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Academically Gifted (AG) 2010-13

August 2010 Page | 1

Academically Gifted (AG) Parent Handbook Table of Contents

Page # Section

3-8

AG Program Overview Letter to Parents Introduction: Philosophy and Vision Guilford County Schools 2010-13 -AG plan overview NC Standards for Gifted Continuum of Services

9 K-2 Consultative Services

11-14

Early Entrance to Kindergarten Early Entrance to Kindergarten – Parent Information Early Admission to Kindergarten Psychologists Information: Guidelines for

Evaluating Four Year Old Children Evaluation Results

15-18

K-2 Overview and Criteria Parent Notification of Team for Academically Gifted (TAG) review Subject/grade acceleration: criteria for principals’ decision

19 Grades 3-5 Screening and Services

21-40

Gr. 3-5 Screening Criteria for AG Eligibility Parent Letter for Eligibility Parent Letter for Ineligibility GCS AG Testing Schedule 3rd Grade Initial Screening for AG services 3rd Grade CogAT Referral Parent letter Parent Consent for Evaluation Private Testing Accepted Screening Tools AG Screening Portfolio Rubric Portfolio Parent Letter Screening for Students New to GCS Gr. 3-5 Parent Letter Annual Review of AG and Talent Development Services Parent Notification of TD Eligibility Parent Permission for TD Services Roles and responsibilities: Elementary Team for Academically Gifted (TAG)

TAG Review Grades 3-5 Parent Letter Procedures to Resolved Disagreements

41-59

Gr. 3-5 AG Services Grade 3 Whole Group Instruction Enrichment Model Overview Differentiated Education Plan AG Meeting for a New School Year Gr. 3-5 Enrichment by Quarter



Curriculum Alignment Annual AG Plans Reporting the Progress of AG Students and Student Goal Setting Setting My AG Goals Letter to Parents AG Student Self-assessment Elementary AG Progress Report

61-62 Gr. 3-5 Talent Development (TD)

Gr. 3-5 Talent Development Overview Talent Development by Quarter

62-66

Gr. 3-5 Enrichment Performance Watch Gr. 3-5 Enrichment Performance Watch Overview AG Student Performance Watch Plan

Performance Watch Parent Letter Changes in AG services Adding and Subtracting Eligibility

VS Program – Academy at Lincoln Section

67-76

Gr. 4-8 VS Screening and Eligibility VS Program Service Options Eligibility to Attend the Academy at Lincoln: Elementary School VS screening

Procedures VS Program Explanation: Frequently Asked Questions SAMPLE Parent Notification of Eligibility for VS Parent Notification of Ineligibility for VS VS Portfolio Rubric

AG Personnel Section

77-80 AG personnel Contact Information and Program Responsibilities and Professional Development for AG and Classroom Teachers

81-84 Glossary



October 1, 2010

Dear Parents,

This handbook has been developed to inform parents about Guilford County Schools (GCS) Academically Gifted (AG) program for elementary students. The handbook has been revised to align with the GCS AG plan that is required by the North Carolina Department of Public Instruction and the GCS Board of Education. Schools invite you to partner in your child’s education. It is hoped that this publication will assist you in that endeavor. Since the screening and services for AG students take place in the school, your primary informational source is with your child’s classroom teacher, the AG teacher, the Team for Academically Gifted, and the school principal. All of these people can help inform you about the processes that are followed for screening and for providing services. Differentiated instruction is provided for K-2 students by the classroom teacher. When the classroom teacher needs support to provide appropriate differentiated instruction for high achieving students, s/he is supported by the Team for Academically Gifted with strategies to meet the needs of the learner. The official screening process for identify students who are eligible for AG enrichment services begins in 3rd grade with an October aptitude assessment for all students. The following criteria are used to determine eligibility:

Aptitude: 85th percentile or greater Reading Achievement: 85th percentile or greater Math Achievement: 85th percentile or greater Gifted Rating Scale (GRS)*: 4 out of 5 sub scores must have a t score at or above 60 points.

A portfolio process is also in place for students who miss one criterion by a narrow margin. The screening process is completed by mid-January and services begin the second semester of the 3rd grade and continue through high school. Enrichment services are provided by a certified elementary AG teacher. Advanced courses provide the AG services in middle and high school. Subject and grade acceleration is a service option for students who need additional differentiated service option. Acceleration decisions are made with recommendations from the Team for Academically Gifted to the school principal. Grade placement is, by NC law, the decision of the school principal. Guilford County Schools AG Department also takes the responsibility to cultivate and nurture the gifts of all students. The Talent Development component of the elementary AG plan supports students who achieve above most of the students in their grade level. You are encouraged to discuss your child’s educational opportunities at the school. This handbook is intended to provide you with information so that the discussions are meaningful for all who serve your child. Sincerely, Lee Ann Segalla Executive Director of AG Services



GCS AG 2010-13 Plan: Introduction Philosophy

Guilford County Schools (GCS) believes that all children have the right to a respectful, inviting learning environment that challenges them to achieve at their greatest potential. Increasing access to academic rigor for every child in every classroom is a key component of the GCS Strategic Plan. Providing more rigorous learning opportunities for academically gifted students is a unique challenge. By state definition, academically gifted students already perform or show the potential to perform at substantially high levels of achievement. In order to meet the unique academic, social and emotional needs of gifted students, an appropriate level of academic rigor and support services must be provided. Academically gifted students need learning experiences tailored to their individual needs. Instructional plans for AG students may include enrichment opportunities, both within and outside the regular classroom, as well as subject or grade acceleration when needed. GCS is committed to preparing all teachers to recognize and address the special needs of the academically gifted and to increase the number of AIG-certified teachers providing direct services to students. The growth and success of these students, who represent diverse cultural and socio-economic backgrounds, is the shared responsibility of the entire school staff working collaboratively with families and the community. Program Vision By 2013 all Guilford County Schools (GCS) will have equitable opportunities for students to engage in rigorous learning. Processes and procedures for Academically Gifted (AG) services will be commonly understood by the school community and the community at large. All school staff will share the responsibility and will collaborate to provide the most rigorous learning experiences for each student. Several initiatives will provide the framework for developing the 21st century skills that eligible AG students will develop. The scope of these initiatives will encompass grades K-12. There will be a well defined 3-5 Enrichment model, K-2 Talent Development processes, curriculum compacting in grades 4 and 5, advanced curricula for English/Language Arts in Middle School, and full AP and IB courses in our High Schools.

The enrichment model used in grades 3-5 will incorporate inquiry-based learning opportunities in reading, writing, mathematics, and service learning. Although the Standard Course of Study objectives will be readily evident in student work, the enrichment activities will be primarily student-centered with a focus on 21st century skills.

The success of the K-2 Talent Development model will become evident as the numbers of AG eligible students increase. All K-2 students in schools with a history of low numbers of AG identified students will be engaged in Building Thinking Skills and Habits of Mind learning activities several times per week. Prescreening portfolios for Talent Development students will be regularly included in the 3rd grade screening process.

Students will demonstrate increased student achievement and have a more smooth transition to middle school in schools where curriculum compacting is practiced in grades 4 and 5 for math and reading. The teachers who provide curriculum compacting will use a variety of pre-assessments and formative assessments to accelerate and enrich students as appropriate. The teachers will have developed a professional network to share most effective lessons and instructional strategies.

The differentiated curriculum for middle school math and reading will be more articulated. The courses for English/Language Arts will have clearly different scope and sequence to include more rigorous writing and vocabulary opportunities.



There will be increased number of students participating in and performing well on Advance Placement (AP) courses and graduating with International Baccalaureate diplomas when the K-2 Talent Development model, the 3-5 enrichment opportunities, curriculum compacting, strong reading and math scope and sequence are routine. The community will participate more in the overall AG program of high performing students. Guilford County Schools 2010-2013 AG Plan Overview A. Student identification process

Increase the number of students from underrepresented populations Increase the fidelity of the screening process Integrate research-based materials and practices in the screening process Make the process available and transparent for the public and the school community

B. Grades 3-5 enrichment model (pull-out) Focus the enrichment model on the 21st century skills of problem-solving, communicating and meta-

cognition Increase the fidelity and consistency of enrichment opportunities Integrate research-based materials and practices into the curriculum Integrate 21st century concepts and skills Increase relevance and student-centered learning opportunities for students

C. K-5 talent development opportunities Develop the academic and intellectual talents of students in underrepresented populations who

demonstrate potential to become AG eligible Begin talent development prior to the third grade screening process Increase the numbers of AG eligible students in elementary schools that currently serve fewer than 15

students D. Grades 4-8 curriculum compacting in language arts and mathematics

Compact instructional time for students on learning objectives for which the student is already proficient in Language Arts and/or Mathematics to maximize time for more appropriate learning challenges with increased rigor.

Provide enrichment or accelerated instruction in the general education setting at the most advanced level of rigor that is appropriate for the student.

E. Professional development for all classroom teachers, as well as AG teachers, about instructional strategies for gifted learners

Support classroom teachers in their efforts to differentiate for AG learners Provide coursework for those teachers who are teaching AG students without an AIG license Provide support for teachers who are involved in the K-2 Talent Development and curriculum

compacting efforts



State Standards for Academically Gifted (AG) Education

The N.C. State Board of Education passed in 1996 new legislation for gifted education. Article 9B, Academically or Intellectually Gifted Students [N.C.G.S. § 115C-150.5-.8 (Article 9B)] requires school districts to develop three-year AIG plans for identifying and serving gifted students in grades K-12.

To ensure that the unique needs of gifted students are being met across the state, the plan for each local education agency (LEA) must address six AIG Program Standards: Standard 1: Student Identification

The LEA's student identification procedures for AIG are clear, equitable, and comprehensive and lead towards appropriate educational services.

Standard 2: Differentiated Curriculum and Instruction The LEA employs challenging, rigorous, and relevant curriculum and instruction K-12 to accommodate a range of academic, intellectual, social and emotional needs of gifted learners.

Standard 3: Personnel and Professional Development The LEA recruits and retains highly qualified professionals and provides relevant and effective professional development concerning the needs of gifted learners that is on-going and comprehensive.

Standard 4: Comprehensive Programming within a Total School Community The LEA provides an array of K-12 programs and services by the total school community to meet the diverse academic, intellectual, social, and emotional needs of gifted learners.

Standard 5: Partnerships The LEA ensures on-going and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships.

Standard 6: Program Accountability The LEA implements, monitors, and evaluates the local AIG program and plan to ensure that all programs and services are effective in meeting the academic, intellectual, social, and emotional needs of gifted learners.

The AIG Program Standards provide clear expectations for local school districts while promoting strong partnerships between schools, families, and the community. Each standard is accompanied by a list of practices that describe what each district should have in place. NOTE: For more information on how Guilford County Schools is addressing the state's AIG Program Standards, see the GCS 2010-2013 AIG Plan on the district website (www.gcsnc.com).



Continuum of Services

Elementary School Middle School High School

General classroom instruction with differentiation for gifted learners

Talent Development

K-2 Pilot

Talent Development Grades 3-5

Classroom consultation

with AG teacher K-2

Enrichment pull-out groups

by targeted abilities Gr. 3-5

Within grade and across grade advanced courses

Honors Advanced placement

Curriculum Compacting Grades 4-8

Separate setting

VS - Academy at Lincoln Grades 4-8

Special Schools – Early College

Acceleration Options: Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes



K-2 Consultative Services



PARENT INFORMATION SHEET Early Admission to Kindergarten

The 1997 General Assembly passed legislation allowing gifted 4 ½ year olds to enter kindergarten under certain guidelines. The state guidelines indicate that children entering kindergarten early shall be functioning two to three years beyond their age peers. According to the state guidelines, parents interested in enrolling their child 4 ½ year‐old child must submit a written request to the school to which their child would be assigned within the first 30 calendar days of the instructional school year. A packet containing the following material must be given to the principal:

1. A written request by the parents to enroll the child in kindergarten.

2. A birth certificate showing that the child reached his/her fourth birthday by February 28th of the current year.

3. A portfolio of student work demonstrating outstanding ability in any of the following areas:

independent reading, art, math, writing, dramatic play, creative products, science, social interactions, etc.

