academically gifted

Welcome to AG at Lockhart Elementary!

The purpose of the AG program is to provide an appropriately challenging educational program for students who perform or show potential for performing, at remarkably high levels of accomplishment when compared to others of their age, experience or environment. AG students receive differentiated education services beyond those ordinarily provided by the regular educational program. The goal for gifted education is to provide opportunities for the fullest development of each learner's potential.

In grades K-2 the AG program provides consultative services to facilitate further enhancement and differentiated learning experiences in the regular classroom. Students in K-2 are not usually formally identified.

At the 3rd grade level work in partnership with the classroom teacher to provide a variety of in-class experiences designed to elicit high academic performance. Students who demonstrate potential in these activities receive extension activities in math and language arts.

Services for identified 4th and 5th grade students begin with differentiation within the general education setting. In addition, students with a strong or very strong need for differentiation may receive services in resource pull-out classes.

Wake County begins AG identification in 3rd grade using a multi-faceted set of criteria for placement in the AG program. If a student qualifies for the AG program, services would begin first semester of 4th grade. More details about criteria for placement in 3rd, 4th, or 5th grades can be found in the Wake County AG Program Brochure.

If you have any questions about the AG program at Lockhart Elementary, please feel free to contact me!

Traci Behrendt

Nomination Window

2008-2009 Nomination window for AG
First semester: July 7, 2008 - August 7, 2008
Second semester: January 2, 2009 - February 5, 2009

The testing "window" is the time period in which an AG teacher can accept nominations for possible referral. There are two testing windows per school year. Parent/guardians may submit written/signed nominations to the AG teacher any time before and during the open windows. If a written nomination is received after the testing window is closed, that nomination will become part of the next testing window.

Third grade Explorers

The purpose of the Wake County Public School System Academically Gifted Program (AG) is to provide an appropriately challenging educational program for students who perform, or show potential for performing, at remarkably high levels of accomplishment when compared to others of their age, experience, or environment.

The Wake County Academically Gifted Program includes a unique component for the third grade, the Explorers / Enrichment Plus Model . The AG resource teacher works in partnership with all third grade teachers to plan a variety of experiences designed to elicit high academic performance, affective growth, and cognitive growth. Students who demonstrate potential in these activities will receive extension activities in English Language Arts and Mathematics under the guidance of the AG Resource Teacher.

1. The Third Grade Model is a team effort between the AG Resource Teacher and all third grade teachers.
2. Cooperative planning for areas of study between the AG Resource Teacher and the third grade teachers should occur on a regular basis.
3. The AG Resource Teacher and the third grade classroom teachers will collaborate to select a minimum of three units to include a balance of English Language Arts and math units. Appropriate time frames will be scheduled to teach the units.
4. During the first three nine week periods, the AG Resource Teacher will lead introductory/demonstration lessons, in order to observe and to note student responses using the suggested Observational Checklist. During the demonstration lessons, the classroom teachers will document observed high, academic student performance. These observations may also be used as informal indicators for nomination and referral for the AG program.
5. The presence of the classroom teacher is critical during the introductory/demonstration lessons, in order to observe and to note student responses using the suggested Observational Checklist. During the demonstration lessons, the classroom teachers will document observed high academic student performance. These observations may also be used as informal indicators for nomination and referral for the AG program.
6. The classroom teacher and the AG Resource Teacher will collaborate to assess student products and Observational Checklists to select students, whose responses reflect characteristics of highly capable students, for further enrichment. Careful attention is being paid to student responses and work products from underserved/underrepresented populations.
7. Following the demonstration lessons, the AG Resource Teacher will work with the small groups of students for enrichment activities, providing an opportunity to develop and to demonstrate gifted behaviors. Performance products should be saved in a portfolio to assist in the nomination and referral process.
8. Students participating in small group instruction with the AG Resource Teacher are NOT identified as AG students. These groups are fluid and free of gatekeepers. Some students may participate in one or more small group experiences, while some students may not demonstrate a need for extension activities.
9. Classroom follow-up activities are available for whole class enrichment or small group differentiation as appropriate.
10. Bona fide team teaching may occur on a short-term basis during the demonstration lessons or units.
11. Evidence from the EXPLORERS/ENRICHMENT PLUS MODEL will be considered along with formal and informal indicators for possible AG nomination during the second semester identification window.
12. Once the third grade Prior Notice and Initial Consent for Services (01021) form has been sent to parents, the AG Resource Teacher should NOT continue small group extension activities with third graders. The AG Resource Teacher may continue demonstration lessons (whole group, in class) with third grade students as time permits.
13. Students being identified for addition differentiation at the end of the second semester will begin service the first semester of the next academic year.

The Cognitive Abilities Test (CogAT) and Iowa Test of Basic Skills (ITBS) will be administered to third grade students during the second semester of the third grade year. These formal indicators provide evidence to help determine a need for differentiated services.

Click here for WCPSS 3rd Explorers PowerPoint

Types of Gifted Education Plans

1. DEP- Students who meet the criteria for specified service option will receive a Differentiated Education Plan (DEP). The SBC-GE will recommend service options matching the intensity of the student's need. The student's level of need will determine the amount of service differentiation and the setting in which it will be provided. Daily language arts and mathematics instruction are provided within the regular classroom setting. The level of need will determine whether the student will receive addition instruction outside of the regular classroom. A moderate need for differentiation is usually met through service in the regular education classroom.


