District Mission Statement
"Every student's success is our #1 priority."
Gifted and Talented Program Mission Statement
Founded upon the belief that schools should be places for student talent development, the La Porte ISD Gifted and Talented Program is committed to providing the resources, encouragement, opportunities, and research-based instruction to assist students in achieving at their highest levels of potential.
Gifted and Talented Program Goals
LPISD's gifted and talented program seeks to meet the following goals.
1. Strengthen student academic performance with meaningful, enriched learning experiences.
2. Foster positive self-concepts that meet the unique social, emotional and intellectual needs of gifted/talented students to provide them the opportunity to become independent, creative and self-directed learners.
3. Create and maintain a learning community that encourages professional growth for all staff in the philosophy, theory, and practice of gifted education.
4. Establish a collaborative relationship between school and community that promotes community-based service opportunities for students to grow socially and emotionally.
5. Develop a school culture that encourages a parent and school partnership in program planning, implementation, and decision making.
6. Participate 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.
As defined in TAC 89.3:
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.
LPISD provides the following:
Elementary Gifted Services
The focus of services for the gifted students at elementary school level (K-5) is to develop creative and productive thinking and produce innovative products. Students are provided a differentiated curriculum in the four content areas that develops higher-level thinking skills and processes. Acceleration is provided when appropriate. These services are provided at their individual campus within the regular classroom setting by teachers who have the required 30 hours of GT training to include a yearly six-hour update.
Secondary Gifted Services
The focus of services for the gifted students at the secondary level is that of college preparation. Students are encouraged to begin the Pre-advance Placement program at sixth grade and continue throughout the secondary years. Pre-advanced Placement and Advanced Placement classes provide for not only rigorous academic classes in the four core areas (English, mathematics, social studies, and science), but also for opportunities to earn college credit while in high school, free of charge to parents. These services are provided at their individual campus within the regular classroom setting by teachers who have the required 30 hours of GT training to include a yearly six-hour update.
Sixth, Seventh, and Eighth Grade
Gifted students in sixth through eighth grades are served through a variety of instructional and organizational patterns, including:
Classroom instruction differentiation
Curriculum compacting (when appropriate)
Independent research opportunities (Texas Performance Standards
Pre-advanced Placement Classes
University Interscholastic League Competition
Grade skipping, when appropriate
Ninth, Tenth, Eleventh, and Twelfth Grade
Gifted students in ninth through twelfth grades are served through a variety of instructional and organizational patterns, including:
Classroom Instruction Differentiation
Curriculum Compacting (when appropriate)
Independent Research Opportunities (Texas Performance Standards
Advanced Placement Classes
Dual Enrollment (high school and college)
University Interscholastic League Competition
Distinguished Achievement Program
Correspondence Courses and Distance Learning
Credit by Examination
High School Credit for College Courses
Twelve Traits of Giftedness: A Non-Biased Profile
Trait, Aptitude, Behavior
How It May Look
Evidence of desire to learn.
|Internal drive or encouragement that initiates, directs, or sustains individual or group behavior in order to satisfy a need or attain a goal.
||Demonstrates persistence in pursuing or completing self-selected tasks (may be culturally influenced); evident in school or non-school activities. Enthusiastic learner; has aspirations to be somebody, to do something.
Intense, sometimes unusual, interests
|Activities, avocations, objects, etc. that have special worth or significance and are given special attention.
||Unusual or advanced interests, topic, or activity; self-starter; pursues and activity unceasingly beyond the group.
Highly expressive with words, numbers, or symbols
|Transmission and reception of signals or meanings through a system of symbols (codes, gestures, language, and numbers).
||Unusual ability to communicate (verbally, nonverbally, physically, artistically, symbolically); uses particularly apt examples, illustrations, or elaborations.
Effective, often inventive, strategies for recognizing and solving problems.
|Process of determining a correct sequence of alternatives leading to a desired goal or to successful completion of a performance task.
||Unusual ability to devise or adopt a systematic strategy to solve problems and to change the strategy if it is not working; creates new designs; inventor.
Large storehouse of information on school or non-school topics.
|Exceptional ability to retain and retrieve information.
||Already knows; needs only 1-2 repetitions for mastery; has a wealth of information about school and non-school topics; pays attention to details; manipulates information.
Questions, experiments, explores.
|Method or process of seeking knowledge, understanding or information.
||Asks unusual questions for age; plays around with ideas; extensive exploratory behaviors directed toward eliciting information about materials, devices, or situations.
Quickly grasps new concepts; sees connections; senses deeper meanings
|Sudden discovery of correct solution following attempts based primarily on trial and error; putting disparate elements together in unexpected ways.
||Exceptional ability to draw inferences; appears to be a good guesser; is keenly observant; heightened capacity for seeing unusual and diverse relationships, integration of ideas and disciplines.
Logical approaches to figuring out solutions.
|Highly conscious, directed, controlled, active, intentional forward-looking, and goal-oriented thought.
||Ability to make generalizations and use metaphors and analogies; can think things through in a logical manner; critical thinker; ability to think things through and come up with a plausible answer.
Produces many ideas; highly original
|Process of forming mental images of objects; qualities, situations, or relationships which aren't immediately apparent to the senses; problem solving through nontraditional patterns of thinking.
||Shows exceptional ingenuity in using everyday materials; is keenly observant; has wild, seemingly silly ideas; fluent, flexible producer of ideas; highly curious.
Conveys and picks up on humor well.
|Ability to synthesize key ideas or problems in complex situations in a humorous way; exceptional sense of timing in words or gestures.
||Keen sense of humor that may be gentle or hostile; large accumulation of information about emotions; capacity for seeing unusual; uncommon emotional depth; openness to experiences; sensory awareness.
|Intensity ("Overexcitabilities")Strength of reactions, responses, behaviors. (The term "overexcitabilities" comes from Polish psychologist Dabrowski.)
||Very Strong, even extreme, responses to stimuli in five areas: emotional, intellectual, sensory, psychomotor, and imagination.
||Intense desire for experiences in the area(s) of overexcitability; powerful emotions; seeks intellectual stimulation; sensory experiences evoke strong responses; constant or repetitive movement or gesturing; intense fantasy life; may need creative outlets for intensity.
Strong reactions to emotional stimuli
|Events and situations in the affective and social domains elicit a stronger response than usual.
||Strong sense of compassion; keen sense of justice; empathy; moral and ethical sensibilities; sense of being "different" socially; existential worrying; often overly self-critical.