Wake County Schools Local Academically or Intellectually Gifted ...

More documents

Recommendations

Info

Local AIG Plan, 2010-2013 Page 20 of 67 7/12/2010 The Differentiated Education Plans (DEPs) for elementary and middle school students are developed at the beginning of each academic year by the AIG Resource Teacher in collaboration with the regular education teachers. The DEP is reviewed and amended as needed during the academic year. Differentiated Course Plans (DCPs) are written yearly highlighting AIG program goals, content, and evaluation for each student. DCPs are amended as needed during the academic year. Both the DEP and the DCP are reviewed during the Annual Performance Review process. Parents can request a meeting to discuss any recommended change in service level that is made by the School Based Committee for Gifted Education. 9-12 • Students self-select courses • Honors and AP courses • IB courses, if available The Differentiated Education Plan (DEP) for high school students indicates areas of service for students in grades nine through twelve. A copy of the high school DEP is provided to parents of identified students at the end of the eighth grade academic year. Accelerated high school students are served through honors and advanced placement classes and the International Baccalaureate classes, if available. Differentiated Course Plans are developed to describe the course goals, content and evaluation. AIG Program Service Options Available for Identified Students with Levels Who Require Additional AIG Differentiation Out-of-grade grouping for part of the instructional day may be the best available option for the few students requiring significantly accelerated instruction. Students who are served by the cross-grade grouping may participate for all or part of the academic year, depending on individual student needs. Differentiated Learning Students are provided differentiated curriculum through enrichment of the NC Standard Course of Study. Recommended forms of Accelerative Practice: *Early Entrance to Kindergarten: Available for students who meet NC criteria. *Whole Grade Advancement: The need for whole grade advancement is determined on an individual basis. Students recommended for whole grade advancement must be identified as academically gifted and demonstrate characteristics consistent with the VERY STRONG level of need for differentiation. The SBCGE will request and review evidence indicating possible need for whole grade advancement from regular education teachers, the AIG teacher, the AIG psychologist, and a Central Service AIG program administrator.
Local AIG Plan, 2010-2013 Page 21 of 67 7/12/2010 *Curriculum Compacting: Students may move rapidly through the curriculum if mastery is demonstrated by testing out of skills. Teacher or district created assessments and a portfolio of work samples and products can serve as indicators for mastery. *Grade Telescoping: Student coursework is reorganized vertically so that middle or high school requirements can be completed in less time. Middle and high school teachers and Central Services content specialists work collaboratively to design appropriate vertical alignment and organization. *Subject Area Acceleration: Students may be accelerated above grade level for specific content area and course needs, without whole grade acceleration. Students whose performance and interests indicate need for acceleration two or more years beyond grade level peers in specific content areas may be referred to the SBCGE. A portfolio of student work that demonstrates a depth of conceptual understanding of the NC Standard Course of Study for the current and succeeding grade levels will be reviewed. Indicators of advanced performance and achievement in math and literacy profiles, reading levels, projects and other exemplary work products are considered by the SBCGE in determining need for acceleration. *Cross-grade grouping: Students from different grades who are performing at the same level or demonstrate the same level of readiness are grouped together regardless of age for instruction. *Concurrent Enrollment for Content Area Need: In rare cases, a student may require instruction at a different school (elementary to middle, middle to high, high school to university) in a specific content area such as math. A recommendation from the SBCGE and the student's assigned school principal will be forwarded to the Central Services AIG Program administrators. *Advanced Placement: Students complete courses with advanced content. *Mentorship: Students may be assigned to a professional or expert in a specific area of interest to expand experience and knowledge outside of the classroom. *NC Virtual Public School: Students may enroll in eLearning taught by NC-certified teachers. Grade will transfer to their local school and become part of their academic record. *High School Credit: Students complete course for high school credit while in middle school. *Dual Enrollment: Students complete high school courses toward graduation while concurrently taking university courses. *Early High School graduation and admission to college: students complete required and additional available coursework on an accelerated schedule at the high school level, graduate early, and then apply to early admission to college.
Page 1 and 2: Local AIG Plan, 2010-2013 Page 1 of
Page 11 and 12: Local AIG Plan, 2010-2013 Page 11 o
Page 19: Local AIG Plan, 2010-2013 Page 19 o
Page 67: Local AIG Plan, 2010-2013 Page 67 o

Wake County Schools Local Academically or Intellectually Gifted ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?