The document provides information about Wake County Public School System's Academically or Intellectually Gifted (AIG) program. It discusses the various service delivery options for AIG students at different grade levels, including differentiation in the classroom, pull-out programs, and advanced courses. It also outlines the traditional identification process, which involves teacher and parent nominations, aptitude and achievement testing through several pathways or "gateways" to determine eligibility for AIG services. Once identified, students have a Differentiated Education Plan to describe their personalized instruction. Stakeholders who support AIG students include teachers, counselors, parents, and the AIG program staff.
The NEP2020 in India has emphasized competencies to be at the centre of school Education at all stages. The CBSE has offered an assessment framework at grade 3, 5 and 8 for schools to find the learning gaps.
Grade your college-readiness initiatives using CRA college readiness assessmentJeffrey Miller
In this session, learn how Grand Prairie ISD used the CRA process to evaluate the strengths and weaknesses of its high school college-readiness programs in five key areas.The presenters share how they were able to use the proven strategies and resources in the CRA follow-up report to guide the development of district- wide and campus action plans.
102120151De-Myth-tifying Grading in Sp.docxtamicawaysmith
10/21/2015
1
De-Myth-tifying Grading
in Special Education
1980 2015
10/21/2015
2
Primary Purpose
• “the primary purpose of…grades…
(is) to communicate student
achievement to students, parents,
school administrators,
post-secondary institutions and
employers.” and
• To provide teachers with information
for instructional planning.
Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student
Learning: ASCD Yearbook 1996, p. 120.
What makes grading so
hard?
• Teacher preparation programs seldom include course work or
even discussions of recommended practices for grading
students in general, much less for students who may be
struggling learners. As a result, teachers at all grade levels
grapple with issues of fairness in grading.
• Despite the magnitude of this problem, few recommendations
for grading struggling learners can be found in the research
literature or in education policy.
• Urban Grading Legends
10/21/2015
3
Urban Legends:
Bigfoot/Sasquatch
Urban Legends
• I can’t fail a special education
student.
• I give all my Life Skills students an
85.
• The report card grade does not really
mean anything.
10/21/2015
4
Urban Legends
• The grade on the report card can’t be less
than the IEP mastery level (default 70%)
• I teach a lot in my classroom, but I can
only grade the things that are on the IEP.
• I don’t do the grades for my special
education students in my classroom, the
special education teacher does that for
me.
What’s the
problem??
• Some students are not getting REAL
grades.
• Multiple court cases regarding failing
students who are not receiving
appropriate specially designed instruction
or students only get “A’s” and it doesn’t
truly reflect how he/she really performs in
relation to the curriculum
10/21/2015
5
What does the law really
say?
• Neither the Individuals with Disabilities Education Act
(IDEA) nor any other federal education laws contain
requirements for grading. Therefore, each state has
discretion on the issue.
• The TEC is the set of state laws our state legislators have
passed that relate to education. ARD committees do not
have the authority to override state laws. The Texas
Administrative Code (TAC) is the set of rules that the State
Legislature has authorized Texas Education Agency (TEA)
or the State Board to write. ARD committees must also
follow these rules.
• The state statutes apply to all public school students in
Texas regardless of special education eligibility.
Local Grading Policies
TEC §28.0216
(1) “must require a classroom teacher to assign a grade that
reflects the students’ relative mastery of an assignment;
[and]
(2) may not require a classroom teacher to assign a
minimum grade for an assignment without regard to the
student’s quality of work.”
(3) may allow a student a reasonable opportunity to make up
or redo a class .
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
2017 2018 parent presentation
1. 1
Wake County Public School System
Academically Or Intellectually
Gifted Program
Underwood Elementary
Heather Callahan &
Jennifer Page
2. Wake County Public
School System Vision:
2
WCPSS will serve as the national standard for increasing student
achievement in the 21st century.
• Highly effective teachers and principals are empowered to raise the
achievement of all children and will provide students with high quality
classroom instruction that fosters intellectual development.
