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- 1. 1 Elementary Academically Gifted (AG) Services 2010-2013
- 2. Academically Gifted Plan 2010-2013 2 All Guilford County Schools will have equitable opportunities for eligible AG students. All school staff will collaboratively share the responsibility to provide the most rigorous experiences for each student to develop 21st century skills.
- 3. GCS AG Continuum of Services 3
- 5. Aptitude - at or above the 85thpercentile
- 6. Gifted Rating Scale - 4 of 5 sub scores must be at or above 60 points (Students scoring at or above the 93rd percentile in achievement and aptitude do not need a Gifted Rating Scale for eligibility.) *A portfolio of the student’s academic history may be presented to the school-based Team for Academically Gifted (TAG) to take the place of one indicator above as long as the scores are within a range of 5-10 points of the criteria.
- 8. Gifted Rating Scale -4 of 5 sub scores must be at or above 60 points*A portfolio of the student’s academic history may be presented to the school-based Team for Academically Gifted (TAG) to take the place of one indicator above.
- 10. Achievement Science and Social Studies – average of 93rd-99thpercentile
- 12. Gifted Rating Scale -4 of 5 sub scores must be at or above 69 points
- 15. Instruction provided by a certified AG teacher 60 minutes per week
- 16. Instructional topics align with AG instruction
- 17. Group size 10-20
- 19. Instruction provided by a certified AG teacher
- 20. 90 minutes per subject per week for students eligible in reading and/or math.
- 22. Communication
- 23. Metacognition – reflective thinking
- 24. Specific grade-level opportunities will be provided for all eligible students
- 26. AG Reading Grades 4 & 5 11
- 27. AG Math Grades 4 & 5 12
- 30. End of fourth grading periodContact the AG teacher any time about your child’s progress.
- 32. Supports and advocates for gifted education in the school
- 33. Nominates and recommends to the principal and District Oversight Committee students for AG services
- 35. Gifted Rating Scale replaced a teacher observation checklist.
- 36. Two levels of service, Very Strong Need (VSN) and Eligible (E).
- 37. Two pilot projects: Curriculum Compacting and K-2 Talent Development.
- 38. Portfolios are data driven.
- 39. Enrichment model is consistent across the school district.15
- 41. Curriculum Compacting Pilot Program
- 42. Enrichment Model
- 45. Students are given a quarterly pre-assessments to determine the areas or objectives in which they are already proficient.
Hinweis der Redaktion
- This is the mission of the 2010-13 AG plan for GCS.
- This table illustrates how many different services are available in GCS for high achieving students. Today we will only review those services for elementary. You can see that the classroom teacher plays a very important role in differentiating for gifted students. Additionally you can see that there are services called Talent Development that are specifically for students who are not eligible for AG services but may be high achievers or show great potential in relation to the other students in the general education setting.
- The changes in the eligibility criteria are that:The Gifted Rating Scale takes the place of the teacher observation checklist.Grades are no longer a criteriaThe portfolio is a retrospective of the student’s academic performance in the event that the tests that are used in the screening process are not indicative of the student’s academic performance.
- You’ll note that there is no aptitude criteria in Middle School. Additionally, there are placement tests for some math classes.
- The Talent Development portion of our services is a strategy to increase the numbers of students from typically under-represented populations as eligible for AG services. These groups include students in poverty, African American, Hispanic, Asian, multi-racial, Non-English speaking students, and EC students. Although these groups represent 41% of our student population they represent less than 19% of the AG population.
- This year the AG teachers have worked together to create an enrichment model that may be implemented at all schools. The model is characterized by these organizational elements.
- We have made a deliberate effort to focus our instruction on the 21st century skills that transcend all disciplines. Then we aligned instructional activities that foster those skills. Students will learn about the teacher’s goals and focus areas for the quarter and the student will write about the area that he/she most wants to improve. For example, if the focus of the work is analyzing data, the student may have as a goal that they would like to be know how to construct graphic representations of multiple sets of data on one graph or that they would like to be better at constructing graphs that are clear to the viewer.
- During the first quarter the AG teacher provides whole class instruction on thinking skills in each 3rd grade classroom. During this time students are receiving instruction that will familiarize them with the kinds of test items that they will see on the Cognitive Abilities Test. This is the first standardized test that students take and it is timed. During the second quarter the AG teacher completes the screening process and gets to as many 3rd grade classes as possible to continue the thinking skills instruction with the whole class. During this whole class instruction the teacher is making observations and writing notes about students responses. From these notes s/he will be able to later complete the Gifted Rating Scale.
- The literary inquiry will involve helping students select a wide variety of books appropriate for their reading. They will study the characteristics of different genre as models for their own writing for the project in the second quarter. The personal research projects are designed to provide a process for students to learn how to answer their own questions. 4th graders will work in small groups and 5th grades may work independently or in pairs. Their final product will need to be presented to an appropriate audience for the topic.Gifted students will provide a needs assessment, global impact statement, or advocacy state of the service learning that is taking place in their school.
- The data collection project is designed to be an investigation of something at the school for which data can be collected, analyzed, and presented. The questions for the investigations come from the students… What is the most popular lunch served at school? Is it the same for every grade? Are there certain types of food that are wasted? Is our data similar to other schools?The math simulations focus on algebraic thinking in 3rd and 4th grade and application of a variety of measuring and geometric concepts for 5th grade. Spontaneous problem solving provides opportunities for student to work in groups to solve hands-on problems. The goal is to develop multiple solutions and creative problem solving.Gifted students will provide a needs assessment, global impact statement, or advocacy state of the service learning that is taking place in their school from a mathematical perspective.
- (The AG report card may be copied and distributed at this time or sent around for others to view.) Students complete a self assessment in their area of their eligibility and set new goals for the upcoming quarter. Parents are asked to discuss the report with their child and may request a conference with the AG teacher.
- The majority of the gifted student’s day is spent in a general education setting so the responsibility for differentiation is with the classroom teacher. There is a school-based committee of staff member who support classroom teachers with differentiation strategies and consultation.
- (This slide May be omitted for the parent presentation.)
- (This slide May be omitted for the parent presentation.)
- (This slide May be omitted for the parent presentation.)
- (This slide May be omitted for the parent presentation.)
- Ask parents to submit any questions or comments in writing and a Frequently Asked Questions page can be generated and posted on the school’s website.