Curriculum.austinisd.org



This information is provided to support the development of your Campus Improvement Plan with regard to GT students and advanced level learners. The following examples can be adapted and used to meet your individual campus’ needs in various sections of the CIP.

|Performance Objective: Equity and Access |

|Campuses and district eliminate barriers and support student participation in and efforts to succeed in appropriate and academically challenging opportunities and courses through the services, programs, and |

|practices implemented. |

|Strategies |Resources and Notes |ES |MS |HS |

|Develop campus initiatives to improve GT student identification for |Include the GT Advocate, Campus GT Decision-Making Committee, and Campus Advisory Council (CAC) in data analysis and |( |( |( |

|underrepresented populations as reflected in the analysis of campus |discussion in how to improve and strengthen campus GT demographics. | | | |

|demographics of GT program. |TEA’s Equity in G/T Education | | | |

| |Campus GT Data Profile | | | |

|Improve communication to encourage parents, guardians, and staff members |Determine a variety of effective communication strategies that will be effective in collecting more student |( |( |( |

|to nominate students of diverse populations for the campus GT Assessment |nominations from diverse student populations. | | | |

|Period. | | | | |

|Host parent GT nomination meetings on campus to increase nominations from|Work with the GT Advocate and Campus GT Decision-Making Committee to plan and host at least one parent meeting per |( |( |( |

|parents and guardians. |semester to increase nominations. | | | |

| |Parent Corner | | | |

| |Para Padres | | | |

| |Guiding the Gifted (very bottom of the page) | | | |

|Host teacher GT nomination meetings on underrepresented GT populations to|Include information during faculty meetings or campus professional development on underrepresented GT populations and|( |( |( |

|increase the number of nominated students. |Equity in GT Education. | | | |

| |TEA’s Equity in G/T Education | | | |

| |No Place for Hate activities | | | |

| |Cultural Proficiency and Inclusiveness training | | | |

| |Social and Emotional Learning training | | | |

| |Teaching Tolerance | | | |

|Promote professional development that supports cultural proficiency to |College Board Professional Development | |( |( |

|recruit and retain students, including underrepresented populations. |National Math and Science Initiative Training | | | |

| |Cultural Proficiency and Inclusiveness training | | | |

| |No Place for Hate activities | | | |

| |Social and Emotional Learning training | | | |

| |Customized campus GT update based on AP needs | | | |

| |Teaching Tolerance | | | |

|Use College Board AP Potential to drive enrollment in AP and dual credit |PSAT scores | | |( |

|courses to promote equity and access for underrepresented students. |AP Potential website | | | |

| |AP Potential training | | | |

| |AP Access and Equity Initiative | | | |

|Determine resources to recruit students, including underrepresented, into|Campus Advanced Academics Data Profile | |( |( |

|advanced level courses. |Advanced Placement Recruitment Tools | | | |

| |Academic Acceleration Digital Presentations | | | |

| |AP Potential website | | | |

| |AP Access and Equity Initiative | | | |

| |AVID, College Readiness Counselors, College GO centers | | | |

|Lead campus-based GT Update Training (through PLCs or traditional PD |Advanced Academic Services offers 2 Campus GT Facilitator Training topics each school year. Schools may select one |( |( |( |

|model) to ensure that all required teachers complete the required 6 hr. |staff member to attend during the summer or early fall to be trained to lead the campus update training. | | | |

|update. |Schools may design a training of their choice to be pre-approved by Advanced Academic Services before granting GT | | | |

| |credit. Information at | | | |

|Ensure that all GT Decision-Making Committee members have appropriate GT |Teachers on committee need to have completed 30 hr. GT training. |( |( |( |

|training on the Identification and Assessment of GT students. |Counselors and Administrators need to have completed 6 hr. training for their position. | | | |

| |The Decision-Making Committee may use GT Assessment Training presentation. | | | |

| |The GT Advocate can provide an overview of the Austin ISD GT Identification requirements by using the information | | | |

| |provided in the GT Program Guide and GT Documents Manual | | | |

|Monitor that all GT teachers have completed the 30 hr. GT Foundation |Advanced Academic Services offers GT Foundation training in the Fall and Spring Semesters. Advanced Academic Services|( |( |( |

|Training requirement within one semester of being assigned GT students. |will cover the cost of substitutes for teachers who are assigned GT students. | | | |