WCPSS recognizes children have different needs.
• WCPSS is committed to ensuring all students are challenged to reach their
full potential and to be held accountable partners in their learning. Students
will graduate in increasingly higher percentages and compete successfully
as productive citizens.
3. AIG Service Delivery
● Students identified as AIG receive differentiated
services at all Wake County Public Schools.
● Each school develops their AIG Plan outlining service
delivery.
● Schools choose from a variety of service options.
3
4. AIG Program Service Options
K-2 Program Details
● Students in Kindergarten through 2nd grade receive
differentiation and enrichment opportunities via the
classroom teacher.
● AIG teachers consult and collaborate with grade-
levels to provide resources to ensure each student
has enrichment opportunities aligned with the grade-
level Common Core Standard.
● Nurturing Program for students in 16 Pilot Schools
4
5. 5
3rd Grade Explorers Model
● AIG teacher collaborates with 3rd grade teachers to provide a variety of in-class
experiences for all students first semester.
● The AIG teacher will provide 3 different series of lessons:
◦ Critical Thinking, CogAT Test Practice
◦ Mathematics
◦ English/Language Arts
● Students who demonstrate high performance will participate in small-group enrichment
activities with the AIG teacher during first semester.
● 3rd Grade Explorers classes will end during second quarter to allow time for the third grade
identification process to be completed.
● 3rd Grade Identified students will begin service during second semester.
AIG Program Service Options
6. Students are served through the following:
3rd-5th Grade Service Delivery
⚫Differentiated Instructional Units
⚫In-Class Flexible Grouping
⚫Cluster Grouping
⚫Pull Out Services
⚫Electives
6th-8th Grade Service Delivery
⚫Differentiated Instructional Units
⚫In-Class Flexible Grouping
⚫Cluster Grouping
⚫Push In to Classes or Pull Out
High School Students
⚫Students self-select advanced courses.
6
7. Traditional Identification Process
● Screening of all WCPSS 3rd grade
students
● Parent nominations, grade 4-8
● Teacher nominations, grade 4-8
● Student nominations
7
8. Nomination Windows
● Nominations are accepted at any time.
● Nominations are reviewed each semester by the
SBCGE before the semester testing dates.
● The SBCGE determines if nominated students will be
referred for evaluation based on current data.
● Nomination Posters are posted throughout the school.
8
9. Testing Dates
● Testing dates are scheduled:
✓First Semester: in week 6 of the 1st quarter
✓Second Semester: in week 4 of the 3rd quarter
● Nominations received after the testing deadline will be
considered during the next semester.
9
10. AIG Referral
● Referred students are administered the Cognitive Abilities Test and
the Iowa Assessments.
● Data is compiled on an Individual Student Profile (ISP).
✓Informal Indicators
• Teacher Checklist
• Parent Checklist
✓Formal Indicators (Norm referenced assessments)
• Current aptitude scores
• Current achievement scores
• Current scores are scores within one calendar year of each other
● SBCGE reviews the complete student profile to make a
recommendation.
10
11. Informal Indicators
● Learning Behaviors
◦ Parent and teacher checklists
● Student Performance
◦ Parent and teacher checklists
◦ Current academic grades in ELA and Math
◦ Current portfolio work samples in ELA and Math
● Student Interest
◦ Parent and teacher checklists
● Student Motivation
◦ Parent and teacher checklists
● Other Informal Indicators
◦ GRS, Anecdotal Records, Projects, Awards, EOG Scores
11
12. AIG School Based Committee
for Gifted Education (SBCGE)
12
• Provides a team framework for evaluating data and
recommending the most appropriate service for individual
students who demonstrate a need for differentiation
• Includes administrator, AIG teacher, and staff members
representative of core content areas and/or grade levels at
each school.
• Makes recommendations regarding: AIG referral, AIG
identification, AIG services, and any issues involving identified
AIG students.
