wake county public school system academically gifted program
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Wake County Public School System Academically Gifted Program. Beginning the Middle School Journey. The Academically Gifted Program seeks to:. Inspire the love of learning Foster high achievement capabilities Support individual interests of gifted learners - PowerPoint PPT PresentationTRANSCRIPT
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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)