Texas Education
Agency
Texas State Plan
for the Education of
GIFTED/TALENTED
STUDENTS
TEXAS STATE PLAN FOR THE
EDUCATION OF GIFTED/TALENTED
STUDENTS
Revised April 2019
Texas Education Agency
1701 North Congress Avenue
Austin, Texas 78701
Copyright © 2019 Notice
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Texas Education Agency
1701 N. Congress Ave.
Austin, TX 78701-1494
Phone: 512-463-9270 or 512-463-9437
Email: [email protected]
July 2019
I am pleased to support the State Board of Education’s (SBOE’s) recent approval of a revised Texas State
Plan for the Education of Gifted/Talented Students (State Plan). The 2019 version of this document
provides accountability standards and guidance to districts as they meet the unique needs of an important
special population in Texas.
The Texas Education Code (TEC) requires that the SBOE periodically update a state plan for the education
of gifted/talented (G/T) students to guide school districts in establishing and improving services for
identied students (TEC §29.123). The SBOE approved the updated language in June 2019. The 2019 State
Plan is formatted to accomplishable standards for accountability while recognizing exemplary actions.
The accountability standards clarify requirements so that districts may more easily understand and meet
them. It also makes use of language and recommendations which closely correspond to current research
regarding best practices for G/T services.
The State Plan references and recommends the Texas Performance Standards Project (TPSP). First
established through the General Appropriations Act of the 76th Texas Legislature, the TPSP is now
established by TEC §39.236 (added by House Bill 3, 81st Texas Legislature) as the primary tool for assessing
the eectiveness of gifted services. I am pleased to support the TPSP, the rst assessment program of its
kind in the nation for evaluation of G/T services.
Finally, the 2019 State Plan is fully aligned with the TEC requiring the responsibility for compliance
monitoring of educational programs (TEC §7.028).
Through implementing the SBOE’s newly-approved State Plan beginning in school year 2019-2020, Texas
districts will be better equipped to impact the educational experience for their G/T students.
Mike Morath
Commissioner of Education
TEXAS STATE BOARD OF EDUCATION
Donna Bahorich, Chair
Marty Rowley, Vice Chair
Georgina Pérez, Secretary
COMMITTEE ON INSTRUCTION
SUE MELTON-MALONE, CHAIR
PAM LITTLE, VICE CHAIR
AICHA DAVIS
GEORGINA C. PÉREZ
MARTY ROWLEY
COMMITTEE ON SCHOOL FINANCE/PERMANENT SCHOOL FUND
TOM MAYNARD, CHAIR
LAWRENCE A. ALLEN, JR., VICE CHAIR
PATRICIA HARDY
KEN MERCER
DONNA BAHORICH
COMMITTEE ON SCHOOL INITIATIVES
BARBARA CARGILL, CHAIR
MARISA B. PEREZ-DIAZ, VICE CHAIR
RUBEN CORTEZ, JR.
KEVEN ELLIS
MATT ROBINSON
ACKNOWLEDGMENTS
COMMISSIONER’S ADVISORY COUNCIL ON THE EDUCATION OF GIFTED/
TALENTED STUDENTS
TODD KETTLER, CHAIR
D’LANA BARBAY
DR. RENÉ GUTIÉRREZ
JEFF DAVILA
KIMBERLY KINDRED
BRENDA MACIAS
ROLANDO RUVALCABA
MITCH MORKEN
PAULINA VAN EEDEN HILL
EMILY VILLAMAR-ROBBINS
ANN WINK
EDUCATION SERVICE CENTER REGION 13
DIVISION OF TEXAS INITIATIVES
ERIN ROMERO
SAMANTHA MUNOZ
LAURA CHERRY
TEXAS EDUCATION AGENCY
MONICA BREWER
Table of Contents
FOREWORD..............................................................................................................................................................................1
FIDELITY OF SERVICES ............................................................................................................................................................2
STUDENT ASSESSMENT..........................................................................................................................................................4
SERVICE DESIGN......................................................................................................................................................................7
CURRICULUM AND INSTRUCTION ........................................................................................................................................9
PROFESSIONAL LEARNING.....................................................................................................................................................10
FAMILY/COMMUNITY INVOLVEMENT...................................................................................................................................12
TEXAS EDUCATION CODE, CHAPTER 29. EDUCATIONAL PROGRAMS, SUBCHAPTER D. EDUCATIONAL PROGRAMS
FOR GIFTED AND TALENTED STUDENTS.............................................................................................................................. 14
TEXAS EDUCATION CODE, CHAPTER 42. FOUNDATION SCHOOL PROGRAM, SUBCHAPTER C. SPECIAL
ALLOTMENTS...........................................................................................................................................................................15
TEXAS ADMINISTRATIVE CODE, TITLE 19, PART II; CHAPTER 89. ADAPTATIONS FOR SPECIAL POPULATIONS;
SUBCHAPTER A. GIFTED/TALENTED EDUCATION ...............................................................................................................16
GLOSSARY................................................................................................................................................................................ 18
COMPLIANCE STATEMENT.....................................................................................................................................................20
1
FOREWORD
In 1977, the Texas Legislature passed its rst legislation concerning the education of gifted/talented (G/T) students.
