Greene County Schools
AIG Plan
2013-2016
Appendix
2
Appendix
Table of Contents
Page
3
A.
Information about Greene County Schools – An Introduction
B.
Screening
6
C.
Identification and Placement
o Needs Determination Team
o Referral Process
o Assessment
o Placement
o Nurturing / Talent development
o Identified AIG – Indicators of Possible Giftedness
o Continuation of Services/Special Circumstances/Evaluation
o and Review Timelines
o Transfer Students
o Records
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8
10
11
12
13
15
D.
Ways to Document Specific Indicators of Giftedness
17
E.
AIG Service Delivery Model
18
F.
Tiers and Service Options
20
G.
Differentiated Curricula and Instructional Practices
25
H.
Professional Development
28
I.
Social-Emotional Guidance and Counseling
31
J.
Needs Assessment Process
36
K.
Links to Other System-Wide Efforts
42
L.
Parents and Community Involvement
44
M.
Budget
46
47
48
Procedures for AIG Budgeting
Request for Instructional Supplies/Materials or Staff Development
15
16
N.
GCS – Personnel for AIG Service Delivery
49
O.
Evaluation
53
P.
Due Process
55
Q.
Article 9B – Academically or Intellectually Gifted Students
56
R.
Early Admission to Kindergarten
58
S.
GCS – AIG Program Handout
60
T.
Bibliography of Resources
64
U.
Forms
68
3
Information about Greene County Schools
An Introduction
Greene County is a small rural, low-wealth county in eastern North Carolina with a
county population of about 21,000 and a school population of about 3300, including PreK, and about 3200 students in six schools K-12. Other educational settings include a PreK Center, a Family Literacy Program, and an Alternative School Program. Current
schools/grade levels are as follows:
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Snow Hill Primary (K-1)
West Greene Elementary (2-3)
Greene County Intermediate School (4-5)
Greene County Middle School (6-8)
Greene Central High School (9-12)
Greene Early College High School
The K-12 student population of Greene County Schools as of April 16, 2013 is
comprised of about 39.2% African-American, 31.5% White, 27.8% Hispanic, 1.3% Multiracial, 1% Asian, and 1% Native American students. In addition, 11.85% of the students are
identified as having special needs and the economically disadvantaged enrollment is 73.5%.
April 1, 2013 AIG headcount data in comparison to the previous four years is as follows:
AIG Headcount Data Summary
4-15-13
Percent compared to AIG Identified
N=200
N=191
N=234
N=258
Hispanic
2010
8
2011
10
2012
9.8
2013
13.2
Black
13.5
13
14.1
14
White
76
74
74.4
70.1
Multi
2
2.5
1.3
2.7
.5
.4
0
Asian
.5
Although the AIG data does not reflect our district population at this time, we are making
some positive changes in the right direction and efforts will continue to address this critical
issue in the current AIG plan.
With the vision of becoming the model rural school district nationally and a mission
to “commit to assure that every student will learn and develop in a positive environment with
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a challenging curriculum focused for the 21st century”, a school reform initiative was started
in collaboration with East Carolina University in 2001, called Project Significance. This
project focused on developing literacy, technology integration, and comprehensive
counseling/college access initiatives in a systemic, consistent plan across grade levels.
Current system instructional priorities are literacy, numeracy, technology, college
access, and creativity involving risk-taking, problem solving, and marrying art and science.
The shared instructional vision from our Assistant Superintendent of Instruction, Dr. Pat
MacNeill is: “to create a community of learners in which administrators, teachers, students,
and parents are all active participants in the teaching/learning process and to use technology
for the delivery of quality, student-centered instruction”.
As a result of the concerted efforts of the school board, school administrators,
teachers, parents, community partners, and students Greene County has many
accomplishments to be proud of, including:
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A North Carolina in the World Global Communicator’s School District
One of 100 school districts across the nation to receive SACS/CASI District
Accreditation
ITECH – Informational Age Technology for Every Child – one-on-one Laptop
initiative
Los Puentes dual language immersion program
College enrollment rate increases
GCMS APPLE Distinguished School award
Notwithstanding the challenges imposed by our demographics, the Greene County
School system has long been committed to providing for educational opportunities for gifted
learners with state, local, and other funding sources. Each school, K-1, 2-3, 4-5, 6-8, and 912, has licensed AIG teachers who provide direct instruction to high ability and identified
AIG students, provide consultation to regular education teachers, and coordinate gifted
education activities in their school.
In our 2007-2010 local AIG plan, Greene County schools endorsed the following
touchstone from a spokesperson at NC DPI, as shared by Dr. Melissa Matusevich, formerly
of East Carolina University, as driving focus in reviewing and revising our plan at that time
and this commitment is still in force.
It is important to remember that school divisions in North Carolina are charged with
identifying gifted children from all cultures. While all cultures have roughly the same
percentage of gifted individuals, North Carolina is greatly concerned and is actively
addressing the problem of under-identified and underserved populations.
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Once students are identified, service options that meet students’ needs, as gifted
learners must be created. (These may vary from what is already in place.) School divisions
should not identify students to “fit into” programs that already exist, but must be flexible in
creating new options to ensure that the learning needs of gifted students remain the primary
focus and are met.
We have tried to continue to address this mandate in our plan revision, and have tried
to further develop and maintain screening, identification, and placement procedures, and
expand service options and staff development, with a focus on differentiation opportunities in
both regular and gifted education settings for all students.
Steering Committee members included: the Assistant Superintendent of Instruction,
EC/AIG Director, AIG Coordinator, AIG lead teachers from each school, other AIG certified
personnel, counselors, parents, regular classroom teachers, literacy facilitators, instructional
technology facilitators, district media coordinator, principals from Snow Hill Primary, West
Greene, Greene County Intermediate School, Greene County Middle, Greene Central High
School, and Greene Early College High School, and representatives from the EC and ESL
programs. Membership was reflective of the demographic population.
The Greene County Schools AIG Plan will be on the system website at
www.gcsedu.org. In addition to the plan, there will be links to resources, information about
the AIG Program, and schedules of events, etc.
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Screening
Screening includes all activities designed to review the general population of students
to see which students need differentiated services under the continuum of services offered by
the General Education Program and the Academically Intellectually Gifted Program.
Particular attention is given to potentially gifted students from culturally diverse,
economically disadvantaged, or disabled populations. The procedures used in screening are
readily available for all students and will lead to decisions regarding needs for differentiated
services for students.
Each school will review available data and observation information, and will gain
input from teachers, parents, and others in developing a pool of potentially gifted students.
From this pool, students will be referred for further consideration for differentiated services
and for possible formal identification for AIG programming. Screening data will include
information from available standardized tests (aptitude and achievement), curriculum and
grade level assessments, benchmark tests, and teacher and/or parent observations. In
addition, school counselors will review all new student records for indications of potential
giftedness. Specific screening forms and documents can be found in the Appendix.
For K-3 students, teachers will observe their students during the first nine weeks of
school and will note students that show above average performance ratings and gifted
behaviors. The AIG teacher is available to teach model lessons while the classroom teacher
observes the students to determine which students exhibit potential giftedness. The AIG
teacher will conduct professional development training on characteristics of gifted learners
with the teachers.
For students that have shown potential for the need for differentiated services at the K-3
level, the following types of information will be collected and reviewed by the Enrichment
Committee or Needs Determination Team and other appropriate school personnel, as
appropriate:
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Observational data
TRC level and other DIBELS data
SRI Lexile levels for grades 2 and 3
Report card grades for reading, writing, and math
Work samples
Student interests, as needed
Math data from various sources
Rating scale data
Cognitive Abilities Test results – grade 3
7
Tier II services may be recommended after this process by the Enrichment Committee
or Needs Determination Team. Referral for consideration of other service options in the AIG
program will be made as needed and as appropriate.
For grades 4-12, teachers will continue to observe students for indicators of potential
and make referrals for needs determination for differentiated services using checklists and
observation tools that include characteristics of gifted culturally diverse students. Other data
could include data from these sources:
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North Carolina End of Grade, End of Course, and MSLs
Classroom performance levels (grades, portfolios, work samples)
Interest inventories and surveys
Awards and competitions
Other indications of well above average potential
Rating scale data
The screening process will be on going throughout the year in all school settings.
Criteria for consideration for differentiated services will be consistent from school to school.
Training for recognition of gifted characteristics will be provided to teachers and other
appropriate staff to ensure inter-rater reliability through staff development opportunities with
the AIG staff and outside consultants as appropriate and as needed.
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Identification and Placement
Identification is a multi-step process that includes screening, referral, assessment, and
eligibility determination that leads to placement in appropriate service options for students
requiring differentiated programming. Information gathered in each of these phases will be
used to guide decisions regarding student needs through the Needs Determination Team in
each school.
Needs Determination Team
Each school will have a Needs Determination Team that will be responsible for
seeking out potential candidates for differentiated services, and for the screening,
identification and placement of such students. The team should be made up of members who
are knowledgeable of the characteristics of gifted students and/or who have worked with
gifted students, such as AIG teachers, psychologists, counselors, regular education teachers,
ESL teachers, special education teachers, and school administrators. The membership of the
team may vary according to the specific needs of each case.
NC Guidelines Governing Local Plans for Gifted Education list these duties and
responsibilities of the Needs Determination Team
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“To implement the LEA’s gifted child search/referral, screening, identification, and
instructional placement processes.
To make decisions based on demonstrated strength-based needs of the student.
Different options will be appropriate for different students depending on the level of
differentiation needed.
To establish procedures to provide equitable access of students from diverse cultural
and economic backgrounds.
To receive permission from the parent/guardian for any aptitude or achievement
testing that will not be generally administered in the regular school program.
To record the information used in making the decision.
To determine the program option(s) the student will access.
To receive permission from the parent/guardian to place the student in the option(s).
To exhibit sensitivity to cultural, economic and/or linguistic differences that need to
be considered in examining information about students’ needs.” (p. 11)
Referral Process
As a result of the nurturing and screening processes, teachers, parents, students,
and/or other support personnel should refer students who show the need for further
differentiation for formal AIG eligibility consideration. During second semester of third
grade, there is an emphasis on mass screening and referrals from teachers and parents;
however, referrals can be made at any time during the school year by any of the above parties
at any grade level.
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Steps for Making AIG Referrals
(See the Appendix for all forms)
Forms represented are what are current for 2012-2013.
Modifications may be necessary to accommodate changing curricula, service options, or
course availability
Teacher Referral
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The referring teacher completes the AIG 1 form that includes demographics, test data,
grades, strengths, interests, and activities information.
The AIG teacher sends the AIG 2 form (permission to test) to parent, including the
due process notice.
