Burke County Public Schools
Gifted Education
2010-2011
DEP Meeting
Grades K-8
NC Law
NC GS 115C.5.5 ARTICLE 9B
Academically or Intellectually Gifted Students
The General Assembly believes the public schools should
challenge all students to aim for academic excellence and
that academically or intellectually gifted students perform or
show potential to perform at substantially high levels of
accomplishment when compared with others of their age,
experience, or environment. Academically or intellectually
gifted students exhibit high performance capability in
intellectual areas, specific academic fields, or in both
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. 1996
AIG
Academically or Intellectually Gifted
Academically Gifted: exhibit high
performance capability specific academic
areas (English Language Arts and/or
Math): Achievement based
Intellectually Gifted: exhibit high
performance capability in intellectual areas
(Verbal and/or Nonverbal); IQ based
The Gifted and Talented
Gifted means that you have the
potential to perform at substantially
high levels of accomplishment when
compared with others of their age,
experience, or environment.
Talented means that you have or are
performing at substantially high levels
when compared with others of their
age, experience, or environment.
Bright Child/ Gifted Child
BRIGHT CHILD
1. Knows the answers
2. Is interested
3. Is attentive
4. Has good ideas
5. Works hard
6. Answers the questions
7. Top group
8. Listens with interest
9. Learns with ease
10. 6-8 repetitions for mastery
11. Understands ideas
12. Enjoys peers
13. Grasps the meaning
14. Completes assignments
15. Is receptive
16. Copies accurately
17. Enjoys school
18. Absorbs information
19. Technician
20. Good memorizer
21. Prefers straightforward tasks
22. Is alert
23. Is pleased with own learning
GIFTED LEARNER
1. Asks the questions
2. Is highly curious
3. Is mentally and physically involved
4. Has wild, silly ideas
5. Plays around, yet tests well
6. Discusses in detail; elaborates
7. Beyond the group
8. Shows strong feelings and opinions
9. Already knows
10. 1-2 repetitions for mastery
11. Constructs abstractions
12. Prefers adults
13. Draws inferences
14. Initiates projects
15. Is intense
16. Creates new designs
17. Enjoys learning
18. Manipulates information
19. Inventor
20. Good guesser
21. Thrives on complexity
22. Is keenly observant
23. Is highly self critical
Mission
The goal of the Academically or
Intellectually Gifted program is to provide
opportunities for the students, pre K to
grade 12, to develop their talents to reach
their full potential; to work to the limits of
their abilities. We must address their
academic strengths and weaknesses as
well as their social and emotional needs to
support and develop the whole child.
Teachers
All AIG students are served in English
Language Arts and/or Math by a
classroom teacher who has
completed either state licensure in
gifted education or local training to
meet the needs of BCPS AIG
students.
Areas of Identification
ELA – English Language Arts
Math
Both ELA and Math
DEP: Differentiated Education Plan
Legally binding document between parents and teachers
DEPs are now signed by the parents and the teachers
providing the services
Completed at the beginning of each school year
Learning Environment
Curriculum/Academic Interventions
Instructional Management/Delivery
Special Programs Available
Grades K-3 DEP
AIG - 4
Burke County Public Schools
Gifted-Differentiated Education Plan
Grades K-3
Student: _________________________________________
Grade: ______
Age: ______
School: __________________________________________
AIG Identified in: ____ ELA
____ Math
____ Both
School Site Team Recommendations: (These placement decisions should be based on the student’s needs related to the
specific criteria for each service option.) This section will be completed at the beginning of each school year.
Service Options:
Learning Environment
_____Across-Grade Grouping
___ Math
___English Language Arts
_____Resource (Pull-out)
___Math
___English Language Arts
Curriculum/Academic Interventions
_____Advanced English Language Arts
_____Advanced Mathematics
_____Computer Based Instruction
_____Complexity/Depth
_____Creativity
_____Acceleration/Remediation
_____Concept Based Units
_____ Problem Based Units
_____Other (Please Specify):
_______________________
_______________________
_____Subject Grouping
___ Math
___ English Language Arts
Instructional Management/Delivery
__X Curriculum Compacting
__X_ Flexible Grouping
_____Cluster Grouping
___ Math
___ English Language Arts
cc: Student AIG folder (original), Parent (yellow)
Special Programs Available
_____Junior Great Books
_____Super Star Math
_____Science Fair
_____Other (Please Specify):
______________________
______________________
______________________
Grades 4-5 DEP
AIG - 4
Burke County Public Schools
Differentiated Education Plan
Grades 4 - 5
Student: _________________________________________
School: __________________________________________
Grade:______
Age: ______
AIG Identified in: ____ Reading
____ Math
____ Both
School Site Team Recommendations: (These placement decisions should be based on the student’s needs related to the
specific criteria for each service option.) This section will be completed at the beginning of each school year.