In 1979, state funds for providing services to G/T children were made available, but providing such services was
optional for school districts. In 1987, the Texas Legislature mandated that all school districts must identify and serve
G/T students at all grade levels. In 1990, the Texas State Plan for the Education of Gifted/Talented Students (State Plan)
was adopted by the Texas State Board of Education (SBOE) that included a commitment to high-level learning op-
portunities for G/T learners expressed in the following goal:
STATE GOAL FOR SERVICES FOR GIFTED/TALENTED STUDENTS
Students who participate in services designed for gifted/talented students will demonstrate skills
in self-directed learning, thinking, research, and communication as evidenced by the development
of innovative products and performances that reect individuality and creativity and are advanced
in relation to students of similar age, experience, or environment. High school graduates who
have participated in services for gifted/talented students will have produced products and
performances of professional quality as part of their program services.
In 1999, the 76
th
Texas Legislature introduced Rider 69, which spurred the initial development and ongoing rene-
ment of the Texas Performance Standards Project for Gifted/Talented Students (TPSP) as a vehicle through which
districts might address the stated goal. With the TPSP and ongoing research to inform and improve practice, Texas
educators are committed to meeting the unique needs of G/T students and to expanding the ways to do so. To
learn more about programs and resources for G/T education in Texas, visit the Texas Education Agency (TEA) G/T
website at
https://tea.texas.gov/Academics/Special_Student_Populations/Gifted_and_Talented_Education/Gifted_Talented_
Education, contact a local Texas public school district or regional education service center (ESC), or email TEA at
Pursuant to Section 29.123 of the Texas Education Code (TEC), the State Plan forms the basis of G/T standards of
services and divides them into the categories of accountability and exemplary. The plan oers an outline for ser-
vices without prohibitive regulation. Districts are accountable for services as described in the State Plan where per-
formance measures are included for six aspects of G/T service design. The accountability standards reect actions
required in state law and/or SBOE rule. Many districts, in collaboration with their communities, will provide more
comprehensive services incorporating research-based best practices for G/T learners.
To oer some guidance to those districts and campuses, standards for “exemplary” performance are included in the
plan and provide viable targets that local district educators seeking excellence, both for their district and for their
students, may strive to attain.
The TEA assists districts in providing comprehensive services to G/T learners in the following ways:
•
Provides information on best practices, developments, and achievements in the eld of G/T education to all
interested parties
•
Develops materials designed to assist districts in the development and implementation of model assessment
procedures and services
•
Facilitates partnerships among parents, institutions of higher education, communities, and school districts to
design comprehensive G/T services
•
Sponsors demonstration projects and develops materials that support the implementation of Advanced Place-
ment and International Baccalaureate programs that are dierentiated for the G/T students
•
Collaborates with business and industry to provide additional opportunities for G/T students
•
Monitors and implements any state and/or federal legislation designed to provide educational opportunities for
G/T students
Through the combined eorts of the TEA, the Education Service Centers, local district personnel, colleges and uni-
versities, and the communities they serve, all children will experience an academically challenging education that
enables them to maximize their potential.
2
FIDELITY OF SERVICES
School districts comply with gifted/talented accountability standards and monitor the eectiveness of
assessment and services for gifted/talented students.
Accountability Exemplary
1.1 Student assessment and services are in
compliance with the Texas State Plan for the
Education of Gifted/Talented Students (19 TAC
§89.5).
1.2 Gifted/talented education policies
and procedures are reviewed and
recommendations for improvement are made
by an advisory group of community members,
parents of gifted/talented students, school
sta, and gifted/talented education sta, who
meet regularly for that purpose.
1.3 To the extent that state funding is provided
for gifted/talented student education, no more
than 45% of state funds allocated for gifted/
talented education is spent on indirect costs
as dened in the Financial Accounting and
No longer applicable with t
Reporting Module (Financial Accountability
Resource Guide). At least 55% of the funds
allocated to gifted/talented education is
spent on assessment and services for gifted
students (19 TAC §105.11).
1.3.1 To the extent that state funding is
provided for gifted/talented student
education, additional funding from
business partnerships, scholarships,
parent group fundraisers, etc. is used
he repeal of TEC§42.156
to supplement the state and local
funding.
1.4 To the extent that state funding is provided
for gifted/talented student education,
local funding for gifted/talented education
programs is used to supplement the state
funding.
1.5 Annual evaluation activities are conducted
for the purpose of continued service
development.
1.5.1 Ongoing formative and summative
evaluation strategies, based on
quantitative and qualitative data, are
reviewed by the school board and used
for substantive program improvement
and development.
1.6 Long-range evaluation of services is based
on evidence obtained through gifted/
talented-appropriate performance measures
such as those provided through the Texas
Performance Standards Project (TPSP).
1.7 The development and delivery of curriculum
for gifted/talented students is monitored
regularly by trained administrators.
1.8 District guidelines for evaluation of resources
used to serve gifted/talented students are
established and used in selecting materials
that are appropriate for dierentiated
learning.
