Carrollton-Farmers Branch ISD’s gifted and talented programs are designed to challenge the gifted learner who demonstrates the need for an augmented curriculum. Typically, gifted students differ from their age peers in three important ways. First, they absorb information at a faster rate and process it very efficiently. Second, they are often able to comprehend information with greater depth than their classmates, showing greater insight and understanding. Third, they often have interest that is more typical of older children or even adults. These three learning differences are frequently enhanced by other complementary characteristics: independence, persistence, nonconformity and motivation.
The Carrollton-Farmers Branch ISD demonstrates its commitment to educational excellence through the comprehensive programs developed for gifted and talented students in kindergarten through twelfth grade. Having a child-centered education program as its primary goal, the Carrollton–Farmers Branch ISD offers a two tiered multifaceted level program. These services are offered through the Academic Creative Education (ACE) program and the Leading Exceptional Academic Producers (LEAP) program. The structure of the district’s programs forms an inverted pyramid model beginning as a broad base design to discover and nurture the intellectual talents of the young child and gradually move into specific specialized course offerings. Classroom teachers who work with gifted students are required to receive at least 30 hours of training in gifted education.
In elementary, students are cluster grouped to receive instruction in three formats: 1) with other identified students 2) individually and 3) with other students possessing a range of abilities. The ACE cluster groups work with curriculum designed to present learning experiences that add depth, complexity, and pacing commensurate with the abilities of the student.
At the high school level, ACE students are offered a variety of identified gifted classes in grades 6-12. Such opportunities include Pre-Advanced Placement classes, Global and World Experience, and Advanced Placement. Students may also choose to apply to attend one of the four academies offered in the fields of Biomedical, Media Arts and Technology, International Business, or Law and Criminal Justice.
At the high school level LEAP students are offered a variety of identified gifted classes in grades 9-12. Such opportunities include Pre-Advanced Placement classes, Global and World Experience, and Advanced Placement classes. Students may also choose to apply to attend one of the four academies offered in the fields of Biomedical Professions, Media Arts and Technology, International Business, or Law and Criminal Justice.
A student may be referred for gifted and talented services by teachers, parents, administrators, counselors, students and other members of the community who believe the student may qualify for gifted and talented services. Identification of students is conducted not to label students but to determine which students require program alterations because of their unique educational needs. *Referral forms may be obtained at the student’s campus through the principal or counselor’s office.
Each school has a site-based gifted and talented Admission, Review, Exit (ARE) committee composed of teachers, counselors and/or administrators trained in gifted education who review data and make placement decisions based on the following:
· selection of potentially gifted students who would function in the top of the district’s population when compared to their peers,
· education need for the learning environment provided by gifted and talented classes,
· ability to function in an environment which requires self-motivation and independence.
Multiple criteria are used which include both quantitative and qualitative measures. The following are used to determine eligibility for the ACE program:
· a district-approved aptitude test score of 125 or above within the past two years
· achievement test stanine of three 9’s, or a combination of 9’s and 8’s
· other available test data, e.g. TAKS
· observable characteristics of the gifted and talented student
· classroom performance as evaluated by the ARE committee
· student portfolio
· parent inventory or student inventory
· interview if needed
A central ARE committee evaluates students for the LEAP program. The following are used to determine student eligibility. The central LEAP Admission, Review, Exit committee composed of teachers, counselors and/or administrators trained in gifted education who review data and make placement decisions based on the following:
· selection of potentially gifted students who would function in the 1% of the district’s population when compared to their peers,
· education need for the learning environment provided by classes for the exceptionally gifted,
· ability to function in an environment which requires students to work many grade levels above their own grade level peers, self-motivation and independence.
· two intelligence test scores of 140 or above on a district-approved aptitude test within the past two years
· achievement test scores at or above the 90th percentile
· observable characteristics of the gifted and talented student
· classroom performance indicating highly gifted level
· student portfolio
· parent inventory or student inventory indicating highly gifted level
· interview
Students new to the district who are nominated for the gifted and talented program may be screened after a six week waiting period. Students entering the district from another gifted program must meet the criteria established by the Carrollton-Farmers Branch ISD, but may be screened before the six week waiting period. Those transferring from another gifted program may expedite the process by providing assessment information from their previous school.
