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 Flexible subject
grouping
AIG Local Plan Overview
Student 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 Overview
Student Identification K-2
Level IV -Each criterion must be met to 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 Acceleration 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 12th 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 Acceleration 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 sub-scores, Iowa Acceleration 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 Acceleration
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
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,
and students at all times. An annual signed document is
obtained from parents explaining the DEP process at this
level.
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
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-of-evidence 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 underrepresented populations in the current AIG program to
include culturally/ethnically diverse, economically
disadvantaged, English language learners, highly gifted
and twice-exceptional learners
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)