Ector County Independent School District

Informational Handbook

GIFTED & TALENTED

PRE-AP

ADVANCED PLACEMENT

Advanced Academic Department: 456-8819 Fax Number: 456-8818

Advanced Academic Director: Omega Loera Advanced Academics Secondary Instructional Coach: Heather Bland

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IMPORTANT DATES TO REMEMBER

2018-2019 G/T & AP TIMELINE

AUGUST  6th -17th 1st day to report to home campus/ SD 7th Teacher University/Elementary 8th Teacher University /Secondary 9th District PD 10th Teacher Work Day/ECISD Better Together Showcase 14th Teacher Work Day/Campus PD 15th District PD/Teacher Workday 16th District PD/Teacher Workday 17th Convocation/Campus PD

SEPTEMBER  3rd LABOR DAY 4th GT APPLICATIONS AVAILABLE (Grades 1-11)  24th KINDER APPLICATIONS AVAILABLE/FOLDERS 27th DISTRICT PD/SD/ Student Holiday 28th Campus Work Day/Student Holiday

OCTOBER  1 DEADLINE FOR GT APPLICATIONS (GRADES 1-11)  8 DEADLINE FOR KINDER APPLICATIONS 8th – 12th COGAT WINDOW 2ND, 4TH, & 6TH GRADE (1ST, 3RD, & 5TH GT APPLICANTS) 10 PSAT/NMSQT Testing (10th/11th Graders) 15th – 18th - GTPT’S PICK UP APPS/CURRICULUM DEVELOPMENT 15th -18th - PSAT 8/9 for 8th Graders  19th Secondary PD/ Elem Campus Work Day

NOVEMBER  5th - Elementary PD/ Secondary Campus Workday 19th-23rd - THANKSGIVING BREAK 26th -30th - NAGLIERI KINDER & 1ST GRADE TESTING 28th -30th - TAGT CONFERENCE, FORT WORTH, TX

DECEMBER  3rd -7th - EOC 10th - 14th CANCEL GT CLASSES/ ELEM. SAGES ADMINISTRATION 17th - 20th CANCEL GT CLASSES/ KINDER & 1ST GRADE PORTFOLIOS 21st - RECORDS DAY 24th - JAN 4TH WINTER BREAK

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JANUARY     7th -SD/ Student Holiday  8th- 11th SAGE Scoring  21st MLK Holiday 

FEBRUARY     8TH- 9TH – Texas Academic Decathlon Region Competition 15th - Campus PD / Student Holiday 18th – CAMP SIP REGISTRATION BEGINS

MARCH     1st- Bad Weather Day 4th -7th Curriculum Planning 8th – Technology Exchange Day 7th - SAT School Day (11th Graders) 11th -15th West Texas Relays/Student Holiday/Spring Break

APRIL  9th- 12th STAAR /EOC /GT CLASSES CANCELLED 11th-12th - Curriculum Planning 13th - SIP Annual Chess Tournament 19th- - Good Friday/Holiday 22nd- - Snow Day

MAY  3rd -Last Day of GT Classes 6th -10th - STAAR 6th – 17th – College Board AP Exams 13th -17th -EOC’s 13th -17th -Curriculum Writing for 2019-2020 23rd -Last Day of School 24th -Records Day 27th - Memorial Day

JUNE  7th - PD FOR CAMP SIP 10th 20th - CAMP SIP (Milam Elem.)

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PLEASE NOTE

GT Application Window:

September 4 – October 1, 2018

ADVANCED ACADEMIC SERVICES: G-PreAP/AP and PreAP/AP CoursesENTRY STANDARDS

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ENTRY REQUIREMENT FOR GT AP/PreAP Core Content Areas INITIAL ENTRY STUDENT PERFORMANCE LEVELS FOROPEN-ENROLLMENT Core Content PreAP/AP

Must meet 3 of the 4 criteria or as determined by the District Selection Committee

Compare student records to suggested performance levels for entry

ENGLISH/SOCIAL STUDIES1. 90th Texas Percentile Rank (TPR) Achievement

Assessment – Prior Year Reading/ELA STAAR/EOC or 90th National Percentile Rank (NPR) – Prior Reading/ELA Achievement Assessment

2. 90th TPR Prior Year Writing Achievement Assessment or 90thile Prior Year Writing Portfolio

3. 90 final average or better in previously completed prerequisite core content area course

4. 90th Grade Percentile Rank (GPR) – Content area relevant abilities test

ENGLISH/SOCIAL STUDIES1. 80 or higher average in previously

completed prerequisite core content area course

2. Prior year STAAR/EOC content area passed with MEETS Grade Level. If there is no EOC/STAAR for that content, student must “Meet Grade Level” performance standards on the most current Reading/English EOC/STAAR.

Math/Science1. 90th Texas Percentile Rank (TPR) Achievement

Assessment – Prior Year Math STAAR/EOC or 90th National Percentile Rank (NPR) – Prior Math Achievement Assessment

2. 90th Percentile Achievement Assessment - Prior Year Science Achievement Assessment

3. 90 final average or better in previously completed prerequisite core content area course

4. 90th Grade Percentile Rank (GPR) – Content area relevant abilities test

MATH/SCIENCE1. 80 or higher average in previously

completed prerequisite core content area course

2. Prior year STAAR/EOC content area passed with MEETS Grade Level. If there is no EOC/STAAR for that content, student must “Meet Grade Level” performance standards on the most current Reading/English EOC/STAAR.

MAINTENANCE OF ENROLLMENT FOR ALL PreAP-G/AP-G and PreAP/AP Courses Maintain a final average of 70 “Meets” RELEVANT state assessment standards

Maintain a final average of 70 “Meets” RELEVANT state assessment

standardsCOURSES OFFERED

GT AP/PreAP Courses (Recommended Sequence) AP/PreAP Courses (Recommended Sequence)Grade

7English 7 G-PreAP, Math 7 G-PreAP, Science 7 G-PreAP, Social Studies G-PreAP

English 7 PreAP, Math 7 PreAP, Science 7 PreAP, Social Studies 7 PreAP

Grade 8

English 8 G-PreAP, Algebra 1 G-PreAP, Science 8 G-PreAP, Social Studies G-PreAP

English 8 PreAP, Algebra 1 PreAP, Science 8 PreAP, Social Studies 8 PreAP

Grade 9

English 1 G-PreAP, Geometry G-PreAP, Biology G-PreAP, World Geography G-PreAP

English 1 PreAP, Geometry PreAP, Biology PreAP, World Geography PreAP

Grade 10

English 2 G-PreAP, Algebra II G-PreAP, Chemistry G-PreAP, World History G-AP

English 2 PreAP, Algebra II PreAP, Chemistry PreAP, World History AP

Grade 11

AP Eng Lan & Comp G, PreCalculus G-PreAP, AP Physic I G, AP US History G

AP Eng Lan & Comp, PreCalculus PreAP, AP Physic I, AP US History

Grade 12

AP Eng Lit G, AP (Math) G, AP (Science) G, AP US Govt/Macro/Microeconomics G

AP Eng Lit, AP Calculus BC/AP Statistics, AP (Science), AP US Govt/ Macro/ Microeconomics

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Advanced Academic Services

Programs for Secondary StudentsGT: stands for gifted and talented. Students must meet criteria in order to qualify for G/T.

