Advanced Academic Services
Waco Independent School District
Gifted/Talented Services
Advanced Placement
International Baccalaureate
A Handbook for Parents, Community Members, and Campus Personnel
May 2012
Waco Independent School District
5101 Franklin Avenue
P.O. Box 27
Waco, TX 76
Superintendent
Dr. Bonny Cain
Assistant Superintendent for Curriculum & Instruction
Ms. Jennifer Womack
Assistant Superintendent for Business and Support Services
Ms. Sheryl Davis
Director, Elementary
Dr. Terri Patterson
Director, Secondary
Mr. Jerry Gibson
……………………………..
Advanced Academic Services and International Baccalaureate Programmes
Dr. Cecelia Boswell, Connee Duran,
Cheryl Urbanovsky, Connie Smith. Gilberta Hall
Table of Contents
Beliefs
Philosophy
Mission Statement
Academic/Performance Goals
Gifted/Talented
Program Design
Identification Procedures
Transfer/Exit/Furlough/Appeals Policies
Competitions
Data Integrity
Advanced Placement
Overview
Courses
Entrance/Exit Policies
Contracts
International Baccalaureate
Primary Years Programme
ATLAS Academy
Vision
Mission Statement
Curriculum Framework
Application Procedure
Appendix
Gifted/Talented
G/T Brochure (English/Spanish)
Parent Letter (English/Spanish)
Nomination Form (English/Spanish)
Parent Permission to Test Form (English/Spanish)
Parent Permission to Participate Form (English/Spanish)
Identification Profiles (K-2 and 3-12)
Furlough/Exit Forms (English/Spanish)
K-12 Concepts
Frequently Asked Questions
Advanced Placement
Entrance/Exit Contract
ATLAS Academy
Application
Academic Contract
Advanced Academic Services
Gifted/Talented
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Gifted/Talented
Beliefs
Waco ISD believes that students identified as gifted/talented show passion toward their learning, solve
problems in unique ways, and require support from professionals who are sensitive to their individual
learning needs.
We believe that services for this population must focus on their learning strengths in order to foster
their ability to work successfully alone, with other gifted/talented students, and with all students.
Philosophy
Gifted/Talented students come from all races, socio-economic strata, geographic locales and
environments. They exhibit unique needs and have unusual abilities and talents which merit recognition
and nurturing.
Mission Statement
Waco ISD offers an advanced and challenging curriculum through an array of differentiated
learning experiences that provide greater depth and complexity than found in the district’s core
curriculum. The differentiated curriculum moves at a pace of learning that is appropriate for the gifts
and talents of the students.
Academic/Performance Goals
1. Successfully complete grade level including courses differentiated for G/T students
2. Complete Distinguished Achievement Program for high school graduates
3. Successfully complete advanced courses and opportunities that align with the students’ abilities
and interests
Program Design
Elementary (K)
Gifted/Talented services in Kindergarten begin after identification is complete, March 1. Identified
students will receive differentiated instruction with their homeroom teachers who will have completed
a minimum of 30 hours of Professional Development in Gifted Education. The students will be able to
move at their learning pace through the district curriculum that has been differentiated by adding depth
and complexity.
Elementary (Grades 1-5)
At each grade level, students will be clustered together in one classroom with a teacher who has
completed the required 30 hours of Professional Development in Gifted Education. If the number of
identified gifted students in a grade level exceeds the state requirement for classroom size, students will
be clustered with high achieving students in two classrooms. All other teachers with gifted/talented
students in their classroom will have completed the required professional development in Gifted
Education. All teachers must obtain an additional 6 hours of Professional Development in Gifted
Education each year. The curriculum will be differentiated through pacing and content, to which has
been added depth and complexity.
Middle School (Grades 6-8)
Gifted/Talented students in grades 6-8 have the option of applying for ATLAS Academy or remaining on
their home campus. Those who elect to remain on their home campus will be provided differentiation
in any or all core classes with a teacher who has completed the required professional development. In
Gifted Education G/T Students will be clustered within the Pre AP core classes.
Each G/T class will follow a Pre Advanced Placement curriculum. The Pre Advanced Placement
curriculum will be differentiated using Texas Essential Knowledge and Skills as a foundation. Concepts
will be studied more deeply and the pace will be accelerated in comparison to general education classes.
Interdisciplinary connections will be made to facilitate understanding of complexities within and among
concepts.
ATLAS Academy (See ATLAS Academy)
High School (Grades (9-12)
In grades 9-12 teachers with the required G/T Professional Development will provide services to G/T
students through differentiated Pre Advanced Placement and Advanced Placement courses. These
courses offer challenging learning experiences and maintain national standards set by the College Board.
When possible, G/T students will be clustered within the Pre AP/AP classes. Students who meet specific
criteria set by each college or university on an AP exam may receive credit for specific college courses.
Students may also enroll in above level or concurrent enrollment in AP courses. WISD offers AP courses
in all core areas as well as several elective areas. Additional opportunities for advancement include dual
credit courses, credit by exam, and early graduation.
IDENTIFICATION PROCEDURES AND PROCESSESS
K-12
Waco Independent School District has board approved identification procedures and processes for
students K-12 who require the services of the Gifted/Talented (G/T)Program. These procedures meet
state requirements (§29.121 & TAC 89.1) and have been designed to ensure the identification of any
student who demonstrates educational need for the services of the program under the established
guidelines.
Texas Administrative Code §89.1: Student Assessment.
