Implementation of the Gifted and Talented Program Essay

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

One of the difficulties in identifying the needs of low-income students is the profound cultural barriers which exist that prevent their strengths and deficits from being identified. Children from low-income homes frequently have poorer vocabularies and a weaker basis of the type of knowledge that is frequently considered 'intelligence' on most forms of assessment. A low-income child's IQ may be high, even though he lacks a framework of accepted middle-class knowledge. "In January 2003, the National Academy of Sciences released a report on the seeming overrepresentation of minorities in special education and underrepresentation of those students in gifted education. The NRC reported that, nationwide, 7.47 percent of all white students and 9.9 percent of Asian students are placed in gifted programs. Meanwhile, 3.04 percent of African-American students, 3.57 percent of Hispanic students, and 4.86 percent of American Indian students are classified as gifted" (GT-minority identification, 2003, ERIC Clearinghouse). The discrepancy, the NAS believed, could not be solely explained by talent alone but was at least partially rooted in the methods of identifying students labeled as gifted. Biases in standardized and other tests identifying student strengths, combined with prejudices, however unintentional, amongst educators and administrators lead to under-identification of the gifted

5. Based on Gayle’s scores, she is not accepted into the gifted and talented program. Why was she not accepted?

A Gifted and talented (G/T) student” is “one who . . . exhibits high performance capability in an intellectual, creative, or artistic area, possesses an unusual capacity for leadership, or excels in a specific academic field” (Aldine ISD Board Policy Manual, 2014). The Texas Education Agency (TEA) provides a state plan, which outlines the standards for Texas schools to be in compliance. It also offers the educational opportunities these students should receive. In fact, there are performance measures for five aspects of G/T programs including student assessment, service design, curriculum and instruction, professional development, and family and community involvement. The plan assists districts in delivering these comprehensive services to

(2013). Curriculum Issues. Gifted child Today. Retrieved from Education Full Text (H.W. Wilson), Ipswich, MA. Accessed July 29, 2015.

But the problem of this admission system is that it can’t recognize those kids who have real talent; the kids who are picked are those who have parents that can afford the prep test program. With this system, it’s possible that many students who have real talent might be missed. If this admission system can’t help us finding those talents, then there is no reason we maintain it. What we should do is exactly the opposite; we should abandon it and set up a new system which can really help us recognizing gifted

2 & 3. Use the most current versions of standardized tests that are going to be used to make a decision about admission into a gifted program and that norms are up-to-date and a good representation of

[Students who are gifted] give evidence of high achievement capability in areas such as intellectual, creative, artistic or leadership capacity, or in specific academic field, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. ( No Child Left Behind Act of 2001 [NCLB], 2002, p. 526)

Purpose of / Need for the Policy: Parental involvement is important for student success. High-quality education cannot be provided without involving parents in the learning process. When enrolling a student, parent sign a Contract of Excellence, committing to 40 parent hours each year, to help with their student’s achievement. The school will provide parent workshops, communication, clubs, and activities to coach, train, and empower parents so they can better assist their child’s quest of a first-rate education.

The second reason is identifying students. If you have any student(s) that you think should be tested for the AIG (Academically Intellectually Gifted) program please email the student's name, grade level, and class period that they are with you if applicable. To help you make your recommendation I have included below the Common Characteristics of an AIG student and attached is a comparison chart, which is extremely helpful in this decision process. Please keep in mind that we test in math and reading; thus, a student can be a behavior problem and a student have a learning disability and be gifted. Please send your names to me by Monday (9/12/16) morning.

In recent years, it is now customary for professionals who work in higher education to have interesting stories about their interactions with parents. In Lynette S. Merriman’s book, Best Practices for Managing Parent Concerns: A Mixed Methods Study of Student Affairs Practice at Doctoral Research Institutions, she uses the 2006 national survey of student affairs professionals to discover that 93% of respondents recorded that their interactions with parents had increased in the most recent five years of research (105; ch. 7). Not only have higher education professionals seen increased parental interactions with administrators, but also with students. In 2007, the organization College Parents of America surveyed parents and found that 34% of respondents reported that they communicated with their children either daily, or more than once a day (“National Parent Survey”). Increased parental involvement is driving colleges and universities to examine the advantages and disadvantages of having parents as a more significant influence on collegiate processes.

The information that I learned when you put programs in place, you can deal with stressful situations better and bring ease to the school. This allows students to feel involved and encourages

The topic of gifted and talented education is one that has always sparked debates among parents and teachers, and recent movements towards totally integrating classrooms have added to this debate. For many years now, "average" children, gifted and

It is difficult to choose the right candidates from the applicants who have applied for the vacancy, Screening is the most important part of the selection process. This helps to makes sure that the selected candidates are the right fit for job requirements.

Parental involvement in education is a vital essential for creating a cooperative environment for the student to thrive and succeed in. When a student knows that he or she is receiving support both inside and outside the school, the chances of that child becoming responsible for and active in their education are more likely. I know that there can be difficulties including parents for many reasons. Such parents may be too busy, uninterested or just feel helpless. However, as an educator, I will still have an obligation to reach out to these parents and assist them.