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1. AP/DC  teachers MUST have GT 30 hours and must differentiate curriculum if they service GT students
2. Kinder MUST have a universal screener for GT (can be an actual screener like MAP or someone like the principal or coordinator going into classes and observing students)
3. Furlough should not be granted for the entire year.

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Not all GT students are alike.
GT students can be placed in a special education room.
Very little money is provided from the state for GT.

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Depth Icon Chart
Myth/Reality Exercise

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1. It is important to test for creativity.
2. Have students create their own depth and complexity.

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What is the best test to use when assessing creativity? carolyn.baker@sunnyvaleisd.com

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1. Specific percentages when reading the learning curve.
2. 18% of GT students drop off from school.
3. 25% of GT students end at jail.

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1. Depth Icon Chart
2. PLC to create differentiated stations for GT students.

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Do we have other assessment than CogAT or Logramos for Spanish speaker students to determined if they are GT students? mmuriel@garlandisd.net

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1. Depth and complexity signals
2. More resources form scavenger hunt
3. Misconceptions/stereotypes of GT students and special population groups

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1. Identifying GT students and referring them to the appropriate personnel.
2. Depth Icon Chart

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More information and/or examples of a GT Resource room and the appropriate personnel to be placed in one so that it operates successfully.

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1. Depth and Complexity Chart
2. Share High Achievers, Gifted Learners, Creative Thinkers CARD SORT

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2. We need to look at how we differentiate for our GT students.

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1. There is no federal funding for GT.
2. High School AP teachers must have the GT 30 hours if they service GT students in their classroom.
3. Universal screener for Kindergarten

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Do you know of any good strategies for GT teachers using Amplify in a middle school level ELAR class?
raking@garlandisd.net

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Any ideas on how to assess creativity and leadership? suzanne.valenta@sunnyvaleisd.com

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1. 25% of incarcerated people are GT.
2. There are a number of ways to incorporate GT programs on a campus.
3. GT IEPS may be on the horizon in Texas.

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1)I think the Icon chart is a great tool for teachers to use everyday in all classes, not just GT.
2) I really feel like the walk-through forms to show how classrooms transform to promote gifted thinking

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Different gt models
depth and complexity icons
transfers

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1) Not all GT students are alike and may have specific areas they are GT in.
2) Admin. does not have to do 6 hours of training every year but they need this training at least once. DC/AP and any teachers serving GT must have 30 hours initial training and 6 hours of update annually. They should implement the differentiation strategies in their classrooms.
3) There are GT students in all classrooms, and some that may be dual coded as SPED and GT.

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The stats of drop outs/incarcerated amongst those that are G/T were alarming.
An observation can be a screener. That was surprising to me.
Different types of GT programming

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We must become advocates for our GT Students. We must understand the process and follow through.

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We must become advocates for our GT Students. We must understand the process and follow through.

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There is no such thing as a "typical" GT student. We need to be better about identifying the underserved populations.

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1. Depth and Complexity Chart
2. Providing our GT students with strategies for them to able to self-advocate.

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We need to implement a more effective referral system to better identify students in elementary. We are averaging only 5% of students on our campus identified.

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1. Dept Chart.
2. Walthrough forms.

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1) Percentages of GT drop-outs/incarceration 2) Board of Trustees receives training
3) TPSP-- resources

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1. Looked into the ways my campus identify gifted students.
2. Talk with teachers about students we may be missing to identify.

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Using local norms to help achieve equity.

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1) Passion Projects - I think this is a great opportunity to serve the underserved GT students.

2) Finding the best way to serve these students - pull outs, school within a school, self contained, etc.

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1. Variety of ways to serve GT students
2. The wide range of ways students are evaluated
3.  Depth of Icon Chart

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1. There is not a certain screener for Kinder.

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I was surprised at the percentages of GT students that drop out of HS and are incarcerated.

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1. Depth and Complexity Chart
2. Differentiation

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1. I learned more about how GT students can be serviced.

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1. I learned more about how GT students can be serviced.

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2. I learned more about the Furlough process
3. It is interesting to know more about the differences GT students needs have.

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I'm more interested in the Kinder Screener and see how we can catch other kids through that process.

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1. Depth and Complexity was an eye opener.
2. Plan to use this information in my PLC.
3. Not all GT students are alike.
Great presentation !zamoore@irvingisd.net

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Depth and complexity icons and the identification processs

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GT students are asynchronous
25% of incarcerated people are GT
Assessing vs. Testing

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1. Support for GT parents
2. Evaluate program for effectiveness using: interviews, STAAR level 3 performance, AP scores, SAT/ACT test takers

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1. The resource model allows students to self-advocate and go to a GT resource learning environment as needed.
2. The Depth and Complexity structures allow opportunities to differentiate instruction to meet the needs of GT learners.
3. The local school board has the power to determine gifted services offered in the school district.

