Gifted & Talented

Anda Juban, GT Coordinator

Phone: (903)668-5990 Ext.5101




Kindergarten Nomination Deadline – January 15, 2016 

Grades 1-12 Nomination Deadline – February 26, 2016

Hallsville ISD has a gifted and talented program for students who have demonstrated the ability to perform at a remarkably higher level of accomplishment relative to age peers.

Gifted/talented screening for grades K-12 will be conducted during the spring semester.  Anyone wanting to nominate a student for this screening may pick up a nomination form at any school office.  No student will be screened without a nomination form.  

All nomination forms must be returned to the nominated student’s school office before the deadline listed above.


Plazo de las Nominaciones para la Examinación de Talento

Kinder - el 15 de enero de 2016

Grados 1-11  - el 26 de febrero de 2015

El Distrito Escolar Independiente de Hallsville esta aceptando nominaciones para el programa de talento.  El programa esta abierto para estudiantes en los grados K-12  quienes han demostrado la habilidad de desempeñarse a unos niveles de logro relativamente altos comparados a los de sus compañeros de la misma edad.

En los grados K-6, los estudiantes son servidos en un salón de clase regular por maestros quienes han completado el entrenamiento requerido y quienes utilizan una diferenciación integrada de unidades de ciencias naturales y sociales.  Las unidades son diseñadas para promover un nivel de pensamiento mas alto y para extender el currículo.

En los grados 7-12, los estudiantes son servidos a través de una Colocación Pre-Avanzada y Avanzada en las clases.  Todos los maestros de estudiantes talentosos son requeridos a completar el entrenamiento en educación de talento aprobada por el distrito.

Además, actividades especificas de talento son integradas en el Scope y Sequence de HISD.  Los Mapas de Currículos de Talento promueven una serie de oportunidades de aprendizaje para el aprendiz talentoso en cada una de las cuatro áreas académicas centrales. 

 Cualquier persona (estudiante, padres, miembros de la comunidad, consejeros, administradores, maestros) a quienes les gustaría nominar a un estudiante para ser revisados para un posible alistamiento en el Programa de Talento de Hallsville ISD puede recoger un formulario de nominación en cualquiera de las oficinas de la escuela.

Para mas información acerca del programa, contacte a el director de su escuela o llame a la siguientes personas.

Directora de Programas Especiales – Alonda Stonger, extensión 5019

Si Usted no habla Ingles entonces llame a Marisol Mancha al (903) 668-5990  extensión 2594. 


Hallsville ISD Gifted/Talented Education Program, Grades K-12

Statement of Program Need

Hallsville ISD is committed to providing learning experiences that meet the academic needs of all students. The HISD Gifted/Talented Education Program provides for students who perform or show potential for high intellectual ability and/or high levels of accomplishment in creative, artistic, leadership, and academic areas.


The purpose of the Hallsville ISD Gifted/Talented Program is to provide challenging academic opportunities that enable all Hallsville ISD students, K - 12, to reach their full potential.

Program Goals

    • Identify and nurture advanced potentials.
    • Identify those with special talents/abilities who need something beyond the regular classroom experience.
    • Prevent the gifted child from becoming an underachiever.
    • Provide the most appropriate level of instruction for students to attain optimum learning.

State Goal

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 performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, and environment.  High school graduates who have participated in services for gifted/talented students will ahve produced products and performances of professional quality as part of their program services.  (Texas State Plan for the Education of Gifted/Talented Students. Texas Education Agency. 2009)

Definition of Gifted and Talented Student

Texas Education Code 29.121 Subchapter D gives the following definition of gifted/talented student:

In this subchapter, "gifted and talented student" 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 specific academic field.

Program Parameters

  • All students may be considered for the gifted and talented program and may be nominated by teachers, administrators, counselors, parents, community members, peers or the student himself.
  • A nominated student will be identified for the program by an identification and selection committee.
  • The Hallsville ISD core curriculum areas are extended and enriched through content, process, and/or product to allow students to attain optimum levels of learning.
  • Students identified as gifted and talented will be assigned in clusters of three or more to teachers who have completed the required district approved gifted/talented staff development.

Program Design and Services

Hallsville ISD provides a comprehensive program of learning experiences for gifted/talented students in grades K-12 that allows them the opportunity to reach their learning potential and reinforces their strengths, needs, and interests.