Service Options:
Learning Environment
_____Across-Grade Grouping
___ Math
___English Language Arts
_____Cluster Grouping
___ Math
___English Language Arts
_____Resource (Pull-out)
___ Math
___English Language Arts
Curriculum/Academic Interventions
_____Advanced English Language Arts
_____Advanced Mathematics
_____Computer Based Instruction
_____Complexity/Depth
_____Creativity
_____Acceleration/Remediation
_____Concept Based Units
_____Problem Based Units
_____Other (Please Specify):
_______________________
_______________________
_____Subject Grouping
___ Math
___ English Language Arts
cc: Student AIG folder (original), Parent (yellow)
Special Programs Available
_____Spelling Bee
_____Geography Bee
_____Junior Great Books
_____Super Star Math
_____Speech Contest
_____Future Problem Solving
_____Odyssey of Mind
_____Science Fair
_____DAR Essay
_____MATHCOUNTS
_____Knowledge Master Open
_____Other (Please Specify):
_______________________
_______________________
Instructional Management/Delivery
X Curriculum Compacting
__X_ Flexible Grouping
Grades 6-8 DEP
AIG - 4
Burke County Public Schools
Differentiated Education Plan
Grades 6 - 8
Student: __________________________________________________
School: __________________________________________
Grade:_________
Age: _________
AIG Identified in: _______ Reading
_______ Math
_______ Both
School Site Team Recommendations: (These placement decisions should be based on the student’s needs related to the specific criteria for each
service option.) This section will be completed at the beginning of each school year.
Service Options:
Learning Environment
Curriculum/Academic Interventions
Special Programs Available
_____ Acceleration by Subject
_____Advanced English Language Arts
_____Band
(in regular classroom)
_____Advanced Mathematics
_____Chorus
___Math
_____Algebra
_____Geography Bee
___ English Language Arts
_____Computer Based Instruction
_____Science Fair
_____Complexity/Depth
_____Speech Contest
_____Block Grouping
_____Creativity
_____Odyssey of Mind
___Math
_____Acceleration/Remediation
_____Knowledge Masters
___ English Language Arts
_____Concept Based Units
_____Spelling Bee
_____Problem Based Units
_____Science Olympiad
_____Cluster Grouping
_____Other (Please Specify):
_____MATHCOUNTS
___Math
________________________
_____Duke T.I.P. (Grade 7)
___ English Language Arts
________________________
_____Dar Essay
_____DAR Speech (Grade 8)
_____Cross Grade Grouping
_____Other (Please Specify):
___ Math
Instructional Management/Delivery
________________________
___ English Language Arts
_
X__Curriculum Compacting
________________________
X__Flexible Grouping
______Dual Enrollment (IG-DEP required)
______Subject Grouping
___Math
Service Options
Learning Environment
Curriculum/Academic
Interventions
Instructional
Management/Delivery
Special Programs Available
Learning Environment
Across Grade Grouping
AIG student goes to another grade level for instruction in
ELA or Math for a portion of the day
Cluster Grouping
K-5 Students are grouped in clusters of 5-10 AIG ELA
students and 5-10 AIG Math students
6-8 Students are grouped in clusters of 10-15 AIG ELA
students and10-15 AIG Math students
Resource (Pull-out)
Identified AIG ELA students and AIG Math students are
pulled out of the regular classroom and served
Subject Grouping
AIG identified students are grouped for ELA and for Math
where at least 75% of the students are identified in the
specific area
BLOCK Grouping (Middle school): AIG students who are
identified in ELA and Math are together for ELA and Math
Curriculum/Academic Interventions
Advanced English Language Arts
Advanced Mathematics
Computer Based Instruction
Complexity/Depth
Creativity
Acceleration/Remediation
Concept Based Units
Problem Based Units
Renzulli Learning System
My Access (5th ELA only)
Other
Advanced English Language Arts
Evaluative Research Project (Paper) with work citation
K-3- Gathering and organizing data
6th- 3pages and 3 sources min.
4th- 1 page and 1 source minimum
7th- 4 pages and 4 sources min.
5th- 2 pages and 2 sources minimum 8th- 5 pages and 5 sources min.
Required Novels (Based on NAGC recommendations and the College of William and
Mary research on literature for the gifted)
A Wrinkle In Time, 3rd Grade
Twenty Thousand Leagues Under the Sea, 4th Grade
Gathering Blue, 5th Grade
The Giver/ Fahrenheit 451, Messenger replaces Fahrenheit 451 for concerned parents,
6th Grade
Ender’s Game, 7th grade
The Illustrated Man, 8th grade
A Mid-Summer Night’s Dream, 8th grade
They Won’t Hang a Woman (Frankie Silvers), 8th grade
Vocabulary Development
Vocabulary and Composition through Pleasurable Reading, 4th – 5th Grade
Word Roots, 1st – 5th Grades
Classical Roots A-C– 6th grade (WEST)
Classical Roots A – 6th (EAST)
Classical Roots B & C 7th (EAST)
Word within the Word Vol. 1- 7th & 8th Grades (WEST)
Word within the Word Vol. 1- 8th Grades (EAST)
Advanced English Language Arts,
cont.
