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Frequently Asked Questions
1. What is the difference between Gifted and Talented Education and Regular Education in FBISD?
Children in Gifted and Talented classrooms receive curriculum that has been differentiated in content, process, and/or product. For example, a teacher may differentiate content by adding depth or complexity to a topic that is currently being studied in the regular education classroom. A teacher may differentiate process by increasing the pace of instruction, offering opportunities for independent, in-depth study on a particular topic, or allowing students to "discover" content through inductive reasoning and/or Socratic questioning. Lastly, a teacher may differentiate product by providing guidelines for independent research projects, allowing students to self-assess, providing choices in product, or encouraging unique and innovative products.
2. What does the state law say about Gifted and Talented Education?
The mandate for Gifted and Talented Education was approved and signed into law in 1987 to be effective 1990-91. (Texas Education Code, Chapter 29, Subchapter D) This state law provided a definition of a "gifted and talented student," a requirement that all school districts shall identify and serve gifted and talented students, and a charge for the State Board of Education to develop a State Plan for Gifted and Talented Education to be used for accountability and improvement.
3. What is the Texas State Plan for the Education of Gifted and Talented Students?
The State Plan was designed to meet the two requirements of state law: accountability and improvement. The State Plan has five sections: Student Assessment, Program Design, Curriculum and Instruction, Professional Development, and Family-Community Involvement. It is written in three columns. The first column, or "acceptable" column, is used as the basis for program accountability. The next two columns, "recognized" and "exemplary," are not mandated but represent methods that educators and community members may use to improve services for students.
4. What is the role of the Gifted and Talented Coordinator?
The Gifted and Talented Coordinator in FBISD is responsible for implementing philosophy, program components, and placement criteria for gifted and talented programs in FBISD. The Coordinator is also responsible for developing and monitoring the G/T curriculum, assisting principals and teachers in implementing the program, conducting program evaluations, maintaining the gifted and talented budget and coordinating contests and out of school activities. The Gifted and Talented Coordinator does not have placement authority for children. Campus Selection Committees and Appeals Committees have authority for making placement decisions regarding the gifted and talented program. The Gifted and Talented Coordinator does not make any decisions regarding non-identified G/T students in gifted and talented classrooms, i.e. "fillers." The building Principal has full authority to make any and all placement decisions regarding non-identified students.
5. What is the difference between "G/T," "fillers," "honors," and "Advanced Placement (AP)?"
"G/T." "G/T" refers to a student who has been assessed, had his/her information plotted on an Eligibility Profile, whose parents have signed consent forms, and is officially identified for program services in one or more content areas.
"Fillers." Often, seats are available for non-identified students in the classroom where the identified G/T students are clustered. Each campus has its own requirements and procedures for identifying which students will "fill" these seats. A "filler" is a student who has not been identified as G/T but is placed in the gifted and talented classroom in one of these available seats. Because it is mandated that FBISD provide services to identified G/T students, if an identified student transfers into the school, he/she must be placed in the gifted and talented classroom. If the classroom is full, one of the "fillers" may be moved to a regular education classroom to make room for the identified student.
"Honors" and "AP." In High School, students are allowed to course select, which means they may choose to take any course they like, whether or not they are identified as G/T. In ninth and tenth grade, the gifted and talented classrooms are labeled "Honors/GT." Any student who is in that classroom who is not identified as G/T is considered to be an "Honors" student. In the eleventh and twelfth grades, "Honors/GT" courses are also labeled as "AP" courses. These courses prepare students to take Advanced Placement (AP) exams in different content areas, which may place them out of taking a similar course in college. Each college and university sets its own policies regarding AP tests. Any student may choose to take AP classes. Teachers of these classes, ninth through twelfth grade, are required to differentiate the curriculum to meet the needs of their identified G/T students.
6. How can I learn more about Gifted and Talented Education?
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