## U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind -- Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. F. Michael Satarino]{.underline}

Official School Name [The School for the Talented and
Gifted]{.underline}

School Mailing Address [1201 East Eighth Street; Suite 302]{.underline}

# 

#  Dallas, Texas, 74203-2545

Tel. [(972) 925-5970]{.underline} Fax [(972) 925-6018]{.underline}

Website/URL
<http://www.dallasisd.org/schools/realtor_new.cfm?id_con=167>

Email <FMSatari@dallasisd.org>[.]{.underline}

I have reviewed the information in this application, including
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

*[Private Schools: If the information requested is not applicable, write
N/A in the space.]{.underline}*

Name of Superintendent [Dr. Mike Moses]{.underline}

District Name [Dallas Independent School District]{.underline} Tel.
[(972) 925-3700]{.underline}

I have reviewed the information in this application, including
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Ken Zornes]{.underline}

I have reviewed the information in this application, including
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**[PART II -- DEMOGRAPHIC DATA]{.underline}**

**DISTRICT** (questions 1 -- 2 not applicable to private schools)

1\. Number of schools in the district: [154]{.underline} Elementary
schools

(Total includes 4 alternative schools [28]{.underline} Middle schools

And 2 Pre-K schools) [0]{.underline} Junior high schools

[29]{.underline}\_ High schools

[217]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,676]{.underline}

Average State Per Pupil Expenditure: [\$6,913]{.underline}

**SCHOOLS** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

\[ X \] Urban or large central city

\[ \] Suburban school with characteristics typical of an urban area

\[ \] Suburban

\[ \] Small city or town in a rural area

\[ \] Rural

4\. [6]{.underline} Number of years the principal has been in her/his
position at school.

[N/A]{.underline} If fewer than three years, how long was the previous
principal at the school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Grade \# of \# of Grade Grade \# of \# of Grade

####  Males Females Total Males Females Total\_\_ 

\_\_**[K]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
**[7]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_**[1]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**[8]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_**[2]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**[9]{.underline}**\_\_
[13 30 43]{.underline}

\_\_**[3]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**[10]{.underline}**\_\_
[19 22 41]{.underline}

\_\_**[4]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**[11]{.underline}**\_\_
[20 18 38]{.underline}

\_\_**[5]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**[12]{.underline}**\_\_
[17 22 39]{.underline}

\_\_**[6]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
**[Other]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_**[TOTAL STUDENTS IN THE APPLYING
SCHOOL]{.underline}**\_\_ [161]{.underline}

6\. Racial/ethnic composition of [31]{.underline} % White

the students in the school: [30]{.underline} % Black or African-American

[34]{.underline} % Hispanic or Latino

[4]{.underline} % Asian/Pacific Islander

[1]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[0]{.underline} %

(This rate includes the total number of students who transferred to or
from different schools

between October 1 and the end of the school year, divided by the total
number of students in

the school as of October 1, multiplied by 100.)

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(1) Number of students who

> transferred ***to*** the school 0

after October 1 until the

[end of the
year.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(2) Number of students who

> transferred ***from*** the 0

school after October 1

[until the end of the
year.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(3) Subtotal of all

> transferred students \[sum 0

\_\_\_\_\_\_\_\_\_[of rows (1) and
(2)\]\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(4) Total number of students

> in the school as of 174

[October
1\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(5) Subtotal in row (3)

> divided by total in row 0

[(4)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(6) Amount in row (5) 0

[multiplied by
100.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

8\. Limited English Proficient students in the school: [0]{.underline} %

[0]{.underline} Total Number Limited English

Proficient

Number of Languages represented: [0]{.underline} (Please note that we
are required to monitor the

Specify languages: progress of four exited LEP students)

9\. Students eligible for free/reduced-priced meals: [32]{.underline} %

[52]{.underline} Total Number Students Who Qualify

If this method is not a reasonably accurate estimate of the percentage
of students from low-

income families or the school does not participate in the federally
supported lunch program,

specify a more accurate estimate, tell why the school chose it, and
explain how it arrived at this

estimate.

10\. Students receiving special education services: [.1]{.underline} %

[1]{.underline} Total Number of Students Served

Indicate below the number of students with disabilities according to
conditions designated

in the Individuals with Disabilities Act.