The AIG teacher gives the classroom teacher a student observation/rating form. If the
parent is making the referral, a copy of a parent rating form will be sent by the AIG
teacher once the referral is received.
When the AIG 2 (permission for testing) is received from the parent, the AIG teacher
should forward the AIG 1 Referral and AIG 2 Permission to Test to the AIG
Coordinator. The AIG teacher should also forward any observation form(s), when
received from teacher and / or parent, to the AIG Coordinator.
Parent Referral
•
When a parent expresses his or her desire to refer their child for AIG consideration,
the AIG teacher gives the parent the AIG 1 Referral form. The parent completes the
demographic, and strengths, interests, activities sections, and checks Parent
Nomination at the top.
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The AIG teacher gets the AIG 2 Permission to Test form signed and gives due
process notice to parent.
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The AIG teacher, in conjunction with the regular teacher, completes the test data and
grade sections on the AIG 1 Referral when the parent returns the forms.
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The AIG teacher forwards all copies of the referral forms to the AIG Coordinator.
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A parent observation/rating form is sent to the parent for completion when AIG 2 is
sent.
Student Self-Nomination
•
When a student expresses his or her desire to be considered for AIG services, the
student completes the Self-Nomination form (grades 6-12).
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The student provides information on AIG 1 Referral form for demographics,
strengths, interests, and activities and checks Student Nomination at top with the
assistance of the AIG teacher
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The AIG teacher sends the AIG 2 Permission to Test form, with the due process
notice to the parents.
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The AIG teacher interviews student and fills in the Interview form or provides written
documentation of their own interview with the student.
•
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The AIG teacher completes the AIG 1 form sections for test data and grades and
forwards the AIG 1, AIG 2, Student-Self Nomination form, and the Interview form or
documentation to the AIG Coordinator.
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A teacher observation rating form is given to the classroom teacher(s)and a parent
rating form is sent, as well.
Other Available Referral Resources
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Product Review Rubric (This is assessed by the School Enrichment Committee)
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Awards Documentation
Assessment
Once permission for evaluation is obtained, the AIG Coordinator, school psychologist
and the AIG teacher will be responsible for obtaining the needed information for AIG
eligibility consideration, which might include more specific rating scale/observation data,
aptitude, and achievement data, and/or evidence of interest and motivation. In the case of
culturally diverse, disabled, twice-exceptional, and/or economically disadvantaged students,
special sensitivity for appropriate evaluation procedures and instruments will be needed and
used. During the evaluation process, the school psychologist will use professional clinical
judgment and discretion as to the need for alternative testing procedures and/or tests, such as
specialized nonverbal aptitude tests. (See Ways to Document Specific Indicators of
Giftedness for more information in the Appendix.)
After the needed data are obtained, the AIG 3- AIG Test Data Profile is completed.
Information that is within the past two years will be given priority consideration, unless there
are extenuating circumstances that the Team believes makes other data more valid. In
general, these ability and achievement pairings would be expected to be the most valid for
eligibility determinations for advanced course decisions: verbal or composite ability and
language arts and nonverbal or composite ability with math. The Needs Determination Team
will convene to review the data and make decisions as to the need for differentiated services
and recommendations for specific service options for the student. If additional data are
needed, the Needs Determination Team will specify what is needed and the AIG Coordinator
and AIG Teacher will coordinate obtaining this data. This could include such information as
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Product reviews
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Interviews
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Off level testing
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Student surveys
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Student-led conferences
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Award or competition data
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Community service experiences
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Parent and/or student documentation
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Other evidence of superior performance
If additional data has been requested, the Needs Determination Team will re-convene
to review this additional information to make eligibility decisions and differentiated
programming recommendations on the Eligibility Form (AIG 4).
Placement
Once the Needs Determination Team has made recommendations as to the
differentiated needs of the student, the parents will be invited to a conference with the AIG
Teacher, Classroom Teacher, AIG Coordinator, and other appropriate personnel, such as
counselors, administrators, etc., to review the data and the Needs Determination Team’s
recommendations. For those students meeting criteria for AIG programming, Tier III, Tier
IV, or Tier V, the AIG 5 form (Parent Permission for Services) will be obtained. The
Differentiated Education Plan (DEP) or the Individualized Differentiated Education Plan
(IDEP) service options will be developed for the student. A copy of all referral, evaluation,
eligibility, and placement forms and reports are provided for the parent(s), including the DEP
or IDEP. The AIG teacher will also provide a copy of the DEP or IDEP to the student’s
teacher(s) and parents each time a DEP or IDEP is developed or revised. For students that
fall within the nurturing/enrichment group (Tier II), classroom teachers will be provided
differentiation strategies specific to the student on the form Tier II GC-Nurturing. The AIG
teacher will serve as a resource consultant for these students and will collaborate with the
classroom teacher(s) as they plan and offer differentiation in the classroom.
CRITERIA FOR PLACEMENT FOR DIFFERENTIATED SERVICE OPTIONS
Multiple criteria and indicators are used in determining eligibility for differentiated
services. These include both quantitative and qualitative indicators for ability/aptitude,
achievement, academic performance, observations and ratings for motivation and work ethic
by teachers and parents, and indications of student interests. While multiple factors are
considered, at least one standardized test criterion under the Quantitative area must be met
for AIG consideration. All information is considered when decisions are made regarding
eligibility and placement in differentiated services. Recommendations are made to meet the
individual needs of the student on a case-by-case basis. Although K-3 operates on an
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enrichment / nurturing model, all students, K-12, are eligible for AIG programming
consideration. An overview of the possible indicators for enrichment for Tier I, Tier II, and
criteria for Tier III, Tier IV, and Tier V AIG services follows.
Nurturing / Talent Development
K-3 School-Wide Enrichment
The AIG/Enrichment teacher is always available for consultation and collaboration
with classroom teachers to assist in differentiating instruction in the regular classroom as
needed. Any data collected on a student will be recorded on the K-3 Enrichment Referral
form and decisions for services will be made by the School Enrichment Committee. Data
criteria for grades may change as needed to reflect future changes planned for reporting
student progress on report cards. Specific enrichment services and indicators of possible
need for direct enrichment services from the AIG/Enrichment teacher are as follows:
Kindergarten
The School Enrichment Committee and kindergarten teachers have planned for service
delivery for kindergarten students in these ways
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At mid-year, kindergarten teachers will provide to the AIG/Enrichment teacher a list
of students reading on TRC level D and above. The AIG/Enrichment teacher would
then work with these students in a reading enrichment group once or twice a week.
To expand on interests that students show in certain subject areas, the kindergarten
teacher would share interests/needs with the AIG/Enrichment teacher, who would
then teach a whole class lesson on that subject.
The need for any other specific services for kindergarten students would be
determined on a case-by-case basis by the classroom teacher, School Enrichment
Committee, and the AIG/Enrichment teacher.
First Grade–General Enrichment – Indicators of Possible Need for Enrichment
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Observation information
TRC – BOY Level G or MOY Level J
Report Card grades (3’s and 4’s)
Work Samples at above average levels
Specific interests
Second and Third Grade – General Enrichment – Indicators of Possible Need for
Enrichment
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Observation information
2nd grade – SRI Lexile 500 and above / TRC – BOY–Level L or MOY-Level M
3rd grade – SRI Lexile 700 and above / TRC – BOY-Level O or MOY-Level P
Report Card grades (3’s, and 4’s, A’s and B’s)
13
•
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Work Samples at above average levels
Specific interests
First, Second, Third Grades–Math Enrichment – Indicators of Possible Need for Enrichment
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Teacher referral / observation information
Standardized test data in math (individual administration) – 84%ile>
Report card grade – 4 or A in Math
Work Samples at above average levels
Grades 3-12 – Indicators of Possible Need for Enrichment
Tier I - (Possible need for differentiation – Nurturing in the regular classroom)
The need for in class-flexible grouping, tiered assignments, etc. within the regular
class setting could be indicated by a student’s:
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Classroom Performance
Work Samples
Portfolios
Observation information
Tier II - Grades 3-8 - (Moderate need for differentiation in the regular classroom)
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Standardized test data
84th %ile > for ability/aptitude or achievement
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*Classroom Performance
K-2
3’s and 4’s
3-8
A’s and B’s
9-12
90 or above overall average
Enrolled in at least one honors or advanced class
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Evidence of above average motivation / interest from teacher, parent, and/or student
sources (Observations, Ratings, Inventories, Interviews)
Above average evidence from portfolio, authentic assessment, or product reviews
Tier II - Grades 9-12 - (Moderate need for differentiation in the regular classroom)
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90 or above overall average
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Enrolled in at least one honors or advanced placement class
Identified AIG – Indicators of Possible Giftedness
Tier III - (Clear need for advanced level differentiation –General AIG classification)
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Standardized test data
(89%ile) for ability/aptitude or achievement
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•
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*Classroom Performance
K-2 All 4’s
3-8
A’s and B’s, with grades of 90 or >
9-12
93 or >
Evidence of superior motivation / interest from teacher, parent, and/or student sources
(Observations, Ratings, Inventories, Interviews)
Superior level evidence from portfolio, authentic assessment, or product reviews
Tier IV - (Clear need for advanced subject pull out – Grades 4-8)
•
Standardized Test Data
89th %ile or > in specified subject area(s) – Reading / Math
89th %ile or > ability/aptitude
•
*Classroom Performance
3-8
A’s in specified subject(s) for differentiation
Grade 9
Level 4 on appropriate EOG or a high level 3 with a 90>
average in that class in the 8th grade
Grades 10-12 80 or > average in previous honors class or 90> average in
previous general class
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Evidence of superior motivation / interest from teacher, parent, and/or student sources
(Observations, Ratings, Inventories, Interviews)
Superior level evidence from subject related portfolio, authentic assessment, or
product reviews.
