Chapter 89. Adaptations for Special Populations
Subchapter A. Gifted/Talented Education
Statutory Authority: The provisions of this Subchapter
A issued under
the Texas Education Code, §29.122 and §42.156(b), unless otherwise noted.
§89.1. Student Assessment.
School districts shall develop written policies on student identification that are approved by the local board of trustees and disseminated to parents. The policies must:
(1) include provisions for ongoing screening and selection of students who perform or show potential for performing at remarkably high levels of accomplishment in the areas defined in the Texas Education Code, §29.121;
(2) include assessment measures collected from multiple sources according to each area defined in the Texas State Plan for the Education of Gifted/Talented Students;
(3) include data and procedures designed to ensure that students from all populations in the district have access to assessment and, if identified, services for the gifted/talented program;
(4) provide for final selection of students to be made by a committee of at least three local district educators who have received training in the nature and needs of gifted students; and
(5) include provisions regarding furloughs, reassessment, exiting of students from program services, transfer students, and appeals of district decisions regarding program placement.
Source: The provisions of this §89.1 adopted to be effective September 1, 1996, 21 TexReg 5690.
§89.2. Professional Development.
School districts shall ensure that:
(1) prior to assignment in the program, teachers who provide instruction and services that are a part of the program for gifted students have a minimum of 30 hours of staff development that includes nature and needs of gifted/talented students, assessing student needs, and curriculum and instruction for gifted students;
(2) teachers without training required in paragraph (1) of this section who provide instruction and services that are part of the gifted/talented program must complete the 30-hour training requirement within one semester;
(3) teachers who provide instruction and services that are a part of the program for gifted students receive a minimum of six hours annually of professional development in gifted education; and
(4) administrators and counselors who have authority for program decisions have a minimum of six hours of professional development that includes nature and needs of gifted/talented students and program options.
Source: The provisions of this §89.2 adopted to be effective September 1, 1996, 21 TexReg 5690; amended to be effective February 13, 2000, 25 TexReg 776.
§89.3. Student Services.
School districts shall provide an array of learning opportunities for gifted/talented students in kindergarten through Grade 12 and shall inform parents of the opportunities. Options must include:
(1) instructional and organizational patterns that enable identified students to work together as a group, to work with other students, and to work independently;
(2) a continuum of learning experiences that leads to the development of advanced-level products and performances;
(3) in-school and, when possible, out-of-school options relevant to the student's area of strength that are available during the entire school year; and
(4) opportunities to accelerate in areas of strength.
Source: The provisions of this §89.3 adopted to be effective September 1, 1996, 21 TexReg 5690.
§89.5. Program Accountability.
School districts shall ensure that student assessment and services for gifted/talented students comply with accountability standards defined in the Texas State Plan for the Education of the Gifted/Talented.
Source: The provisions of this §89.5 adopted to be effective September 1, 1996, 21 TexReg 5690.
Last updated: May 23, 2011
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