4. Two letters of recommendation from non‐relatives (such as preschool teachers, child care workers,

pediatricians, or others with direct knowledge of the child) documenting the child’s physical and social maturity. Examples of the child’s ability to follow verbal instruction and in function independently in a group should be included.

5. An assessment of the child’s aptitude by a licensed psychologist (arranged and paid for by parent).

The child must score at the 98th percentile on a standard individual test of intelligence. A psychological report of the results and the Psychologist’s Information Sheet (see page 6) are completed by the psychologist. The testing must be completed after the February 28th following the child’s fourth birthday. Also, the results can’t be used if the child has taken the same test more than once within the past year. (In the event the parents fulfill the requirements of Items 1 through 4 above and provide evidence that the child would qualify for free or reduced lunch, the principal and a committee formed to assist in making decisions on such matters may recommend testing at the school system’s expense).

6. An assessment of the child’s achievement skills by a licensed psychologist or an impartial educator

(who is properly trained and does not have a potential conflict of interest in the outcome of the assessment). The child scores at the 98th percentile on a standard test of achievement of reading and/or math. A written report of the results and the Psychologist’s Information Sheet (see attached) are completed by the evaluator. The testing must be completed after February 28th of the current year. Also, the results can’t be used if the child has taken the same test more than once within the past year.

Upon receipt of the above information, the principal shall conduct an informal interview with the child and a more structure interview with the parent to gain more insight about the child’s level of independence and



motivation for learning. As part of the informal interview process, the principal may ask a teacher to conduct an informal reading assessment that is typical for Kindergarten such as a running record and retelling.

The principal shall convene a committee to review the collected information and to assist the principal in making the decision for each individual request for a 4 ½ year-old to enter kindergarten. This may be an existing committee or team (e.g., Intervention Support Team, Team for Academically Gifted-TAG) or a committee formed for this specific purpose. The principal must take action on the request within three (3) weeks of receiving the required materials and conducting the informal interview. The child will not be enrolled nor attend school before the principal has made the decision regarding the child’s eligibility for early kindergarten entrance. If the child is admitted to kindergarten, the principal has the right to rescind approval before the end of the first 90 days after enrollment if there is substantial evidence documenting that the child is not adjusting satisfactorily to the school setting. If the decision is made to remove the child from school, the parents must be given at least ten (10) days notice to arrange child care if needed. Once the child has been enrolled for 90 calendar days or at any time before 90 calendar days when the school is satisfied the child has adjusted satisfactorily and will remain in school, the school’s Team for Academically Gifted (TAG) team shall review the child’s functioning to determine his/her eligibility for AG consultation.

State guidelines require parents to abide by all decisions of the principal in the process of determining enrollment and continuation in kindergarten.

IF YOU HAVE QUESTIONS ABOUT THIS INFORMATION, PLEASE CALL THE PRINCIPAL OF THE SCHOOL YOUR CHILD WOULD ATTEND.



Psychologist’s Information Guidelines for Evaluating Four Year Old Children For Early Admission to Kindergarten

Licensed psychologists may be asked to provide an individual evaluation of a four year child to determine if he/she meets the state guidelines for early admission to kindergarten. If so, the following information is designed to ensure the appropriate tests are administered and the results are appropriately reported. If additional information is needed about the overall guidelines pertaining to early admission to kindergarten, please call the principal at the child’s school.

An individual assessment of student aptitude is required. The following is a list of instruments accepted by the Guilford County Schools for the aptitude assessment:

Test and Required Composite Score Wechsler Preschool and Primary Scales of Intelligence ‐ Third Edition (WPPSI‐III)—Full Scale IQ

Differential Ability Scales‐ Second Edition (DAS‐II)—General Conceptual Ability (GCA)

Stanford‐Binet: Fifth Edition (SB:V)—Test Composite for recommended battery of subtests for children 2‐6 years

An individual assessment of achievement is also required. The assessment must yield (1) a total battery/composite score or (2) scores for reading and math. The following is a list of instruments accepted by the Guilford County Schools for the achievement assessment:

Assessments of Reading and Math Test of Early Mathematics Ability – Third Edition (TEMA‐3)

Test of Early Reading Ability – Third Edition (TERA‐3)

Reading and Math scores from the Woodcock‐Johnson Tests of Achievement—Third Edition (WJ‐III)

Reading Composite and Math Composite from the Wechsler Individual Achievement Test—Second Edition (WIAT‐II)

Global Assessments of Readiness Metropolitan Readiness Test, Sixth Edition

Stanford Early School Achievement Test, Tenth Edition

Age norms must be used in scoring the tests. The psychologist must submit a copy of a standard psychological report describing the test results. Furthermore, the psychologist should complete the attached form and give it to the parent to submit along with the psychological report. Please note that the results can be used only if the tests are administered after the February 28th following the child’s fourth birthday and have not been given more than once within the past year.



Results from the Evaluation of a Four Year Old Child

For Early Admission to Kindergarten (To Be Submitted by the Parents to the Principal Along with a Copy of the Psychological Report)

Child’s Name:

Social Security #:

Parents’ Name:

Address:

Date of Birth:

Date(s) of Evaluation:

Results from Individual Aptitude Test Name of Test ________________________________________________ Results* Age Standard Score Age %ile

Full Scale or Composite ________ _____

Results from Individual Achievement Test

Name of Test ________________________________________________ Results* Age Standard Score Age %ile

Composite (if available) ________ _____

Reading** ________ _____

Math** ________ _____

* Results cannot be used if test has been previously administered during past 12 months or if given before February 28th of the current year.

**Only report reading and math scores if no composite score is available.

___________________________________ ______________________ Psychologist’s Signature License #



K-2 AG Consultative Services Overview and Criteria

The Kindergarten through second grade teacher evaluates the academic needs of each student and builds a framework for implementation of the Standard Course of Study. There are times when some students exhibit gifted characteristics and they need differentiated instruction with special emphasis on higher level thinking and/or more advanced work. Through a collaborative process, the classroom teacher, AG teacher, and Team for Academically Gifted review the needs of such students to facilitate appropriate instruction. The collaborative team reviews assessments in reading and math to determine if the K-2 curriculum may be differentiated by the content, process, or products in order to provide challenging experiences that enable K-2 students to develop their knowledge and skills to the fullest.

K-2 Screening/Needs Assessment Process

Procedures for recommending a student for K-2 differentiated instruction are: Classroom teacher observes the student that demonstrates the gifted characteristics as noted on

the Gifted Rating Scale and collaborates with the AG teacher. Classroom teacher provides three documented observations, a completed Gifted Rating Scale, and

samples of student work that exhibit above grade level ability. Classroom teacher refers the student to the TAG Team to make them aware of the student’s need

and for support in differentiating instruction appropriately. Parents are invited to conference with the TAG Team.

Students are reviewed each quarter by the classroom teacher and AG teacher to address the progress of the student to ensure his/her academic needs are being met.



Parent Notification of Team for Academically Gifted (TAG) Review (K-2)

Date: Dear Parent; Your child’s classroom teacher has referred (Student’s Name) to the Team for Academically Gifted (TAG) to review his/her needs for more challenging learning opportunities. TAG would like to invite you to attend and participate in a discussion of your child’s academic needs. Sincerely, TAG Chairperson/Designee The meeting will be held in room ____, at (date)_______, (time) __:__ School phone number: 336 ____-______ Please, check the appropriate response below and return this form to the classroom teacher. Student's Name Grade I will attend the meeting at the scheduled time. I will not be able to attend the scheduled meeting and will call to set up another meeting date. Parent's Signature Date



Subject and Grade Acceleration Criteria/Process for Principals’ Decision

Students who perform above their peers may be best served by receiving grade level instruction in the next grade. The following procedure is recommended for the TAG and/or principal as they make decisions about subject or grade acceleration. Subject acceleration is recommended for students who demonstrate performance above grade level in one subject but not necessarily in all areas. Subject acceleration is also recommended to “test” the appropriateness of a decision to grade accelerate. Students who are accelerated should not need tutoring or supplemental support to perform successfully at the next grade. Students who are grade accelerated should be learning two grade levels above their age peers. Evidence of performance: Language Arts Mathematics Two consecutive quarters formative assessment

____score Date:________ ____score Date:________

____score Date:________ ____score Date:________

Two consecutive years summative assessment such as EOG, DRA, Math checklist

____ percentile Date:________ ____ percentile Date:________ ____ percentile Date:________

____ percentile Date:________ ____ percentile Date:________ ____ percentile Date:________

Aptitude (if available) ____ percentile Date:________ Teacher recommendation for acceleration

Yes No

Yes No

Parent recommendation for acceleration

Yes No

Yes No

Gifted Rating Scale Results Intellectual T Score: __

Academic T Score: __

Creativity T Score: __

Leadership T Score: __

Motivation T Score: __

Written response: Select one prompt for the student to respond. Dictation can be used for K-1 students.

What do you like to do when you’re not in school? How do you feel about playing with older friends? What do you do when you are faced a problem that you don’t know how to solve?

At least two parent conferences should take place prior to subject or grade acceleration: Conference 1: Discuss the evidence that the student consistently performs above classroom peers and the

impact of acceleration. Parents, teachers, and principal state the expected outcomes of the placement.

Conference 2: Decision for placement. If not accelerating, what is the academic plan for the student by the classroom teacher and, in

elementary school, the AG teacher? If subject acceleration, what is the long term plan for the student as long as the acceleration is

successful? How will the student’s needs be met at Grades 5 and 8? How will the instructional schedule need to be adapted to accommodate the student’s access to the appropriate next grade instruction?

The final placement decision is the responsibility of the school principal. The principal’s decision may not be challenged unless the procedure above has not been followed.



Grades 3-5

Screening and Services



Criteria for Eligibility: Elementary School (Grades 3-5)

The following criteria must be met for eligibility to receive AG services in Reading/Language Arts and/or Math. Students meeting these criteria are eligible for AG services beginning the second semester of third grade. Student progress is reviewed each year to determine if services should change or remain the same.

Eligibility Criteria for Second semester 3rd-5th Graders A portfolio may take the place of one of the following eligibility criteria if the student scored within a 5- 10 point range as specified on the Portfolio for Grades 3- 5 document.. The portfolio is presented to the Team for Academically Gifted (TAG) for approval. When approved at the school level, the portfolio is submitted to the District Oversight Committee for final approval.

Aptitude: 85th percentile or greater Reading Achievement: 85th percentile or greater Math Achievement: 85th percentile or greater Gifted Rating Scale (GRS)*: 4 out of 5 sub scores must have a t score at or above 60 points. A

Gifted Rating Scale is not needed for students scoring at or above the 93rd percentile in both achievement and aptitude.

Criteria for VS Eligibility The following criteria must be met for eligibility to receive AG-VS services in Reading/Language Arts, Math, Science, and Social Studies. Students meeting these criteria are eligible for AG-VS services beginning with the 4th grade. Student progress is reviewed each year to determine if services should change or remain the same. Eligibility Criteria for VS Grades 4-8 at The Academy at Lincoln A portfolio may take the place of one of the following eligibility criteria if the student scored within a 5 point range as specified on the VS Portfolio for Gr. 4-8 document. The portfolio is presented to the Team for Academically Gifted (TAG) for approval. When approved at the school level, the portfolio is submitted to the District Oversight Committee for final approval.

Aptitude: 97th percentile or greater Reading Achievement: 97th percentile or greater Math Achievement: 97th percentile or greater Science Achievement and Social Studies Achievement: separate achievement scores or an

average score of 93rd percentile or greater** Grades: Average of “A” in each of four core subjects

*Students whose total (full scale) aptitude score is 93rd percentile or higher AND whose achievement test score is 93rd percentile or higher may be found eligible for AG based upon these two criteria alone. This decision is to be made by the TAG at the school and approved by the District Oversight Committee (DOC.) **When scores from the Academic Knowledge sub-test of the Woodcock Johnson III are submitted (in place of separate Science and Social Studies scores), that score must be at the 93rd -99th percentile. On a yearly basis, the DOC reserves the right to review and adjust criteria based upon current test data for certain grade levels. However, exceptions are not made for individual students.