Tier V - (Extreme need for more individualized differentiation)
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Standardized Test Data
Both ability / aptitude and achievement 98%ile or >
*Classroom Performance
K-2 all 4’s; well above grade level
3-8
A’s; 96 or >; well above grade level
9-12
A’s; 96 or >; performing well above high school level
Evidence of very superior, well developed interests and motivation in one or more
areas from teacher, parent, and/or student sources (Observations, Ratings, Inventories,
Interviews)
Very superior level evidence from portfolio, authentic assessment, product reviews,
or independent study opportunities
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CONTINUATION OF SERVICES / SPECIAL CIRCUMSTANCES / AND
EVALUATION AND REVIEW TIMELINES
For students in Tiers III, IV, and V, there will be regular performance reviews to
assess student growth and achievement and to monitor the appropriateness of their
differentiated service(s). New DEP’s or IDEP’s will be developed at the beginning of each
school year for each student on the roster of enrollment. Teachers and/or parents may
request a review at any time there is a need, but at least mid-year and annual reviews will be
conducted. The AIG and regular classroom teachers will review mid-grade progress reports,
periodic benchmark assessment data, report cards, and any other available, pertinent data to
monitor student progress. Performance, academic, and/or social-emotional needs will impact
decisions about the program service options. If the Needs Determination Team feels changes
are needed to the DEP or IDEP, the parent(s) will be invited to discuss any concerns and
appropriate service options will be developed. If the decision is to return the student to a
general education option, an IDEP will be developed so that support can be provided to help
the student re-enter other differentiated service options at a later time, as appropriate. The
DEP/IDEP will indicate any instructional modifications and/or counseling that may be
needed to offer support for the student as an identified gifted student in general education
classes, especially for twice-exceptional, 504, LEP, and CLED students. Grades will not be
used to exclude a student from eligibility once identified, but they will be used as a means of
providing information about needed academic and/or social-emotional support and in
determining appropriate service options. For students who have very superior intellectual
ability, but who do not meet other required eligibility components for a DEP, an IDEP will
be developed in order to meet their specific needs as deemed appropriate.
The Needs Determination Team will ensure that students who are referred for AIG
consideration will be assessed and a decision for eligibility and services will be made in a
timely manner, unless the parent refuses to give consent for evaluation or placement.
Transfer Students
For students who transfer into the Greene County Schools with evidence of
participation in AIG programs in other school systems, the Needs Determination Team will
meet and review existing data available on the student. The Team will then make
recommendations for appropriate service options within the Greene County program,
develop a DEP or IDEP, and/or a request that additional data be obtained. If the student is
not successful in the recommended gifted program options, the Needs Determination Team
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will meet to review the student’s status and make recommendations for more appropriate
placement. An IDEP may be developed at that time in order to provide the necessary support
for the student.
If a Greene County student transfers to another system, the counselor or other
designated school personnel will make copies of the AIG confidential record when
information is requested from the new system and will indicate that the student has been
identified as AIG on the school withdrawal/transfer form. The AIG teacher is responsible for
notifying the Central Office when a student withdraws.
Records
A confidential folder containing all forms and evaluation data is maintained for each
student referred and AIG students that move into the system. These records are filed either
as active or inactive, as appropriate. Records are maintained by the AIG teacher and
designated school personnel at each school. Records are transferred from school to school as
the student progresses through the grades. The AIG teacher is responsible for the
maintenance of the folders and for sending the folders to the next school, as appropriate.
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Greene County Schools
Academically Intellectually Gifted Program
Ways to Document Specific Indicators of Giftedness
Aptitude / Ability
Group Tests
Individual Tests
Kaufman-Brief Intelligence Test-2nd ed. (K-BIT-2)
Reynolds Intellectual Assessment Scales (RIAS)
Wechsler Intelligence Scale for Children IV (WISCIV)
Wechsler Preschool & Primary Intelligence Scale III
(WPPSI-III)
Wechsler Abbreviated Scale of Intelligence
Woodcock Johnson III NU, Tests of Cognitive Ability
(WJIII-Cognitive)
Universal Nonverbal Intelligence Test (UNIT)
Bilingual Verbal Ability Test
Stanford Binet Intelligence Scales, 5th ed.
Cognitive Ability Test (CogAT)
Naglieri Nonverbal Ability Test-2
Screening Assessment for Gifted Elementary and
Middle School Students, 2nd ed. (SAGES-2)
(Group or Individual administration)
Achievement
Group Tests
Individual Tests
Iowa Test of Basic Skills (ITBS)
Test of Mathematical Abilities for Gifted Students
(TOMAGS)
Screening Assessment for Gifted Elementary and
Middle School Students, 2nd ed. (SAGES-2)
(Math/Science and Language Arts/Social Studies
subtests (Group or Individual administration)
Woodcock Johnson III NU, Tests of Achievement
(WJIII, Achievement)
Wechsler Individual Achievement Test III (WIAT III)
Other Achievement Indicators (Screening)
NC End of Grade Tests
PSAT / ACT / SAT
ELL Language Proficiency tests
Benchmark Classroom testing
Performance
Overall average and grades in academic courses related to service options
Informal classroom assessment
Portfolio / Work Samples
Product Evaluations
Authentic Assessment
Observation of successful classroom performance
Observation
Scales for Identifying Gifted Students (SIGS)
(School and Home forms)
Gifted and Talented Evaluation Scale
Gifted Rating Scale
Work Samples
Greene County-Advanced/Honors Class Teacher
Recommendation Form
The Gifted Education Planner (Karen Rogers)
Scale for Rating the Behavioral Characteristics of
Superior Students (Joseph Renzulli)
Greene County-Observational Checklist for Specific
Content Areas (Secondary)
Anecdotal Data
Motivation
Student Interview
Self-Nomination
Teacher Referral
Mentor Nomination
Recognized Past Accomplishment / Awards
Independent Study Proposal by Student
Parent Nomination
Teacher Observation Narrative
Motivation rating scale
Tracking Talents Nomination forms
Interests
Student Interest Inventories / Surveys
Student Initiated Service Proposal
Record of previous products based on interest
Self-Nomination
Student Interview
Teacher Observation (Checklists, Narrative, etc.)
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Greene County Schools
AIG Service Delivery Model
Primary/Elementary AIG Service Delivery
Grades K-3
AIG services in kindergarten through third grade are primarily nurturing and
enrichment opportunities, with Differentiated Education Plans (DEP), and, as needed,
Individual Differentiated Education Plans (IDEP) offered for any student who is referred at
this level and meets AIG criteria. Services include scheduled small group enrichment
sessions, whole class enrichment instruction, and consultation with teachers per specific
student needs.
Grades 4-5
AIG services for students in fourth and fifth grades consist of cluster grouping,
general enrichment classes, and advanced content pullout classes for Reading and/or
Mathematics based on student needs. AIG identified students with ability or achievement
area at or above the 89%ile qualify for Tier III services (cluster grouping and general
enrichment sessions with an AIG specialist). AIG identified students with ability and
achievement area at or above the 89%ile qualify for Tier IV services (cluster grouping,
general enrichment sessions, and Advanced Reading and/or Mathematics pullout classes).
Consultation with regular classroom teachers for advice and resource materials is also
offered.
Middle School AIG Service Delivery
One goal of middle school programming is to help transition students to high school.
In order to encourage and nurture all high performing students and provide the opportunity
for those students to take honors, AP, and other college level courses in high school, the
middle school offers honors or advanced level classes. Placement in these classes is based on
a rubric that considers academic performance through the previous year’s EOG percentile,
grades in the specified subject, teacher recommendations, EVAAS data and Lexile
measure(for ELA). AIG identified students are placed in honors or advanced classes based
on the rubric and their identified needs.
AIG service delivery at the middle school level consists of cluster grouping with
advanced subject content and enrichment opportunities. Honors classes are offered in
English/Language Arts, Mathematics, Social Studies and Science. Once the standards for
honors class(s) have been met by an identified AIG student, the teacher(s) provide further
enrichment through opportunities to: explore advanced content topics through research; work
on projects that will enhance the AIG student’s content strengths, interests, and advanced
critical thinking skills; and in the case of math, solve advanced mathematical problems not
otherwise covered in the current curriculum. Individual Differentiated Education Plans will
be developed for any students that require services beyond the current service format.
Independent study options can be provided in content as well as fine arts areas, as needed.
Counseling services are available for planning for high school and beyond for AIG students,
starting in 6th grade. This provides a middle school plan that will help transition students into
the high school four year planning process. This will be especially critical for students
needing an advanced math curriculum in high school. Counseling services for all students
are available for targeted group and individual needs.
19
High School Service Delivery
Service delivery for AIG students at the 9-12 level includes individual scheduling
advice (starting in the eighth grade) and counseling sessions for high school and post high
school planning, honors and AP courses, and college credit through online, dual enrollment,
and early college course offerings. High school AIG students are encouraged to take higherlevel classes. Consultation with regular and honors class teachers is provided per specific
student needs. Extracurricular activities, such as Quiz Bowl, Mock Trial, the Ethical
Leadership Conference, and vocational and technical competitions, are available for AIG
students.
20
Tiers and Service Options
Greene County Schools offers a five-tier service option plan for nurturing/talent
development students and eligible academically or intellectually gifted students who
demonstrate potential and need for differentiated instruction beyond the regular
curriculum. The Needs Determination Team is responsible for making recommendations
for services based on individual student need.
K-3 programming offers additional nurturing and enrichment opportunities with the
AIG/Enrichment teacher for students meeting enrichment criteria, in addition to any
identified AIG students. Whole class enrichment is provided throughout the year through
regularly scheduled classes both in the enrichment room and in the regular classroom as
well. High school students are able to participate in advanced classes (honors, AP), dual
enrollment, online, and independent study options as needed.
Five Tier Service Delivery
Tier I students are served in the regular classroom. The regular education teachers will
nurture the potential for giftedness through such options as,
•
•
•
In class flexible grouping
Learning Centers
Differentiated curriculum activities that offer nurturing and enriching
experiences
These students will also participate in all school-wide enrichment and nurturing activities
and programs.
Tier II or talent development students are served in the regular classroom with
collaboration between the regular teacher and AIG teacher. These students generally
have high average functioning and show moderate needs for differentiation. They will
participate in regularly scheduled enrichment activities to be prescribed by their regular
teachers with consultation with the AIG teacher(s) based on their differentiation needs.
21
Individual students may also participate in interest-based enrichment activities and
school-wide special programs, such as contests, clubs, competitions, etc. Regular
education teachers would serve talent development students through such options as
•
•
•
•
•
•
Cluster grouping
In-class flexible grouping
Tiered assignments/lessons/product options
Technology based lessons/activities
Small group instruction
Differentiated curriculum activities that offer nurturing and enriching
experiences
Tier III, Tier IV, and Tier V students are identified AIG students who have a
Differentiated Education Plan (DEP) or Individual Differentiated Education Plan (IDEP),
if appropriate, to meet individual student need. The learning environment, modifications,
and special program offerings are outlined on the DEP or IDEP plans based on the Needs
Determination Team recommendations.