Criteria consists of: Achievement test scores, Ability test scores, English, Math, Social Studies, and Science grades. A student may be referred for gifted and talented services by teachers, parents, administrators or counselors. Identification of students is conducted not to label students but to determine which students require program alterations because of their unique educational needs. For students new to the district, G/T applications may be completed upon enrollment in ECISD but no later than 6 weeks from enrollment, any time of the school year. For current ECISD students, applications may be obtained through the school counselor’s office in September. Deadline for applications are the first of October: Students, who qualify, will begin receiving services the following school year.

At the secondary level, students who are G/T are offered a variety of identified gifted classes in grades 7-12. Such opportunities include Pre-Advanced Placement classes (for grades 7-10), Advanced Placement classes (for grades 11-12), International Baccalaureate (for grades 11-12) and Campus Dual-Credit classes (for grades 9 -12).

ADVANCED ACADEMIC SERVICES

Pre-Advanced Placement and Advanced Placement

Identified gifted students in middle and high school are served through Pre-Advanced Placement

(Pre-AP) and Advanced Placement (AP) courses.

6th Grade GT Course - English Language Arts (Course #1055 G):

Identified gifted students in 6th grade will be enrolled in this course. Gifted students in this class

focus on becoming independent researchers as they utilize a variety of texts and participate in the

independent reasearch. Students explore areas of interest through an in-depth investigation and

development of a product that reflects professional quality work. The curriculum is differentiated and

modified to best meet the needs of GT students, incorporating critical reading, writing, and thinking

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activities that support students in the creation of multi-modal projects that exhibit depth and

complexity.

Pre-AP Courses:

Pre-Advanced Placement Courses are courses in the same content area as Advanced Placement

courses designed to develop the skills and concepts necessary for a student to be successful. The

College Board recommends that a continuum of these skills be taught as a foundation leading up to

the challenging and rigorous courses in the AP program.

AP Courses:

Advanced Placement courses are college level courses which are challenging and rigorous and

allow students to pursue and receive credit for college-level work while in high school. Students who complete AP courses are expected to sit for AP Exams. Earning designated scores on

these exams allows students to earn college credit for the courses while still in high school. Only

those courses recognized and tested through The College Board's AP Exams may carry the AP

designation. All AP courses offered in ECISD have been approved through the College Board AP

Audit.

Enrolling in Pre-AP/AP Courses: 

Gifted students are automatically enrolled for the core Pre-AP content courses in their areas of

academic strength in middle school and are highly encouraged to continue to enroll in these courses

in high school.  ECISD also has an open-enrollment policy for Pre-AP and AP courses so students

with high ability and a desire to take advanced level courses, but who are not identified as gifted,

may also participate in these courses (see Entry Standards Chart). Instruction is differentiated within

the Pre-AP/AP curriculum for the identified GT student. These courses are taught by teachers who

have the initial 30 hours of gifted training and continue to earn the annual 6-hour update as required

by the Texas Education Agency.

EFFECTIVE 2018-2019

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Gifted students must maintain a final average of 70 or better and “Meets” relevant state assessment

standards in the content area for which they are identified in order to maintain their gifted status. 

Students enrolling through the open-enrollment policy must:

o have an 80 or higher average in previously completed prerequisite core content area for

which they are enrolling 

AND

o “Meets” grade level STAAR/EOC test in the content area for which they are enrolling.  If there

is no EOC test for that content, students must have passed the most current Reading/English

STAAR/EOC.

Open-enrollment students must maintain a final average of 70 or better AND “Meets” relevant state assessment standards in the content area for the course they are enrolled in. If there is no EOC test for that content, students must have passed the most current Reading/English EOC.

Summer Reading Assignments: 

The rigor and comprehensiveness of Pre-AP English courses sometimes warrants the inclusion of a

summer reading assignment. Students who enroll in these courses with summer requirements

receive information on the additional requirements upon enrollment. 

For a complete list of summer reading information, visit the Secondary English Language Arts

website here:  Grades 7-10 Pre-AP & AP ELA Summer Reading

International Baccalaureate: (Offered at Odessa High School)

The International Baccalaureate Program is an internationally recognized curriculum that offers 11th

and 12th grade students an opportunity to earn the IB diploma. This advanced, comprehensive

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curriculum of study offers an integrated approach to learning across the disciplines. Students who

apply and qualify for the IB program attend classes at Odessa High School.

SECONDARY INFORMATION2018-2019

DUAL CREDIT COURSE : If a student is in a dual credit class first semester and fails the class, DO NOT place the student in an AP class second semester. The student will need to be placed in a regular course sequence. Only Dual Credit courses taught by an ECISD teacher who has the G/T training can count for PEIMS verification of a gifted student.

PRE-AP OR AP : If a student fails a Pre-AP or AP class first semester, he will be placed in a regular course sequence for

second semester. You will average both semesters together. If they average a 70 or higher, the student is considered as passing the regular class. (The student will NOT receive weighted credit.)

Pre-AP, AP and IB courses are full year courses. These courses may only be entered at the beginning of the first semester. Students will not be allowed to enter an advanced course after the first 3 weeks of school.

1. Course Contracts Keep in a place accessible for all AAS teachers Especially useful if and when you have parent/teacher meetings and parents question procedures Be certain that you have a contract from each student

2. Six Weeks Warning Letter At six weeks, if a student is failing, this letter should go out to student/parents. If the grade is too low,

this may be the time for the student to be exited and placed in a regular course sequence. Your team needs to decide how you will use them so that your school is consistent. I think this is a

good tool to use to reinforce the fact that students must pass.

3. First Semester Notification of Course Dismissal (required) It needs to be sent to the AAS office as soon as you know the student has failed It supports the original letter that you may have to produce (that’s why it is so important that you have

a letter signed by the parent on file and easily accessible.)

4. Student Request to Exit (required) Students will ONLY be exited at the end of the first 3 weeks, the end of the first 6 weeks

or the end of the first semester. In addition to contacting the counselor to make the change as well as the other necessary required

paperwork, FOR THIS DEPARTMENT, if parents do not use this form, please have parents write a note with the child’s name and ID on it, the course name, and the reason for exiting the course, and parent signature.

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Teachers should forward the note/form to the counselor who should send the AAS office a copy. We have no other way of knowing if a child exits a course.

5. Level of Instruction It is important that you achieve a high level of instruction in your classes. You are practicing “tough

love” to prepare your students for the more demanding course work required in PreAP and AP classes. Students should be made to earn the weighted grade points they are awarded for taking your class.

Grade inflation seems to run rampant. Of course, your students should be rewarded for good work, but, again, they need to earn their grades.