The district places identified students in specifically trainied teachers' classrooms.  The classroom teacher is responsible for providing differentiated instruction with challenging assignments.  The Advanced Program Specialist (APS) provides support to teachers and students.  Gifted/talented students are provided the opportunity for flexible grouping:  to work independently, to work with their age peers, and to work with other gifted students.

Grades K-5

Identified gifted/talented kindergarten through sixth grade students are served daily in heterogeneous classrooms.  The teachers are required to complete Hallsville ISD's approved training for the Gifted/Talented Program, which includes a minimum of thirty hours initially, plus annual six hour updates.  The students are taught the Hallsville ISD curriculum that includes extended activities for gifted and talented students.  The curriculum is concept based with differentiation in depth, complexity, and pacing.  Teachers utilize extension and enrichment activities.  Co-curricular activites are provided including University Interscholastic League (U.I.L.) participation in an array of academic areas (grades 2-5). 

If a parent requests that his/her G/T student in grade 1-5 be placed with a teacher who has not received gifted training (the thirty basic hours plus the annual 6-hour updates), the student will be furloughed from the G/T Program for that school year.  The parent will be contacted at the end of the school year to determine if the furlough will be continued or if the student will be returned to the G/T Program.  If the student has been furloughed for three consecutive years, he/she must automatically return to the gifted program, or he/she must exit the gifted program.

Grades 6-12

Identified gifted and talented students in grades 6-12 are served in heterogeneous classes in the core subject areas of advanced, Pre-AP, and Advanced Placement English/Language Arts, Math, Science, and Social Studies.  These courses are a part of the Hallsville ISD curriculum and meet the standards established by the College Board.  Teachers of these classes are required to complete Hallsville ISD's required training, which includes thirty hours of gifted/talented training and an annual six hour update.  Also, high school students may enroll in dual-credit courses and earn high school credits as well as college credits to accelerate their learning.

Students are provided an array of activities that advance student learning and reinforce the strengths, needs, and interests of gifted/talented students.  U.I.L. is an integral academic component and offers students a wide variety of areas to study, compete, and excel in their areas of strengths and talents.  Seventh grade students may participate in the Duke University Talent Identification Program.  There are leadership oppostunities for students through participation in Student Council, National Honor Society, and other academic clubs.  The extensive Fine Arts Program, Athletics, and Career and Technology Education programs offer additional dimensions of learning and enrichment activities. 

High school students are eligible to participate in the Distinguished Achievement Program by meeting requirements listed in the Texas Administration Code (19TAC74.13) and completing one more year of foreign language and any combination of these advanced measures:

    • An original research or project;
    • A score of 3 or above on the College Board AP exam or a score on the PSAT that qualifies a student for recognition as a Commended Scholar or higher by the National Merit Scholarship program;
    • A grade of 3.0 or higher on courses that count for college credit, including tech prep programs.

It is in the best interest of the G/T student in grade 6-12 that he/she enrolls in a minimum of one advanced, Pre-AP, or AP course every semester. 

Curriculum and Instruction

The curriculum and instruction are designed to meet the needs of gifted students by modifying the depth, complexity, and pacing of the general school curriculum.  The district provides an array of appropriately challenging learning experiences for gifted/talented students in grades 1-12 that emphasize content from the four core academic areas of Language Arts, Math, Science, Social Studies.  A continuum of learning experiences vary from grade level to grade level based on age appropriateness and subject areas.

The teachers of gifted students use an array of instructional strategies including but not limited to:  differentiation; compacting; tiered assignments; questioning techniques; independent studies; interest inventories;graphic organizers; technology; research projects; flexible groupings; rubrics; and learning stations. 


The Director of Special Programs coordinates the gifted/talented program, grades K-12.  Campus Principals are responsible for implementation of the gifted/talented program on each campus.

Staff Development and Other Requirements

    1. Teachers who provide instruction and services that are part of the program for gifted students must acquire a minimum of thirty clock hours of staff development approved by Hallsville ISD administration that includes nature and needs of gifted/talented students (six hours), identification and assessment (six hours), and curriculum and instruction for gifted students (eighteen hours).
    2. Teachers who provide instruction and services that are part of the program for gifted students must receive a minimum of six hours annually of district approved professional development in gifted education.
    3. Administrators and counselors who have authority for program decisions must receive a minimum of six hours of professional development that includes nature and needs and program otions for gifted/talented students.