13. Formal Indicators
Norm Referenced Assessments
● Aptitude test scores
◦ Cognitive Abilities Test (CogAT)
◦ Individual tests administered as necessary
● Achievement test scores
◦ Iowa Assessments (IA)
◦ Individual tests administered as necessary
AIG identification criteria is used for service determination via both
aptitude and/or achievement using one of our 5 Gateway
Identification Paths.
13
15. Gateway 1
● Students scoring > 95 percentile on both a
qualifying CogAT AND IOWA total reading and/or
total math score are identified in the area(s) in
which the scores align.
15
16. Gateway 2A
● Students scoring >95 percentile on qualifying CogAT score
● AND <95 percentile on Iowa reading and/or math, the most
recent version of the Woodcock Johnson Achievement Test
(WJIV) is administered in reading and/or math.
● The achievement areas administered are determined by the
qualifying CogAT score.
● Students scoring >95 percentile on the WJIV paired with a
qualifying CogAT score are identified in the area(s) in which
the scores align.
16
17. Gateway 2B
17
• Students scoring >95 percentile on Iowa reading
and/or math and <95 percentile on a qualifying
CogAT score, either the Reynolds Intellectual
Screening Test (RIST2) OR the Naglieri Nonverbal
Ability Test (NNAT3)is administered
• Students scoring >95 percentile on the individual
aptitude (RIST2 or NNAT3) paired with the Iowa
reading and/or math are identified in the area(s) in
which the scores align.
18. Gateway 3
● > 98 percentile on CogAT Composite are
identified IG in reading and math
● > 98 percentile on CogAT Verbal-Nonverbal
Partial Composite are identified IG in reading.
●> 98 percentile on CogAT Quantitative-
Nonverbal Partial Composite are identified IG in
math.
18
19. Gateway 4A
● Students scoring >95 percentile on a qualifying CogAT,
AND > 95 percentile on EOG/EOC scores in reading and/or
math from the current or the previous school year which
align with the qualifying CogAT score
● Students are identified AIG in the area(s) in which the
scores align.
19
20. Gateway 4B
● Students scoring > 95 percentile on the Iowa Assessments in
reading and/or math
● AND >95 percentile on EOG/EOC scores in reading and/or
math from the current or the previous school year which align
with qualifying Iowa score
● Are identified AG in the area(s) in which the scores align.
20
21. Gateway 5 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
● The School Based Committee for Gifted Education
(SBCGE) reviews documentation of prior gifted/AIG
identification in an accredited school system
● Once approved, services will be provided for students
with official gifted/AIG identification
21
22. Gateway 6
Portfolio Assessment*
● Students who do not qualify for Gateways 1-5 but still
demonstrate substantially high levels of accomplishment in
reading or math can submit a portfolio to the SBCGE.
● Referral is made by the SBCGE for an individual psychological
evaluation. This evaluation may include individual aptitude
and/or achievement assessments.
● Once approved, students are identified in the area in which the
portfolio evidence aligns.
*Gateway 6 will be modified to better meet equity goals as outlined
in the Achievement objective of the Strategic Plan.
22
23. SBCGE Decision
● Not Recommended for AIG Differentiation
● Recommended for AIG Differentiation in
Language Arts and/or Mathematics
● SBCGE reviews student performance
annually.
23
24. Differentiated Education Plan
Differentiated Course Plan
24
Differentiated Education Plan (DEP)
• Describes the AIG Program services at your
school
• Reflects appropriate service delivery options
26. 26
Stakeholders for AIG Student
Success
AIG Teacher
Classroom
Teacher
School
Counselors &
Other School
Staff
AIG Central
Services Staff
Parents
Student
27. Additional Information is Available From:
● AIG Teacher/email
● School websites and newsletters
● WCPSS website
● AIG Brochure (provided to all 3rd grade families with Explorers
information)
● AIG Parent Guide
● AIG Program Plan 2016-2019
27
