Road to Gifted Stop #4
ECU AIG Licensure Program
Your superintendent, Dr. Purple Gold, is being questioned by parents and the local PAGE group about your county’s local AIG plan and its
alignment to current research. He asks you to design a subpage for the district website that includes information about 3 specific components
addressed in the local plan: identification, placement, and services. First, he requests that you write research-based paragraphs introducing each
component below and justify the importance of the component with peer-reviewed literature (sections titled Research Based Information on …).
These paragraphs will build background knowledge for the gifted advocates and stakeholders in your county. Second, he wants you to assess
what is currently included in your local AIG plan in regards to identification, placement, and services. Third, he asks that you offer the county a
rating and recommendation(s) for each of the three components in the local AIG plan.
CONTENT
LOCAL PLAN APPLICATION
Component
Items specific to the local plan
Highlight all of the following indicators that are evident in the local plan:
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Identification
1
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Caroline Suddreth
Assessing the county
Highlight one
The identification process is clear and comprehensive.
Identification process is defensible as evidenced by most current research and
recommendations in the field of gifted education.
Strong Evidence of proper identification
Assessments in the area of intellectual and academic fields, K-12, use a
minimum of three (3) appropriate criteria that include both qualitative and
Some Evidence of proper identification
quantitative measures with adequate reliability and validity.
Assessment instruments for identification reflect sensitivity to economic
Limited/No Evidence of proper
conditions, gender, developmental differences, learning difference and
identification
diversity of students so that equal opportunity for consideration is provided to
all students.
When appropriate, professional personnel administer individualized
assessments in the language in which the student is most fluent.
Based on your content knowledge
When appropriate individual assessments are designated to assess strengthand current research, write your
based areas of gifted students and are administered by professional personnel.
recommendations to the
An inter-rater reliability process is clearly articulated that ensures a child in
July 29, 2014
Road to Gifted Stop #4
ECU AIG Licensure Program
superintendent:
School A identified as gifted using a minimum of three (3) appropriate criteria
that include both qualitative and quantitative measures with adequate reliability
and validity would also be identified as gifted using the same criteria in School
B.
 The identification process is designed to organize multiple kinds of data free of 1.The Lenoir County Public Schools
weighing and cut-off scores.
(LCPS) AIG plan needs to specifically
address how to identify students who
Additional Notes:
may be considered “twice-exceptional”.
Lenoir County’s current plan does not specifically mention testing students through the 2.Since schools are so diverse and rich
use of their native language. The plan does specify that a non-verbal assessment will in various cultures, the AIG plan needs
be used during the identification process for non-represented populations.
to have a component that identifies a
specific protocol for identifying gifted
students in minority groups. The current
plan does mention under represented
populations, but it needs to have more
specific information so we can be sure
to properly identify kids who are in the
minority group.
3.Instead of waiting until second grade
to identify students, identification should
begin at the preschool level. Because
pre-K programs are common throughout
our county, our plan should have a
component that specifies how to identify
gifted preschool-aged students.
When identifying AIG students, it is important to take a multidimensional approach (Davis, Rimm, & Siegle, 2011).
Instead of using only one method of identification, for example a single test score, many factors should play a part in
Research Based determining if a child is gifted. While formal intelligence tests should be taken into consideration, evaluators should also
Information on consider creativity, teacher nominations, parent/peer nominations and self-nominations (Davis, Rimm, & Siegle, 2011).
IDENTIFICATION Pinpointing a child’s giftedness through the use of one finite test not only closes the doors for many students who are indeed
gifted, but also showcases only one part of a gifted child’s abilities.
Some students are classified as “twice exceptional”, meaning they are gifted but also have one or more disabilities
Caroline Suddreth
July 29, 2014
Road to Gifted Stop #4
ECU AIG Licensure Program
(Davis, Rimm, & Siegle, 2011). The types of twice-exceptional students that exist in our schools today fall in one of the three
following categories: identified as AIG but struggling, identified as exceptional because of a disability, but not as gifted and
lastly, students who are unqualified for services (Beckley, 1998). These students are often times never identified as gifted
because of their pre-existing disabilities that cause them to be overlooked (Beckley, 1998). Again, to identify a child who is
twice-exceptional, the process must be multidimensional.
If it is suspected that a child may be twice-exceptional, the child’s school should provide a comprehensive assessment
(Gilman, et al., 2013). Parents should play a large role during the identification process. Parents should request an assessment
for their child and should be actively involved throughout the whole process (Gilman, et al., 2013). Those in a school system,
along with legislators, should ensure twice-exceptional students are being served by creating legislation and programs that
specifies exactly what the children are in need of to work to their highest ability (Gilman, et al., 2013). Also, students who are
twice-exceptional should use self-nominations and portfolios as a method for identification (Beckley, 1998).
When it comes to identifying giftedness, special attention needs to be paid to minority students. There are two types of
gifted individuals, “high-accomplishment students” and “high-potential students” (Lohman, 2005). Students who are recognized
as high-accomplishment students perform well and are easily identified, while high potential students may not stand out as
easily as their gifted peers (Lohman, 2005). Minority students commonly fall into the high-potential category because they have
not had as many opportunities to progress academically like their majority counterparts (Lohman, 2005). To guarantee minority
students are being identified, school systems should evaluate the educational options currently in place, decide how to measure
student accomplishment and their potential accomplishment, find a way to measure a child’s aptitude reliably and validly, create
a policy to ensure minorities are properly represented, use accomplishments to determine a child’s giftedness, and compare
minorities to like-peers (Lohman, 2005).
AIG identification should begin earlier than second grade. Research has been conducted that suggests students as
early as preschool can show gifted and talented qualities (Davis, Rimm, & Siegle, 2011). In our county we have growing 3-yearold and Pre-K programs within many of our elementary schools. Parents and community members alike should be made aware
of this information. I would encourage our superintendent to have preschool teachers trained to pinpoint student behaviors that
seem advanced or gifted. Once kids have shown giftedness, a preschool class for those students who are performing at a
higher ability level than their peers could be developed. To qualify for the program students could be given the Stanford-Binet
Intelligence Scale or another IQ assessment (Davis, Rimm, & Siegle, 2011).
In order for the identification process to be appropriate for all learners the identification process must possess the
following principles: advocacy, defensibility, equity, pluralism, comprehensiveness (Davis, Rimm, & Siegle, 2011). If the process
for recognizing AIG students meets these standards, the method for identification is therefore ethical and aims to reach all gifted
students.
Placement
Highlight all of the following indicators that are evident in the local plan:
Highlight one
2
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Caroline Suddreth
Assessment instruments selected are deemed to be of equal importance in
Strong Evidence
July 29, 2014
Road to Gifted Stop #4
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ECU AIG Licensure Program
making placement decisions.
Understandable procedures for developing Differentiated Education Plan
(DEP) and Individual Differentiated Education Plans (IDEP) are articulated and
in place for all K-12 identified gifted students.
Processes are articulated and in place to assure that K-12 DEPs and IDEPs
are accessible to students, parents, administrators, classroom teachers and
teachers of gifted students.
Clearly articulated procedures exist in the plan for instructional placement of
identified gifted students who may need changes in their K-12 DEP’s or IDEP’s
to address possible furloughs, transfers (inside or outside school district) or
other possible instructional changes in gifted services.
Procedures are clearly communicated for annual and midterm reviews of K-12
DEPs and/or IDEPs that reflect data-driven decisions specific to the unique
needs of gifted students.
Additional Notes:
of proper placement decisions
Some Evidence
of proper placement decisions
Limited/No Evidence
of proper placement decisions
Based on your content knowledge
and current research, write your
recommendations to the
superintendent
Our plan specifies that DEPs and IDEPs are accessible to students and parents only.
Also, because we serve students beginning in grade 3, our DEPs and IDEPs would
include grades 3-12, not K-12.
1.Our plan needs to specify
homogenous grouping in the AIG plan.
Currently only heterogeneous-type
groups are specified as methods of
placement.
2. I would suggest for our county’s AIG
plan to have a grade acceleration
component. There needs to be specific
documentation that describes the
protocol and terms for students who
would benefit from radical acceleration.