Parent Notification of Eligibility for Grades 3-5 School: Date: Student Name: Dear Parent: Your child was recently evaluated and reviewed by the Team for Academically Gifted (TAG) to determine eligibility for the AG program. Enclosed, please find a copy of the Student Eligibility Record (SER) which documents the information gathered to assess academic strengths and the eligibility decision. Also enclosed are the criteria for eligibility for your reference.

GCS AG Criteria Chart

GCS AG Criteria Student’s Data

(Scores) Criteria Met

(Yes/No) Aptitude 85th percentile or higher

Reading Achievement: 85th percentile or higher

Math Achievement: 85th percentile or higher

Gifted Rating Scale: 4 out of 5 sub areas with a t-score 60 or higher

Portfolio (where appropriate): A collection of historical data and evidence to supplement one insufficient criterion

Your child meets the criteria for AG services. During an informational meeting, the Annual Plan for your child will be explained. You will have an opportunity to ask questions before signing the Differentiated Education Plan (DEP) to accept or decline services. You will receive specific meeting time and location information closer to the beginning of the school year. Informational meeting: Date Time Place Please contact me if you have any questions. Sincerely, TAG Chairperson/Designee Phone # 336-___-____ Email ____________

Enclosure: Student Eligibility Record (SER)



Parent Notification of Ineligibility for Grades 3-5 School: Date: Student Name: Dear Parent: Your child was recently evaluated and reviewed by the Team for Academically Gifted (TAG) to determine eligibility for the AG program. Enclosed, please find a copy of the Student Eligibility Record (SER) which documents the information gathered to assess academic strengths and the eligibility decision. Also enclosed are the criteria for eligibility for your reference.

GCS AG Criteria Chart

GCS AG Criteria Student’s Data

(Scores) Criteria Met

(Yes/No) Aptitude 85th percentile or higher





Your child does not meet the criteria for AG services. Please contact me if you have any questions. Sincerely, TAG Chairperson/Designee Phone # 336-___-____ Email ____________

Enclosure: Student Eligibility Record (SER)



GCS AG Testing Schedule

This schedule is followed each year for the AG screening process for grades 3-8.

August Testing new students to GCS (gr. 3-8)

February

September

March Testing new students to GCS (gr. 3-8)

October 3rd grade-CogAT test* Testing new students to GCS (gr. 3-8)

April

November 3rd grade-ITBS, NNAT/OLSAT 3rd grade VS testing-ITBS

May 3-5 grades, EOG testing* 3-5 grades, NNAT/OLSAT VS testing, NNAT/OLSAT, MAT

December 3rd grade-ITBS, NNAT/OLSAT 3rd grade VS testing-ITBS

June VS testing rising 4th-8th NNAT, MAT

January Testing new students to GCS (gr. 3-8)

July

*District-wide testing



3rd grade Initial screening for Academically Gifted (AG) Services The initial screening process for AG eligibility takes place in all GCS elementary schools for students

currently enrolled in 3rd grade. Students transferring into GCS elementary schools are screened using comparable aptitude and achievement tests.

1. Third grade teachers administer the Cognitive Abilities Test (CogAT) to all 3rd grade students by the end of the first grading period. Students scoring at or above the 85th percentile move on to the next step in the AG screening process.

2. Students from identified underrepresented* groups who score between the 70th percentile and the 84th percentile on the CogAT move on to the next step of screening.**

3. The GCS Testing Department sends the AG Program Facilitators the CogAT test results. The rosters will have been filtered by 1) all students scoring above the 85th percentile 2) underrepresented students scoring at the 70th percentile or higher, and 3) potential candidates for portfolios (aptitude 80-84%). These filtered rosters are reported by school. The AG Program Facilitator highlights those students on the CogAT roster who are eligible to take the Iowa Test of Basic Skills (ITBS). The AG teacher at each school picks up their school roster(s) and ITBS testing materials within one week of the results being available from the AG office.

4. AG teachers send the “Consent for Evaluation” parent letter to parents for their signature. 5. The AG teacher administers the ITBS subtest (reading comprehension and/or problem solving and

data interpretation subtests) in reading and in math to students highlighted on the roster after the “Consent for Evaluation” is signed.

6. Students from underrepresented populations who scored at the 85th percentile or higher on the ITBS (reading comprehension and/or problem solving and data interpretation subtests) are administered the Naglieri Non-verbal Ability Test (NNAT) by the AG teacher.**

7. The classroom teacher completes the Gifted Rating Scale (GRS) for students who score between 85th and 92nd percentile on both the aptitude (CogAT or NNAT) and achievement (ITBS reading and /or math) tests. The AG teacher scores the GRS. Students must achieve a t score of 60 points or higher in four of the five areas that are observed – Intellectual, Academic, Creativity, Leadership, and Motivation for AG eligibility.

8. Students scoring at or above the 93rd percentile on both the aptitude (CogAT or NNAT) and achievement (ITBS) in reading or math) tests do not require a Gifted Rating Scale.

9. A portfolio may be presented to the school-based Team for Academically Gifted (TAG) to replace one of the unmet criteria – aptitude, achievement or rating scale. TAG approves or does not approve the portfolio in accordance with the portfolio rubric.

10. Students who are not eligible through the process outlined above may still be served in a Talent Development or nurture program by the AG teacher if class size and schedule permits.

Eligibility Summary: 85th percentile or higher on CogAT or NNAT 85th percentile or higher on ITBS in reading and/or math Gifted Rating Scale a t score of 60 points or higher in four of the five areas that are observed –

Intellectual, Academic, Creativity, Leadership, and Motivation. Portfolio can be used to replace an aptitude, achievement, or rating scale score.

*Underrepresented populations include African American, American Indian, Asian, Hispanic, Multi-racial, Exceptional Children, English Language Learners, students eligible for Free and Reduced Lunch ** This opportunity is one strategy for increasing the number of underrepresented students in the AG population.



Private Testing Parents may choose to have a psychologist provide private testing for AG eligibility at the parent’s expense. While Guilford County Schools (GCS) does not endorse any particular test administrator, the individuals and businesses listed here are frequently contracted by members of the community for private testing services. A parent signs a release form with the test administrator, granting permission for a copy of the official score report to be sent directly to the central AG office if a family uses private testing for AG screening purposes. All private testing is at the family’s expense. GCS will not provide payment for private AG testing. Score reports should be sent to: Toni Roland AG Services Department 501 W. West Washington St. Greensboro, NC 27401

University of NC at Greensboro (UNCG) Psychology Clinic 1100 W. Market St. Greensboro, NC 27401 (336)334-5662 www.uncg.edu/psy/clinic

Carolina Psychological Associates, P.A. 5509-B West Friendly Avenue, Suite 106 Greensboro, NC 27410 (336) 272-0855 www.carolinapsychological.com

Dr. Ron Rubenzer, Ed.D. 3601 Wynnewood Dr. Greensboro, NC 27408 (336) 282-4539 [email protected] www.drrubenzer.com

Dr. Mariann Tillery, Ph.D. High Point University 833 Montlieu Avenue High Point, NC 27262 (336) 841-9286 [email protected]

Pamela F. Hanzaker Greensboro, NC (336) 288-5572 [email protected]

Virginia Achey, M.Ed. Greensboro, NC (336) 288-4929 [email protected]



Accepted Screening Measures

The following tests are accepted by Guilford County Schools for AG eligibility screening. APTITUDE TEST

ACRONYM FULL NAME

C-TONI Comprehensive Test of Nonverbal CogAT* Cognitive Abilities Test ERB Educational Records Bureau Wechsler Primary Scale

H-N Henmon-Nelson Test of Mental Abilities KABC-II Kaufman Assessment Battery for Children NNAT* Naglieri Nonverbal Ability Test OLSAT* Otis-Lennon School Abilities Test Ravens Ravens Progressive Matrices S-B Stanford-Binet Intelligence Scales TCS Test of Cognitive Skills UNIT Universal Nonverbal Intelligence Test WISC-IV Wechsler Intelligence Scale for Children

ACHIEVEMENT TEST

ACRONYM FULL NAME

CAT California Achievement Test CTBS California Test of Basic Skills EOG* North Carolina End-Of-Grade ERB Educational Records Bureau Comprehensive Testing ITBS* Iowa Test of Basic Skills KTEA Kaufman Test of Educational Achievement-II MAT* Metropolitan Achievement Test SAT Stanford Achievement Test TN TerraNova WIAT Wechsler Individual Achievement Test WJ-III Woodcock-Johnson III Tests of Achievement

*= tests administered by GCS

Students whose total (full scale) aptitude score is 93rd percentile or higher AND whose achievement test score is 93rd percentile or higher may be found eligible for AG based upon these two criteria alone. This decision is to be made by the TAG at the school and approved by the District Oversight Committee (DOC.) On a yearly basis, the DOC reserves the right to review and adjust criteria based upon current test data for certain grade levels. However, exceptions are not made for individual students. When scores from the Academic Knowledge sub-test of the Woodcock Johnson III are submitted (in place of separate Science and Social Studies scores), that score must be at the 93rd -99th percentile.

OBSERVATION CHECKLIST

FULL NAME

GRS Gifted Rating Scale



AG Screening Portfolio Rubric – Grades 3-5 (not for VS)

Name___________________________________________ Grade_______

School __________________________________________ Date ________

The AG portfolio for Grades 3-5 is developed only for the area in which the student does not meet eligibility criteria. This portfolio may take the place of one of the following eligibility criteria if the student scored within a specific range (listed on the table below): Grades 3-5 AG Eligibility criteria: Aptitude: 85th percentile or greater Reading Achievement: 85th percentile or greater Math Achievement: 85th percentile or greater Gifted Rating Scale (GRS): 4 out of 5 sub scores must have a t score at or above 60 points

Criteria to be replaced

Student’s Products Scores Eligibility Criteria

Criteria Met (Yes/No)

Aptitude: 80-84th percentile Student’s score: ___ All evidence components need to be presented.

Student Dictates/Teacher Records OR Student Written Response

Response 1 ____ Response 2 ____

Generates multiple response ideas

Parent Letter Submitted

Reading Achievement: 75th-84th percentile Student’s score: ___ All evidence components need to be presented.

Previous 2 years of scores from EOG, DRA or DIBELS that meet eligibility criteria

EOG ____%iles EOG ____%iles 1st gr DRA___ 2nd gr DRA___ 1st gr DIBELS 2nd gr DIBELS

EOG 2 year average of 85% ile or higher Above level 28 at Green level EOY PSF-35, NWF-50, ORF-40 EOY ORF 90

Choice of one Student Written Response samples

List ________ Compare ____

Multiple ideas Multiple Comparisons

Reading Log or Accelerated Reader Report

Reading log- # of books_____ Accelerated Reader points____

Recommended that the student is reading at least one grade level above current grade



Criteria to be replaced

Student’s Products Scores Eligibility Criteria

Criteria Met (Yes/No)

Math Achievement: 75th-84th percentile Student’s score:____ All evidence components need to be presented.

Previous 2 years of EOG scores Previous 2 years of scores from GCS Math Assessment card

EOG ____%ile EOG ____%ile Gr. 1_____ Gr. 2_____

EOG 2 year average of 85% ile or higher Level 3 or 4 for all objectives

Student written response

See sample prompts

Applies mathematical reasoning Has multiple strategies for problem solving

Gifted Rating Scale Student’s scores:

Academic_______ Intellectual______ Creativity_______ Motivation ______ Leadership ______ 3 out of 5 subscores

at least 60 points

Grades A or B average for the

last 2 years Indicate Yes or No

Academic_______ Intellectual______ Creativity_______ Motivation _____ Leadership _____ Parent Letter Submitted

School District AG Department Portfolio reviewed by the following members of TAG: Signatures

Date of review

Portfolio reviewed by the following members of DOC: Signatures:

Date of review

______ Portfolio DOC approved ______ Portfolio not approved by DOC

Portfolio unanimously approved? _____ Yes, submit to DOC for final approval. _____ No, portfolio not approved and process is concluded.



