Program Design

Program Design


Program Overview


In order to meet the needs of identified gifted and talented students, LHISD has established a continuum of services whereby students are identified, selected, and educated in a manner commensurate with their interests and abilities within the area(s) of identified giftedness.  Students may enter the program (STRIVE) upon the recommendation of the review committee with parental approval.


The goal of STRIVE will reflect the Texas State Plan for Educating G/T, whereby

“students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research and communication as evidenced by the development of innovative products and performance that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. Graduates who participate in services for the gifted will generate professional quality products and /or performances.”


In short, LHISD STRIVE participants will:

  • seek original solutions to problems which constructively reflect high level thinking process to a greater degree;

  • reinforce their self-directed learning through independent research, investigating advanced complex subject matter as life-long learners and creative producers; and

  • develop an enriched self-concept, positively interacting with gifted and non-gifted peers, adults, and society in varying experiences.


Framework:

Specific instructional arrangements are provided at each campus/grade level as appropriate.

GT students will be provide instructional opportunities and other services designed to meet the unique needs of students with significantly advanced general intellectual ability and/or specific subject matter aptitude in language arts, science, social studies and/or mathematics.The programs shall provide an appropriately differentiated curriculum and ensure the students are instructed in all essential elements and demonstrate an acceptable degree of mastery.

Information concerning special opportunities is available and disseminated to parents and community members.

Specialists and advocates for gifted students are consulted in the development of program policies and options.

Flexible grouping patterns and independent investigations are employed in the four core academic areas.

Options that meet the needs of advanced learners are available outside the regular school day.

Flexible pacing is employed, allowing students to learn at the pace and level appropriate for their abilities and skills.

Local board policies enable students to skip grade levels (see EEJB Legal and Local), participate in dual/concurrent enrollment, correspondence courses, accelerated summer programs, and the Distinguished Achievement Program.

Local funding for gifted and talented education programs is used to enhance the state funding formula. At least 85 percent of the state GT allotment is used for direct services.

Annual evaluation activities are conducted for the purpose of continued program development.

A district advisory group of community members, parents of gifted and talented students, school staff, and gifted and talented education staff meet annually to review and recommend program policies and procedures to the district.

A person who has 30 hours of staff development in gifted and talented education as required in 19 TAC 89.2(1) is assigned to coordinate district level services for gifted and talented students in kindergarten through grade 12.


Program Design.pdf