day as well as the entire school year as a direct result of gifted/talented service options (19 TAC §89.3(1)). Out-of-school Options that meet options relevant to the of the students’ of gifted/talented strength are students are provided by school available on a districts continuous basis whenever possible outside the regular (19 TAC school day. §89.3(3)). Flexible pacing is Acceleration Options that meet employed, options are the needs of allowing students actively facilitated gifted/talented to learn at the by district students are pace and level administrators, available on a appropriate for counselors, and continuous basis their abilities and teachers. outside the regular skills. school day. Local board policies are developed that enable students to participate in dual/concurrent enrollment, correspondence courses, distance learning opportunities, accelerated summer programs, and/or the Distinguished Achievement Program (DAP). No more than 45% Local funding for Additional funding of state funds gifted/talented from business allocated for education partnerships, gifted/talented programs is used scholarships, education is spent to supplement the parent group on indirect costs state funding. fundraisers, etc. is as defined in the used to Financial supplement the Accounting and state and local Reporting Module funding. (Financial Accountability Resource Guide).
day as well as the entire school year as a direct result of gifted/talented service options (19 TAC §89.3(1)). Out-of-school options relevant to the students’ of strength are provided by school districts whenever possible (19 TAC §89.3(3)). Options that meet the of gifted/talented students are available on a continuous basis outside the regular school day. Options that meet the needs of gifted/talented students are available on a continuous basis outside the regular school day. Flexible pacing is employed, allowing students to learn at the pace and level appropriate for their abilities and skills. Local board policies are developed that enable students to participate in dual/concurrent enrollment, correspondence courses, distance learning opportunities, accelerated summer programs, and/or the Distinguished Achievement Program (DAP). Acceleration options are actively facilitated by district administrators, counselors, and teachers. No more than 45% of state funds allocated for gifted/talented education is spent on indirect costs as defined in the Financial Accounting and Reporting Module (Financial Accountability Resource Guide). Local funding for gifted/talented education programs is used to supplement the state funding. Additional funding from business partnerships, scholarships, parent group fundraisers, etc. is used to supplement the state and local funding.
Connally_Elementary_Community_and_Student_Engagement_3_CASE_Indicators_for_2017-2018.docx