“Intellectually gifted children” shall mean those children and youth who are found to have an exceptionally high degree of intelligence as documented through the identification process. The needs of these students should be addressed based on the program options provided in the Outcomes for Intellectually Gifted Education Programs Grades 2-8 in Mississippi.
The mission of the Houston School District is to ensure high levels of learning for ALL students.
Gifted and talented education will provide equal opportunities and differentiated learning experiences according to potential and ability through a relevant curriculum and standards for excellence.
To provide an equitable identification process for gifted students which is inclusive and meets requirements as outlined in state regulations
To provide a gifted learning environment that allows gifted students to interact with intellectual peers
To provide challenging learning experiences that address the multiple talents, challenges, and cultural diversity of the district’s population
To provide a challenging, differentiated curriculum and teaching strategies that address the intellectual, cognitive, and affective characteristics of the gifted learner
To focus on students’ interests, strengths, and learning styles in order to encourage a life-long love of learning
To provide opportunities for students to develop skills in creative and critical thinking, research, communication, creative and performing arts, leadership, career awareness, life-skills, self-directed learning, group dynamics, and self-evaluation
To provide differentiated guidance efforts to meet the social-emotional needs of gifted students including those who are underachieving, twice exceptional, and from diverse populations
The assessment procedure specified by the Mississippi Department of Education and the school district is two-fold. At the school level, three of the following criteria must be met, one of which MUST be the group intelligence test score:
The Referral Phase includes documentation of three of the following:
group or individual achievement test 90th percentile minimum
group or individual achievement test 90th percentile minimum
published characteristics of giftedness measure score at or above the superior range
published measure of creativity score at or above the superior range
published measure of leadership score at or above the superior range
If three criteria are documented, the Local Survey Committee recommends further assessment. During the Assessment Phase the Assessment Team collect, administers, and/or documents three of the following:
● a full scale score at or above the 90th percentile on a norm-referenced group measure of intelligence
● a score at or above the 90th percentile on a norm-referenced measure of characteristics of giftedness
● a score at or above the 90th percentile on a norm-referenced measure of characteristics of creativity
● a score at or above the 90th percentile on a norm-referenced measure of characteristics of leadership
● a score at or above the 90th percentile on a norm-referenced measure of cognitive abilities
● a score at or above the 90th percentile in select areas on a norm-referenced achievement test
A committee shall meet at least annually to reassess each gifted student’s continuation in the program. The committee must include at least the student’s teacher of the gifted and a designated administrative representative.
Since participation in the gifted program is an entitlement under law, the student should remain in the program as long as they are being successful in the program. Grades and/or success in the regular classroom should not be considered as a reason for removal from the gifted program.
In the event a student has difficulty keeping up with the regular classroom work, a conference will be held with the parent, classroom teacher, teacher of the gifted, and the student to discuss the problem and to determine an appropriate course of action. The conference and plan of action will be documented and follow-up conferences will be held as needed.
Parents who are not in agreement with the school based committee decision to remove a student from the gifted program will present their concerns, orally or in writing to the principal of the school. The principal and parent will attempt to resolve the matter informally.
If the parents are not satisfied with the action taken by the principal, the parents shall, within five (5) school days after the meeting with the principal, put their concerns in writing and present them to the Houston School District contact person. The gifted contact person will schedule a meeting of the principal, the gifted teacher, counselor, and the gifted contact person within five (5) school days or a timeframe agreed upon by the parents. The parents will be extended an invitation to attend the meeting. The team assembled will render a written decision based on information shared during the meeting. The decision of the hearing committee is final. If the student is removed from the program written documentation will be given to the gifted teacher within three (3) school days. The teacher will provide the counselor with a copy of the written documentation within three (3) school days of receipt. The student shall be removed from the gifted program within five(5) school days of the decision or as indicated on the documentation form.
Given a topic/situation, the learner will define and classify the problem(s), make
connections, and draw distinctions, analyze information objectively and critically
(reflectively developing a relationship between facts and values), and differentiate
truth and beliefs from his/her understanding of what is logically and realistically possible.
Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).
Given a real situation, the student will identify and define the problem, design a
research plan appropriate to the problem, conduct the investigation, decide on the most
appropriate media for dissemination of the findings/ solutions, and present the results
before an authentic audience.
Given the need to retrieve and/or disseminate information, the students will
select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.
As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.
Given a real-life situation, the student will utilize effective organizational, decision
making, goal-setting, project management, and time management skills, including
controlling impulses and adapting to unforeseen circumstances, in order to
develop solutions to problems and achieve goals whether working individually or as a
Summer is just around the corner and many of you may be looking for ways to keep your child involved in educational activities. Below is a list of summer camp options for gifted students in Mississippi. Please understand that this list was compiled for your information only, not as a recommendation for a specific program. Where available, costs and deadlines for
registration was included. All of the institutions below are widely respected for the programs they offer. If you have any questions please contact: