Gifted Education in Middle School Rising 7th and 8th Grade Students Troup County Schools May 2015

Agenda Welcome Purpose Gifted models offered in middle schools Middle school rubric

Purpose: To explain State-approved models for providing gifted services to middle school students To explain how gifted students are assigned to classes To explain the difference between elementary service models and middle school service models

State Requirements Identified gifted students must receive at least 1 segment per day (1 class) of gifted service or the yearly equivalent (In TCSS, gifted students may receive more than 1 class. The number of classes in which a student is placed is determined by a rubric score.) Schools/Systems must provide services through a State-approved service model. In Troup County the most often used models are: Advanced Content, Cluster, & Resource.

TCSS Goals To provide equitable services to gifted students in all middle schools To assign students to gifted level classes in a consistent manner throughout TCSS To meet the standards outlined by the Georgia Department of Education in collaboration with the Georgia Association for Gifted Children

Resource Model Currently, resource (pull out) is the most commonly used model in TCSS elementary school. Used only with identified gifted learners Resource classes must have an academic content foundation based on Georgia Curriculum Standards but should focus on interdisciplinary enrichment activities.

Advanced Content Model Maximum class size of 21 (with waiver 25) at the secondary and 17-21 at elementary Top 21 (25) students, whether identified gifted or not, according to rubric score Taught by gifted-endorsed teacher

Cluster Model Class Size of 28 (with waiver 32) Gifted students assigned according to rubric score No more than ½ the class can be gifted. Remainder of the class comprised of heterogeneous group randomly assigned by computer Taught by gifted-certified teacher Contracts should be written for each gifted student.

Contracts Contracts should indicate: a. Separate lesson plans that show reason(s) why the particular student(s) needs an advanced curriculum in the particular content area b. A description of the course curriculum which is based on Georgia standards that shows how the content, pacing, teaching strategies, assessment is differentiated to meet the advanced needs of the students c. Dates and amount of time (in segments) the student(s) will be engaged in the higher-level activities; and d. Means by which the gifted student or student’s learning will be evaluated (e.g., formative and summative assessments)

Advanced Content in TCSS Middle Schools Advanced Content Classes (AC): At least 12%, but no more than 15%, of each grade level in Math and ELA AC classes comprised of students, gifted or high-achieving, with highest rubric score in that subject

AC Example Grade level with 500 students 12% of 500= 60 AC class maximum 21- 25 3 AC classes in math and 3 AC classes in ELA AC seats given to 63-75 students with highest score on subject rubric whether gifted or not

After 12% -15% of Advanced Content… TCSS middle schools will use a cluster model to further meet the needs of their gifted student populations.

Cluster Model Number of cluster classes determined by number of gifted students and number of gifted-certified teachers ( school autonomy) No more than 50% of class should be gifted students. Students assigned by rubric score in offered subject. Remaining class will be comprised of students randomly assigned by computer

7th and 8th Grade ELA Rubric Criteria 1 2 3 4 CRCT (2014) (ELA) Does not meet; Below 800 in ELA Meets; 800-849 in ELA Exceeds; 850-899 in ELA Exceeds; 900+ in ELA (Reading) Does not meet; Below 800 in reading 800-849 in reading Exceeds; 850-899 in reading 900+ in reading Benchmark Spring 2015 (Double the score) Raw score <65 in ELA Raw score 65%-75% in ELA Raw score 76%-85% in ELA Raw score 86% and above in ELA Total Possible Score 8 12 16

7th and 8th Grade Math, Science, and Social Studies Rubric Criteria 1 2 3 4 CRCT (2014) Does not meet; Below 800 in the subject Meets; 800-849 in the subject Exceeds; 850-899 in the subject Exceeds; 900+ in the subject Benchmark Spring-2015 (Double the score) Raw score <65 in the subject Raw score 65%-75% in the subject Raw score 76%-85% in the subject Raw score 86% and above in the subject Total Possible Score 6 9 12

Frequently Asked Questions 1. What is the state requirement for gifted classes? The state requires that all gifted students must receive a minimum of one segment (1 class) of gifted service per day or a yearly equivalent. In TCSS, we strive to provide services over the state requirement. 2. What type of scheduling accommodations will be provided for gifted students? Every effort shall be made to assign students to as many gifted-service model classes as appropriate by scoring the rubrics. However, gifted students may not be eligible to receive services through a gifted-service model class in all subject areas. 3. What do we do when an out-of-state student transfers to Georgia? Use the Georgia Milestones type achievement test that is administered in that state. For example, Alabama students take the Aspire test. If the student has no criterion-based test score, please contact the director of secondary curriculum or the Exceptional Education department.

Frequently Asked Questions 4. What do we do for rubric tiebreakers? For tie breakers we will do the following: 1st tiebreaker: Compare actual scores on the 2014 CRCT in the area that is being considered. 2nd tiebreaker: Compare actual scores on the 2013 CRCT in the area that is being considered 3rd tiebreaker: Compare actual scores on the current benchmark scores in the area that is being considered 5. What do we do when an out-of-state gifted student transfers to Georgia? Does the student automatically receive gifted services? No; gifted services are not reciprocal. Eligibility must be established in Georgia before receiving gifted services in Georgia. However, transfer students will be given a rubric score and placed accordingly.

Frequently Asked Questions 6. What are the state requirements for teachers who serve gifted students through a cluster model? Teachers should document curriculum modifications made for gifted students: (a) separate lesson plans (b) individual student contracts. 7. How do you rank students using the rubric? Score the rubric for all students. Rank them by order- 1, 2, 3, etc. 8. How do you place students using the rubric? Place students according to the rank they obtained on the rubric. Students cannot receive a separate rank based on their race, gender, or socio-economic status.

Questions Please direct any questions to: Dr. Lakshmi Sankar (706) 812-7939 sankarl@troup.org Mrs. Shari Dillon (706)812-7939 dillonsc@troup.org