Ector County Independent School District

Transcription

1 Ector County Independent School District Informational Handbook GIFTED & TALENTED PRE-AP ADVANCED PLACEMENT Advanced Academic Department: Fax Number: Advanced Academic Director: Omega Loera Advanced Academics Secondary G/T Specialist: Heather Bland 1 P a g e

2 IMPORTANT DATES TO REMEMBER JULY 19 TH 6 HR UPDATE FOR ZAVALA 20 TH 6 HR UPDATE FOR ROSS 20 TH 6 HR UPDATE FOR OHS 28 TH 6 HR UPDATE FOR PHS AUGUST 21 st -25 th AAS Curriculum Planning and Procedures 24 th GT Parent Orientation Window ends th SIP Classes Begin For the SEPTEMBER 2 GT APPLICATIONS AVAILABLE (Grades 1-11) 4 Labor Day 25 KINDER APPLICATIONS AVAILABLE/FOLDERS 28 Records Day /SD/ Student Holiday 29 Staff Development// Student Holiday OCTOBER 2 DEADLINE FOR GT APPLICATIONS (GRADES 1-11) 6 1 ST - 5 TH Applications to be turned into Cluster Teachers 9 SIP Program Teachers will pick up GT Applications for 1 st -5 th from cluster teachers. 11 PSAT/NMSQT Testing (10 TH & 11 TH Graders) 9-12 CoGAT Testing 2 nd -6 th COGAT WINDOW 2 ND & 4 TH GRADE (1 ST, 3 RD, & 5 TH GT APPLICANTS) PSAT 8/9 for 8 th Graders NOVEMBER 2 P a g e 2 RECORDS DAY 3 STAFF DAY 6 DEADLINE FOR KINDER GT APPLICATIONS 10 Kinder Applications to be turned into Cluster Teachers 12 SIP TEACHERS will Collect Kinder Applications THANKSGIVING BREAK

3 27-30 NAGLIERI KINDER & 1 ST GRADE TESTING 29-DEC 1 TAGT CONFERENCE HOUSTON TX - DECEMBER CANCEL GT CLASSES/ KINDER & 1 ST GRADE PORTFOLIOS 22 RECORDS DAY 25-JAN 5 WINTER BREAK JANUARY 8 SD/ Student Holiday 15 MLK JR. Holiday DECATHLON (KELLER, TX) FEBRUARY 5-9 TCEA Conference 15 Records Day / Student Holiday 16 STAFF DAY/Student Holiday 19 CAMP SIP REGISTRATION Begins MARCH 7 SAT School Day (11 th Graders) 9 West Texas Relays/SD/ Student Holiday SPRING BREAK APRIL 3-4 STAAR /EOC /GT CLASSES CANCELLED 7 SIP Annual Chess Tournament/Elementary 13 RECORDS DAY 13 Good Friday/Holiday 16 Snow Day 28 OCTATHLON (BOERNE,TX) MAY 3 P a g e 4 Last Day of SIP Classes 7-11 STAAR /EOC s 7-18 AP Exams 1-18 IB Exams SIP Curriculum Planning for Snow Day Late AP Exams 24 LAST DAY OF SCHOOL 25 RECORDS/CAMPUS PD 28 MEMORIAL DAY

4 JUNE 7 PD FOR CAMP CAMP SIP PLEASE NOTE GT Application Window: September 1 October 2, P a g e

5 Secondary Identification CRITERIA Grades 1 st -11 th will follow the following Screening Process Flowchart: NOMINATION 2 OUT OF 4 GT enrollment in another district Parent Application/ checklist (Mandatory) Teacher checklist Above average performance in at least 2 of the above areas permits a nominee to enter the screening phase. SCREENING/SELECTION 3 OUT OF 4 LANGUAGE ARTS READING ACHIEVEMENT SOCIALSTUDIES/ HUMANITIES SOCIAL SCIENCE ACHIEVEMENT MATH MATH ACHIEVEMENT SCIENCE SCIENCE ACHIEVEMENT ABILITY/REASONING ABILITY/REASONING ABILITY/REASONING ABILITY/REASONING GRADE AVERAGE 95%-100% PORTFOLIO Or written essay GRADE AVERAGE 95%-100% PORTFOLIO Or written essay GRADE AVERAGE 95%-100% PORTFOLIO Or written essay GRADE AVERAGE 95%-100% PORTFOLIO Or written essay Superior to very superior (95 th percentile) performance in at least three of the four areas above. 5 P a g e