Staff Development Approval, Documentation, and Record Keeping

  1. A calendar of staff development opportunities in gifted education approved by administration will be made available to all staff.
  2. Teachers will get approval prior to attending staff development in gifted education and are responsible for acquiring documentation of staff development they attend.
  3. The Director of Human Resources and Student Initiatives will keep district records on staff development acquired by all staff.  Evaluation for professional development activities for gifted/talented education is ongoing, and the results of the evaluation are used in making decisions regarding future staff development plans.


The Gifted/Talented Program is funded through a state allotment per identified student and with local funds. 

Identification Procedures - Phases I and II

The identification of gifted/talented students in grades K-12 is accomplished through the following two-phase process consisting of Nominations and Screening/Selection.  The identification process is coordinated by the Director of Special Programs.

Phase I:  Nominations

Nominations are solicited from:

  1. Teachers
  2. Administrators
  3. Counselors
  4. Parents
  5. Community members
  6. Students

Students may be nominated for the Gifted/Talented (G/T) program on an on-going basis throughout the school year.  Any person desiring to nominate a student should obtain and complete the "Hallsville ISD Nomination Form for Consideration of Eligibility for Gifted and Talented Programs" and return it to the office of the school that the student attends.  This form may be obtained from any campus office.  The names of students being nominated will be placed on the G/T screening list and screening will be conducted each spring.

The kindergarten nomination deadline is January 16,  while the nomination deadline for grades 1-12 is the last day of February.

Phase 2:  Screening/Selection

Screening is conducted in two parts.  Part One involves information gathering and Part Two involves the actual screening process with a G/T Selection Committee.

Part One:  Information from the following areas, including both qualitative and quantitative measures, will be collected and presented to the Selection Committee for review:

  • Reading skills as measured by a staff administered reading inventory.
  • Writing skills as measured by student products.
  • Slocumb-Payne Teacher Perception Inventory.
  • Grades.
  • Cognitive abilities test scores (verbal and/or nonverbal).
  • Curriculum Based Assessment (CBA) scores.
  • STAAR scores.
  • Gifted and talented identification activities.

An identification profile is utilized to record assessment data for each nominated student.  Written permission of the parents is secured for student participation in the nomination process and any special testing needed for screening or selection purposes.

Part Two:  A Gifted and Talented Selection Committee composed of a campus administrator and teachers review the data on each student who has been nominated for the G/T program.  The majority of the members of the Selection Committee will have completed the thirty hours of G/T training and the minimum of six hours of update training.  After review of the student's data, the Selection Committee will determine the most appropriate placement for the student.

Parents and staff will be informed of the Selection Committee's decision and given an opportunity to schedule a conference to discuss assessment data.

All identified gifted/talented students are placed with a teacher who has had at least thirty hours of basic gifted/talented training and who obtains six hours of professional development geared toward gifted education annually.

Reassessment Procedures

The district shall not perform routine reassessments.

Appeals Procedures

If a parent or staff member is not satifsifed with the selection committee's decision concerning a student's gifted/talented status, the following steps must be made to appeal the committee's decision:

    1. A written appeal is to be submitted to the G/T selection committee.
    2. If, after studying the written appeal and the student data, the committee chooses not to change their decision, then an appeal may be made to the Director of Special Programs.  The director will study the appeal and will meet with the person making the appeal.  The Director of Special Programs has the right to override the previous decision.
    3. If the person making the appeal is not satisfied with the Director of Special Program's decision, then an appeal may be made to the Deputy Superintendent.  The Deputy Superintendent has the right to override the previous decision.
    4. If the person making the appeal is not satisfied with the Deputy Superintendent's decision then an appeal may be made to the Superintendent of Schools.  The Superintendent has the right to override the previous decision.
    5. If the person making the appeal is not satisfied with the Superintendent's decision, final appeal may be made with Hallsville ISD's Board of Trustees.

Transfer Policy

A transfer student in grades K-5 who has documentation that he/she was identified and served in a sending district's program for gifted learners will be placed with a teacher who has completed the state and district training requirements for serving gifted/talented students. 

