequently possess one
or more of the following characteristics:


(*Please note that a student wont necessarily have all of
these characteristics, but will have a majority. )

Verbal Proficiency
Large vocabulary
Facility of expression
Breadth of information
Power of Abstraction
Interest in deductive learning and
problem solving
High level of conceptualization
Pleasure in intellectual activity
Intellectual Curiosity
Interest in a wide range of things
Willingness for complexity
Persistent pursuit of goals
Retentiveness/Power of Concentration
Intense attention
Retains and uses information
Long attention span
Independence/Goal Directed
Self-initiated student interest
Pursues individual interests
Seeks own direction
Power of Critical Thinking
Self-criticism
Skepticism
Adept in analyzing strengths and
weaknesses
Sensitivity/Intuitiveness
High level of awareness
Keenly observant
Emotional depth

Potential for Creativity
Inventiveness
Looks for new ways of doing things
Interest in brainstorming, freewheeling
Versatility/Virtuosity
Diversity of interest and abilities
Many hobbies
Proficiency in art forms such as music or
drawing
What is the difference between
a bright child and a gifted child?
Bright Child Gifted Child
Knows the answer
Asks the questions
Works hard
Is highly curious
Has good ideas
Answers the questions
Is attentive
Is mentally & physically involved
Is interested
Has wild and silly ideas
Beyond the group
Plays around yet tests well
Discusses in detail
Top group
Bright Child Gifted Child
Listens with interest Shows strong feeling and opinions
Enjoys peers
Already knows
Understands
Grasps meaning
6-8 repetitions
1-2 repetitions
Learns with ease
Constructs abstractions
Initiates projects
Prefers adults
Draws inferences
Completes projects
Bright Child Gifted Child
Is receptive
Is intense
Technician
Creates new designs
Absorbs information
Good memorizer
Enjoys school Enjoys learning
Copies accurately
Manipulates information
Is keenly observant
Inventor
Good guesser
Is alert
Bright Child Gifted Child
Is pleased with own
learning
Is highly self-critical
Thrives on complexity
Enjoys straightforward,
sequential presentations
Source: Janice Svabos, Challenge Magazine
Gifted children have the drive
to seek out and choose for
themselves, without adult
direction, activities in these
areas, just as some children
seek out music and sports.

Peggy Kress
How Are Children Identified?
Screening measures used to identify students who
are in need of RRISDs TAG Services:
Abilities/Aptitude Tests

Achievement Tests

Non-verbal reasoning tests

Behavior checklists completed by teachers and parents
that identify observed characteristics of gifted children

Other measures comparable to those listed above

Should I Refer My Child for
TAG Screening?
Considerations:
Maturity of your child (especially for primary)
Learning style of your child (self-directed,
able to handle open ended tasks and long
range planning)
Length of testing (especially for younger
children, 6-8 hour process)
Nationally-normed tests scores are valid for 2
years, thus students may not be referred
again for 2 years.
How Do I Refer My Child for TAG
Screening?
Meet with your childs teacher to discuss students
progress and learning style.
Teachers may recommend screening, but that does
not guarantee that the student will demonstrate a
need for TAG services during the screening process.
If you decide to refer your child for screening,
complete the Referral Form in the Identification
Packet and submit to school office before Tuesday,
December 9, 2014.

Referral
Form
Complete All
Information
Sign and Date
Due: Tuesday,
December 9, 2014
December 9, 2014
December 9, 2014
Parent/Guardian
Permission to Test
Sign and Date
Due: Tuesday,
December 9, 2014
The goal of Round Rock ISD TAG services is
to provide appropriate educational
interventions to students identified as
needing gifted and talented services.



Michelle Swain
Director of Gifted and Advanced Academic Services

In Conclusion:

For More Information

www.roundrockisd.org
Select Departments
Select Gifted and Advanced Academic Services
Michelle Swain,
Director, Gifted and Advanced Academic Services, 464-5023

Nicole Shannon
Coordinator, Gifted and Advanced Academic Services, 464-5925

Lisa Ramirez
Admin Associate, Gifted and Advanced Academic Services, 464-5104