6 Advanced Academic Services Programs for Secondary Students GT: 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 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 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. 6 th 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 Texas Performance Standards Project (TPSP). Students explore areas of interest through an indepth investigation and development of a product that reflects professional quality work. The 6 P a g e

7 curriculum is differentiated and modified to best meet the needs of GT students, incorporating critical reading, writing, and thinking 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. 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. 7 P a g e

8 EFFECTIVE Gifted students must maintain a final average of 70 or better and meet 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 have passed the most current 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 meet 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 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. 8 P a g e

9 SECONDARY INFORMATION 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. 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. Probably 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. 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 9 P a g e

10 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 Understanding Giftedness 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. 10 P a g e 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. 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 AAS

11 Phone#: FAX#: 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 Z=DISTANCE LEARNING 11 P a g e

12 TOP TEN % Per Information Systems: Counselors will be notified of those qualifying 2 weeks after the end of the first semester. GT CORDS In order for a student to receive his/her white GT cords, a student must be in GT (take GT class/es) for 4 years: 9 th 12 th DUKE (7 TH GRADE) During the month of September, counselors will be given a list of qualified students for the 7 th 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 so counselors can begin to prepare. 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 8 th 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. PSAT Tests are ordered in spring PSAT Test is administered Wednesday, October 11, 2017 ALL 10 th & 11 th graders will be tested 12 P a g e

13 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 16 20, 2017 Tests have already been ordered and will be mailed a few days prior to your testing date. ALL 8 th graders will be tested (only 8 th 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 6 th grade core teachers. 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 13 P a g e

14 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. 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 ASSESSMENT The 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. AP (Advanced Placement) Exam Calendar and Fees $94.00 per exam 2018 Exam Schedule 14 P a g e

15 The 2018 AP Exams will be administered over two weeks in May: May 7 through 11 and May 14 through 18. Coordinators are responsible for notifying students when and where to report for the exams. Early testing or testing at times other than those published by the College Board is not permitted under any circumstances AP Exam schedule Week 1 Morning 8 a.m. Afternoon 12 noon Monday, May 7, 2018 Tuesday, May 8, 2018 Wednesday, May 9, 2018 Thursday, May 10, 2018 Chemistry Spanish Literature and Culture Seminar Spanish Language and Culture English Literature and Composition United States Government and Politics German Language and Culture United States History Psychology Art History Physics 1: Algebra-Based Japanese Language and Culture Physics 2: Algebra-Based Chinese Language and Culture Environmental Science Computer Science Principles Friday, May 11, 2018 Studio Art last day for coordinators to submit digital portfolios (by 8 p.m. EDT) and to gather 2-D Design and Drawing students for physical portfolio assembly. Teachers should have forwarded students completed digital portfolios to Coordinators before this date. 15 P a g e

16 2018 AP Exam schedule Week 2 Morning 8 a.m. Afternoon 12 noon Afternoon 2 p.m. Monday, May 14, 2018 Biology Music Theory Physics C: Mechanics Physics C: Electricity and Magnetism Tuesday, May 15, 2018 Calculus AB Calculus BC French Language and Culture Computer Science A Wednesday, May 16, 2018 English Language and Composition Italian Language and Culture Macroeconomics Thursday, May 17, Comparative Government and Politics Statistics 2018 World History Friday, May 18, 2018 Human Geography Microeconomics European History Latin Please note: 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 recommendatio 16 P a g e