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1) Present the Depth and Complexity chart to staff during our planning PLC
2) We must not leave our GT kids behind or "support them" by assigning them to tutor our below grade level students

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1. Alarming that 25% of incarcerated people are GT
2. I love the icons!
3. The different ways GT students can be serviced in a district.

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1. Depth and complexity icons
2. walkthrough forms

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Myth or Reality Activity.

Bell Curve/GT Screening-Assessment Workflow.

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Will you send a copy of the presentation to us? cmaye@irvingisd.net

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That some schools have a district resource room. TPSP. 18% dropout stat.

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1.  25-30% of GT students land in DAEP.
2.  More of the differences between students who are high achievers, gifted and creative thinkers.
3. School districts do not get any funding for gt programs or gt students.

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What best practices have you seen for C&I to support the pull-out and in-class G/T models?

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- Kaplan Depth Icon Chart
-  Difference between an assessment and test

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1. 18-20% of GT students are dropouts. 2. There are 4 types of giftedness. 3. IEPs for GT students may be forthcoming.

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1. 18-20% of GT students are dropouts. 2. There are 4 types of giftedness. 3. IEPs for GT students may be forthcoming.

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1. Depth and Complexity Chart
2. Ensuring our teachers are trained

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1. Depth and Complexity Icons
2. Professional learning needs around twice-exceptional students.

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the depth icon chart.

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GT students can be from SPED, Autism, ADD/ADHD backgrounds; Depth and Complexity Icon symbols; and the 12 Traits of Giftedness.

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The different ways GT programs are implemented on campuses.

No GT funding

The high rate of GT percentages in jails.

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Depth Icon Chart
Involve more stakeholders in GT processes.

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Depth Icon Chart
Walkthrough forms and “look fors”

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1. Percentages associated with GT learners who are drop-outs or incarcerated. 

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1. Percentages associated with GT learners who are drop-outs or incarcerated. 

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2. Misconceptions/stereotypes of GT students and special population groups
3. Depth and complexity signals

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Resources for a GT resource room that allows for multi-disciplinary content.

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1. Have GT students present to Board.
2. Understand my district's GT Plan.

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GT students need that extra support just like our other student groups.
Depending on how we service our GT students, we need to make sure they are not just getting busy work, but work that is actually challenging.

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1. That GT students should work together more than with general population.
2. The Professional Development opportunities that are offered by Region X.
3. The Forlough process vs. the Exit process.

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Opportunities for GT students to work together
GT looks different for my LEP eco dis students

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Depth Icon Chart
Walkthrough forms and “look fors

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1. Anyone can recommend a student for GT placement.
2. How my campus stacks up against the Texas State Plan for GT.

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- Assessment Profile - Review what pieces of qualitative and quantitative data are used
- Assess how the district is supporting teachers in meeting the needs of their GT students

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Myth/Reality Exercise

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Amplify GT resources for elementary students

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What is the most succinct way I can encourage and "insist" that the teachers that are not GT Certified, make it a priority to do so? abuckles@garlandisd.net

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1.  spread the message of the differences with HA, GT and Creative.
2.  how to maximize their abilities through depth and complexity.

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If a student does not qualify for GT based on the evaluation portion only (like being between 115 and 125 IQ), and they were between 8 and 10 years old at the time of testing, and a parent and/or teacher wants the student retested a few years later, should they be retested or is that a district decision? Should outside assessments from a licensed professional that used the same type of assessments be considered if the results were different from the results the school received when the school tested? melissa.bennett@quinlanisd.net

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18-20% of the GT population end up dropping out or becoming incarcerated.

Difficulty is not equal to Depth & Complexity
Rigor=Depth & Complexity

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Twelve Traits of Giftedness along with types of giftedness

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Best way/options to offer which may help to ensure GT students are being met within their differing giftedness.
tommyshiflett@melissaisd.org

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% of incarcerated and drop out students that are GT/suspected GT

There are GT Walkthrough evaluation templates for administrators

Learned about Depth Icons

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Recommend at secondary level have one counselor assigned to all GT students, we do this for other programs like ECHS.

Recommend clustering GT students in general education classrooms in elementary to allow for homogenous projects outside of GT pull out.

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fulpj@greenvilleisd.com
Can you contact me about a train the trainer model to bring the GT Admin and GT Counselor trainer to my district so that I can offer it on District inservice days? With the high levels of turnover we are experiencing, I want to make this requirement as seamless and useful as possible, and having admin miss a day for training while school is in session is difficult.