When a TEA auditor reviews a G/T program, they're working from a framework — the Texas State Plan for the Education of Gifted/Talented Students and the administrative rules under 19 TAC Chapter 89. District coordinators who understand that framework and review their own programs against it before an audit rarely face surprises.
This checklist organizes the core standards into five areas: identification, professional development, service delivery, family communication, and documentation. Work through each section honestly. Items where you can't immediately produce evidence are gaps — not assumptions of compliance.
How to use this checklist: Print it or work through it digitally. For each item, note whether you have documentation in hand, documentation you can locate, or a gap that needs to be addressed. Honest self-assessment now is far less costly than a TEA finding later.
Section 1: Student Identification
Identification is the entry point for the entire G/T program. TEA auditors look for a systematic, documented, and equitable process — not just "we use multiple criteria."
Identification Checklist
- Written identification policy adopted by the board of trustees
- Policy includes defined screening, nomination, and assessment phases
- Multiple quantitative and qualitative criteria are used (no single test cutoff)
- A trained committee reviews and makes all final identification decisions
- Parents/guardians are notified in writing of identification decisions (both identified and not identified)
- An appeal or reconsideration process exists and is documented
- Identification data is disaggregated by student group to monitor equity
- Process explicitly addresses potential underrepresentation of EL, economically disadvantaged, and racially/ethnically underrepresented students
- Instruments used are reviewed for cultural and linguistic bias
- Exit criteria and procedures are documented
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Section 2: Professional Development Compliance
PD compliance is the area most likely to generate audit findings, because it requires per-person tracking across every G/T-serving educator on every campus.
Professional Development Checklist
- Current roster of all educators with G/T instructional or administrative responsibility
- All listed educators have completed 30-hour foundation training or are in documented progress toward it
- Foundation training content maps to all four State Plan components (written documentation)
- Foundation training includes content on diverse gifted learners (EL, twice-exceptional, economically disadvantaged)
- All educators who completed foundation training more than one year ago have completed annual 6-hour updates
- 6-hour updates are relevant to current G/T responsibilities (not general PD miscounted)
- Completion certificates on file include: name, hours, content areas, date, provider
- Records are maintained for a minimum of 5 years
- Campus principals at G/T campuses are included in PD tracking
- A process exists for new hires to begin training within a defined timeline
Section 3: Service Delivery
Identification without services isn't a program — it's a list. TEA expects districts to demonstrate that identified students are receiving differentiated instruction aligned to their assessed needs.
Service Delivery Checklist
- District's G/T services model is documented (pull-out, cluster, inclusion, self-contained, or combination)
- Service model provides for regular, ongoing differentiated instruction — not just identification
- Each identified student can be connected to specific services in district records
- Differentiated instruction addresses depth, complexity, and pace appropriate for advanced learners
- Curriculum materials and instructional plans used in G/T services are on file
- G/T services are provided at every campus where identified students are enrolled
- Service delivery is consistent regardless of student demographics (EL students receive equivalent access)
- A process exists for reviewing whether services remain appropriate as students' needs evolve
Section 4: Family Communication
The 2024 SBOE rule revisions strengthened family communication requirements. Notification of identification is not sufficient — families should understand what their child's G/T program actually entails.
Family Communication Checklist
- Written notification sent to families of newly identified students
- Notification describes the specific services the identified student will receive
- Notification available in languages spoken by families in the district (where required)
- Families of students not identified receive written notification explaining the decision
- Appeal/reconsideration process is communicated to families who are not identified
- Annual communication to families of identified students describes current services and program goals
- Families are informed of exit criteria and procedures
- District G/T program information is publicly accessible (website or on request)
Section 5: Program Governance and Documentation
The administrative infrastructure around the G/T program — policies, record-keeping, coordinator role definition — is what holds everything together under audit scrutiny.
Governance and Documentation Checklist
- A designated G/T coordinator is responsible for program oversight at the district level
- The coordinator's role and responsibilities are defined in writing
- Board-adopted G/T program policies are current (reviewed within the last three years)
- Campus G/T contacts are designated and know their responsibilities
- A student data system tracks G/T identification status for all students
- PD compliance records are maintained centrally (not just on individual campuses)
- The district has a process for responding to TEA audit requests within required timelines
- Program records (identification files, PD records, service documentation) are retained for 5+ years
Reading Your Results
| Gaps Found | Urgency | Recommended Response |
|---|---|---|
| 0–3 items | Low | Document remediation plan, schedule annual review |
| 4–8 items | Moderate | Prioritize by audit risk, address top items before next PMI window |
| 9–15 items | High | Comprehensive program review needed; consider engaging ESC or consultant support |
| 16+ items | Critical | Program may be at significant audit risk; immediate action required across all areas |
A few gaps doesn't mean the program is failing — it means you've found something to fix before TEA does. That's exactly what this checklist is for.
Turn This Checklist Into a Live Dashboard
Academity's compliance tracking module gives district coordinators real-time visibility into PD completion, documentation gaps, and program standards adherence — without the spreadsheet maintenance.
See Academity's Compliance ToolsThe Bottom Line
TEA auditors don't find things that aren't there — they find things that should be there but aren't. Running through this checklist honestly once a year, before an audit cycle, is the single most effective way to ensure your G/T program is defensible. Fix the gaps you find. Document the fixes. Then move on.