Portfolio Parent Letter for Grades 3-5

School: Date: Student Name: ____________________________________________________________ Dear Parent: Recently your child was reviewed by the Team for Academically Gifted (TAG) for possible AG eligibility. Since that review a portfolio has been submitted on your child’s behalf to supplement the unmet _____________________ criterion for eligibility. After a review of the portfolio, by your school’s TAG and the District Oversight Committee (DOC), we have found the portfolio to be:

_____ Acceptable to supplement the unmet eligibility criterion. Your child is now eligible for AG services in ______Language Arts and/or _____Math. _____ Unacceptable to supplement the unmet eligibility criterion. Your child is not eligible for AG services.

Attached you will find a copy of the Portfolio Rubric, Student Eligibility Record, and the Criteria for Eligibility. Please contact me if you have any questions. Sincerely, TAG Chairperson/Designee School phone number: 336 - _ _ _ - _ _ _ _ Email ____________________________



Screening for Students New to GCS Date: School Name: ______________________ Dear Parents; Guilford County Schools (GCS) has received a request to screen your child for the AG program. GCS is in the process of reviewing the documentation for eligibility in the Academically Gifted program. Please see the eligibility criteria chart below that describes where the Team for Academically Gifted (TAG) is in the screening process. Please contact me if you have concerns or questions.

GCS AG Criteria – Eligibility for AG Services

GCS AG Criteria Student’s Criteria Received (Scores)

Student’s Criteria Needed (Yes or No)

Criteria Met (Yes or No)

Aptitude Test 85th percentile or higher





GCS has received and reviewed records from your child’s former school. _____Your child will need additional testing to determine eligibility for the AG program.*

_____Your child meets the GCS AG criteria and is eligible for AG services in Guilford County Schools as outlined on the attached Student Eligibility Record (SER). You will be notified about a parent meeting for further information. At that time your permission will be requested for service to begin. *

_____GCS has received and reviewed records from your child’s former school. Your child is eligible for AG services in Guilford County Schools as outlined on the attached Student Eligibility Record (SER).* *Parents should submit to the school’s principal a written objection to the decision within 10 school days. The objection should be fully explained.

Sincerely, AG Teacher Phone: E-mail: @gcsnc.com



Annual Review of AG and Talent Development Services

Student Name: Date: Current School: Next Year’s School: Next Year’s Grade Level: Dear Parents/Guardians: The Plan for the Academically Gifted requires that the performance of all Academically Gifted (AG) and Talent Development students be reviewed at the end of each school year. The Team for Academically Gifted (TAG) reviews the End-of-Grade (EOG) test results (achievement test), and the student’s overall performance during the school year. Based on the annual review, the TAG has determined a need for a change in service for your child as indicated below.

___Add eligibility in Math* ____Add eligibility in Language Arts* ___Discontinue Talent Development*

In the elementary school, services for those who demonstrate a need for differentiation in the subject areas of Language Arts and/or Math are provided in two ways. Students receive differentiated instruction in the regular classroom; they also receive services from the Academically Gifted teacher for ninety minutes per week in each eligible subject. If you have any additional questions, please contact me. Sincerely, TAG Chairperson/Designee School phone number: 336 - _____________ Email ___________________________ Enclosures: Update SER

Criteria for Eligibility *Parents should submit to the school’s principal a written objection to the decision within 10 school days. The objection should be fully explained.



Parent Notification of Talent Development (TD) Eligibility for Grades 3-5 Date: Dear Parents:

The Academically Gifted (AG) Department in Guilford County Schools is committed to fostering academic potential in all students. Students who have demonstrated a particular need for academic nurturing in math and/or language arts have been identified at each elementary school. Depending upon the student’s exhibited needs they will be meeting with the AG teacher throughout the year. These classes will be referred to as Talent Development.

Instruction will focus on communication, problem solving, and reflective thinking. Students are served for 60 minutes per week. TD is for this school year only. If your child moves to another school during this school year, the service may not be available.

Recently your child was reviewed by the Team for Academically Gifted (TAG) at school. Your child is eligible for TD services in the following subject(s):

___Language Arts ___ Mathematics

GCS Talent Development Criteria Chart Students who are eligible for TD must meet two out of three criteria: Aptitude, Achievement, and Gifted Rating Scale.

GCS TD Criteria Student’s Data Criteria Met (Yes/No)

Aptitude: 70% ile or higher

Reading Achievement: 70% ile or higher

Math Achievement: 70% ile or higher

Gifted Rating Scale: at least 2 out of 5 sub scores with a t score of at least 60

An informational parent meeting will be held (insert date and time) at our school. During this meeting, the Annual Plan for your child will be explained. You will have an opportunity to ask questions before accepting or declining services. If you have any questions please contact me. Sincerely, TAG Chairperson/Designee School phone number: 336 - _ _ _ - _ _ _ _ Email ____________________________



Parent Permission for Talent Development (TD) Services - Grades 3-5

______My child (name)______________ has my permission to participate in the Talent Development program for a minimum of 60 minutes per week. I understand that this program takes place during the school day but outside my child’s regular classroom. Service is provided by the AG teacher. I understand that the Talent Development services are for one year only. At the end of the year my child’s placement for the following year will be reviewed. TD services are not guaranteed if my child moves to another school during this school year. ______My child (name)______________ does not have my permission to be pulled out of the classroom to attend Talent Development classes. Parent Name:_______________________________________________________ Parent Signature:_____________________________________________________ Date: ___/___/20___ Please return this signed permission to (AG teacher’s name) by (date).



Roles and Responsibilities Elementary Team for Academically Gifted (TAG)

Role/Membership The role of the Team for Academically Gifted (TAG) is to support and advise the AG teacher at the school-level. The TAG is composed of some of the following members: AG teacher, TAG Chair Principal, or designee Counselor ESOL Teacher EC Teacher K-2 Classroom Teacher 3rd Grade Classroom Teacher 4th Grade Classroom Teacher 5th Grade Classroom Teacher Parent Representative Responsibilities TAG meetings are held during the school year for the following purposes: Update members on current status of AG program Feedback/Input on current instructional practices within the school Review and develop strategies to assist individual AG students who are experiencing academic

difficulties-Performance Watch Problem Solve/Create/Implement ideas for differentiated instruction within the school Develop AG training information for the school’s staff Review referrals that have been submitted by parents, students, or staff Assist the AG specialist with the program review conducted by the DOC at various points during the

year



Parent Notification of TAG Review (3-5)

Date: Dear Parent, Your child is showing potential for differentiated instruction in the regular classroom. At this time, we would like to review your child’s academic needs to provide more challenging learning activities to better meet his/her needs. The Team for Academically Gifted (TAG) will meet to discuss that possibility and would like to invite you to attend the meeting. Sincerely, TAG Chairperson Phone _______________________

TAG meeting information: DATE: TIME: PLACE: Please, check the appropriate response below and return this form to the TAG Chairperson. Student's Name Grade

I will attend the meeting at the scheduled time.

I will not be able to attend the scheduled meeting.*

Parent's Signature Date *No changes can occur until you have received written notification and your signature has been obtained.



Procedures to Resolve Disagreements

A parent or guardian who disagrees with a decision made by the school’s AG Team concerning processes involved in identification of a student for differentiated services in the school’s AG Program, or appropriate services provided to the student, has the right to appeal that decision, According to Chapter 115C, Article 9B, of the General Statutes of North Carolina. Guilford County Schools’ Academically Gifted Department’s program goals, objectives and service delivery are communicated to parents through letters, handbooks at the school, and on www.gcsnc.com/ . Parents who have questions or concerns should first talk with the regular education classroom teacher, the academically gifted specialist and/or the school principal. When decisions about screening, identification and services follow the procedures outline in the GCS AIG 2010-13 plan, the decision of the school-based Team for Academically Gifted (TAG) and the District Oversight Committee, are upheld. If the disagreement continues to be unresolved and the school believes that the appropriate procedures have been followed, the parents may take the following steps. Step 1: School Review If parents have a disagreement concerning procedures involved in screening, identification or services, they may request in writing a meeting with the principal to discuss their concerns. The principal convenes the TAG, with the parents, to review the procedures and resulting decisions. Minutes are recorded and signatures obtained from those present. TAG provides the parent/guardian with a written statement of the decision and/or next steps within 10 school days after the meeting is held. Step 2 – Administrative Review If the disagreement is not resolved at the school level, the parents may request an administrative review at the system level. A written request should be sent to the Executive Director of the AG Program within 10 school days of the school level meeting. The Executive Director of AG and the District Oversight Committee convenes a meeting with the parents to review the procedures and resulting decisions. Minutes are recorded and signatures obtained from those present. The Executive Director provides the parent/guardian with a copy of the meeting minutes and written statement of the decision and/or next steps within 10 school days after the meeting is held. The minutes are copied to the Chief of Curriculum and Organizational Development. If the disagreement is not resolved at the district level within the AG department, the case is reviewed by the Regional Superintendent. A copy of the meeting minutes and written statement of the decision and/or next steps will be provided to the parent/guardian within 10 school days after the review is held. If the disagreement is not resolved at the Regional Superintendent level, the case is reviewed by the Hearing Officer. A copy of the meeting minutes and written statement of the decision and/or next steps will be provided to the parent/guardian within 10 school days after the review is held. Step 3 – School Board Review If agreement cannot be reached administratively, the parents may appeal to the Guilford County Board of Education. The Board will offer a written decision to parents within thirty days.



(continued)

Procedures to Resolve Disagreements Step 4 – Mediation Parents, administrators or the Board of Education may request mediation by an impartial facilitator. The mediator will be selected from an approved list provided by the Department of Public Instruction. Step 5 – Administrative Law Hearing If mediation fails to resolve the disagreement satisfactorily, the parents may file a petition for a contested case hearing under Article 3 of Chapter 150B of the North Carolina General Statutes. According to the law, “The scope of the hearing shall be limited to: (i) whether the local school administrative unit improperly failed to identify the child as an academically or intellectually gifted students, or (ii) whether the local plan developed under G.S. 115C-150.7 has been implemented appropriately with regard to the child.” Following the hearing, the administrative law judge will make a decision based on the findings of facts and conclusion of the law. The decision of the administrative law judge is final, is binding on all parties and is not subject to further review under Article 4 of Chapter 150B of the General Statutes. Legal fees are the responsibility of the parents.



Grades 3-5 AG Services Grade 3 Whole Group Instruction

The AG teacher provides whole class instruction about thinking skills for each Grade 3 class prior to the identification process. These 45-minute lessons occur once per week prior to the administration of the Cognitive Abilities and continue as long as there is time in the AG teacher’s schedule. Plans for the whole class instruction can be found on GEMS. During the thinking skills lessons the classroom teacher is making observations of how the students respond to the problems and activities that are presented in the lesson. S/H uses the 3rd Grade Classroom Teacher’s Observational Checklist to make notes that will be helpful when it is time to complete the Gifted Rating Scale. Classroom teachers are looking for specific behaviors that may be indicators of students who have characteristics of gifted learners. Some school schedules allow time for the AG teacher to continue whole group instruction as part of a Talent Development strategy for the school. In these situations the AG teacher may provide whole group instruction to the Grade 2 students or the Grade 3 students. Thinking skills remains the focus of the instruction.



Grades 3-5 Enrichment Model Overview

Enrichment is provided for a minimum of 90 minutes per week in the student’s area of eligibility – Language Arts and/or Mathematics. Students are pulled out of the general education classroom setting to meet with the AG teacher in groups of 10-20 students. The purpose of the enrichment is to provide learning experiences that extend or enhance the NC Standard Course of Study with a focus on communication, problem solving, and metacognition. These are opportunities for students to apply concepts and skills they have learned in the general education setting to new learning situations. Students are expected to set their own learning goals and to assess their own work in the following areas. Grade 3 – Services begin on the first day of the second semester. All AG eligible 3rd grade students will participate in the following experiences:

Language Arts: “Published” writing anthology Study of Habits of Mind through literature – Students learn strategies that successful people

use when they encounter a problem that they don’t know how to solve. Math

Whole group data collection project Spontaneous problem solving with a science or engineering orientation

Grades 4 and 5– Services begin on the first school day after Labor Day.