School districts shall develop written policies on student identification that are approved by the local
board of trustees and disseminated to parents. The policies must:
(1) Include provisions for ongoing screening and selection of students who perform, or show
potential for performing, at remarkably high levels of accomplishment in the areas defined
in the Texas Education Code, §29.121;
(2) Include assessment measures collected from multiple sources according to each area
defined in the Texas State Plan for the Education of Gifted/Talented Students;
(3) Include data and procedures designed to ensure that students from all populations in the
district have access to the assessment process and, if identified as having significant
educational need for advanced academics, services for the gifted/talented program;
(4) Provide for final qualification of students (through a blind process) to be made by a
committee of at least three local district educators who have received training in the nature
and needs of gifted students; and
(5) Include provisions regarding furloughs, reassessment, exiting of students from program
services, transfer students, and appeals of district decisions regarding program placement.
District Identification Timeline:
Procedure
Referral procedures published on district website and distributed to
campus leaders and teachers
Referrals accepted from parents, teachers, community members
Screenings, assessments and reassessments conducted after written
parental permission obtained
A.R.E. committee meets on grades 1-12 screenings
Date
August-September
SeptemberOctober
OctoberNovember
NovemberDecember
Referral for K students accepted
December-January
Screenings, assessments conducted
January-February
A.R.E. committee meets on kindergarten screenings
February
Written parental permission for services obtained for identified
students in grades 1-12
Written parental permission for services obtained for identified
students in K
January
February
New students entered in PEIMS
As soon as parent
permission to
participate is
received
Services begin for identified kindergarten students
Prior to March 1
Referral procedures published on district website and distributed to
campus leaders and teachers
Referrals accepted from parents, teachers, community members
Screenings, assessments and reassessments conducted after written
parental permission obtained
A.R.E. committee meets on grades 1-12 screenings
A.R.E. committee meets on kindergarten screenings
Written parental permission for services obtained for identified
students in grades 1-12
Written parental permission for services obtained for identified
students in K
March
March-April
April-May
May
May
May
May
All forms except teacher checklist are available on Advanced Academics website that is maintained by
Advanced Academics Instructional Specialists.
DISSEMINATING INFORMATION
Anyone may nominate a student for program services at the period(s) of annual referrals listed on the
timeline above. Referral forms are available in each campus office and/or on the district web site.
Referral forms may be submitted to the campus office only during the time period of referral
acceptance. Late referrals will be included in the next designated screening time period. The screening
instruments will match the program's services.
Parents are informed of the identification policies through the district or campus handbook, and/or the
district website, and/or by request for the written policy and procedures for Gifted/Talented program
services. In addition, parent awareness sessions are held annually.
Advanced Academic Services Department Procedure
1. Advanced Academic Instructional Specialists (AAIS) deliver identification packets to the G/T
liaison chosen by the campus principal on each campus and AAIS liaisons and personnel train
office personnel in their use.
2. The Advanced Academic Services (AAS) secretary gives folders to AAIS when all required forms
are received and placed in the folders. The campus liaisons send completed forms to the AAS
secretary.
3. The AAS Secretary creates a screening folder for each nominated student.
4. Upon receipt of parent permission to test, Instructional Specialists complete the screening and
identification process.
5. The AAIS and/or Executive Director of AAS reviews all screened students’ information.
6. The Advanced Academics AAIS schedules A.R.E. committee meetings on each campus.
7. Parents of students identified for services are sent a letter and form requesting permission for
participation in G/T services.
8. Upon receipt of permission for G/T services, students’ campuses are notified of placement in
services.
9. Parents of student who do not require services are notified of the determination of the A.R.E.
committee and provided information for Appeal.
REFERRAL PROCESS
Referrals can originate from teachers, parents, community members, or students during the referral
period. Students are nominated with a formal referral sheet that is given to the campus office. The AAS
office gives forms to campus G/T liaisons who sends forms to AAS secretary. Written parent or
guardian permission is required to screen/assess a student. If a parent does not want his/her child to be
screened, this information will be documented.
SCREENING/ASSESSMENT PROCESS
A student profile is used to identify those students who perform, or show the potential for performing,
at remarkably high levels of accomplishment relative to their age, peers, experience, or environment.
The profile will reflect a preponderance of evidence used in the assessment. Evidence used will be a
combination of scores on qualitative and quantitative instruments.
Determination of Need for Services
1. The student profile identifies the student’s strengths and weaknesses. The percentiles and/or
standard scores from the assessment instruments are plotted on the student profile. Each
student's profile is individually evaluated by a blind (no name) process in the Advanced
Academic Services’ office. A student clearly qualifies for Gifted/Talented services if the majority
of the evidence on the profile falls within the High and/or Superior ranges on the profile.
2. All profiles are taken to the campus Admit, Review, Exit (A.R.E.) committee for final
determination of need for services. The decision is based on the committee's observation of the
preponderance of the evidence on the student's profile.
The A.R.E. committee consists of at least three district educators. All committee members have
professional development in nature and needs of gifted students. The Gifted/Talented Committee
makes a professional judgment based on the recorded student profile data. As the committee evaluates
the data on the students nominated, the committee has three options:

The preponderance of profile data indicates the student exhibits educational need and
would benefit from the services offered in the Gifted/Talented.

There is insufficient evidence in the documentation at this time indicating the student's
educational needs would best be met by the Gifted/Talented program. The preponderance
of evidence indicates the student’s educational needs would best be served with the
services of the regular curriculum.

Further information is requested for the committee to make a qualification decision.
Once the need for services process is complete, parents or guardians are notified of the A.R.E.
