Is It a Cheetah? - McAllen Independent School District

Is It a Cheetah?By Stephanie S. Tolan© 1996 Stephanie S. TolanIt's a tough time to raise, teach or be a highly gifted child. As the term "gifted" and the unusualintellectual capacity to which that term refers become more and more politically incorrect, theeducational establishment changes terminology and focus.Giftedness, a global, integrative mental capacity, may be dismissed, replaced by fragmented "talents"which seem less threatening and theoretically easier for schools to deal with. Instead of an internaldevelopmental reality that affects every aspect of a child's life, "intellectual talent" is more and moreperceived as synonymous with (and limited to) academic achievement.The child who does well in school, gets good grades, wins awards, and "performs" beyond the normsfor his or her age, is considered talented. The child who does not, no matter what his innateintellectual capacities or developmental level, is less and less likely to be identified, less and lesslikely to be served.A cheetah metaphor can help us see the problem with achievement-oriented thinking. The cheetah isthe fastest animal on earth. When we think of cheetahs we are likely to think first of their speed. It'sflashy. It is impressive. It's unique. And it makes identification incredibly easy. Since cheetahs are theonly animals that can run 70 mph, if you clock an animal running 70 mph, IT'S A CHEETAH!But cheetahs are not always running. In fact, they are able to maintain top speed only for a limitedtime, after which they need a considerable period of rest.It's not difficult to identify a cheetah when it isn't running, provided we know its other characteristics. Itis gold with black spots, like a leopard, but it also has unique black "tear marks" beneath its eyes. Itshead is small, its body lean, its legs unusually long -- all bodily characteristics critical to a runner. Andthe cheetah is the only member of the cat family that has non-retractable claws. Other cats retracttheir claws to keep them sharp, like carving knives kept in a sheath --the cheetah's claws aredesigned not for cutting but for traction. This is an animal biologically designed to run.Its chief food is the antelope, itself a prodigious runner. The antelope is not large or heavy, so thecheetah does not need strength and bulk to overpower it. Only speed. On the open plains of itsnatural habitat the cheetah is capable of catching an antelope simply by running it down.While body design in nature is utilitarian, it also creates a powerful internal drive. The cheetah needsto run!Despite design and need however, certain conditions are necessary if it is to attain its famous 70 mphtop speed. It must be fully grown. It must be healthy, fit and rested. It must have plenty of room to run.Besides that, it is best motivated to run all out when it is hungry and there are antelope to chase.

If a cheetah is confined to a 10 X 12 foot cage, though it may pace or fling itself against the bars inrestless frustration, it won't run 70 mph.IS IT STILL A CHEETAH?If a cheetah has only 20 mph rabbits to chase for food, it won't run 70 mph while hunting. If it did, itwould flash past its prey and go hungry! Though it might well run on its own for exercise, recreation,fulfillment of its internal drive, when given only rabbits to eat the hunting cheetah will run only fastenough to catch a rabbit.IS IT STILL A CHEETAH?If a cheetah is fed Zoo Chow it may not run at all.IS IT STILL A CHEETAH?If a cheetah is sick or if its legs have been broken, it won't even walk.IS IT STILL A CHEETAH?And finally, if the cheetah is only six weeks old, it can't yet run 70 mph.IS IT, THEN, ONLY A *POTENTIAL* CHEETAH?A school system that defines giftedness (or talent) asbehavior, achievement and performance is ascompromised in its ability to recognize its highly giftedstudents and to give them what they need as a zoo wouldbe to recognize and provide for its cheetahs if it lookedonly for speed. When a cheetah does run 70 mph it isn't aparticularly "achieving" cheetah. Though it is doing whatno other cat can do, it is behaving normally for a cheetah.To lions, tigers, leopards -- to any of the other big cats --the cheetah's biological attributes would seem to bedeformities. Far from the "best cat," the cheetah wouldseem to be barely a cat at all. It is not heavy enough to bring down a wildebeest; its non-retractableclaws cannot be kept sharp enough to tear the wildebeest's thick hide. Given the cheetah's tendencyto activity, cats who spend most of their time sleeping in the sun might well label the cheetahhyperactive.Like cheetahs, highly gifted children can be easy to identify. If a child teaches herself Greek at agefive, reads at the eighth grade level at age six or does algebra in second grade we can safely assumethat child is a highly gifted child. Though the world may see these activities as "achievements," she isnot an "achieving" child so much as a child who is operating normally according to her own biologicaldesign, her innate mental capacity. Such a child has clearly been given room to "run" and somethingto run for. She is healthy and fit and has not had her capacities crippled. It doesn't take greatknowledge about the characteristics of highly gifted children to recognize this child.However, schools are to extraordinarily intelligent children what zoos are to cheetahs. Many schoolsprovide a 10 x 12 foot cage, giving the unusual mind no room to get up to speed. Many highly gifted

