We have received a variety of questions from parents regarding the approved transition to a College Readiness course structure in middle school. GCISD leaders want to ensure that your questions on this matter are addressed. Due to the volume of questions received, questions that are similar in nature have been grouped and answered by topic. The question topics are listed in random order and some duplication may occur due to the similarity of questions. Additional information regarding the transition to a College Readiness course structure, as well as the district PowerPoint presentation from the February 6 parent meeting, is available on the GCISD website as part of the 2012-2013 Program of Studies for Secondary Students. Thank you for your patience as we are working to address your questions and concerns.

 

The purpose of this transition is to "raise the bar" for all students and infuse college and career readiness into all aspects of our educational program, which is not only a requirement of the state (Texas College and Career Readiness Standards) but also a directive of our LEAD 2021 strategic plan. We heard from our LEAD 2021 community committees that less formulaic, whole-group structures for teaching need to be replaced with more student-centered, student-driven, engaging classes and coursework. This plan calls for district educators to increase the depth of learning, increase student performance and prepare every student for university-level work. In moving from a "teaching platform" to a "learning platform" as designed by our LEAD 2021 community action teams, we are taking the steps necessary to ensure that each student receives authentic instruction, valuable feedback, and is pushed to grow. The current structure limits our educators in their work toward these goals because it categorizes students into ability levels rather than providing opportunities for all students to achieve to their highest potential. Moving to a two-tier course structure at the middle schools adds value to the work that has already been done but takes that a step further by ensuring college and career readiness for all students.

 

In response to parent feedback and our desire to ensure that all families are well informed about this initiative, district leaders have adjusted the implementation schedules for the new middle school course structure. The move to College Readiness courses will go into effect for the 2013-2014 school year and will begin in sixth and seventh grades, with phase-in to eighth grade in the following year. Adjusting the timeline will allow for continued professional development with a particular focus on classroom differentiation.

 

This is not new curriculum The curriculum is driven by the state-mandated TEKS (Texas Essential Knowledge and Skills). All teachers currently have online access to the curriculum, which includes the organization of the state standards and district expectations. The College Readiness course structure is not changing the curriculum, but is more about designing differentiated work for students that is at a high level of rigor. Courses will have a stronger emphasis on college and career readiness elements, which will be added by teachers and instructional specialists as they continue planning to meet student needs through research-based strategies including formative assessments and differentiated instruction. The curriculum standards for each grade level are still the basis of the College Readiness courses.

 

No. The move to a College Readiness course structure was not made to address any budget cuts. A College Readiness culture aligns with LEAD 2021 and is based on the need to provide rigorous coursework for all students to ensure they are ready to meet the challenges of their post-secondary education or career paths.

 

Many districts have a Pre-AP strand in middle school. The only district in Tarrant County that has been rated Exemplary operates on a two-tier middle school model that is similar to the College Readiness and Accelerated model being implemented in GCISD. In our research of best practices and performance of neighboring and similar districts, we found that districts structure their curricular model at each grade level in various ways that they believe will best serve their students. For example, Lovejoy ISD in central Collin County near Allen, TX, currently has what they call "Pre-AP for All," which essentially is a rigorous curriculum requirement for all students. We also found that many schools and districts that have far greater challenges with student achievement are performing at higher levels than schools in GCISD. Research continues to confirm that high expectations for students, in addition to a high level of academic rigor, are factors that have much more influence on achievement than the name of a course. Raising the expectations and levels of achievement for all students will close gaps in learning and challenge every student to increase his/her depth of learning, which will lead to stronger student performance and higher achievement for our students, schools and district. 

 

In the differentiated classroom, lessons are structured so that all students gain a deeper level of understanding of a curriculum concept, regardless of whether they traditionally are high achievers or low achievers. Some students may already have a working knowledge of a particular curriculum concept, others may already have mastery of the concept, while others may have little or no knowledge of the curriculum concept being taught. Using strategies for differentiating instruction, teachers should structure their lessons with both advanced and remedial extensions so that each student is stretched to a deeper level of understanding based on where he/she is on the concept being learned.

 

In the differentiated classroom, students would be temporarily grouped by their level of understanding toward a specific content goal. Once that content goal changes, which happens often as teachers move through the curriculum, students' levels of understanding also change. Every learner has strengths and areas of needed improvement, and the differentiated classroom is designed to meet the needs of every student no matter where they are in their level of understanding of a particular concept. It is not appropriate to assume that all students who struggle with one concept would struggle with every subsequent concept. Much research suggests that grouping students into separate classes by ability level (tracking) is counterproductive, and our scores at the middle school level over the past three years of tracking have shown this to be true. Students and parents who feel that they would like to take on the pace of the Accelerated courses are afforded that opportunity. Due to the increased pace and rigor of Accelerated courses, enrollment in Accelerated will be based on recommended criteria. Students who do not meet the recommended criteria but desire enrollment in Accelerated courses should contact their school counselor or principal for further assistance.