Committee’s decision via U.S. Mail within ten school days. Sealed letters are sent to the campus
principals who give them to the classroom teacher. The classroom teacher sends letters home with
students. Parents of identified students complete and return permission to participate forms to the
principal. The principal give these forms to the G/T liaison to send to the AAS secretary. The AAS
secretary enters the name of the identified students into PEIMS. Parents of all screened students may
request a conference to examine their child’s assessment results. Request should be made through the
student’s home campus.
Advanced Academic Services Department Procedure
All above are completed by Advanced Academic Services Department and A.R.E. campus committees.
NOTE: All folders (yellow) of students nominated and identified for services are maintained by the
Advanced Academics Secretary in the Advanced Academic Services office.
Folders of students not identified for services and inactive folders are also maintained by the Advanced
Academics Secretary in the Advanced Academic Services office.
Gifted/Talented
ADDITIONAL POLICES AND PROCEDURES
TRANSFER OF STUDENTS
All students who have participated in gifted and talented programs prior to coming to WISD may be
considered for Gifted/Talented services. Once screening records are received from the student’s
previous district, the records will be examined for correspondence to WISD’s criteria. If the transfer
data is insufficient, WISD will assess the student to see if placement in services is in the student’s best
interest. A decision will be made regarding qualification within 30 school days of the receipt of the
student’s Gifted/Talented assessment results from the previous district.
Advanced Academic Services Department Procedure
1. Campus personnel notify Advanced Academics Secretary that a student has enrolled who has
been identified in the previous district or another WISD campus.
2. The Advanced Academics Secretary contacts the sending district/campus for information.
3. The student is placed in services or is assessed with WISD procedures.
FURLOUGH PROCEDURE
A furlough is a temporary "leave of absence" from Gifted/Talented services designed to meet the
individual needs of an identified student. Anyone may request a furlough: parent, student, teacher, or
administrator. Requests for a furlough will be given to the campus administrator and members of the
Gifted/Talented committee for consideration. A student may be furloughed for a period of time deemed
appropriate by the A.R.E. committee. At the end of the furlough, the student's progress shall be
reassessed, and the student may re-enter the Gifted/Talented services, be removed from services, or be
placed on another furlough. Furloughs are designed to be short-term and temporary and should never
be used for an entire school year.
A furlough does not indicate a permanent exiting of G/T services. Furloughs could be utilized for a
variety of extenuating circumstances. Any student may be granted a furlough from the program for
various issues such as over-commitment, family concerns, serious illness, or any other circumstances
which would inhibit or curtail the student's performance in the program. The furlough may also be used
prior to a formal exit from the program for those students who are unable to maintain satisfactory
performance within the learning opportunities of Gifted/Talented services. A furlough might also
provide the student an opportunity to attain performance goals established by the Gifted/Talented
committee. A furlough is arranged to meet the individual needs of the student.
Advanced Academic Services Department Procedure
An AASIS or Executive Director of AAS meets with the campus A.R.E. committee to make determination.
REASSESSMENT
WISD may reassess identified students at the end of the 5th and 7th grades to determine appropriate
services when a student moves from the elementary level to the junior high/middle school level and
form junior high level to high school level Formal reassessment is not necessary at other grade levels as
long as the student's educational needs are being met within the services of the program. If there is any
concern regarding the performance or placement of the student, the Gifted/Talented teacher or the
district Gifted/Talented Coordinator will contact the parent and confer about available options. Options
available are counseling, requesting a furlough, or exiting the student from services.
Advanced Academic Services Department Procedure
All reassessments are conducted by the Advanced Academic Services Department Instructional
Specialists.
EXIT
Student needs for services shall be monitored. A student shall be exited from services at any time the
A.R.E. committee determines it is in the student's best interest and a furlough has been ineffective. If a
parent requests their child be removed from services, the A.R.E. committee shall grant the request.
Once a student is exited from services, he/she must adhere to the identification procedures and exhibit
educational need to be readmitted.
Advanced Academic Services Department Procedure
A member of the Advanced Academics Services department meets with the campus A.R.E. committee to
make determination.
APPEALS PROCESS
Once the identification for services process is complete, parents or guardians are notified of the results
via U.S. Mail or by letter sent home from the student’s campus within 10 school days of the committee’s
decision. A parent or staff member may appeal an identification decision by writing an appeal letter to
the A.R.E. committee after the committee has issued letters documenting its decisions. The appeal
letter must be postmarked within 10 business days of receipt of the parent/guardian letter written
indicating the committee’s initial decision. The A.R.E. committee will reconvene in order to consider the
need for further assessment data or other information.
Advanced Academic Services Department Procedure
1. All appeals are sent to Advanced Academic Services Executive Director.
2. The Advanced Academic Services Executive Director notifies the A.R.E. committee of the appeal.
3. The A.R.E. committee determines needs for services and conveys findings to parent/guardian.
Professional Development
All teachers of gifted/talented students must verify 30 clock hours professional development on these
topics:



Nature & Needs of the Gifted
Assessment for identification and Measurable Growth
Curriculum and Instruction
Upon completion of 30 hours, teachers must continue professional development with 6 hours annually.
Administrators and counselors must complete 6 hours in the Nature and Needs of the Gifted and
Program Options for Gifted/Talented.
Advanced Academic Services Department Procedure



Advanced Academic Services Instructional Specialists verify teachers’ and administrators’
professional development hours.
Advanced Academic Services Instructional Specialists provide professional development sessions
as needed.