•
Tier III students are generally those who show clear need for enrichment and
differentiation because of superior intellectual or academic levels, but who may not
be appropriate for a separate class setting for subjects. These students will be cluster
grouped with other AIG students, with
o
o
o
o
o
o
o
o
In-class flexible grouping
Tiered assignments
Computer based instruction
Differentiated units for subject areas
Advanced content
Cooperative learning
Interest based units
Independent study options
Tier III students participate in regularly scheduled general enrichment classes with the
AIG teacher at the primary and elementary levels, and all would be eligible to participate
in special programs, such as the math fair, science fair, AIG field trips, arts enrichment,
contests and competitions, etc. At the middle school level, Tier III students are provided
challenging curriculum through the Honors/Advanced Science and/or Social Studies
classes, and may also be eligible for Honors Language Arts and/or Honors Math classes
based on their grades, teacher recommendations, previous EOG scores, and EVAAS data.
•
22
Tier IV students are those who show clear need for enrichment and differentiation
because of their superior intellectual and academic levels and who need the
opportunity for separate classes for one or more areas in grades 4-8. Additional
service options to those noted for Tier III could also include
o Cross age grouping
o Accelerated content
o Curriculum compacting
Independent study times and expanded course options are available at the secondary
level.
•
Tier V students are those who show extreme need for differentiation because of their
unique and very superior intellectual and academic levels, and who require an
individualized plan with a variety of service options to address their learning needs in
addition to those noted for Tier III and IV. These could include individualized
instruction, accelerated placement, and/or specific IDEP modifications to address the
student’s needs.
Examples of Possible Target Service Options at Each School
The charts below show possible service options for identified AIG students at each
school. The Needs Determination Team, based on the student’s needs, would recommend
specific service options for individual students. Specific high school course options usually
change from year to year, based on scheduling requirements.
Possible Service Options – K-3
•
•
•
•
•
•
Learning Environment
Heterogeneous class with
AIG clustering
General Enrichment Class
with AIG teacher
Cluster Grouping with the
AIG teacher
Cross-Age Grouping
Individualized Instruction
Flexible grouping in
regular classroom
Differentiation Modifications
• Tiered Assignments
• Tiered Lessons
• Tiered Product Options
• Technology Based
Instruction
• Cooperative Learning
Groups
• Group Investigations
• Advanced Content
• Interest-based Enrichment
• Independent Study
•
•
•
•
•
•
•
•
•
•
Special Programs
Math Fair
Science Fair
Math Problem Solving
Programs
Contests/Competitions
Technology Units
Mini-Units
Independent Study
Field Trips
Art Enrichment
Music Enrichment
23
Possible Service Options – Grades 4-5
•
•
•
•
•
Learning Environment
Tiers III, IV, V
Heterogeneous Class with AIG
Clustering
In-Class Flexible Groups
General Enrichment Class with
AIG Teacher
Inclusion Lessons with AIG
Teacher
Los Puentes – Dual Immersion
Class
•
•
•
•
•
•
Tiers IV, V
Subject Grouping with AIG
Teacher
Advanced Reading
Advanced Math
Cross-Age Grouping
Tier V
Individualized Class
Accelerated Placement
Differentiation Modifications
Tiers III, IV, V
• Tiered Assignments
• Tiered Lessons
• Tiered Product Options
• Computer-based Instruction
• Differentiated Units for
• Subject Areas
• Cooperative Learning
Groups
• Group Investigations
• Independent Study
• Advanced Content
• Interest Based Units
Tiers IV, V
•
•
•
•
Accelerated Content
Curriculum Compacting
Tier V
Individualized Instruction
Modifications from IDEP
•
•
•
•
•
•
•
•
•
•
•
Special Programs
Tiers III, IV, V
Math Fair
Science Fair
Math Problem Solving
Programs
Contests/Competitions
Duke Talent Search
Field Trips
Technology Units
Mini Units
Music Enrichment
Art Enrichment
Tier V
IDEP specific
programs
Possible Service Options – Grades 6-8
•
•
•
•
Learning Environment
Differentiation Modifications
Special Programs
Tiers III, IV, V
Tiers III, IV, V
Tiers III, IV, V
Heterogeneous Class with
AIG Clustering
In-Class Flexible Groups
Honors Science
Honors Social Studies
•
•
•
•
•
•
•
Tiers IV, V
•
•
•
•
•
•
•
Subject Grouping with the
AIG teacher
Honors Reading
Honors Math
Algebra I
Cross Age Grouping
Tier V
Individualized Class
Accelerated Placement
Tiered Assignments
Computer-based Instruction
Differentiated Units for
Subject Areas
Cooperative Learning
Groups
Independent Study
Advanced Content
Interest Based Units
•
•
•
•
•
•
•
•
Junior Beta Club
Junior Honor Society
SGA
Contests/Competitions
Duke TIP
Field Trips
Technology Units
Mini Units
•
Tier V
IDEP specific
programs
Tiers IV, V
•
•
Accelerated Content
Curriculum Compacting
•
•
Tier V
Individualized Instruction
Modifications from IDEP
24
Possible Service Options – Grades 9-12
Learning Environment
•
•
•
•
•
•
•
•
Honors/Advanced Courses
AP Courses
Dual Enrollment
Early Admission
Independent Study
Distance Learning Courses
Second Life - ECU
Early College
Honors English I
Honors English II
Honors English III
Honors English IV
AP English Literature
And Composition
Spanish III
Latin I
Latin II
Latin III
Special Programs
• Special Electives
• Seminars
• Mentorships
• Internships
• Model UN
• Quiz Bowl
• National History Day
• Ethical Leadership Conference
Content Modifications
Honors Civics and Economics
Honors Chemistry
Honors World History
Honors Physics
Honors U.S. History
Honors Psychology
Honors French History and Literature
AP Psychology
AP Microeconomics
Honors Geometry
AP Macroeconomics
Honors Algebra II
Honors Earth Science
Pre-Calculus
Honors Biology
AP Calculus
Honors Environmental Science
AP Environmental Science
Tier V – Accelerated Placement; Individualized Instruction; IDEP Special Programs
25
Differentiated Curricula and Instructional Practices
At every level and in every classroom, there is a wide range of learner needs.
Students differ in readiness levels, interests, intellectual and academic needs, and learning
styles. Teachers adapt classroom practices to meet these varied learner needs through
differentiated instruction. Through this approach teachers provide multiple avenues to
learning so that the classroom is a good fit for advanced learners. AIG teachers are
responsible for overseeing and developing differentiated curricula for gifted students that
extends the goals and objectives of the North Carolina Standard Course of Study. During the
development of differentiated curricula AIG teachers consult and collaborate with regular
classroom teachers. All curricula developed for gifted learners is aligned with the gifted
plan’s mission statement and is designed to stimulate and challenge creative and intellectual
growth. Greene County Schools will begin a professional development program in
curriculum differentiation and other issues related to meeting the needs of gifted learners.
Modifications in content, process, product and/or learning environment are required
for all teachers to use in differentiating curriculum for high ability students. Guiding
principles to accomplish these goals include:
•
•
•
•
•
•
•
•
•
•
•
•
•
“Present content that is related to broad-based issues, themes, or problems
Integrate multiple disciplines into the area of study
Present comprehensive, related, and mutually reinforcing experiences within an area
of study
Allow for the in-depth learning of a self-selected topic within an area of study
Develop independent or self-directed study skills
Develop productive, complex, abstract, and/or higher-level thinking skills
Focus on open-ended tasks
Develop research skills and methods
Integrate basic skills and higher-level thinking skills into the curriculum
Encourage the development of products that challenge existing ideas and produce
new ideas
Encourage the development of products that use new techniques, materials, and forms
Encourage the development of self-understanding, i.e. recognizing and using one’s
abilities, becoming self-directed, appreciating likenesses and differences between
oneself and others.
Evaluate student outcomes by using appropriate and specific criteria through selfappraisal, criterion referenced and/or standardized instruments”
(National/State Leadership Training Institute on the Gifted and Talented, Developed by the
Curriculum Council – James J. Gallagher, Sandra N. Kaplan, Harry Passow, Joseph S. Renzulli,
Irving S. Sato, Dorothy Sisk, Janice Wickless.) in (Gifted Education Resource Guide, Montana
Office of Public Instruction, 2001. pp. 32-33)
The following chart delineates some desired curriculum modifications in
differentiating for high ability learners in all settings:
26



Content
Abstraction
Complexity
Organization








Process
Higher Levels
Open-Ended
Inquiry/Discovery
Inductive/Deductive
Reasoning
Freedom of Choice
Group Interactions /
Simulations
Variety
Pacing




Products
Learning Environment
Real Problems of
 Open, Accepting, and
Thinking
Non-threatening
Real Audiences
Product Evaluations
Transformation
(Gifted Education Resource Guide, Montana Department of Public Instruction, 2001. p. 33)
Following are examples of the types of monitoring that are ongoing to ensure that the
implemented curriculum is having the desired impact on student achievement and growth:
•
•
•
•
•
•
Student performance with State K-2 assessments in reading, writing, and math
Student performance on state EOG tests in grades 3-8 (End-of-Grade test results are
carefully analyzed each year to determine whether or not gifted students are
demonstrating growth. Teachers track individual student progress beginning in grade
3; this process is ongoing through grade 8.)
Student performance on EOC/MSL tests in grades 9-12
Enrollment and student scores in Advanced Placement, honors, online, and dual
enrollment classes in grades 9-12
Scholarship awards to seniors and post-high school plans
Students’ Differentiated Education Plans, K-12
Procedures are in place to ensure that all teachers who teach gifted students use
differentiated instruction to accommodate the strengths and needs of gifted students as
identified by assessment and evaluation. Regular classroom teachers are provided with a list
of modifications for talent development and AIG students based on each student’s
enrichment needs or Differentiated Education Plan (DEP) or Individualized Differentiated
Education Plan (IDEP). The Revised Honors Rubric and Implementation Guide will be used
to develop teachers’ honors portfolios for designated honors courses for grades 9-12.
Building administrators will receive training on how to determine during their formal
observations if appropriate curriculum differentiation is ongoing and systemic at all grade
levels. In addition, surveys—student-parent-teacher—will be disseminated and analyzed to
determine the effectiveness of differentiation in the classroom.
All teachers of gifted students are expected to effectively use multiple assessment and
evaluation tools for monitoring student understanding and achievement. Differentiated
instruction requires differentiated assessment. Regular classroom and AIG teachers utilize
formalized tests, such as SRI testing in grades 3-8 and Performance Event assessment data in
evaluating student growth and progress. Teacher and student-made rubrics are used for
27
individual assignments and projects. Students self assess and peer assess projects and
assignments. Performance and presentation assessments are common in Project-Based
Learning, and the development of student portfolios also provides monitoring and assessment
data. At all levels, building and Central Office administrators are actively involved in the
monitoring process through regularly scheduled monthly update/monitoring meetings.
