G/T FAQs
Question:
"I am getting a lot of pushback from my department about my plans to provide appropriately challenging projects for my G/T students. I want to prepare my G/T students for AP classes, and the rubric I am providing will have students self-direct their learning, think critically, properly research, and practice communication skills. Separate rubrics will be provided for G/T and on-level students. The sentiment is that there should not be any division between what I do for G/T and the on-level students in my room. Can you help clarify my role as a teacher in differentiating for my students?"
Response:
Thank you for coming to me about this. The best thing to do in this situation is to pull in directives from the Texas State Plan to verify that you're on the right path. As long as your plan is within the following parameters, you are correctly addressing the needs of your G/T students.
2.16 Students in grades K–12 shall be assessed and, if identified, provided gifted/talented services (TEC §29.122 and 19 TAC §89.1(3)).*2.16.1 Students in grades K–12 are assessed and, if identified, served in all areas of giftedness included in TEC §29.121.2.23 If services are available in leadership, artistic, and creativity areas, a minimum of three (3) criteria are used for assessment.3.1 Identified gifted/talented students are assured an array of learning opportunities that are commensurate with their abilities and that emphasize content in the four (4) foundation curricular 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)).*3.1.1 Specialists and advocates for gifted/talented students are consulted in the development of program policies and options.3.2 Information concerning special opportunities (i.e. contests, academic recognition, summer camps, community programs, volunteer opportunities, etc.) is available and disseminated to parents and community members.3.3 Services for gifted/talented students are comprehensive, structured, sequenced, and appropriately challenging, including options in the four (4) foundation curricular areas.*3.3.1 Services for gifted/talented students are comprehensive, structured, sequenced, and appropriately challenging, including options in the four (4) foundation curricular areas: arts, leadership, creativity, and career & technical education.3.4 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)).3.5 Flexible grouping patterns and independent investigations are provided throughout the program design/services.3.8 Acceleration and flexible pacing are employed, allowing students to learn at the pace and level appropriate for their abilities and skills, and are actively facilitated by district administrators, counselors, and teachers.3.11 Develop and implement services to address the social and emotional needs of gifted/talented students and their impact on student learning.4.1 An array of appropriately challenging learning experiences in each of the four (4) foundation curricular areas is provided for gifted/talented students in grades K–12, and parents are informed of the opportunities (19 TAC §89.3).*4.1.1 Curriculum options in intellectual, creative and/or artistic areas; leadership; and specific academic fields are provided for gifted/talented students.4.2 Opportunities are provided for students to pursue areas of interest in selected disciplines through guided and independent research.4.3 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 Project (TPSP) (19 TAC §89.3(2)).4.3.1 Students who have been served in a gifted program for one or more years are provided the opportunity, through gifted/talented curricula, to develop sophisticated products and/or performances assessed by external evaluators who are knowledgeable in the field that is the focus of the product.4.9 Educators adapt and/or modify the core or standard curriculum to meet the needs of gifted/talented students and those with special needs such as twice-exceptional, highly gifted, and English learners.
Those standards above without an asterisk are the bare minimum requirements for NBISD to be compliant with the State Plan for the Education of G/T Students. Those with an asterisk are recommended standards that go above and beyond the compliance standards.
The goal of the differentiation you're planning, is to address a different spectrum of learning needs, not to prepare only G/T kids for AP classes. Your peers are right in that we should be preparing everyone for AP classes. However, the State Plan requires that we get either group of kids to that point in different ways that address the disparate needs of on-level and G/T students.
It also needs to be said that the district's goal was never to push all G/T kids into Advanced Academics courses. AP is just an option that may or may not meet a G/T student's needs. Some G/T students will flourish in Advanced Academics courses, but others will do better elsewhere.
The bottom line is that differentiation means different. If the other students want to be graded on a more rigorous rubric, that can be up to them and their parents. In the meantime, there is a clear division between G/T and non-G/T students as defined by statute (above), and it is their right to have their needs met. In fact, we are out of compliance with at least 13 State G/T Standards if we are not doing something different for them.
If this makes anyone uncomfortable, it helps to look at it this way: G/T students, like SpEd students, are identified and served because it is understood that both populations have needs outside of what can be met within the confines of the on-level classroom. We would not deny Special Ed kids services, so why would we deny a G/T student services?
This is the NBISD stance and the state stance on differentiation. I hope this helps get the ball rolling on better addressing G/T students' needs.