Executive Director of Advanced Academic Services creates and schedules professional
development opportunities.
Other Professional Development
All members of Advanced Academic Services Department will participate in departmental professional
development prior to the beginning of the school year, at least once during the school year, and prior to
the end of the school year. All department procedures and PEIMS procedures will be reviewed.
Advanced Academic Competitions
Competitions under the direction of the Advanced Academic Services Department, such as Destination
Imagination and Academic Decathlon, are directed by Advanced Academic Services Instructional
Specialists.
Data Integrity Checks
Each 6 weeks reports will be sent to campus staff to verify coding of G/T students. Corrections will be
noted by staff and reviewed by the campus principal. Coding will be corrected by the Advanced
Academic Services Department.
Advanced Academic Services Department Procedure
1. Secretary will send report to campuses for verification.
2. Instructional Specialists will liaise with campus and department secretary to make changes.
3. Secretary will make required changes in coding.
Advanced Academic Services
Advanced Placement
Advanced Placement
Overview
Any student may take advantage of AP and PRE AP courses. AP and Pre AP courses are academically
advanced courses designed to challenge motivated students to understand and master rigorous content.
The curricula for the courses are built on the core academic curriculum following the Texas Knowledge
and Skills (TEKS) expectations for each course. AP math, science, language arts, languages, and social
studies are offered at the 11th and 12th grades (with AP World Geography at grade 9) and Pre-AP at the
6th-10th grade levels (AP Spanish may be offered at grade 8).
Pre Advanced Placement and Advanced Placement courses offer challenging learning experiences and
maintain national standards set by the College Board. Students who meet specific criteria set by each
college or university on an AP exam may receive credit for specific college courses. Students may also
apply for above level or concurrent enrollment in AP courses. WISD offers AP courses in all core areas as
well as several elective areas. Additional opportunities for advancement include dual credit courses,
credit by exam, and early graduation.
Advanced Placement
Advanced Placement (AP) and Pre Advanced (PRE AP) Placement Courses
Placement Procedures
AP and PRE AP courses are academically advanced courses designed to challenge motivated students to
understand and master rigorous content. The curricula for the courses are built on the core academic
curriculum following the Texas Knowledge and Skills (TEKS) expectations for each course. AP math,
science, language arts, languages, and social studies are offered at the 11th and 12th grades (with AP
World Geography at grade 9) and Pre-AP at the 6th, 7th and 8th grade levels (AP Spanish may be offered
at grade 8).
Any student may take advantage of AP and PRE AP courses. Identified gifted and advanced students are
strongly encouraged to participate in AP and PRE AP courses of their choice.
Contracts with students in these courses must be signed and policies strictly followed.
Advanced Academic Services Department Procedure




An Advanced Academics Services Instructional Specialist is notified of AP and Pre AP course
schedules of identified gifted/talented students.
An Advanced Academics Services Instructional Specialist ensures that AP and Pre AP contracts of
identified gifted are signed and returned.
Campus personnel inform Advanced Academics Services Instructional Specialists when the
identified gifted students fail to fulfill the AP/Pre AP contract.
An Advanced Academics Services Instructional Specialist checks to make sure all courses are
differentiated for the gifted students.
Entrance Guidelines
Pre-AP courses are open to any student wishing to enroll. In order to assist with placement decisions,
entrance guidelines have been developed to provide a profile of students who typically experience
success in Pre-AP courses.
Advanced Academic Services Department Procedure
See above.
Academic Guidelines



Successful performance in related content area courses (Example: math and science relate;
English and social studies relate)
Written teacher recommendations
Scores at the commended level on the most recent TAKS test in the content area related to the
Pre-AP course being considered.
Course Expectations:
Students in the Pre-AP classes are held to a higher level of rigor than in an academic class. Each student
in a Pre-AP class is required to:





Attend tutorials as needed,
complete and submit all assignments (homework, projects, reports) on the due dates. (Late
work may be turned in two days beyond the due date for a maximum grade of 70),
turn in make-up work promptly following any absence,
do his/her own work on all assignments, projects, or exams, and
sign a course/AP/Pre-AP contract.
Probation and Exit Guidelines:



A student with a grade average less than 80 will be placed on probation, upon communication
among the student, teacher, parent, administrator and/or counselor. A probation period can
begin at the end of the first grading period or at any subsequent progress report period.
If the grade average for the class remains less than 80 at the end of the semester, the student
will be exited from the Pre-AP course and scheduled into an academic class in that subject,
unless otherwise recommended by the teacher and principal.
Waco ISD offers a solid curriculum in all courses. If a schedule change to a corresponding
academic course occurs, the student will continue to experience quality learning opportunities
designed to effectively prepare him or her for the high school curriculum.
Middle School Pre AP and High School Pre AP and AP
Entrance and Exit Requirements
Any student may take advantage of AP and PRE AP courses. AP and PRE AP courses are academically
advanced courses designed to challenge motivated students to understand rigorous content.
Recommended Entrance Requirements:
o
o
Recommended for automatic placement into classes:
Math and/or science Pre AP: Commended on previous year’s math TAKS/STAAR, EOC
test
o
o
ELA and/or SS Pre AP: Commended on previous year’s ELA TAKS/STAAR test
Successful (grade of 80 or higher) completion of previous year PreAP
Class
Recommended requirements for individual placement in classes when above qualification do
not apply:
o Teacher recommendation and parent permission
o Parent or student request
Requirements to remain in classes:
Maintain a grade of 80 or higher in class during each grading period
Pass TAKS/STAAR or EOC in that subject
Exit:
If student falls below 80 in a Pre AP/AP class at the end of any grading period:




Student is placed on probation and parent is notified in writing
If grade is brought up to 80 or above by next grading period:
Student is removed from probation.