1.9 Curriculum for gifted/talented students is
modied based on annual evaluations.
1.9.1 Gifted/talented curriculum is designed
and evaluated through collaboration
by specialists in content areas, special
populations, instructional techniques,
and gifted/talented education.
3
Accountability Exemplary
1.10 Develop a comprehensive manual or
program guide describing all gifted/
talented programs, services, assessments,
and communication, which is accessible
to parents, community and students and
includes district G/T contact information.
1.10.1 Develop a comprehensive manual
or program guide describing all
gifted/talented programs, services,
assessments, and communication
which is accessible to parents,
community and students including
district G/T contact information that
is reported to the state.
1.11 For any standard of service for which the
district is out of compliance, develop a
written plan specifying actions and timelines
for achieving compliance.
1.12 Funds used for programs and services must
be determined eective and consistent with
the standards set forth in this document.
1.13.1 Release time and/or extended contracts
are provided to enable teachers at all
levels to form horizontal and vertical
teams that coordinate gifted/talented
services in the district.
4
STUDENT ASSESSMENT
Gifted/talented identication procedures and progress monitoring allow students to demonstrate and
develop their diverse talents and abilities.
Accountability Exemplary
2.1 Written policies on student identication for
gifted/talented services are approved by the
district board of trustees and disseminated to
all parents (19 TAC §89.1).
2.1.1 Board-approved policies are reviewed
at least once every three years and
modied as needed.
2.2 Referral procedures for assessment of
gifted/talented students are communicated
to families in a language and form that
the families understand or a translator or
interpreter is provided to the extent possible.
2.3 Referral forms for assessment of gifted/
talented students are provided to families
in a language and form that the families
understand, or a translator or interpreter is
provided to the extent possible.
2.3.1 Referral forms for assessment of
gifted/talented students are provided
to families in language and form
that the families understand, or a
translator or interpreter is provided.
2.4 Families and sta are informed of individual
student assessment results and placement
decisions as well as given opportunities to
schedule conferences to discuss assessment
data.
2.5 An awareness session providing an overview
of the assessment procedures and services for
gifted/talented students is oered for families
by the district and/or campus prior to the
referral period.
2.6 All family meetings are oered in a language
families can understand or a translator or
interpreter is provided to the extent possible.
2.7 Provisions regarding transfer students,
furloughs, reassessment, exiting of students
from program services, and appeals of district
decisions regarding program placement are
included in board-approved policy (19 TAC
§89.1(5)).
2.8 Policy ensuring that transfer students are
properly assessed and appropriately placed
following notication of enrollment in the
district is included in board-approved policy.
Transfers from campus to campus within the
district are also addressed in board-approved
policy.
2.8.1 Equitable access to gifted/talented
services for transfer students is
provided through board-approved
policy that is developed in
consideration of current best-practice
recommendations.
2.9 When a gifted/talented student transfers
to another district either in or out of Texas,
that district is provided with the student’s
assessment data by the sending district.
2.10 Policy is adopted allowing student furlough
(the opportunity for students to have a leave
of absence from gifted/talented program
services) for specied reasons and for a
certain period of time without being exited.
5
Accountability Exemplary
2.11 Policy related to reassessment of gifted/
talented students is based on performance
in response to gifted/talented services and if
reassessment occurs at all, it is no more than
once in elementary grades, once in middle
school grades, and once in high school.
2.12 Policy related to exiting of students from
gifted/talented services is based on multiple
criteria including student performance in
response to services. Exiting of a student
is nalized by committee decision after
consultation with parents and student
regarding the student’s educational needs.
2.12.1 Policy related to exiting of students
from gifted/talented services is
based on multiple criteria including
student performance in response to
services. Interventions are provided
prior to committee decision. Exiting
of a student is nalized by committee
decision after consultation with
parents and student regarding the
student’s educational needs.
2.13 Policy related to appeals allows parents,
students, and educators to appeal placement
decisions in a timely manner and to present
new data, if appropriate.
2.14 Provisions for ongoing identication of
students who perform or show potential
for performing at remarkably high levels of
accomplishment in each area of giftedness
served by the district are included in board-
approved policy (19 TAC §89.1(1)).
2.14.1 The identication process for gifted/
talented services is ongoing, and
assessment of students occurs at any
time the need arises.
2.15 Assessment opportunities for gifted/talented
identication are made available to students
at least once per school year.
2.15.1 Assessment opportunities for gifted/
talented identication are made
available to students at least once a
year at the elementary grades and
once a semester at the secondary
level.
2.16 Students in grades K–12 shall be assessed
and, if identied, 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 identied, served in all areas of
giftedness included in TEC §29.121.
2.17 Data collected from multiple sources for
each area of giftedness served by the district
are included in the assessment process for
gifted/talented services (19 TAC §89.1(2)).
The assessment process allows for student
exceptionalities to the extent possible.
2.18 Based on a review of information gathered
during the assessment process, students
whose data reect that gifted/talented
services will be the most eective way to
meet their identied educational needs are
recommended by the selection committee for
gifted/talented services.
