S H A R O N L . C O N T R E R A S , P H . D . | S U P E R I N T E N D E N T

AG 101: A Parent Guide to

AG Identification and Service in GCS

2019-2020

MissionGuilford county students will graduate as responsible

citizens prepared to succeed in higher education,

or in the career of their choice.*

*This mission was adopted by the Guilford County Board of Education on December 12, 2000.

VisionTransforming learning and life outcomes for all children

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Guiding Questions

Why AG?

What does giftedness look like?

How are students identified for AG services?

How do AG services differ K-12?

What about outside of school?

How can parents be informed and involved?

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What is AG?

AG = Academically Gifted

AM = Academically Gifted in Math

AR = Academically Gifted in Reading

AIG = Academically and Intellectually Gifted

AL = Advanced Learner

GT= Gifted and Talented

Commonly held myths about gifted students

• Gifted students will do fine on their own

• All students are academically gifted

• Students getting poor or average grades cannot be

gifted

• A child receiving special education services cannot

also be gifted

10 Myths – National Association for Gifted Children

Article 9B: NC General Statutes

“The General Assembly believes …that academically or

intellectually gifted students perform or show the potential

to perform at substantially high levels of accomplishment

when compared with others of their age, experience, or

environment.”

North Carolina Department of Public Instruction (1996). Article 9B, (N.C.G.S.

§ 115C-150.05-.08).

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“Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program.”

North Carolina Department of Public Instruction (1996). Article 9B, (N.C.G.S. §

115C-150.05-.08).

Article 9B: NC General Statutes

GCS AIG Plan 2019-2022

The GCS Board of Education approved the new AIG Plan 2019-2022 in

July.

The new Plan is posted on the GCS AIG Webpage.

Highlights include:

• More inclusive identification practices

• Increased availability for Advanced Coursework in middle school

• Increased Duke TIP participation

• Focus on participation in AP and IB courses in high school

• Focus on teacher recruitment and development in gifted education

12 TRAITS OF GIFTEDNESS

Insight

Reasoning

Imagination/Creativity

Humor

Intensity

Sensitivity

Motivation

Interests

Communication Skills

Problem Solving Ability

Memory

Inquiry/Curiosity

Source: A Parent’s Guide to Gifted Children, 2007

What does giftedness look like?

A bright child…. A gifted child….

Knows the answer.

Enjoys school.

Is attentive.

Enjoys peers.

Has good ideas.

Is a good memorizer.

Works hard.

Learns with ease.

Asks the questions.

Enjoys learning.

Is mentally/physically involved

Prefers adults.

Has wild, silly ideas.

Is a good guesser.

Plays around, yet tests well.

Already knows.

Screening and

Identification

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Step 1:

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All Grade 3 students in GCS take the

Cognitive Abilities Test (CogAT) in October

• October 2-4

• EC/ESL modifications specific to CogAT

must be included in IEP/LEP

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Purpose of the Test

Measures learning ability or abstract reasoning

skills which are important in the school setting

Indicates how well students’ cognitive processes

and strategies enable them to learn new tasks and

solve problems

Structure of the Test Three batteries

1. Verbal

2. Quantitative

3. Nonverbal

Structure of the Test

Three sub-tests in each battery

• Students will have 8-12

minutes to complete a

subtest, totaling 30 minutes

for the battery

• Each battery is administered

on a different day so the

complete test occurs over a

3-day period

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Verbal Battery

Verbal Analogies

white → snow : black →

A. brown B. bronze C. rain D. coal E. clouds

Verbal Classification

Indian Arctic Atlantic

A. African B. Asian C. Australian D. Pacific E. Polar

Sentence Completion

The fastest runner ________ the race.

A. loses B. wins C. watches D. starts E. makes

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Quantitative Battery

Number Analogies

[12 → 4] [16 → 8] [20 → ?]

J. 16 K. 12 L. 10 M. 8 N. 6

Number Puzzles

? + ◆ = 9

◆ = 5

A. 3 B. 4 C. 5 D. 6 E. 14

Number Series

6 10 14 18 →

J. 16 K. 20 L. 22 M. 24 N. 28

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Nonverbal Battery

Figure Matrices

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Nonverbal Battery

Paper Folding

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Nonverbal Battery

Figure Classification

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Student Score Profile

School-based parent information meetings

• how to interpret student score reports

Interactive Student Profile page

• https://www.riversideinsights.com/apps/cogat

Parent/teacher conferences

AG screening pool

Screening PoolCogAT

• age composite

• partial composite

• individual subtest

• local norms

Referral Form

Self-Nomination

GCS AG Referral Form

Available:• AG teacher• district website

(Academically Gifted Page)

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Step 2:

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Students in screening pool continue

identification process

• Iowa Assessments

• Naglieri Nonverbal Aptitude Test

• Performance Tasks

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Pathways for AG Eligibility

•Intellectual•Exceptional Achievement•Academically and Intellectually

90%ile

90%ile

APTITUDE(CogAT 7 or NNAT)

ACHIEVEMENT(Iowa or EOG)

AIG Eligibility

90%ile

85%ile

90%ile 90%ile

90%ile

85%ile

98%ile

Intellectually Gifted (IG)

98%ile

Exceptional Achievement

98%ile

P.T.