If grade is not brought up by next grading period:
Non-identified G/T student: Student is removed from class and parent is notified.
Identified G/T student:


A.R.E. must be called and parent invited to participate.
Student and parent choose for student to be exited out of the class and out of
G/T services.
OR

Student exited out of class but receives G/T services in an alternate class and method to
be mutually agreed upon by the A.R.E. committee.
All students and parents will sign the appropriate contract.
Advanced Academic Services
International Baccalaureate
Primary Years Programme
Advanced Academic Services
Primary Years Programme of International Baccalaureate
Students in the 21st century are faced with the challenge of learning about an interconnected world
where knowledge is constantly developing. The International Baccalaureate® (IB) Primary Years
Programme prepares students to be active participants in a lifelong journey of learning.
The IB Primary Years Programme, for students aged 3 to 12, focuses on the development of the whole
child as an inquirer, both in the classroom and in the world outside.
Waco ISD offers the Primary Years Programme(PYP) at Mountainveiw Elementary.
The PYP Written Curriculum
The most significant and distinctive feature of the IB Primary Years Programme is the six
transdisciplinary themes.
These themes are about issues that have meaning for, and are important to, all of us. The programme
offers a balance between learning about or through the subject areas, and learning beyond them. The
six themes of global significance create a transdisciplinary framework that allows students to "step up"
beyond the confines of learning within subject areas.
 Who we are
 Where we are in place and time
 How we express ourselves
 How the world works
 How we organize ourselves
 Sharing the planet
The PYP Taught Curriculum
The six transdisciplinary themes help teachers to develop a programme of inquiries–in-depth
investigations into important ideas, identified by the teachers, and requiring a high level of involvement
on the part of the students. These inquiries are substantial, in-depth and usually last for several weeks.
The Assessed Curriculum
Assessment is an important part of each unit of inquiry as it both enhances learning and provides
opportunities for students to reflect on what they know, understand and can do. The teacher's feedback
to the students provides the guidance, the tools and the incentive for them to become more competent,
more skillful and better at understanding how to learn.
Contact the principal at Mountainview Elementary for more information. 254.722.2520
Advanced Academic Services
Gifted/Talented
ATLAS Academy Magnet
School-within-a-School
Advanced Academic Services
Gifted/Talented
ATLAS Academy
Vision
ATLAS Middle School Academy is designed to offer gifted and advanced learners a 21st Century
curriculum that meets their learning nature and needs. This academy will serve as a Research and
Development campus that implements and evaluates best practices that may be used in other middle
school campuses in WISD.
Mission Statement
Waco ATLAS will develop the talents of gifted and advanced learners through differentiated, integrated,
and accelerated Pre Advanced Placement (Pre AP) curriculum. The purpose of this middle school
academy is to enhance students’ problem-solving abilities, critical and creative thinking skills, and
leadership skills through inquiry-based learning exemplified by innovative products and performances
and service opportunities. The curriculum will offer authentic intellectual work through concept-based
learning in order to meet students’ learning needs and interests. Students will demonstrate their
learning through a variety of venues, including Exhibition of Inspired Learning.*
Instruction will emphasize twenty-first century skills of
 digital age literacy,
 inventive thinking,
 intellectual capital,
 interactive communication, and
 quality for state-of-the-art results
in a creative educational setting that offers opportunities to develop students’ intrinsic motivation and
sustained inquiry.
Overview
ATLAS Academy is a school of choice that addresses student interest in the humanities, sciences and
technology as the foundation for advanced learning, Pre AP, in all content areas. Students who attend
ATLAS in grades six to eight work closely with multi-talented, creative teachers who guide students in
developing deep understanding of subject matter through direct instruction, problem-based learning,
collaborative exploration, and discovery.
Instruction is interdisciplinary. There is a strong emphasis on technology across the curriculum. Texas
Essential Knowledge and Skills (TEKS) are integrated into thematic units centered on 21st century skills
and problems of relevance to adolescent learners. Emphasis for all students is on applied learning
experiences that help them function with increasing competency as researchers, creators, problem
solvers and practitioners. Problem-based study using a variety of research strategies, group activities
and independent work allows students to pursue their individual interests in depth.
It is a goal of ATLAS to instill in young people lifelong intellectual curiosity and commitment to learning
based on students’ strengths and interests. The dual emphasis on rigorous academic standards and
creative productivity creates a dynamic learning environment that inspires authentic learning,
motivation, innovation and enjoyment!
Students who are curious and who learn best in a creative educational setting will comprise the student
body at ATLAS. Intrinsic motivation, resourcefulness and a problem-solving disposition are characteristics that all students must possess. From revision of writing to completion of science experiments and
creation of exhibits, students are always learning from mistakes and overcoming obstacles in order to be
successful learners.
Daily “hands-on, minds-on” learning allows students to work through the intellectual dissonance they
experience when presented with new information and skills. Students ask questions, conduct research,
and consult with experts in order to make uncertainties more certain.
Through authentic, intellectual work, students grapple with important concepts that are important to
them. They are engaged in sustained inquiry as they work with one another, and with teachers and
other adults. The Exhibition of Inspired Learning is the heart of ATLAS because one outcome of
integrated curriculum, such as creativity and technology, is spotlighted in their products.
