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

services. Teachers are required to have completed the thirty (30) hours of professional
development prior to their assignment to the gifted/talented services (19 TAC 89.2(1).
2. Teachers without required training who assigned to provide instruction and services that are
part of the district’s defined gifted/talented services are required to complete the thirty (30)
hour training within one semester (19 TAC 89.2(2).
3. The principal must keep a plan on file for those teachers who need to complete the 30 hours
of training. In addition to the Encounters program office providing the principal with
professional development updates, the teacher and the gifted/talented building maintain and
monitor staff records.
4. The Aldine School district’s plan for specific topics in order to teach gifted and talented
students. The topics include 6 hours of nature and needs, 6 hours of assessment of student
work, and 6 hours of curriculum differentiation. The remaining 12 hours are content
specific and address the instructional/learning needs of gifted/talented students.
5. Teachers who provide instruction and services that are a part of the district’s defined
gifted/talented services receive a minimum of six (6) hours annually of professional
development in gifted/talented education that is related to state teacher educator standards
(19 TAC 89.2(3) and TAC 233.1).
6. Administrators and counselors who have authority for service decisions are required to
complete a minimum of six (6) hours of professional development that includes nature and
needs of gifted/talented students and service options for gifted/talented students (19 TAC
89.2(4)).
7. The Encounters program handbook describes the staff development, teacher competencies,
and curriculum differentiation provided in greater depth.
8. Evaluation of professional development activities for gifted/talented education is ongoing
and related to state teacher education standards, and the results of the evaluation are used in
making decisions regarding future staff development plans (19 TAC 89.5 and TAC 233.1).
D. Family/Community Involvement
1. Each school is required to have a meeting for G/T parents. Schools are encouraged to have
at least one fall and one spring meeting. A yearly evaluation of the campus G/T program
should take place. G/T teachers, G/T students and the parents of G/T students should be
included.
2. Ongoing communication with parents and community members should be maintained.
E. Outcomes and Assessment
1. The effectiveness of gifted/talented services is evaluated annually, and the data is used to
modify and update district and campus improvement plans. Parents are included in the
evaluation process (TEC 11.251-11.253).
2. The state goal for gifted programs states that exiting high school gifted and talented
students will have designed and developed products and or performances of advanced and
professional quality.
3. Encounters gifted and talented students are placed on the Distinguished Achievement Plan
at the beginning of ninth grade and are expected to complete the required four measures for
high school graduation. Some students may graduate with a “pending” designation at
graduation time due to the fact that Advanced Placement scores do not serve until early
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