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AIG Local Plan 2010-2013
Parent Informational Meeting
2010-2011
State Definition of an AIG Student
These students: – Perform or show potential to perform at higher levels of
accomplishment when compared with others of their age, experience, or environment.
– Exhibit high performance capability in intellectual areas, specific academic fields, or in both.
– Require differentiated educational services beyond those ordinarily provided by the regular education program.
The state recognizes these students come from a variety of cultural and economic backgrounds.
NC AIG Standards, adopted July, 2009
1. Student Identification
2. Differentiated Curriculum and Instruction
3. Personnel and ProfessionalDevelopment
4. Comprehensive Programming withinthe Total School Community
5. Partnerships
6. Program Accountability
How are gifted students identified and served in Kindergarten, 1st, and 2nd Grade?
Level of Service
Entrance Criteria Learning Environment
Level I Gifted Transfer Student In-Class Flexible Grouping
Level II Testing Scores 95% or Higher
Cluster Grouping
Level III Testing Scores 99% or Higher in One Subject
Subject Advancement
Dual-Enrollment
Level IV Testing Scores 99% or Higher in Both Subjects
Grade Advancement
AIG Local Plan OverviewStudent Identification K-2
(Individual testing for potential placement is done only once in K-2 years.)
Level I-transferred into the district with documentation of qualifying for AIG services
Services:
In-Class Flexible Grouping
Regular Education Classroom
AIG Local Plan OverviewStudent Identification K-2Level II -Each criterion must be met to qualify
Standardized achievement assessment of 95% or greater
Reading eligibility: reading scores only
Math eligibility: math scores only
Standardized aptitude assessment of 95% or greater on:
Reading eligibility: verbal sub-score ,Math eligibility: quantitative sub-score
• *Percentile at 95th due to only 2 criteria in place.
Services:
Cluster Grouping, In-Class Flexible Grouping,
Cross-Grade Flexible Grouping and/or Flexible subject grouping
AIG Local Plan OverviewStudent Identification K-2
Level III
Standardized achievement assessment of 99 % on:
Reading eligibility: reading scores only or:
Math eligibility: math scores only
Standardized aptitude assessment of 99% on :
Reading eligibility: verbal sub-score
Math eligibility: quantitative sub-score
Principal observation and meeting with site GPS Team to review data and observation
Consult I-SS Director of AIG
Services:
Subject Advancement, Dual Enrollment
AIG Local Plan OverviewStudent Identification K-2
Level IV -Each criterion must be met to qualifyStandardized achievement assessment (must be current testing given
within one year of request) of 99th percentile for both reading and math
Standardized aptitude assessment of 99th percentile (must be current testing given within one year of request)
Iowa Accelerative Scale 95%
Appropriate social development as assessed by teacher, parent, and psychologist observations
Principal observation and meeting with site GPS Team to review data and observation(s)
Consult I-SS Director of AIG
Services: Grade Advancement
How are gifted students identified and served in 3rd through 8th Grade?
Level of Service
Entrance Criteria Learning Environment
Level I - Gifted Transfer Student
- Gifted Student Who No Longer Meets Level II Criteria
In-Class Flexible Grouping
Level II - 93% Achievement Score & Grades
- 90% Aptitude Score
Cluster Grouping
Level III -Testing Scores & Grades
99% or Higher in One Subject
Subject Advancement
Dual-Enrollment
Level IV -Testing Scores & Grades 99% or Higher in Both Subjects-95% on Iowa Accelerative Scale
Grade Advancement
AIG Local Plan OverviewStudent Identification 3-12
Level I-transferred into the district with documentation of qualifying for AIG services
Services:
In-Class Flexible Grouping
Regular Education Classroom
Level II
Level II Criteria -Each must be met to qualify
A student can qualify in Reading, Math, or Both.
• 95% on standardized achievement test • 95% on standardized aptitude test
Level II Services:• In-Class Flexible Grouping• Cluster Grouping• Cross-Grade Flexible Grouping• Flexible Subject Grouping
Level III
Level III Criteria - Each must be met to qualify.