Caroline Suddreth
July 29, 2014
Road to Gifted Stop #4
ECU AIG Licensure Program
3.The plan should make one type of
grouping the preferred grouping method
for AIG classes in the entire county.
Because homogenous grouping allows
for whole-group acceleration, I believe it
would be the best type of group. By
doing this, the teacher could make
classwork more rigorous and
differentiating the curriculum would be
more cohesive for the entire class.
Research Based
Information on
PLACEMENT
Caroline Suddreth
Peoples’ views on appropriate placement for AIG students vary greatly. There are three main options for student
grouping in a gifted setting. One way is to provide students will a full-time homogenous setting. Magnet schools, gifted
schools, private schools and special groupings within a school are ways to achieve this grouping style (Davis, Rimm, &
Siegle, 2011). The main purpose for full-time homogeneous grouping is so coursework can be differentiated, students
can accelerate through subject matter and content can be enriched and more rigorous (Davis, Rimm, & Siegle, 2011).
Such a setting allows like-minded students to work together in a group that provides the support AIG students need.
Some AIG programs place students in a full-time heterogeneous group. This group type places 5-10 AIG
students in a class with regular education students (Davis, Rimm, & Siegle, 2011). Students participating in this sort of
group work with teachers who are certified to teach gifted individuals and have course work that is differentiated just for
them (Davis, Rimm, & Siegle, 2011).
AIG students can also be placed in groups that convene part-time or for a class period. Examples of these
groups include pullouts, resource classes, enrichment classes, math/reading groups and/or special interest groups
(Davis, Rimm, & Siegle, 2011). While grouping students with like-abilities together is slightly beneficial for the students,
the content and action going on during the group truly determines the success of the group (Davis, Rimm, & Siegle,
2011).
Grade acceleration is another placement option. Research has shown that students who are able to accelerate
at a rapid pace typically have great satisfaction in their life, self-esteem, social relationships and educational status
(Gross, 2006). While certainly this would not be a suitable solution for all gifted students, I feel there are children in our
county who would benefit from a specific plan on acceleration.
According to LCPS’s AIG implementation plan, students are placed and “served through cluster groups in the
regular classroom and/or flexibly grouped in reading and math classes with a certified AIG teacher (Tunstall, 2010).
Once students receive AIG placement, they engage in activities such as literature circles, independent studies, debates,
July 29, 2014
Road to Gifted Stop #4
ECU AIG Licensure Program
enriched activities and more.
Highlight one
Strong Evidence
of gifted services
Highlight all of the following indicators that are evident in the local plan:
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3
Services
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The plan offers a range of Program Service Options to address the unique needs
of identified gifted students.
Program Service Options exist for K-5 identified gifted students.
Program Service Options exist for 6-8 identified gifted students.
Program Service Options exist for 9-12 identified gifted students.
Program Service Options are described K-5 (primary/elementary).
Program Service Options are described for 6-8 (middle school).
Program Service Options descriptions are described for 9-12 (high school).
Some Evidence
of gifted services
Limited/No Evidence
of gifted services
Based on your content knowledge
and current research, write your
recommendations to the
superintendent
Additional Notes: The plan briefly mentions students in grades K-5, 6-8 and 9-12. For
example the plan states the AIG teacher will assist the regular classroom teacher for kids
in grades K-2 as needed. Identified students in grades 3-5 are served in math and
reading. In middle grades, students are clustered in math and reading courses. In high
school, students are served through course options of honors, AP or IB. The plan is very
vague.
1.Our plan needs to specifically address
how and when AIG students will receive
counseling from the school counselor.
Caroline Suddreth
July 29, 2014
Road to Gifted Stop #4
ECU AIG Licensure Program
2.The plan needs to specify how
schools and teachers will be held
accountable for teaching AIG students
appropriately. Schools should ensure
students are consistently being taught a
challenging and rigorous curriculum.
This could be monitored through the use
of monthly or bi-monthly student and
parent surveys.