Language Arts Student-generated research project – students work independently or in groups to find an

answer to one of their own questions. “Published” writing anthology Vocabulary development Literary inquiry – students study the characteristics and text structure of different genre as

models for their own writing Math

Conduct a data collection investigation about a real issue at school Simulations and problem solving strategies to extend problem solving in numbers and

operations, geometry, algebraic concepts, and measurement from the NC DPI Math Essential Standards.

Apply math problem solving to a variety of science and engineering situations to further the development of creative problem solving.

Service Learning Extend the school’s service learning project by studying and reporting the global impact of

the project and/or developing an advocacy project and present it to an appropriate and authentic audience.

Design a needs assessment for a service learning project for the school that can be addressed the following school year.



Differentiated Education Plan

Student Name:

This document is an outline of the differentiated instruction for gifted learners. Services for grades 3-8 are provided in reading/language arts and/or mathematics. The services in grades 3-5 are provided by the classroom teacher and the Academically Gifted (AG) teacher at each school in an enrichment model, to provide additional rigor and challenge. VS services are provided in a separate setting at The Academy at Lincoln for grades 4-8. VS services are provided in reading/language arts, mathematics, science, and social studies. The plan listed below is recommended based upon data about your child’s strengths.

Elementary School Grade 3 (check areas of eligibility) Reading/Language Arts Mathematics

School:

General Ed provides differentiated services through the strategies listed on the bottom of this page. AG teacher provides differentiated services through enrichment sessions. (90 minutes/week) Acceleration From Grade ____ To Grade ____ Subject (Curriculum Compacting) __________________ End of Year Grade 3 Review TAG Date:

Grade 4 (check areas of eligibility) Reading/Language Arts Mathematics

School:

General Ed provides differentiated services through the strategies listed on the bottom of this page. AG teacher provides differentiated services through enrichment sessions. (90 minutes/week) Acceleration From Grade ____ To Grade ____ Subject (Curriculum Compacting) __________________ Separate Setting (VS-Academy at Lincoln)

End of Year Grade 4 Review TAG Date: Grade 5 (check areas of eligibility) Reading/Language Arts Mathematics

School:

General Ed provides differentiated services through the strategies listed on the bottom of this page. AG teacher provides differentiated services through enrichment sessions. (90 minutes/week) Acceleration From Grade ____ To Grade ____ Subject (Curriculum Compacting) __________________ Separate Setting (VS-Academy at Lincoln) End of Year Grade 5 Review TAG Date:

Differentiation Strategies: Interdisciplinary Instruction, Curriculum Compacting, Contracts, Product Modifications, Mentoring, Socratic Seminars, Research Paper/Project, Problem-Based Learning, Differentiated Units, Independent Study, Computer-Based Instruction, Subject Acceleration, Independent Investigations, Grade Acceleration, Tiered Assignments, Other (Describe)

I agree for my child to receive differentiated education as outlined on this document. I understand that continued eligibility for service is contingent upon satisfactory performance.

__________________________________________ Parent/Guardian Signature Date

I decline services. I understand that should I want to access these services at a later date, services will be extended only if my child meets all criteria.

_____________________________________________ Parent/Guardian Signature Date



Differentiated Education Plan

Student Name:

This document is an outline of the differentiated instruction for gifted learners. Students in grades 6-12 are provided service by the general education teacher in specific courses. VS services are provided in a separate setting at The Academy at Lincoln for grades 4-8. VS services are provided in reading/language arts, mathematics, science, and social studies. The plan listed below is recommended based upon data about your child’s strengths. Students in grades 9-12 are served through self-selection of rigorous course work which is monitored through student transcripts.

Middle School

Grade 6 (check areas of eligibility) Separate Setting (VS Academy at Lincoln)

School:

Reading/Language Arts Language Arts Advanced (1010CY6A)

Mathematics Accelerated Math 6 (2001CY6M) AIMM (2001CY6V) AIMM (2003CY6V) VS Academy at Lincoln only

End of Year Grade 6 Review TAG Date: Grade 7 (check areas of eligibility) Separate Setting (VS Academy at Lincoln)

School:


Mathematics Pre-Algebra (2020CY70) Algebra I (20232ZY7)

End of Year Grade 7 Review TAG Date: Grade 8 (check areas of eligibility) Separate Setting (VS Academy at Lincoln)

School:


Mathematics Algebra I (20232ZY8) Algebra II (20242ZY8)

End of Year Grade 8 Review TAG Date:

Parent Signature required only if student was not identified as eligible for AG services in GCS before 6th grade.

I agree for my child to receive differentiated education as outlined on this document. I understand that continued eligibility for service is contingent upon satisfactory performance.

__________________________________________ Parent/Guardian Signature Date

I decline services. I understand that should I want to access these services at a later date, services will be extended only if my child meets all criteria.

_____________________________________________ Parent/Guardian Signature Date



AG Meeting for a New School Year Parent Meeting for the Beginning of the School Year

Date Dear Parent: You are invited to an informational meeting for parents of students who are eligible for differentiated services under the 2010-2013 plan for the Academically Gifted (AG). This school year’s curriculum and activities will be discussed. There will be an opportunity to ask any questions you may have about the AG services in our school. For newly eligible students, parents will need to sign a Differentiated Education Plan (DEP) before students can participate in the program. If you are unable to come to this meeting, the DEP will be sent home with your child. It will need to be signed and returned before your child can receive services through the Academically Gifted Program. If you are unable to attend this meeting, you may contact the AG teacher listed below to schedule a conference on a different date or time. The meeting will be held: Day and Date: ________________________________ Time: _________________________ Location: _____________________________________________________________________ Sincerely, TAG Chairperson/Designee Phone # 336- ____ - ______



Grades 3-5 AG Enrichment by Quarter The focus areas for enrichment are problem solving, communication, and metacogntion. Enrichment is provided by the AG teacher for a minimum of 90 minutes per week in the subject of the student’s eligibility. The topics and projects below should each take place over a 4-6 week period. This allows time for the AG teacher to personalize additional learning opportunities for enrichment during the remaining sessions. Language Arts Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4

3 Building Thinking Skills

Testing Habits of Mind

Writing Project Whole Group Research Project

4 Vocabulary Development Caesar’s English

Lessons 1-5 Literary Inquiry

Writing Project Vocabulary Development Caesar’s English

Lessons 6-10 Personal Research Project

Legacy Service Project

5 Vocabulary Development Caesar’s English

Lessons 11-15 Literary Inquiry

Vocabulary Development Caesar’s English

Lessons 16-20 Writing Project

Personal Research Project


Mathematics Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4


Testing Math Simulation: Algebra into the Unknown Spontaneous Problem Solving

Whole Group Data Collection Project

4 Data Collection Project

Math Simulation: Algebra into the Unknown

Spontaneous Problem Solving


5 Data Collection Project

Math Simulation: House Design





Grades 3-5 AG Enrichment by Quarter Language Arts Curriculum Alignment

Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4 3 Building Thinking Skills

3.02 Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text.

3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps).

4.02 Use oral and written language to: present information in a sequenced, logical manner; discuss; sustain conversation on a topic; share information and ideas; recount or narrate; answer open-ended questions; report information on a topic; explain own learning.

6 Lessons prior to the CogAT

Building Thinking Skills 2.01 Use metacognitive

strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).

2.05 Draw conclusions, make generalizations, and gather support by referencing the text.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by making inferences and drawing conclusions about characters and events.

3.02 and 3.05 4.02 Use oral and written

language to: discuss, share information

and ideas, explain own learning.

4.04 Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing).

4-5 Lessons

Habits of Mind 2.08 Listen actively by: facing

the speaker; making eye contact; asking questions to clarify the message; asking questions to gain additional information and ideas.

45 minutes/day Suggested activities for 2nd 45 min: William and Mary

Literature Packet Poetry writing Introduction to

Presentation Skills

Whole Group Research Project Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts. Obj. 4.01-4.10



Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4 4 Vocabulary Development

Caesar’s English 1-5 1.02 Infer word meanings

from taught roots, prefixes, and suffixes to decode words in text to assist comprehension.

1.03 Identify key words and discover their meanings and relationships through a variety of strategies.

1.04 Increase reading and writing vocabulary through: word study, knowledge of multiple meanings of words.

20 – 30 minutes Literary Inquiry 1.06 Read independently daily

from self-selected materials (consistent with the student's independent reading level) to: increase fluency, build background knowledge, expand vocabulary.

Setting personal goals: students read at least 3

different genres; specific activities to support

self-selected reading; Book Talks; author studies Using books as writing models

Writing Project 4-6 weeks 4.04 Share self-selected texts

from a variety of genres (e.g., poetry, letters, narratives, essays, presentations).

4.06 Compose a draft that conveys major ideas and maintains focus on the topic with specific, relevant, supporting details by using preliminary plans.

4.07 Compose fiction, nonfiction, poetry, and drama using self-selected and assigned topics and forms (e.g., personal and imaginative narratives, research reports, diaries, journals, logs, rules, instructions).

Vocabulary Development Caesar’s English 6-10 Obj. 1.02, 1.03, 1.04 20 minutes Personal Research Project:

4-6 weeks 4.02 Use oral and written

language to: present information and ideas in a clear, concise manner, discuss, interview, solve problems, make decisions.

4.03 Make oral and written presentations using visual aids with an awareness of purpose and audience.

4.10 Use technology as a tool to gather, organize, and present information.

Schedule Computer Lab time

Legacy Service Project 4 weeks 3.05 Analyze and integrate

information from one or more sources to expand understanding of text including graphs, charts, and/or maps.

3.06 Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

Provide details for this project.



Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4

5 Vocabulary Development Caesar’s English 11-15 1.01 Expand and refine

vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension.

1.02 Increase reading and writing vocabulary through: word study, content area study, writing as a tool, discussions, examining the author's craft.

20 – 30 minutes Literary Inquiry 1.04 Read independently

daily from self-selected materials (consistent with the student's independent reading level) to: increase fluency, build background knowledge, expand and refine vocabulary.

Setting personal goals: students read at least 3 different

genres; specific activities to support

self-selected reading; Book Talks; author studies Using books as writing models

Vocabulary Development Caesar’s English 16-20 Obj. 1.01, 1.02 Writing Project 4-6 weeks 4.05 Use a variety of preliminary

strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline.

4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content.

4.07 Compose a variety of fiction, nonfiction, poetry, and drama using self selected topic and format (e.g., poetry, research reports, news articles, letters to the editor, business letters).

4.08 Focus revision on target elements by: improving word choice, rearranging text for clarity, creating simple and/or complex sentences for clarity or impact, developing a lead, characters, or mood.

4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter).

4.10 Use technology as a tool to enhance and/or publish a product.

Personal Research Project: 4-6 weeks 4.02 Use oral and written

language to: formulate hypotheses, evaluate information and ideas, present and support arguments, influence the thinking of others.

4.03 Make oral and written presentations to inform or persuade selecting vocabulary for impact.

4.10 Use technology as a tool to enhance and/or publish a product.

Schedule Computer Lab time

Legacy Service Project 4 weeks 2.02 Interact with the text

before, during, and after reading, listening, and viewing by: making predictions, formulating questions, supporting answers from textual information, previous experience, and/or other sources, drawing on personal, literary, and cultural understandings, seeking additional information, making connections with previous experiences, information, and ideas.

2.03 Explain and evaluate relationships that are: causal, hierarchical, temporal, problem-solution.

2.04 Listen actively and critically by: asking questions, delving deeper into the topic, elaborating on the information and ideas presented, evaluating information and ideas, making inferences and drawing conclusions, making judgments.

2.05 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience.



