Highly Academically & Intellectually Gifted Program Welcome Families! http://tedxtalks.ted.com/video/The-Myth-of- Average-Todd-Rose-a Winston-Salem/Forsyth County Schools March 14, 2016 Rebecca Young, PhD AIG and IB/AP Program Manager

Article 9B: Academically/Intellectually Gifted Students State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5) Academically or intellectually gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. (pdf, 12kb) Link: http://www.dpi.state.nc.us/aig/

Key Take Away from 9B Legislation State Board of Education: -Creates guidelines for developing local plans -Provides ongoing technical support Local Plan: -Establishes procedures for AIG screening, identification, & placement -Provides ongoing AIG professional development to meet objectives -Engages stakeholders to create and support success -Defines implementation responsibilities -Resolves disagreements -Continuously evaluates plan (local and state reviews) PLAN REVISION YEAR for 2016-2019 AIG SERVICES

NC AIG STANDARDS Student identification http://www.dpi.state.nc.us/docs/aig/ncaig-program-standards.pdf Student identification Differentiated Curriculum & Instruction Personal & Professional Development Comprehensive Programming within a Total School Community Partnerships Program Accountability The Purpose of AIG Program Standards is to. . . communicate which students’ needs will be met & how. communicate an implementation & coordination plan. provide a decision-making framework for improvement. So how do we make this all happen? Local Plan Summary: http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/10/WSFCS%20AIG%20Plan%20Overview%202013-2016%20for%20website.pdf

What Does It Mean to be HAG? A PIQH AGA IGEO GIBE OCWS FC S Adapted from Made to Stick

How Many Letters Do You Remember? Now Imagine the Letters are Concepts. . .

AP IQ HAG AIG EOG IB EOC WS/FCS How Do We Challenge Students Who Have Already Made the Connections? Adapted from Made to Stick

HAG Eligibility 2nd Grade initial screening/options to rescreen in grades 4-8 CRITERION #1: Specific Scores APTITUDE (99th%) + ACHIEVEMENT (95th) CRITERION #2: Combined Scores APTITUDE + ACHIEVEMENT= 195 or higher CRITERION #3: Multiple Criteria EOG (grades 4-8)= 99th percentile in Reading and Math AND 99th percentile in Aptitude OR Achievement

Eligibility CHARACTERISTICS OF HAG CHILDREN *Great curiosity , wide range of interests * Large vocabulary, strong verbal abilities * Good memory, retains information easily * Long attention span, persistence * Strong curiosity * Sense of humor * Quick learners * Leadership ability * Independence, assertiveness * Original, creative, imaginative * Nonconforming, daring, risk-taking * Cognitive reasoning ability, complex ideas Eligibility AG or HAG students continue to be eligible for services for the entire time she/he remains in the WS/FCS. If a student leaves the WS/FCS school system for more than one year she/he must re-qualify based on current test data. Identification Pathways Chart (HB p.8): http://www.wsfcs.k12.nc.us/Page/81146

WS/FCS AIG SERVICE DELIVERY OPTIONS A continuum of services for gifted learners, including: – consultative basis regular education services – part-day program – all-day program Advanced instruction: – Mathematics – English/language arts – other, as determined by student need For further plan details, helpful documents, and the parent handbook use these AIG links: http://www.wsfcs.k12.nc.us/Page/39670 http://www.wsfcs.k12.nc.us/Page/39661

AG & HAG Services in Elementary Schools AG Service Options (grades 3-5) -Mathematics (accelerated level) (problem-solving, logic, reasoning, computation skills) -English/language arts (depth & complexity ) (reading, literature, vocabulary, writing, grammar) -45 to 90 minutes daily special instruction (either or both areas) -Teacher with AIG license (or provisional) Sites: All Elementary Schools HAG Service Options (grades 3-5) -Accelerated Mathematics (one to two years) -English/Language Arts (advanced depth & complexity) Science & Social studies enrichment -Students are enrolled in full day program (integrated, concept-based, thematic units) -Teachers with AIG license (or provisional) Sites: Southwest & Brunson Elementary

AG & HAG Services in Middle Schools AG Service Options (grades 6-8) -Mathematics (accelerated) -English/Language Arts (depth & complexity) (interdisciplinary emphasis on themes & issues) -Team approach geared to individual needs (courses may include high-achieving students who are not AG identified) -Teachers with AIG license (or provisional) Sites: All Middle Schools HAG Service Options (grades 6-8) -Advanced curriculum: English, Mathematics, Science, Social Studies (may obtain HS credit) -Students are enrolled in advanced classes all day -Interdisciplinary team approach -Teachers with AIG license (or provisional) Site: Hanes Middle School

What to Expect in an HAG Classroom Focus on metacognition & transfer Higher level thinking skills Faster pace, less time practicing skills Enriched or accelerated instruction Depth & complexity Project-based learning Creative problem solving Intellectual peer groups/discussion Academic competitions

AG & HAG Services in High Schools Honors Courses (9th - 12th) Honors Seminar Courses (9th - 10th) Advanced Placement (9th - 12th) IB Diploma Programme (Parkland) Career Center (AP focus) Open registration Early admission to college Early graduation Dual enrollment (FTCC, SC, WFU, WSSU) *For more on services, see Handbook pages 4-7

Dabrowski’s Theory of Overexcitabilities Types of Overexcitabilities Intellectual: engages in asking probing questions, high levels of concentration and ability to solve problems Imaginational: divergent thinking Emotional: heightened concerned for and response to people/environment Psychomotor: enjoys movement; kinesthetic learner Sensual: heightened sensory awareness Highly Gifted Children May Exhibit One or More Types http://www.giftedunschooling.com/overexcitable/

Over Achievers/Autonomous Learners Asynchrony intellectual AND physical abilities OR affective abilities chronological peers and mental age giftedness in one area as opposed to others (math, music, etc.) may create social and emotional vulnerabilities most problematic between 4 and 9 higher the IQ, more acute the problem Particularly difficult if twice-exceptional Over Achievers/Autonomous Learners Most likely to be identified as gifted. Conformists, eager for the approval of others, seek tasks where they will find success Perfectionistic. Confident, independent, and self-directed Intrinsically motivated, willing to take risks. Set goals and take responsibility for learning. Betts & Neihart (1988)

Twice Exceptional Perfectionism Gifted students tend to be perfectionists more so than average-ability peers. Their perfectionism can be a positive force for high achievement; they feel intense pleasure in doing a job well. Neurotic perfectionism results in an inability to feel pleasure in tasks because they are never done well enough to justify feeling good about them – this can be disabling. These students are gifted but also have a physical or sensory disability or a learning difficulty. Often their giftedness goes unrecognized because people fail to see past their disability. They can become angry and frustrated, and may feel powerless. Betts & Neihart (1988)

Underachievement Challenging Gifted These students are highly creative but frustrated, bored, questioning, and sometimes rebellious. They do not conform to the school system and often challenge school rules and conventions. Underground Gifted These students deny their abilities in order to fit in. They may be insecure, shy, and quiet, avoid taking risks, and resist challenges. Many are never identified as gifted. Betts & Neihart Underachievement Discrepancies between ability and achievement over a substantial period of time Lack of challenge in the classroom Peer pressure to conform Isolation from classmates Family dynamics

Reassignment Forms due April 30th to Coordinator at Current School AIG Coordinator at Current School Consider: Student Characteristics Family Needs Current Student Placement Best “fit” How Can Parents Help? •Help determine & support development •Model risk-taking & coping strategies •Encourage academic risks •Foster independent learning •Demonstrate love for the work, not the grade

QUESTIONS? Email or Call Us! Tammy Burton AIG Program Data Manager tlburton@wsfcs.k12.nc.us 748-3426 ext. 51564 Rebecca Young AIG Program Manager rlyoung@wsfcs.k12.nc.us