17 Knows the answer Is interested. Is attentive Has good ideas Works hard Answers the questions Top Group Listens with interest Learns with ease Asks the questions - sometimes deep probing questions of an abstract nature. Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Constructs abstractions Enjoys peers Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information. Technician Good Memorizer Is alert Is pleased with own learning Enjoys straight-forward and/or sequential presentation Prefers adults or older children or seeks out other very bright or gifted peers. Draws inferences and opens up new questions. Initiates projects Is intense Creates a new design Enjoys learning - but may hate school. Manipulates information Inventor - Loves construction toys Good guesser - draws on vast information store. Is keenly observant - seems to remember fine details. Is highly self-critical - can be a perfectionist to the point of tantrums when young. Thrives on complexity - needs the whole picture. Requires a gestalt approach. 17 P a g e

18 18 P a g e FORMS

19 ECTOR COUNTY INDEPENDENT SCHOOL DISTRICT ADVANCED ACADEMIC SERVICES 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 2490 Indep. Study in Math II G/T 2541 W. History Studies G/P 2532 AP US History G/T 2526 AP US Government G/T 2548 AP Macroeconomics G/T 2447 Chinese I G/T 2460 Chinese II G/T G/T ID in Math/Sci.; 70%+ in Alg. II G/T ID in Math/Sci.; 70%+ in Indep. Study in Math I G/T ID in Eng./SS; 70%+ in W. Geo.; Enrollment in Eng or 2314 G/T ID in Eng./SS; 70% in W. Hist; Enrollment in AP English III G/T G/T ID in Eng./SS; 70%+ in prerequisite courses G/T ID in Eng. SS; 70%+ in prerequisite Courses G/T ID in Eng./SS; G/T ID in Engl./SS; 70%+Chinese I NOTE: AP courses other than those designated G/T are open to all students. 19 P a g e

20 ADVANCED ACADEMIC SERVICES DEPARTMENT HIGH SCHOOL PRE-ADVANCED PLACEMENT/ADVANCED PLACEMENT/ GIFTED AND TALENTED COURSE CONTRACT PERMIAN 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 RESPONSIBILITIES STUDENT 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 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 REQUEST A 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 POLICY 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 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. I understand and accept the conditions of this contact. STUDENT S SIGNATURE DATE PARENT S SIGNATURE DATE 20 P a g e 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.

21 ADVANCED ACADEMIC SERVICES DEPARTMENT HIGH 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 RESPONSIBILITIES STUDENT 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 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 REQUEST A 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 POLICY 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 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. I understand and accept the conditions of this contact. STUDENT S SIGNATURE DATE PARENT S SIGNATURE DATE 21 P a g e 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.

22 ECTOR COUNTY INDEPENDENT SCHOOL DISTRICT ADVANCED 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. Sincerely yours, Teacher STUDENT SIGNATURE PARENT SIGNATURE DATE 22 P a g e

23 ECTOR COUNTY INDEPENDENT SCHOOL DISTRICT ADVANCED 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. If you have questions, please contact the school. Sincerely yours, Teacher STUDENT SIGNATURE PARENT SIGNATURE DATE 23 P a g e

24 ECTOR COUNTY INDEPENDENT SCHOOL DISTRICT ADVANCED 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. average in this course is. His/Her current semester 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. If you have questions, please contact the school. Sincerely yours, Teacher STUDENT SIGNATURE PARENT SIGNATURE DATE 24 P a g e

25 ECTOR COUNTY INDEPENDENT SCHOOL DISTRICT ADVANCED 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. The counselor should forward the original copy of this form to the AAS Department ASAP. 25 P a g e

26 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 (7 th ) AAP Algebra I (8 th ) AAP Science (7 th ) AAP Science (8 th ) AAP English (7 th ) AAP English (8 th ) AAP Texas History (7 th ) AAP U.S. History (8 th ) AAPGT Enriched Math (7 th ) AAPGT Algebra I (8 th ) AAPGT Science (7 th ) AAPGT Science (8 th ) AAPGT English (7 th ) AAPGT English (8 th ) AAPGT Texas History (7 th ) AAPGT U.S. History (8 th ) 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 RESPONSIBILITIES STUDENT 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 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 REQUEST A 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 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. I understand and accept the conditions of this contract. STUDENT DATE PARENT DATE 26 P a g e