.
The Exhibition of Inspired Learning offers students opportunities to research and create quality projects
in art, science, mathematics, social studies and language arts.
Upon completion of an exhibit, students serve as docents in service to the entire community, sharing
their findings with others. In this way, student learning expands beyond the classroom, leading to realworld applications and connections.
Goals
Students will be motivated through the opportunity to



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

demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in
socio-emotional development and in intellectual, academic, creative, and leadership domains,
develop competence with interpersonal and technical communication skills,
demonstrate personal and social responsibility and leadership skills,
demonstrate growth with their aptitude and interests, including acceleration and enrichment,
become independent investigators and lifelong learners, and
identify future career goals and the talent development pathways to reach those goals through
rigorous academic standards.
*The Exhibition of Inspired Learning will be an annual event in which students present the culmination of
their year’s learning through innovative and creative products and/or performances.
APPENDIX
Dear Parents/Guardians:
Waco ISD recognizes that gifted students within the district require services that address their
unique needs. Waco ISD’s gifted and talented services place importance on general intellectual
ability within the four core areas of language arts, math, science, and social studies. Waco ISD
has a strong commitment to provide an appropriate program for students needing this service.
After considering the Gifted Learners/Creative Thinker list of characteristics below, if you wish
to nominate your child for gifted and talented services please request a conference and a
nomination packet from your child’s classroom teacher, the school office on your campus, or the
Advanced Academic Services office in the administration building.
A Gifted Learner…
A High Achiever…
Is curious
Is interested
A Creative Thinker…
Works hard to achieve
Wonders
Answer the questions in detail
Plays with ideas and concepts
perspectives
Performs at the top of the group
Injects new possibilities
Is beyond the group
Learns with ease
Is in own group
Already knows
Needs 6 to 8 repetitions to
Questions: What if…
Needs 1 to 3 repetitions to
master
Enjoys the company of age peers
Knows without working hard
Ponders with depth and multiple
master
Questions the need for mastery
Prefers the company of
Prefers the company of creative
Completes assignments on time
peers but often works alone
Enjoys school often
Initiates more projects that will
intellectual peers
Initiates projects and extensions
of assignments
ever be completed
Is a technician with expertise in a
Sincerely,
Enjoys self-directed learning
field
Enjoys creating
Memorizes well
Is an inventor and idea generator
beyond the field
Creates and brainstorms well
Guesses and infers well
May not be motivated by grades
May not be motivated by grades
Cecelia Boswell, Ed. D.
Gets A’s
Is an expert who abstracts
Executive Director
Advanced Academic Services
Estimados Padres/Tutores:
Waco ISD reconoce que los/las alumnos/as dotados en el distrito requieren servicios que
respondan a sus necesidades particulares. Los servicios de dotados y talentosos de Waco ISD dan
importancia a la capacidad intelectual general dentro de las cuatro áreas básicas de lenguaje,
matemáticas, ciencias y estudios sociales. Waco ISD tiene un compromiso para proveer un
programa adecuado para los estudiantes que necesitan este servicio.
Después de considerar la lista de las características de los Estudiantes Dotados/Pensador
Creativo que está más abajo, si desea nombrar a su hijo/a para los servicios de dotados y con
talento por favor solicite una conferencia y un paquete de nominación del/la maestra/o de la clase
de su hijo/a, la oficina de la escuela en la escuela, o la oficina de Servicios Académicos
Avanzados en el edificio de la administración.
Un estudiante dotado ...
Un/a gran triunfador/a ...
Se interesa
Trabaja duro para lograr
Responde a las preguntas con
detalle
Se realiza en la parte superior del
grupo
Aprende con facilidad
Necesita de 6 a 8 repeticiones
para dominar
Disfruta de la compañía de
compañeros/as de su edad
Cumple con su tarea a tiempo
Disfruta de la escuela a menudo
Es un técnico con experiencia en
un campo
Memoriza bien
Recibe A’s
Atentamente,
Cecelia Boswell, Ed. D.
Directora Ejecutiva
Servicios Académicos Avanzados
Un/a pensador/a creativo/a ...
Maravillas
Juega con las ideas y conceptos
Inyecta nuevas posibilidades
Está en su propio grupo
Se pregunta: ¿Qué pasa si ...
Cuestiona la necesidad de la maestría
Prefiere la compañía de
compañeros/as creativos/as, pero a
menudo trabaja solo/a
Inicia más proyectos que quede
completar
Goza creando
Es un/a inventor/a y generador/a de
la idea
Crea con facilidad de ideas
No es siempre motivado/a por
grados
Es curioso
Sabe sin trabajar duro
Reflexiona con profundidad y
múltiple perspectivas
Está más allá del grupo
Ya lo sabe
Necesita de 1 a 3 repeticiones para
dominar
Prefiere la compañía de sus
compañeros/as intelectuales
Inicia proyectos y ampliaciones de
las asignaciones
Disfruta del aprendizaje auto
dirigido
Es un experto que abstrae más allá
del campo
Adivina e infiere bien
No es siempre motivado/a por
grados
Gifted and Talented Services
Waco Independent School District
Nomination of Students for Screening
Services
Gifted and Talented services in Waco ISD are dedicated to providing the most appropriate
educational services for gifted and talented students in grades K-12.
State Definition:
Gifted and talented students are those who perform at or show potential for performing at a
remarkably high level of accomplishment when compared to others of the same age, experience,
or environment and who exhibit high performance capability in an intellectual, creative, or
artistic area or excel in a specific academic field.