2.19 Students are assessed in languages they
understand or with nonverbal assessments.
2.20 All kindergarten students are automatically
considered for gifted/talented and other
advanced level services.
2.21 At the kindergarten level, as many criteria as
possible, and at least three (3), are used to
assess students who perform at or show the
potential of accomplishment relative to age
peers.
6
Accountability Exemplary
2.22 In grades 1–12, qualitative and quantitative
data are collected through three (3) or more
measures and used to determine whether a
student needs gifted/talented services.
2.23 If services are available in leadership, artistic,
and creativity areas, a minimum of three (3)
criteria are used for assessment.
2.24 Access to assessment and, if needed,
gifted/talented services is available to all
populations of the district (19 TAC §89.1(3)).
2.25 The population of the gifted/talented services
program is closely reective of the population
of the total district and/or campus.
2.26 Final determination of students’ need
for gifted/talented services is made by a
committee of at least three (3) local district
or campus educators who have received
training in the nature and needs of gifted/
talented students and who have met and
reviewed the individual student data (19 TAC
§89.1(4)).
2.27 The selection committee is formed of
members who have completed training as
required by 19 TAC §89.2.
2.27.1 The selection committee is formed
of a majority of members who have
completed thirty (30) hours of training
and are current with the six-hour
training update as required by 19 TAC
§89.2(2-3).
2.28 A balanced examination of all assessment
data collected through the district’s gifted/
talented assessment process is conducted
and used by the selection committee in
making identication decisions.
2.28.1 Additional data beyond that collected
through the district’s standard
gifted/talented assessment process
are considered, as needed, by the
selection committee in making
identication decisions in order
to make the most appropriate
placement.
2.29 Student progress/performance in response
to gifted/talented services is periodically
assessed using standards in the areas served
and identied in the written plan. Results are
communicated to parents or guardians.
7
SERVICE DESIGN
A exible system of viable service options provides a research-based learning continuum that is developed
and consistently implemented throughout the district to meet the needs and reinforce the strengths and
interests of gifted/talented students.
Accountability Exemplary
3.1 Identied 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.
3.6 Out-of-school options relevant to the students’
areas of strength are provided by school
districts whenever possible (19 TAC §89.3(3)).
3.6.1 Options that meet the needs of gifted/
talented students are available on a
continuous basis outside the regular
school day.
3.7 Local board policies are developed that are
consistent with State Board of Education rules
on credit by examination (19 TAC §74.24) and
early high school graduation opportunities
(TEC §56.203).
3.8 Acceleration and exible 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.
3.9 Local board policies are developed that enable
students to participate in dual/concurrent
enrollment, distance learning opportunities,
and accelerated summer programs if
available.
8
Accountability Exemplary
3.10 A person who has thirty (30) hours of
professional learning in gifted/talented
education and annual six (6) hour
professional learning updates as required
in 19 TAC §89.2(1) is assigned to coordinate
district level services for gifted/talented
students in grades K–12.
3.10.1. A person or persons with a gifted/
talented endorsement, supplementary
certication, or advanced degree in
gifted/talented education is assigned
to coordinate the district’s K–12 gifted/
talented education services.
3.11 Develop and implement services to address
the social and emotional needs of gifted/
talented students and their impact on
student learning.
3.12.1 Gifted/Talented Education Plans
for identied students detail the
individual gifted/talented needs and
services.
9
CURRICULUM AND INSTRUCTION
Districts meet the needs of gifted/talented students by modifying the depth, complexity, and pacing of the
curriculum and instruction ordinarily provided by the school.
Accountability Exemplary
4.1 An array of appropriately challenging
learningexperiences 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 specic academic
elds 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 eld that is the focus of the
product.
4.4 Participation in the Texas Performance
Standards Project (TPSP), or other
experiences that result in the development of
sophisticated products and/or performances
that are targeted to an audience outside the
classroom, is available through gifted/talented
curricula.
4.5 Opportunities are provided to accelerate in
areas of student strengths (19 TAC §89.3(4)).
4.6 Flexible pacing is employed, allowing students
to learn at the pace and level appropriate to
their abilities and skills.
4.7 Scheduling modications are implemented
in order to meet the identied needs of
individual students.
4.8 Provisions to improve services to gifted/
talented students are included in district and
campus improvement plans (TEC §§11.251-
11.253).
4.8.1 Resources and release time for
sta are provided for curriculum
development for gifted/talented
services.
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.
4.10.1 Release time and/or extended
contracts are provided to enable
teachers at all levels to form vertical
teams that coordinate gifted/talented
services in the district.
10
PROFESSIONAL LEARNING
All personnel involved in the planning, creation, delivery and administration of services to gifted/talented
students possess the knowledge required to develop and provide dierentiated programs and services.
Accountability Exemplary
5.1
A minimum of thirty (30) clock hours of
professional learning that includes nature
and needs of gifted/talented students,
identication and assessment of gifted/
talented students, and curriculum and
instruction for gifted/talented students is
required for teachers who provide instruction
and services that are a part of the district’s
dened gifted/talented services. Teachers are
required to have completed the thirty (30)
hours of professional learning prior to their
assignment to the district’s gifted/talented
services (19 TAC §89.2(1)).