27 27 P a g e COURSE GUIDE INFO AT A GLANCE

28 Advanced Academics The Advanced Academic Program is open for enrollment to any ECISD student providing they meet all pre-requisites for the course. In the case of the International Baccalaureate Programme students apply 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 take 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. 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 $ This is the fee College Board charges for each exam. The minimum passing grade in any advanced courses is a 70. Upon any occasion that a student s sixweek 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 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. 28 P a g e

29 ENGLISH LANGUAGE ARTS AND READING Typical Course Selection Options for English, Grades 9 12 Grade 9 Grade 10 Grade 11 Grade 12 For students currently identified as gifted (Applications for GT available in Fall) English I Pre-AP/GT English II Pre-AP/GT AP English Language & Composition GT or OC/UTPB Dual Credit: English 1301 and English 1302 AP English Literature & Composition GT or OC/UTPB Dual Credit: English 2341 and English 2321 For students with advanced English skills English I *Pre-AP English II *Pre-AP *AP English Language & Composition *AP English Literature & Composition English III or English IV or *Open enrollment for Pre-AP and AP English I *Pre-AP English II *Pre-AP OC/UTPB Dual Credit: English 1301 and English 1302 OC/UTPB Dual Credit: English 2341 and English 2321 English III or English IV or For students who perform successfully in English English I English II OC/UTPB Dual Credit: English 1301 and English 1302 OC/UTPB Dual Credit: English 2341 and English 2321 English I English II English III English IV Students identified for gifted services in Language Arts will be served through appropriate sequential G/T courses listed if the prerequisite has been met. Usually, scheduled services in grade 10 include English II PreAP/G/T; in grade 11, AP English III G/T; and in grade 12, AP English IV G/T. Students in sophomore and junior G/T English are recommended for enrollment in the appropriate G/T history course for that grade level. All PreAP, AP, dual credit English III & IV and G/T designated courses receive weighted grade points. The focus of an AP course is the preparation of students for the AP exam for college credit. 29 P a g e

30 Mathematics Mathematics Course Selection Students with Advanced Mathematics Skills (Distinguished Graduation or Recommended Graduation Plan) (Pre-AP, AP, IB, GT) For Students with advanced mathematics skills OPTION 1: Grade 7: Pre-Algebra Pre-AP/GT Grade 8: Algebra I Pre-AP/GT Entrance based on either successful completion of 7 th grade Pre-AP/GT mathematics combined with a passing score on current year Math STAAR OR successful completion of 7 th grade math combined with a commended score on current year Math STAAR Grade 9: Geometry Pre-AP/GT Grade 10: Algebra II Pre-AP/GT Grade 11: Precalculus Pre-AP/GT OR Dual-Credit Precalculus OR approved mathematics course from list below. Grade 12: AP Calculus AB OR Dual-Credit Calculus 1 OR approved math course from list below. For Students with advanced mathematics skills OPTION 2 Grade 7: Algebra I Pre-AP/GT Entrance based on successful completion of Algebra 1 qualifying exam. Grade 8: Geometry Pre-AP/GT Grade 9: Algebra II Pre-AP/GT Grade 10: Precalculus Pre-AP/GT Grade 11: AP Calculus AB OR Dual-Credit Calculus 1 OR approved math course from list below. Grade 12: AP Calculus BC OR Dual-Credit Calculus 2 OR approved math course from list below. Approved 4 th year and beyond Mathematics Courses: Pre-calculus, Independent Student in Math courses, Engineering Mathematics, Statistics and Risk Management, AP Computer Science A, AP Statistics, AP Calculus, IB Courses and Dual-Credit math courses. Mathematics Course Selection Students with Successful Mathematics Skills (Recommended Graduation Plan) For students performing successfully in mathematics OPTION 1: Grade 7: Math Grade 7 (no high school credit) Grade 8: Math Grade 8 (no high school credit) Grade 9: Algebra I Grade 10: Geometry Grade 11: Algebra II Grade 12: Pre-Cal OR approved math course from list below (NOT Mathematical Models). For students performing successfully in mathematics OPTION 2**: Grade 7: Math Grade 7 (no high school credit) Grade 8: Math Grade 8 (no high school credit) Grade 9: Algebra I Grade 10: Geometry Grade 11: Mathematical Models with Applications Grade 12: Algebra II Approved 4 th year and beyond Mathematics Courses: Pre-calculus, Independent Student in Math courses, Engineering Mathematics, Statistics and Risk Management, AP Computer Science A, AP Statistics, AP Calculus, IB Courses and Dual-Credit math courses. **Criteria to determine placement in courses included in mathematics option 2: 30 P a g e