children sit in the classroom the way big cats sit in their cages, dull-eyed and silent. Some, unable toresist the urge from inside even though they can't exercise it, pace the bars, snarl and lash out at theirkeepers, or throw themselves against the bars until they do themselves damage.Even open and enlightened schools are likely to create an environment that, like the cheetahenclosures in enlightened zoos, allow some moderate running, but no room for the growing cheetahto develop the necessary muscles and stamina to become a 70 mph runner. Children in cages orenclosures, no matter how bright, are unlikely to appear highly gifted; kept from exercising their mindsfor too long, these children may never be able to reach the level of mental functioning they weredesigned for.A zoo, however much room it provides for its cheetahs, does not feed them antelope, challengingthem either to run full out or go hungry. Schools similarly provide too little challenge for thedevelopment of extraordinary minds. Even a gifted program may provide only the intellectualequivalent of 20 mph rabbits (while sometimes labeling children suspected of extreme intelligence"underachievers" for NOT putting on top speed to catch those rabbits!) Without special programming,schools provide the academic equivalent of Zoo Chow, food that requires no effort whatsoever. Somechildren refuse to take in such uninteresting, dead nourishment at all.To develop not just the physical ability but also the strategy to catch antelope in the wild, a cheetahmust have antelopes to chase, room to chase them and a cheetah role model to show them how todo it. Without instruction and practice they are unlikely to be able to learn essential survival skills.A recent nature documentary about cheetahs in lion country showed a curious fact of life in the wild.Lions kill cheetah cubs. They don't eat them, they just kill them. In fact, they appear to work ratherhard to find them in order to kill them (though cheetahs can't possibly threaten the continued survivalof lions). Is this maliciousness? Recreation? No one knows. We only know that lions do it. Cheetahmothers must hide their dens and go to great efforts to protect their cubs, coming and going from theden under deep cover or only in the dead of night or when lions are far away. Highly gifted childrenand their families often feel like cheetahs in lion country.In some schools brilliant children are asked to do what they were never designed to do (like cheetahsasked to tear open a wildebeest hide with their claws -- after all, the lions can do it!) while theattributes that are a natural aspect of unusual mental capacity -- intensity, passion, high energy,independence, moral reasoning, curiosity, humor, unusual interests and insistence on truth andaccuracy -- are considered problems that need fixing.Brilliant children may feel surrounded by lions who make fun of or shun them for their differences,who may even break their legs or drug them to keep them moving more slowly, in time with the lions'pace. Is it any wonder they would try to escape; would put on a lion suit to keep from being noticed;would fight back?This metaphor, like any metaphor, eventually breaks down. Highly gifted children don't have bodymarkings and non-retractable claws by which to be identified when not performing. Furthermore, thecheetah's ability to run 70 mph is a single trait readily measured. Highly gifted children are verydifferent from each other so there is no single ability to look for even when they are performing;besides that, a child's greatest gifts could be outside the academic world's definition of achievementand so go unrecognized altogether. While this truth can save some children from being wantonlykilled by marauding lions, it also keeps them from being recognized for what they are -- children withdeep and powerful innate differences as all-encompassing as the differences between cheetahs andother big cats.