Local Policy:
Waco Independent School District addresses academic abilities in Math, Science, Social Studies,
and English Language Arts.
Nomination of Students
Anyone may nominate a student to receive gifted and talented services, and all students
nominated will be assessed and evaluated by district personnel trained in the practice of gifted
and talented education. Assessment and evaluation of nominated students includes data from
multiple sources both objective and subjective, and identification decisions are made by district
personnel who understand characteristics of gifted and talented learners.
To nominate a student for gifted and talented services complete the form below and return it to
one of the following: the student’s classroom teacher, the counselor, the principal, or the
advanced academic services office. If you have questions or concerns, please contact the Waco
ISD office of Advanced Academic Services at (254) 755-9519.
Gifted and Talented Services
Student: ________________________________________
Date:______________________
Campus: ___________________________________
Grade: ____________________
Nominated by: _______________________________________________________
(Please print)
Relation to nominated student:_____________________________________________________
Briefly describe the setting in which you have observed the student performing or potentially
performing at a remarkably high level of accomplishment ______________________________
_____________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Servicios de Dotados y Talentosos
Distrito Escolar Independiente de Waco
Designación de los estudiantes para la detección
Servicios
Servicios de Dotados y Talentosos en Waco ISD están dedicados a proporcionar los servicios
educativos más adecuados para los estudiantes dotados y talentosos en los grados K-12.
Definición del Estado:
Estudiantes dotados y talentosos son aquellos que se desempeñan en o muestran el potencial para
llevar a cabo en un nivel notablemente alto de logro en comparación con otros de la misma edad,
experiencia o ambiente y que muestran capacidad de alto desempeño en un área intelectual,
creativo, artístico o sobresalen en un campo académico específico.
Política Local:
El Distrito Escolar Independiente de Waco señala las habilidades académicas en Artes del
Lenguaje, Matemáticas, Ciencias, Estudios Sociales e Inglés.
Nominación de los estudiantes
Cualquier persona puede nominar a un estudiante para recibir servicios de dotados y talentosos, y
todos los estudiantes nominados serán evaluados y evaluados por el personal del distrito
entrenado en la práctica de la educación de dotados y talentosos. Valoración y evaluación de los
estudiantes nominados/as incluye datos de lugares múltiples objetivas y subjetivas, y las
decisiones son tomadas por la identificación personal del distrito que entienden las características
de los alumnos dotados y talentosos.
Para nominar a un estudiante para los servicios de dotados y talentosos completa el siguiente
formulario y envíela a una de los siguientes: el maestro/a del alumno en la clase, el consejero/a,
el director o la oficina de Servicios Académicos Avanzados. Si usted tiene preguntas o
preocupaciones, por favor póngase en contacto con la oficina de Waco ISD de Servicios
Académicos Avanzados al (254) 755-9512.
______________________________________________________________________
Servicios de Dotados y Talentosos
Estudiante: ________________________________________ Fecha:______________________
Escuela: ___________________________________ Grado: ____________________
Nominado por: _______________________________________________________
(Por favor escriba)
Relación con el estudiante nominado:_____________________________________________
Describa brevemente el contexto en la cual usted ha observado que el estudiante realiza o
posiblemente podría realizarse en un nivel notablemente alto de logro.
Waco Independent School District
Advanced Academic Services
Permission to Test for Gifted Education
Dear Parents/Guardians:
Your child has been nominated for Waco ISD Gifted and Talented Services. In order to complete
the identification process, we will need to assess your child by using both verbal and/or nonverbal tests.
Enclosed, you will find “Things My Child Likes to Do” survey. To fully understand your child,
these forms must be filled out and returned by _____________________________________.
After testing, district personnel who understand characteristics of gifted and talented learners
will review your child’s student profile and determine appropriate services. You will be notified
as to whether or not your child requires gifted and talented services.
If you have any questions, please feel free to contact the office of Advanced Academic Services
at 254-755-9519.
Thank you for your assistance.
Dr. Cecelia Boswell, Executive Director
Advanced Academic Services
Please check the correct blank, complete the information, and return to the office of Advanced
Academics.
Yes
No, do not test my child.
I hereby give permission for ____________________________________ to be considered for
gifted and talented services. I understand that this gives permission to administer all tests that
may be necessary for participation in gifted and talented services.
Child’s Birth date: __________________________
Parent Signature: ___________________________________ Date: ___________________
Distrito Escolar Independiente de Waco
Servicios Académicos Avanzados
Permiso para Evaluar para la Educación de los Dotados
Estimados Padres / Tutores:
Su hijo/a ha sido nominado a los servicios de Waco ISD Servicios de los Dotados y Talentosos.
Con el fin de completar el proceso de identificación, se tendrá que evaluar a su hijo/a mediante el
uso de pruebas verbales y/o no verbales.
Adjunto, se encuentra "las cosas que a mi hijo/a le gusta hacer" de la encuesta. Para entender
completamente su hijo/a, estos formularios deben ser completados y devueltos por
_____________________________________.
Después de las pruebas, el personal del distrito que entiende las características de los alumnos
dotados y talentosos revisará el perfil académico de su hijo/a y determinara los servicios
apropiados. Usted será notificado en cuanto a si su hijo/a necesita servicios para niños/as dotados
y talentosos.
Si usted tiene alguna pregunta, no dude en ponerse en contacto con la oficina de Servicios
Académicos Avanzados al 254-755-9519.
Gracias por su ayuda.