\_\_\_\_\_\_Autism \_\_\_\_\_\_Orthopedic Impairment

\_\_\_\_\_\_Deafness \_\_\_\_\_\_Other Health Impaired

\_\_\_\_\_\_Deaf-Blindness \_\_\_\_\_\_Specific Learning Disability

\_\_\_\_\_\_Hearing Impairment [1]{.underline} Speech or Language
Impairment

\_\_\_\_\_\_Mental Retardation \_\_\_\_\_\_Traumatic Brain Injury

\_\_\_\_\_\_Multiple Disabilities \_\_\_\_\_\_Visual Impairment
Including Blindness

11\. Indicate number of full-time and part-time staff members in each of
the categories below:

**Number of Staff**

**[Full-time]{.underline} [Part-time]{.underline}**

Administrator(s) [1]{.underline} \_\_\_\_[0]{.underline}\_\_\_

Classroom teachers [14]{.underline} [2]{.underline}

Special resource teachers/specialists [0]{.underline} [0]{.underline}

Paraprofessionals [1]{.underline} [0]{.underline}

Support staff [2]{.underline} [1]{.underline}

Total number [18]{.underline} [3]{.underline}

12\. Student -- "classroom teacher" ratio: [10 to 1]{.underline}

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the

difference between the number of entering students and the number of
exiting students

from the same cohort. (From the same cohort, subtract the number of
exiting students from

the number of entering students; divide that number by the number of
entering students;

multiply by 100 to get the percentage drop-off rate.) Briefly explain in
100 words or fewer

any major discrepancy between the dropout rate and the drop-off rate.
Only middle and

high schools need to supply dropout and drop-off rates.

[2001-2002 2000-2001 1999-2000 1998-1999 1997-1998]{.underline}

#### Daily Student Attendance 97.9 97.3 98.1 98.1 97.4 

#### Daily Teacher Attendance 94.3 95.8 98.3 97.6 97.1 

[Teacher Turnover Rate 7 7 7 7 7]{.underline}

[Student Dropout Rate 0 0 0 0 0]{.underline}

[Student Drop-off Rate 0 0 0 0 0]{.underline}

(Note 1 -- Teacher attendance for both 2000-2001 and 2001-2002 was
adversely affected by

one teacher each year who missed the entire second semester due to
serious illness.)

(Note 2 - the "Teacher Turnover Rate" represents the loss of one teacher
per year.

Of the five teachers who left, two retired, two had disabling illnesses,
and one was advanced

to administration)

14\. ***(High Schools Only)*** show what the students who graduated in
spring, 2002, are doing as of

September, 2002.

Graduating class size [52]{.underline}\_

Enrolled in a 4-year college or university [100]{.underline} %

Enrolled in a community college \_\_\_\_\_%

Enrolled in vocational training \_\_\_\_\_%

Found employment \_\_\_\_\_%

Military service \_\_\_\_\_%

Other (travel, staying at home, etc.) \_\_\_\_\_%

Unknown \_\_\_\_\_%

**Total** **100 %**

## [PART III -- SUMMARY]{.underline}

## 

##  School for the Talented and Gifted is a magnet high school in the Dallas Independent School District of the state of Texas (DISD). The mission statement of the DISD states: 

## 

## *"Our mission is to prepare all students to graduate with the knowledge and skills to become productive and responsible citizens."* The School for the Talented and Gifted assumes that mission statement and takes it further as we state our mission statement -- *"Our mission is to develop the gifts and talents of the students who come to us in such a manner as to allow them to gain admission to the college or university of their choice and to have that chosen college or university provide our students with scholarship and/or grant money as a reward for their academic accomplishments during their tenure at our school."*

The School for the Talented and Gifted has a vision statement mirroring
the vision statement of the "National Association of Gifted Children" --
*"It is our vision that the diverse expressions of gifts and talents of
[all]{.underline} individuals will come to be valued by society.
Responsibility for nurturing, encouraging, and supporting the full
development of potential in children and youth will be accepted and
shared in their families, schools, and communities. Their
accomplishments and contributions to self and society will be celebrated
by all."*

The School for the Talented and Gifted was established in 1982 as part
of the desegregation court order. Its curriculum was designed to provide
a comprehensive academic program to serve identified talented and gifted
students in grades nine through twelve. Originally located in west
Dallas on the L.G. Pinkston High School campus, the TAG Magnet, along
with five other magnet schools, moved to the new Yvonne A. Ewell
Townview Magnet Center in the fall of 1995.