That they may not be instantly recognizable does not mean that there is no means of identifyingthem. It means that more time and effort are required to do it. Educators can learn the attributes ofunusual intelligence and observe closely enough to see those attributes in individual children. Theycan recognize not only that highly gifted children can do many things other children cannot, but thatthere are tasks other children can do that the highly gifted cannot.Every organism has an internal drive to fulfill its biological design. The same is true for unusuallybright children. From time to time the bars need be removed, the enclosures broadened. Zoo Chow,easy and cheap as it is, must give way, at least some of the time, to lively, challenging mental prey.More than this, schools need to believe that it is important to make the effort, that these children notonly have the needs of all other children to be protected and properly cared for, but that they have asmuch RIGHT as others to have their needs met.Biodiversity is a fundamental principle of life on our planet. It allows life to adapt to change. In ourculture highly gifted children, like cheetahs, are endangered. Like cheetahs, they are here for areason; they fill a particular niche in the design of life. Zoos, whatever their limitations, may be criticalto the continued survival of cheetahs; many are doing their best to offer their captives what they willneed eventually to survive in the wild. Schools can do the same for their highly gifted children.Unless we make a commitment to saving these children, we will continue to lose them and whateverunique benefit their existence might provide for the human species of which they are an essentialpart.Note: please disseminate this article widely if you find it useful. Proper attribution would beappreciated, however -- Stephanie S. TolanCheetah graphics ©1997 Diane Scanlon

ldent ification Procedures for Giftenalented EducationReview of Local Dlefinition and GT CharacteristicsINOMINATION/or Nomination ...Classroom Teachers,Special Populations TeachersTest ScoreIParent Permission to screenSCREENINGIMultiple criteria (at lead 3) gatheredfrom quantitative, and qualitativesources.SELECTIONNot Acceptedat this timeIdentification Committee/ I placement IIParent permission to pa~ticipateIParentsmay say noReassessment[Co m-ritte e decision; parentsinformed priorto final decision)I PAT ION\IPROGRAM SERVICEAdam dfnxm J. Martin, 1989

Procedimientos De la IdentificaciónPara la educación talentosa/dotadaDesarrollo de personal para el personal de la escuela en la definición y característicasNOMBRAMIENTONombramiento DeParent/Communityy/oNombramiento Del PersonalDe la Escuelay/oPruebe El Nombramiento Dela CuentaPermiso del padre de defenderINVESTIGACIÓNPor lo menos cinco criterios recolectaron por elcomité. Un cierto objetivo, algo subjetivo. Si sea devarias fuentes.SELECCIÓNEl comité de la identificación hace Deicisions para lacolocación (matriz, perfil, cuentas minimas, los etc.)No aceptado eneste tiempoAceptado alprogramaPermiso del padre de participarLos padrespueden decir noPARTICIPACIÓNSalidaFurloughContinúe(decisión del comité; los padres informaronantes de la decisión final)

NOMINATIONStudents may be nominated at any time during the school year or throughthe nomination process as defined by the district in the local policy (EHBB-LOCAL).Students may be nominated by a classroom teacher, a teacher from aspecial population (Special Education, Bilingual/ESL, Migrant, Title I, etc.),an administrator, a student, a parent, or any community member.See Texas State Plan for the Education of Gifted/Talented Students,Section 1.3A and 1.6A.SCREENINGStudents are screened once during the school year or as defined by thedistrict in the local policy (EHBB-LOCAL).See Texas State Plan for the Education of Gifted/Talented Students, 1.3A,1.5.1A, 1.5.2A, 1.5.3A, 1.5.4A, 1.5.5A, and 1.6A.

