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We will begin the meeting at 8 am.

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Martin Middle School �AIG Parent Presentation

Ms. Bonham West (rwest2@wcpss.net) (Math, AIG Identification)

Ms. Dalessio (cdalessio@wcpss.net) (ELA)

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Article 9B, Academically or Intellectually Gifted Students

• [N.C.G.S. § 115C-150.5-.8 (Article 9B)]. requires local education agencies (LEA) to develop three year AIG local plans with specific components, to be approved by local school boards and subsequently sent to the State Board of Education.

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• Article 9B is the current legislation mandating identification and services for gifted education K-12.

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Alignment to Core Beliefs

Every student is uniquely capable and deserves to be challenged and engaged in relevant, rigorous, and meaningful learning each day.

Core Belief #1

The BoE, Superintendent, and all staff, while sustaining best practices, will promote and support a culture of continuous improvement, risk-taking, and innovation, that results in a high-performing organization focused on student achievement.

Core Belief #4

Every student is expected to learn, grow, and succeed while we eliminate the ability to predict achievement based on socio economic status, race, and ethnicity.

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Core Belief #2

The BoE, superintendent, and all staff value a diverse school community that is inviting, respectful, inclusive, flexible, and supportive.

Core Belief #5

Well-supported, highly effective, and dedicated principals, teachers, and staff are essential to success for all students.

Core Belief #3

The Wake County residents value a strong public school system and will partner to provide the support and resources to fully realize our shared vision, accomplish the mission, and sustain our core beliefs.

Core Belief #6

All Wake County Public School System students deserve to be challenged in meaningful learning each day.

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WCPSS AIG Data

According to 2018-2019 district data 26,279 students are currently identified as gifted:

• 7,195 elementary students
• 7,934 middle school students
• 11,150 high school students.

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AIG

Services

AIG Service Delivery

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Elementary School

• Weekly pull-out sessions
• 1 for ELA
• 1 for Math

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Middle School

• Quarterly sessions
• Options:
• Push Out
• Push In
• Synchronous
• Asynchronous

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ELA Differentiation

Concepts to consider:

• Content
• Process
• Product

Content:

• Provide more challenging reading materials
• Use topics of interest, relevant to how the world works, complex and worthwhile.

Process:

• Flexible grouping: individual, pairs, small groups
• Encourage creativity and risk taking
• Provide opportunities for many answer AND best answer thinking

Product:

• Allow a variety of acceptable products (multiple intelligences)
• Offer leveled projects (For an A...For a B...etc.)
• Involve the student in creating the scoring guide

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Math Differentiation Using OUR and MVP curriculums

• Flexible grouping of student pairs and small groups.

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• Encourage creative problem solving and taking risks when participating in class discourse.

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• Allow for a variety of acceptable results in open-ended problems.

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• Provide opportunities for divergent (many answers) and convergent (best answer) thinking.

• Provide opportunities to develop depth & breadth of knowledge.

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• Provide opportunities for open-ended, self-directed activities.

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• Provide fewer drill & practice activities when concepts are mastered.

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Social-Emotional Learning

Second Step: Second Step Middle School is a first-of-its-kind social-emotional learning (SEL) curriculum that’s modern, web-based, and responsive to the needs of today’s students and educators. It’s underpinned by the latest research in adolescent brain development and social psychology. The result is a program that doesn’t just help kids do better in school—it helps them do better in life.

Circles:

• Part of WCPSS Restorative practices which are a series of approaches and tools that strengthen relationships and connections within communities.

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• Structured dialogue process that is regulated by a trained circle leader.

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• Participants are respected and given the opportunity to share without interruption. The social and emotional well-being of all circle participants is honored and valued.

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Q & A

Break

AIG Identification Process--In Brief

Nomination

Stakeholder identifies a student who would benefit from differentiated instruction

Referral

SBCGE meets to review nomination data. If data suggests a student could be identified, SBCGE refers student for further evaluation

Evaluation

SBCGE collects additional data on classroom performance, portfolio artifacts, EOG scores, and CogAT/IOWA tests

Review

SBCGE meets to review all data collected

Recommendation

SBCGE makes a decision as to whether a student will receive differentiated services

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Reciprocity

• Students who transfer from other districts where they were identified as gifted/AIG will receive reciprocity in the area(s) of identification in the prior district

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• The School Based Committee for Gifted Education (SBCGE) reviews documentation of prior gifted/AIG identification in an accredited school system

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• Once approved, services will be provided for students with official gifted/AIG identification

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Q & A

Break

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Contact Information

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Ms. Bonham West (rwest2@wcpss.net)

• Math
• AIG Identification

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Ms. Dalessio (cdalessio@wcpss.net)

• ELA�

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