AIG teachers and teachers of gifted students in the regular classroom have scheduled
planning times during the school day, on staff development days, and during planned
summer opportunities to develop high quality differentiated curricula. There are staff
development opportunities throughout the year, and the planning schedule provides
consultative time for individual collaboration for student needs. There also will be scheduled
times for AIG teachers to present differentiation strategies to faculty and staff throughout
year.
A wide range of acceleration opportunities are readily available for gifted students
and are considered on an individual basis:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Early admission to kindergarten (See Appendix)
Subject acceleration
Full grade acceleration
In-class grouping by skill levels
Curriculum compacting and advanced learning opportunities
Pull out, part-time classes
In grades K-1 and 2-3, vertical multi-age groupings
Participation in high-level competitions
High-level summer classes, including opportunities locally and at colleges
Advanced Placement Courses
Online Courses / NC Virtual Public High School
Concurrent or dual enrollment in high school and college
Greene Early College
Credit for Demonstrated Mastery for grades 6-12
In addition to locally developed procedures, the Iowa Acceleration Scale will be used
for students in grades K-8 to determine which, if any, acceleration options best meet their
needs. Also, the policies and criteria to be developed by the state and district for Credit by
Demonstrated Mastery will be followed when considering student/parent requests for this
option beginning in the spring of 2014. For any acceleration consideration, the AIG teacher
presents each case to the Needs Determination Team where the parent and student are
included. Decisions about programming options are made on a case-by-case basis based on
academic, social, and emotional factors.
28
Professional Development
Greene County Schools supports gifted teacher induction in many ways. The AIG
Program Coordinator meets with the gifted staff once a month. For newly hired gifted
teachers, sessions will be held to go over the Gifted Education Plan to ensure successful
implementation. Each new gifted teacher will be assigned a mentor who is available on a
daily basis. Adequate and appropriate resources will be given to all new gifted education
teachers, such as, a copy of the Greene County Gifted Education Plan, the operational plan,
and various books related to gifted education.
The research-based staff development and implementation plan is aligned to the
three-year service delivery plan. The goal is to prepare teachers, counselors, and
administrators to address the academic, social and emotional needs of the gifted, including
special populations. The proposed plan for faculty and administrators utilizes study groups or
Professional Learning Communities (PLCs), online professional development resources, and
direct instruction on selected topics. Professional development sessions are planned to be
ongoing throughout the three-year plan cycle 2013-16. Possible resources are listed, with the
flexibility to substitute and add resources as appropriate. Refer to the Bibliography of
Resources for a more detailed listing of available professional development materials.
Proposed Professional Development Plans
Participants
AIG Teachers
Regular
Classroom
Teachers
Counselors, as
appropriate
Administrators,
as appropriate
Topic
Collaborating with teachers for
in-class differentiation;
Serving gifted students in
regular classrooms through inclass differentiation
Possible Research Based
Resources
*Advancing Differentiation,
Thinking and Learning for the
21st Century – Richard M. Cash
*Teaching Gifted Kids in
Today’s Classroom, 3rd ed. –
Susan Winebrenner
*Successful Teaching in the
Differentiated Classroom –
Carolyn Coil
*Making Differentiation a
Habit – Diane Heacox
*How to Differentiate
Instruction in Mixed-Ability
Classes—Carol Ann Tomlinson
Possible Format
Regularly
scheduled school
professional
development
sessions;
PLC study group;
Large group
presentation(s)
29
Participants
Topic
AIG Teachers
Regular
Classroom
Teachers
Meeting the social and
emotional needs of gifted
learners including twiceexceptional students
Counselors, as
appropriate
Administrators,
as appropriate
Possible Format
*When Gifted Students Don’t
Have All the Answers, How to
Meet Their Social and
Emotional Needs – Jim Delisle
& Judy Galbrait
Regularly
scheduled school
professional
development
sessions;
*On the Social and Emotional
Lives of Gifted Children –
Tracey L. Cross
PLC study group;
Large group
presentations
*The Social and Emotional
Development of Gifted
Children: What Do We
Know?— Maureen Neihart,
Sally M. Reis, Nancy M.
Robinson, and Sidney M. Moon
Characteristics of Gifted
Learners / Identifying Gifted
Students from Underserved
Populations
Building/Central
Office
Instructional
Administrators
Possible Research Based
Resources
Observing and evaluating
classroom differentiation using
locally developed rubrics
*Renzulli Scales for Rating the
Behavioral Characteristics of
Superior Students
*Scales for Identifying Gifted
Students
*The Gifted Education Planner,
Karen Rogers
*Overlooked Gems: A National
Perspective on Low-Income
Promising Learners,
VanTassel-Baska, J. &
Stambaugh, T., eds. (2007)
*and other resources to be
determined
*Observing and Analyzing
Teaching (OAT)
*The Skillful Teacher
*MCREL Teaching Standards
Regularly
scheduled school
professional
development
sessions;
Large group
presentation(s)
Planned
administrative
professional
development
activity
*Locally developed observation
rubrics
Best Practices in Acceleration
*A Nation Deceived—Nicholas
Colangelo, Susan G. Assouline,
Miraca U. M. Gross
*Iowa Acceleration Scale
process for acceleration
Copies shared
with
administrators
Administrator
involvement in
consideration
decisions as
needed
30
Social-Emotional Guidance and Counseling
Gifted students have some unique needs with regard to their social and emotional
development that in many ways can be more critical than their academic needs. These
students need assistance in understanding their feelings, in the development of their selfconcept, and in understanding their individual gifts and talents. “They also need to:





Know how they are similar to and different from other people
Feel pride in their abilities, rather than guilt or anxiety
Learn how to value and accept people less able than themselves
Own their own talents and determine how they best fit into the world
Belong to a group, and to the school community”
(Schmitz, C & Galbraith, J. (1985). Managing the Emotional Needs of the Gifted, in Gifted
Education Resource Guide, Montana Department of Public Instruction, 2001. p. 49)
AIG teachers, regular classroom teachers, school counselors, and administrators, are
committed to work together to support the social and emotional needs of gifted learners.
Collaborations towards this goal occur in formal and informal ways. For example, the
revision of the Greene County Comprehensive Counseling Plan will integrate gifted
services into appropriate parts of the plan in order to ensure K-12 counseling services are
outlined including: differentiated guidance services, peer support groups, mentors, after
school programs and/or summer enrichment programs, etc.
Greene County uses the NCSCOS Guidance and Healthful Living Essential
Standards, as well as the Greene County Comprehensive Counseling Plan in offering
guidance and counseling services for gifted learners. In addition, the book, The Social and
Emotional Development of Gifted Children: What Do We Know? (Niehart, Reis, Robinson,
& Moon, 2002), the article High Ability, Rural and Poor: Lessons From Project Aspire and
Implications for School Counselors (Cross & Burney, 2005) and other resources as they have
become available have been provided as resources to the counselors in each school in order
to help delineate their plans and collaboration efforts with parents, students, and regular,
special, and gifted education teachers.
Greene County school counselors are also represented on the schools’ Enrichment
Committees and Needs Determination Teams, as appropriate to help make decisions for
differentiated services for children. Greene County uses the Iowa Acceleration Scale (2nd
Edition) for in depth student assessment to help make acceleration decisions. The school
counselors and AIG teachers also provide K-12 students with well-defined career planning
paradigms as noted in the comprehensive plan. Starting post secondary and career planning
31
in early grades is an important aspect of preparing gifted students to start making goals and
exploring options for optimizing their future decision-making.
Twice-exceptional students are a special population of students that require close
collaboration between regular education, gifted education, special education, and counselors
in order to best meet their needs. Gifted needs that coexist with learning challenges require
all parties to be aware of strengths and academic and socio-emotional needs in all settings.
Students who underachieve also need specialized collaboration in order for these students to
capitalize on their potential. Other factors, such as perfectionism, inappropriate levels of
work (too easy or too hard), lack of opportunity to explore passionate interests, fears of
rejection or ridicule, a poverty of goals or dreams or feelings goals cannot be attained,
perceptions of irrelevant or non-meaningful topics of instruction, and family dynamics that
may undermine achievement may affect significantly student performance and require
individual and/or group counseling opportunities and AIG counseling action plans.
(Teaching Gifted Kids in the Regular Classroom, Susan Winebrenner, 2001. p. 22)
Students from diverse cultural, minority and/or socio-economic backgrounds also require
specialized planning and services. “…in meeting the needs of culturally diverse gifted
students it is essential that we do so by considering their different needs as students who are
gifted and as students who are culturally diverse. Thus, we maintain that the most effective
way to teach and reach gifted students is to consider the combined needs associated with
being gifted on the one hand and being diverse on the other hand” (In Search of the Dream:
Designing Schools and Classrooms that work for High Potential Students from Diverse
Cultural Backgrounds. Tomlinson, Ford, Reis, Briggs, & Strickland, 2004, p. 90). By
becoming knowledgeable about existing cultural values within the school system,
communicating in the native language of the student, and integrating into the curriculum
information from other cultures, we can more effectively meet the academic and socioemotional needs of diverse learners. (Teaching Gifted Kids in the Regular Classroom, Susan
Winebrenner, 2001. pp. 24-25).
The following are ways to offer help to gifted and regular education teachers in creating
a classroom that addresses social/emotional needs. Some strategies for school counselors
and teachers may include:
•
•
•
Have a positive teacher (and school) attitude
Recognize that students may be extroverts and introverts
Remember high ability students don’t have to act gifted all the time
•
•
•
•
•
•
•
•
•
32
Don’t allow peers to use put-down language
Create a classroom atmosphere that encourages students to take academic risks
Recognize qualities like patience or sensitivity and develop these in students in
service to others
For some students, leadership increases their self-esteem, but not all students want to
be leaders
Remember that the class rules apply to gifted students
Conceptual learning contributes to emotional development for concepts such as
prejudice, power, etc.
Like-ability grouping is necessary some of the time, and like ability peers are not
always the same age
Allow for creative outlets
Facilitate personal growth plans and goal development
(Your Top Students, Shirley Taylor, 2003 pp.52-54).
Best practices indicate that schools must try to build partnerships with parents and
school personnel for the mutual benefit of students in addressing socio-emotional needs.
Help with stress management, setting priorities, relaxation techniques, taking risks,
developing appropriate social skills, and developing curriculum “fits” with regard to “pace,
depth, and concept, with a group of mental peers” are needed for gifted learners. Even
though gifted learners may have mature interests and conversational skills, their development
is not necessarily even in all areas. (Best Practices in Gifted Education. Robinson, Shore,
and Enersen, 2007, p.21.)
Examples of specific differentiated social and emotional guidance services are as follows
by school:
K-3
•
•
•
•
•
•
Provide academic summer camp with an affective counseling component.