SAMPLE NEWSPAPER AD______________________ Independent School DistrictOffers Gifted Education_______________________ISD conducts a program for students with above averagepotential in academic and creative-productive thinking skills areas in grades K-12. Thisgifted education program is designed to challenge students to accelerate above andbeyond the regular school curriculum.(Insert specific information concerning the program here)Anyone wishing to nominate a student believed to be an intellectually or creatively giftedlearner is encouraged to come by the appropriate campus office and complete thenecessary forms. Those students nominated will go through a screening procedure thatrequires special testing. At the time of nomination, parents will be requested to grantpermission for this testing.

SAMPLE NEWSPAPER AD IN SPANISHOfreceISDEducación para Los Estudiantes ExcepcionalesISD va a llevar acabo un programa para los estudiantes con potencial masallá de lo normal en lo académico y dotados, es disenado para que los estudiantes puedanacelerar su aprendizaje y lograr mas de o requerido por el programa regular de la escuela.Cualquier persona que quiere nombrar a un estudiante que ellos crean ser excepcionalintelectualmente o creativamente pueden llegar a la oficina de la escuela para completelos formularios necesarios. Los estudiantes nombrados van a pasar por un procedimientoque incluye exámenes especiales. Al ser nombrado el permiso do los padres es requeridopara que el estudiante pueda tomar estos exámenes.

REQUEST FOR NOMINATIONSDear Parent:Our school district will be conducting a program for students with potential inacademic and creative-productive thinking skills areas in grades _________during the ___________ school year. Any ________ grader whom you believe isan intellectually gifted learner is eligible to be nominated. Those nominated willgo through a screening procedure. Because of state guidelines, not allnominated students will meet admission requirements.If you wish to nominate your child or another _______ grader, please do so bygoing to the principal’s office and completing the proper form.If there is a transportation problem, please call the school office. Anynominations should be made before __________________________.Finally, please be aware that if you or a teacher nominates your child, specialtesting will be needed in order to complete the identification process.Sincerely,Principal

REQUEST FOR NOMINATIONS IN SPANISHEl Distrito Escolar Independiente de ________________Estimados Padres:El Distrito Escolar Independiente de __________ reconoce a los estudiantesexcepcionales con múltiple potencial intelectual. Estos estudiantes puedenexhibir habilidades en las áreas de percepción, tal como la aptitud académica, lacreatividad y la productividad mental. Estos estudiantes han sido definidos comoaquellos que requieren servicios y actividades fuera de las que son comúnmenteproveídas en la clase para que puedan desarrollar sus habilidades y su potencialmúltiple. El programa de Estudiantes Excepcionales y Talentosos del DistritoEscolar Independiente de __________ es un programa educacional diseñadopara satisfacer las necesidades educacionales de estos estudiantes.Si usted cree que su hijo puede calificar o si usted desea una copia de las reglaso normas aprobadas por el consejo del Distrito Escolar Independiente de___________ sobre la educación de los estudiantes excepcionales y talentosos,por favor complete el siguiente formulario y devuélvalo a ________________,Coordinador del Programa de Estudiantes Excepcionales y Talentosos delDistrito Escolar Independiente de ____________ dentro las siguientes dossemanas.Nombre delalumno/a:____________________________________________________________________Nombre del padre omadre:________________________________________________________________Domicilio:_____________________________________________________________________________Teléfono:______________________________________________________________________________Nombre delmaestro/a:____________________________________________________________________