Grades 3-5 AG Enrichment by Quarter Math - Curriculum Alignment

Gr Quarter 1 Quarter 2 Quarter 3 Quarter 4

3 Building Thinking Skills 1.06 Develop flexibility in

solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

3.02 Use a rectangular coordinate system to solve problems: Graph and identify points with whole number and/or letter coordinates. Describe the path between given points on the plane.

5.01 Describe and extend numeric and geometric patterns.

Building Thinking Skills 1.03 Develop fluency with

multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers.

1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

5.01 Describe and extend numeric and geometric patterns.

5.02 Extend and find missing terms of repeating and growing patterns.

5.03 Use symbols to represent unknown quantities in number sentences.

5.04 Find the value of the unknown in a number sentence.

Testing/Screening/Gifted Rating Observation

Math Simulations 6 weeks Spontaneous Problem Solving 2-3 weeks Goal 1: The learner will

model, identify, and compute with whole numbers through 9,999.

Goal 2: The learner will recognize and use standard units of metric and customary measurement.

Goal 5: The learner will recognize, determine, and represent patterns and simple mathematical relationships.

Whole Group Data Collection Project 3 weeks 4.01 Collect, organize,

analyze, and display data (including circle graphs and tables) to solve problems.

4.02 Determine the number of permutations and combinations of up to three items.

4.03 Solve probability problems using permutations and combinations.

Data gathered to support research project in reading



Gr Quarter 1 Quarter 2 Quarter 3 Quarter 4

4 Data Collection Project 3-5 weeks *

4.01 Collect, organize, analyze, and display data (including line graphs and bar graphs to solve problems.

4.02 Describe the distribution of data using median, range and mode.

4.03 Solve problems by comparing two sets of related data.

4.04 Design experiments and list all possible outcomes and probabilities for an event.

Math Simulation 8 weeks Goal 1: The learner will read,

write, model, and compute with non-negative rational numbers.

Goal 5: The learner will demonstrate an understanding of mathematical relationships.

Spontaneous Problem Solving 8 weeks Goal 1: The learner will read,

write, model, and compute with non-negative rational numbers.

Goal 2: The learner will understand and use perimeter and area.

Goal 5: The learner will demonstrate an understanding of mathematical relationships.

Legacy Service Project 4 weeks 4.01 Collect, organize, analyze,

and display data (including line graphs and bar graphs to solve problems.

4.02 Describe the distribution of data using median, range and mode.

4.03 Solve problems by comparing two sets of related data.

4.04 Design experiments and list all possible outcomes and probabilities for an event.



5 Data Collection Project 3 weeks 4.01 Collect, organize, analyze,

and display data (including stem-and-leaf plots) to solve problems.

4.02 Compare and contrast different representations of the same data; discuss the effectiveness of each representation.

4.03 Solve problems with data from a single set or multiple sets of data using median, range, and mode.

Math Simulation 8 weeks Goal 1: The learner will

understand and compute with non-negative rational numbers.

Goal 5: The learner will demonstrate an understanding of patterns, relationships, and elementary algebraic representation.

I

Math Simulation Spontaneous Problem Solving 8 weeks Goal 1: The learner will

understand and compute with non-negative rational numbers.

Goal 2: The learner will recognize and use standard units of metric and customary measurement.

Goal 5: The learner will demonstrate an understanding of patterns, relationships, and elementary algebraic representation.

Legacy Service Project 4 weeks 4.01 Collect, organize, analyze,

and display data (including stem-and-leaf plots) to solve problems.

4.02 Compare and contrast different representations of the same data; discuss the effectiveness of each representation.

4.03 Solve problems with data from a single set or multiple sets of data using median, range, and mode.

* Navigators Probability training for teacher background knowledge



Annual AG Plans

Teachers will develop annual plans in subjects for which students have been found eligible. These plans will address the differentiation in the AG classroom and in the general education classroom. Each plan outlines the required unit of study for each quarter. The AG teacher and the classroom teacher may provide additional differentiation strategies that are listed on the plan as well. The AG teacher and classroom teacher have these plans available either digitally or in a hard copy. Plans will be presented and discussed with parents at the initial informational AG Parent Meeting and they will be provided an individual copy of the annual plan(s) for their AG student.

SAMPLE Annual Plan for AG Services: Grade 4 Math

Student:_______________________________________ Date _______________ AG Teacher(s):_________________________________ The enrichment services for students who are eligible for AG services focus on increasing the student’s communication skills, flexibility with problem solving, and thinking about their own thinking to continuously improve. Each lesson is equivalent to 90 minutes of instruction.

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Data Collection Project Small groups of students collect, organize, analyze and display related data to support a research project about a problem or issue in the school. The research may serve as the needs assessment for the Legacy Service Project.

Math Simulation Level 2: Algebra into the Unknown This math unit focuses on developing algebraic thinking as well as metacognitive strategies.

Spontaneous Problem Solving Students work cooperatively using appropriate problem solving strategies to reach creative solutions to a variety of hand-on problems.

Legacy Service Project Extend the school’s service learning project by studying and reporting the global impact of the project and/or developing an advocacy project to present to an appropriate and authentic audience. Design a needs assessment for a service learning project for the school that can be addressed the following school year

Additional Enrichment:

Additional Enrichment:

Additional enrichment:

Additional enrichment:



Reporting the Progress of AG Students – Gr. 3-5 Enrichment The AG teacher in each school will provide a summative evaluation of student progress two times per year for students in Grades 3-5 who are receiving AG services through an enrichment program. The first AG Progress Report will be sent home at the end of the 2nd quarter, usually mid-January, and the second AG Progress Report will be sent home at the end of the 4th quarter, usually the last day of school. The Progress Report is aligned to the scope and sequence of the enrichment program. Additionally, each AG student will complete a self-assessment of their work at the end of the first quarter and at the end of the third quarter. A letter to the parents that explains the self-assessment will accompany the first report. Parents are asked to indicate that they have read the self-assessment and progress report by signing the label on the report card envelope. They may also indicate a request for a parent/teacher conference.

Student Goal Setting At the beginning of each quarter the AG teacher will tell the students what they will study when they attend enrichment classes. The students are asked to reflect on their strengths and weaknesses in the designated area of student. Students are asked to write down no more than three goals for each quarter. The goals may be academic, behavioral, aligned to the Habits of Mind, or other areas in which the student wants to focus. The AG teacher conferences with the students mid-quarter by asking them if they are close to meeting their goals or, if there is something the teacher can do to support them as they strive to meet their goals. Students collect work samples as evidence to mark their progress. At the end of each quarter the student writes a reflection of what s/he learned during the quarter and about progress toward their goals.



Setting My AG Goals Student’s name _____________________ Grade ___ Quarter___ I understand that this quarter I will focus on learning the following concepts and skills in our AG enrichment classes I already know or can already do the following as it pertains to what we will learn: Goals: At the end of the quarter I would like to know

and be able to Evidence: You will see the evidence of my improvement and new learning in Feedback please: Pay particular attention to I will be counting on meeting my goal/s with the support of



AG Student Self-Assessment

Date Dear Parents: In the AG classroom, our goal is to help each student develop the research, problem solving and communications skills needed to become an independent, lifelong learner. Along the way, students are learning more about themselves as learners. Halfway through each semester, the AG students have an opportunity to assess their progress toward meeting each of the criteria on the AG Progress Report as well as their own goals. They are asked to look at the work samples they have collected in class and to reflect on their growth as learners. Then students take time to set or revise personalized goals to help direct their learning in the future. Enclosed is a copy of your child’s AG Student Self-Assessment. Please take a moment to review the “I can” statements as well as the individualized goals set for the next grading period.

Please sign the label on the report card envelope and indicate whether or not you would like to request a conference with the AG teacher. The signed envelope is returned to school, but the AG Student Self-Assessment is yours to keep.

In addition to your child’s self-assessment, the AG teacher will send home a Progress Report at the end of each semester with additional information about your child’s performance. If you have any questions about the AG classroom at any time, please contact me by e-mail or by calling the school. I appreciate your support of the AG program. Sincerely, Teacher Name AG Teacher School name School phone number GCS teacher e-mail



AG Student Self-Assessment Each student provides a numeric grade for themselves (4,3,2,1) on the subject line such as AG Language Arts. On the line for each I can statement the student uses + and – as indicators of consistent or limited. At the text boxes at the bottom students write one to three goals for the semester. This report is sent home at the end of the first and third quarters. The digital version of this document can be found on GEMS.

Student:___________________________ Grade:_____ School Year:____________ School:____________________________ AG Teacher________________________

Key 4 Distinguished -- High proficiency of concepts and/or skills beyond expectations 3 Accomplished --Satisfactory proficiency of concepts and/or skills 2 Progressing --Limited proficiency of concepts and/or skills 1 Beginning --Little proficiency of concepts and/or skills + Consistent evidence - Limited evidence

Semester 1 Semester 2 AG Language Arts

I can apply appropriate vocabulary in speaking and writing. I can express myself orally in a clear and organized way. I can write with coherence, detail and elaboration. I can select and understand text appropriately.

AG Mathematics I can use a variety of complex problem solving skills. I can communicate my problem solving strategies. I can display persistence in problem solving. I can work efficiently and accurately.

Learning Behaviors I can respect the ideas and learning styles of others. I can work both collaboratively and independently. I can set personalized goals and monitor my progress. I can organize to set and meet deadlines. I can take responsibility for my learning. I can display curiosity and eagerness to learn.

Semester 1: Student Goal

NOTE: Please sign and return the AG label on the envelope. This copy of the Self-Assessment is yours to keep.

Semester 2: Student Goal NOTE: Please sign and return the AG label on the envelope. This copy of the Self-Assessment is yours to keep.



Elementary AG Progress Report The AG teacher provides a numeric grade for the student (4,3,2,1) on the subject line such as AG Language Arts. On the line for each descriptor use + and – to indicate the consistency of student work. Add observations and comments in the text boxes at the bottom of the page. This report is sent home at the end of the second and fourth quarters. The digital version of this document can be found on GEMS.

Student:____________________________________ Grade:_____ Year:____________ School:_____________________________________ AG Teacher: _________________

Key 4 Distinguished High proficiency of concepts and/or skills beyond expectations 3 Accomplished Satisfactory proficiency of concepts and/or skills 2 Progressing Limited proficiency of concepts and/or skills 1 Beginning Little proficiency of concepts and/or skills + Consistent evidence - Limited evidence

Semester 1 Semester 2

AG Language Arts Applies appropriate vocabulary in speaking and writing Expresses self orally in a clear and organized way Writes with coherence, detail and elaboration Selects and understands text appropriately

AG Mathematics Demonstrates variety of complex problem solving skills Effectively communicates problem solving strategies Displays persistence in problem solving Works efficiently and accurately

Learning Behaviors Respects ideas and learning styles of others Works both collaboratively and independently Sets goals and self-monitors progress Organizes to set and meet deadlines Takes responsibility for own learning Displays curiosity and eagerness to learn

Semester 1

NOTE: Please sign and return the AG label on the envelope. This copy of the Progress Report is yours to keep.

Semester 2

NOTE: Please sign and return the AG label on the envelope. This copy of the Progress Report is yours to keep.



Grades 3-5 Talent Development (TD) Overview Talent Development is provided in the student’s area of strength – Language Arts and/or Mathematics. The TD students are selected by the criteria outlined in the screening section of this handbook. An effort to nurture the talents of students from typically underrepresented populations and those who are high achievers in relation to the other students at their grade level is the primary purpose of TD. These are often students who are not AG but who are performing beyond their peers. Students who are served in TD are entitled to service pending an annual review so service is not guaranteed for the next school year or in another school if the student moves. In some situations TD students meet with AG students when the numbers of AG and TD students are below 20.