Offer special sessions for children regarding test-taking strategies, perfectionism,
depression, etc.
Offer special sessions for parents regarding test-taking strategies, perfectionism,
depression, etc.
AIG teacher and counselor spend ten minutes at faculty meeting to discuss/update AIG
program on a regular basis.
Increase faculty awareness for guidance referrals.
Pull Talent Development children for specific guidance referrals.
4-5
•
•
•
•
•
Continue AIG teacher/counselor consultations with individual students to assess and
provide for specific needs.
Provide services to parents to help them understand the needs of their children.
Provide test interpretation for parents and students.
When necessary, have AIG teachers and counselors collaborate on proper placement.
Provide student referrals for individual/small group counseling sessions.
•
•
•
•
•
•
•
33
Offer leadership opportunities (student ambassadors, peer mediators) for AIG students
with emphasis including underrepresented populations.
Teachers/counselors collaborate to integrate guidance curriculum into classroom lessons
and school-wide programs.
Provide character education and career guidance
Provide in-class career lessons
Offer transition meetings to the next level
Offer test taking tips to lower anxiety
Counselors have age appropriate websites available (E-Chalk)
6-8
•
•
•
•
•
Continue peer support groups
Mediation support group for AIG students
Students have the same math and language arts teachers; this helps because they can view
social/emotional issues students face because they are with the same students and develop
strong relationships.
Explore summer programs. Peruse grants since programs are expensive.
Use the Navigator college awareness and career exploration program that is already in
place and incorporate personal plans for AIG students
9-12 and Early College
•
•
•
•
Increase exposure to summer enrichment programs—parents are informed using the
electronic newsletter, mentoring program, etc.
Provide NAGC, NCAGT, etc. website links.
Counselors are trained in ASTA model—trying to balance the plan through large, small,
or individual group counseling, to differentiate at each level.
Use the Navigator college awareness and career exploration program that is already in
place
All Schools
•
Differentiated Education Plans have a page that includes an individualized counseling
action plan, as appropriate. (See Appendix)
Examples addressing unique needs of underachieving gifted students, gifted students
from diverse populations, twice-exceptional students and students who have been
accelerated are as follows by school:
K-3
•
•
•
Counseling as needed on individual basis
Counselor invitation to AIG class when need arises
Parent TIPS section from AIG teacher and Counselor in monthly school newsletter
4-5
•
•
Provide leadership opportunities (i.e., student ambassador; peer mediators for
underachieving/underrepresented child)
Frequent daily conferences for underachievers; daily assignment book monitoring;
organizational study skills
34
6-8
•
•
Parent involvement – child not performing at level parent comes in for meeting.
After school tutoring in math is available
9-12 and Early College
•
•
•
•
•
Increase exposure to summer enrichment
Ask students what they perceive as goals, cultural barriers
Increase access for math and/or science courses
Bring things onsite that don’t require tuition
Tour different campuses for outside exposure (i.e., college tours
All Schools
•
Translators are provided when necessary for parent and/or student meetings or sessions.
Examples of guidance and counseling services for acceleration options (i.e., grade
skipping, subject acceleration, early entrance to kindergarten and concurrent
enrollment) are as follows by school:
K-3
•
•
•
Comprehensive social/emotional/adaptive assessments are presented to parents.
Procedures are in place for early enrollment and grade skipping.
Iowa Acceleration Scale is used as needed
4-5
•
Iowa Acceleration Scale is available for use – team decision if student is a candidate or
not
6-8
•
•
•
•
½ day MS and HS attendance arrangements are considered as needed; NC Virtual Public
School classes are considered as needed
Procedures are in place for grade-skipping
Iowa Acceleration Scale used as needed
Credit by Demonstrated Mastery policies provide possible acceleration in academic
classes
9-12 and Early College
•
•
•
•
•
Concurrent enrollment is available (example: Lenoir Community College/East Carolina
University)
Student involvement at ECU (multi-age student population)
Early College available
Iowa Acceleration Scale used as needed
Credit by Demonstrated Mastery policies provide possible acceleration in academic
classes
35
Examples of career counseling services with information related to changing career
paradigms, academic planning and personal/social awareness by schools are:
K-3
•
Provide career week that goes beyond firemen/women and policemen/women (i.e.,
geographers, anthropologists.)
4-5
•
Encourage self-assessment through career lessons
6-8
•
•
•
Provide high school transition meetings (high school students talk with middle school
students-- partner with Career Technical Education)
Provide middle school students with college and university tours.
Invite students to annual onsite job fair.
9-12 and Early College
•
•
•
•
Career Technical Education; high school transition for MS students; (Spring – individual
conference for scheduling for next year – “What are future goals, interests?” Find out
what it is “you want to do.”)
Investigate Health Sciences Academy and AUTO CAD, drafting/engineering courses.
Newsletter on website for sample communication – Counseling Connections; individual
help to get kids in classes they want/need; touring of colleges; NC Virtual Public High
School
Investigate 21st Century Careers, including entrepreneurial positions (winery, etc.).
36
NEEDS ASSESSMENT PROCESS
Greene County Schools has a continuous, and consistent, process for assessing needs for
gifted education from all relevant stakeholders – students, parents, faculty, and community. The tables
below provide the timeline, types of data to be collected, who is involved in the process, and with
whom the recommendations will be communicated. All information sources are based on two-way
communication between the stakeholder and the school system, with referral to the appropriate
responsible party for specific need(s) consideration and response. Survey methods and specific
question content may vary from school to school and from one stakeholder population to another as
deemed appropriate.
Stakeholder: STUDENT
Timeline
March –
August
At least, biannually or as
appropriate
for events or
issues
Who is
Involved
Students
Parents
AIG Teachers
Counseling
Staff
High School
Students
Evidence
Grades 8-12
student
involvement in
developing course
schedules
Grades 9-12
Student Survey
and/or focus
group sessions
and/or event
feedback forms
Action / Responsible Party
AIG Teacher
AIG Coordinator
Principal
Counseling Staff
Distribution of
survey, if
appropriate;
organize focus
group/event
AIG Lead
Teacher
Analysis of
survey, focus
group, and/or
event feedback
form
AIG Teachers
AIG Central
Office Staff
Sharing of
results with
school staff,
central office
staff, school
board,
community
AIG Teachers
AIG Central
Office Staff
37
Timeline
At least, biannually or as
appropriate
for events or
issues
At least, biannually or as
appropriate
for events or
issues
Who is
Involved
Middle School
Students
Elementary
School Students
Evidence
Grades 6-8
Student Survey
and /or focus
group sessions,
and/or event
feedback forms
4-5 Student
Survey and/or
focus group
sessions and/or
event feedback
forms
Action / Responsible Party
Distribution of
survey, if
appropriate;
organize focus
group/event
AIG Lead
Teacher
Analysis of
survey, focus
group and/or
event feedback
form
AIG Teachers
AIG Central
Office Staff
Sharing of
results with
school staff,
central office
staff, school
board,
community
AIG Teachers
AIG Central
Office Staff
Distribution of
survey, if
appropriate;
organize focus
group/event
AIG Lead
Teacher
Analysis of
survey, focus
group, and/or
event feedback
form
AIG Teachers
AIG Central
Office Staff
Sharing of
results with
school staff,
central office
staff, school
board,
community
AIG Teachers
AIG Central
Office Staff
38
Timeline
At least, biannually or as
appropriate
for events or
issues
Who is
Involved
K-3 Students
Students
AIG Teachers
Parents
August – June Regular
Classroom
Teachers
Counselors
Evidence
K-3 focus group
and/or event
feedback
discussions
DEP or IDEP
Action / Responsible Party
Organize focus
group/event
AIG Lead
Teacher
Analysis of
feedback
information
AIG Teachers
AIG Central
Office Staff
Sharing of
results with
school staff,
central office
staff, school
board,
community
AIG Teachers
AIG Central
Office Staff
Develop plan
for services and
goals with
regard to
individual
student
academic,
social, and
emotional needs
AIG Teachers
Regular
Teachers
Counselors
School
Administration
39
Stakeholder: PARENT
Timeline
August
Who is
Involved
Parent
AIG Teacher
Students
August – June
Parent/Student
AIG teacher
Regular ed.
Teacher
At least, biannually or as
appropriate
for events or
issues
Parent
AIG teacher
AIG
Coordinator
School
Enrichment
Committee
August – June
Parents
(members K12)
Regular
teachers
Administrators
AIG teacher
Counselors
August – June
September –
June
August – June
AIG teachers
3-8
Parents
Students
AIG teachers
Parents
Students
\Regular
classroom
teachers
Parents
Teachers
Students
Evidence
Action / Responsible Party
Annual DEP meetings
(group or individual)
DEP document
AIG Teacher(s)
School administration
Central Office Administration
Parent conferences every
9 weeks K-8
Parent conferences every
6 weeks 9-12
AIG Teachers
Regular Education Teachers
Administration
Parent Survey and /or
focus group discussions
AIG Teachers Distribution of survey;
organize focus group/event;
Analysis of survey, focus
group or event feedback
AIG Coordinator Share results with school
staff, central office staff,
school board, and community
Schedule of meetings and
agendas of Enrichment
Committee meetings at
each school
AIG Teachers Schedule regular meetings of
the Enrichment Committee
Share recommendations and
concerns with appropriate
parties for resolution
Weekly folders and grade
sheets
Progress reports (midgrading period) and report
cards K-12 with comments
section
E-chalk – online
communications
Two-way communication
between parents and AIG
teachers
Concerns shared with
appropriate parties for
resolution
AIG Teachers/Regular Ed.
