Iredell-Statesville Schools

AIG Local Plan2013-2016Staff Information Meeting

2014-2015

State Definition of an AIG StudentThese 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 both.

Require differentiated educational services beyond those ordinarily provided by the regular education program.

Come from a variety of cultural and economic backgrounds.

NC AIG Standards, reflected in the AIG Local Plan

1. Student Identification

2. Differentiated Curriculum & Instruction

3. Personnel & Professional Development

4. Comprehensive Programming withinthe Total School Community

5. Partnerships

6. Program Accountability

Three Questions You May Be Thinking… How do I support the high-achieving students

in my classroom, even though some are not identified as AIG?

What can I tell parents about the processes for AIG identification and what services are provided?

What do I do once I have AIG-identified students in my classroom?

How do I support the high-achieving students in my classroom, even though some are not identified as AIG? Professional Achievement Classes (PAC) in I-SS Use the personnel resources you have on your

campus AIG School Coordinator Differentiation Specialist Instructional Facilitator Blended Learning Coach GPS Team Other Teachers with Gifted Professional Development

District Resource Room at ADR

How do I support the high-achieving students in my classroom, even though some are not identified as AIG? If you have a student who is consistently scoring

95% or above on classroom data points, talk to the GPS team about going through the process of recommending that student for identification. The GPS team will look at classroom data and work

samples for K-2 students The GPS team will look at school data for 3-12 students

The referral process does not guarantee testing or AIG placement.

Differentiated Core Instruction: Tier I of Responsiveness to Instruction (RTI) Differentiated core instruction provided to all

students Differentiation of content, process, product,

pacing, and/or environment Use of research/evidence based strategies Use of blended learning

What can I tell parents about the processes for AIG identification?

Grades K-2 Ability and achievement

test scores 95th percentile or higher

Tested on an individual basis based upon the referral approved by the GPS team

Testing can only be done once in K-2

Criteria is higher due to the fact only two are used

Grades 3-12 Ability (CogAT/90th %ile or

higher), Achievement (EOG/93rd %ile or higher) Final grades (93% or higher)

Qualifying scores need to be in the same subject area

There continue to be multiple pathways for identification (portfolios, alternative assessments, Iowa Acceleration Scale).

What can I tell parents about the portfolio processes for AIG identification? Students are given the option in 5th, 7th, and 10th grades to

complete a portfolio when they have two of three criteria for identification

Parents are notified and sign permission for the portfolio process

Portfolios should include five exemplary work samples completed at school in the area of consideration

Students and teachers reflect on each sample. The portfolio includes a teacher recommendation

Portfolios are evaluated by the portfolio screening committee using a rubric for scoring

Passing portfolio scores take the place of the missing criterion for identification

What can I tell parents about the processes for AIG identification and what services are provided? Level I Students - AIG certified students transferring from another district

Level II Students K-2 - AIG students meeting the 95th %ile or higher aptitude and 95th %ile or higher achievement requirements

Level II Students 3-12 - AIG students meeting the 93rd %ile or higher achievement/93 % or higher final grades/90th %ile or higher CogAT requirements

Level III Students - AIG students qualifying for subject advancement - 99% in aptitude/achievement/grades in that specific subject area

Level IV Students - AIG students qualifying for grade advancement - 99% in both reading and math in aptitude, achievement and grades; Iowa Acceleration Scale, principal observations, Director of AIG consultation required

* A screening list of potential students is kept at each school and updated regularly to reflect current data.

What can I tell parents about the processes and services that are provided for AIG students?

