Gifted & Talented
Gifted and Talented Program and ServicesThe Schertz-Cibolo-Universal City ISD Gifted and Talented Program identifies students with high academic potential, gifts, and talents and provides them challenging academic experiences, rigorous career and college preparation, and acceleration opportunities while nurturing healthy social and emotional development.Students are identified for gifted and talented services using the following process:
All kindergarten students are automatically considered for gifted and talented services. Kindergarten students are screened one time each year. All testing will be completed in time to begin services of identified students by March 1st.
Referral- Elementary, Intermediate, Junior High, and High School
Any student may be referred for gifted and talented screening by a parent, teacher, counselor, or community member. They may also choose to refer themselves. All students, not currently being served in the district gifted and talented program, may be referred for screening during the spring referral window that runs from December 1, 2021 thru January 14, 2022.
Qualitative and quantitative data are collected through three or more measures and used to determine whether a student needs gifted and talented services. Assessment measures may include:
- General abilities assessments
- Achievement assessments
- Teacher and parent checklists and inventories
- Student products
Determination of Services
Final selection of students who qualify for gifted and talented services is made by a Gifted and Talented Determination Committee of teachers, administrators, and/or counselors who have received training in the nature and needs of gifted students. Parents will be notified in writing of Committee placement decisions.
Parents or students may appeal any final decision of the selection committee regarding placement or removal of students from the gifted program. Appeals shall be made first to the Gifted and Talented Determination Committee in writing no later than fifteen (15) working days following the notification of the placement decision. The Committee will respond within fifteen (15) working days. The response shall include an explanation of the committee's action and the date and time of the informal review.
Students who are unable to maintain satisfactory performance within the structure of the gifted and talented program may be placed on furlough by the selection committee. The purpose of a furlough is to provide the student the opportunity to attain the performance goals established by the selection committee. Furloughs may be granted for students who need a period of time when they are not participating in the Gifted and Talented Program. Furloughs may be granted for students with conflicts in schedules, illness, or other circumstances approved by the selection committee. Furloughs may be requested by students, parents, or members of the selection committee using the furlough form provided by the Gifted and Talented Determination Committee at the campus.
Students transferring from a G/T program in another district or state must provide documentation of G/T qualification and participation. Initially the student will be placed in the District's gifted and talented program while the campus Gifted and Talented Determination Committee reviews records. Additional assessments may be required to ensure that the Gifted and Talented Program meets the unique needs of your student.
Gifted and Talented Program Service Model- Full-time Inclusion
Identified G/T kindergarten students begin to receive services by March 1st of the school year they are qualified. These students will receive differentiated instruction in their area(s) of strength from their regular classroom teacher. Identified G/T students in grades 1-5 are clustered within heterogeneous classes and receive differentiated instruction in their area(s) of strength from their core subject classroom teachers. Identified G/T students in grades 6-12 are served within core content areas in a variety of advanced courses including:Honors, Advanced Placement, International Baccalauerate, Dual Credit, and Dual Enrollment.
The Texas Education Agency requires professional learning for teachers who are assigned to teach students who have been identified as G/T, as well as administrators and counselors. In SCUCISD, all core teachers instructing G/T identified students have 30 hours of professional development including: nature and needs of G/T students, identification and assessment of G/T students, and curriculum and instruction of G/T students. After completing the initial 30 hour training, teachers continue to update their practices with required 6 hour G/T annual updates.
G/T Parent Resources and Helpful Links
Equity in Gifted/Talented Education: This website is maintained by the Texas Education Agency. It was developed to encourage equitable representation of student populations in Gifted/Talented (G/T) programs throughout the state by providing tools and resources that inform and support families and educators.
National Association for Gifted Children: NAGC aims to help parents and families, K-12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.
Texas Association for the Gifted and Talented: The Texas Association for the Gifted & Talented (TAGT) connects and empowers educators and parents to meet the unique needs of gifted and talented students from every cultural background who see the world in unique ways and are developing minds that just might discover innovative answers to the most challenging questions of their generation.
The Davidson Institute: The mission of the Davidson Institute is to recognize, nurture, and support profoundly intelligen young people and to provide opportunities for them to develop their talents to make a positive difference.
Gifted Today: At Gifted Today, you’ll find articles on the practical issues that parents of academically gifted children often face, including how to advocate for your child, weigh different educational options, evaluate best practices, and address common social and emotional needs.