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.

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)

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.

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)

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 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))

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

based on the state plan.

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.

• 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.

• 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.

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.

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.

• 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.

• 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.

• 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.

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.