6. Professional Development

The state requires that teachers delivering GT services have completed 30 initial clock hours of GT training (6 hours of nature and needs, 6 hours of assessing needs and 18 hours of curriculum). Thereafter, they are required to receive an annual 6 hour update. If teachers attend APSI training during the summer, they are awarded one 6 hour GT update. GT training must be completed before the first day of school or if hired late, training must be completed by the end of the fall semester, or the District is out of compliance.

Please be sure to submit a copy of any certificates you receive into your Eduphoria Portfolio to document your training. Remember to keep the original certificates for your personal record.

Administrator/Counselor 6 hour GT update: TAGT Learning on Demand has a library of courses to choose.

7. GT Identification

GT Applications will be available to students September 1. The deadline to return applications are the first week of October. G/T Committees will meet in late January, and parents will be notified by mail as soon as the committees complete their deliberations.

For students new to the district, G/T applications may be completed upon enrollment in ECISD, any time of the school year. They have up to 6 weeks from enrollment to apply.

Parents may appeal decisions with the campus principal within 10 days of receipt of the letter. We ask principals to uphold the decision of the committee unless an error is made. I am the next level.

As you know, we take great care to ensure that the identification procedure is fair and appropriate. Please do not insinuate or state directly that students in your regular classes “should be in GT” after identification has taken place. The time to do that is in September. By the same token, when the new school year begins, please do not tell students they should have applied or they should have been identified.

Identification is done by committee, and there are reasons students either did not apply or they were not identified. Grades are not the only criteria.

Students new to the District may apply immediately upon registration in ECISD; we will screen as soon as we receive scores and grades and will notify the counselor of the outcome. If there are not enough scores available, we may have to test, which will delay the screening process somewhat.

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Students are invited to apply for AAS services every September. Please encourage students you believe would benefit from AAS services to apply at the appropriate time. Again, a student’s grade is only one criterion.

8. Please feel free to call me if you have questions or concerns:

Omega Loera, Director of Advanced Academic Services / Samantha Salazar, Secretary to AASPhone#: 432-456-8819

FAX#: 432-456-8818

ITCCS Secondary System Codes

A=TECH-PREP COURSE

C=CORRESPONDENCE COURSE

D=COLLEGE DUAL CREDIT

E=CREDIT BY EXAM

G=GIFTED/TALENTED

H=HONORS

I=IB COURSE

J=HS CRS COMPLETED BEFORE GRADE 9

K=PRE-IB COURSE

L=LOCAL CREDIT

M=MAGNET COURSE

N=NIGHT SCHOOL

P=AP COURSE

Q=PRE-AP COURSE

R=SUMMER SCHOOL

T=CREDIT VERIFICATION

V=COURSE WITH MODIFIED CONTENT

X=INNOVATIVE COURSE

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Z=DISTANCE LEARNING

TOP TEN %Per Information Systems:Counselors will be notified of those qualifying 2 weeks after the end of the first semester.

GT CORDSIn order for a student to receive his/her white GT cords, a student must be in GT (take GT class/es) for 4 years: 9th – 12th

DUKE (7 TH GRADE) During the month of September, counselors will be given a list of qualified students for the 7th grade Duke Talent Search and labels.  The forms to parents (English and Spanish) and Coordinator Guide, including a Power Point (English/Spanish), will also be attached to an email so counselors can begin to prepare.  https://tip.duke.edu/programs/7th-grade-talent-search

Scheduling campus parent meetings are encouraged, to share the benefits of enrollment in this program. Once a student is enrolled, they will receive access to many resources Duke has to offer. Once enrolled, access to Duke enrollment is good through their junior year in high school. This process will better prepare our students for the 8th grade PSAT 8/9, PSAT/NMSQT and SAT.

Counselors will disseminate the parent notifications.

SAT/PSAT/ACT

The College Board's PSAT/NMSQT® Early Participation Program is an initiative designed to increase access for and involvement of all students in the college-going process. By engaging students at an earlier age while there is still time to inform instruction and learning, the Early Participation Program helps increase their readiness for college.

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PSAT Test is administered Wednesday, October 11, 2018 ALL 10th & 11th graders will be tested

PSAT 8/9 (ONLY 8 th Grade)

The PSAT 8/9 will support all students with early feedback on the skills and knowledge that matter most for college and career success. Educators will have an early opportunity to:

Measure and follow student performance. Ensure students are on target to achieve college and career readiness. Pinpoint areas for development.

Taken in the fall of eighth grade, the PSAT 8/9 serves as a foundation for understanding student progress as they enter high school and ensuring that they are on target for being college and career ready by the time they leave high school. These exams provide benchmarks and consistent feedback for measuring student progress — enabling teachers to accelerate students who are either ahead or behind.

Testing Window: October 15-18, 2018 Tests have already been ordered and will be mailed a few days prior to your testing

date. ALL 8th graders will be tested (only 8th graders) Testing window: Assigned by each campus

PROFESSIONAL DEVELOPMENT Who must have professional development in gifted/talented education?

Prior to assignment, teachers who provide instruction and services that are a part of the program for /talented students should receive the required minimum 30 hours of training and six hours annually. In ECISD, all kinder, bilingual and elementary cluster teachers are required to complete the 30 hours. In secondary, all teachers that teach Pre-AP, AP, IB and 6th grade core teachers.

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Administrators and counselors who are responsible for programming decisions for gifted/talented students are required to receive six hours of professional development that includes nature and needs of gifted/talented students and program options for those students. Any campus or district level administrator (including the superintendent) or counselor who has authority to make scheduling, hiring, and/or program decisions should have the six hours.

(Ref: 19 TAC §89.2(1); State Plan Section 4, 4.1A, 4.3A)

What if I hire a new teacher for the G/T program and do not have time to train him/her before his/her assignment to the program?

Districts may have up to one semester for a teacher to complete the 30-hour training. However, this should be used only in extenuating circumstances, such as the necessity of hiring a new teacher for the G/T program late in the summer or during the school year because no other trained teacher is available. (Ref: 19 TAC §89.2(2); State Plan Section 4, 4.1.2A)

Who may offer the 30 hours of professional development required for G/T teachers? Teachers may obtain the 30 hours from a variety of sources. Regional education service centers, local

education agencies, university classes and institutes, and professional consultants are some of the resources available to educators. The Texas Association for the Gifted and Talented (TAGT) offers annual conferences where training may be obtained. It is a local school district decision as to who will provide the training for the district's teachers. In ECISD, we use TAGT Learning on Demand an online training platform and offer face-to-face training in the summer.

Are the AP teachers required to have the 30 hours of training in gifted education? If yes, can their AP training count for it?

If AP classes serve as the mode of delivery for your services to gifted students, teachers should have the 30 hours of training in gifted education. A part of the College Board five day summer institute training can count toward a six hour G/T update in curriculum and instruction. However, the teacher still needs the 30 hour G/T initial training.

Can Pre-AP be used to serve gifted students?

Yes, but remember that Pre-AP is designed to increase the pool of students who will be successful in AP classes at the 11th and 12th grades. It is, therefore, a curriculum that is used to strengthen the educational program of all students in middle and high school. Following this philosophy, it would be necessary for a district to differentiate Pre-AP the way any general curriculum would be modified for gifted students.

