 Introduce yourself and tell us one good thing that happened this week.

The commissioner shall adopt standards to evaluate school district programs for gifted and talented students to determine whether a district operates a program for gifted and talented students in accordance with  the Texas Performance Standards Project; or  another program approved by the commissioner that meets the requirements of the state plan for the education of gifted and talented students under Section

 Regional Focus Groups  Hosted at the service centers  How this bill will be implemented  Texas Performance Standards  Other approved program

 How many students participated in the TPSP program last year…elem, middle, high school.  How many districts participated?  What is the cost to implement?  How many students identified gt were in CTE classes last year?  How many gt students were enrolled in Tech Prep?

Admin walk through Primary Rubrics Pursuit of Passion Task

 On section it clearly states that the board of trustees of a school district or the governing body of an open-enrollment charter school has primary responsibility for ensuring that the district or school complies with all applicable requirments of state educational programs (TEC §7.028)

 Acceptable category change to “In Compliance”  Written policies on students assessment— given to all parents—attached to student handbook or something that every parent will see.  Provide for ongoing identification—meaning every year—included in board policy  GT committee must meet and review all individual student data. Cut score is not in compliance. Anecdotal information is necessary—preponderance of evidence.

 Gifted/talented students are ensured opportunities to work together as a group, work with other students, and work independently during the school day as well as the entire school year as a direct result of gifted/talented service options

 (In compliance column) A continuum of learning experiences is provided that leads to the development of advanced-level products and/or performances such as those provided through the Texas Performance Standards Project (TPSP)  Provisions to improve services to gifted/talented students are included in district and campus improvement plans.

 Gifted/talented teachers receive a minimum of 6 hours annually of professional development in gifted/talented education that is related to state teacher education standards.

 Revised State Plan to debut at TAGT in December.  Copies will go out to  School Board Members  Superintendent  G/T Coordinator  Principals  G/T Lead teacher or Counselor

 Handout information  NAGT Proposal

 Posters  30 second spot on DVD

 Advanced Placement  International Baccalaureate  Dual Credit  Early College High School  Middle College High School  Articulated Technical credit  Locally Articulated Credit  District may choose to pay part or all of students’ tuition and/or purchase required textbooks.

 Dual Credit: Content and method of instruction are defined by the college; high school credit may be awarded if the TEKS are taught; college credit awarded immediately.  Articulated Credit: Content is defined by TEKS; college credit is awarded upon the student’s completion of requirements outlined in the articulation agreement  AP course: content is defined by the College Board; use of AP trademark requires specific College Board approval. College credit is dependent of the student’s exam score and the chosen college/university.

 Developmental Education courses can never be offered for Dual Credit.  College Entrance requirements apply.  Other limitations apply:  11 th and 12 th graders only  No more than 2 courses per semester  Faculty must be appropriately credentialed.

Funding: If the student must pay, no ADA.* Class time: Specific requirements exist for college credit while high school credit is defined purely by the TEKS. Grades: TEA recommends that they be the same on both transcripts; dual performance scales should not be used. *Put off by HB 3646 for and

HB 3646, Section 15 Author: Hochberg Sponsor: Shapiro Statute Amended or Added: Amends §28.009, Education Code Summary: This section of the bill adds a provision that states that a school district is not required to pay for a student’s tuition and costs associated with taking a course for college credit as part of the College Credit Program.

Funding: If the student must pay, no ADA.* Class time: Specific requirements exist for college credit while high school credit is defined purely by the TEKS. Grades: TEA recommends that they be the same on both transcripts; dual performance scales should not be used. *Put off by HB 3646 for and

 HB 2480 Author: Hochberg Sponsor: Seliger  Statute Amended or Added: Adds § (d) and (d-1), Education Code  Summary: This bill allows an independent school district (ISD) to establish a partnership, for the purposes of offering its students dual credit, with any community college, provided that the community college in whose service area the ISD is located is unable to provide the requested dual credit course to the satisfaction of the ISD.