5.2 Teachers without required training who are
assigned to provide instruction and services
that are part of the district’s dened gifted/
talented services are required to complete the
thirty (30) hour training within one semester
(19 TAC §89.2(2)).
5.3 Teachers are encouraged to obtain additional
professional learning in their teaching
discipline and/or in gifted/talented education.
5.3.1
5.3.2
5.3.3
District support in the form of release
time or tuition assistance is available
for graduate studies in gifted/
talented education for teachers who
provide services to gifted/talented
students.
Teachers are encouraged to pursue
advanced degrees in their teaching
discipline and/or in gifted/talented
education.
Release time is provided for teachers
and administrators to visit campuses
or districts that have model services
for gifted/talented students.
5.4 A written plan for professional learning in
the area of gifted/talented education that is
based on identied needs is implemented and
updated annually.
5.5 Opportunities for professional learning in the
area of gifted/talented education are provided
on a regular basis, and information on them is
disseminated to professionals in the district.
5.5.1 Mentors and others who oer
specialized instruction for gifted/
talented students are provided
training or resources to increase
their understanding of the nature
and needs of these students and
the district goals for the students,
including the state goal for gifted/
talented students.
11
Accountability Exemplary
5.6
Teachers who provide instruction and services
that are a part of the district’s dened gifted/
talented services receive a minimum of six (6)
hours annually of professional development
in gifted/talented education that is related
to state teacher gifted/talented education
standards (19 TAC §89.2(3) and TAC §233.1).
5.6.1
5.6.2
Teachers who provide instruction
and services that are a part of the
district’s dened gifted/talented
services receive a minimum of six
(6) hours annually of professional
development in gifted/talented
education based on evaluation of G/T
services.
All sta receive an orientation to the
district’s gifted/talented identication
processes and gifted/talented
services provided by the district
or campus, along with training on
the nature and needs of the gifted/
talented.
5.7 Annually, each teacher new to the district
receives an orientation to the district’s gifted/
talented identication processes and the
district’s services for gifted/talented students.
5.8 Teachers as well as administrators who have
supervisory duties 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)).
5.8.1 Administrators who have authority
for gifted/talented service decisions
receive a minimum of six (6)
hours annually of professional
development in gifted/talented
education.
5.9 Counselors who work with gifted/talented
students are required to complete a minimum
of six (6) hours of professional development
that includes nature and needs of gifted/
talented students, service options for gifted/
talented students, and social emotional
learning (19 TAC §89.2(4)).
5.9.1 Counselors who work with gifted/
talented students receive a
minimum of six (6) hours annually of
professional development in gifted/
talented education.
5.10 Local district boards of trustees are trained to
ensure program accountability based on the
Texas State Plan for the Education of Gifted/
Talented Students (19 TAC §89.5).
5.10.1 Local district boards of trustees are
encouraged to pursue professional
development on the Texas State Plan
for the Education of Gifted/Talented
Students.
5.11 Evaluation of professional learning activities
for gifted/talented education is ongoing
and related to state teacher gifted/talented
education standards, and the results of the
evaluation are used in making decisions
regarding future sta development plans (19
TAC §89.5 and TAC §233.1).
5.11.1 A long-range plan for professional
development that culminates in
graduate studies in gifted/talented
education, supplemental gifted/
talented certication, advanced
degrees in gifted/talented education,
and/or their teaching discipline is
pursued by a majority of the teachers
who provide advanced-level and/or
gifted/talented services.
5.12 Gifted/talented services sta are involved in
planning, reviewing, and/or conducting the
district’s gifted/talented professional learning.
12
FAMILY/COMMUNITY INVOLVEMENT
The district involves family and community members in services designed for gifted/talented students
throughout the school year.
Accountability Exemplary
6.1
Written policies are developed on gifted/
talented student identication, approved by
the local board of trustees and disseminated to
parents (19 TAC §89.1).
6.2 Input from family and community
representatives on gifted/talented
identication and assessment procedures is
invited annually.
6.3 Information is shared or meetings are held
annually requesting parent and community
recommendations regarding students who
may need gifted/talented services.
6.4 The opportunity to participate in a parent
association and/or gifted/talented advocacy
groups is provided to parents and community
members.
6.4.1 Support and assistance is provided
to the district in gifted/talented
service planning and improvement
by a parent/community advisory
committee.
6.5 An array of learning opportunities is provided
for gifted/talented students in grades K–12,
and parents are informed of all gifted/talented
services and opportunities (19 TAC §89.3).
6.6 Products and achievements of gifted/talented
students are shared with the community.
6.7 Orientation and periodic updates are provided
for parents of students who are identied as
gifted/talented and provided gifted/talented
services.
6.8 The eectiveness of gifted/talented services
is evaluated annually, shared with the board
of trustees, and the data is used to modify
and update district and campus improvement
plans. Parents are included in the evaluation
process, and the outcomes and ndings of
the evaluation are shared with parents (TEC
§§11.251–11.253).
6.9.1 Community volunteers are organized
and provided an orientation about
working with gifted/talented students.
