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  1. Wake County Public School System Academically Or Intellectually Gifted Program Mills Park ES Dyane Barnett MelaniBlewett

  2. Introductions and a little bit about Mrs. Barnett dbarnett@wcpss.net and Mrs. Blewett mblewett@wcpss.net www.aigmillsparkes.weebly.com

  3. AIG Background Information

  4. WCPSS will serve as the national standard for increasing student achievement in the 21st century. • Highly effective teachers and principals are empowered to raise the achievement of all children and will provide students with high quality classroom instruction that fosters intellectual development. • WCPSS recognizes children have different needs. • WCPSS is committed to ensuring all students are challenged to reach their full potential and to be held accountable partners in their learning. Students will graduate in increasingly higher percentages and compete successfully as productive citizens.   Wake County Public School System Vision:

  5. AIG Plan 2013-2016 • Year 1, Implementation Year • Based on NC AIG Program Standards • Reported to NC Department Public Instruction • Approved by local Board of Education, December 2013 • Response to 2013 Audit WCPSS AIG Updates 2014-2015

  6. Students identified as AIG receive differentiated services at all Wake County Public Schools. • Each school develops their AIG Plan outlining service delivery. • Schools choose from a variety of service options. AIG Service Delivery

  7. K-2 Program Details • Students in Kindergarten through 2nd grade receive differentiation and enrichment opportunities via the classroom teacher. • AIG teachers consult and collaborate with grade-levels to provide resources to ensure each student has enrichment opportunities aligned with the grade-level Common Core Standard. • Nurturing Program for students in Pilot Schools AIG Program Service Options

  8. 3rd Grade Explorers Model • AIG teacher collaborates with 3rd grade teachers to provide a variety of in-class experiences for all students. • The AIG teacher will provide 3 different series of lessons: • Critical Thinking • Mathematics • English/Language Arts • Students who demonstrate high performance will participate in small-group enrichment activities with the AIG teacher. AIG Program Service Options

  9. Students are served through the following: • Differentiated Instructional Units • In-Class Flexible Grouping • Cluster Grouping • Co-Teaching High School Students • Students self-select advanced courses. 4th-8th Grade Service Delivery

  10. What is a DEP? Differentiated Education Plan

  11. Differentiated Education Plan (DEP) • Describes the AIG Program services at your school • Reflects appropriate service delivery options • Outlines AIG Progress Report for 4th and 5th grade • Documents the results of the annual review process Differentiated Education Plan Differentiated Course Plan

  12. 4th Grade DEP

  13. Identified one area This section is blank because the student is not identified AIG in ELA.

  14. Cluster grouping • Flexible grouping • Curriculum compacting • Differentiated instructional units/centers • Increased complexity and challenge • Tiered activities and assignments • Varied texts and materials • Projects and investigations • Technology applications Basics of Differentiated Curriculum & Instruction

  15. Resource Class • All AIG students • One time per week per area identified • At least 45 minutes • Rigorous real world units • Require collaboration • Typically no HW • Co-Teaching • Both Mrs. Barnett and Mrs. Blewett • 4th grade at this time Consultaion and Collaboration • Weekly PLT’s Mills Park ES AIG Service Delivery

  16. Two or more professionals jointly deliver instruction • Shared classroom • Intentional planning • Purposeful instruction • Heterogeneous group of students • Cluster grouping • One classroom setting • Joint Accountability Co-Teaching is…

  17. What’s going on in resource class? Some specifics…

  18. Math - Students come during math block, 9:15-10:10 ELA – Students come during ELA Block 1:45-2:35 • Tuesdays – Ferens/Gauder • Thursdays – Ruch/Powell • Fridays – Kirst/Vaughn • Monday – Vaughn • Tuesday – Powell • Wednesday – Ferens/Gauder • Thursday – Kirst • Friday - Ruch Resource Class Schedule

  19. Math content • ELA content • Supplies! • Homework • Working lunch • Wish List Class Content and Procedures

  20. Odyssey of the Mind • Math Olympiad • Battle of the Books MPES Enrichment Opportunities

  21. General Questions?

  22. Screening of all WCPSS 3rd grade students • Parent nominations, grade 4-8 • Teacher nominations, grade 4-8 • Student nominations Traditional Identification Process

  23. Nominations are accepted at any time. • Nominations are reviewed each semester by the SBCGE before the semester testing dates. • The SBCGE determines if nominated students will be referred for evaluation based on current data. • Nomination Posters are posted throughout the school. • MPES Nomination Windows: • After Spring Nomination Window Closes– September 25, 2014 • After Fall Nomination Window Closes – January 9, 2015 Nomination Windows