 A student in any of Grades 1-5 must be accelerated one grade if he or she meets the following requirements:  The student scores 90% on a criterion-referenced test for the grade level he or she wants to skip in each of the following area: language arts, mathematics, science, and social studies.  A school district representative recommends that the student be accelerated, and  The student’s parent or guardian gives written approval for the acceleration.

 A school district may allow a student to accelerate at a time other than one required in paragraph 1 of this subsection by developing a cost-free option approved by the district board of trustees that allows students to demonstrate academic achievement or proficiency in a subject or grade level.

HB 3, Section 25 Author: Eissler Sponsor: Shapiro Statute Amended or Added: Amends §28.002, Education Code Summary: This legislation requires the State Board of Education to adopt rules requiring students in grades six, seven, and eight to successfully complete a minimum of one fine arts course during those grade levels as part of a district’s fine arts curriculum.

Entered Grade 9 before Entered Grade or later English Language Arts4 credits Mathematics3 credits4 credits Science3 credits4 credits Social Studies3.5 credits Economics with emphasis on the free enterprise system and its benefits.5 credit Languages other than English3 credits Physical Education1.5 credit Health Education.5 credit Speech.5 credit Technology Applications1 credit Fine Arts1 credit Electives2.5 credits Total2426

Entered Grade 9 before Entered Grade or later English Language Arts4 credits Mathematics3 credits4 credits Science3 credits4 credits Social Studies3.5 credits Economics with emphasis on the free enterprise system and its benefits.5 credit Languages other than English2 credits Physical Education1 credit Speech.5 credit Fine Arts1 credit Electives6 credits (includes speech) 6 credits (includes speech) Total2426

Entered Grade 9 before Entered Grade or later English Language Arts4 credits Mathematics3 credits Science2 credits Social Studies2.5 credits Economics with emphasis on the free enterprise system and its benefits.5 credit Academic Elective1 credit Physical Education1.5 credit Health Education.5 credit Speech.5 credit Technology Applications1 credit Fine ArtsNone1 credit Electives5.5 credits4.5 credits Total22 Freshmen

In order for a student to opt into the minimum high school program, the student must (1) be at least 16 years of age; (2) have completed two credits required for graduation in each subject of the foundation curriculum; or (3) have failed to be promoted to the tenth grade one or more times as determined by the school district.

 A student must meet one of the 3 circumstances.  A student has the right to re-enroll in the RHSP at any time.  A student must satisfy all the course requirements listed in 19 TAC Chapter 74 for a total of 22 credits to graduate.

HB 3 requires districts to consider all of the following in determining whether a student should be promoted to the next grade:

 The recommendation of the student’s teacher  The student’s grade in each subject or course  The student’s score on the TAKS (English or Spanish) in grades 3-8 or an alternate assessment under §39.023(b) or (l)  Any other necessary academic information

 The removal of the SSI grade 3 requirement that students pass the TAKS reading assessment in order to be eligible for promotion to grade 4  Accelerated instruction in the applicable subject area for any student who fails any TAKS assessment in grades  Students who fail the reading or mathematics TAKS in grade 5 or grade 8 and who are promoted to the next grade level to complete the required accelerated instruction as a condition of promotion

 A grade 5 or 8 student who is promoted by a grade placement committee be assigned to a teacher in the next grade who meets all state and federal qualifications to teach the subject in which the student failed the TAKS  School districts to make public the requirements for student advancement by the start of the school year

 Section 32 Amends § (b), Education Code deletes language that would require use of a method for calculating grade point average established by the Texas Higher Education Coordinating Board  Section 41 Amends §29.182(b), Education Code requires the (Perkins) state plan to define CTE as an option for student learning that provides a rigorous course of study

Toll Free Phone:

 Visit BPC at  Join the Clearinghouse listserv to receive updates at  Provide feedback via the BPC Online Survey at  Contact Ertha Patrick for questions or to submit a best practice at (512)

 Ten Questions  Cisco, Breckenridge, and Rising Star have sent me copies of g/t plans. Yea!!

 Questions, comments:  Phyllis Baum  