6.10.1 Liaisons with business and
community organizations are
established, and the use of
community resources (retired
community members, foundations,
universities, etc.) is evident in the
service options available for gifted/
talented students.
6.11.1 Professional development
opportunities are oered by the
gifted/talented coordinator in
collaboration with the parent advisory
committee to sta, parents, and
community members.
13
Accountability Exemplary
6.12.1 Presentations are given to community
groups and organizations to solicit
their involvement in services for
gifted/talented students.
6.13.1 A data bank of resources is compiled
for use by gifted/talented students,
their teachers, and their parents.
6.14.1 Support for mentorship and
independent study programs in the
district is solicited by the parent/
community advisory committee.
14
TEXAS EDUCATION CODE
CHAPTER 29. EDUCATIONAL PROGRAMS
Subchapter D. Educational Programs for Gifted and Talented Students
§29.121. Denition.
In this subchapter, “gifted and talented students” means a child or youth who performs at or shows the
potential for performing 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, or artistic area;
(2) possesses an unusual capacity for leadership; or
(3) excels in a specic academic eld.
§29.122. Establishment.
(a) Using criteria established by the State Board of Education, each school district shall adopt a process
for identifying and serving gifted and talented students in the district and shall establish a program for
those students in each grade level. A district may establish a shared services arrangement program
with one or more other districts.
(b) Each school district shall adopt a policy regarding the use of funds to support the district’s program for
gifted and talented students.
§29.124. Certication and Reporting Required.
(a) Each school district shall annually certify to the commissioner that the district has established a
program for gifted and talented students as required by this subchapter and that the program is
consistent with the state plan developed under Section 29.123.
(b) If the commissioner determines that a school district has failed to comply with Subsection (a) for
a school year, the commissioner shall reduce the total amount of funding to which the district is
entitled under Chapter 48 for that school year by an amount equal to the basic allotment multiplied
by the product of:
(1) 0.12; and
(2) an amount equal to ve percent of the students in average daily attendance in the district.
(c) The commissioner may restore to a school district all or part of the funding withheld from the district’s
entitlement under Subsection (b) if during the school year the district complies with Subsection (a).
(d) At the same time that a school district makes the certication required under Subsection (a), the
district shall report to the commissioner regarding the use of funds on the district’s program for gifted
and talented students as provided by State Board of Education rule.
(e) Nothing in this section may be construed as limiting the number of students that a school district may
identify as gifted and talented or serve under the district ’s program for gifted and talented students.
Texas Education Code as amended by the 86th Legislature of the State of Texas. Eective September 1, 2019.
REPEALED
15
TEXAS EDUCATION CODE
CHAPTER 42. FOUNDATION SCHOOL PROGRAM
Subchapter C. Special Allotments
§42.156. Gifted and Talented Student Allotment.
(a) For each identied student a school district serves in a program for gifted and talented students that
the district certies to the commissioner as complying with Subchapter D, Chapter 29, a district is entitled
to an annual allotment equal to the district’s adjusted basic allotment as determined under Section 42.102
or Section 42.103, as applicable, multiplied by .12 for each school year or a greater amount provided by
appropriation.
(b) Funds allocated under this section, other than the amount that represents the program’s share of general
administrative costs, must be used in providing programs for gifted and talented students under Subchapter
D, Chapter 29, including programs sanctioned by International Baccalaureate and Advanced Placement, or in
developing programs for gifted and talented students. Each district must account for the expenditure of state
funds as provided by rule of the State Board of Education. If by the end of the 12th month after receiving an
allotment for developing a program a district has failed to implement a program, the district must refund the
amount of the allotment to the agency within 30 days.
(c) Not more than ve percent of a district’s students in average daily attendance are eligible for funding under
this section.
(d) If the amount of state funds for which school districts are eligible under this section exceeds the amount of
state funds appropriated in any year for the programs, the commissioner shall reduce each district’s tier one
allotments in the same manner described for a reduction in allotments under Section 42.253.
(e) If the total amount of funds allotted under this section before a date set by rule of the State Board of
Education is less than the total amount appropriated for a school year, the commissioner shall transfer the
remainder to any program for which an allotment under Section 42.152 may be used.
(f) After each district has received allotted funds for this program, the State Board of Education may use up
to $500,000 of the funds allocated under this section for programs such as MATHCOUNTS, Future Problem
Solving, Odyssey of the Mind, and Academic Decathlon, as long as these funds are used to train personnel and
provide program services. To be eligible for funding under this subsection, a program must be determined by
the State Board of Education to provide services that are eective and consistent with the state plan for gifted
and talented education. [Sections 42.157-42.200 reserved for expansion]
Texas Education Code as repealed by the 86th Legislature of the State of Texas. Eective September 1, 1995.
REPEALED
16
TEXAS ADMINISTRATIVE CODE
Title 19, Part II
Chapter 89. Adaptations for Special Populations
Subchapter A. Gifted/Talented Education
§89.1 Student Assessment.