The School for the Talented and Gifted draws students from across the
Dallas Independent School District. The current enrollment of
161students reflects the culturally diverse fabric of the larger school
district as best as it can while trying to match court-mandated ethnic
percentages in its selection process: 31% Anglo, 30% African-American,
34% Hispanic, and 5% Other.

During the spring semester a screening process is initiated to place
incoming students at the TAG Magnet for the following year. A holistic,
case-study approach is used by the screening committee, which is
comprised of the principal, the counselor, teachers, and community
representatives. Multiple identification criteria are used in the
screening process including academic transcripts, TAAS/Stanford 9
scores, a behavioral assessment scale, a student portfolio, and
anecdotal information. Careful attention is paid to pre-established
guidelines to insure that the student population is ethnically balanced.

All students attending the TAG Magnet complete the Distinguished
Achievement Program for graduation, as well as requirements unique to
the magnet itself, such as the TAG TREK, Interdisciplinary Seminars
producing the best AP program in Texas, and January interim-term
mini-courses (TAG-IT).

The students of the TAG Magnet have historically performed well on
standardized test measurements. One hundred percent of the students
passed all of the reading, writing, and math tests on the TAAS. The
average SAT score is V607 and M608. The annual graduation rate continues
to be 100%.

The sixteen faculty members of the TAG Magnet consist of professional
educators who are certified to teach the AP curriculum and the gifted
student -- the majority of these faculty members have advanced degrees
with one doctorate.

### PART IV -- INDICATORS OF ACADEMIC SUCCESS

1\. Criterion-Referenced and Norm-Referenced Test Results for Dallas
ISD's School for the Talented and Gifted

Texas Assessment of Academic Skills (TAAS)

The Texas Assessment of Academic Skills (TAAS) is a set of
state-mandated tests, which include Reading and Mathematics. The TAAS
tests are designed to measure student mastery of state-mandated
standards. Tests results are reported by school for each student group
designated by the state as well as for all students. Percent of students
passing each test is the format used by the Texas Education Agency since
the state accountability program's inception. Beginning in 2000, the
percent of students' proficient is also included in the report format.

For the purposes of this report, "Basic" indicates the percent of
student passing each exam. This is the minimum expectation established
by the state. State results are reported in percent of students passing
the tests statewide.

"Proficient" as it is used in this report indicates that not only did
each student pass the test, but also that the student had a Texas
Learning Index (TLI) of 85 or above. The TLI is a score that describes
how far a student's performance is above or below the passing standard
of 70. A TLI of 85 or above indicates superior performance on the test.
There was no "proficient" category for the year 1999.

There is no equivalent of "Advanced" in the Texas Accountability System;
"Proficient" indicates superior performance. "NA" to indicate "not
applicable" is entered into the table where appropriate.

Students take exit-level tests each year in the 10^th^ grade. Juniors
and seniors are not assessed by either criterion-referenced or
norm-referenced tests if they pass the exit-level TAAS test.

Stanford 9/Iowa Test of Basic Skills (ITBS)

For the years included in this report, a national norm-referenced test
was administered to students in the 9^th^ grade in accordance with Local
Board policy. In the spring of 1999, the Iowa Test of Basic Skills
(ITBS) in Reading and in Mathematics were administered and reported by
each designated student group and by all students. In 2000, 2001, and
2002, the Stanford 9 tests in Reading and Mathematics were administered
and reported by each designated student group and by all students. Both
norm-referenced tests are designed to provide an objective assessment of
student performance in relation to a national standard.

Results from the tests are reported as mean Normal Curve Equivalents
(NCEs). An NCE is an equal-interval scaled score that is tied to a
national percentile norms distribution. Because NCEs use a scale of 0 to
100, they are meaningful to educators who use the same scale for grading
purposes. NCEs have a mean of 50 and a standard deviation of 21.06. An
NCE of 50 could be interpreted as the national average, with scores
above one standard deviation from the mean (71.06) in the top 15% of the
national distribution. Scores above two standard deviations from the
mean (92.12) would be in the top 2.5% of the national distribution.

1\. (a., b., c.) See pages 14, 15, 16, and 17.