Seeking Community NominationsSamplesRadio Spot or PSA for Community /Service ChannelDo you know a child in our community who does things faster, sooner, and with quickunderstanding? ______ Independent School District is looking for students who learnrapidly, get along well with older children or adults, are highly creative, and can workindependently on in-dept projects. If you would like to nominate a child for theGifted/Talented Program, please call the child’s school for a nomination form or pick oneup at the school. The deadline is ___________________. Testing of those nominatedwill continue through May.Newspaper Article______ Independent School District Seeks Nominations______ ISD is seeking students in our district who do things faster, sooner, and withbetter understanding than other students their age.Nominations for the Gifted/Talented Program are being accepted through__________________________. Forms must be completed on each student nominatedand may be obtained from the school office.The Gifted/Talented Program selects approximately the top 5% of the students whorequire more challenging learning experiences and can tackle more difficult tasks. TheGifted/Talented Program teachers are specially trained to meet the needs of thesestudents.Flyer Distributed to Youth Leaders and Community LeadersLooking for students who:• do things faster, sooner and with quick understanding• learn rapidly• get along well with older children and adults• are highly creative• can work independentlyI ____________________________ of _____________________________ would like to(Name)(Organization)nominate __________________________ for the Gifted/Talented(Student’s name)Program because he/she has the above traits. If you have any questions, please call me at____________________________.

Flyer in SpanishBuscar a estudiantes que:• hace las cosas más rápidas, más pronto y con lear comprensivo rápidas, máspronto y con lear• comprensivo rápido• se llevars rápidamente bien con niños y adultos• más viejos son sumamente creador puede• trabajar independientemente.Yo _____________________________ de ________________________ apreciaria(Donomine)(Organización el Nombre)nombrar _______________________________ parea el Programa Académico Avanzado(Nombre de Estudiante)de Servicios proque él/ella tiene el encima de rasgos. Si usted tiene cualquiera pregunta,por favor me llama en _____________________________.

Nominations Open for Gifted/Talented Program___________________ Independent School District offers a special program for studentswith above average potential in academic and creative-productive thinking skills areas ingrades K-12. This gifted education program is designed to challenge students toaccelerate above and beyond the regular school curriculum.The following characteristics are often found in students who benefit from gifted programservices.1. Advanced, adult-like humor2. Independence, self-confidence, internal control3. Logical thinking4. Tolerance for ambiguity5. Perceptiveness and intuitiveness6. Precocious language and thought7. High moral thinking and empathy8. confident, risk-takers9. Alone time10. Learning styles match the affective characteristics11. Reflectiveness versus impulsiveness12. Creativity consciousness13. Early writing, math, music and/or art14. Idealism and reflectiveness15. Humor, playfulness16. Attraction to the novel, complex, and mysterious17. Motivation, persistence, and advanced interests18. Artistic and aesthetic interests19. Curiosity20. Early reading and advanced comprehension21. High energy, adventurousnessAnyone wishing to nominate a student believed to be an intellectually or creatively giftedlearner is encouraged to come by the appropriate campus office and complete thenecessary forms. Those students nominated will go through a screening procedure,which requires special testing. Nominations for the G/T program are open until___________________.

NOMINATIONStudent’s Name: _____________________________________Grade: ____________Address: ________________________________________________________________________________________________________________________School: ____________________________________________Homeroom Teacher: __________________________________NOMINATIONStudent’s Name: _____________________________________Grade: ____________Address: ________________________________________________________________________________________________________________________School: ____________________________________________Homeroom Teacher: __________________________________Signature of Person submitting the nominationSignature of Person submitting the nomination

Nombramiento para El Programade Estudiantes ExcepcionalesNombramiento para El Programade Estudiantes ExcepcionalesEl nombre del nino: _________________________________Sexo : ______________El Grado: ___________Fecha de nacimiento: _______________________________Los Nombres de los Padres:_________________________________________________Su dirección:_________________________________________________Numero de teléfono de la casa: ________________________Numero de teléfono del trabajo: ________________________La maestra de la aula de clase:_________________________________________________La firma de la persona nombrando el estudiante:_________________________________________________Fecha del nombramiento: ____________________________El nombre del nino: _________________________________Sexo : ______________El Grado: ___________Fecha de nacimiento: _______________________________Los Nombres de los Padres:_________________________________________________Su dirección:_________________________________________________Numero de teléfono de la casa: ________________________Numero de teléfono del trabajo: ________________________La maestra de la aula de clase:_________________________________________________La firma de la persona nombrando el estudiante:_________________________________________________Fecha del nombramiento: ____________________________