  24. Referred students are administered the Cognitive Abilities Test and the Iowa Assessments. • Data is complied on an Individual Student Profile (ISP). • Informal Indicators • Formal Indicators (Norm referenced assessments) • Current aptitude scores • Current achievement scores • Current scores are scores within one calendar year of each other and obtained after 2nd grade. • SBCGE reviews the complete student profile to make a recommendation. AIG Referral

  25. Testing dates are scheduled: • First Semester: in week 6 of the 1stquarter • MPES Testing Dates for Fall referrals – October 13th – 17th • Second Semester: in week 4 of the 3rd quarter • Nominations received after the testing deadline will be considered during the next semester. Testing Dates

  26. Learning Behaviors • Parent and teacher checklists • Student Performance • Parent and teacher checklists • Current academic grades in ELA and Math • Current portfolio work samples in ELA and Math • Student Interest • Parent and teacher checklists • Student Motivation • Parent and teacher checklists • Other Informal Indicators • GRS, Anecdotal Records, Projects, Awards, EOG Scores Informal Indicators

  27. Provides a team framework for evaluating data and recommending the most appropriate service for individual students who demonstrate a need for differentiation • Includes administrator, AIG teacher, and staff members representative of core content areas and/or grade levels at each school. • Makes recommendations regarding: AIG referral, AIG identification, AIG services, and any issues involving identifiedAIG students. AIG School Based Committee for Gifted Education (SBCGE)

  28. Aptitude test scores • Cognitive Abilities Test (CogAT) • Individual tests administered as necessary • Achievement test scores • Iowa Assessments (IA) • Individual tests administered as necessary AIG identification criteria is >95% in both aptitude and/or achievement using one of our 5 Gateway Identification Measures. Formal Indicators Norm Referenced Assessments

  29. GATEWAY Identification Measures

  30. Students scoring > 95% on both a qualifying CogAT AND IOWA total reading and/or total math score are identified in the area(s) in which the scores align. Gateway 1

  31. Students scoring > 95% on qualifying CogAT score • AND < 95% on Iowa reading and/or math, the most recent version of the Woodcock Johnson Achievement Test (WJ) is administered in reading and/or math. • The achievement areas administered are determined by the qualifying CogAT score. • Students scoring > on the WJ paired with a qualifying CogAT score are identified in the area(s) in which the scores align. Gateway 2

  32. Students scoring > 95% on Iowa reading and/or math and <95% on a qualifying CogAT score, either the Reynolds Intellectual Screening Test (RIST) OR the Raven Standard Progressive Matrices is administered • Students scoring >95 on the individual aptitude (RIST or Raven) paired with the Iowa reading and/or math are identified in the area(s) in which the scores align. Gateway 2

  33. > 98% on CogAT Composite or Partial Composite are identified in reading and/or math. Gateway 3

  34. > 98% on Iowa Reading and/or Math • AND > 98% on EOG/EOC scores in reading and/or math from the current or the previous school year which align with qualifying Iowa score • Students are identified in the area(s) in which the scores align. Gateway 3

  35. Students scoring >95% on a qualifying CogAT, > 95% on EOG/EOC scores in reading and/or math from the current or the previous school year which align with the qualifying CogAT score • AND GRS with scores >88% in three of the five scales. • Students are identified in the area(s) in which the scores align. Gateway 4

  36. Students scoring > 95% on the Iowa Assessments in reading and/or math • AND >95% on EOG/EOC scores in reading and/or math from the current or the previous school year which align with qualifying Iowa score • AND a GRS with scores >88% in three of the five scales are identified in the area(s) in which the scores align. Gateway 4

  37. Students’ portfolio data demonstrates consistent performance 1-2 grade levels above the student’s current grade are referred by the SBCGE for an individual psychological evaluation. • This evaluation may include individual aptitude and/or achievement assessments. • For specific identification criteria for Gateway #5, see AIG Identification Table. Gateway 5

  38. Not Recommended for AIG Differentiation • Recommended for AIG Differentiation in Language Arts and/or Mathematics • SBCGE reviews student performance annually. SBCGE Decision

  39. Stakeholders for AIG Student Success Student

  40. AIG Teacher/email • www.aigmillsparkes.weebly.com • WCPSS website • AIG Brochure (provided to all 3rd grade families with Explorers information) • AIG Parent Guide • AIG Program Plan 2013-2016 • PAGE, Partners for Advancement of Gifted Education Additional Information is Available From: