How do I recommend my child for GT testing?
Submit the completed referral form within the designated timeframe.

What if I am enrolling/re-enrolling my child in CFBISD and they have previously received gifted services?
Please contact your campus counselor to request services and provide documentation of previous services.  If your child has been out of the district for more than one calendar year, they may need to be reassessed for services.  

What does it mean if my child is identified to receive GT services?
In CFBISD, students are identified as gifted in math, language arts, or both.  Services will be provided according to their area of identification.

Do I have to do anything once my child is identified?
No.  Advanced Learners will be served on their home campuses, with the exception of the LEAP and STEAM programs.  Counselors will reach out if a schedule change is necessary. Otherwise, students will begin receiving services immediately in elementary, and the following semester (in some cases, the following school year) in secondary.  

What does it mean if my child is not identified?
CFBISD is committed to providing individualized education tailored to each child's unique needs, regardless of whether they have been formally identified for gifted and talented services.

Why don't gifted students have IEPs and other safeguards similar to special education students?
Federal law establishes policies and procedures for special education, but gifted education policies and procedures are established by state law.

What do I do if I disagree with the decision of the identification committee?
Parents and school personnel may appeal the decision of the committee by following the procedure established by CFBISD.

Who can appeal an identification or placement decision?
An appeal may be initiated by parents or guardians, as well as school personnel, including school counselors, teachers, and principals. To be considered, appeals must include supplementary information that provides additional context or evidence to support reconsideration.

What is a cut-off score? How are cut-off scores determined?
Eligibility decisions must be based on multiple criteria which may include scores on valid and reliable tests or assessments. Tests and other measures are ranked or scored according to the procedures established by the district and approved in the local plan. No single criterion shall be used in determining students who qualify for, or are denied access to, programs for the gifted.

What is an ARE committee?
The Admission, Review and Exit (ARE) Committee, composed of at least a counselor, administrator, and GT specialist, reviews student data to determine eligibility for GT services.

What is " differentiated curriculum and instruction?"
"Differentiated curriculum and instruction" means curriculum and instruction adapted or modified to accommodate the advanced learning aptitudes of identified students in their areas of strength. Such curriculum and instructional strategies provide enrichment opportunities that recognize gifted students' needs for

• advanced content and pacing of instruction;
• original research or production;
• problem finding and solving;
• higher level thinking that leads to the generation of products; and
• a focus on issues, themes, and ideas within and across areas of study. 

Such curriculum and instruction are offered continuously and sequentially to support the achievement of student outcomes, and provide support necessary for these students to work at increasing levels of complexity that differ significantly from those of their age-level peers.

How are teachers selected for work with gifted students?
Campus determines teaching staff to deliver services to gifted students. Teacher selection may be based on a demonstrated ability to create and carry out flexible, differentiated, and enriched curricular experiences which are suited to the gifted students' needs.

What training is required for teachers?
The Texas State Plan §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. 

How are high school students provided with differentiated instruction?
The delivery of services for high school students includes options such as:

• Differentiation in the regular classroom
• Honors or advanced level courses, such as Advanced Placement, OnRamps, Dual Credit courses, that are designed for advanced learners.