Peer Perception InventoryTeacher’s Name ______________________________________________Think about the other students in your class. Who would you go ask if. . .1. You needed someone who has a good imagination and thinks of the most unusual, different, orinteresting idea?2. You needed help with a computer?3. You needed the words to a popular song?4. You needed someone who is really good at making things up, like dances, games, music, andpictures?5. You needed to know what happened on the last three episodes of a TV show?6. You needed help with your math?7. You needed help with your reading?8. You needed help with your science?

9. You needed someone who could help you win an argument with someone else?10. You needed the secrets to winning a video game?11. You needed something fixed?12. You needed a personal problem explained to the teacher?13. You wanted to hear a good story?14. You wanted someone to make you laugh?15. You needed someone who asks lots of interesting questions when the class is talking aboutsomething?16. You needed someone who treats his or her family AND school friends with respect?17. Youneeded someone who gets along well with all different kinds of kids?

Peer Perception InventoryElementary1. Pretend you and your friends found a puppy on the playground.a. Who would be the most likely to think up lots of names for the puppy?____________________________________________________________________________b. Who would be the one who would think of names no one else would think of?____________________________________________________________________________c. Who would choose the name you and your friends would probably decide to use?____________________________________________________________________________d. Who would be most likely to write a fascinating story about the puppy?____________________________________________________________________________e. If you friends wanted to teacher the puppy a trick, who would think up different waysto teach the trick?__________________________________________________________________________f. If you wanted to design a collar for the puppy, who would come up with the mostdesigns?____________________________________________________________________________g. If you wanted to bring the puppy to school, who would be the one who would be ableto give the teacher the most reasons?___________________________________________________________________________2. Who seems to know most of the right answers to questions which are asked by yourteacher?____________________________________________________________________________3. Who knows a lot about many things (not just school things)?____________________________________________________________________________4.Who likes to study the “hard” or difficult things just because they like to learn?____________________________________________________________________________5. Who often knows about things that are happening in the news?____________________________________________________________________________6. Who asks a lot of questions in class and wants to know what causes things and thereasons for things?____________________________________________________________________________

INSTRUMENTS USED IN IDENTIFYING GIFTED LEARNERSTESTS OF ABILITY• Naglieri Nonverbal Abilities Test – Grades K-12• Screening Assessment for Gifted Elementary and Middle School Students(SAGES-2) – Grades K-8• CogAT – Grades 9-12TESTS OF CREATIVITY• Torrance Tests of Creative Thinking (Verbal & Figural) – Grades K-12CHECKLISTS• Scales for the Identification of Gifted Students School Version• Scales for the Identification of Gifted Students Home VersionSTUDENT PRODUCTION• Planned experiences

SCREENING VISUALLY IMPAIRED STUDENTSAbility IndexWeschler Intelligence Scale for Children 4 th Edition – 3 VerbalComprehension sections only.Slosson Oral Intelligence TestAchievementDiagnostic Achievement Battery Listening Comprehension subtestsCreativitySlocumb-Payne Student InterviewRating ScalesScales for Identification of Gifted Students – Home VersionSlocumb-Payne Teacher Perception Inventory – completed by classroom andVI teachers