 

One of the driving forces in our district is the use of formative assessments, or constant checks for student understanding, throughout every lesson. Using these in-classroom "checks," teachers can determine quickly which students have mastered the concept and which students need more time with the concept. Using strategies for differentiating instruction, teachers then can structure the next segment of learning so that it takes each student to a deeper level of understanding based on where he/she is on the concept being learned. This would mean that teachers have both advanced and remedial extensions to their lessons, allowing students who have mastered the concept to go deeper into the content while students who have not mastered the concept would receive additional learning on the concept. Additionally, the implementation of Personalized Learning Plans through LEAD 2021 will be a key tool for assuring that each student sets and achieves rigorous personal goals for his/her learning.

 

Teachers currently have a broad range of achievement levels in their classrooms and are trained to differentiate lessons to meet the various instructional needs of students. The district already has begun providing professional development that focuses on helping teachers gain more skill in designing differentiated lessons and using the formative assessment process to make decisions about where they need to take their instruction. To prepare for the transition to the College Readiness course structure in 2013-2014, the district will continue its professional development with teachers throughout the 2012-2013 school year. Classroom differentiation and formative assessments will continue to be a particular focus of professional development for teachers. Teachers also will continue to receive in-class support from campus and district instructional specialists during the school year, and Professional Learning Communities will focus on the College Readiness course structure as teachers share and collaborate on their best practices and analyze student data for academic growth.

 

Through the use of formative assessments, which happen daily in the classroom, and Professional Learning Communities, teachers will be able to more easily and readily address each student's needs throughout the school year rather than waiting to check progress through standard assessments.

 

No. Preparation in middle school to prepare every student on a "college readiness" standard will give students more academic foundation and skills to make a more informed choice of the classes offered at the high school level. We anticipate our Pre-AP and AP courses at the high schools to increase in enrollment as a result of this new middle school program.

 

Individualized Education Plans are specific to special education. LEAD 2021 calls for Personalized Learning Plans and these are being rolled out systematically. Every student doesn't have a written plan yet, but they will soon. The LEAD plan was adopted in spring 2011 and the first year of implementation began this past fall. It will take time to develop a system for creating individual plans for all 13,400+ students in GCISD. Due to the intense amount of time and work this requires, and to avoid overloading teachers, we are phasing in the implementation of these plans. We currently are in the goal-setting stage, which is the first step toward creating effective individual learning plans for all students. This year we began with grades 2-5.

 

No. The requirements for GT are not changing.

 

The current breakdown of sixth-grade course enrollment is as follows:

 

The high school course structure is not changing. Pre-AP and AP classes will continue to be offered in high school, and AP students will be able to take AP tests to earn college credit. In fact, we anticipate our Pre-AP and AP courses at the high schools to increase in enrollment as a result of the new middle school structure. This is because using a college readiness standard in middle school will give students deeper academic foundations and skills that will allow them to make more informed choices about the classes offered at the high school level.

On Level and Pre-AP are not currently Accelerated and are not going to be Accelerated under the new structure. They now will be College Readiness courses. There will be an option for Accelerated in math and science with enrollment based on recommended requirements.

 

Much research suggests that tracking (aka ability grouping) at the middle school level is counterproductive. Our scores at the middle school level over the past three years have shown this to be true. While college readiness standards can be addressed in any system, the removal of the tracking system is beneficial for all students and research based.

 

The state requires that the district provide a separate program for students identified as gifted and talented according to specified standards. This is accomplished through the Discoveries program at the middle school.

 

Research supports the grouping of gifted and talented students with other GT students, and providing a separate program for GT students is also required by state law. Research does not support the grouping by abilities of students who are not identified at GT; rather, research shows the increased achievement of all students when non-GT tracks are eliminated.

 

One of the driving forces in our district is the use of formative assessments, or constant checks for understanding, throughout every lesson. Teachers use the information that they collect to make informed decisions about how to structure the next segment of learning so that it takes each student to a deeper level of understanding. Support in the classroom comes from a variety of sources including Professional Learning Community support during planning and reflection, scaffolded lessons, on-campus support staff, district support staff, and student self-determined support. Parents are always an integral part of the support for our students. As we continue phasing in the implementation of personalized learning plans, the communication with parents about progress will become even more important to the success of each student.

 

  

Incoming sixth-grade students will need to select Accelerated Math to be on track for Algebra in the eighth grade. The district has provided recommended criteria for achievement and work habits to help students, parents and school counselors guide this decision-making. If students do not meet the quantitative criteria but desire to enroll in Accelerated Math or Science, parents should discuss the options for enrollment with school personnel so parents have a clear understanding of the pace and expectations of the accelerated courses. If a student takes College Readiness Math in sixth grade and decides he/she would like to take Algebra in the eighth grade, a bridge class will be offered during the summer so the student can be prepared with the knowledge and skills to meet the expectations. He/she then would enroll in Accelerated Math in seventh grade.