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AIG 3 YEAR PLAN. Wake County Public School System. Purpose of the AIG Plan. To identify and establish a procedure for providing appropriate educational services to each academically or intellectually gifted student. - PowerPoint PPT Presentation
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AIG 3 YEAR PLANWake County Public School
System
Purpose of the AIG PlanTo identify and establish a procedure for providing
appropriate educational services to each academically or intellectually gifted student.
Local AIG plans must include the guidelines developed by the AIG Program Standards approved by State Board of Education and State Legislation Article 9b.
Pages referenced throughout this presentation correlate with the WCPSS AIG plan.
Department of Public Instruction Local Plan Format
Required to address six standards and established number of practices within each standard (reference pgs. 11-12)Standard 1 Student Identification: (7 practices)Standard 2 Differentiated Curriculum and
Instruction: (9 practices)Standard 3 enel and Professional Development:
(7 practices)Standard 4 Comprehensive Programming within a
Total School Community: (10 practices) Standard 5 Partnerships: (5 practices)Standard 6 Program Accountability: (11 practices)
Major Shifts Standard 1: Identification ProcessStandard 2: Nurturing Programs and Co-Teaching
and Collaboration ModelsStandard 3: Professional DevelopmentStandard 4: Services for Traditionally
Underrepresented StudentsStandard 5: Improving Communication StructuresStandard 6: Monitoring Program Effectiveness and
Budget Process
Standard 1 Student Identification
Practice A-D (pgs. 15-27)Creation of 5 gateways will offer a variety of
opportunities for identification for AIG services Emphasis will be placed on increasing
communication with all stakeholders regarding the various gateways for identification
Gateway #1
Students scoring > 95% on both a qualifying CogAT score AND Iowa total
reading and/or total math score are identified in the
area(s) in which the scores align
Gateway #2
Students scoring >95% on qualifying CogAT score AND <95% on Iowa reading and/or math
The WJ III is administered in reading and/or math. The achievement areas
administered are determined by the
qualifying CogAT score.
Students scoring > 95% on the WJ III paired with a
qualifyinq CogAT score are identified in the area(s) in
which the scores align
Students scoring scoring >95% on Iowa reading
and/or math and <95% on a qualifying CogAT score
Either the Reynolds Intellectual Screening Test
(RIST) OR the Raven Standard Progressive
Matrices is administered.
Students scoring > 95% on the individual aptitude (RIST or Raven) paired with the Iowa reading
and/or math are identified in the area(s) in which the
scores align
Gateway #3
> 98% on CogAT Composite or Partial
Composite are identified in reading and math
> 98% on Iowa reading and/or math
> 98% on EOG/EOC scores in reading and/or math from the current or the
previous school year which align with qualifying Iowa
score
Students are identified in the area(s) in which the
scores align
Gateway #4
Students scoring >95% on a qualifying CogAT
> 95% on EOG/EOC scores in reading and/or math from the current or the
previous school year which align with qualifying CogAT
score
A GRS with scores >88% in three of the five scales. Students are idenified in the area(s) in which the
scores align
Students scoring > 95% on the Iowa Assessments in
reading and /or math
> 95% on EOG/EOC scores in reading and/or math from the current or the
previous school year which align with qualifying Iowa
score
A GRS with scores >88% in three of the five scales. Students are idenified in the area(s) in which the
scores align
Gateway #5
Student’s portfolio data demonstrates consistent performance 1-2 grade
levels above the student’s current grade
Referral made by the SBCGE for an individual
psychological evaluation. This evaluation may
include individual aptitude and/ or achievement
assessments.
For specific identification criteria for Gateway #5,
see AIG Identification Table
Standard 2 Differentiated Curriculum and
Instruction
Practice B: (pgs. 36-37 & Appendix D pg.101)Standard 2 provides detailed information for the services and programming available to gifted students, students who are highly capable, students who have high academic potential, and students who need nurturing to discover potential.
Co-Teaching and Collaboration The Co-Teaching and Collaborative Consultation Model, commonly
referred to as push-in, will be how most students are served. ES-Weekly services to extend and enrich Common Core
Standards MS-AIG as facilitator; improve services for AIG students within
regular classes to meet learner needs Some gifted students may need to participate in enrichment and
extension activities outside of the regular education classroom, commonly referred to as pull-out, to meet their individual needs. ES-Every AIG identified student will be pulled out of class a
minimum of 3 times each quarter with units clearly communicated to describe acceleration beyond the regular curriculum.