Teacher
Two-way communication
between parents and AIG
teachers
Concerns shared with
appropriate parties for
resolution
AIG Teachers/ Regular Ed.
teachers
Two-way communication
between parents, students, and
AIG teachers
Concerns shared with
appropriate parties for resolution
AIG Teachers
40
Stakeholder: COMMUNITY
Timeline
Year-round
Annually,
and as
needed
Annually,
and as
needed
At least, biannually, and
as needed
Who is
Involved
AIG Teachers
Central Office
Staff
School
Administration
Regular
Classroom
Teachers
Counselors
Students
AIG Central
Office Staff
AIG Teachers
Evidence
Action / Responsible Party
Brochures placed in
various locations in the
county and on local
websites
Media articles
Newsletters
Central Office and school
websites
Provide information regarding
program, services and contacts for
more information or concerns
School Board minutes
AIG Teachers
AIG Central
Office Staff
Parent & Community
Administration Information session(s)
Community
and/or focus groups
members
Parents
Advisory Committee
AIG Advisory
meeting agenda and
Committee
minutes
AIG Staff
Periodic school board updates
on AIG Program
AIG Central Office Staff
AIG Teachers
Administration
AIG Team
Community Members
Parents
Administration
Periodic committee updates
AIG Coordinator/AIG Staff
41
Stakeholder: FACULTY
Timeline
September
Who is Involved
Evidence
Action / Responsible Party
School Faculty
AIG Teachers
AIG Central Office
Staff
School
Administration
Presentation of plan
information on
school staff meeting
calendars/agendas
AIG Plan discussed with school
staff at faculty, grade level, team,
and/or leadership meetings AIG Teachers or AIG
Coordinator
Distribution of survey,
if appropriate; organize focus
group AIG Teachers
April
On-going
School Faculty
School
Administrators
School Faculty
School
Administrators
Faculty and
Administrator
survey and/or focus
group
Online
communication
Analysis of survey and/or
Focus group discussion AIG Teachers and AIG
Coordinator
Share results with school staff,
central office staff, school board,
advisory committee, and other
stakeholders AIG Teachers and AIG
Coordinator
Regular online communication
with AIG and other Central
Office Staff – AIG Coordinator
42
Links To Other System-Wide Efforts
The Greene County AIG program is an integral part of the overall system’s strategic
plan and initiatives. The goals and objectives of this plan support the system’s vision and
beliefs and schools’ school improvement plans. The Assistant Superintendent of Instruction
oversees all curricula and instruction programs in the system, helps provide targeted staff
development opportunities appropriate to gifted education, and helps monitor accountability
areas and differentiation through regularly scheduled meetings with school administrators.
The system wide Administrative Team, which includes principals, Central Office
administrators, Program Directors and Coordinators, meets monthly to focus on instructional
issues related to system wide instructional needs, staff development, and future planning
needs.
There are several technology initiatives that AIG students and staff have access to,
such as the NC Virtual Public High School services, electronic portfolios, the local iTech
program (Laptops for 6-12 students and all teachers and support staff and laptop carts
available per grade K-5 and in the AIG/Enrichment classrooms), and website productions.
Instructional Technology personnel assist with integration of technology with the AIG
curriculum topics, and are a part of school leadership teams and enrichment teams, as
needed.
There is a strong collaboration with higher learning institutions offering dual
enrollment for students. Lenoir Community College has a satellite campus in Greene County
adjacent to the high school campus. Dual enrollment students can attend classes there and at
the high school during the school day. Also, Greene Early College students are housed on
the LCC campus. Students can also attend East Carolina University and Pitt Community
College on part-day schedules, as appropriate.
Counseling initiatives include gifted students and AIG staff in activities such as
•
•
•
•
•
•
•
PSAT/SAT/ACT preparation and interpretation
College tours
Scholarship opportunities
Scholarship Committees
Counseling sessions for social, emotional, and academic areas
Inclusion of gifted education issues in the Comprehensive Counseling Plan
Gifted teachers and counselors jointly offering staff development to faculty on
gifted issues
There is a Literacy Coordinator for grades K-5 and for grades 6-12 to ensure all
children have an opportunity to access the curriculum offerings and to integrate science and
social studies instruction. Literacy Coordinators are a part of the gifted planning and
43
oversight committees. Each school has an inclusion or co-teaching model to ensure students
with mild disabilities or 504 students with accommodations are educated with non-disabled
peers. Gifted students are included in this population.
Visual and performing arts programs in the school offer enrichment opportunities for
gifted students, such as the music and art enrichment classes at Greene County Intermediate
School, band and chorus classes at the middle and high schools, and even individual
mentorships and independent studies with faculty and staff at the high school level.
44
Parents and Community Involvement
Parental and community involvement is vital to the success of the gifted education
program in Greene County. Parents and community members receive information about and
participate in the development of the Greene County Gifted Education Plan, and are afforded
the opportunity to have input through school and community outreach efforts.
Parents of identified gifted students from each school and various community
representatives have served on the Greene County Schools’ AIG Steering Committee. This
committee monitors the implementation of the Greene County Gifted Education Plan and
makes recommendations for needed revisions through scheduled meetings during the school
year. In addition, school-based AIG Enrichment Committees include parent representatives
in the process of monitoring each school’s differentiated programming and services at
specified meeting times throughout the year. The needs assessment process, as described
earlier, also affords parents and community members the opportunity to be involved through
surveys, web-based contacts, and various media sources, such as brochures, newsletters,
teacher, school and central office websites, and newspaper articles. Parents are included on
the system-wide steering committee and school-based enrichment committees to help plan,
design, implement, and evaluate local programming. Program evaluation data will be shared
at gifted education district advisory committee, school enrichment committees, and schoolbased meetings and through information sessions, and media and web-based resources. A
brochure that is updated regularly to market the gifted program will be placed on display in
various businesses and government offices, the Greene County School Board Office, in the
schools, and on the school system website. AIG Program Fact Sheets will be a part of the
Teacher and Parent Handbooks at each school so that all staff members and parents will be
informed about the AIG program, the referral process, and due process procedures. In
addition, informational fact sheets/brochures about issues impacting gifted students, such as
underachievement social-emotional issues, and under-represented populations will be
available and disseminated to appropriate stakeholders. Efforts to reach out to different
cultural, ethnic, and racial populations within their own community framework are planned,
as well.
At the beginning of each school year, AIG parents are invited to attend informational
sessions specific to each school’s AIG program. They are also involved in the development
of their child’s Differentiated Education Plan (DEP) or Individual Differentiated Education
Plan (IDEP) and in the periodic reviews of those plans. In addition, parents or guardians are
included in the initial referral, evaluation, and placement process through the opportunity for
45
parent referrals, parental rating scales, and their inclusion on the Needs Determination Team
that makes decisions regarding individual student’s differentiated education needs. Parents
receive copies of all forms and assessment information used in the eligibility and
programming process on their child, and they are afforded due process in the resolution of
any disagreements. Parents may call for a team review of their child’s needs at any time by
contacting their child’s regular or AIG teacher, or school administrator.
Lead AIG teachers recruit parents and community persons as resource speakers and
individual mentors, and parents are requested to chaperone field trips, etc. Parents and
Greene County Schools work together to plan summer outreach programs or Saturday
morning excursions, etc. as much as possible.
Communications concerning the gifted program and students are provided in English
and other appropriate languages, when needed, for parents and community groups within the
school district. For example, AIG brochures, the AIG Program Handout and forms will be
provided in English and other needed languages.
In addition to active parental involvement, community involvement and support promotes
advocacy for gifted education in Greene County. Other activities and organizations that
involve Greene County Schools and the community in reciprocal relationships include the
following:
•
•
•
•
•
•
•
•
•
•
•
•
Arts Council
Suzuki Foundation
Greene County Museum
Local newspapers
School, business, and governmental websites
Greene County Chamber of Commerce
Beyond Tobacco – Beehive (Through the Golden Leaf Foundation)
Special Olympics
Senior Citizens Center
Friends of the Library
4H programs / Agricultural Extension Agency
Teen Court
Outreach to other community resources, such as after school programs, and any other
organizations related to education will be made as they become available.
46
Budget
Greene County Schools utilizes a program budgeting format. Program directors meet
with faculty and administrators in each school and budget needs and priorities are discussed.
Budget requests are then forwarded to a central level subcommittee, who then finalizes
requests to the superintendent and board of education. The AIG Coordinator and Director
manage the state AIG allotment.
The Greene County AIG program has had strong support of and commitment to
gifted education through the years. It has been a priority to have an AIG teacher at each
school and additional personnel as needed, such as an additional part-time AIG teacher at the
elementary level, to meet the needs of our gifted students. The following represent AIG
budgeting expectations for this plan cycle:
•
•
•
•
•
•
•
Teacher salaries
Substitute pay
Instructional supplies for each school program
Field trip expenses
Workshop expenses / staff development for each school and for central office staff
Contracted psychological evaluations, as appropriate
Computer equipment and software
Greene County Schools has committed to supplement and enhance AIG programming
needs as appropriate through teachers’ salaries, technology expenditures, staff development
and additional supplies and materials. These resources will be funded through state and
federal funds.
47
Greene County Schools
PROCEDURES FOR AIG BUDGETING
1.
Budget allotments and codes
•
•
•
•
•
•
•
2.
Purchase Orders
•
•
•
•
•
•
3.
Each school will receive allotments and codes to be used ONLY for
instructional supplies and / or staff development.
Lead AIG teachers should consult with other teachers teaching AIG
separate classes for any instructional supply needs they may have.
All AIG funds allocated to the schools for instructional supplies
should be spent by ____________.
Staff development monies should be spent by ______________.
All unspent monies will return to a centralized account.
Contact the EC/AIG Director or the AIG Coordinator if any unusual
circumstances arise.
SEND PURCHASE ORDERS AND REQUESTS TO THE AIG
COORDINATOR.
All purchase orders with AIG codes should be done on Greene
County Schools Purchase Orders – NOT SCHOOL P.O. FORMS
(See attached). If correct P.O. is not used, the order will not be
processed and will be returned.
All POs must be accompanied by a REQUEST FORM (See
attached).
Correct mailing address along with FAX and PHONE numbers of
vendors should be included. Website information should also be
included if available.
All Purchase Orders should be coded with the appropriate code before
sending to the Central Office. POs will be returned if they are not
coded correctly.
Orders received will be processed through the Finance Dept.
All materials ordered with AIG funds, will be shipped directly to the
Central Office and then will be sent to the person placing the order in
the schools.
Staff Development
•
•
•
Be sure to complete a Request for Professional Leave form for staff
development activities paid for through AIG monies (such as, travel,
substitute, registration, etc.) and send it with the request form for
payment for staff development to the AIG Coordinator.
The principal should approve the leave at the school level before
sending it to the Central Office for funding approval.
The white and green copies will be kept at the Central Office and the
other copies will be sent to the payroll person at the school.
48
Greene County Schools
AIG Program
2012-13
Request for Instructional Supplies/Materials OR Staff Development
(Attach to Purchase Order and/or Request for Professional Leave)
Teacher Name:
Date:
School:
Please note below how this request will benefit the GCS AIG program.
***************************************************************************
Complete this section also for staff development payment requests: (i.e. registration
fees)
(Attach a copy of workshop brochure, notice, etc. if available)
Name or Description of staff development activity:
Pay to:
Address:
Amount:
Registration Deadline:
Teacher Signature
Principal Signature
49
GREENE COUNTY SCHOOLS PERSONNEL FOR AIG SERVICE DELIVERY
The roles and responsibilities of personnel who are responsible for the delivery of gifted
program services follows: (names may change as personnel changes)
Person Responsible
Position
Licensure
Roles and responsibilities
Kimberly Sugg
Greene County
AIG Licensure obtained
•
Schools AIG
through classes provided
Facilitator
through a partnership
•
between Wilson, Nash,
and Edgecombe counties.