2. IDEP- An Individual Differentiated Education Plan (IDEP) may be developed for "that very small group of unique students identified as academically or intellectually gifted who do not fit any of the programs listed in the Differentiated Education Plan." In Wake County, the IDEP is used under these circumstances:
• As an alternative method for identifying and serving certain unique students who clearly need service but would not be eligible for it otherwise. This may include students in under-served populations, such as those who are economically disadvantaged, disabled, or with cultural or language differences.
• For students in K-3 whose demonstrated performance is two or more years above their current grade placement, the SBC-GE may feel that more information is needed to plan an appropriate educational program. Data such as reading, writing, and/or math assessment matrices will be collected. The child might also be referred for an individually administered psycho educational evaluation to aid in the development of the IDEP.


3. The SBC-GE makes recommendations for service at a particular school. If the student moves to a new school, the current DEP will be reviewed and modified, or a new DEP or IDEP will be developed.


4. DCPs- Since students are identified and served in language arts and/or math, there are specific units of study at the elementary level and courses at the secondary level which provide appropriate instructional experiences. Recommended instructional methods of content differentiation are clearly defined for each of these options on the Differentiated Course Plans (DCP). DCPs are kept on file at each school and a copy is provided to parents.

Decision Making Process for Differentiated Services

Decisions regarding identification and service of AG students must be made by a group of persons. No decision can be made by one person. Each phase of the decision-making process is guided by the needs of the student. Information collected at one stage is used in the decision for the next level as well.

I. Nomination

Students can be nominated for consideration for the academically gifted program at any grade level. Nominations are initiated in any several ways.

1. Written nomination by parent based on at least on of these:
   -Parent checklist
   -Testing by licensed psychologist


2. Nomination by teacher based on at least one of these:
   -Teacher observation checklist of demonstrated gifted learning behaviors
   -Student request to be considered for AG program
   -Standardized test scores at or above the 90th percentile


3. School-side standardized testing of all grade 3 students:
   -Aptitude- Cognitive Abilities Test (Cog-AT) at or above the 90th percentile, and
   -Achievement- Iowa Test of Basic Skills (ITBS) at or above the 90th percentile.

Available information is compiled for the multiple indicators (formal and informal indicators) of potential giftedness. This data is considered by the grade level teacher(s) in consultation with the AG contact person.

They will decide either:

1. That the student does not require further review at this time, or
2. That there is sufficient evidence of giftedness to warrant a referral for further evaluation.

Nominations received by the school AG contact prior to the established screening period may be considered for referral decisions and /or necessary testing during that semester. If a nomination is received after the screening period, the nomination will be considered during the next semester.

II. Referral, Evaluation and Committee Review

Referrals

If a referral is made, the school-based committee may request additional information about the student in the areas of aptitude, achievement, performance, motivation and interest.

The committee must receive permission from the parent/guardian for additional evaluation, including any aptitude or achievement testing that was not administered as part of the regular school program.

Parents and teachers may have an opportunity to complete an observation checklist that provides important information about the student's academic performance and characteristics of potential giftedness.

Evaluation Procedures to Determine the Need for AG services:

The following requirements must be met in the evaluation process:

• The tests must consider the child's native language.
• Testing and evaluation materials must be selected and administered so as not to be racially or culturally biased.
• The tests must be valid for the specific purpose for which they are used. For example, achievement tests may be used to measure intellectual ability.
• The selected tests and other evaluation materials must include those designed to measure specialized areas of educational performance as well as a general measure of intelligence.
• The tests must allow for impaired vision, hearing, and manual or speaking skills so these impairments do not lower test scores.
• The evaluations must be done by trained specialists including those with knowledge in the area of academically gifted education.
• The child must be evaluated using multiple criteria for decision making. One test or procedure is not enough to determine the need for service differentiation.
• Data must be collected to provide relevant information for instructional decision-making rather than labeling.

Independent Evaluation

Parents have the right to obtain, at their own expense, an independent evaluation of their child's educational needs at any time. The evaluation must be given by a qualified examiner, licensed psychologist for example, who is not employed by the school system. The following parental rights concerning evaluation procedures are related to independent educational evaluations.

1. Parents have the right to be given, on request, information about where an independent educational evaluation may be obtained. This request should be made to the school AG contact person or the AG Department at Central Office.
2. Parents have the right to e told about the requirements used for selecting a qualified examiner. The requirements for an independent education evaluation must be the same as those used for this purpose by the Wake County Public School System.

Independent evaluations obtained at parent expenses will be considered by the School-Based Committee for Gifted Education (SBE-GE) in the decision related to gifted services but cannot be used alone to determine eligibility for services. It is the parent's responsibility to review information on appropriate tests before securing an independent evaluation. This information is available through the AG contact person at each school and through the AG Department at Central Office.

III. Determination of the Need for Differentiated Education/Service Option Match

(more info to come)

IV. Annual review

(more info to come)

Resources

Wake County Public School System- Academically Gifted

North Carolina Association for the Gifted and Talented, Inc.- NCAGT

National Association of Gifted Children- NAGC

Supporting Emotional Needs of the Gifted- SENG

Duke University Talent Identification Program- Duke TIP