Dr. Cecilia Boswell, Directora Ejecutiva
Servicios Académicos Avanzados
Por favor, marque el espacio correcto, complete la información, y devuelva esta información a la
oficina de Servicios Académicos Avanzados.
Sí
No, no doy permiso a mi hijo/a.
Yo doy permiso para que ____________________________________ sea considerado/a para
los servicios dotados y talentosos. Yo entiendo que esto le da permiso para administrar todas las
pruebas que sean necesarias para la participación en los servicios de los dotados y talentosos.
Fecha de nacimiento de niño/a: __________________________
Firma del padre o tutor: ___________________________________ Fecha: ________________
FAQ
Kindergarten through Grade 4/5 (Elementary Campuses)
Q: Since our gifted children in Kindergarten through grade 5 have been successful with a special
time of the week for their services, why should we change to cluster grouping?
A: Research (Rogers, 1991) has shown that academic growth of gifted students occurs when
they are clustered together. That research, along with the fact that gifted people are gifted all the
time, not just on one day a week, influenced the decision to provide gifted learners with the most
appropriate setting for learning.
Q: Who will be in the K-5 cluster groups if there are not enough identified gifted students to fill
a class?
A: Principals were provided a Teacher Checklist for teachers to evaluate students in their
classrooms. Criteria included responses from the Teacher Checklist, whether the student had
been nominated for G/T services, but not identified, and TAKS Commended Performance
scores.
Q: Who will teach our gifted children?
A: Principals have been offered information about characteristics of teachers who are
appropriate for teaching gifted learners. Principals will select the most qualified teachers for this
population. In addition to a variety of personal characteristics, each teacher must have 30 hours
of Professional Development in Gifted Education, plus 6 hours every year after the original 30
hours.
Q: What is the curriculum for our children?
A: State law requires that the teacher modify the regular curriculum (Texas Essential
Knowledge and Skills [TEKS]) through depth, complexity, and pacing. Teachers will use the
CSCOPE curriculum that all teachers use and differentiate (modify) it in ways mandated by state
law. For example, they will pre-test students when they start a unit to determine if they already
know all or parts of the content to determine how quickly or how much time they will spend on
the TEKS for that unit. This allows for them to use curriculum compacting, a term that means
that students learn what they do not know at a faster pace. Curriculum compacting will free the
teacher and students to spend more time with new learning at greater depth and in more complex
ways.
This year a new component will be added as part of their curriculum, Texas Performance
Standards Projects (TPSP). TPSP is curriculum provided by the state that is designed for gifted
learners. It is similar to the units students have been working on in their G/T classes in past
years, but provides opportunity for students to go deeper into a study and to look at it in more
complex ways. It also requires greater depth in research while, at the same time, teaching
students how to research. Teachers will infuse TPSP into the regular curriculum and/or provide
it to students when they have met the TEKS for a unit of study.
All student work will be evaluated through rubrics on a regular basis. The curriculum will be
evaluated throughout the year to ensure that your gifted child’s academic growth is accelerated
as required.
Q: Will the gifted students still be required to participate in History and Science Fair?
A: No and yes. History Fair and Science Fair will not be required of gifted students, but both
will be encouraged. The phenomenal success in these competitions demands that we continue
both for those who wish to participate. UIL competitions and all other competitions will be
continued according to the interests and needs of students. The nature of gifted children is that
they are often very competitive. In that light, all academic competitions will be encouraged.
We will add a new competition for the students in the cluster classrooms, Destination
Imagination. This competition combines critical and creative thinking, research, fine arts, and
FUN!
Pre-Advanced Placement (PAP) and Advanced Placement (AP) (Middle and High School
Campuses)
Q: When middle and high school gifted/talented students are served through PAP or AP courses
and students who are not identified as gifted/talented are in the class, must the PAP/AP teacher
differentiate the curriculum for the gifted/talented students?
A: 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 PAP/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. (Source: Texas
Education Agency)
Q: Can Pre-AP be used to serve gifted/talented students?
A: 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/talented students. (Source: Texas Education Agency)
CLUSTER CLASSROOMS
CONCEPTS (BIG IDEAS) and ESSENTIAL UNDERSTANDINGS (GENERALIZATIONS)
GRADE
K
CONCEPT
Patterns
ESSENTIAL UNDERSTANDING
Patterns give information.
Patterns have parts that are repeated.
1
Change
Change can be positive or negative (good/bad; +/-)
Change is necessary for growth.
2
Community
3
Culture
4
Relationships
5
Influences
Influences may be positive or negative.
Influences create new influences.
6
Adaptation
Adaptation leads to change.
Adaptation can be planned or spontaneous.
7
Force
8
Exploration
Explorations confront the unknown.
Explorations may result in new findings or the confirmation
of old findings,
HS
Sciences
Systems
Systems may be influenced by other systems.
Systems require recognizing purpose and responding to it.
HS ELA
Conflict/Balance
HS Social
Studies
Power
HS Math
Order vs Chaos
Community members share a common environment.
Communities follow a pattern of growth and change.
Culture influences dress, customs, and behavior of people.
Cultures change over time.
Relationships can be simple or complex.
Relationships may be natural, forced, or chosen.
Force attracts, holds, or repels.
Force affects or changes.
Conflict is composed of opposing forces.
Conflict may allow for synthesis and change.
Power has the ability to influence.
Power may take many forms (chemical, electrical,
mechanical, political, spiritual, …)
Order is a form of communication.
Order and chaos are reciprocals.
Advanced Academic Services, 2011