STUDENT ASSESSMENTThe minimum appropriate grade in an Advanced Academic Services class or course is 70. Upon any occasion that a student’s six-week average falls below 70, that grade serves as a warning to the student and the parent/guardian that improvement is needed and that the student’s enrollment in the course is in jeopardy. Identification: Gifted/Talented applications are distributed to all campuses during the month of September. Applications are due back to the AAS office by the end of the month.

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AP (Advanced Placement)

Exam Calendar and Fees $94.00 per exam (fees subject to change)

Week 1 Morning 8 a.m. Afternoon 12 noonMonday,May 6, 2019

United States Government and PoliticsChinese Language and Culture

Environmental Science

Tuesday,May 7, 2019

Seminar

Spanish Language and Culture

Japanese Language and Culture

Physics 1: Algebra-Based

Wednesday,May 8, 2019

English Literature and CompositionEuropean History

French Language and Culture

Thursday,May 9, 2019

Chemistry

Spanish Literature and Culture

German Language and Culture 

Psychology

Friday,May 10, 2019

United States HistoryComputer Science Principles

Physics 2: Algebra-Based

Studio Art – last day for coordinators to submit digital portfolios (by 8 p.m. ET) and to gather 2-D Design and Drawing students for physical portfolio assembly. 

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Week 1 Morning 8 a.m. Afternoon 12 noonTeachers should have forwarded students’ completed digital portfolios to coordinators before this date.

2019 AP Exam schedule

Week 2 Morning 8 a.m.Afternoon12 noon

Afternoon2 p.m.

Monday,May 13, 2019

Biology Physics C: MechanicsPhysics C: Electricity and Magnetism

Tuesday,May 14, 2019

Calculus AB

Calculus BC

Art History

Human Geography 

Wednesday,May 15, 2019

English Language and Composition

Italian Language and Culture

Macroeconomics 

Thursday,May 16, 2019

Comparative Government and Politics

World History

Statistics  

Friday,May 17, 2019

Microeconomics

Music Theory

Computer Science A

Latin 

Please note:

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Coordinators should order late-testing exams for students who would like to take exams that are scheduled for the same time.

AP courses are designed to help students develop the study skills, habits of mind and critical thinking skills that they will need in college. Students who take AP courses are given the chance to earn college credit (while still in high school) and to stand out in the admissions process. ECISD offers AP courses and exams at OHS, PHS and NTO.

AP exams are administered each year in May. An exam contains both multiple choice and free response questions that require essay writing, problem solving and other skills. Every examination receives an overall grade on a five-point scale.

Scale: 5 – extremely well qualified 4 – Well qualified 3 – Qualified 2- Possibly qualified 1 –no recommendation

2019 AP Late-Testing Dates  Morning 8 a.m. Afternoon 12 p.m.

Wednesday, May 22

English Language and Composition

European History

Microeconomics

Physics C: Mechanics

Psychology

Statistics

Art History

Chemistry

Computer Science A

Japanese Language and Culture

Music Theory

Physics C: Electricity and Magnetism

Thursday, May 23

Biology

Computer Science Principles

Environmental Science

Physics 1: Algebra-Based

United States History

World History

Chinese Language and Culture

French Language and Culture

Italian Language and Culture

Latin

Physics 2: Algebra-Based

Friday, May 24 Calculus AB Comparative Government and Politics

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2019 AP Late-Testing Dates  Morning 8 a.m. Afternoon 12 p.m.

Calculus BC

English Literature and Composition

Human Geography

Seminar

United States Government and Politics

German Language and Culture

Macroeconomics

Spanish Language and Culture

Spanish Literature and Culture

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BRIGHT CHILD

GIFTED CHILDKnows the answer Asks the questions - sometimes deep probing

questions of an abstract nature.Is interested. Is highly curiousIs attentive Is mentally and physically involved

Has good ideas Has wild, silly ideasWorks hard Plays around, yet tests well

Answers the questions Discusses in detail, elaboratesTop Group Beyond the group

Listens with interest Shows strong feelings and opinionsLearns with ease Already knows

6-8 repetitions for mastery 1-2 repetitions for masteryUnderstands ideas Constructs abstractions

Enjoys peers Prefers adults or older children or seeks out other very bright or gifted peers.

Grasps the meaning Draws inferences and opens up new questions.

Completes assignments Initiates projectsIs receptive Is intense

Copies accurately Creates a new designEnjoys school Enjoys learning - but may hate school.

Absorbs information. Manipulates informationTechnician Inventor - Loves construction toys

Good Memorizer Good guesser - draws on vast information store.

Is alert Is keenly observant - seems to remember fine details.

Is pleased with own learning Is highly self-critical - can be a perfectionist to the point of tantrums when young.

Enjoys straight-forward and/or sequential presentation

Thrives on complexity - needs the whole picture. Requires a gestalt approach.

FORMS

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ECTOR COUNTY INDEPENDENT SCHOOL DISTRICTADVANCED ACADEMIC SERVICES

2018-2019 HIGH SCHOOL G/T COURSE APPLICATION (Grades 9-11)

Name____________________________Circle: Male Female ID#________________

Address__________________________City_______________Zip_________________

Telephone________________________Current School_______________Grade_____

I live in____________Middle School district and_______________High School district.

Parent/Guardian Name_________________Phone: Wk.___________Hm.__________

__I am an OHS-zoned student who will attend OHS. ___ I am an NTO student__I am a PHS-zoned student who will attend PHS.__I am a PHS-zoned student applying to attend an IB cours(es) offered only at OHS.__I am a student applying to attend NTO. ___________________________________ __________________________________Student Signature Date Parent Signature Date

Please check (√) the G/T course/s (listed below) desired for the school year. You will be screened for G/T identification in English, Social Studies, Math, Science. To be identified, you must meet 3 of 4 criteria in each area. The criteria include test scores as well as semester grade averages. Most of these scores are in the ECISD database; however, if additional testing is necessary, you will be notified. You and your parent/guardian will receive a letter concerning the outcome of the screening. COURSES PREREQUISITES__2311 English II PreAP/ G/T G/T ID in Eng./SS; 70%+ in Eng I;

Enrollment in W. Hist. GQ __2321 AP English III G/T G/T ID in Eng./SS; 70%+ in Eng. II;

Enrollment in AP US Hist. G/T__2331 AP English IV G/T G/T ID in Eng./SS; 70%+ in Eng. III

__2485 Indep. Study in Math I G/T G/T ID in Math/Sci.; 70%+ in Alg. II

__2490 Indep. Study in Math II G/T G/T ID in Math/Sci.; 70%+ in Indep.Study in Math I

__2541 W. History Studies G/P G/T ID in Eng./SS; 70%+ in W. Geo.;Enrollment in Eng. 2311 or 2314

__2532 AP US History G/T G/T ID in Eng./SS; 70% in W. Hist;Enrollment in AP English III G/T

__2526 AP US Government G/T G/T ID in Eng./SS; 70%+ in prerequisite courses

__2548 AP Macroeconomics G/T G/T ID in Eng. SS; 70%+ in prerequisiteCourses

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__2447 Chinese I G/T G/T ID in Eng./SS; __2460 Chinese II G/T G/T ID in Engl./SS; 70%+Chinese I

NOTE: AP courses other than those designated G/T are open to all students.ADVANCED ACADEMIC SERVICES DEPARTMENT

HIGH SCHOOL PRE-ADVANCED PLACEMENT/ADVANCED PLACEMENT/GIFTED AND TALENTED

COURSE CONTRACTPERMIAN HIGH SCHOOL

NAME_______________________________ID#__________________GRADE LEVEL_______

Please check each advanced course in which you are enrolled this year.