__________________ ISD GIFTED/TALENTED SELECTION PROFILESTUDENT NAME______________________________STUDENT ID_________________GRADE____BIRTHDAY_______________AGE_____ETHNICITY: 1 2 3 4 5 (circle one)Economically Disadvantaged: Yes No (circle one)The definition of gifted and talented students means “a child or youth who performs at or shows the potential forperforming at a remarkably high level of accomplishment when compared to others of the same age,experience, or environment and who: (1) exhibits high performance capability in an intellectual, creative, orartistic area; (2) possesses an unusual capacity for leadership; or (3) excels in a specific academic field.”Directions: Plot an individual’s scores in the appropriate column.Student ProductionSIGS Home Version/SIGS School Version/SAGES-2Torrance/CogAT1 2 355 70 85 100 115 120 130 140+55 70 85 100 115 120 130 140+NNAT 1 10 20 30 40 50 60 70 80 90 95 99+1. Student Production (K-8) must score 32. SIGS School Version – 120 in any area3. SIGS Home Version – 120 in any area4. Torrance– 127 ± 8 (119 or above)5. NNAT: Level ____ - 90% or above (Grades K-8)6. SAGES-2 (Grades K-8)120 or above on any testM/S R/SS Reas.7. CogAT (Grades 9-12) – Verbal Score or Averageof Quantitative and Non Verbal Score (120 or above)District Criteria: Grades K-8 – 4 of 6 at or above district line. Grades 9-12 – 3 of 5 at or above district line.The decision to place or defer placement is based on perceived educational needs. The committee has reached aplacement decision based on the following:

COMMITTEE DECISION□ Accepted□ Did not qualify□ Accepted on probationCOMMITTEE MEMBERS:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Date of Meeting

Students Identified for G/T ServicesNameAngloEthnicity SES Gender Special Pop.Af.Amer. Hisp. Other LowSESM F SPED Other

PARENT PERMISSION FORM – SPANISHEstimado(a) Sr(a). ____________________________Después de haber revisado cuidadosamente cada criterio para identificar a losestudiantes para el programa de Estudiantes Excepcionales y Talentosos, es ladecisión de este comité del Distrito Escolar Independiente de___________________ que es en el mejor interés de___________________________ de recibir los servicios de este programa.Por favor, completa la pagina siguiente para dar permiso paraque___________________reciba los servicios del programa de Estudiantes Excepcionales y Talentosos ydevuélvala a la escuela antes del______________________________________.Miembros del comitéDirector ____________________________________Consejero ____________________________________Coordinadordel programa ____________________________________Maestro(a) ____________________________________Maestro(a) ____________________________________Maestro(a) ____________________________________Yo doy permiso para que mi hijo(a) reciba los servicios del programa de losEstudiantes Excepcionales y Talentosos.____________________________________________________________el nombre del estudiante_____________________________________________________________la firma del padreel gradola fecha

Deferment Notification To ParentTo:Parents/Guardian of _________________________________________________Date: ________________________________________________________________ has been highly complimented by beingnominated for the Gifted/Talented Program. However, he/she has not met the criteria foradmittance to the program at this time. The state guidelines do not allow all students toparticipate. This program is but one of many enriching experiences provided by ourdistrict. Your child will be challenged to the maximum of his/her potential in otherprograms and activities.If you have any questions or concerns related to the assessment, please contact me.Sincerely,Principal’s Signature________________________Date

DEFERMENT NOTIFICATION - SPANISHEstimado(a) Sr.(a)_______________Después de haber revisado cuidadosamente cada criterio usado para identificar a__________________ y los subsiguientes resultados, es la decisión de este comité delprograma de los Estudiantes Excepcionales y Talentosos del Distrito EscolarIndependiente de _____________ que no es en el mejor interés de_____________________ a este momento recibir los servicios de este programa.Es la decisión final de este comité que ___________________________ no recibirálos servicios del programa de los Estudiantes Excepcionales y Talentosos del DistritoEscolar Independiente de ____________ para el año ____________________.Miembros del comitéDirector ____________________________________Consejero ___________________________________Coordinador del Programa __________________________________Maestro(a) ________________________________________Maestro(a) ________________________________________Maestro(a) ________________________________________

