Curriculum and Instruction

State Definition of a Gifted and Talented Student

§ 29.121. DEFINITION:  In this subchapter, "gifted and talented student" means a child or youth who performs at, or shows the potential for performing at, a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who:

• Exhibits high performance capability in an intellectual, creative, or artistic area;
• Possesses an unusual capacity for leadership;  or                        
• Excels in a specific academic field.                                     

Added by Acts 1995, 74th Leg., ch. 260, § 1, eff. May 30, 1995.

Bridge City Independent School District’s Definition of Gifted

Bridge City  ISD defines gifted and talented as any child or youth in grades K-12 who performs at, or shows the potential for performing at, a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who

(1) Exhibits high performance capability in general intellectual ability grades K-5; or

(2) Excels in one or more specific academic fields: math, science, language arts, and/or social studies grades 6-12.

State and District Goal for Services for Gifted Students

Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that are advanced in relation to students of similar age, experience, or environment and reflect individuality and creativity. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services.

-Texas State Plan for the Education of Gifted and Talented Students

Program Goals for Gifted and Talented Services K-12

1. IDENTIFICATION - Identify students in grades K-12 who demonstrated an academic need for gifted services using the criteria established by the district, approved by the board, and in compliance with the state mandates.
2. SELF-DIRECTED LEARNERS - Develop the students' capacities to become self-directed and to be confident in their ability to research and process information and to create and communicate their findings as they produce and present advanced-level products or performances as well as products and performances of professional quality at the high school exit level.
3. COMPLEX THINKING SKILLS - Enhance and refine the abstract and complex thinking and reasoning of these students through more sophisticated creative and critical thinking activities as they reflect and refine their own thinking processes.
4. APPROPRIATE INSTRUCTIONAL STRATEGIES - Provide students with multiple opportunities to participate in learning experiences using advanced content (within the four core areas) which are defensibly differentiated in depth, complexity and range through modification to content and/or process and/or product. Students will be able to work independently, with groups of other gifted students, and with groups of non-gifted peers.

Service Design

Cluster Grouping

Cluster grouping is an intentional method for providing full-time gifted services with a teacher that has received gifted and talented training.  Students that are identified as Gifted and Talented are purposely placed into a classroom based on their abilities and potential in combination with students demonstrating the capability for higher level thinking, placed students.  Research shows significant academic achievement gains for gifted learners who are grouped with others of similar interest and abilities.  Bridge City ISD provides G/T services in the four foundational curricular areas [Math, Science, English Language Arts and Reading, and Social Studies] from first possible identification in Kindergarten through graduation in 12th grade.  

Identification

Bridge City Independent School District has board approval on the identification procedures and processes of students K-12 for the services of the Gifted and Talented 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.  Bridge City ISD screens all students in Kindergarten, 2nd Grade, and 5th Grade.  

Parents may request their student to be tested.  Please reach out to the campus counselor for more information.

• Cindy Overman, Bridge City Elementary
• Elizabeth Fisher, Bridge City Intermediate
• Ashton Peddy, Bridge City Middle School
• Chloe Tucker, Bridge City High School 

Websites

• TxGifted
• NAGC
• Tea Texas Gov
• Texas PSP
• GT World

The district will ensure each student receives an exceptional educational experience, and is provided high-quality resources, support, and opportunities needed to thrive personally and professionally. 

So that BCISD staff can ensure that we achieve our mission and achieve the goal of THE BEST in TEXAS we must have a curriculum that meets the needs of all of our students. The state of Texas provides districts with curriculum standards called the Texas Essential Knowledge and Skills (TEKS). These standards provide teachers with student expectation statements: what a student should know and be able to do after participating in a learning experience that is rigorous and engaging to the student.

Because the TEKS are a set of standards and statements BCISD has adopted a curriculum document that provides the teacher with a scope (how much depth and complexity) and a sequence (when to teach it- order) called TEKS Resource System. According to the TEKS Resource System website, "At the heart of the TEKS Resource System process is a guaranteed and viable curriculum." 

Curriculum area experts ensure through a process of continual review. The key components of the TEKS Resource System curriculum are: 
• A K-12 systemic model in the four core content areas 
• Common language, structure, and process for curriculum delivery 
• Innovative Technology 
• Aligned written, taught, and tested curriculum 
• Clarified and specified TEKS/STAAR expectations assembled in a vertical alignment format 
• Customizable instructional plans that allow district resources to be integrated into the system 

Parent Assessment Resources

Learn more about BCISD, state assessments, accountability, and parent resources at TX Schools and Tex Assessment.

Texas Assessments - Resources for STAAR, STAAR Alternate, STAAR A, TELPAS, and TAKS

STAAR Assessments:

Reading Language Arts – Grades 3-8

Math – Grades 3-8

Science – Grades 5, 8

Social Studies – Grade 8

End of Course (EOC) Assessments:

Algebra I, English I, English II, Biology, and U. S. History

Early Childhood Resources

Texas Education Agency:

Early Childhood Education

Family Resources

High-Quality Prekindergarten Resources

Prekindergarten Registration and Enrollment

Act Early Texas – AET Free Screening Tools

Children’s Learning Institute (CLI Engage) – Family Engagement Resources | Texas Infant, Toddler, and Three-Year-Old Learning Guidelines

Early Childhood Intervention – ECI Services 

Books Beginning at Birth – Free Books

Texas School Ready! – TSR Website

Pre-K Enrollment Requirements:

Reach the legal age of 4 on or before September 1, 2023, and must meet at least one of the following requirements:  

• Unable to speak and comprehend the English Language

• Economically disadvantaged (family whose income would meet the same requirement as the national free and reduced-price lunch program)

• Homeless 

• Child of an active duty, injured, or killed member of the Armed Forces, including state military forces or reserve component of the Armed Forces, who is ordered to active duty

• Has ever been in the conservatorship of the Department of Family and Protective Services for state foster care

• Child of a person eligible for the Star of Texas Award (a peace officer under Section 3106.002, Government Code; a firefighter under Section 3106.003, Government Code; or an emergency medical first responder under Section 3106.004, Government Code.

