The Texas Education Agency defines a gifted/talented student as one 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:

• exhibits high performance capability in an intellectual, creative, or artistic area;
• possesses an unusual capacity for leadership; or
• excels in a specific academic field." (Texas State Plan for the Education of the Gifted and Talented)

Identification of the differences and special abilities of the gifted/talented student requires provisions which develop these characteristics in order to provide an education commensurate with each child's ability to learn.

Differentiated curriculum is curriculum designed specifically to meet the needs of students identified as gifted/talented. Curriculum for gifted/talented students must be congruent with the characteristics that identify them as a distinct population.

The program for the gifted/talented provides multidimensional and appropriate learning experiences which incorporate the academic, psychological and social needs of these students.

Differentiated curriculum is composed of contents, processes, and products which are more advanced, more mature, and more sophisticated than those associated with the regular curriculum for other children.

There are strong indications that much of a person's intelligence is developed very early. Habits and attitudes also develop early and have long lasting effects on academic success.  It is important, therefore, that young gifted and talented children be provided with learning experiences that address their unique learning needs and abilities and foster positive attitudes that will enable them to work to their full potential.

No single "test" or measure can reliably be used to identify giftedness.  The best method for looking for “giftedness” in children is through a combination of long-term observation of the students' behaviors in a variety of situations by professionals who are familiar with the nature and needs of gifted children;  evaluation of a student's products and performance over a period of time; and standardized measures that give information about how a student's performance and abilities in different areas compare with those of his or her peers.  All of this information is compiled into a comprehensive “profile”, then reviewed and evaluated by a committee of professionals who are familiar with the nature and needs of gifted children, and with educational programming appropriate for gifted students. 

Some gifted students may be obvious very early; others may reveal their exceptional potential more gradually.  Because not all gifted children demonstrate their abilities in the same way or at the same developmental stage, it is important that the process of identification be continual and ongoing.

The Grand Prairie Independent School District employs multiple and diverse criteria in the identification of gifted students.  Both quantitative and qualitative measures are used to compile a comprehensive profile on every student nominated for the program.  Measures used to determine giftedness may include:

Cognitive Abilities Test

• Verbal score
• Nonverbal score
• Quantitative score
• Composite score

Standardized Achievement Test

• Reading
• Math
• Science (5-12)
• Social Studies (5-12)
• Teacher Observation
• Student Self Evaluation
• Interview
• Writing Sample
• Structured Observation

The STAAR test is an inappropriate measure for identification for a gifted program. STARR is a criterion-referenced test designed to determine if a designated, core curriculum is being taught to Texas students. As a result, the test does not look at knowledge and/or skills that are above the students' grade levels. Identifying students for a gifted program requires determining if they are functioning significantly above grade level; something the STAAR test does not indicate.

Identification and placement recommendations are made at each campus by a Selection Committee. This committee may include:  a principal, an assistant principal/dean, a counselor, a gifted specialist, a primary teacher representative, an intermediate teacher representative, and a content teacher representative.  The committee reviews all the data collected for each child and determines whether or not there is evidence of giftedness and a need for the Gifted and Talented Program. No single criterion, such as IQ or achievement, is used for identification. A comprehensive profile of the student is reviewed and each criterion is evaluated and weighed equally.

An appeals process is in place for parents who would like to appeal the campus Selection Committee's recommendation regarding placement of their child in the Gifted and Talented Program.  By submitting a Letter of Appeal, parents, teachers, administrators, counselors, or any other interested party can initiate the process.  A district-wide Appeals Committee will review the letter and make recommendations for further testing.  When additional data has been collected the Campus Selection Committee will meet again to make the final decision regarding placement in the Gifted and Talented Program.

Each school district in Texas sets its own criteria for placement in the GT program, but must include multiple criteria, both quantitative and qualitative.  In some cases, if test scores are from an approved test and acquired within a calendar year, they can be used to meet criteria in GPISD.  In many cases, students must be re-evaluated for placement.  Parents of students moving into the district in this circumstance should contact the campus GT Specialist to initiate the screening process.  Bringing test scores from a prior GT placement in another district can help to expedite the process.    

No, students who meet district criteria are not re-evaluated.  Students continue automatically in the program through grade 12. Upon entering middle school, gifted students are reassessed to determine their area(s) of strength so that they may be placed in the appropriate Pre-Advanced Placement courses.  At the secondary level, gifted students continue in Pre-Advanced and Advanced Placement classes in the areas appropriate to meet their educational needs. 

All elementary campuses are providing services to gifted learners within the same parameters. Trained GT Specialists on each campus provide regular pull-out classes for grades 1-5.

If students choose at any time to withdraw from the Gifted and Talented Program, they may do so with parental permission, following the EXIT procedures.  High school students must remain in at least one advanced course to receive GT services.  Students may be placed on a furlough for a predetermined amount of time should circumstances warrant.  Once a student has officially exited the program, he/she must re-qualify according to the current district criteria.  This may mean retesting and collection of new data if that information is not current.

Parents can help meet their child's unique needs through providing them with a wide variety of experiences.  Parents should take their gifted child to museums, plays, and the library just to name a few.  They may play new games, sing, do experiments, engage in sports together, read to and with their child every day, allow "free" time for their child to let his or her imagination and curiosity and reflective thinking ability develop.  If the child participates in structured educational enrichment programs, parent participation, input, and support are vital to ensure that the program is meeting the child's needs.  Parents are their child's first teachers and have a responsibility to provide that child with secure, quality learning environments.

Teachers who provide instruction and services as part of the district’s GT services (which includes any classroom teacher who provides instruction in the four core content areas or in a PreAP or AP class)  with a GT student assigned to their class, are required to receive a minimum of 30 clock hours of professional development prior to their assignment to provide GT services and instruction.  This 30 hour training must include nature and needs, identification and assessment, curriculum and instruction, differentiating curriculum, and the social and emotional needs of gifted students. Teachers without required training must complete the 30 –hour training within one semester of assignment to provide GT services and instruction. Teachers must also receive a minimum of six hours annually of professional development in Gifted Education. 

Administrators and counselors who have authority for service decisions for GT students are required to receive six hours of professional development that includes nature and needs of gifted students and/or service options for gifted students.  

Teachers should contact their campus GT Specialist for information regarding face-to-face and online training opportunities in GPISD. GT sessions are offered in the district in the fall and spring semester as well as each summer. Online opportunities for GT training are also available through TAGT On-Demand and Region 10.