A student can qualify in Reading, Math, or Both.
• 99% on standardized achievement test • 99% on standardized aptitude test• Principal observation • Meeting with School Gifted Processes and Support Team to
review data and observation• Consult District Director of AIG
Level III Services:• Subject Advancement• Dual Enrollment
AIG Local Plan OverviewStudent Identification 3-12
Level IV -Each criterion must be met to qualify
Standardized achievement assessment of 99% and final course grades 99% for both reading and math
Standardized aptitude assessment of 99% on both verbal and quantitative sub-scores, Iowa Accelerative Scale 95% or greater, Principal Observation, Consult with Director of AIG
Services: Grade Advancement
AIG Local Plan OverviewStudent Services Choice Option 6-12
High School• School may be selected VPAC, IB Candidate, CCTL, • Courses are self-selected Honors, AP, IB, NCVPS
Students at HS and IB complete electronic DEP designed for school choice, IB elements, course selections
AIG Local Plan OverviewStudent Identification 3-12
To address multiple criteria for identification:
• Achievement• Aptitude• Portfolio (Grade 5, Grade 7, Grade 10)• Naglieri • Iowa Accelerative
Standard 1Student Identification
Focused practices• Articulate and disseminate the plan, processes for
identification• Initiate screening, referral, and identification procedures
that respond to traditionally under-represented populations
• Ensures consistency in implementation of screening, referral, and identification procedures
• Establishes written policies that safeguard rights of AIG students and families-Procedure to Disagree Form
• Maintains documentation that explains identification procedures, service options, which is reviewed annually.
Standard 2Differentiated Curriculum & Instruction
Focused practices• Adapts NCSCOS according to identified ability,
readiness, interests, and learning profiles K-12• Enriches, extends, and accelerates the curriculum to
address a range of ability levels in language arts, math, and other content areas as appropriate
• Employs diverse and effective instructional practices to address a range of learning needs
• Creates affective curricular and instructional practices which support the social and emotional needs of AIG students
Student DEPs
• AIG Students complete a DEP (Differentiated Education Plan) in a meeting (parent, teacher, student)
• Elementary /Middle DEPs indicate services provided and allow for student choice in learning. Students work on this portion of their DEP when compacted out of current objectives being taught.
• Choice option schools and high schools utilize an electronic DEP that is accessible to parents, teachers, students at all times. An annual signed document is obtained from parents explaining the DEP process at this level.
Standard 3Personal and Professional Development
Focused Practices• Ensures that AIG specialists are engaged in tasks which explicitly
address the academic, intellectual, social, and emotional needs of gifted learners
• Establishes specific and appropriate professional development requirements for all personnel involved in AIG programs and services, including classroom teachers, exceptional children’s personnel, counselors, and school administrators
• Places AIG students in classrooms with teachers who have met the LEA’s professional development for that position or have earned an AIG add-on licensure
• Provides opportunities for AIG specialists and other teachers to plan, implement, and refine applications of their professional development learning
Standard 4Comprehensive Programming within a School Community
Focused Practices• Informs all teachers, school administrators, and support
staff about delivery of differentiated services and instruction for AIG students, regulations related to gifted education, and the local AIG program and plan
• Articulates and implements a process for accelerative instructional and placement options when an appropriate body-of-evidence indicates that such a practice is warranted for an individual gifted learner.
Standard 5Partnerships
Focused Practices• Informs parents/families and the community of
opportunities available to AIG students on an ongoing basis and in their native language
• Forms partnerships with parents/families, institutions of higher education, local businesses and industry, and other stakeholders within the community to enhance and gain support for AIG programs and services
Standard 6Program Accountability
Focused Practices• Monitors the representation and retention data for under-
represented populations in the current AIG program to include culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted and twice-exceptional
Maintained Practice• AIG folder audits will be done twice during the year
(October and February)
General Questions??
Plus/Delta/Issue bin items
Thank you for attending. Please add plus/delta/issue bin items on
the chart.This presentation will
be available on the
District AIG Website
www.iss.k12.nc.us (click departments, curriculum, AIG)
Have a great school year!