MS-AIG students will be pulled out of class when appropriate for acceleration beyond the regular curriculum.
Co-Teaching Approaches Six Approaches to Co-Teaching:
1. One Teach, One Observe
2. One Teach, One Assist
3. Parallel Teaching
4. Station Teaching
5. Alternative Teaching
6. Team Teaching
Co-Teaching and Collaboration Video
Sample ES Schedules
Sample Schedule for 100% AIG Teacher
*PLTs are held an hour before school or an hour after school.
7:45-8:45 or 4:15-5:15* PLTs* PLTs*
9:30-10:15 Instructional Planning Instructional Planning Instructional Planning Instructional Planning Instructional Planning
10:30-11:15 5th Grade AIG Math 4th Grade AIG Math 5th Grade AIG Math 4th Grade AIG Math
School Support/Rotate-Pull-out 4th and 5th Grade math
11:30-12:15 5th Grade AIG Reading 4th Grade AIG Reading 5th Grade AIG Reading 4th Grade AIG Reading
School Support/Rotate-Pull-out 4th and 5th Grade Reading
12:15-12:45 1st Grade Nurturing 1st Grade Nurturing 1st Grade Nurturing 1st Grade Nurturing 1st Grade Nurturing
12:50-1:20 Lunch Lunch Lunch Lunch Lunch
1:30-2:00 K-Nurturing K-Nurturing K-Nurturing K-Nurturing K-Nurturing
2:00-2:30 2nd Grade Nurturing 2nd Grade Nurturing 2nd Grade Nurturing 2nd Grade Nurturing 2nd Grade Nurturing
2:30-3:00 3rd grade Explorers(Nurturing) 3rd grade Explorers(Nurturing) 3rd grade Explorers(Nurturing) 3rd grade Explorers(Nurturing) 3rd grade Explorers(Nurturing)
3:00-3:30 AIG Parent correspondence/Testing AIG Parent correspondence/Testing AIG Parent correspondence/Testing AIG Parent correspondence/Testing AIG Parent correspondence/Testing
Dismissal Carpool Carpool Carpool Carpool Carpool
Sample MS ScheduleSample Schedule for 80% Middle School AIG
Duty School Enrichment
Duty School Enrichment
Duty School Enrichment
Duty School Enrichment
6thGrade AIG ELA Push-In/Pull-out Model Lessons
Attend and Participate in 7th Grade PLTs
6thGrade AIG ELA Push-In/Pull-out Model Lessons
6th Grade AIG ELA Push-In/Pull-out Model Lessons
6thGrade Math AIG Push-In/Pull-out Model Lessons
Collaboration, Planning and Support for all grades and subjects
6thGrade AIG Math Push-In/Pull-out Model Lessons
6thGrade AIG Math Push-In/Pull-out Model Lessons
7th Grade AIG ELA Push-In/Pull-out Model Lessons
Attend and Participate in 6th Grade PLTs
7th Grade AIG ELA Push-In/Pull-out Model Lessons
7th Grade AIG ELA Push-In/Push-out Model Lessons
Lunch/Planning
Lunch/Planning
Lunch/Planning
Lunch/Planning
7thGrade AIG Math Push-In/Pull-out Model Lessons
Attend and Participate in 8th Grade PLTs
7thGrade AIG Math Push-In/Pull-out Model Lessons
7thGrade AIG Math Push-In/Pull-out Model Lessons
8th Grade AIG ELA Push-In/Pull-out Model Lessons
Maintain and Monitor Individual Student Records (DEPs, testing, etc.)
8th Grade AIG ELA Push-In/Pull-out Model Lessons
8th Grade AIG ELA Push-In/Pull-out Model Lessons
8th Grade AIG ELA Push-In/Pull-out Model Lessons
School Support Push-In/Model Lessons/Nurturing
8th Grade AIG ELA Push-In/Pull-out Model Lessons
8th Grade AIG ELA Push-In/Pull-out Model Lessons
FridayTuesday Wednesday Thursday Monday
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
Period 8
Standard 2Differentiated Curriculum and
Instruction Practice G: (pgs. 45-46) Cultivates and develops the potential of young
(K-3) students through purposeful and intentional strategies and differentiated curriculum and instruction.
Differentiated Curriculum and Instruction
Full Implementation of Nurturing Programs at K-2 and 3rd grade, targeting underrepresented students at all schools
P.E.T.S U~STARS+ KITS (Kids Into Thinking Skills)
New initiative at target schools for pilot 2014-2015
Standard 3 Professional Development
Practice E: ( pgs. 52 ) Aligns professional development with local AIG program goals and other district initiatives.