Kindergarten Readiness:

The primary domains of development are:

• Physical – Gross and Fine Motor
• Literacy – Reading and Writing
• Mathematical – Concepts and Thinking
• Language and Communication
• Health and Wellness

Parent Guides:

Pre-K Three-Year-Old Guide – English | Spanish

Pre-K Four-Year-Old Guide – English | Spanish

Kindergarten Guide – English | Spanish

First Grade Guide –  English | Spanish

Second Grade Guide –  English | Spanish

Texas Dyslexia Handbook and other resources can be found on the TEA website HERE.

Home Page for the Legal Framework (esc18.net) – English and Spanish

Dyslexia Parent Brochure – English and Spanish

Additional Dyslexia Resources

BCISD ESL/Emergent Bilingual – Parent Link

Emergent Bilingual Web Portal – TXEL 

TXEL for Parents/Families – Supporting Emergent Bilingual Students in Texas 

Parents and Families – Newsletters; Fall 2023

TEA Bilingual/ESL Support – Bilingual and English as a Second Language Education Program Resources

U.S. Department of Education Resources:

English Learner Family Tool Kit | Newcomer Tool Kit 

Pursuant to Education Code section 28.02541, a district may graduate and give a high school diploma under alternative requirements to individuals who entered the ninth grade before the 2011–12 school year and have met all applicable graduation requirements for the year they entered ninth grade, but have not performed satisfactorily on an assessment instrument or part of an assessment instrument required for graduation.

A school district or an open-enrollment charter school may award a high school diploma to an individual who:

1. entered Grade 9 before the 2011-2012 school year;
2. successfully completed the curriculum requirements for high school graduation applicable to the individual when the individual entered Grade 9;
3. has not performed satisfactorily on an assessment instrument or a part of an assessment instrument required for high school graduation, including an alternate assessment instrument offered under TEC, §39.025(c-1);
4. has been administered at least three times the required subject-areas test(s) for which the individual has not performed satisfactorily on the exit-level assessment instrument applicable to the individual when the individual entered Grade 9;
5. and meets the alternative requirements for graduation established by the school district or open enrollment charter school in accordance with subsection (c) of this section:
   1. has met the performance standard on an alternate assessment as specified in §101.4003 of this title (relating to Texas Assessment of Knowledge and Skills Exit-Level Alternate Assessments);
   2. has performed satisfactorily on the applicable subject-area test of a state-approved high school equivalency examination in accordance with §89.43(a)(4) of this title (relating to Eligibility for a Texas Certificate of High School Equivalency); (SAT,ACT, TSI,STAAR)
   3. provides evidence of attainment of an industry-recognized postsecondary license or certification that is included on a Texas Education Agency-approved list of licensures and certifications;
   4. provides evidence of current active duty service in the armed forces or a DD Form 214 indicating honorable or general discharge from the armed forces; or has successfully completed college-level coursework.

Proficiency shall be established through one or more of the following factors:

1. The individual’s grade in each course in the subject areas applicable to the assessments on which the individual has not performed satisfactorily;
2. The individual’s score on each assessment instrument on which the individual has failed to perform satisfactorily;
3. The individual’s participation in offered remediation;
4. The individual’s school attendance rate;
5. The individual’s transcript of course work;
6. The individual’s completion of career and technical education (CTE) program courses;
7. Any other academic, work, or life experience determined to be relevant by the local graduation committee.

Procedures

1. Complete the application linked here for Alternate Graduation Consideration.
2. Attached all supporting documents. Applicant transcript will be reviewed to determine if all graduation course requirements have been met as well as required past attempts on state tests.
3. Applicants will be notified if qualified for consideration for alternative graduation consideration under Education Code section 28.02541.
4. If the applicant qualifies, the applicant may be asked to provide additional documents to BCISD relating to post high school experiences.
5. A committee will review all documents and the applicant's transcript.
6. Applicants may be asked to meet with the committee to discuss post high school experiences.
7. The committee will determine if applicants can be awarded graduation status.
8. Applicants will be notified via email of the committee’s decision.
9. If an applicant is awarded graduation, transcripts will be updated to indicate graduation date and a new transcript will be provided to the graduate.

If you have any questions, please contact the Curriculum & Instruction Department at 409-735-1500.

Application for Consideration of Alternative Graduation

2023-2024 Dual Credit Classes offered through Lamar State College-Orange

English: ENGL 1301, ENGL 1302, ENGL 2322, ENGL 2326

History: HIST 1301, HIST 1302, GOVT 2305, GOVT 2306

Science: BIOL 1408. BIOL 1409

Math: MATH 1314

Electives: ECON 2301, PSYC 2301, EDUC 1300, SOCI 1301

ARTS 1301, HUMA 1315, COSC 1301, SPCH 1315

CTE: Medical Terminology, Pharmacy, EMT, Maritime, Process Tech (or Instrumentation) Mechatronics, Cosmetology, Welding, CNA

LSCO BCISD Dual Credit Agreement