__Algebra II PreAP __English II PreAP __AP U..S. History GT__Pre-Calculus PreAP __English II PreAP/GT __AP U. S. Government__AP Calculus __AP English III __AP U..S. Government GT__Chemistry PreAP __AP English III/GT __AP Macroeconomics __AP Chemistry __AP English IV __AP Macroeconomics GT__Physics PreAP __AP English IV/GT __AP Music Theory __AP Physics B __World History PreAP/GT __Chinese I, II GT __AP Biology __AP U.S. History __PreAP Computer Science

__AP Computer Science A

Advanced courses are different from regular high school courses in that they are taught with college curricula and college level materials. Other characteristics of advanced courses include content immersion, acceleration, and performance assessment at the analysis and synthesis levels. Typically, successful advanced students are task-oriented proficient readers who use time wisely. In addition, they make regular attendance a priority.

STUDENT/PARENT RESPONSIBILITIESSTUDENT—I agree to organize my time and effort to complete the advanced courses in which I am enrolled successfully. Further, I understand that to be successful in advanced courses I will spend an average of 60-90 minutes per class per night in meaningful study. I will notify the teacher immediately if I fall behind in class reading or assignments.PARENT—-I agree to familiarize myself with course requirements and to help my son/daughter organize study time to support class assignments. I will notify the teacher immediately of any concerns that I have relating to advanced classes in which my child is enrolled or his/her progress.

REASSIGNMENT AT STUDENT REQUESTA student may exit an advanced course during the first six-weeks period or at mid-term of a full year course. A student may exit an advanced course during the first six-weeks period of a one-semester course. Students who do not exit at these times must remain for the duration of the course.

DISMISSAL POLICYThe minimum appropriate grade in an AAS course is 70. Upon any occasion that a student’s six-weeks average falls below 70, that grade serves as a warning to the student and parent that improvement is needed and enrollment status in the course is in jeopardy. A student whose first semester average is below 70 in an advanced course will be placed in a regular course the second semester. A student whose average is below 70 at the end of the year in an advanced course will not be permitted to enroll in the subsequent advanced course. Maintenance of Enrollment: Maintain a final average of 70 or better and “Meets” relevant state assessment standards.

I understand and accept the conditions of this contact.

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STUDENT’S SIGNATURE_____________________________________________DATE___________

PARENT’S SIGNATURE______________________________________________DATE___________

ADVANCED ACADEMIC SERVICES DEPARTMENTHIGH SCHOOL PRE-ADVANCED PLACEMENT/ADVANCED PLACEMENT/

INTERNATIONAL BACCALAUREATE/GIFTED AND TALENTED COURSE CONTRACT

ODESSA HIGH SCHOOL

NAME________________________________ID#:_____________GRADE LEVEL___________Please check each advanced course in which you are enrolled this year. Underline any other designation in each course title that applies to you.

__Algebra II PreAP/PreIB __English II PreAP/PreIB __AP European History __Pre-Calculus PreAP/PreIB __English II PreAP/PreIB/GT __AP Studio Art __IB Math Studies __AP/IB English III __AP Art History __AP Calculus AB/BC __AP/IB English III GT __PreIB Visual Arts__IB Mathematics SL __AP English IV __PreIB/IB Theatre Arts __Chemistry PreAP/IB __AP English IV GT __AP Music Theory __AP Chemistry __World History PreAP/PreIB/GT __PreAP/PreIB French II, III__AP/IB Environmental Science __AP U.S. History __PreAP/PreIB Spanish II, III __PreAP/PreIB Spanish II, III __AP U.S. History GT __PreAP/PreIB Latin II, III__Physics PreAP __AP U.S. Government __AP French IV __AP Physics B or C __AP U.S. Government GT __AP Spanish IV__AP/IB Biology __AP Macroeconomics __AP Latin IV __AP Computer Science A __AP Macroeconomics GT __Chinese I, II GT Advanced courses are different from regular high school courses in that they are taught with college curricula and college level materials. Other characteristics of advanced courses include content immersion, acceleration, and performance assessment at the analysis and synthesis levels. Typically, successful advanced students are task-oriented proficient readers who use time wisely. In addition, they make regular attendance a priority.

STUDENT/PARENT RESPONSIBILITIESSTUDENT—I agree to organize my time and effort to complete the advanced courses in which I am enrolled successfully. Further, I understand that to be successful in advanced courses I will spend an average of 60-90 minutes per class per night in meaningful study. I will notify the teacher immediately if I fall behind in class reading or assignments.PARENT—-I agree to familiarize myself with course requirements and to help my son/daughter organize study time to support class assignments. I will notify the teacher immediately of any concerns that I have relating to advanced classes in which my child is enrolled or his/her progress.

REASSIGNMENT AT STUDENT REQUESTA student may exit an advanced course during the first six-weeks period or at mid-term of a full year course. A student may exit an advanced course during the first six-weeks period of a one-semester course. Students who do not exit at these times must remain for the duration of the course.

DISMISSAL POLICYThe minimum appropriate grade in an AAS course is 70. Upon any occasion that a student’s six-weeks average falls below 70, that grade serves as a warning to the student and parent that improvement is needed and enrollment status in the course is in jeopardy. A student whose first semester average is below 70 in an advanced course will be placed in a regular course the second semester. A student whose average is below 70 at the end of the year in an advanced course will not be permitted to enroll in the subsequent advanced course. Maintenance of Enrollment: Maintain a final average of 70 or better and “Meets” relevant state assessment standards.

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Ector County ISD does not discriminate on the basis of gender, age, race, nationality, religion, disability, socioeconomic standing or non-proficiency in English language skills in providing educational services for students' benefits.

El Distrito Escolar Independiente del Condado de Ector no discrimina en base de género, edad, raza, nacionalidad, religión, incapacidad,

I understand and accept the conditions of this contact.

STUDENT’S SIGNATURE_____________________________________________DATE___________

PARENT’S SIGNATURE_______________________________________________DATE___________

ECTOR COUNTY INDEPENDENT SCHOOL DISTRICTADVANCED ACADEMIC SERVICES DEPARTMENT

SIX WEEKS’ WARNING LETTER(Secondary)

Date______________________________ School_______________________

Student ID#___________________

Dear Parent:

(Student)_______________________________has made an AVERAGE BELOW 70 in

(Course)____________________________FOR the_____ SIX WEEKS. His/Her

six-weeks’ average in this class is__________. Please note the procedure regarding removal from a Pre-AP/AP/Pre-IB/IB/GT course sequence below. Then, sign and return this letter indicating that you understand its contents. If you have questions, please contact the school.