| |30-hour GT Institute (Elementary) | | | |

| |12-hour GT Nature, Needs, and Assessment (Secondary) | | | |

|Monitor core content area Pre-AP/AP teachers to receive APSI or other |College Board Professional Development | |( |( |

|appropriate training. |National Math and Science Initiative Training | | | |

|Performance Objective: Program Implementation and Fidelity |

|Campuses and district proactively plan, design, and deliver the structure and method for providing services, opportunities, differentiated instruction, acceleration, extension, and enrichment and monitor and |

|adjust for student recruitment and retention, access, equity, consistency, and sustainability. |

|Strategies |Resources and Notes |ES |MS |HS |

|Identified secondary GT students will be enrolled in an advanced-level |Austin ISD TEAMS “Campus Gifted and Talented AISD” report will provide a current list of all GT students on campus. | |( |( |

|course in each area of identified giftedness. |The GT Advocate and counselors will use this TEAMS report when scheduling students in advanced-level courses (Pre-AP,| | | |

| |AP, Accelerated, Magnet, IB) for the upcoming school year. | | | |

|Increase opportunities for GT students to work together throughout the |GT advisory classes, interdisciplinary and cross-grade level projects, seminars, and enrichment and extracurricular | |( |( |

|school year. |activities that target GT students (but may be open to other students as well) should be considered. | | | |

| |GT Advocate and Counselors will schedule groups of GT students who are identified gifted in the same core content | | | |

| |advanced-level courses when possible. For example, several 9th grade students who are identified GT in math will be | | | |

| |scheduled in the same Pre-AP Geometry class. | | | |

| |Austin ISD TEAMS “Campus Gifted and Talented AISD” report will provide a current list of all GT students on campus. | | | |

| |The GT Advocate and counselors will use this TEAMS report when scheduling students in advanced-level courses (Pre-AP,| | | |

| |AP, Accelerated, Magnet, IB) for the upcoming school year. | | | |

|Support Out-of-School Options relevant to student strength areas, |The GT Advocate and campus principal can view the Advanced Academic Services Out-of-School Options presentation. |( |( |( |

|including academic competitions and academic clubs that are available to |DUKE Talent Identification Program (TIP) (4-7 grades) | | | |

|gifted and advanced learners on campus. |National Junior Honor Society/National Honor Society | | | |

| |Academic Competitions | | | |

| |Distinguished Achievement Program (SSIG, page 143) | | | |

|Support academic enrichment opportunities for gifted students on campus |The librarian, counselor, instructional coach, other staff members, parents, mentors, university students, or |( |( |( |

|by providing a modified pull-out or pull-in GT program on campus. |community groups may be used to lead a short-term or long-term gifted academic enrichment program on campus. These | | | |

| |options may include educational field trips, special projects, guest speakers, or community service projects. | | | |

| |TEA’s Texas Performance Standards Project (TPSP) | | | |

|Provide a GT Student Showcase that provides gifted students an |Invite parents, district staff, or community members to the GT Student Showcase. |( |( |( |

|opportunity to share their advanced-level independent or small group |Teachers encourage gifted students to select one of their best projects to share. | | | |

|projects with an audience outside of the classroom. | | | | |

|Review and align campus Pre-AP course offerings and vertical team |Master Schedule | |( |( |

|sequence of courses. |Secondary School Information Guide (SSIG), Appendix K | | | |

|Use Campus Advanced Academics Data Profile to support improvement of |Campus Advanced Academics Data Profile | |( |( |

|student participation in AP/Pre-AP classes, AP/Pre-AP course offerings, | | | | |

|AP exam performance, excellence and equity, and teacher professional | | | | |

|development. | | | | |

|Performance Objective: Curricular Support |

|Campuses and district meet the needs of students participating in Advanced Academics with resources and support for modifying the depth, complexity, and pacing of the curriculum and instruction through |

|differentiation, acceleration, extension, and enrichment. |

|Strategies |Resources and Notes |ES |MS |HS |

|Ensure that GT teachers are completing the Austin ISD GT Student |GT Performance Reports presentation |( | | |

|Performance Semester Reports to encourage ongoing communication with |GT Performance Reports documents | | | |

|parents and guardians. |Encourage teachers to communicate student performance with parents during parent conferences and send home the | | | |

| |completed reports each semester. | | | |

|Ensure that teachers differentiate the curriculum by providing an array |GT Exemplary Lessons (K-5) |( |( |( |

|of appropriately challenging learning experiences that connect to the |AP Vertical Teams Curriculum Manuals (6-12) | | | |

