wake county public school system academically gifted program

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Wake CountyPublic School System

Academically Gifted Program

Beginning the Middle School Journey

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The Academically Gifted Program seeks to:

Inspire the love of learning

Foster high achievement capabilities

Support individual interests of gifted learners

Nurture highly able learners from all populations

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Middle School is a time of change.

Students

Parents

School Experience

Academically Gifted Services

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Middle School is a time of change

for students:

Physically

Emotionally

Intellectually

Socially

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Middle School is a time of change

for parents:

Developing their evolving relationships with their adolescent

Supporting their child’s growing independence and responsibility

Interacting with a team of teachers

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Middle School is a time of change

for the students’ school experience:

Subject area focus with core teachers Class changes Interaction with a larger number of highly-

able students Evolving special talents Preparation for high school honors and

AP courses

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Middle School is a time of change

for Academically Gifted services:

Delivered through grouping and differentiation strategies within the regular education classroom

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During the middle years, students change in the ways and degrees in which they express their academic abilities.

Grouping strategies within the regular classroom allow teachers to meet the changing needs of students.

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Academically Gifted Services in the

Middle School

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In middle school, Academically Gifted students are served in their area(s) of identification according to the AG Plan 2007-2010 and as outlined on our school plan.

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Service Delivery Options May Include

Appropriate classroom grouping strategies (English/Language Arts)

Grade-level course offerings (Mathematics)

Content differentiation

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Content Differentiation May Include

Curriculum compacting

Differentiated instructional units/centers

Technology applications

Additional strategies

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“The goal for gifted education is to nurture the fullest development of each learner’s personal, social-emotional, and academic potentials.”

WCPSS Academically Gifted Program Plan, 2007-2010

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The Role of the MS AG Resource Teacher

Assist in the planning and implementation of differentiated curricula and instruction

Provide appropriate instructional materials Facilitate school-level professional

development in differentiation Maintain and monitor AG Program

confidential records and data Consult with and support AG students as

needed Communicate with parents

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The Academically Gifted teacher is also available to individual students, by appointment, to support their academic efforts.

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In the fall of each year, parents of Academically Gifted students receive Differentiated Education Plans (DEPs) and Differentiated Course Plans (DCPs).

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The Differentiated Education Plan DEP

Indicates level of need in identified area(s)

Reflects appropriate service delivery options

Documents the results of the annual review process assessing student performance

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The Differentiated Course Plan DCP

Outlines annual instructional goals

Describes program content

Describes methods and procedures for determining that goals have been met

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Monitoring Education and Course Plans

The three-year progression of service for each student is shown on a single DEP with multiple copies.

In the spring of each year, the School-Based Committee for Gifted Education evaluates the current performance of each student and adjusts the DEP as needed.

Parents will receive notice of any changes. Parents will receive an updated copy of the

DEP during the fall of each academic year.

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Teachers use the information on the DEP and DCP(s) to plan for differentiated curricula and instructional practices for academically gifted students.

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Effective strategies at the middle school level may include

Tiered activities and assignmentsVaried questioningVaried texts and materialsOn-going formative assessments Increased complexity and challengeProjects and investigationsTechnology applications

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Classroom teachers may enhance instructional strategies through

Professional development opportunities, which include the Cruise to Excellence Differentiation series

Consultation and collaboration with the Academically Gifted Resource Teacher

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We can all support the growth of students by:

Listening non-judgmentally and with empathy Communicating clear expectations Setting dependable, consistent limits with

encouragement and support Appreciating, acknowledging, and accepting

different ways of thinking and doing Providing opportunities to explore and utilize

students’ differing gifts Keeping a strong sense of humor!

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Parents/Guardians

AG Resource Teacher

Classroom Teachers

School Counselors and other professional staff

Central Services Academically Gifted staff

Administrators

Student

The Team for Student Success

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Additional Information is Available From

The AG Resource Teacher

School websites and newsletters

AG Parent Guide

WCPSS website

The AG Program Plan 2007-2010

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Where Do We Go From Here?

Visit

Ask Questions

Partner with your child

Enjoy the journey

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WHAT IS A MIDDLE SCHOOLER?What is a middle schooler?

I was asked one day

I knew what he was,

But what should I say?

He is noise and confusion.

He is silence that is deep.

He is sunshine and laughter,

Or a cloud that will weep.

He is swift as an arrow.

He is a waster of time.

He wants to be rich,

But cannot save a dime.

He is rude and nasty.

He is polite as can be.

He wants parental guidance,

But fights to be free.

He is aggressive and bossy.

He is timid and shy.

He knows all the answers.

But still will ask “why”.

He is awkward and clumsy.

He is graceful and poised.

He is ever changing,

But do not be annoyed.

What is a middle schooler?

I was asked one day.

He is the future unfolding,

So do not stand in the way.

(By: An eighth grade middle school student)