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    Why are so many different options available at each orientation for Grade 6

    parents?

    • This is a year of transition that promises to bring greater opportunities for

    all secondary students in Midland.

    • G-PreAP/G-AP courses are guided not only by MISD but also by state

    regulations.

    • PreAP/AP is more accessible than in the past at the suggestion of the

    College Board as well as the MISD Board of Trustees.

    • In order to meet all the requirements and deadlines of various groups

    many staff meetings have occurred to plan within a short framework the

    many options that will make all the options possible.

    • Because graduation planning is new for 6th grade parents, the multiple

    updates may have become overwhelming for which the District

    apologizes.

    • As changes have occurred, information has been updated. Changes have

    been made as more research has revealed what is actually possible for the

    coming year or years.

    • Changes will continue to occur; however, parents will be informed of

    those changes that directly affect their particular children.

    Can Pre-AP/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.

    (http://www.tea.state.tx.us/gted/QAStaPla.html)

    What is the difference between Gifted and Talented courses (G-PreAP/G-AP) and

    PreAP/AP courses?

    Although both are based on AP and PreAP curricula, the curricula for G-PreAP

    and G-AP courses are “differentiated in depth, complexity, and pacing” to meet the needs

    of identified gifted and talented students. Therefore, assignments and content will vary

    even when the classes coincide.

    If districts serve high school gifted/talented students through Advanced Placement

    (AP) courses and students who are not identified gifted are in the class, must the AP

    teacher differentiate the curriculum for the gifted students?

    Yes. Teachers that are using flexible grouping for instruction and product

    development, giving choices in assignments, and establishing a student centered

    classroom with lots of student-to-student interaction are providing differentiated

    instruction. One of the reasons for requiring AP teachers to have professional

    development in nature and needs of gifted/talented students and assessing student needs

    is so they will be able to recognize a need for differentiation and provide it as needed.

    Teachers will want to add depth and complexity appropriate for gifted/talented students

    and differentiate for those who need it.

    (http://www.tea.state.tx.us/gted/QAStaPla.html)

    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 the curriculum and instruction

    component, but the teacher still needs approximately six hours each in the nature and

    needs of gifted/talented students and assessing student needs training components.

    (http://www.tea.state.tx.us/gted/QAStaPla.html)

    In addition, the 18 hours of curriculum required in the initial training give

    teachers a much better understanding of differentiation for the gifted and talented

    students than PreAP and AP training which again focuses upon giving challenging and

    rigorous curriculum for students who have not been identified for gifted and talented

    services.

    The law says that the state plan shall serve as the basis for district accountability in

    providing services to gifted students. How and when will the districts be held

    accountable for indicators in the plan?

    The local board of trustees of a school district or the governing body of a charter

    school has primary responsibility for ensuring that the district or school complies with all

    requirements of state educational programs.

    (Ref: TEC §7.027 (b); TAC §89.5))

    Why does my child need to be identified for G-AP or G-PreAP?

    Gifted and talented students have different learning approaches which are often

    not met within the PreAP/AP classroom. The state of Texas recognized the differences

    and established guidelines for gifted and talented courses in the Texas State Plan for the

    Education of Gifted/Talented Students. MISD has created its gifted/ talented program

    Education of Gifted/Talented Students. MISD has created its gifted/ talented program

    based on the state plan.

    Why does MISD use more than three criteria?

    Substantial research indicates that particular assessments have been of value in

    determining the students who need gifted services. In addition, MISD honors the work of

    the local campus in evaluation of students. Obtaining more criteria gives a broader

    picture of the student’s potential.

    Since there is such an effort to differentiate G/T curriculum and classrooms, will

    there also need to be a better differentiation of grade points – what is the status of

    looking at this issue?

    • EAS has looked at this over the last several years. The level of

    differentiation and the fairness in grading practices given to both the GPreAP/

    G-AP and the PreAP/AP students has varied from classroom to

    classroom.

    • Since the differentiation is being more carefully articulated, now is the

    time to re-evaluate what the District considers to be equitable.

    • EAS is studying other districts and developing recommendations based on

    parent/student concerns of both groups and the research.

    What is the status of the Grade 6 GEM students in the assessment process for Grade

    7 G-PreAP services?

    • GEM students who maintain an 85 in the content area at Carver Center

    will be placed in the G-PreAP subsequent course in Grade 7.

    • In math, two options are available: Algebra 1 G and Algebra Readiness 7

    G. Placement will determined from the March Grade 6 assessment data.

    • GEM students who did not maintain an 85 in a particular content area will

    be evaluated for placement into G-PreAP in that content area based on the

    assessment data.

    • GEM students who did not maintain an 85 and whose assessment data

    does not justify continued placement in GT may also have the option of

    PreAP through the agreement process for those courses.

    Why is the district offering Algebra I G in grade 7?

    Districts throughout the state and country offer this option for very talented math

    students. Some research indicates that this may not be advisable; however, other

    research indicates that it is. Students who have talents in the math area are indeed ready

    for this option, and MISD wants to provide this option to those students.

    Will Algebra I G be available in grade 8 in 2008-09 as well as in 2009-10?

    Yes. The District, as well as the State, recognizes that students develop at

    different rates. Students who aren’t quite ready in grade 7 but who have outstanding GPreAP

    assessment scores will very likely be ready in grade 8 for Algebra ! G.

    Why do students sign “Enrollment Agreement for PreAP/AP Courses“ forms for

    PreAP/AP, but NOT for G-PreAP/G-AP?

    • Parents of G-PreAP/G-AP students annually sign a “Notification of Re-

    Enrollment” letter which is returned to the G-PreAP/G-AP office at Carver

    Center. This letter allows the parents to once again be reminded of the

    services in which the student participates and to apply for additional

    services if available. In addition, G-PreAP/G-AP students have multiple

    options available to them based upon the state and local plan for their

    services.

    • For PreAP/AP courses, students previously identified for PreAP/AP

    courses by EAS as well as those who want to participate and meet the

    current guidelines for parents to consider prior to enrolling their child, sign

    the “Enrollment Agreement.” which reminds parents and students of the

    standards of the courses and their agreement to abide by those standards.

    If questions arise regarding G/T services, who should parents call first?

    Parents are welcome to call Carver Center and then speak with the GPreAP/

    G-AP staff: Please inform whoever answers the phone of your

    particular concern so that your call is directed to the right person or is

    answered by the staff member on the phone.

    Teachers should be able to answer parental concerns regarding their

    particular classrooms.

    Home campus principals should be able to answer campus level

    questions.

    If questions arise regarding PreAP/AP services, who should parents call first?

    Counselors should be able to answer questions regarding PreAP/AP

    enrollment.

    Teachers should be able to answer parental concerns regarding their

    particular PreAP/AP classrooms.

    Principals should be able to answer campus level questions.

    Parents are welcome to call the Department of Student Development

    (Central Office in charge of PreAP/AP services) which is readily

    accessible to answer questions as well.

    What if my child’s fall schedule does not match the notifications that I have received

    from the GT Services Office?

    Contact your counselor first, so that the counselor can check the schedule with the

    lists that they received. The counselor will contact the GT office to clarify any

    discrepancies. These will be corrected as quickly as possible through the counseling and

    GT staff members.

Last Modified on October 16, 2008