|interests, abilities, and strength area(s) of gifted students throughout |Pre-AP Resource Banks (6-10) | | | |

|the school year. |TEA’s GT Teacher Toolkits: or | | | |

| | | | | |

| |TEA’s Texas Performance Standards Project (TPSP) | | | |

| |100 Free and Useful Tools for AP Students and Teachers | | | |

|Support academic acceleration learning options available to gifted |The GT Advocate and campus principal can view the Advanced Academic Services Academic Acceleration presentation. |( |( |c |

|students in their strength area(s). |TEA’s GT Teacher Toolkits: or | | | |

| | | | | |

| |National Repository of Online Courses | | | |

| |100 Free and Useful Tools for AP Students and Teachers | | | |

|Review AP course syllabi prior to authorization to ensure that College |AP Course Audit website | | |( |

|Board curricular requirements are met at a level which confers |AP Course Descriptions | | | |

|college-level coursework and appropriate scaffolds. |AP Vertical Teams Curriculum Manuals | | | |

| |Pre-AP Resource Banks | | | |

|Provide tools to support students in the AP program. |AP Digests (very bottom of the page) | |( |( |

| |AP Free Response Bookmaps | | | |

| |Response to Invention (RtI) documentation tools | | | |

| |AP Vertical Teams Curriculum Manuals | | | |

| |Pre-AP Resource Banks | | | |

| |College Board Explore AP | | | |

| |National Repository of Online Courses | | | |

| |100 Free and Useful Tools for AP Students and Teachers | | | |

|Expand Accelerated and AP Spanish Language courses for native speakers at|College Board AP Summer Institute | |( |( |

|the middle school level. |Texas Middle School Program for AP Spanish (TEA) | | | |

| |AP Spanish Language and Culture Course Home Page | | | |

|Implement AP Human Geography as an AP expansion course for 9th grade |College Board AP Summer Institute | |( |( |

|students. |College Board AP Human Geography Course Home Page | | | |

|Support campus administrator attendance at College Board professional |College Board “Organizing your AP Exam Administration” | | |( |

|development to support program implementation and improvement. |College Board “Building an AP Program” | | | |

| |College Board “Fall Counselor Workshop” | | | |

| |College Board “AP Administrator Institute” | | | |

|Provide tools to support students on the AP exam. |AP Digests (very bottom of the page) | | |( |

| |College Board released practice exams | | | |

| |College Board Explore AP | | | |

| |McGraw-Hill Prep Center for AP Exams | | | |

| |CourseNotes | | | |

| |AP Free Response Bookmaps | | | |

| |National Repository of Online Courses | | | |

| |100 Free and Useful Tools for AP Students and Teachers | | | |

|Performance Objective: Parent and Community Advocacy |

|Campuses and district engage parents, families, and community members as advocates for the needs of students participating in Advanced Academics through communication, education, events, and opportunities for |

|involvement. |

|Strategies |Resources and Notes |ES |MS |HS |

|Host parent meetings or social events for parents of GT students. |Provide ongoing communication and idea sharing through various campus events. |( |( |( |

| |The Advanced Academic Services website provides resources (English & Spanish) to support parent meetings. | | | |

| |Parent Corner | | | |

| |Para Padres | | | |

| |Guiding the Gifted (very bottom of the page) | | | |

|Increase parent and community involvement with the campus GT program. |The librarian, counselor, instructional coach, other staff members, parents, mentors, university students, or |( |( |( |

| |community groups may be used to lead a short-term or long-term gifted academic enrichment program on campus. These | | | |

| |options may include educational field trips, special projects, guest speakers, or community service projects. | | | |

| |TEA’s Texas Performance Standards Project (TPSP) | | | |

|Develop liaisons with business and community organizations and/or establish|Consider writing grants, soliciting donations, and/or volunteers and mentors from businesses and community groups |( |( |( |

|the use of community resources to strengthen the campus GT program. |near your school community to strengthen your GT program. | | | |

|Celebrate student performance on advanced measures. |AP exam performance leading to AP Scholar distinction | |( |( |

| |IB exam performance leading to IB Certificate and IB Diploma distinction | | | |

| |PSAT exam performance leading to National Merit Scholarship distinction (including Hispanic Recognition, Academic | | | |

| |Achievement, National Merit Finalist/Semi-Finalist) | | | |

| |DUKE Talent Identification Program (TIP) | | | |

| |National Junior Honor Society/National Honor Society | | | |

| |Academic Competitions | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download