11. Will GT identification still exist?

GT identification remains in place and follows the district’s established assessment and identification process.

12. How will GT students be supported?

Students identified for GT services will receive: • Differentiated instruction • Advanced learning opportunities and extensions • Additional enrichment during WIN (What I Need) time

13. How are students supported if they receive multiple services (e.g., GT and speech)? Campuses coordinate services to ensure students receive appropriate, balanced support while minimizing disruption to instruction.

14. How will rigor be maintained in mixed-ability classrooms?

Teachers implement:

• Differentiation

• Flexible grouping •

Advanced instructional strategies

15. Will there be pull-out GT services?

GT services are provided in alignment with district guidelines, which may include in-class enrichment and additional supports as appropriate.

16. What happens if a student does not qualify for GT later?

Students may continue in the program as long as they are meeting expectations and progressing successfully.

Enrollment, Access, and Applications

17. How do families apply?

Families complete and submit an application to Mesita ECDC. Applications are reviewed based on program capacity.

18. Is acceptance guaranteed?

Acceptance is based on:

• Program capacity

• Balanced classroom composition

19. Can students from outside Mesita be accepted?

Enrollment may include students from outside Mesita based on available space and program guidelines.

20. What happens if the program reaches capacity?

A waitlist process is implemented, and additional sections may be considered based on enrollment and staffing.

21. When will families be notified?

Families will be notified after application review is completed and placement decisions are finalized.

Classroom Structure & Student Experience

22. Will students with different learning needs be served together?

Classrooms are designed to include a range of learners, supported through differentiated instruction.

23. What will first-grade classrooms look like?

Classrooms will follow the dual language model, incorporating project-based learning, rigorous instruction, and gifted and talented instructional practices to support diverse student needs.

24. Can students remain with peers from the same school?

Requests may be considered; however, placement is based on overall class balance and program needs.

25. What happens if a student needs a different placement?

Campus staff will work collaboratively with families to review appropriate options.

26. How is a safe and inclusive environment ensured?

The program emphasizes:

• Respect and collaboration

• Inclusive practices

• Positive classroom culture Instruction,

Rigor & Curriculum

27. What does instruction look like in the classroom?

Instruction is:

• Standards-based

• Language-rich

• Interactive and collaborative

28. Will project-based learning continue?

Students will continue to engage in project-based and inquiry-driven learning experiences that promote critical thinking.

29. How often will students complete projects?

Projects are embedded within instruction and supported through teacher planning.

30. How is rigor maintained?

Rigor is maintained through: • Higher-level questioning • Differentiation • Alignment with academic standards

31. How is student progress monitored?

Progress is monitored through:

• Ongoing assessments

• Classroom performance

• Data analysis

32. How is instruction kept engaging?

Instruction includes interactive, hands-on, and collaborative experiences, ensuring it is developmentally appropriate and not solely workbook based.

Teachers, Staffing & Support

33. How are teachers selected?

Teachers are selected based on qualifications, experience, and program needs.

34. What training do teachers receive?

Teachers receive training in:

• Dual language instruction

• GT strategies

• Differentiated instruction

35. What support is provided to teachers?

Support includes:

• Professional development

• Instructional coaching

• Planning support

36. How will teacher workload be supported?

The district provides ongoing support and resources to help teachers effectively meet diverse student needs.

Program Capacity, Class Size & Waitlists

37. What are class size expectations?

Class sizes follow district guidelines, with adjustments based on enrollment.

38. When are additional sections added?

Additional sections may be considered based on:

• Enrollment demand

• Staffing availability

• Resources

39. Can class sizes increase?

Adjustments may occur within district-approved limits.

Data, Decision-Making & Transparency

40. What informed these changes?

The decision to implement these updates was guided by the goal of expanding access while maintaining high expectations for all students. The program is designed to promote equity by providing more students including those not previously identified as GT the opportunity to participate in a rigorous dual language gifted/talented learning environment, while continuing to support advanced learning and strong academic outcomes.

41. How will communication be improved?

The district is committed to clear, ongoing communication and transparency with families.

42. How will success be measured?

Success will be measured through:

• Academic achievement

• Language development

• Program participation

Funding & Sustainability

43. How does the district budget impact the program?

The district continues to prioritize high-quality instructional programs, including CW/MU.

44. Will funding affect program quality or expansion?

Program decisions will consider available resources, while maintaining a commitment to instructional quality and student success.

Mesita Elementary Connecting Worlds/Mundos Unidos

Mesita Elementary Connecting Worlds/Mundos Unidos