The TD students are pulled out of the general education classroom setting to meet with the AG teacher in groups of 10-20 students for a minimum of 60 minutes per week. The TD lessons provide learning experiences that extend or enhance the NC Standard Course of Study with a focus on communication, problem solving, and metacognition. These are opportunities for students to apply concepts and skills they have learned in the general education setting to new learning situations. The scope and sequence of Talent Development is tightly aligned with the AG Enrichment services for Grades 3-5. There is a scope and sequence of learning experiences that are designed for TD and is followed by the AG teacher. Parental permission forms and letters must be obtained prior to beginning service. There is no progress report for TD students however the AG teacher maintains a working folder for each TD student that contains the parent permissions and samples of student work. Parents of TD students are invited to an informational meeting upon selection and may request a conference with the AG teacher during the school year. Grade 3 – Services begin on the first day of the second semester. Grades 4 and 5– Services begin on the first school day after Labor Day.



Grades 3-5 Talent Development by Quarter

The focus areas for Talent Development are problem solving, communication, and metacogntion. Service for non-AG students is provided by the AG teacher for a minimum of 60 minutes per week in the subject of the student’s eligibility. The topics and projects below should each take place over a 4-6 week period. This allows time for the AG teacher to personalize additional learning opportunities for Talent Development during the remaining sessions.

Student groups should be between 10 and 20 students. If there are fewer than 10 students the AG teacher is encouraged to provide whole group instruction on Building Thinking Skills in Grades 2 and 3. Additionally, the AG teacher’s schedule may require that students meet in multi-age groups and with identified AG students. Language Arts Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4


AG teachers administer any additional student testing

Habits of Mind with Literature

Modeled Whole Group Writing Project

4 Literary Inquiry – Text Structure Vocabulary

Literary Inquiry – Seminars Vocabulary

Whole Group Writing Project

Small Group Writing Project

5 Vocabulary Development Caesar’s English Literary Inquiry – Text Structure

Vocabulary Development Caesar’s English Literary Inquiry – Figurative Language

Vocabulary Development Caesar’s English Group Research Project

Vocabulary Development Caesar’s English

Mathematics Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4


AG teachers administer any additional student testing

Problem Solving – Math Quest

Problem Solving – Math Quest

4 Modeled Data Collection Project

Math Simulations – Algebra into the Unknown



5 Small Group Data Collection Project

Math Simulations – House Design

Problem Solving Strategies




Gr. 3-5 Enrichment Performance Watch

Once eligible for Academically Gifted (AG) services, students are expected to maintain academic performance in any subject for which eligibility has been determined. Students receiving Cs on two consecutive quarters or D/ F during any quarter on their regular classroom report card or AG report card will be placed on “Performance Watch.” Parents will receive notification of the “Performance Watch” and be invited to collaborate on developing a strategic plan for improvement. Intervention strategies will be noted on the document titled, “AG Student Performance Watch Plan.” There may be emotional, academic, or social situations that require the AG student to postpone service for a quarter without having to requalify but are still considered on “Performance Watch.” Being on “Performance Watch” means that a student is not meeting AG expectations in one or more classes. The school’s Team for Academically Gifted (TAG), the classroom teacher (if applicable) and parents will meet to discuss possible interventions to help the student improve in the given class/es. Students still attend AG classes while on “Performance Watch”. Interventions may include (but are not limited to) counseling, organizational skills, use of study skill strategies, modification of assignments, adjustments to the student’s schedule, etc. The student is given a grading period or 9 weeks to improve academic performance. If the “Performance Watch” period ends without improved academic performance, a change in service may be recommended by the TAG at the student’s school. No changes will be made in service without documentation of intervention strategies and the results of the implemented strategies. Documentation of intervention strategies are to be filed in the AG folder and noted on the DEP. Parents will receive a copy of all Performance Watch documents. Parents may request a review of their child’s performance or a leave of absence from AG classes. In the event that a student’s services are interrupted based on parental request or “Performance Watch” as recommended by TAG, the student may resume services without requalification. The student will need to requalify in order to resume AG services if TAG recommends that an AG student remain on “Performance Watch” for more than two quarters because AG eligibility does not provide the best academic placement for the student, Process In order to begin the “Performance Watch” process the AG teacher meets to share concerns with the student, classroom teacher, and TAG prior to conferencing with parents to discuss supportive strategies to strengthen the student’s academic performance. A letter to parents is included in this section of the handbook. All meetings and strategies are documented on the “Performance Watch Plan.” At the conclusion of the conferences, all participants should be clear about their role in supporting the student. Note: AG eligibility status is revoked for students who remain on “Performance Watch” for a full school year.



AG Student Performance Watch Plan A copy of this plan is placed in the AG student’s folder and the parents are provided with a copy. Student Name _________________________ School _________________________ Date ________________Grade ___________ Quarter 1 2 3 4

Academic areas for “Performance Watch”: _____ Language Arts _____Mathematics

List the academic concerns that effect student success. Attach samples of student work.

Strategies Timeline Resources Needed Person Responsible

Conference signatures and dates: AG teacher and student: ________________________________________________________ Issues discussed: ______________________________________________________________ AG teacher and classroom teacher: ________________________________________________ Issues discussed: ______________________________________________________________ Teacher/s and parent/s:__________________________________________________________ Issues discussed: ______________________________________________________________ AG eligibility status is revoked for students who remain on “Performance Watch” for a full school year.



AG Performance Watch Date Dear Parent, Once eligible for Academically Gifted (AG) services, students are expected to maintain adequate performance in all subjects for which they are eligible. Students not meeting expectations of the AG program or demonstrating academic difficulty due to social/emotional situations will be placed on “Performance Watch”. Being on “Performance Watch” means that (student’s name) is not meeting AG expectations in the regular classroom or the AG classroom in one or more subjects. As part of the “Performance Watch” process you will be informed of your child’s progress. A record of the academic concerns, as well as strategies that will be implemented will be kept in your child’s AG folder. If the “Performance Watch” period ends without improvement, an adjustment in service may be recommended by the Team for Academically Gifted (TAG). An “x” indicates “Performance Watch” in the subject.

________ Language Arts ________ Mathematics ________ In the Regular classroom ________ In the AG classroom

The Team for Academically Gifted (TAG) invites you to attend a conference to collaborate on strategies for helping your child improve his/her academic standing on __________________________________at _____. Please contact your AG teacher to let him/her know if you plan to attend. AG services may not be the most appropriate academic support or service model for students who continue to experience academic difficulties with the interventions of the “Performance Watch Plan.” Team for Academically Gifted (TAG) will reconvene at the end of the quarter to discuss the progress status of the “Performance Watch Plan.” At that time you will be informed about whether or not AG services will resume. Sincerely, TAG Chairperson/Designee Parent Signature ______________________ Phone: Date _____________ The parent should submit to the school’s principal a written objection to the decision within 10 school days. The objection should be fully explained.



Changes in AG Service and Adding a Subject of Eligibility 1. Changes in service may occur or be considered when the student:

becomes eligible in a different subject area or for VS services. is not meeting the achievement criteria of 70th percentile for Talent Development.

2. In unusual situations changes in service may occur or be considered as a result of “Performance Watch” when the student: is experiencing academic, social, and/or emotional difficulties during AG services (see

Performance Watch). remains on “Performance Watch” for a full school year. (AG eligibility status is revoked)

3. Changes in service may occur by parent request. Parents must be notified of the change All students who are on “Performance Watch” need to have their status resolved during the end of year annual review. Additionally, the “Performance Watch” guidelines should be reviewed during the end of year annual review for 5th grade students who are struggling with advanced concepts and/or fast-paced instruction. Parents may request that the TAG review a student’s service at any time in order to qualify for AG services or add a subject of eligibility. New test scores obtained through private testing are considered new information. Parents may refuse service for an AG eligible student after a conference with TAG. Refusal of service does not negate the student’s AG eligibility. A written request is made and submitted to the TAG. A student, whose service is changed during the school year for any reason, will receive the adjusted level for the remainder of that school year. VS VS students may become “AG Eligible” if the VS criteria for eligibility are not maintained. The student must requalify for VS services after becoming “AG Eligible.” Parents are informed of all changes.



Very Strong Program Service Options (VS)

The Academy at Lincoln (Grades 4-8)

Increased AG services are offered for students in grades 4-8 who show evidence of extremely high performance in the regular classroom and whose academic needs may require placement in a separate setting. Guilford County Schools (GCS) provides this option at The Academy at Lincoln. Students are assigned to teachers who provide daily differentiated/accelerated instruction in the four core curriculum areas. Teachers who instruct each core curricular class will be highly qualified and licensed in their discipline and also certified in gifted education. These classes provide:

Accelerated content with little remediation Interdisciplinary, concept-based instruction High-level thinking processes/products Strong focus on research skills Greater emphasis on problem-finding and problem-solving Separate setting with acadmic peers, creating an environment where it is

accepted to be “smart” Group dynamics where the social/emotional needs of highly gifted

children are met If a VS eligible student chooses not to participate in the VS program by not attending The Academy at Lincoln, the assigned base school will strive to meet his/her "very strong” needs; however, parents should not expect the same intensive services which can be provided at a site where classes are specifically designed to meet the unique needs of this particular group of students. Students may be served in a higher grade level for some or all subjects, if deemed appropriate by the Team for Academically Gifted (TAG) and the principal. Students may be enrolled in two levels of school (e.g., middle school and high school) simultaneously. This dual enrollment placement is recommended for course content that is highly sequential, and is at the discretion of the TAG and the principals of the two schools. Decisions regarding the services students receive will be documented on the Differentiated Education Plan.



Eligibility to Attend The Academy at Lincoln: Elementary School VS Screening Procedures

An Academically Gifted (AG) student becomes part of the Very Strong (VS) screening process when qualifying scores meet the following criteria:

Aptitude is greater than or equal to 97th percentile. Reading achievement is greater than or equal to 97th percentile. Math achievement is greater than or equal to 97th percentile. Grade in each of the four core subjects is an A.

In the event a student meets all but one of the above criteria, then the AG teacher must communicate with the District Oversight Committee (DOC) to determine if further screening is appropriate. Regarding 4th & 5th Grade VS eligible students NOT currently attending Lincoln Academy:

During the end of year screening process, a VS eligible student who has continuously maintained VS eligibility with EOG scores and grades, but who has previously chosen to remain at his/her home school, may be submitted to DOC if the family is now interested in attending The Academy at Lincoln for the upcoming school year. After confirming continued eligibility through EOG scores and grades, the AG teacher must submit an updated TAG-signed Student Eligibility Record (SER) for DOC approval. When DOC approval is received, the DOC will notify the parents by letter. Information regarding VS services at The Academy at Lincoln will be mailed home from the central AG Services department. However, if upon review the AG teacher finds that the student has not maintained VS eligibility with his/her current EOG scores and grades, then the AG teacher must update the AG database to reflect a reduction in eligibility and notify the parents of the change through the Annual Review letter.



Academically Gifted –Very Strong Services Program Explanation – Frequently Asked Questions

1. What type of program is being offered? Answer: Increased services are offered for the students in grades 4-8 who show evidence of extremely high performance in the regular classroom and whose academic needs may require a full-time program. Students are assigned to teachers who provide daily instruction in the four core curriculum areas. These classes provide:

accelerated content interdisciplinary, concept-based instruction high-level thinking processes/products a strong focus on research skills greater emphasis upon problem-finding and problem-solving

2. If a student is found eligible for this level of service, where will the services be provided? Answer: All grade levels will be housed at The Academy at Lincoln.

3. What type of student is being considered for this level of service? Answer: Any student in the Guilford County School System, grades 4-8, can be considered. The student must have superior ability and performance levels which can be documented by:

Scores at or above the 97th percentile as measured on standardized aptitude and achievement tests in reading and math.

Achievement scores in science and social studies at or above 93rd percentile. An "A" average in each of the core curriculum areas (see report card) Portfolio of historical data and evidence (if needed)

4. What is the procedure for determining eligibility? Answer: Any of the indicators listed in number 3 above might result in a review by the Team for Academically Gifted (TAG) at the school level. Once all of the data is collected, it is reviewed and a determination about the need for further assessment and/or eligibility (where appropriate) for services at the Very Strong level is made. If the TAG recommendation is for this level of service, final determination will be made by the District Oversight Committee (DOC). Upon final determination of eligibility, and acceptance by the parent, daily transportation will be provided by the school system at no cost to parents.

