1. AIG Program and Services Havelock Elementary 2014-2015

2. Introductions My name is Wanda Tomkins and I will be serving Academically and/or Intellectually Gifted students at HES. This is my 15 th year working with gifted students and my 32nd year teaching. I hail from Louisiana, but have called Havelock home for 23 years. I am the mother of two adult sons and a host of “fur babies”.

3. Schedule  I am housed at Havelock Elementary and will Serve AIG students here on Wednesdays.

4. Contact Information  Email contact is preferred due to my schedule. I check email frequently throughout the day and evening and usually respond within 24 hours. wanda.tompkins@craven.k12.nc.us wanda.tompkins@craven.k12.nc.uswanda.tompkins@craven.k12.nc.us  Available by phone before 8:00 and after 3:00. All classrooms now have voicemail so that you can leave a message if I’m not available.

5. Identification Six criteria used for identification  Aptitude  Achievement  Performance  Motivation  Learning Interests  Observation of Gifted Characteristics.

6. Identification  Academically Gifted- Can be identified in Reading, Math, or both Reading and Math; must show evidence of giftedness in 5 of 6 indicators.  Intellectually Gifted must show evidence of giftedness in 4 of 6 with a required minimum Nonverbal Aptitude score of 92% required.

7. Description of Criteria- Aptitude  Aptitude- Indicator of student’s capacity to learn.  Minimum score of 92% Verbal, Quantitative or Nonverbal required  Frequently used tests include CogAT, DAS, RIAS, NNAT2, Raven’s Progressive Matrices

8. Description of Criteria- Achievement  Achievement- Indicator of student’s knowledge  Minimum score of 95% in total Reading or Mathematics battery. (No partial scores)  Iowa Test of Basic Skills (ITBS) or Terra Nova are the only accepted tests.

9. Description of Criteria-Performance  Student Performance- Indicator of student’s demonstrated mastery of content.  Minimum numerical grades of 93 in subject area under consideration for gifted identification.  Portfolio demonstrating outstanding performance in subject area under consideration for gifted services.

10. Description of Criteria- Observation  Observation of Student- Indicator of student’s need for differentiation based on observable behaviors Commonly used instruments - Teacher Observation of Potential in Students (TOPS) - Minimum score of 90% on Academic or Intellectual portions of Gifted Rating Scales (GRS) - Observation Checklists for Content Areas (middle and high schools)

11. Description of Criteria- Motivation to Learn  Motivation to Learn- Indicator of a student’s commitment to pursue learning experiences Commonly used instruments - TOPS Motivation section - GRS Motivation section

12. Description of Criteria- Learning Interest  Student Learning Interest- Indicator of a student’s focus area(s) and/or curiosities. Commonly used instruments - TOPS Interest section - Interest Inventory for Students

13. Services Match  Academically Gifted in Reading - Meet criteria for Verbal CogAT or ITBS Reading and all other indicators  Academically Gifted in Math- - Meet criteria for Quantitative CogAT score or ITBS Math and all other indicators  Socratic Scholars- New definition of this service for 2013-14 school year. - Students who meet 4 of 6 criteria, with minimum Nonverbal Aptitude score of 92% or greater required.

14. Explanation of Gifted Services Elementary  Math Scholars:This option provides a student identified in math with opportunities to engage in problem solving strategies for real world applications. These opportunities will support the common core standards while increasing the rigor needed by gifted students.  Reading Scholars: This option will provide students a rigorous curriculum including literary and informational texts while supporting the common core standards.  Socratic Scholars:This option provides a challenging and rigorous curriculum for students identified as intellectually gifted. Emphasis will be on visual/spatial skils within the context of Problem-Based learning units.  Cluster Grouping: Groups of 4-10 gifted students are placed in a heterogeneous (mixed ability) classroom so that the classroom teacher and AIG teacher can plan lessons that specifically address the needs of the gifted students.

15. Explanation of Services  Independent Study: This option provides a student who may has demonstrated mastered the curriculum to study a topic of interest in lieu of curriculum currently being covered in class. An independent study project will be developed by the classroom teacher, AIG Specialist, student, and parents and will be monitored by the AIG Specialist. Specific goals will be outlined in an IDEP.  Differentiation in the Regular Classroom: This option allows students to receive differentiation based on specific learner needs and may include modified content, process for learning, or products derived from a learning activity.  Consultative Services:This option is for students identified as gifted whose performance is below expectations.

16. Differentiated Education Plans  Document which outlines area(s) of identification and services to be provided.  Developed with input from AIG and regular education teachers.  Parents need to sign at the bottom  Parent signatures also needed on Consent for Initial Placement form (not needed if student was identified in AIG last year).

17. Programming for 2014-15  Reading Scholars and Math Scholars will be served in regular education classes through a co-teaching model. From time to time, some small groups may be pulled for direct instruction.  Socratic Scholars groups will be pulled from class on Wednesdays.  Nurturing groups in grades K-3 may be served in class or pulled from classes.

18. Conclusion I look forward to working with you and your student this year. Please feel free to contact me with any questions. Have a great year! Have a great year! Ms. Tompkins