2\. Improvement of School Performance: At the end of each school year,
the principal submits to the district office the names of the five
individuals on the campus who will serve as the Campus Instructional
Leadership Team (CILT). At the beginning of the next school year, the
district calls all of the principals to a leadership workshop at which
all assessment data concerning the individual schools is presented. The
district allows three days of CILT workshops so that the members of the
team can understand the assessment data. One additional day is allowed
for the CILT and the campus principal to interpret the assessment data
and formulate a Campus Improvement Plan (CIP). The CIP covers all areas
of the curriculum and the assessment data provided and thus allows the
CILT to accurately gauge where improvement must occur. Please take note
of the dramatic increases in the 9^th^ grade Stanford 9 test scores over
the four-year period shown on page 17 -- especially in Math.

Improvement of Student Performance: The district provides "Individual
Student Profiles " on each of the students enrolled on a particular
campus. These profiles contain past test scores, confidential personal
information, enrollment history, special data as regards Special
Education or Bilingual/LEP status, etc. The principal and counselor
access this data with their passwords, meet with the teachers of these
students, and provide them with the information necessary for that
teacher to ascertain the student's strengths and weaknesses.
Confidential information on each child is shared at the Student Support
Team (SST) meetings. The SST plans appropriate interventions and
strategies based on the student's needs.

3\. The School for the Talented and Gifted believes in the necessity of
involvement by all stakeholders in the operation of the school. The
group that advises the principal, the Site-Based Decision Making group
(SBDM), is composed of students, faculty, parents, and community
members. In fact, students serve as the officers of the SBDM. Our PTA is
called the PTSA -- Parent, Teacher, and Student Association. Student
representatives serve on the executive board of the PTSA. The principal
has an advisory group of community members with an expertise in TAG
strategies. This group volunteers their time to assist the principal
whenever it is needed.

The state of Texas provides each school an annual accounting in all
areas -- attendance, assessment, cost per pupil, etc. This is called the
Public Education Information Management System (PEIMS). State law
requires that an annual School Report Card be issued on each school in
the state. State law requires also that this report card be reproduced
and sent to every parent whose children attend the school and that a
public meeting is held where the results can be discussed. The PEIMS
information is shared annually also with the TAG SBDM, PTSA, and
Advisory group.

4\. Vehicles are provided in three areas for schools to share their
successes with each other:

-   State Level -- The Texas Association of Gifted and Talented (TAGT)
    meets annually as a conference for all schools specializing in
    talented and gifted education to share their secrets for success at
    all grade levels.

-   District Level -- The DISD is divided into eight areas with Area 5
    being for all magnet schools. Area 5 schools meet on a monthly basis
    to get updates on their areas of specialization and to discuss ways
    to improve the educational process for all their students.

-   Vertical Team -- Each area of specialty under the umbrella of Area 5
    is aligned with schools of like nature so that grades Pre-K through
    12 can have their curriculum coordinated. The talented and gifted
    specialty includes two schools with grades 4 through 6 programs, two
    schools with grades 7 and 8 programs, and the School for the
    Talented and Gifted with grades 9 through 12. Curriculum issues are
    discussed based on directives given by both the state and the
    district. These directives are affected by the information coming
    forth from the national experts on gifted and talented educational
    issues as they are implemented. The effect of these initiatives on
    the curriculum is discussed annually. Parent involvement in these
    issues is generated through the TAG Advocacy Group -- comprised of
    parents and teachers representing the schools in the TAG Vertical
    Team.

### PART V -- CURRICULUM AND INSTRUCTION

1.  The School for the Talented and Gifted requires the Advanced High
    School Program as described by the Texas Education Agency -- this
    program is entitled the Distinguished Achievement Program (DAP), and
    it is the highest academic program allowed by the state. Our school
    then takes that program and makes it more demanding by including the
    Pre-AP and AP curriculum. I have compared the two below -- both
    programs require 26 credits:

**Required Credits for Required Credits for TAG**

### Area of Study Distinguished Achievement Enhancement of DAP 

English 4 credits required: 4 credits required:

English 1, English 2, English 1 Pre-AP, English 2

English 3, English 4 Pre-AP, English 3 AP.