5. If a student is found eligible, must he/she participate? Answer: No. A student is not required to participate. 6. If a student participates in this program at the separate school beginning in elementary

school, how long will eligibility continue? Answer: As long as the student meets the performance expectations of earning “A” and “B”, eligibility will continue through 8th grade.

7. When can a student be considered for this program? Answer: Third graders will be evaluated for placement in fourth grade following the system-wide administration of the CogAT in the fall. Additionally, a screening pool for all appropriate grade levels, made up of students scoring at or above the 97th percentile on the reading and math EOGs, will be formed each school year, and eligibility will automatically be considered for those students.

8. If a student is found eligible but chooses not to participate, how long will the eligibility last?

Answer: Eligibility does not automatically continue if the student does not participate in the VS program at The Academy at Lincoln. Due to the performance- based nature of the Academically Gifted program, eligibility continues only if grades and achievement test scores remain at the Very Strong level. If your child continues to be eligible and you wish to access these services in a subsequent school year, please contact the Academically Gifted office.



SAMPLE

Date Dear Parent, Your child was recently evaluated and reviewed by the Academically Gifted (AG) Services department to determine eligibility for the “Very Strong” (VS) services program offered at The Academy at Lincoln. A Student Eligibility Record (SER) is enclosed which outlines the indicators used and the decisions made based upon these indicators.

Five indicators are considered for VS services as listed below. Eligibility for VS services requires that four of the five are at the appropriate levels. VS eligibility includes all four core subjects. When appropriate, a portfolio of historical data and evidence may be used to supplement one unmet criterion.

Aptitude Score 97th percentile or higher Reading Achievement Scores 97th percentile or higher Math Achievement Scores 97th percentile or higher Science & Social Studies Achievement Scores 93rd percentile or higher Performance An "A" average in all core subjects

The District Oversight Committee has determined that your child is eligible for VS services at The Academy at Lincoln.

Students who are eligible for AL are required to maintain high performance levels. Students who qualify for VS services at this time will be eligible to attend The Academy at Lincoln next year, 2011-2012. If your child should choose not to participate in this program in the 2011-2012 school year by not attending The Academy at Lincoln, VS eligibility in subsequent years will continue only if grades and achievement test scores remain at the Very Strong level. Should you wish to access these services in subsequent school years, please contact the Academically Gifted Services department at 370-8361.

If you choose for your child to participate, transportation will be provided at no cost to you. If you would like to receive transportation, please complete the attached Transportation Form and send it to the Transportation Department by June XX, 2011. You may expect to be notified of pick-up and delivery times the week before school begins. Additionally, you will need to go to Lincoln and register your child by June XX, 2011. Please call the school in advance to see what documents you will need. Please be advised that the number of seats available at Lincoln is limited.

To assist you in making a decision concerning your child’s placement in the VSN program, The Academy at Lincoln is offering tours of the school on XX. You may enroll your child before or after tours. Please check in at the main office upon arrival. Sincerely, Toni Roland Program Facilitator Advanced Learning Program Enclosures: Student Eligibility Record Transportation Form

What to do. . .

Decide whether to participate.

Not Participating- End of VSN Process. Student will receive services in home school.

Participating- Register your child at Lincoln. Send Transportation form to Transportation Department.



Parent Notification of Ineligibility for VS Services

School _________________________________________ Date ___________________

Student Name ___________________________________________________________

Dear Parent, Your child was recently evaluated and reviewed by the Academically Gifted (AG) Services department to determine eligibility for the “Very Strong” (VS) services program offered at The Academy at Lincoln. Enclosed, please find a copy of the Student Eligibility Record (SER) which was used to compile information gathered to assess academic strengths. Also enclosed are the criteria for eligibility for your reference.

GCS AG - VS Criteria Chart

GCS AG – VS Criteria Student’s Data

(Scores) Criteria Met (Yes or No)

Aptitude: 97th percentile or higher



Science and Social Studies Achievement: 93rd percentile or higher

Grades: “A” average for the year in each of the core subjects (Reading, Math, Science, Social Studies)


At present, your child does not meet the criteria for VS services as stated in the board approved Academically Gifted Plan for 2010-2013. However, this does not affect his/her usual placement in the program for Academically Gifted (AG) at the home school. A determination that your child is not eligible for VS services does not rule out another review at a later date as new data becomes available.

The fact that your child was nominated for VS services indicates an exemplary level of achievement. We wish him/her continued academic success with all endeavors. Please contact me if you have any questions. Sincerely, TAG Chairperson/Designee Phone # 336-___-____ Email _______________



VS Portfolio Rubric

Student’s Name: Date of Birth: / /

School: Grade:

AG portfolio for VS* This portfolio may take the place of one of the following eligibility criteria if the student scored within a specific range (listed on the table below):

Aptitude: 97th percentile or greater Reading Achievement: 97th percentile or greater Math Achievement: 97th percentile or greater Science and Social Studies Achievement: 93rd percentile or greater Grades: “A” average in all four core subjects (reading, math, science, social studies)

*not for use during 3rd grade mid-year screening

Criteria to be supplemented

Products Scores Eligibility Criteria Criteria

Met (Yes/ No)

Aptitude: 92nd - 96th percentile Student’s score: ____ Criteria must be met in all 3 areas

Student written response (R) to both prompts

(check submitted)

R1 _____

R2 _____

R1: student explains multiple strategies

R2: student elaborately describes a topic that they would teach

Parent letter Parent letter is submitted

Letters of Recommendation:

AG teacher RE teacher

(check submitted)

AG _____

RE _____

2 letters of recommendation submitted, one from the AG teacher and one from an RE teacher

Reading Achievement: 92nd – 96th percentile Student’s score:____ Criteria must be met in all 3 areas

Previous 2 years of scores from EOG, DRA, or other accepted achievement screening measures

EOG ____%iles EOG ____%iles 1st gr DRA___ 2nd gr DRA___

EOG 2 year average of 97th % ile or higher

DRA score at or above

level 44

Student written response (R) to choice of prompt

(check submitted)

R1 _____

R2 _____

(R1) Explains multiple strategies (R2) Provides multiple comparisons

Accelerated Reader Report (Grades 3-4 only) and/or Reading Log

Includes multiple titles that are 2 or more years above grade



(continued)

VS Portfolio Rubric Student’s Name: School:

Criteria to be supplemented

Student’s Products Scores Eligibility Criteria Criteria

Met (Yes/ No)

Math Achievement: 92nd – 96th percentile Student’s score: ____ Criteria must be met in both areas.

Previous 2 years of scores from EOGs, GCS math Assessment cards, or other accepted achievement screening measures

EOG ____%ile EOG ____%ile GCS Math Cards

Gr. 1 _____ Gr. 2 _____

EOG 2 year average of 97th % ile or higher

Level 4 in majority

of objectives

Student written response to prompt

Applies mathematical reasoning and multiple strategies for problem solving

Science/Social Studies Achievement (average)*: 88th – 92nd Percentile *Portfolio must address the weaker of the 2 subjects, Science or Soc. St, rather than both. Criteria must be met for that subject.

Sci

ence


OR GCS district Science Fair award

Written response submitted _____ GCS district Science Fair Award/s submitted _____

Applies scientific reasoning and generates multiple questions

One or more awards for Honorable Mention or higher honor

Soc

ial S

tud

ies


Student written response submitted _____

Applies general concepts of geography (such as relative location, population patterns, resources, landforms, etc.)

Indicates knowledge of relevant types of resources

Grades: Student’s average grade in one or more core subjects is B. Criteria must be met in both areas.

Gifted Rating Scale (GRS)

Academic (A) Intellectual (I) Creativity (C)

Motivation (M) Leadership (L)

GRS t-scores: A ______ I ______ C ______ M ______ L ______

t-score in 4 out of 5 sub areas of 69 points or greater

Letters of Recommendation:

AG teacher RE teacher

(check submitted)

AG _____

RE _____

2 letters of recommendation submitted, one from the AG teacher and from an RE teacher



VS Portfolio Rubric

Student’s Name: School:

The attached portfolio was reviewed by the following members of TAG on (date) ______________

Signatures: ______________________________ ______________________________

______________________________ ______________________________

Portfolio unanimously approved?

_____ Yes, submit to DOC for final approval.

_____ No, portfolio not approved and process is concluded.

------------------------------------------------------------------------------------------------------------------------------- The attached portfolio was reviewed by the following members of DOC on (date) _______________

Signatures: ______________________________ ______________________________

_____ Portfolio approved by DOC

_____ Portfolio not approved by DOC



AG Personnel



Academically Gifted Personnel Contact Information and Program Responsibilities

Lee Ann Segalla, Executive Director K-12 AG program Advanced Placement International Baccalaureate Contact information: [email protected] Office phone: 574-2657 Kristy Teague, Office Support Contact information: [email protected] Office phone: 370-8361

Donna Gentile, Program Facilitator Serves assigned elementary schools (approximately 34) Co-ordinates Academic All Star Camp Supports Curriculum Compacting initiative Contact information: [email protected] Office phone: 370-2358

Christine Lange, Program Facilitator Serves assigned elementary schools (approximately 34) Co-ordinates K-2 Talent Development initiative Contact information: [email protected] Office phone: 370-2364 Ext. 3

Toni Roland, Program Facilitator Serves all middle schools (25) Co-ordinates VS Program Serves as liaison to families of students new to Guilford County Schools Contact information: [email protected] Office phone: 370-8322

Professional Development for Classroom Teachers

Two courses are being offered for classroom teachers during the 2010-2011 school year: Characteristics of the Gifted Learner Differentiation for the Gifted Learner

Four college level courses (12 hours) are needed for AIG certification in North Carolina. Guilford County Schools provides tuition assistance to currently employed GCS teachers for course work leading to AIG certification. Please contact Lee Ann Segalla at [email protected] for more information about the AIG certification process for High Point University.

Professional Development for AG Teachers

Elementary AG teachers receive professional development at their monthly meetings. Additional workshops are held quarterly to support the scope and sequence they teach. The two Program Facilitators provide coaching and support as well as monitor the records and accountability of each AG teacher. The Principal at each school is responsible for evaluating the AG teacher.



Glossary



Glossary

1. acceleration – students capable of performing above their grade level work with higher grade level curriculum independently, in their regular classroom, or in a higher grade level classroom

2. AG – academically gifted (refers to students identified as gifted learners in Guilford

County Schools)

3. AIG – academically or intellectually gifted (refers to the North Carolina and Guilford County Schools programs for gifted learners)

4. Article 9B – N.C. legislation passed in 1996 to provide a state definition for gifted

students and to require local school districts to develop three-year plans for gifted education

5. curriculum compacting – students take pretests to determine what they already know

before a unit of study, then instruction is tailored to their individual needs by condensing or eliminating work that has been mastered

6. DEP – differentiated education plan (form that documents special services a student

receives from elementary through high school)

7. differentiation – adapting what students learn, how they learn it, and how they show their learning based on individual needs or interests

8. DOC – district oversight committee (committee at the district level that oversees

identification of eligible students for the AG program)

9. DPI – Department of Public Instruction *See the NCDPI website at www.ncpublicschools.org

10. GCS – Guilford County Schools

*See the GCS website at www.gcsnc.com

11. LEA – local education agency (local school district)

12. NC WISE - NC Window of Information on Student Education (an on-line data management system for tracking student demographics, attendance and other information)

13. SER – student eligibility record (form that documents whether or not a student is eligible

for gifted services and the data used to screen for eligibility)

14. TAG – team for the academically gifted (committee at the school level that oversees student identification and service delivery for gifted students)



15. talent development – services provided at the K-5 level to increase participation of students from cultural or socio-economic groups traditionally underrepresented in programs for the gifted

16. underrepresented students – African American, American Indian, Asian, Hispanic, Multi-

racial, Exceptional Children, English Language Learners, students eligible for Free and Reduced Lunch

academically gifted (ag) 2010-13 - guilford county … parent handbook.pdf · academically gifted...

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