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Powell GT Elementary

Ms. Fox

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Who is Ms. Fox
WCPSS Presentation
What does this mean for Powell?
How will Ms. Fox stay in touch with us?
What can I do to support everyone involved?
Questions still left?
I was a student in
WCPSS
I was an AIG student at
a GT magnet
elementary school
I was in the accelerated
math classes (SSA now)
I participated in the
Duke TIP search
I received the NC
Teaching Fellow
scholarship
I earned my BA in
elementary education
from Elon University
I earned my AIG add on
license from UNC-
Charlotte
I am in my eleventh
year of teaching
I am a graduate
student at NCSU
I am a mother of 2
children

5
Wake County Public School
System
Academically Or Intellectually
Gifted Program




Powell GT Elementary
Ms. Fox AIG Teacher

Wake County Public
School System Vision:
6
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.

WCPSS AIG Updates 2014-2015
7

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

AIG Service Delivery
8

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 Program Service Options

9
K-2 Program Details

Students in Kindergarten through 2
nd
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

10

3
rd
Grade Explorers Model
AIG teacher collaborates with 3
rd
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.

4
th
-8
th
Grade Service Delivery
11
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.
More electives opportunities
k-3
4-5 students required to take
electives in area of
identification
No more weekly pullout
Enrichment Coach


Principles of Co-Teaching
13
High Expectations for Every Student
Personalized Approaches to Learning
Using a Variety of Instructional Approaches and
Resources
Collaborative Teaching and Professional
Development
Continuous Student Performance Monitoring
Co-Teaching is
14
Two or more professionals jointly deliver
instruction
Shared classroom
Intentional planning
Purposeful instruction
Heterogeneous group of students
Cluster grouping
One classroom setting
Joint Accountability
Traditional Identification Process
15
Screening of all WCPSS 3
rd
grade students
Parent nominations, grade 4-8
Teacher nominations, grade 4-8
Student nominations
Nomination Windows
16

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.

Testing Dates
17
Testing dates are scheduled:

First Semester: in week 6 of the 1
st
quarter
Second Semester: in week 4 of the 3
rd
quarter

Nominations received after the testing deadline will be
considered during the next semester.

AIG Referral
18
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 2
nd
grade.

SBCGE reviews the complete student profile to make a
recommendation.
Informal Indicators
19
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

AIG School Based Committee
for Gifted Education (SBCGE)
20
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 identified
AIG students.
Formal Indicators
Norm Referenced Assessments
21
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.





AIG (academically &
intellectually)
Both sets of scores (ability and achievement) were
high enough to qualify
IG (intellectually)
The ability scores were high enough to qualify and
other exemptions were met
AG (academically)
The achievement scores were high enough to
qualify and other exemptions were met
Gateway
#1
Students scoring > 95% on both
a qualifying CogAT score AND
Iowa total reading and/or total
math score are identified in the
area(s) in which the scores align
Gateway
#2
Students scoring >95% on
qualifying CogAT score AND
<95% on Iowa reading and/or
math
The WJ III is administered in
reading and/or math. The
achievement areas administered
are determined by the qualifying
CogAT score.
Students scoring > 95% on the
WJ III paired with a qualifyinq
CogAT score are identified in the
area(s) in which the scores align
Students scoring 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
#3
> 98% on CogAT Composite or
Partial Composite are identified
in reading and math
> 98% on Iowa reading and/or
math
> 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
#4
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 qualifying
CogAT score
A GRS with scores >88% in three
of the five scales.
Students are idenified in the
area(s) in which the scores align
Students scoring > 95% on the
Iowa Assessments in reading and
/or math
> 95% on EOG/EOC scores in
reading and/or math from the
current or the previous school
year which align with qualifying
Iowa score
A GRS with scores >88% in three
of the five scales.
Students are idenified in the
area(s) in which the scores align
Gateway
#5
Students portfolio data
demonstrates consistent
performance 1-2 grade levels
above the students current
grade
Referral made 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 Identification
Measures
23
Gateway 1
24


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.





AIG
Gateway 2
25
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.



AIG
Gateway 2
26
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.
AIG
Gateway 3
27
> 98% on CogAT Composite or Partial
Composite are identified in reading and/or
math.




IG
Gateway 3
28
> 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.

AG
Gateway 4
29
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.



IG
Gateway 4
30
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.




AG
Gateway 5
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Students portfolio data demonstrates consistent performance
1-2 grade levels above the students 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.


Depends on tests used
SBCGE Decision
32

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

Differentiated Education Plan
Differentiated Course Plan
33
Differentiated Education Plan (DEP)

Describes the AIG Program services at
your school
Reflects appropriate service delivery
options
Outlines AIG Progress Report for 4
th
and
5
th
grade
Documents the results of the annual
review process
Differentiated Curriculum &
Instruction
34
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




35
Stakeholders for AIG
Student Success












AIG
Teacher
Classroom
Teacher
School
Counselors
& Other
School
Staff
AIG Central
Services
Staff
Parents
Student
Additional Information is Available From:
36
AIG Teacher/email
School websites and newsletters
WCPSS website
AIG Brochure (provided to all 3
rd
grade families with Explorers information)
AIG Parent Guide
AIG Program Plan 2010-2013
PAGE, Partners for Advancement of Gifted Education




Individual Contact Mass Communication

Email- sfox@wcpss.net
Face to face meetings
My hours are M-Th 9:15-
3:45
Please make an appointment so
we both have the time to devote
to necessary conversations
Phone- (919)856-7737
This has the slowest turn
around time!


Website-
www.msfoxaig.weebly.
com
Twitter- @learnwithfox
Group bcc emails
AIG News boards
around school


Advocate for your child- but at the same
time, begin to teach them how to advocate
for themselves
Communicate with teachers
If it concerns the regular classroom, reach out to the homeroom
teacher first
If it involves AIG services, reach out to Ms. Fox
Continue to provide enriching experiences for
your child
Remember that your child is unique and
remind them of that
Remember that we are all partners here

If your question pertains to all children,
please ask it now!
If your question is specific to your child,
please set up a time to talk to me

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