####  English 4 AP 

Math 4 credits required: 4 credits required: Must

Must include Algebra 1, include Algebra 2 Pre-AP,

Algebra 2, and Geometry Geometry Pre-AP, Pre-

Calculus Pre-AP,

####  Calculus AB AP 

Social Studies 3.5 credits required: 3.5 credits required:

World History, World World History AP, Human

Geography, American Geography AP, American

History, U.S. Government History AP, U.S. Government

####  (one semester) AP (one semester) 

#### Economics .5 credits required: .5 credits required: 

####  Economics (Free Enterprise) Economics AP 

Science 4 credits required: Must 4 credits required:

include Biology, Chemistry, Biology Pre-AP, Chemistry

and Physics AP, Physics B AP, and one

more AP -- in Biology,

####  Chemistry, or Physics 

Foreign Language 3 credits required of the same 3 credits required of
the same

Foreign Language. Foreign Language (but in the

####  Pre-AP and AP curriculum) 

[Fine Arts 1 credit required 1 credit required:]{.underline}

#### Physical Education 1.5 credits required 1.5 credits required 

#### Health .5 credits required .5 credits required 

Speech .5 credits required: .5 credits required:

####  Communications Applications Communications Applications 

Technology Application 1 credit required: 1 credit required:

####  Computer Science 1 Computer Science 1 Pre-AP 

Electives 2.5 credits required: Must 2.5 credits required: Must

be from State-approved courses be from State-approved Pre-AP

in language arts, science, math, and AP courses in language

social studies, foreign language, arts, science, math, social

fine arts, or technology studies, foreign language, fine

[applications arts, or technology applications]{.underline}

2.  English language curriculum: A typical TAG student takes English 1
    Pre-AP as a freshman, English 2 Pre-AP as a sophomore, English 3 AP
    as a junior, and English 4 AP as a senior. In addition, students are
    required to take a semester of Communication Applications (Speech)
    as a freshman and Independent Study English as a senior. The Texas
    Education Agency has made it mandatory that all TAG students in the
    state must submit an "Exit-Level Project" during their senior year
    -- this project requires finding a mentor in the community,
    researching and developing the project, and submitting the finished
    project to a set of judges at the state level. The projects are
    graded on a "1" to "5" scale, with "5" being the highest. The
    student must score a "3" or higher to graduate with a "TAG"
    endorsement on the diploma. Our Independent Study English course is
    this exit-level project. In addition to the required courses,
    students have choices of the following electives: Debate and
    Humanities (World Studies/Philosophy).

> Since there is a selection process used to gain admission to the TAG
> Magnet; and, since one of the definitions of a TAG student is a
> national-norm reading score of "80" or higher, we don't have students
> who read below grade level. However, since we do require an AP course
> (AP Human Geography) of our freshman, we do have students who do not
> read well enough to tackle a college-level course in their first year
> of high school. These students are referred to the Student Support
> Team (SST) for review. This leads to a parent-teacher-student
> conference attended by both the counselor and the principal. Parent,
> student, and teacher agree to work together as they check on progress
> achieved through tutoring hours before and after school. In some
> cases, additional projects are assigned to improve reading skills.

3.  Math Curriculum: Since the other required measure in the Texas
    definition of a TAG student is a national-norm math score of "80" or
    higher, I have chosen to share our math curriculum with you.
    Preparation for, and acceptance to, college with scholarship and/or
    grant money is our mission and high achievement in both English and
    Math are necessary to the accomplishment of that mission. A typical
    TAG student comes to our school having taken Algebra 1 in the 8^th^
    grade -- so they begin with Geometry Pre-AP. They would take Algebra
    2 Pre-AP as sophomores, Pre-Calculus Pre-AP and Statistics as
    juniors, and Calculus AB AP as seniors. Students who come to us
    without Algebra 1 will take both Algebra 1 and Geometry Pre-AP as
    freshman and then follow the track mentioned above for their
    sophomore through senior years. If a student who has had both
    Algebra 1 and Geometry in their 7^th^ and 8^th^ grade years
    respectively comes to us, we begin their math curriculum with
    Algebra 2 Pre-AP as freshmen, Pre-Calculus Pre-AP as sophomores,
    Calculus AB AP and Statistics as juniors, and Calculus BC AP as
    seniors. We do have one math elective available for those advanced
    math students -- Independent Study in Math. This course takes the
    students through Number Theory and Linear Algebra, as well as other
    topics they will encounter at the university level.

NOTE -- I think it is important to note that all of our curriculums are
interwoven through the use of "Interdisciplinary Seminars" for each
grade level as well as for the entire school. These will be explained in
the next question

4.  The School for the Talented and Gifted can show dedication to the
    improvement of student learning through the description of two
    different facets of our instructional methods:

-   Measures -- The Texas Education Agency (TEA) requires 4 advanced
    measures in addition to the Distinguished Achievement Plan's
    required 26 credits. These measures must be accomplished within the
    student's four-year high school program. The TAG Magnet has chosen
    two of the four measures to be part of their curriculum -- original
    research/project which must be judged through an external review
    process (the "exit-level project" described earlier) and test data
    accumulated through a score of "3" or higher on at least two
    different AP tests and/or a score on the PSAT which qualifies the
    students to be named a "Commended Student" or higher.

-   Interdisciplinary Seminars -- One of the major TAG strategies
    endorsed by the experts is the use of interdisciplinary learning --
    that the entire curriculum is connected. If you can show the
    relationship of particular subject area in math, science, social
    studies, English, fine arts, etc., the learning will be accomplished
    at a quicker pace and with more comprehension and retention. Each of
    our grade levels has an interdisciplinary connection throughout the
    curriculum -- the 9^th^ grade is called the "Foundations Seminar";
    the 10^th^ grade is the "Explorations Seminar"; the 11^th^ grade is
    the "Connections Seminar"; and the 12^th^ grade is the "Horizons
    Seminar". We also do "all-school" seminars -- the most comprehensive
    being the TAG TREK. In the fall semester, the faculty chooses a
    theme and a curriculum is created. All TAG faculty and students go
    to a location away from campus and study that curricular theme for
    three days -- projects are created and graded at the end of the
    TREK. This past year the theme was in social studies --
    "Globalopoly". The students divided into 12 groups and, using
    English, math, science, social studies, computer, and fine arts
    curricula, developed 12 fictional countries and all of the related
    economics, demographics, and geographical characteristics.

5.  Staff development requirements for faculty and staff are dictated by
    state law and by district policy. The state requires so many hours
    of professional development (150 clock hours for classroom teachers
    every five years to keep their certification and 200 clock hours for
    principals and counselors every five years to keep their
    certifications), but leaves it up to the districts to decide the
    content. The state requires also that all principals must be
    assessed once every five years. The state requires 30 clock hours of
    TAG training for all TAG teachers, counselors, and principals as
    well as 6 hours of updated TAG training every year. The Dallas
    Independent School District (DISD) requires 21 hours for all faculty
    and support staff -- 14 hours in their curricular field and 7 hours
    in a field of particular need (this year the need was Inclusion
    strategies for Special Education students). School Administrators
    and Counselors are called to many staff development sessions and
    trainings depending on the needs of the district -- this year the
    principal and the counselor have each accumulated over 100 hours to
    date. However, in addition to these requirements, the principal
    attends the annual three-day conference for the Texas Association of
    Gifted and Talented, the counselor attends conferences on the
    "Nature and Needs" of gifted students, and the teachers attend the
    5-day AP summer sessions in the curricular fields they teach.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

[READING:]{.underline}

Grade: [10]{.underline} Test: [Texas Assessment of Academic
Skills]{.underline}

Edition/publication year: [annually]{.underline} Publisher: [Harcourt
Educational Measurement]{.underline}

[for the Texas Education Agency]{.underline}

What groups were excluded from testing? [None.]{.underline} Why, and how
were they assessed? [N/A]{.underline}

Number excluded: [0 .]{.underline} Percent excluded: [0%]{.underline}

Grade: [9]{.underline} Test: [Stanford 9]{.underline}

Edition/publication year: [9^th^ Edition]{.underline} Publisher:
[Harcourt Educational Measurement]{.underline}

or

Grade: [9]{.underline} Test: [Iowa Test of Basic Skills]{.underline}

Edition/publication year: [Forms K and L,]{.underline} Publisher:
[Riverside Publishing]{.underline}

[1993]{.underline}

What groups were excluded from testing? [None.]{.underline} Why, and how
were they assessed? [N/A]{.underline}

Number excluded: [0 .]{.underline} Percent excluded: [0%]{.underline}

[MATHEMATICS:]{.underline}

Grade: [10]{.underline} Test: [Texas Assessment of Academic
Skills]{.underline}

Edition/publication year: [annually]{.underline} Publisher: [Harcourt
Educational Measurement]{.underline}

[for the Texas Education Agency]{.underline}

What groups were excluded from testing? [None.]{.underline} Why, and how
were they assessed? [N/A]{.underline}

Number excluded: [0 .]{.underline} Percent excluded: [0%]{.underline}

Grade: [9]{.underline} Test: [Stanford 9]{.underline}

Edition/publication year: [9^th^ Edition]{.underline} Publisher:
[Harcourt Educational Measurement]{.underline}

or

Grade: [9]{.underline} Test: [Iowa Test of Basic Skills]{.underline}

Edition/publication year: [Forms K and L,]{.underline} Publisher:
[Riverside Publishing]{.underline}

