Districts have a variety of models to provide G/T services. It is important to note that Districts may offer one or more of these options. It is important to be familiar with your rights and know the expectations of the modes of delivery. Your child will be provided their services for acceleration and enrichment through these models. Take a look at the following district approved service options and questions that you are able to ask to advocate for your child.
Acceleration and Enrichment
Your child will be provided their services for acceleration and enrichment through the approved models:
- Pull-Out Model
- Push-In Model
- Full Time Gifted
- Full Time Inclusion
- Special Day
Acceleration is the recommended service option for gifted students. Especially highly gifted students can exhibit extremes in asynchronous development. Single-subject acceleration assists districts to address the “appropriately challenging” requirement (State Plan 3.3,4.9, and State Plan Glossary). Districts must provide “opportunities to accelerate in areas of strength” for G/T-identified students in grades K-12 (19 TAC §89.3(4); (State Plan 4.5)). The process of identifying “strengths” for purposes of 19 TAC §89.3(4) and determination of eligibility for these acceleration opportunities are left to local districts to decide. Acceleration should allow students to move ahead in the curriculum without requiring the student to repeat content the following year (see State Plan Glossary for Acceleration definition).
Credit by Examination
Districts must also permit acceleration through the Credit by Examination process for all students, regardless of G/T identification (19 TAC §74.24). The process and criteria for qualifying for full-grade acceleration in grades K-5 and both single-subject and full-grade acceleration in grades 6-12 are specified in the statute. Section 74.24 does not prohibit additional acceleration placements made pursuant to 19 TAC §89.3(4), and §74.24(5) specifically provides flexibility in acceleration assessment and placement.
Subject acceleration for G/T students in grades K-5: Because 19 TAC §89.3(4) is separate from the Credit by Examination statute, specifically applies to G/T-identified services, and specifies acceleration in “areas of strength,” districts should develop a process for identifying G/T students as candidates for single-subject acceleration in grades K-5 and facilitating acceleration in “areas of strength,” per statute.
Gifted/Talented students receive part-time services in a classroom, other than the student’s regular class, that take place on a regular schedule provided by a Gifted/Talented 30-hour foundational and six-hour update trained teacher.
- What are opportunities that exist outside of the pull-out services for my child?
- How often is my child provided pull-out services?
- What are the experiences that take place during the pull-out services?
- What are some of the ways that the students are grouped in the class?
- How is the progress of my child monitored in the pull-out service?
- Is my child responsible for making up work they miss when in a pull-out class?
- What are ways that the curriculum is adjusted so that students do not miss content in their classes when they are pulled out of class?
- What are some of the EL, Special Education accommodations or modifications that exist for my child in the pull-out class?
- Does the pull-out teacher collaborate with my child’s other teachers to ensure that they are not getting extra work?
- What are opportunities for my child to work with experts in the field when working on their advanced products/performances?
Students in Dual Language
- What are opportunities for my child to explore content in both languages?
A Gifted/Talented student learns in a classroom of a G/T trained teacher (has taken a 30-hour G/T foundational training and has taken a G/T six-hour update) that provides occasional services to a student in their regular classroom.
- How often does the G/T trained teacher come into the classroom?
- What are some of the strategies used for my child in the classroom?
- How is the progress of my child monitored?
- What are ways that the learning differences of my child are taken into consideration in lessons?
- What types of pre-assessments are provided in the classroom to ensure that the lessons are appropriate for my child?
- What data is used to determine which classes or subjects my child is provided services?
Full Time Gifted
A Gifted/Talented student receives the majority of their core subjects from teachers with a G/T trained teacher (has taken a 30-hour G/T foundational training and has taken a G/T six-hour update) and with peers who are all identified as Gifted/Talented.
- Are there any learning experiences that my child may be missing by being in this cohort?
- How is the curriculum adjusted for my child in this specialized class?
- How is the progress of my child monitored in this class?
- What type of supports are provided for my child to bring in their strengths and interest into the class?
- How are projects embedded into the instruction?
- What are ways that the learning differences of my child are taken into consideration in lesson design?
Full Time Inclusion
The student learns a majority of their core subjects from a G/T trained teacher or teachers (has taken a 30-hour G/T foundational training and has taken a G/T six-hour update), but the classes may include peers who are not identified as Gifted/Talented.
- What steps are taken to ensure that my child is doing lessons that are appropriate for their ability?
- Are the G/T students cluster grouped on the campus (minimum of 30% of class are identified G/T)?
- What types of pre-assessments are provided to enrich or accelerate instruction?
- What are some of the strategies for differentiation that exist for my child?
- How are the other specialized needs of my child (EL, special education strategies) met in addition to their enrichment?
If your child participates in a Pull-Out Program—What are ways that my child’s core classroom teacher collaborates with their G/T Pull-Out Teacher?
- What are ways that my child is able to pursue their interest in the curriculum?
Students learn in a special school which is administratively separate from regular schools and is organized to serve Gifted/Talented students with G/T trained teachers (has taken a 30-hour G/T foundational training and has taken a G/T six-hour update).
- What are other opportunities that exist outside of the four curricular areas for my child?
- What are ways that the curriculum is differentiated on this campus for my child’s advanced courses?
- What are examples of the advanced performances/products that my child will take part in?
- Will my child have an opportunity to collaborate with experts in the field of their projects?
Glossary of Terms
These are the lessons and experiences that are provided for your child during the day.
This is how the teacher makes changes to the curriculum to meet the unique needs of your child in the classroom. Your child’s teacher can do this in different ways. If you are not sure what is being done for your child, ask your child’s teacher on some strategies that may be taking place.
This is a strategy that your child’s teacher may use to put the students in groups to accomplish goals that can be academic or affective (focused on feelings and emotions).
This is a strategy that is used by teachers to help determine if your child already knows the content being taught to provide different experiences. This may allow for your child’s teacher to provide opportunities that are more appropriate for the academic and affective needs for your child.
This is a strategy used by teachers to help track goals for your child and see if the services are effective or if they need to be modified.
Questions to ask during the referral process
Gifted/Talented Parent Equity Tool
Texas State Plan for the Education of Gifted/Talented Students
The Texas State Plan for the Education of Gifted/Talented Students provides accountability standards and guidance to districts.