Grammar: Advanced study and
application
Analytical Literary Essay:
Understanding and analyzing an
author’s or authors’ styles of writing
and use of literary devices as well as
the literary elements and the impact
on the reader
Advanced Mathematics
Related content instruction “on” and “above grade
level”
Ex. 1st graders will be expected to cover at least half of
the 2nd grade objectives, just as 6th graders will be
expected to cover at least half of 7th grade objectives
Application of NCTM Standards
Challenge Math/Einstein Problems (K-5)
Real-World Math/Algebra (K-5
Computation and Problem Solving
Hands-On Equations
Hands on, concrete way of teaching abstract algebra
concepts (Grades 3-5 & 2, & 6-8 as needed)
Computer Based Instruction
Computer directs and monitors
practice and mastery
Accelerated Math
Study Island
ClassScape
SuccessMaker
Other
Differentiation Features
Teachers review standard level activities
and infuse the features to make the
activities appropriate for the learners
Complexity
Depth
Creativity
Acceleration
Remediation
Complexity/Depth
Complexity
Uses multiple higher level skills
Adds more variables to study
Requires multiple instructional sources
Depth
Study a concept in multiple applications
Conduct original research
Develop a product
Complexity and Depth Infused
Change these
fractions to decimal
form.
¾, 1/6, 9/10, 4/13
Given a fraction,
determine how you
can tell at a glance
whether its decimal
form is terminating
or repeating
Complexity Infused
Discuss plot,
setting, and
characters in the
short story …
Compare and
contrast the plot,
setting, characters,
motivation, and
theme of … and …
Depth and Challenge Infused
Choose one of the
following topics and
prepare a presentation
using at least four
media sources:
-Shakespeare’s World
- The American
Dream
- The Role of Science
Fiction in Literature
Debate one of the
following resolutions.
- Mankind is on a path
toward human
progress.
- Studying our past will
help us cope with the
future
Use multiple sources
including surveys,
interviews, and media
sources in your
preparation.
Creativity
Design/construct a model based on
principles or criteria
Provide alternative for tasks,
products, and assessments
Emphasis on oral and written
communication to a real-world
audience
Incorporate multiple intelligences
Acceleration/Remediation
Acceleration
Skills assessed prior to teaching
Fewer tasks to master standard
Incorporate higher order thinking skills cluster
Remediation
Skills assessed prior to teaching
Foundational skills assessed
Use of intense instruction and additional tasks
in small group setting
Concept Based Units
Interdisciplinary
Based on universal concepts/themes,
like adaptation, conflict, patterns, and
systems
Infuses Drs. Paul and Elder’s
International Critical Thinking Skills
(assumptions, and generalizations)
Problem Based Units
Requires a solid knowledge base of the
discipline
Ill-structured problem where students have
to determine the underlying issues,
potential solutions, and criteria for
evaluation of solutions
Based on real-world problems (current and
future) with real-world audience
Involves the students in thinking like a
professional in that field of study
Instructional Management/Delivery
Curriculum Compacting
The objectives for the lesson/skills are
identified, and students are preassessed to determine their readiness
levels. Some students may need
remediation, some may need extra
practice, and others may be ready for
advanced instruction and activities
Instructional Management/Delivery
Flexible Grouping
Based on students’ demonstrated needs from
pre-assessments, students move to and from
instructional level groups (i.e.: advanced
knowledge and skills with geometry--advanced instruction; below grade level
knowledge and skills with fractions (GCF, LCD,
unsure of rules for operations with fractions--remediation instruction
Gifted students are served based on
demonstrated need not based on their labels
Special Programs Available
Spelling Bee
Geography Bee
Junior Great Books
Super Star Math
Speech Contest
Future Problem Solving
Odyssey of the Mind
Science Fair
DAR Essay
MATHCOUNTS
Knowledge Master Open
Other
Consider the AIG Challenge
Student Readiness
Current knowledge, understanding and
skill level
Student Interest
Interest survey
Hook the learner
Student Learning Profile
Learning Style
Multiple Intelligences
Rights of AIG Students
To be informed of pre-assessment
results/data that determine flexible
grouping and instruction
When a student’s performance
changes in AIG classes (averages or
grades below a C, a conference is
required. It may be necessary to
develop and implement intervention
strategies to help the student succeed.
Rights of Parents of AIG Students
To be informed of pre-assessment
results/data that determine flexible
grouping and instruction
Only parents may request exit of
their children from the program.
Questions, Comments,
Concerns
Elementary Gifted Instructional Facilitators/Specialists: Becky Chappell, Susie Walker, and Lisa Semple
Responsibilities
Inclusion: Collaborate with and assist teachers in modifying lesson plans and activities, creating and
analyzing pre-assessments for Curriculum Compacting and Flexible Grouping, and team
teaching
Resource: Pull students for small/large group instruction on research paper, novels, vocabulary,
Reading Detectives, Math Detectives, Super Star Math, Hands-on- Equations, Real-World Math,
and Challenge Math (Based on student, teacher, and/or school needs)
For further information contact: Your school’s Gifted Education Needs Assessment Team Chairperson
___________
or
Burke County Public Schools
Central Office
700 East Parker Road
Office of Gifted Education
Lead Teacher: Deborah Carpenter, 430-4103
dcarpent@burke.k12.nc.us