[1993]{.underline}

What groups were excluded from testing? [None.]{.underline} Why, and how
were they assessed? [N/A]{.underline}

Number excluded: [0 .]{.underline} Percent excluded: [0%]{.underline}

[Texas Assessment for Academic Skills (TAAS) for Grade 10:
Reading]{.underline}

+-------------------------+----------+-----------+-----------+--------+
|                         | 2        | 2000-2001 | 1999-2000 | 199    |
|                         | 001-2002 |           |           | 8-1999 |
+-------------------------+----------+-----------+-----------+--------+
| Testing Month           | February | February  | February  | Fe     |
|                         |          |           |           | bruary |
+-------------------------+----------+-----------+-----------+--------+
| SCHOOL SCORES           |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| TOTAL                   | 41       | 40        | 55        | 38     |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Basic       | 100      | 100       | 100       | 100    |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Proficient  | 100      | 100       | 98        | na     |
+-------------------------+----------+-----------+-----------+--------+
| At Advanced             | na       | na        | na        | na     |
+-------------------------+----------+-----------+-----------+--------+
| Number of students      | 41       | 40        | 55        | 38     |
| tested                  |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| Percent of total        | 100      | 100       | 100       | 100    |
| students tested         |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| Number of students      | 0        | 0         | 0         | 0      |
| excluded                |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| Percent of students     | 0        | 0         | 0         | 0      |
| excluded                |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| SUBGROUP SCORES         |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| 1\. White               |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Basic       | 100%     | 100%      | 100%      | 100%   |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Proficient  | 100%     | 100%      | 100%      | na     |
+-------------------------+----------+-----------+-----------+--------+
| At Advanced             | na       | na        | na        | na     |
+-------------------------+----------+-----------+-----------+--------+
| 2\. African American    |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Basic       | 100%     | 100%      | 100%      | 100%   |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Proficient  | 100%     | 100%      | 92.90%    | na     |
+-------------------------+----------+-----------+-----------+--------+
| At Advanced             | na       | na        | na        | na     |
+-------------------------+----------+-----------+-----------+--------+
| 3\. Hispanic            |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Basic       | 100%     | 100%      | 100%      |        |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Proficient  | 100%     | 100%      | 100%      |        |
+-------------------------+----------+-----------+-----------+--------+
| At Advanced             | na       | na        | na        | na     |
+-------------------------+----------+-----------+-----------+--------+
| 4\. Economically        |          |           |           |        |
| Disadvantaged           |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Basic       | > 100%   | 100%      | 100%      |        |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Proficient  | 100%     | 100%      | 100%      |        |
+-------------------------+----------+-----------+-----------+--------+
| At Advanced             | na       | na        | na        | na     |
+-------------------------+----------+-----------+-----------+--------+
| 5\. All Students        |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Basic       | 100%     | 100%      | 100%      | 100%   |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Proficient  | 100%     | 100%      | 98.20%    | na     |
+-------------------------+----------+-----------+-----------+--------+
| At Advanced             | na       | na        | na        | na     |
+-------------------------+----------+-----------+-----------+--------+
| STATE SCORES            |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| TOTAL                   |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Basic       | 91.30%   | 88.90%    | 87.40%    | 86.50% |
+-------------------------+----------+-----------+-----------+--------+
| At or Above Proficient  | na       | na        | na        | na     |
+-------------------------+----------+-----------+-----------+--------+
| At Advanced             | na       | na        | na        | na     |
+-------------------------+----------+-----------+-----------+--------+
|                         |          |           |           |        |
+-------------------------+----------+-----------+-----------+--------+

Texas Assessment of Academic Skills (TAAS) for Grade 10: Mathematics

  ------------------------ ----------- ----------- ------------ ------------
                           2001-2002   2000-2001   1999-2000    1998-1999

  Testing Month            February    February    February     February

  SCHOOL SCORES                                                 

  TOTAL                    41          40          55           38

  At or Above Basic        100%        100%        100%         100%

  At or Above Proficient   97.60%      100%        94.50%       

  At Advanced              na          na          na           

  Number of students       41          40          55           38
  tested                                                        

  Percent of total         100         100         100          100
  students tested                                               