The minimum appropriate grade in a Pre-AP/AP/Pre-IB/IB/GT course is 70. Upon the occasion that a student’s 6-weeks’ average falls below 70, that grade serves as a warning to the student and parent that improvement is needed. A student whose average is below 70 (failing) at the end of the first semester in a Pre-AP/AP/Pre-IB/IB/GT course will be removed from the advanced course sequence in that subject and placed in a regular course sequence. A student whose average is below 70 at the end of the year will not be approved to enroll in the subsequent course in the course sequence. ECISD does not have a credit recovery program for advanced course work. Maintenance of Enrollment: Maintain a final average of 70 or better and “Meets” relevant state assessment standards.

Sincerely yours,

______________________________Teacher

STUDENT SIGNATURE ________________________________________________

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Ector County ISD does not discriminate on the basis of gender, age, race, nationality, religion, disability, socioeconomic standing or non-proficiency in English language skills in providing educational services for students' benefits.

El Distrito Escolar Independiente del Condado de Ector no discrimina en base de género, edad, raza, nacionalidad, religión, incapacidad, estado

PARENT SIGNATURE__________________________________________________

DATE _______________________________________

ECTOR COUNTY INDEPENDENT SCHOOL DISTRICTADVANCED ACADEMIC SERVICES DEPARTMENT

FIRST SEMESTER NOTIFICATION OF COURSE DISMISSAL

Date___________________________ School___________________________________

Student ID#_______________________

Dear Parent:

(Student)___________________________________________has made BELOW 70 in

(Course)____________________________________________FOR THE FIRST SEMESTER. His/Her current

semester average in this course is___________.

PLEASE NOTE THE FOLLOWING:

The minimum appropriate grade in a Pre-AP/AP/Pre-IB/IB/GT course is 70. Upon the occasion that a student’s 6-weeks’ average falls below 70, that grade serves as a warning to the student and parent that improvement is needed. A student whose average is below 70 (failing) at the end of the first semester in a Pre-AP/AP/Pre-IB/IB/GT course will be removed from the advanced course sequence in that subject and placed in a regular course sequence. A student whose average is below 70 at the end of the year will not be approved to enroll in the subsequent course in the course sequence. ECISD does not have a credit recovery program for advanced course work. Maintenance of Enrollment: Maintain a final average of 70 or better and “Meets” relevant state assessment standards.If you have questions, please contact the school.

Sincerely yours,

______________________________

Teacher

STUDENT SIGNATURE _______________________________________________

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PARENT SIGNATURE_________________________________________________

DATE_______________________________________

ECTOR COUNTY INDEPENDENT SCHOOL DISTRICTADVANCED ACADEMIC SERVICES DEPARTMENT

SECOND SEMESTER NOTIFICATION OF COURSE DISMISSAL

Date___________________________ School___________________________

Student ID#_______________________

Dear Parent:

(Student)___________________________________________has made BELOW 70 in

(Course)_______________________FOR THE SECOND SEMESTER. His/Her current semester average in this course is___________.

PLEASE NOTE THE FOLLOWING:The minimum appropriate grade in a Pre-AP/AP/Pre-IB/IB/GT course is 70. Upon the occasion that a student’s 6-weeks’ average falls below 70, that grade serves as a warning to the student and parent that improvement is needed. A student whose average is below 70 (failing) at the end of the first semester in a Pre-AP/AP/Pre-IB/IB/GT course will be removed from the advanced course sequence in that subject and placed in a regular course sequence. A student whose average is below 70 at the end of the year will not be approved to enroll in the subsequent course in the course sequence. ECISD does not have a credit recovery program for advanced course work. Maintenance of Enrollment: Maintain a final average of 70 or better and “Meets” relevant state assessment standards.

If you have questions, please contact the school.

Sincerely yours,

______________________________Teacher

STUDENT SIGNATURE _______________________________________________

PARENT SIGNATURE_________________________________________________

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DATE_______________________________________

ECTOR COUNTY INDEPENDENT SCHOOL DISTRICTADVANCED ACADEMIC SERVICES DEPARTMENT

STUDENT REQUEST TO EXIT A GT/PreAP/AP/PreIB/IB COURSE

I feel that I should drop____________________GT or PreAP or AP or PreIB or IB (Please indicate course name and circle course type)

Course #____________ for the following reason/s:

Student’s Name (Please print.)_____________________________________________

Student’s I. D. #_________________School______________________Grade________

Student’s Signature________________________________Date___________________

Parent’s Signature_________________________________Date__________________

Teacher Recommendation: _____Exit GT/PreAP/AP/PreIB/IB Course

_____Remain in GT/PreAP/AP/PreIB/IB Course

Teacher Signature_______________________________Date___________________

Counselor Signature_______________________________Date___________________

Additional Comments:

Action Taken:

Note: Students will ONLY be exited at the end of the first 3 weeks, the end of the first 6 weeks or the end of the first semester. Please submit a copy of this completed form to the teacher who will forward it to the school counselor.

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The counselor should forward the original copy of this form to the AAS Department ASAP.

DEPARTMENT OF ADVANCED ACADEMIC SERVICES

MIDDLE SCHOOL PRE-ADVANCED PLACEMENT/GIFTED AND TALENTED COURSE CONTRACT

NAME____________________________________ SCHOOL_______________ Student ID#________

Please check each advanced course in which you are enrolled this year.AAP Enriched

Math (7th)AAP Algebra I (8th)

AAP Science (7th) AAP Science (8th)

AAP English (7th) AAP English (8th)

AAP Texas History (7th)

AAP U.S. History (8th)

AAPGT

Enriched Math (7th)

AAPGT

Algebra I (8th)

AAPGT

Science (7th) AAPGT

Science (8th)

AAPGT

English (7th) AAPGT

English (8th)

AAPGT

Texas History (7th)

AAPGT

U.S. History (8th)

Advanced courses are different from regular middle school courses in that they are taught with acceleration and enriched curricula. Other characteristics of advanced courses include content immersion and performance assessment at the analysis and synthesis levels. These courses are designed to challenge students beyond the regular curriculum and to prepare them for advanced high school courses. Typically, successful advanced students are task-oriented proficient readers who use time efficiently. In addition, they make regular attendance a priority.

STUDENT/PARENT RESPONSIBILITIESSTUDENT – I agree to organize my time and effort to complete the advanced courses in which I am enrolled successfully. Further, I understand that for me to be successful in advanced courses I will spend an average of 30-45 minutes per night per class in meaningful study. I will communicate with the teacher any difficulty I have in class as soon as possible.PARENT – I agree to familiarize myself with course requirements and to help my son/daughter organize study time to support class assignments. I will notify the teacher immediately of any concerns that I have relating to advanced classes in which my child is enrolled or his/her progress.

REASSIGNMENT AT STUDENT REQUESTA student may exit an advanced course during the first six-weeks or at mid-term of a full year course.A student may exit an advanced course during the first six-weeks of a one-semester course.

