A meeting for parents/guardians of newly identified students was held on September 25 at 6:00PM at the Performing Arts Center (PAC).  At this meeting, information about Hays CISD’s service design was shared.  In addition, strategies to support the social and emotional needs of gifted students were shared.  Below are links to the presentation.

Newly Identified Student Parent Night 2024

• English
• Espanol

Service Design: Grade K

Differentiation:  The G/T cluster classroom teacher provides differentiated learning opportunities for those students who have been formally identified for G/T services.  Flexible grouping and acceleration opportunities are prescribed by the G/T cluster teacher.  All kindergarten teachers are G/T cluster teachers and provide services within the classroom.

Service Design: Grades 1-5

G/T Cluster Grouping for Students Identified at the Start of the School Year:  Cluster grouping is a method that Hays CISD uses to meet the academic needs of G/T students.  In Hays CISD schools, G/T students are clustered with a G/T trained classroom teacher.  The G/T cluster teacher is responsible for teaching the core content academic curriculum as well as differentiating instruction for the G/T students.  The G/T cluster classroom teacher provides differentiated learning opportunities to those students who have been formally identified for G/T services.  Flexible grouping and acceleration opportunities are prescribed by the G/T cluster teacher. 

Pull-Out Instruction for Students Identified March 1:  Newly identified students will receive pull-out instruction from the G/T Instructional Coach one hour per month from March through May to prepare them for a cluster classroom the following year.

Service Design: Grades 6-8

G/T Cluster Grouping:  Cluster grouping is a method that Hays CISD uses to meet the academic needs of G/T students.  In Hays CISD schools, G/T students are clustered with a G/T trained classroom teacher.  The G/T cluster teacher is responsible for teaching the core content academic curriculum as well as differentiating instruction for the G/T students.  Identified students are offered differentiated learning opportunities within the classroom.  Flexible grouping and acceleration opportunities are prescribed by the classroom teacher.

Advanced Math:  Students with strength in Math are eligible to participate in advanced Math services utilizing a compacted curriculum.  Four years of math instruction are compacted into three years with students completing Algebra I in their eighth grade year. Identified students are offered differentiated learning opportunities within the classroom.  Flexible grouping and acceleration opportunities are prescribed by the classroom teacher.

Advanced Courses:  In addition, advanced classes are offered in Reading/ Language Arts, Science, and Social Studies by educators who are trained in advanced curriculum and in gifted and talented education for students in 6th through 8th grades.  These courses are advanced in nature and serve as preparation for college courses.  Identified students are offered differentiated learning opportunities within the classroom.  Flexible grouping and acceleration opportunities are prescribed by the classroom teacher.

** Students are encouraged to take advanced level courses in their identified strength areas.

Service Design: Grades 9-12

G/T Cluster Grouping:  Cluster grouping is a method that Hays CISD uses to meet the academic needs of G/T students.  In Hays CISD schools, G/T students are clustered with a G/T trained classroom teacher.  The G/T cluster teacher is responsible for teaching the core content academic curriculum as well as differentiating instruction for the G/T students.  Identified students are offered differentiated learning opportunities within the classroom.  Flexible grouping and acceleration opportunities are prescribed by the classroom teacher.

Advanced Courses:  Advanced courses are offered in Math, Reading/Language Arts, Science, and Social Studies by educators who are trained in advanced curriculum and in gifted and talented education.  These courses are advanced in nature and serve as preparation for college courses.  Identified students are offered differentiated learning opportunities within the classroom.  Flexible grouping and acceleration opportunities are prescribed by the classroom teacher.

Advanced Placement:  The Advanced Placement (AP) Program, sponsored by the College Board, offers motivated and capable high school students an opportunity to take college-level courses while in high school.  AP courses have open enrollment and participation is based on the course prerequisites as indicated in the course catalog.  In addition to all Texas Essential Knowledge and Skills, a wider range and greater depth of content is taught, with an emphasis on higher-level critical thinking skills as well as provisions for creative and productive thinking.

Dual Credit:  Through a partnership with Austin Community College, high school students may enroll in college concurrently with high school to extend learning or accumulate college hours.  Credit earned through dual credit may result in college and high school credit and is designed to fulfill high school graduation requirements.  In order to receive high school credit for a college course, the course must cover the required state curriculum.

Dual Enrollment:  Through a partnership with the University of Texas at Austin OnRamps offers dual enrollment courses designed to engage students in authentic college experiences.  Courses count for high school credit and students have the option to accept college credit.