Participation in any program or service offered for gifted and talented students is voluntary on the part of each student and requires written permission of their parent/s or legal guardian/s.
In some extenuating circumstances, it may be determined by the campus Admission, Review and Exit Committee to be in the best interest of the student to remove him/her from the program temporarily by granting a “furlough” status for a specific period of time up to a year. The campus ARE committee will review the student’s placement status at the end of the furlough period, at which time the student should be returned to the gifted and talented program or formally exited. If the student exits, the exit procedure will be followed. Parent/s or guardian/s are notified of all procedures and signature is required.
Once a student is placed in the gifted and talented program, he/she will most likely continue in the program. If, however, it becomes evident that an error has been made in the placement of a student, the student is consistently non-productive, or exhibits behavioral problems inhibiting the learning of other students, it may be in the best interest of the student to exit him/her from the program. All methods of intervention must be utilized before the Admission, Review, Exit Committee determines and proceeds with formal exit. Parent/s or guardian/s are notified and involved in intervention strategies. The final exit decision should be based on educational, psychological and personal reasons with no single criterion as the determining factor for exiting the students. If formal exit is deemed appropriate by the ARE committee, parents are notified and signature is required.
What is Advanced Placement (AP)?
The Advanced Placement (AP) Program is a cooperative educational endeavor between secondary schools and colleges and universities. It allows high school students to undertake college-level academic learning in AP courses, and gives them the opportunity to show that they have mastered the advanced material by taking the AP Exams. Students can receive credit, advanced placement, or both from colleges and universities that participate in the College Board’s Advanced Placement Program. It is important for students to check with the college or university they plan to attend regarding the AP Exam credit qualifications it will accept.
AP courses make substantial academic demands on students. Most courses are a full year in length. Students are required to do considerable outside reading and other assignments and to demonstrate the analytical skills and writing abilities expected of first year students in a strong college program. This experience helps students develop the intellectual skills and self discipline they will need in college.
What is Pre-Advanced Placement (Pre-AP)?
Pre-Advanced Placement courses begin at grade six in English, mathematics, social studies and science. They are intended to ensure that middle and high school students are taught the skills, concepts, and habits of mind needed for college.
All Carrollton-Farmers Branch ISD teachers are provided professional development resources and services to equip them with the strategies and tools they need to engage their students in high-level learning.
What is the difference between Pre-Advanced Placement and general education classes?
All Pre-Advanced Placement courses and general education courses are required to use the Texas Essential Knowledge and Skills (TEKS). The Pre-Advanced Placement courses are modified by adding depth, complexity and pacing.
What does it mean to add depth, complexity and pacing?
Teachers and students may add depth, complexity through the modification of the Texas Essential Knowledge and Skill (TEKS) concept. The application of depth may be done through the language of the discipline, details, patterns, trends, unanswered questions, rules and ethics. Complexity may be added through big ideas or generalizations, and different points of view. The depth and complexity attributes are based on Dr. Sandra Kaplan’s work. Pacing is based on the ability to compact curriculum for learners or through their acquisition of knowledge. Thus, allowing the teacher to maximize the opportunities for added depth and complexity.
If a student is interested in Pre-AP or AP, who should they contact?
Contact your school counselor or teacher.
How many courses Pre-AP or AP courses should a student take?
The number of courses a student should take rests on the ability of the student, their other obligations and their commitment to the course’s rigor.
Must a student be identified for the ACE or LEAP gifted program to take AP or Pre-AP?
No. Students who are willing to commit to substantial academic demands and willing to do the outside reading should consider AP and Pre-AP courses.
Additional Information:
For additional information regarding gifted and talented programs, contact your child’s teacher, counselor or principal. Additional information may be obtained by calling the Department of Advanced Academic Services at 972.968.4370 or through the district’s web site
http://cfbstaff.cfbisd.edu/cfbgiftedandtalented/