DISMISSAL POLICY

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The minimum appropriate grade in an AAS course is 70. Upon any occasion that a student’s six-weeks average falls below 70, that grade serves as a warning to the student and parent that improvement is needed and that enrollment status in the course is in jeopardy. A student whose first semester average is below 70 in an AAS course will not be permitted to enroll in the second semester of that course unless he petitions the Campus Selection Committee for review of his case and is granted permission to remain. If his petition is denied, he will be removed from any AAS course in which he received a first semester grade below 70 and placed in a regular class for the remainder of the school year. Maintenance of Enrollment: Maintain a final average of 70 or better and “Meets” relevant state assessment standards.I understand and accept the conditions of this contract.

STUDENT___________________________________________ DATE____________

PARENT____________________________________________ DATE____________

COURSE GUIDE INFO AT A GLANCEAdvanced Academics 

The Advanced Academic Program is open for enrollment to any ECISD student.    Gifted students are automatically enrolled for the Core Pre-AP courses in their areas of academic strength at 7th grade.  Gifted students must maintain a final average of 70 or better and "Meets" relevant state assessment standards in the content area for which they are identified in order to maintain their gifted status. 

  Students enrolling through the open-enrollment policy must:   

 o 1) have an 80 or higher average in previously completed prerequisite core content area for which they are enrolling  

AND  o 2) "Meets" the most current STAAR/EOC test in the content area for which they are enrolling.  If there is no STAAR/EOC test for that content, students must have passed the most current Reading/English STAAR/EOC.  In the case of International Baccalaureate by application.  These courses are different from regular high school courses in that they are taught with college curricula and college level materials.  Other characteristics of advanced courses include content immersion, acceleration, and performance assessment at the analysis and synthesis levels. Typically, successful advanced students are task-oriented proficient readers who use time wisely.  In addition, the courses make regular attendance and completion of homework a priority.  Students enrolled in an Advanced Placement (AP) course(s), it will be a requirement of the course that your student takes the National College Board AP Exam associated with the course in May.  Pre-AP classes are not tested; only AP classes are tested.  The fee that the College Board charges is $94.00 per exam; however, ECISD will fully fund all costs for AP exams. (costs are subject to change)   

  Though it is not recommended, a parent may elect to have their child be exempt from taking an AP exam.  If a parent elects to opt out, a parent meeting must be held with the AP campus coordinator before January 30 and an “opt out” form must be signed by both the parent and the student.   Otherwise, an exam will be ordered for the student. 

 If a student does not take the exam, the student will be charged a $94.00 exam return fee.  If a student elects to take an AP exam for a class he is not enrolled in, the student will be charged $94.00.  This is the fee College Board charges for each exam.  (costs are subject to change)   

The minimum passing grade in any advanced courses is a 70.  Upon any occasion that a student’s six-week average falls below 70, that grade serves as a warning to the student and parent that improvement is needed and enrollment status in the course is in jeopardy.  A student may exit an advanced course during the first six-week period or at mid-term of a full year course. A student may exit an advanced course during the first six-week period of a one-semester course. Students who do not exit at these times must remain for the duration of the course.  A student may not enroll in a full-year PreAP/PreIB/AP/IB course at second

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semester.   A student whose first semester average is below 70 in an advanced course will be placed in a regular course the second semester.  A student whose average is below 70 at the end of the year in an advanced course will not be permitted to enroll in the subsequent advanced course. Maintenance of Enrollment:  Maintain a final average of 70 or better and “Meets” relevant state assessment standards. 

  

Page Break Academic Achievement: Class Ranking 

Grade points for all eligible courses shall be assigned according to the following conversion table and shall be used for determining grade point average and rank in class.  Designated advanced courses will receive weighted grade points.  The valedictorian and salutatorian shall be the students recording the first and second highest GPA in their graduating class.  Selection of the valedictorian and salutatorian shall be determined at the end of the fall semester of the senior year.  Transfer students must complete their last two full years of high school in that high school to be eligible for valedictorian and salutatorian honors.  The top ten graduates will be composed of the ten seniors of each graduating class who have the highest scholastic averages.  The designation of the top ten graduates will be made at the end of the fall semester of the senior year.  However, successful completion of the senior year is required for the designation to be official.  

 The District shall categorize and weight eligible courses as Tier One, Tier Two, and Tier Three in     accordance with provisions of this policy and as designated in appropriate District publications.   

TIER ONE Eligible general core and languages other than English courses shall be categorized and weighted as Tier One courses. 

TIER TWO Eligible Pre-AP, IH, and Dual core courses, and Pre-AP, IH and Dual languages other than English courses shall be categorized and weighted as Tier Two courses. 

TIER THREE Eligible AP and IB Core, IB non-core, and AP and IB languages other than English courses shall be categorized as Tier Three courses. 

WEIGHTED GRADE POINT AVERAGE The District shall convert semester grades earned in eligible courses to grade points in accordance with the following chart and shall calculate a weighted grade point average (GPA):   

Grade 

Tier One General Core

(Math, Science, English, Social Studies) and Languages Other than English  

Tier Two Pre-AP, IH(Pre-

IB) and Dual Core (Math,

Science, English, Social Studies) and

Languages other than English  

Tier Three AP and IB Core (Math, Science, English, Social Studies) and

Languages other than English,

and IB Electives  

100  4.0  4.5  5.0 99  3.9  4.4  4.9 98  3.8  4.3  4.8 97  3.7  4.2  4.7 96  3.6  4.1  4.6 95  3.5  4.0  4.5 94  3.4  3.9  4.4 

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93  3.3  3.8  4.3 92  3.2  3.7  4.2 91  3.1  3.6  4.1 90  3.0  3.5  4.0 89  2.9  3.4  3.9 88  2.8  3.3  3.8 87  2.7  3.2  3.7 86  2.6  3.1  3.6 85  2.5  3.0  3.5 84  2.4  2.9  3.4 83  2.3  2.8  3.3 82  2.2  2.7  3.2 81  2.1  2.6  3.1 80  2.0  2.5  3.0 79  1.9  2.4  2.9 78  1.8  2.3  2.8 77  1.7  2.2  2.7 76  1.6  2.1  2.6 75  1.5  2.0  2.5 74  1.4  1.9  2.4 73  1.3  1.8  2.3 72  1.2  1.7  2.2 71  1.1  1.6  2.1 70  1.0  1.5  2.0 

Below 70  0.0  0.0  0.0 

TIER 2 COURSES (4.5 GPA)Pre-AP, IH (Pre-IB), and Dual Core (Math, Science, English, Social Studies)

and Languages other than English (No Electives are included)     

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English Courses Science Courses English I Q (Pre-AP) & GQ Anatomy & Physiology Dual English 2 Q (Pre-AP) & GQ Biology Dual English 2 (Pre-IB) & G Biology Q (Pre-AP) English 3 Dual Chemistry Dual English 4 Dual Chemistry Pre-IB Humanities Q (Pre-AP) Chemistry Q (Pre-AP) Independent English 1 Q (Pre-AP) & GQ Physics Dual Independent English 2 Q (Pre-AP)& GQ Physical Q (Pre-AP) Independent English 3 Q (Pre-AP) Principals of Engineering Dual Technical Writing Dual       