School districts shall develop written policies on student identication 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 dened in the Texas Education Code,
§29.121;
(2) include assessment measures collected from multiple sources according to each area dened 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 identied, services for the gifted/ talented program;
(4) provide for nal 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
of students, and appeals of district decisions regarding program placement.
Source: The provisions of the §89.1 adopted to be eective 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 sta 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 eective September 1, 1996, 21 TexReg 5690; amended to be eective 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 identied 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(s) 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 eective September 1, 1996, 21 TexReg 5690.
17
§89.4 Fiscal Responsibility.
Repealed. Please see §105.11 below.
Source: The provisions of this §89.4 repealed to be eective May 23, 2011, 36 TexReg 3187.
§89.5 Program Accountability.
School districts shall ensure that student assessment and services for gifted/talented students comply with
accountability standards dened in the Texas State Plan for the Education of the Gifted/Talented.
Source: The provisions of this §89.5 adopted to be eective September 1, 1996, 21 TexReg 5690.
§105.11. Maximum Allowable Indirect Cost.
No more than 48% of each school district’s Foundation School Program (FSP) special allotments under
the Texas Education Code, Chapter 42, Subchapter C, may be expended for indirect costs related to the
following programs: compensatory education, bilingual education and special language programs, and
special education. No more than 45% of each school district’s FSP special allotments under the Texas
Education Code, Chapter 42, Subchapter C, may be expended for indirect costs related to gifted and
talented education programs. No more than 42% of each school district’s FSP special allotments under the
Texas Education Code, Chapter 42, Subchapter C, may be expended for indirect costs related to career and
technical education programs. Indirect costs may be attributed to the following expenditure function codes:
34—Student Transportation; 41—General Administration; 81—Facilities Acquisition and Construction; and
the Function 90 series of the general fund, as dened in the Texas Education Agency publication, Financial
Accountability System Resource Guide.
(b) For the 2012–2013 school year and each year thereafter, a school district may choose to use a greater
indirect cost allotment under the Texas Education Code, §§ 42.151, 42.153, 42.154, and 42.156, to the extent
the school district receives less funding per weighted student in state and local maintenance and operations
revenue than in the 2011–2012 school year. The commissioner of education shall develop a methodology
for a school district to make a determination under this section and may require any information necessary
to implement this subsection. The commissioner’s methodology must limit the percentage increase in
allowable indirect cost to no more than the percentage decrease in state and local maintenance and
operations revenue from the 2011–2012 school year.
Source: The provisions of this §105.11 adopted to be eective September 1, 1996, 21 TexReg 5710; amended to be eective
December 5, 2004, 29 TexReg 11347; amended to be eective December 31, 2009, 34 TexReg 9439; amended to be eective
December 26, 2011, 36 TexReg 8825.
18
Glossary
Term Denition
Acceleration Acceleration is an academic intervention that matches
the level, complexity, and pace of the curriculum with the
readiness and motivation of the student. It involves mastering
knowledge and skills at a rate faster or at an age earlier than
the norm.
From A Nation Deceived—Colangelo, N., Assouline, S., &
Gross, M. U. M. (2004).A nation deceived: How schools hold
back America’s brightest students(Vol. 1). Iowa City: University
of Iowa, Connie Belin & Jacqueline N. Blank International
Center for Gifted Education and Talent Development
Area of Giftedness the specic set of abilities in which a student performs or
shows potential to perform at a remarkably high level of
accomplishment
Array of Learning Experiences a menu of challenging activities or opportunities that t the
unique interests and abilities of advanced-level students
Artistically Gifted possessing outstanding ability in the visual and/or performing
arts
Complexity extension of content in, between, and across disciplines
through the study of themes, problems, and issues; seeing
relationships between and among ideas in/within the topic,
discipline, and disciplines; examining relationships in,
between, and across disciplines over time and from multiple
points of view
Concurrent Enrollment the practice of enrolling in a college or university to earn
college or university credit while in high school
Continuum of Learning Experiences articulated intellectual, artistic, creative, and/or leadership
activities and opportunities that build upon one another each
year a student is in school
Creatively Gifted possessing outstanding imagination, thinking ability,
innovative or creative reasoning ability, ability in problem
solving, and/or high attainment in original or creative thinking
Credit by Exam (CBE) method in which a student may receive credit for a subject/
course or accelerate through a grade by taking one or more
exams
Depth exploration of content within a discipline to include
analyzing from the concrete to the abstract, the familiar
to the unfamiliar, the known to the unknown; exploring
the discipline by going beyond facts and concepts into
generalizations, principles, theories, laws; investigating the
layers of experience within a discipline through details,
patterns, trends, unanswered questions, and/or ethical
considerations
Dierentiation modication of curriculum and instruction according to
content, pacing, process, and/or product to meet unique
student needs in the classroom
Diversity the presence of dierence between individuals and among
groups including but not limited to age, socioeconomics,
education, race and ethnicity, gender, sexual orientation,
culture, and religious beliefs
19
Term Denition
Dual Credit an opportunity for a student to earn high school credit for
successful completion of a college course
Flexible Pacing Flexible pacing is dened as placing students at an
appropriate instructional level and allowing them to move
forward in the curriculum as they master content and skills.