P.T.

AIG

PA

THW

AYS

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Step 3:

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Parent notification of eligibility or non-

eligibility

• Parent Informational Meeting

• Differentiated Education Plan (DEP)

• Group Annual Plan

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Step 4:

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Annual screening grades 3-8

• EOG scores are considered

• Aptitude score is not required for

grades 6-8

AG Services

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Primary

K-2 Consultative

K-1 Nurture*

Whole group Nurture

Grades 2-3

Upper Elementary

AIG Pull-Out Enrichment

Advanced Learners*

MAP Nurture

*at select schools

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K-2 Consultative

The AG teacher works in collaboration with the

general education teachers in grades K-2 to:

• review student performance indicators for students

performing above grade level

• suggest resources for differentiated instruction

• offer support in identifying alternative activities or

adjustments to pace

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Nurture Grades 2 and 3

The AG teacher provides whole group lessons in

second grade classrooms using the PETS curriculum

to continue to develop critical thinking skills necessary

for academic success.

Students in third grade classrooms continue to hone

higher order thinking skills and are exposed to the

types of questions included on the CogAT

assessment.

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AG Pull-Out Enrichment

Students who meet eligibility criteria are served a

minimum of 90 minutes per week in each area of

eligibility.

Instructional units used in the AG classroom are

designed to enrich and extend student learning

beyond grade-level instruction.

Units are concept-based and allow students to link

their learning to real-world topics and experiences.

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Advanced Learners

The Advanced Learners talent development opportunity allows students who do not meet eligibility requirements to participate in the pull-out enrichment service in the following scenarios:

• To address the district goal of increasing participation of students from underrepresented populations in gifted services

• To satisfy the state mandate (SB500) which dictates that a student who is not identified as academically gifted (AG or AM) but scored a Level 5 on the previous year’s math EOG WILL receive AG services in the area of math.

Advanced Learner placement is reviewed annually.

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MAP:

Maximizing Academic Potential

Students in grades 3-5 who are screened for AIG service and do not meet

AIG eligibility criteria but demonstrate high achievement in their local

learning environment may also be considered for participation in MAP

nurture service.

The focus of MAP lessons is on critical and creative thinking skills in grades

3-4. MAP lessons in grade 5 are more focused on academic skills in core

content areas.

MAP placement is a school-based TAG decision and is re-evaluated each

year.

Beyond the Classroom

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How can you nurture academic

gifts in your children?

• Start a family book club – explore different types of texts

• Encourage your student to explore and investigate topics

of interest

• Talk with your children about community and world

events and issues that capture their interest

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How can you nurture academic

gifts in your children?

• Emphasize that learning is more important than the grade

they may receive.

• Teach a Growth Mindset

• Model life-long learning habits

• Volunteer with your child

• Explore new learning opportunities

• Provide varied opportunities for discovery and exploration

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Get involved:

Odyssey of the Mind

Science Olympiad

Math Olympiad

Chess Club

Battle of the Books

Math Counts

Continental Math League

Robotics

Join for 2019-20 Schoolyear today at

GuilfordCountyPAGE.org

$15 Families/Individuals, $5 Educators

For a chance to win a $50 Target gift card,

become a member before Oct. 15th, 2019

Join us on Facebook and Twitter

Like, Comment, and Share

@GuilfordCoPAGE

Email:

President@GuilfordCountyPAGE.org

,

Guilford County PAGE

The largest PAGE chapter in North Carolina

Membership numbers are strong and stable

Excellent Teamwork with GCSNC AG

in 2019-2020

Reach Out for New Members

Continue to Strengthen Communications

Support Gifted Parents, Teachers and Programs

Support GCSNC AIG 2019-2023 Plan Implementation

http://guilfordcountypage.org/

Announcement:PAGE is seeking a member to serve in the capacity of Treasurer. If you are interested, please contact PAGE.

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How can parents be informed and

involved?

AG teacher

•Informational meetings

•Parent/teacher conferences

•Newsletters

GCS website

Team for Academically Gifted (TAG)

GCS Partners for the Advancement of Gifted Education (PAGE)

National Associated for Gifted Children (NAGC)

NAEG Center for Gifted and Talented

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District AG Department

AG Director:

Dibrelle Tourret

AG Supervisor:

Dee Jordan

AG Coordinators:

Chloe Zuleta

Barry McDougald

Questions?