Math Courses Languages Other than English

Algebra I Q (Pre-AP) & GQ French 2 Q (Pre-AP) Algebra 2 Q (Pre-AP) & GQ French 2 Pre-IB Algebra 2 H (Pre-IB) & G French 3 Q (Pre-AP) Calculus Dual French 3 (Pre-IB) Geometry Q (Pre-AP) & GQ German 3 (Pre-IB) Pre-Calculus Dual Latin 2 Q (Pre-AP) Pre-Calculus Q (Pre-AP) & GQ Latin 2 (Pre-IB) IH Pre Calculus Math Studies (Pre-IB) Latin 3 Q (Pre-AP) IH Pre Calculus Mathematics (Pre-IB) Latin 3 (Pre-IB)     Spanish 2 (Pre-IB)

Social Studies Courses Spanish 3 SL (Pre-IB) Economics Dual Spanish 2 Dual Social Studies Advanced Spanish 2 Q (Pre-AP) U.S. Government Dual Spanish 3 Dual U. S. History Dual Spanish 3 Q (Pre-AP) W. Geography Q (Pre-AP) Spanish 4 Dual W. Geography Pre-IB Computer Science I (Pre-AP) W. History Q (Pre-AP)   W. History (Pre-IB)  

his list is subject to change as courses are added to the district that meet the criteria for Tier 2. 2447 Chinese I G/T;  2460 Chinese II G/T;   2485 Indep. Study in Math I G;   2490 Indep. Study in Math II G 

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TIER 3 COURSES (5.0 GPA)  

Advanced Placement (AP) Core (Math, Science,

English, Social Studies) and Languages Other than

English (No Electives are Included)

Subject Area

International Baccalaureate Courses – Core (Math, Science,

English, Social Studies), Languages Other than

English and All IB Electives

Subject Area

AP English 3 English IB Art/Design HL-B Elective AP English 4 English IB Art/Design SL-B Elective AP French 4 Language IB Dance SL Elective AP Latin 4 Language IB Music SL Elective AP Spanish 4 Language IB theatre Arts IV HL-B Elective AP Spanish 5 AP Literature Language IB Theory of Knowledge Elective AP Computer Science Language IB Theatre Arts III Elective AP Calculus AB Math IB English 3 English AP Calculus BC Math IB English 4 English AP Statistics Math IB Technical Writing EE English AP Biology Science IB French 4 Language AP Chemistry Science IB Latin 4 Language AP Environmental Systems Science IB Spanish 4 Language AP Physics C: Electricity and Magnetism Science IB Math Studies ST-A Math AP Physics C: Mechanics Science IB Math Studies SL-B Math AP Physics 2 Science IB Biology HL-B Science AP Physics I Science IB Physics 1 Science AP Economics Social St IB-Biology SL/HL-A Science AP U. S. Government Social St IB-Chemistry 1 Science AP U. S. History Social St IB History of the Americas HL-A Social St AP World History Social St IB History of the Americas HL-B Social St     IB German 4 SL  Languag34 | P a g e

e         

         This list is subject to change as courses are added to the district that meet the criteria for Tier 3.        

HONORS READING (THIS IS NOT A GT CLASS)Requirements to Qualify for the Advanced Reading ClassReceived a Masters score on Reading STAAR

HONORS MATH (THIS IS NOT A GT CLASS)Requirements to Qualify for the Advanced Math ClassReceived a Masters score on Math STAAR

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GT is NOT...By Tamara Fisher on July 21, 2008 1:02 PM | Education Week

Each of these begins with a misunderstanding – a statement of what GT is NOT (or should not

be), followed by a statement of what GT actually IS (or should be).

GT is NOT a reward for kids who behave well in class and turn in perfect work. Rather it IS an

academic necessity for children who learn differently.

GT is NOT a program for kids with exceptional grades. Rather, it IS a program for kids

with exceptional abilities and potential… who may or may not have exceptional grades to show

for it.

GT is NOT fun for fun's sake. Rather, it IS often fun for the sake of challenge and learning.

GT is NOT extra work to fill extra time. Rather, it IS an intellectual enhancer to fulfill potential.

These kids don’t need “more of the same” or busy work.

GT is NOT for kids who are "better" or "more special” than other kids. Rather, it IS a program for

kids who think and learn dramatically differently from the norm

GT is NOT about fun and games. Rather, it IS about challenge and hard work.

GT is NOT a program only for good kids. Rather, it IS a program for kids who need more depth,

breadth, and a quicker pace.

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GT is NOT a test of what the kid does know. Rather, it IS an opportunity for the kid to go beyond

– into what he DOESN’T know.

GT is NOT NOT NOT NOT NOT a privilege!!!!! Rather, it IS an essential need for children whose

pace of learning dramatically out-steps other kids. (If only we would let them show us!)

GT is NOT a self-esteem booster for children who seem to need one. Rather, it IS a sincere

validation of ability.

GT is NOT about preparing kids to “save the world” someday or “find a cure for cancer.” Rather,

it IS about reaching kids who learn differently TODAY.

GT is NOT a “club” to belong to. Rather, it IS a peer group where gifted kids can feel like they

actually belong.

GT does NOT address only academic needs. Rather, it ALSO addresses social and emotional

needs and validates gifts and talents. provide them with an opportunity to accelerate their

learning (skip a grade in Math, for example), if we haven’t previously and also provided them

with opportunities to learn the social and emotional skills that

GT is NOT about pressure to fit a label or stereotype. Rather, it IS an opportunity for expression

and exploration of one's unique self and various abilities.

GT should NOT be an experimental group led by whoever is available. Rather, it SHOULD BE a

group that loves to experiment led by knowledgeable and trained staff.

GT should NOT be an optional offering, if convenient. Rather, it SHOULD BE a high priority

because there are kids who need it.

GT is NOT an easy A. Rather, it IS a challenging learning opportunity that is graded according to

progression.

GT is NOT a surplus offering for kids who have surplus knowledge. Rather, it IS an academic

intervention for kids who don’t learn like other kids do. ACADEMIC INTERVENTION. Let’s start

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calling it what it IS so that we can help those who misperceive begin to understand what GT

is really all about.

KAPLAN’S DEPTH AND COMPLEXITY TOOLS

Depth and complexity tools were developed by Professor Sandra Kaplan following extensive research into what types of knowledge distinguished experts in a field of study from those with only a surface level of knowledge. Broadly speaking, expert knowledge can be categorized in two ways – depth: deep understanding of the content of the field; and complexity: scholarly insights into the connections across time, people and disciplines.

Deep understanding is achieved by investigating language, details, patterns, rules, trends, unanswered questions, ethics, and big ideas which form the content of the topic.

Complex understanding is achieved by investigating how the topic/field has changed over time, different perspectives held, and how the topic links to and connects with other disciplines.

To enable teachers and students to quickly identify the types of thinking needed, a set of icon prompts were developed to accompany the tools. (See next page for the icons and summary of each tool.)

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