AIG Local Plan 2010-2013
Parent Informational Meeting
2011-2012
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 Professional
Development
4. Comprehensive Programming
within
the 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
Overview
Student 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
Overview
Student Identification
K-2
Level 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
AIG Local Plan
Overview
Student Identification
K-2III
Level
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
Overview
Student Identification
K-2IV -Each criterion must be met to
Level
qualify
Standardized 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
Servi
ce
Entrance Criteria
Learning
Environment
Level - Gifted Transfer Student
I
- Gifted Student Who No
Longer Meets Level II
Criteria
In-Class Flexible
Grouping
Level - 93% Achievement Score
II
& Grades
- 90% Aptitude Score
Cluster Grouping
Level -Testing Scores & Grades
III
99% or Higher in One
Subject
Subject
Advancement
Dual-Enrollment
Level -Testing Scores & Grades
IV
99% or Higher in Both
Subjects
-95% on Iowa Accelerative
Scale
Grade
Advancement
AIG Local Plan
Overview
Student 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.
• 93% on standardized achievement test
• 90% on standardized aptitude test
• 93% on final course grades
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
Overview
Student 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 subscores, Iowa Accelerative Scale 95% or
greater, Principal Observation, Consult
with Director of AIG
Services: Grade Advancement
AIG Local Plan Overview
Student 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
Overview
Student Identification
3-12
To address multiple criteria for identification:
•
•
•
•
•
Achievement
Aptitude
Portfolio (Grade 5, Grade 7, Grade 10)
Naglieri
Iowa Accelerative
Standard 1
Student 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 2
Differentiated 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
Standard 3
Personal 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 4
Comprehensive
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-ofevidence indicates that such a practice is
warranted for an individual gifted learner.
Standard 5
Partnerships
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 6
Program
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 twiceexceptional
Maintained Practice
• AIG folder audits will be done twice
during the year (October and February)
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.
Career Cruising
Career Cruising
Login Page
Student View
This is where you will
enter your DEP
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!