A transfer student in grades 6-12 who has documentation that he/she was identified and served in a sending district's program for gifted learners will be enrolled in advanced, Pre-AP, or AP classes if data from the cumulative records of the sending district are comparable to Hallsville ISD's screening data and meet the criteria for the specific class. 

A transfer student in grades K-12 who requests gifted/talented services but does not have documentation that he/she was identified gifted/talented by the sending district will be screened and served in accordance with Hallsville ISD's Identification Procedures.

Furlough From Gifted/Talented Services

  1. At Student or Parent Request:  A student who desires a leave of absence from the gifted/talented program for a temporary period of less than three years may request "Furlough" status by completing part 1 and 2 of the "Request for Furlough" form and presenting it to the Director of Special Programs.  He/she must include on the form reasons for desiring furlough status, educational plans for the intervening period, and a parent or guardian's signature.  The furlough will be submitted to the screening/selection committee for approval.  If approved, furlough will be documented  in the student's G/T folder.  Students who are furloughed for more than three years must be formally identified again for Hallsville ISD's gifted/talented program.  Parents may withdraw a student from the gifted/talented program at any time.  However, parents are encouraged to utilize the above process to determine the best educational program for their child.
  2. At Selection Committee Request:  Students who are unable to maintain satisfactory performance within the structure of the gifted program may be placed on furlough by the selection committee.  The purpose of such a furlough is to provide the student an opportunity to attain performance goals established by the selection committee.  The G/T selection committee and the Director of Special Programs will complete the "Request for Furlough" form - parts 1 and 3.  The furlough will be documented and maintained in the G/T folder of the student.  At the end of the furlough the student's progress will be reassessed and the student may re-enter the gifted program, be removed from the program, or be placed on another furlough.

Exit Procedures

A student may be exited from the gifted/talented program based upon parent/guardian request without consensus of school personnel, but it is strongly recommended that the following exit procedures are completed to best meet the student's needs.

The following steps will be taken before exiting a student from the G/T program:

  1. The teacher will hold a conference with the student upon first indication of deficiencies to inform him/her of the teacher's concern about the student's performance.  The teacher will inform the student of the exact areas of weakness and make suggestions in ways that he/she might overcome the deficiencies.
  2. If, after two weeks, improvement has not been observed in the student' performance, the parents will be notified of the deficiencies in the student's performance.  The teacher will state the strategies being used to help the student with his/her deficiencies and may also recommend ways the parents may help their child.  The teacher will also explain the student's role in bringing up the deficient areas.  The student will be referred to the counselor to discuss the deficiencies, as appropriate.
  3. If, after two weeks from the time of the contact with the parents, the student has not shown satisfactory improvement based on multiple criteria, the teacher will inform the Director of Special Programs.  The Director will schedule a conference with the student, parent, teacher, counselor, and Selection Committee.  The majority of its memebers will have completed the thirty hours of basic g/t training and be current with a minimum of six hours of training update.  The teacher will show the committee in writing areas of deficiency in perofrmance or products, as well as records to indicate when the parents and the student were made aware of the deficiencies.  All people attending the conference may give input into ways the deficiencies can be improved.  At the conclusion of the conference, the student and his/her parents will be informed in writing of needed improvement in the student's performance or products if he/she is to remain in the program.
  4. If, after two weeks following the formal conference, the student does not show satisfactory improvement in the deficient areas, the teacher will notify the Director of Special Programs.  A meeting with the selection committee will be held, and a final decision regarding exiting the student from the program will be made.  The decision will be documented the committee's decision, all parties will be notifed, and documentation will be maintained in the G/T folder of the student.

Program Evaluation

An evaluation of targeted strategies of the Gifted/Talented Education Program will be conducted each year.  All teachers serving gifted students will receive a "Teacher of Gifted/Talented:  Perceptions of the Gifted/Talented Program" survey.  Parents of gifted students will receive a "Parent's Perceptions of the Gifted/Talented Program" survey.  The purpose of the evaluation will be:

  1. to conduct a needs assessment to identify objectives, products, or conditions that should be addressed in future program planning.
  2. to examine program operations (processes) to help program planners and staff improve an ongoing program.
  3. to examine outcomes (products) to determine the extent to which the program is successful.