Flexible pacing is achieved by such methods as continuous
progress, compacted course, advanced level courses, grade
skipping, early entrance, concurrent or dual enrollment, and
credit by examination.
Foundation Curricular Areas English language arts/reading, mathematics, science, and
social studies
Furlough a leave of absence from program services
Gifted in Leadership possessing the natural ability to inuence others; possessing
skills in interpersonal relationships demonstrated, for
example, by outstanding ability in such activities as student
government
Gifted in Specic Academic Fields possessing superior ability or potential in a specic course of
study such as English language arts/reading, mathematics,
science, or social studies
Gifted/Talented Services services and activities not ordinarily provided by the school
that are specically designed to fully develop the capabilities
of students who give evidence of high achievement or
capability in areas such as intellectual, creative, artistic, or
leadership capacity
Independent Study self-directed learning strategy where the teacher acts as
guide or facilitator, and the student plays a more active role in
designing and managing his or her own learning
Intellectually Gifted possessing superior intelligence, with potential or
demonstrated accomplishments in several elds of study;
ability to perform complex mental tasks
Mentor an individual who shares his or her expertise with a student
of similar career or eld-of-study aspirations
Qualitative Measures performance indicators that cannot be recorded numerically
and that include observations, anecdotal records, checklists,
interviews, student products, performances, etc.
Quantitative Measures performance indicators that can be expressed in terms of
denite numbers or amounts such as scores on achievement
tests
Texas Performance Standards Project
(TPSP)
statewide standards and assessment system which includes
instructional materials designed to provide assistance as
districts achieve the state goal for gifted/talented students
(complete information at http://www.texaspsp.org/)
Twice-Exceptional
A “twice-exceptional learner” is a child or youth who performs
at—or shows the potentialfor performing 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, or artistic area;
2. possesses an unusual capacity for leadership; or
3. excels in a specic academic eld(TEC 29.121)
and who also gives evidence of one or more disabilities as
dened by federal or state eligibilitycriteria.
20
COMPLIANCE STATEMENT
TITLE VI, CIVIL RIGHTS ACT OF 1964; THE MODIFIED COURT ORDER, CIVIL ACTION 5281, FEDERAL DISTRICT
COURT, EASTERN DISTRICT OF TEXAS, TYLER DIVISION
Reviews of local education agencies pertaining to compliance with the Title VI Civil Rights Act of 1964 and with specic
requirements of the Modied Court Order, Civil Action No. 5281, Federal District Court, Eastern District of Texas, Tyler
Division are conducted periodically by sta representatives of the Texas Education Agency. These reviews cover at
least the following policies and practices:
(1) acceptance policies on student transfers from other school districts;
(2) operation of school bus routes or runs on a nonsegregated basis;
(3) nondiscrimination in extracurricular activities and the use of school facilities;
(4) nondiscriminatory practices in the hiring, assigning, promoting, paying, demoting, reassigning, or dismissing of
faculty and sta members who work with children;
(5) enrollment and assignment of students without discrimination on the basis of race, color, or national origin;
(6) nondiscriminatory practices relating to the use of a student’s rst language; and
(7) evidence of published procedures for hearing complaints and grievances.
In addition to conducting reviews, the Texas Education Agency sta representatives check complaints of discrimination
made by a citizen or citizens residing in a school district where it is alleged discriminatory practices have occurred or
are occurring.
Where a violation of Title VI of the Civil Rights Act is found, the ndings are reported to the Oce for Civil Rights, U.S.
Department of Education.
If there is a direct violation of the Court Order in Civil Action No. 5281 that cannot be cleared through negotiation, the
sanctions required by the Court Order are applied.
TITLE VII, CIVIL RIGHTS ACT OF 1964 AS AMENDED BY THE EQUAL EMPLOYMENT OPPORTUNITY ACT OF
1972; EXECUTIVE ORDERS 11246 AND 11375; EQUAL PAY ACT OF 1964; TITLE IX, EDUCATION AMENDMENTS;
REHABILITATION ACT OF 1973 AS AMENDED; 1974 AMENDMENTS TO THE WAGE-HOUR LAW EXPANDING THE
AGE DISCRIMINATION IN EMPLOYMENT ACT OF 1967; VIETNAM ERA VETERANS READJUSTMENT ASSISTANCE
ACT OF 1972 AS AMENDED; IMMIGRATION REFORM AND CONTROL ACT OF 1986; AMERICANS WITH DISABILITIES
ACT OF 1990; AND THE CIVIL RIGHTS ACT OF 1991.
The Texas Education Agency shall comply fully with the nondiscrimination provisions of all federal and state laws, rules, and regulations by assuring
that no person shall be excluded from consideration for recruitment, selection, appointment, training, promotion, retention, or any other personnel
action, or be denied any benets or participation in any educational programs or activities which it operates on the grounds of race, religion,
color, national origin, sex, disability, age, or veteran status (except where age, sex, or disability constitutes a bona de occupational qualication
necessary to proper and ecient administration). The Texas Education Agency is an Equal Employment Opportunity/ Armative Action employer.
