1. Differentiated Education Plan (DEP) Meeting 10/22/12

2. Purpose  The purpose of the DEP meeting is to provide parents with copies of the DEP and to discuss how their children’s needs are being met.  Moras-TD - DEP Information Moras-TD - DEP Information  I will also be addressing questions compiled from the DEP survey.

3. When does my child have TD? MonTuesWedThursFriday 9:303 rd Grade Math Enrichment 5 th Grade Math Olympiad 11:00 4 th Grade Math Olympiad 11:30 Smith/ Eberhardt JohnsonLinnane 1:45 KennyMcClure (1:30) PilarFrey (1:10) (Ms. Brown’s students are split into these other groups. 2:35 BrexlerLaine/ Houseman McDowell/ Pittman Menzo

4. What does my child do in TD?  The purpose of Talent Development is to supplement the regular curriculum through challenging extension activities.  I meet weekly with teachers to collaborate and plan differentiated instruction. Some is delivered by me and some is delivered by the classroom teacher.  My website is updated weekly.  http://moras-td.cmswiki.wikispaces.net/home http://moras-td.cmswiki.wikispaces.net/home  It is designed both to keep parents informed of what their children are doing, as well as to remind students. Additionally, they are asked to record assignments in their agendas.

5. How does TD impact my child’s education?  Cotswold AIG students made high growth according to EOG's!  Projects are extensions of current IB units.  Gifted students need to be provided with opportunities to practice The Four C's of the Common Core: collaborate, communicate, creativity, critical thinking.  All activities are created with that in mind.

6. How is my child doing?  I am glad to meet with parents individually, sit in on conferences, or discuss progress through phone calls or e-mail.  I provide grades to 3 rd -5 th grade teachers that are averaged into their grades. You may ask your child’s teacher of how he/she uses these specifically.  TD students receive an annual end of year performance review.

7. When should my child work on TD? Classroom teachers provide on average two days during Daily 5 for students to work on TD assignments. Typically, students should be able to complete the majority of their assignments at school. However, bigger projects may require more time at home. Managing provided time is a skill students learn through TD work.

8. What specific lessons/projects will my child be doing this year?  Plans are made based on current IB units of study.  Examples of extensions include Shortcuts, Glogs, Edmodo reflections, Think-Tac-Toe Menus, Padeia Seminars, William and Mary Units and Jacob’s Ladder.  I plan with teachers weekly and design activities based on those meetings.  I attend TD and Math Facilitator meetings monthly, as well as conferences occasionally. I implement strategies and resources learned from these meetings frequently.

9. How has the increased population and new administration affected the program?  Due to the increased population, I am only serving certified 3 rd graders this year.  I came on full-time my second year. If the population continues to increase, it is possible that we get a second half-time teacher in the future.  Ms. Hash’s initiative, Cougar’s Call, homogeneously groups students for literacy extension. As a result, I have been able to start serving 2 nd graders earlier in the year. Also, I provide resources and ideas to teachers who are teaching the higher level groups in grades 3-5.

10. What happens in TD at the middle school level?  Each middle school receives support from a full-time Academic Facilitator who works with students and teachers to develop rigorous, accelerated, complex curriculum and appropriate instructional practices. High performing middle school students are evaluated annually for instructional placement in Honors or Standard Plus language arts and math courses. Students identified as academically and intellectually gifted are grouped in classes or clusters for instruction in those courses.  Randolph Contact: brenda.duff@cms.k12.nc.us.

11. Concerns Expressed Through Survey  Limited computer access : To ensure that students' 21st century skills are enhanced, technology is being incorporated more. Though classrooms only have two computers, we do have more in the media center. Some teachers schedule computer time for students while others allow them to access computers during Daily 5.  Missing Class : The model I use the most is co-teaching. I go into 4th and 5th grade classrooms once a week during Daily 5. Students are typically working independently or in small groups during this time. During Daily 5 th, students are reading and writing. TD also covers these skills, but at a higher level. In 3rd grade, I go during Integrated Studies. All 3rd grade students miss one math class a week as do 4th and 5th grader who participate in Math Olympiad. If students are testing, they either do not have TD or they are allowed to make up the tests.