STATE GOAL FOR SERVICES FOR
GIFTED/TALENTED STUDENTS

Students who participate in services designed for gifted/talented students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted/talented students will have produced products and performances of professional quality as part of their program services.

Texas State Plan for the Education of Gifted/Talented Students (English)

 Texas State Plan for the Education of Gifted Talented Students (Spanish)

http://pol.tasb.org/Policy/Download/551?filename=EHBB(LOCAL).pdf

SCUC Gifted/Talented Program Information

Grades K-1: 

 All students in Kindergarten and First Grade are screened by the district for potential placement in the gifted program.  Both quantitative and qualitative data is reviewed and additional screening is recommended for students exhibiting characteristics of advanced learning potential.  Based on a review of information gathered during the screening process, students whose data reflects that gifted/talented services are the most effective way to meet their identified educational needs are recommended by the campus GT Committee for program services.  Students in the program will participate in Kingore’s Planned Experiences, research-based STEAM curriculum, and TEA’s Texas Performance Standards Project and/or other developmentally appropriate enrichment.  

For more information specific to 
Texas Performance Standards Project 

______________________________________________________

Grades 2-6: 

  Students in grades 2-6 who are identified as needing the addition of gifted services to most effectively meet their academic need will be provided additional academic enrichment opportunities through classroom differentiation strategies, independent and group projects, and on-campus pull-out programs.  Students will participate in curriculum which encourages individual and higher order thinking and expression such as Kingore’s Planned Experiences, research-based STEAM studies, NSTA’s Exploravision and TEA’s Texas Performance Standards Project.  Grade 6 will also be offered the opportunity to choose Pre-Advanced Placement (Pre-AP) curriculum in all four core academic areas.  

Please go to  (Click the icon)

____________________________________________________

Grades 7-8: 

 Gifted and Talented students may receive services through Pre-Advanced Placement (PreAP) courses designed to prepare students to excel in high school and demonstrate readiness for college. GT student needs will be met through differentiated instruction within the heterogeneously grouped classroom.  Students will also have opportunity to participate in district Gifted and Talented student seminars and symposiums, independent studies, Texas Performance Standards Project,  concurrent  or  dual-enrollment  classes, and credit  by examination and other services as deemed appropriate for the student.

http://apcentral.collegeboard.com/home 

or click this icon: 

___________________________________________________

Grades 9-12: 

 Gifted and Talented services are offered through Pre-Advanced Placement, Advanced Placement courses, OnRamps and the International Baccalaureate Program (Clemens only). GT student needs will be met through differentiated instruction within the heterogeneously grouped classroom.  Students will also have opportunity to participate in district Gifted and Talented student seminars and symposiums, independent studies, Texas Performance  Standards  Project,  concurrent  or  dual-enrollment  classes, and credit  by examination and other services as deemed appropriate for the student.

For Information specific to the
International Baccalaureate Program, 
please go to www.ibo.org 

or click this icon: 

For information specific to the
OnRamps Program,
please go to:  https://onramps.utexas.edu/

or click this icon: 

 

The mission of the Student Academic and Support Services Department is to provide a challenging, aligned curricula and learner-centered instructional services to campus leadership and teachers through professional development, instructional modeling, and data-driven decisions.

Vision: Prepare EVERY student to be a productive citizen. 

All Advanced Academic Programs support the following district goals:

Priority 1:  High Achievement For All Students

Goal 1.1:  90% of all students and student accountability groups meet TAKS/STAAR passing standards.

Advanced Academic Programs support rigorous learning at all levels. The use of high yields strategies and college readiness standards support success on standardized testing as well as high stakes tests for college credit (AP and IB), college entrance, and scholarship opportunities. 

Goal 1.2:  95% of all high school students and student groups meet Completion Rate standards.

Advanced Academic Programs offer advanced learning opportunities for all students.

Gifted and Talented program offerings encourage GT students to stay involved in challenging coursework as well as form a community of learners through symposiums, field days, and community service activities. These initiatives are shwo through research to help keep GT students motivated and in school.

Through meeting the elevated standards required by advanced courses, students also meet completion rate standards and beyond. The opportunity to participate in advanced programs encourages students to challenge themselves and stay in SCUC schools rather than move to on-line schools, magnate schools or early college programs. Their success and presence support Completion Rate Standards for all campuses.

Goal 1.5:  30% of students will achieve Commended Performance on TAKS/STAAR Math, Science, ELA, and Social Studies.

An average of over 50% of GT score commended/advanced on standardized testing. This significantly impacts the overall goal of 30%.

Goal 1.6:  91% of seniors graduate on Recommended/Distinguished plans. To achieve the Distinguished Diploma, students must earn four advanced measures.

Distinguished Diploma information from http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074e.html;

A. Description: This program recognizes students who achieve levels of performance equivalent to college students or work done by professionals in
the arts, sciences, business, industry, or community service.
B. Requirements: Students must complete the course requirements and receive any combination of four of the following advanced measures:
1. Original research/project--Completed through the Distinguished Diploma Independent Study Mentorship course on both high school campuses. The curriculum for this course is structured on the Texas Performance Standards Project (www.texaspsp.org). The project will be judged by a panel of professionals in the field that is the focus of the project, or conducted under the direction of mentor(s) and reported to an appropriate audience done by professionals in the arts, sciences, business, industry, or community service
2. Test Data:
• A score of 3 or above on a College Board AP examination;
• A score of 4 or above on an IB examination;
• A score on the PSAT that qualifies a student for recognition as a Commended Scholar or higher by the National Merit Scholarship
Corporation; as part of the National Hispanic Scholar Program of the College Board; or as a part of the National Achievement Scholarship
Program. The PSAT score may count as only one advanced measure regardless of the number of honors received by the student;
3. College courses:
• A grade of (B) or higher on courses that count for college credit, including Tech Prep programs.

Priority 2: High-performing and Engaged Workforce

Goal 2.1:  100% of teachers are Highly Qualified as defined by NCLB guidelines. AP, IB, pre-AP and pre-IB teachers are required to attend training offered by the Collegeboard and the IBO in their specific content area. The training is usually a week long and prepares the teacher to apply the appropriate rigor to the course work that they teach. For AP and IB courses, those organizations require course syllabi to be submitted to the organization for audit and approval.