Professional DevelopmentTraining for various school staff focused on the
social-emotional needs of gifted students as well as improving instructional practices including differentiation and rigor.
Provide resources and training around best instructional practices (questioning, problem-based learning, critical thinking, multiple intelligences, and interdisciplinary models) for meeting individual student needs of AIG identified students while also nurturing highly capable students.
Practice G: (pg. 59) Ensures that school counseling personnel,
regular education teachers, AIG specialists, parents/families, and others collaborate to address the social and emotional needs of AIG students.
Standard 3 Personnel and Professional
Development
Personnel and Professional Development
Provide opportunities for AIG, and other teachers, to plan, implement, and refine strategies & skills to assist in promoting high achievement and growth.
Consultant training for Differentiation & Rigor with regular classroom & AIG teachers
Establish a relationship with the Office of Professional Learning to create professional learning opportunities within WCPSS.
Create online modules for all teachers to access
Provide professional learning opportunities for AIG, and other teachers, by state and nationally recognized consultants.
Consultant to train regular classroom & AIG teachers with Co-Teaching & Collaboration Models
Consultant to train in collaboration with Counseling & Student Services and School Psychologists
Standard 4 Comprehensive Programming with Total School Community
Practice I: (pgs. 70-71)Encourages extra-curricular programs and
events that enhance and further develop the needs and interests of AIG students.
Comprehensive Programming with Total School Community
Provides intentional communication for traditionally underrepresented AIG populations, including culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional encouraging participation.
Odyssey of the Mind N.C. State SMILE Camp Battle of the Books Scripps Spelling Bee Science Olympiad Duke TIP PAGE Super Saturdays
Standard 5 Partnerships
Practice A: (pgs. 73-74)Develops partnerships to support the academic,
intellectual, social, and emotional needs of AIG students.
PartnershipsProgram communication available to all
stakeholders in a variety of forms including, but not limited to:
School and classroom newsletters Teacher and School websites/pages WCPSS website District sponsored events.
Standard 5 Partnerships
Practice C: pg. 75 Involves stakeholders, reflecting the diversity of
AIG parents/families and the community, in the development, implementation, and monitoring of the local AIG program and plan
PartnershipsAn AIG Advisory Committee, representative of the
diversity of our district, to collaborate regarding program services and plan will continue to seek to be an integral component for continuous improvement.
Plan revision
Policy revision
Parent feedback
Community forums
Implementation Timeline
Co-teaching and collaboration training will be held Spring/Summer 2014 and begin with the 2014-2015 school year.
Team of three: ES= 1 Fourth grade teacher, 1 Fifth grade teacher, and the AIG teacher MS= 1 Sixth grade teacher, 1 Seventh grade teacher, and the AIG teacher
Need strong commitment from these teachers because they will be the model for your school
Similar concept for AIG as with other special education populations
Differentiation and Rigor Spring/Summer 2014 Team of three:
ES= 1 Fourth grade teacher, 1 Fifth grade teacher, and the AIG teacher MS= 1 Sixth grade teacher, 1 Seventh grade teacher, and the AIG teacher
Need strong commitment from these teachers because they will be the model for your school
Implementation Timeline
The Gateways of identification will begin with the Fall 2014-2015.
All AIG teachers on assigned day-March 28th or March 31st- will receive training along with other plan information.
Students identified under the old model will continue to receive AIG services and will be part of the push in cluster group and/or pull out programs as needed.
Social-Emotional Needs training Fall 2014-2015. Collaboration with Duke TIP, WCPSS Counseling & Student Services, WCPSS
School Psychologists, WCPSS classroom teachers, and AIG teachers to determine strategies to best meet individual student needs.
Partnership with Office of Magnet Programs Spring/Summer 2014.
Collaboration regarding implementation of WCPSS 2013-2016 AIG plan in relation to magnet programs.
WCPSS AIG PlanAvailable on WCPSS Internet & Intranet
http://www.wcpss.net/what-we-teach/services/aig-plan.pdf
Posted to Principal WikiPosted to AIG PB Works
WCPSS AIG Central Services Staff
Dr. Ruth Steidinger, Senior Director APS
Wendy Carlyle, Director AIG
Pam Young, AIG Psychologist
Marsha Wilcox, AIG CT
Melba Spivey, AIG CT
Michelle Azzu Gainey, AIG CT
Shani Brown, AIG CT
Madelaine Roque, AIG Support Staff