3.Including a portion in the plan that
allows and encourages AIG students to
conduct research would help our plan to
be abreast current research. Our plan
should have specific documentation on
how teachers are to facilitate research
for students in grades 3-5, 6-8 and 9-12.
Research
Based
Information
on
SERVICES
Along with specific educational needs, gifted students also benefit from other various services. A service needed by all
students, especially those that are AIG certified, is counseling. Because gifted students have special cognitive, social and
emotional necessities, they require counseling from individuals that are sensitive to their needs (Davis, Rimm, & Siegle, 2011).
Gifted students need access to school counselors. Because school counselors are qualified to provide mental, social and
emotional help to students, they are the individuals who are directly needed for this in-school service (Elijah, 2009).
Gifted students need counseling because they need people to understand their social and self-esteem issues. Many
times students who are supremely gifted feel as though they are abnormal, weird or alone (Davis, Rimm, & Siegle, 2011).
Counselors are able to extinguish those feelings had by AIG students by offering “trusting relationships with students, they can
provide individual nurturing and support or offer group counseling assistance covering a variety of topics” (Elijah, 2009).
Another service needed by AIG students is the need for a challenging and rigorous curriculum. Programs should be
organized, all-inclusive and should also provide formal and informal learning opportunities for gifted students (Gessner, 2007). It
is common for gifted students to acquire this service outside the regular classroom, perhaps in a magnet school, private school, or
school for only gifted students (Gessner, 2007). It is up to the parents and to confirm their child is receiving the service
mentioned. Therefore parents and their child’s school should have a close-working relationship (Gessner, 2007).
Lastly, an important service needed by AIG students is differentiation in the classroom. Allowing students to work in
groups with differentiated activities and assignments fosters behaviors typically shown by gifted students (Brulles & Winebrenner,
2011). Other common services needed by AIG students include the following: flexible grouping, acceleration, facilitated research
Caroline Suddreth
July 29, 2014
Road to Gifted Stop #4
ECU AIG Licensure Program
stations (Brulles & Winebrenner, 2011). Providing students with these services will warrant their success and will ensure the AIG
education program is appropriate.
Beckley, D. (1998). University of Connecticut. Retrieved Jul 17, 2014, from Neag Center for Gifted Education and Talent
Development: http://www.gifted.uconn.edu/nrcgt/newsletter/spring98/sprng984.html
Brulles, D., & Winebrenner, S. (2011, January). Maximizing Gifted Students' Potential In the 21st Century . Retrieved July 21,
2014, from AASA: http://www.aasa.org/content.aspx?id=17446
Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the Gifted and Talented 6th Edition. Upper Saddle River: Pearson.
Elijah, K. (2009). Meeting the Guidance and Counseling Needs for Gifted Students in School Settings. Journal of Counseling and
Development, 556-565.
Reference
List
Gessner, S. L. (2007). Meeting the Needs of Academically Advanced Students: When School is Not Enough. VincentCurtis
Educational Register.
Gilman, B. J., Lovecky, D. V., Kearney, K., Peters, D. B., Wasserman, J. D., Silverman, L. K., et al. (2013). Critical Issues in the
Identification of Gifted Students With Co-Existing Disabilities The Twice-Exceptional. SAGE Journal, 1-16.
Gross, M. (2006). Exceptionally Gifted Children: Long-Term Outcomes of Academic Acceleration and Nonacceleration. Journal for
the Education of the GIfted, 404-429.
Lohman, D. (2005). An Aptitude Perspective on Talent: Implications for Identification of Academically Gifted Minority Students.
Cognitively Speaking, 1-7.
Tunstall, P. (2010). Local Academically or Intellectually Gifted Plan.
Caroline Suddreth
July 29, 2014
Road to Gifted Stop #4
ECU AIG Licensure Program
*This assignment meets standard 3b.1--Teachers know the content appropriate to their teaching specialty. This assignment is just one example of
how the teachers in our AIG program at ECU have a rich and in-depth understanding of the content in gifted education. Specifically, this
assignment focuses on the content of identification, placement, and services with application to a local plan of their choice. Writing
recommendations to the superintendent requires knowledge of content and synthesis of research and local practices.
Caroline Suddreth
July 29, 2014