  Number of students       0           0           0            0
  excluded                                                      

  Percent of students      0           0           0            0
  excluded                                                      

  SUBGROUP SCORES                                               

  1\. White                                                     

  At or Above Basic        100%        100%        100%         100%

  At or Above Proficient   100%        100%        100%         na

  At Advanced              na          na          na           na

  2\. African American                                          

  At or Above Basic        100%        100%        100%         100%

  At or Above Proficient   91.70%      100%        85.7         na

  At Advanced              na          na          na           na

  3\. Hispanic                                                  

  At or Above Basic        100%        100%        100%         na

  At or Above Proficient   100%        100%        93.80%       na

  At Advanced              na          na          na           na

  4\. Economically                                              
  Disadvantaged                                                 

  At or Above Basic        100%        100%        100%         na

  At or Above Proficient   100%        100%        85.70%       na

  At Advanced              na          na          na           na

  5\. All Students                                              

  At or Above Basic        100%        100%        100%         100%

  At or Above Proficient   97.60%      100%        94.50%       na

  At Advanced              na          na          na           na

  STATE SCORES                                                  

  TOTAL                                                         

  At or Above Basic        92.70%      90.20%      87.40%       85.70%

  At or Above Proficient   na          na          na           na

  At Advanced              na          na          na           na
  ------------------------ ----------- ----------- ------------ ------------

#### Stanford 9/ITBS Norm-Referenced Results for Grade 9: Reading Comprehension

  -------------------------------- ----------- ----------- ----------- -----------
                                   2001-2002   2000-2001   1999-2000   1998-1999

  Testing Month                    April       April       April       April

  **SCHOOL SCORES**                                                    

  Total Scores                     40          40          41          55

  Number of students tested        40          40          41          55

  Percent of total students tested 100         100         100         100

  Number of students excluded      0           0           0           0

  Percent of students excluded     0           0           0           0

  SUBGROUP SCORES (mean NCE)                                           

  1\. White                        85.5        84.6        83.1        83.8

  2\. African American             77.1        65.1        68.3        66.3

  3\. Hispanic                     83.7        71.4        74.3        61.9

  4\. Economically Disadvantaged   80.5        66.6        74.5        58.4

  5\. All Students                 81.6        73.4        75.6        72.5
  -------------------------------- ----------- ----------- ----------- -----------

# Stanford 9/ITBS Norm-Referenced Test Results for Grade 9: Mathematics

+-----------------------------+--------+---------+----------+----------+
|                             | 200    | 20      | 1        | 1        |
|                             | 1-2002 | 00-2001 | 999-2000 | 998-1999 |
+-----------------------------+--------+---------+----------+----------+
| Testing Month               | April  | April   | > April  | April    |
+-----------------------------+--------+---------+----------+----------+
| SCHOOL SCORES               |        |         |          |          |
+-----------------------------+--------+---------+----------+----------+
| Total Scores                | 40     | 40      | > 41     | 55       |
+-----------------------------+--------+---------+----------+----------+
| Number of students tested   | 40     | 40      | > 41     | 55       |
+-----------------------------+--------+---------+----------+----------+
| Percent of total students   | 100    | 100     | > 100    | 100      |
| tested                      |        |         |          |          |
+-----------------------------+--------+---------+----------+----------+
| Number of students excluded | 0      | 0       | > 0      | 0        |
+-----------------------------+--------+---------+----------+----------+
| Percent of students         | 0      | 0       | > 0      | 0        |
| excluded                    |        |         |          |          |
+-----------------------------+--------+---------+----------+----------+
| SUBGROUP SCORES (mean NCE)  |        |         |          |          |
+-----------------------------+--------+---------+----------+----------+
| 1\. White                   | 98     | 90.6    | > 93.4   | 78       |
+-----------------------------+--------+---------+----------+----------+
| 2\. African American        | 82.5   | 81.2    | > 75.2   | 67.6     |
+-----------------------------+--------+---------+----------+----------+
| 3\. Hispanic                | 95.2   | 80.7    | > 78.5   | 66.6     |
+-----------------------------+--------+---------+----------+----------+
| 4\. Economically            | 92.5   | 80.2    | > 79.1   | 71.4     |
| Disadvantaged               |        |         |          |          |
+-----------------------------+--------+---------+----------+----------+
| 5\. All Students            | 92.3   | 84      | > 82.3   | 72.4     |
+-----------------------------+--------+---------+----------+----------+