Aldine I.S.D. Teacher Handbook - Aldine Independent School District

9. Removal of a student from the gifted and talented program may be made by the parent or by
the building screening committee. Handbook describes removal process. Committee
removal uses multiple criteria for decision.
10. The demographics of the G/T program on each school campus should reflect the
demographics of that campus.
11. The Encounters program is committed to the acceptance of transfer students from other
school district programs. The transfer students are reviewed for performance and
appropriate placement in the district’s G/T program within six weeks of enrollment. The
placement of transfers from campus to campus within the district are honored and
immediately placed and served.
12. The Encounters Program provides furlough options for those G/T students who are in an
emotional crisis such as a serious and life threatening illness. Furloughs are granted for a
semester and such placements are reviewed at the end of the semester.
B. Services/Curriculum and Instruction
1. Once identified, the student must be served.
2. Identified gifted and talented students are assured an array of learning opportunities that are
commensurate with their abilities and that emphasize content in the four foundation
curriculum areas. Services are available during the school day as well as the entire school
year. Parents are informed of these options (19 TAC 89.3).
3. A continuum of learning experiences is provided that leads to the development of
advanced- level products and/or performances such as those provided through the Texas
Performance Standards (TPSP) (19 TAC 89.3(2).
4. Gifted/talented students are ensured opportunities to work together as a group, work with
other students, and work independently during the school day as well as the entire school
year as a direct result of gifted/talented service options (19 TAC 89 3.(1).
5. The Encounters program provides a combination of acceleration and curriculum
differentiation of content, process, and product. Opportunities are provided to accelerate in
areas of student strengths (19 TAC 89.3(4)). Gifted/talented students are provided a well
articulated scope and sequence of subjects in the four core areas with dual/concurrent
courses as the provisions of services in each core subject.
These dual/concurrent courses are required in the area identified and optional in areas not
identified.
6. Gifted/talented students are automatically placed on the Distinguished Plan at the beginning
of 9 th grade. The students have four years to obtain the four additional measures and the
students select how they are to obtain those measures. The high school planning book
provides more information on courses and options for gifted and talented students.
7. Provisions to improved services to gifted/talented students are included in district and
campus improvement plans (TEC 11.251-11.253).
C. Professional Development
1. A minimum of thirty (30) clock hours of professional development that includes nature and
needs of gifted/talented students, identification and assessment of gifted/talented students’
needs, and curriculum and instruction for gifted/talented students is required for teachers
who provide instruction and services that are a part of the district’s defined gifted/talented
Teacher Handbook 2012-2013 179