Furlough PolicyA student, parent, teacher, counselor, or administrator may request a furlough from theprogram for a stated length of time. Reasons for furlough could include, but not belimited to the following.**• Increased demand upon time caused by scheduling or extra-curricular activities• Emotional problems stemming from self, school, or home• Request by parents, teacher, counselor, or administrator for exit• Inability to participate because of scheduling conflicts**NOTE: Furlough should NOT be used as a disciplinary tool and should begranted without adding undue pressure or prejudice to the student.The decision for furlough shall be made by a committee comprised of the student, whenappropriate*, parent(s)/guardian(s), student’s teacher(s), and the principal and/orcounselor.*Age and maturity of student shall determine participation.Re-Entry PolicyIf the student is granted a furlough, the date of re-entry to the program must be stated.If the student elects to exit the program at the end of the furlough, Exit Policy proceduresshould be followed. Re-entry will then be accomplished through the IdentificationProcess.********************The Furlough and Re-Entry Form shall be completed at the committee meeting andfiled with the student’s gifted and talented records.

Furlough and Re-entry FormDate:___________________Requested by: ____________________________________________________________Requested for (student’s name): _____________________________________________Date: _______________________ Length of time requested: ______________________Reason(s) for request: ____________________________________________________________________________________________________________________________________________________________________________________________________Committee Decision_____ Furlough granted_____ Furlough deniedDate: ________________________ Length of time granted: _______________________Comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________Committee Members__________________________________________Student__________________________________________Parent(s)___________________________________________Teacher__________________________________________Principal/Counselor__________________________________________Other (specify)

TRANSFER POLICYInter-District TransfersWhen a student identified as gifted by a previous school district transfers into thedistrict, the student’s records shall be reviewed by the screening or selectioncommittee to determine if placement in the district’s program services for giftedand talented students is appropriate.The committee shall make its determination within 30 days of the student’senrollment in the district and shall base its decision on the transferred records,observation reports of district teachers who instruct the student, and/or studentand parent/guardian conferences.Intra-District TransfersStudents who transfer to another school in the district are to be enrolled in thereceiving school’s gifted services after confirming identification with the District’sG/T Program Coordinator.Students Reentering the DistrictStudents who move from the district, do not participate in gifted services in thenew school, then return to the district and wish to reenter gifted services may doso if the student has been out of the district no more than 12 calendar months. Amove of a longer period of time will necessitate the student’s being screened asis (s)he were a new student.

Exit RequestDate: _______________Student name: ____________________________________________________________School: __________________________________Grade level:_____________________Person initiating request: ___________________________________________________Signature: _______________________________________________________________Purpose for exit request:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Exit provisions:Student performance shall be monitored and evaluated. A student may be considered forEXIT if it is in his/her best interest and/or if program services do not seem to be the mostappropriate educational placement for the student. The petition for exit may be initiatedby:Request from the parent to exit the student,Request from a teacher, counselor, or administrator to exit the student, orRequest of the student to exit program services.Exit from services will be accomplished by petitioning the selection committee forremoval. A conference shall be held within ten (10) working days of the request to exit.This conference should include the student, parent(s)/guardian(s), building administrator,G/T teacher(s), classroom teacher(s), and/or counselor.• If a teacher initiates the petition, that teacher shall provide documentation tosupport his/her contention for removal from services.• If a student or parent(s) requests removal, the district will honor that request aftera conference with the selection committee or its representative.NOTE: Should a student exit from program services, the process shall be accomplishedin such a manner to avoid adding undue pressure to the student or parent(s)/guardian(s)and without prejudice. It shall be recognized that the purpose of the G/T services is tobest serve the academic and affective needs of the child.

Exit Committee ReportDate: _______________Student name: __________________________ Campus: _________________________Grade level: ____ Person initiating request: ____________________________________Signature: ___________________________ ___________________________________Committee Decision_____ Exit granted_____ Exit deniedRationale for exit or denial: _________________________________________________________________________________________________________________________________________________________________________________________________Committee Members__________________________________Student__________________________________Teacher(s)__________________________________Other (specify)_________________________________Parent(s)________________________________Principal/Counselor________________________________Other (specify)