31 Science For students following the Distinguished Graduation Program 9 th Grade 10 th Grade 11 th Grade 12 th Grade Biology Chemistry Physics Fourth Year of Science For students following the Recommended Graduation Program Biology Chemistry Physics or Principles of Technology Fourth Year of Science Integrated Physics and Biology Minimum Chemistry Graduation Program Chemistry or Physics Fourth Year of Science Integrated Physics and Chemistry Biology Fourth year science courses may be taken concurrently with the 11th grade science: 2510 Aquatic Science, 2505 Astronomy, 2516 Earth and Space Science, 2500 Environmental Systems, 2509 AP Biology, 2515 AP Chemistry, 2519 AP Physics 1, 2559 AP Physics 2, 4519 AP Physics C, 3841 IB Biology, 3844 IB Chemistry, 3846 IB Physics, 8618 Anatomy and Physiology (CTE), 8519 Medical Microbiology (CTE), 8520 Pathophysiology (CTE), 8409 Advanced Animal Science (CTE), 8418 Advanced Plant & Soil Science (CTE). Note: 8519 Medical Microbiology and 8520 Pathophysiology courses are only offered at CTE@NTO. Approved Dual Credit courses; 2522 Physics D, 8583 Scientific Research and Design I D and 8618 Anatomy and Physiology D. For the Recommended Program only: 8582 Principles of Technology may be taken in place of Physics. 31 P a g e

32 Social Studies Social Studies Course Selection For students with advanced social studies skills: Grade 9: World Geography- Pre-AP/GT Grade 10: World History-Pre-AP/GT Grade 11: U.S. History since 1877-AP/GT, Dual Grade 12: U.S. Government and Politics-AP/GT, Dual; Macroeconomics- AP/GT, Dual For students performing successfully in social studies: Grade 9: World Geography Grade 10: World History Grade 11: U.S. History since 1877, Dual Grade 12: U.S. Government; Economics with an Emphasis on the Free Enterprise System Students identified for G/T services in Social Studies will be served through appropriate sequential G/T courses listed if the prerequisite has been met. Prescribed services in grade 10 include World History Studies Pre-AP/G/T; in grade 11, AP U.S. History G/T; in grade 12, AP Government and Politics G/T and AP Macroeconomics G/T. Students in sophomore and junior G/T designated courses are recommended enrollment in the proper English course for the grade level. All Pre-AP, AP, and G/T designated courses receive weighted credit as well as courses designated with a D. The focus of an AP course is the preparation of students for the AP exam for college credit. 32 P a g e

33 HONORS READING (THIS IS NOT A GT CLASS) Requirements to Qualify for the Advanced Reading Class Received a Masters score on Reading STAAR HONORS MATH (THIS IS NOT A GT CLASS) Requirements to Qualify for the Advanced Math Class Received a Masters score on Math STAAR 33 P a g e

34 GT is NOT...By Tamara Fisher on July 21, :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. 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. 34 P a g e

35 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 calling it what it IS so that we can help those who misperceive begin to understand what GT is really all about. 35 P a g e

36 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.) 36 P a g e

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