Curriculum & Instruction
- Gifted and Talented
- Career & Technical Education
- New Program Development
- Response to Intervention (RTI)
- Student Assessment
A gifted/talented (G/T) student is 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
- exhibits high performance capability in an intellectual, creative, or artistic area;
- possesses an unusual capacity for leadership; or
- excels in a specific academic field. (Texas Education Code §29.121)
The state's goal for G/T students is to ensure that those students who participate in G/T services demonstrate skills in self-directed learning, thinking, research, and communication. G/T students develop innovative products and sophisticated performances that reflect individuality and creativity and are targeted to an audience outside the classroom.
G/T Identification Information
- Current BHISD students may be referred for gifted and talented services each year. An online referral form will be posted on the website at the start of the referral window. The referral window will be announced on the website and through campus communication.
- Transfer students that were previously identified as gifted and talented will have records requested and reviewed by our G/T Determination Committee prior to services being provided in BHISD.
Texas Performance Standards Project
Stories with Holes
Gifted and Talented Supplemental (162) Certification
University of North Texas G/T Graduate Studies
University of Texas High School Online G/T Professional Development
Texas Education Agency Gifted and Talented
Texas Association for Gifted and Talented (TAGT)
TAGT Parent Webinars
National Association for Gifted Children
Hoagies’ Gifted Education Page
18 Resources for the Parents of Gifted Students
Top Summer Camps for Gifted Children
Educational Enrichment Programs
Gifted Education Family Network
Families of GT students statewide are invited to join a new network for Texas GT families!
The Gifted Education Family Network (GEFN) is a new opportunity for GT families to receive support, information, and connections with other families, facilitating positive advocacy for Texas GT programs, GT funding, and excellence in gifted education. GEFN is committed to equity and diversity in gifted education. We support the annual GT Parent Conference at the Baylor Center for Gifted Education and Talent Development and other low-cost opportunities for parent engagement across the state.
GT parents from all regions of Texas are invited to join us for free, to subscribe to our e-mail news (https://giftededucationfamilynetwork.org/subscribe/), to explore our website, and to follow us on social media (please visit our site for Facebook, Twitter, and Instagram links: https://giftededucationfamilynetwork.org/).
The primary goal of BHISD’s Bilingual/ESL program shall be to enable English Learners (ELs) to become proficient in listening, speaking, reading, and writing in the English language through the development of literacy and academic skills in their primary language and in English.
BHISD serves Bilingual Learners through a transitional bilingual/early exit model in which students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two, or later than five, years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061(b)(1), for the assigned grade level and content area. The goal of an early-exit transitional bilingual education program is for participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students' primary language along with instruction in English that targets second language development through academic content.
English as a Second Language (ESL)
Students qualifying for English as a Second Language (ESL) services are served through a model which is a language acquisition program that serves students identified as English Learners through English only instruction provided by an appropriately certified ESL teacher under the TEC, §29.061(c), through English language arts and reading. The goal of an ESL program is for English Learners to attain full proficiency in English in order to participate equitably in school. This model targets English language development through academic content instruction that is linguistically and culturally responsive in the English Language Arts classroom. Instruction shall be provided by a certified ESL teacher.
CTE prepares students for career pathways in the global marketplace by offering experiential learning, post-secondary credits and industry certifications. Students will gain technical and high-level academic skills, equipping them to be lifelong learners.
Visit the Career & Technical Education webpage for more information.
Barbers Hill is open to requests for new programs. Upon submission of the New Program Development form, district personnel will initiate discussion and investigation to determine the feasibility of adding a new instructional or extracurricular program. The feasibility study will gather information such as:
- Level of interest by the student body
- Participation numbers required
- Funding and staffing implications
- Potential conflict with other programs
- Availability of practice or performance facilities
The mission of the Response to Intervention (RTI) program in Barbers Hill Independent School District is to improve the educational outcomes for all learners using quality instruction and research-based interventions aligned with student needs within a multi-tiered system of supports based on collaborative decision-making.
The purpose of Response to Intervention (RTI) is to provide a safety net for struggling students. RTI is a framework for providing academic and behavioral interventions through a tiered model for all students.
Tier I consists of high quality instruction in the student’s regular classroom. This meets the needs of most students (approximately 80 - 90%).
Tier II combines the high quality instruction in the classroom with an evidence-based intervention targeted to meet the specific needs of the student and provided in a small-group setting. Assessments aligned to the specific intervention are administered, data is collected, and the student’s performance is monitored. Tier II support is needed by approximately 5-15% of the student population.
Tier III interventions are provided to the students who do not make progress at Tier II. Tier III interventions are more intensive, evidenced in both the frequency of the intervention sessions and the smaller-group setting (less than 4 students). Student performance data is collected more frequently and analyzed to identify successes and failures in the intervention process. Tier III represents a very small portion of the student population (1-5%).
Intervention strategies utilized are research-based best practices and are implemented with integrity and fidelity. The framework for RtI includes on-going assessments which guide instruction and document student progress. Collaborative decision-making based upon student data is key to developing intervention goals and plans.
Assessment provides valuable information that is used to continuously strive to improve the academic progress of our students. There are two main types of assessment: formative assessment and summative assessment.
Formative assessment happens while learners are still in the process of integrating their new knowledge with what they already know. Feedback is an integral part of formative assessment, giving students immediate information on their learning. Formative assessment also allows teachers to retool their instruction in a timely manner to meet the needs of their students.
Summative assessment is the second main type of assessment. Summative assessment typically takes place at the end of a period of learning and its results are usually for the use of the teacher or the school. Feedback on summative assessment is customarily limited. Students do not generally have the opportunity to be reassessed after a summative assessment.
Beginning in grade 3, students in the state of Texas participate in a state assessment.
State of Texas Assessment of Academic Readiness (STAAR)
The State of Texas Assessments of Academic Readiness (STAAR) was first implemented in the Spring of 2012. In grades 3 – 8, the following assessments are administered:
|Subject||3rd Grade||4th Grade||5th Grade||6th Grade||7th Grade||8th Grade|
At the high school level, the STAAR assessments are 5 subject-specific end-of-course exams:
English I ELA
English II ELA
Texas Statewide Student Assessment Program
Texas Education Agency Assessment Resources for Students and Parents
A Parent Guide to the Student Success Initiative Grades 5 & 8
State Testing Calendar 2019-2020