Wake County Public School System Academically Or Intellectually
Wake County Public School System Academically Or Intellectually Gifted Program New AIG County Plan 2014 -15 Dillard Drive Middle Courtney Rudder 1
Wake County and Dillard Drive Middle School Vision WCPSS will serve as the national standard for increasing student achievement in the 21 st 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. Dillard Drive Middle School and the Wake County System recognizes that children have different needs and is committed to ensuring that all students are challenged to reach their full potential. We believe that students should also be accountable as partners in their own learning. Students will graduate in increasingly higher percentages and compete successfully as productive citizens. 2
WCPSS AIG Updates 2014 -2015 New AIG Plan through 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 3
AIG Service Delivery All Wake County Public Schools provide differentiated services for students identified in AIG � Schools choose from a variety of service options � Dillard Drive attempts to cluster AIG students in their Language Arts and Math classes to allow more peer interaction between these students. � The “clusters” at Dillard Drive help Mrs. Rudder in planning with the teachers and working with the students. � Each school develops their AIG Plan outlining service delivery. � Schools choose from a variety of service options. � 4
4 th-8 th Grade Service Delivery in Wake County Plan……. Students are served through : � Differentiated Instructional Units (Mrs. Rudder collaborates with classroom teachers to help with the differentiation) � In-Class Flexible Grouping (Classroom teachers make decisions about flexible groups based on needs and performance of students) Cluster Grouping (strategically clustered at Dillard Drive this year) � Co-Teaching – Dillard Drive is working on more and more co-teaching where Mrs. Rudder is a partner within the classroom for a week or more � High School Students �Students self-select advanced courses. 5
Co-Teaching vs. Pull-out Co-Teaching is …………. . �Two or more professionals jointly deliver instruction �Shared classroom �Intentional planning �Purposeful instruction �Heterogeneous group of students �Cluster grouping in the classroom �One classroom setting �Joint Accountability 6
Dillard Drive Co-Teaching and Dillard Drive Pull-out…… This year we are planning to give more professional development to our teachers in order for them to understand the co-teaching philosophy and begin to implement this strategy with effectiveness. There will be a mix throughout the year of pulling AIG students and co-teaching in their classes. 7
Units/Activities planned…. . 6 th Grade: • Math students have worked with Mrs. Rudder in problem solving and are scheduled to work again with expressions and equations. • Language Arts students have worked with Mrs. Rudder in activities dealing with story elements and currently are working on writing memoirs after analysis of memoirs. • When working with Mrs. Rudder, more complex problems and text are incorporated along with more sophisticated concepts. Discussion is a large part of our AIG curriculum. 8
Mrs. Rudder has a Wiki Site for each grade level to incorporate online activities and active discussions…. . 6 th Grade: https: //rudderresponse. pbworks. com/ w/page/47531941/Rudder%20 Grade %20 Six 7 th Grade: https: //rudderreview. pbworks. com/w/p age/44103763/Front. Page 9
Traditionally, the process for AIG identification started in 3 rd Grade…. �WCPSS 3 rd grade students were evaluated. This process continues. �Students also could be evaluated each year through teacher nominations, parent nominations, and even student nominations, grades 4 -8. This process also continues. 10
Nomination Windows and Testing � Nominations are accepted at any time. � Nominations are reviewed each semester � A committee, the SBCGE (School Based Committee for Gifted Education) determines if it is appropriate to test � Testing occurs and is analyzed. � Further one-on-one testing may be needed. Dillard Drive has completed its Fall Testing for 2014. Spring Testing nomination window opens in January and testing occurs Feb-March. 11
AIG Referrals and Tests Referred students are administered the Cognitive Abilities Test and the Iowa Assessments. � Data is complied on an Individual Student Profile (ISP). üInformal Indicators üFormal 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. 12
Informal Indicators �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 and Motivation of the students is a high indicator. Students need to show �Student Motivation motivation independently and ◦ Parent and teacher checklists a drive for enriched learning �Other Informal Indicators when given the opportunity. ◦ Parent and teacher checklists ◦ GRS, Anecdotal Records, Projects, Awards, EOG Scores 13
Formal Indicators Norm Referenced Assessments � Aptitude test scores ◦ Cognitive Abilities Test (Cog. AT) ◦ Individual tests administered as necessary � Achievement test scores v. Iowa Assessments (IA) v. Individual tests administered as necessary The criteria is strict…. . NEW: AIG identification criteria is >95% in both aptitude and/or achievement and we now have 5 DIFFERENT GATEWAYS for Identification. 14
Gateway 1 � Students scoring > 95% on both a qualifying Cog. AT AND IOWA total reading and/or total math score are identified in the area(s) in which the scores align. This is considered Academically and Intellectually Gifted 15
Gateway 2 � Students scoring > 95% on qualifying Cog. AT score BUT below 95% on Iowa reading and/or math, will be administered the Woodcock Johnson Achievement Test (WJ) in reading and/or math. This is an individual achievement test. Resulting scores are analyzed to see if they can be paired for placement. • Students scoring > 95% on the Iowa Achievement test and below 95% on the cognitive test can be given an individual cognitive test to see if resulting scores can be paired. This is also considered Academically and Intellectually Gifted 16
Gateway 3 �> 98% on Cog. AT Composite or Partial Composite are identified in reading and/or math based on this score alone. This is considered Intellectually Gifted 17
Gateway 3 Part Two � > 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. This allows students who were tested last year that did not qualify under the old criteria to get a second look at their test scores. The new criteria allows the EOG score to play a part. This is considered Academically Gifted 18
Gateway 4 Criteria involves using something called a “Gifted Rating Scale” to be used in the process. The Gifted Rating Scale, (GRE), is an evaluation that is completed by teachers who know the students well and can evaluated their performance in multiple areas. 19
Gateway 5 � Students’ portfolio data (work samples, projects, writing papers, etc. ) demonstrates consistent performance 12 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 given by the County AIG psychologist. 20
Differentiated Education Plan Differentiated Course Plan Differentiated Education Plan (DEP) This plan is a little different in Middle School…… Mrs. Rudder met with teachers at the beginning of the year to establish how they plan to differentiate for the AIG students. This plan does the following…. . • Describes the AIG Program services at your school • Reflects appropriate service delivery options • Documents the results of the annual review process 21
Differentiated Curriculum & Instruction � 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 22
Here at DDMS Mrs. Rudder sponsors a “Problem of the Week” or POW Any student can solve the problem for points It’s good math. It’s also competition. 30 points = Prize! 23
New to DDMS…. A student Literary Magazine created by a student staff. “The Hue” This is a new club created by Mrs. Rudder and Mrs. Stevens (8 th grade Larts) to promote writing. Submissions in all genres are being asked for. The first publication is planned for the end of November. Submissions For The Hue 24
Odyssey Of the Mind Dillard Drive has a membership. We need parent coaches. Contact Mrs. Rudder for more information if you are interested in forming a team. Teams consists of 5 -7 students and they work on a creative “long term” problem with a regional competition in March. Visit: http: //www. odysseyofthemind. com/ 25
Additional Information is Available From: � 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 26
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