Differentiated Education Plan (DEP)

K-8 DEP

What can I tell parents about the processes for what service levels provide?Level I

_Regular education classroom

_Flexible grouping

_Differentiated services

_Differentiation Specialist

consolation

Level II

_All Level I options

_Cluster classroom

_Classroom teacher trained in

gifted practices and strategies

_Differentiation Specialist direct

and indirect contact

Level III

_All Level II options

_Subject advancement

_Dual enrollment

Level IV

_All Level II options

_Grade advancement

K-8 DEP

K-8 DEP

K-8 DEP

K-8 DEP

9th-12th Grade DEP The DEP will remain the same for now The DEP is completed electronically at each school site Parents, students, and school personnel sign a

verification form to indicate the DEP has been completed It is a compilation of student course work, extra curricular

activities, and community service experiences The DEP for grades 9-12 will be revised this year as we

transition to PowerSchool and personalized learning through the IMPACT grant

9-12 DEP

DEP Ownership

The DEP is part of each student’s AIG folder. The GPS team is in charge of keeping track of all of the paperwork in this folder. We work together as a school team to ensure all documents are completed and updated as needed. The AIG Department is required by the state to audit the folders for accuracy and completeness twice each school year to ensure services are being provided at every school.

What can I tell parents about the processes for what services are offered? International Baccalaureate (IB): MMIB, NVIB, SIHS

Schools committed to a high quality, challenging, international education for all students

Visual and Performing Arts Center (VPAC): SHS Students have the opportunity to complete a challenging five-year program

that includes a fine arts endorsement on the high school diploma, as well as an associate’s degree

Collaborative College for Technology & Leadership (CCTL) Provides technology-enriched curriculum for students who simultaneously

earn a high school degree & an associate’s degree James Iredell AP Academy (SHS):

Students complete a rigorous course of study that requires them to take a minimum of seven Advanced Placement classes

NC School of Science and Math virtual courses

• Students in 5th grade and 8th grade have the opportunity to visit schools to see different school and course offerings.

What can I tell parents about the processes for what services are offered? Advanced: All Middle Schools

Advanced level courses that offer students a deeper curriculum at a faster pace

Honors: All High Schools Advanced level courses that offer students a deeper curriculum at a

faster pace Advanced Placement (AP): All High Schools

Curriculum sponsored by College Board that offers high school students undergraduate courses

International Baccalaureate (IB): MMIB, NVIB, & SIHS Programmes committed to a high quality, challenging, international

education for all students North Carolina Virtual Public School (NCVPS): BMS, LMS,

NIMS, TMS & All High Schools Provides students with expanded academic options through online

courses

Enrichment Opportunities

Spelling Bee - Goodin

Robotics- Weddington

Battle of the Books-Hepler

NC School of Science and Math

NC Governor’s School

NC Summer Ventures

ISS Summer Enrichment Camps

Local university sponsored opportunities

Additional competitions through individual schools

NCASA Scholastic Cup competitions (Quiz Bowl, Twelve, The Quill, Art Showcase, Show Choir; Mathcounts)

On the Horizon….

International Baccalaureate Career-related Certificate (IBCC) 2014–2015

Credit by Demonstrated Mastery 2014–2015 The process by which LEAs shall, based upon a body-of-

evidence, award a student credit for a particular course without requiring the student to complete classroom instruction for a certain amount of seat time

NCDPI is developing implementation guidelines for this NC State Board of Education policy

Mastery will be demonstrated through a multi-phase assessment including a standard examination and an artifact

CDM will be available to students in grades 6-12

What do I do once I have AIG-identified students in my classroom?All teachers working with gifted students should: have state licensure in gifted education, be actively pursuing state licensure in gifted education, have completed the four local AIG Professional Achievement

Courses (PAC),

~ or ~ be actively working toward completion of the local AIG PAC

classes

The ISS-AIG Department can help teachers financially who are interested in pursuing a state license in gifted education.

Institutes of Higher Education offering AIG Licensure and/or

Graduate Programs in Gifted Education

Appalachian State Barton College Campbell University Duke University East Carolina University Elon University High Point University Mars Hill College Meredith College

Methodist College NC Central University UNC-Charlotte UNC-Pembroke (online) UNC-Wilmington Western Carolina

University Wingate University

General Questions??

Thank You!

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 on departments, curriculum, AIG)

Have a great school year!