East Carolina University
•
Summer class - 19981999
•
•
•
•
•
•
Dawn Roberson
AIG/Enrichment
Field based licensure
Teacher/ Lead
completed in Greene
AIG Teacher K-3
County in 2002
•
•
•
•
•
•
•
•
•
•
•
Coordination of AIG Program
system wide
Coordinating and/or evaluating
AIG referrals, scheduling
testing, completing referral
paperwork, and attending
Needs Determination meetings
Member of Needs
Determination Team at each
school
Chair Gifted Education
Advisory Committee and
schedule/conduct meetings
Manage the AIG budget and
AIG purchasing
Review/analyze AIG student
and program data and
disseminate to stakeholders
Conduct staff development as
needed
Schedule and conduct AIG
staff meetings
Monitor AIG plan and perform
responsibilities listed in plan
To plan and facilitate a
differentiated program of
instruction for identified gifted
students and enrichment
students K-3
Serve as a resource specialist
in gifted education.
Member of Gifted Education
Advisory Committee
Serve as School Enrichment
Committee chairperson and
conduct Enrichment
Committee meetings
Chair Needs Determination
Team
Coordinate SHP and West
Greene AIG referrals
Screen available data for
potential referrals
Develop DEP/IDEP
Monitor AIG student
achievement and conduct midyear reviews
Conduct staff development as
needed
Coordinate AIG budget
requests for K-3
50
Person Responsible
Position
Licensure
Roles and responsibilities
Sonya Smith
Lead AIG Teacher
AIG Licensure obtained
•
4-5
through East Carolina
University, 2008-2009
•
•
•
•
•
•
•
•
•
•
•
•
Dianne Wingate
AIG Teacher
AIG Licensure obtained
Grades 4-5
through field-based
•
•
instruction for Lenoir
•
County Schools. 1997-
Melinda Suit
1999
•
Lead AIG Teacher
AIG licensure obtained
•
Grades 6-8
through East Carolina
AIG Math Teacher
University, 2012
Grades 6-7
•
•
•
•
•
•
To plan and facilitate a
differentiated program of
instruction for identified gifted
students and enrichment
students 4-5
Teach 4th/5th AIG Tier III &
IV enrichment classes and
4th/5th Tier IV classes
Serve as a resource specialist
in gifted education
Member of Gifted Education
Advisory Committee
Serve as School Enrichment
Committee chairperson and
conduct Enrichment
Committee meetings
Chair Needs Determination
Team
Coordinate GCIS AIG
referrals
Screen available data for
potential referrals
Develop DEP/IDEP
Monitor AIG student
achievement and conduct midyear reviews
Conduct staff development as
needed
Assist with scheduling as
needed
Coordinate AIG budget
requests for 4-5
Teach Tier IV classes
Compacting as relates to
objectives being taught
Member of AIG Gifted
Advisory Committee
Member of School Enrichment
committee
Teach Advanced Math for
6th/7th grade AIG
Serve as a resource specialist
in gifted education
Member of Gifted Education
Advisory Committee
Serve as Enrichment
Committee chairperson and
conduct Enrichment
Committee meetings
Chair Needs Determination
Team
Coordinate GCMS AIG
referrals
Screen available data for
potential referrals
51
Person Responsible
Position
Licensure
Roles and responsibilities
•
•
•
•
•
Donald Clark
Lead AIG
AIG Licensure obtained
Teacher, 9-12
through ECU 1997 –
1998 – 4 graduate classes
•
•
•
•
•
•
•
•
•
•
•
•
•
Betsey White
Rashard Curmon
Advanced
East Carolina University
English/Language
AIG licensure program,
Arts - Grades 6-7
to be completed summer
Advanced
English/Language
Arts - Grade 8
•
•
of 2013
•
AIG licensure program
•
to be completed in fall of
2013
•
•
Carol Taylor
Instructional
Field based AIG
Technologist for
licensure in Greene
grades 6-12
County in 2002
•
•
Develop DEP/IDEP
Monitor AIG student
achievement and conduct midyear reviews
Conduct staff development as
needed
Assist with scheduling as
needed
Coordinate AIG budget
requests for 6-8
Assist AIG students with
scheduling
Presenting information to
parents and students as related
AIG, college, etc.
Representing AIG students on
Scholarship Committee
Honors and AP teacher
Serve as a resource specialist
in gifted education
Member of Gifted Education
Advisory Committee
Serve as Enrichment
Committee chairperson and
conduct Enrichment
Committee meetings
Chair Needs Determination
Team
Coordinate GCHS AIG
referrals
Develop DEP/IDEP
Monitor AIG student
achievement and conduct midyear reviews
Conduct staff development as
needed
Coordinate AIG budget
requests for 9-12
Teach Advanced Language
Arts 6-8
Needs Determination Team
member
Enrichment committee
member
Member of Gifted Education
Advisory Committee
Resource for regular education
teachers
Assist with scheduling as
needed
Member of Gifted Education
Advisory Committee
Resource specialist for AIG
and regular education teachers
52
Person Responsible
Position
Licensure
Roles and responsibilities
Brenda Wooten
Writing Facilitator
AIG Licensure obtained
•
grades 6-12
through East Carolina
University (1979) –
college credit
Emery Smith
Assistant Principal
AIG Licensure obtained
of SHP gr. K-1
through East Carolina
University, 2008-2009
•
•
•
•
Debbie Daniell
Principal of
AIG Licensure obtained
Greene County
through East Carolina
Intermediate –
coursework-Summer
grades 4-5
Institutes – 1993-1995
•
•
•
Jada Mumford
Assistant Principal
AIG licensure obtained
of Greene Central
in 2006.
High School –
grades 9-12
•
•
•
Consultant for curriculum and
staff development for writing
and literacy at Greene Central
High School and Greene
County Middle School
Member of Gifted Education
Advisory Committee
Gifted education supervisor for
Snow Hill Primary School
Monitoring services to
students
Member of Gifted Education
Advisory Committee
Gifted education supervisor for
Greene County Intermediate
School
Monitoring services to
students
Member of Gifted Education
Advisory Committee
Gifted education supervisor for
Greene Central High School
Monitoring services to
students
Member of Gifted Education
Advisory Committee
53
Evaluation
Program evaluation is a continuous and systematic process of data collection from
varied sources with the goal of providing information for all stakeholders to make informed
judgments about program effectiveness for positive student outcomes. Evaluation ranges
from daily grades and progress notes in classrooms to system wide analysis of achievement
data, etc. Greene County utilizes several self-assessment techniques, such as surveys of
students, teachers, parents, and administrators, regularly scheduled AIG staff meetings with
school and Central Office Staff, and scheduled individual school enrichment committee
meetings with parent, teacher, support staff, and school administration members. A system
wide Gifted Education Advisory Committee, with at least bi-annual review meetings will be
established. The Advisory Committee will be responsible for monitoring the following based
on information provided by Central Office AIG staff:
•
•
•
•
•
•
•
Headcount and diversity
Survey and/or focus group responses
Implementation of and availability of service delivery options at all schools
Staff development opportunities to offer consistency and continuity system-wide
Student outcomes on available formalized testing
Annual and mid-year reviews of DEPs and IDEPs being in place for each student
Parent and community outreach and involvement
The Gifted Education Advisory Committee will be composed of regular and gifted
education school personnel, parent, community, and Central Office and School
administrative members that would represent the population diversity of the district.
In addition, Central Office administration (Assistant Superintendent) holds regular
monitoring meetings with school administrators on all aspects of the schools’ strategic plans,
which will include gifted education components, such as differentiation opportunities, staff
development, and accountability outcomes.
The AIG Coordinator will be responsible for maintaining and disseminating the data
related to program evaluation and will work with the district’s Instructional Accountability
Supervisor in the data collection process. Information will be shared with the Gifted
Education Advisory Committee, the district wide Administrative Team, school faculties, the
Board of Education, parents, and community agencies through regularly scheduled meetings,
written correspondence, and website reports. Resources to aid in the collection and analysis
of data include:
Student performance data from state testing programs (Reading and Math
Assessments, End of Grade (EOG), End of Course (EOC), and Common Exams
• AP course grades
• Post-graduation data
• Dropout data
•
54
•
•
•
Surveys and/or focus groups – parents, teachers, students, and administrators
Referral, headcount and population demographics
National and state program standards
Wide ranges of resources have been used in the development of this plan. Please see the
bibliography for a list of references that reflect best practices and research.
55
County Schools
Academically Intellectually Gifted Program
DUE PROCESS
PROCEDURE TO RESOLVE DISAGREEMENTS
According to Article 9B governing the screening, identification and placement of students into
the academically/intellectually gifted program, a procedure for resolving disagreements between
parents or local custodians and the local school administrative unit shall be developed. A
disagreement might arise when a child is not identified as an academically or intellectually gifted
student or there may be concerns about the appropriateness of services offered to an academically
or intellectually gifted student.
The Greene County Schools’ procedure for settling such disagreements will follow these steps:
ONE:
The parent should first attempt to reach accord at the school level. The parent should
request an appointment with the AIG teacher to discuss the concerns. If this does not
resolve the concerns, the parent may request a review of the concerns by the AIG
Enrichment Committee. If this does not prove to be satisfactory, the parent should
request an appointment to meet with the principal to discuss how the disagreement
can be resolved.
TWO:
If no resolution is possible at the school level, the disagreement should be reviewed
by the system level Director of Academically or Intellectually Gifted Program and/or
Assistant Superintendent for Instructional Services. The parent or school may
request this review.
THREE:
If no agreement can be reached following the review by the Director and/or Assistant
Superintendent, the parent or school principal should request in writing a review of
the case by the Superintendent. The written request should describe the reasons for
the disagreement.
FOUR:
If agreement cannot be reached administratively, the disagreement concerns may be
reviewed by the Greene County School Board, following procedures set forth by the
Board and Superintendent.
FIVE:
If the parents/guardians and the local school system cannot reach agreement, the
parent has the right to petition an Administrative Law Judge for a contested case
hearing.
C:
To parents when obtaining permission to evaluate or permission for placement or annual review of DEP/IDEP.
115C-150.8. REVIEW OF DISAGREEMENTS.
In the event that the procedure developed under G.S. 115C-150.7(b((7) fails to resolve a disagreement, the parent or
guardian may file a petition for a contested case hearing under Article 3 of Chapter 150B of the General Statutes. The scope
of review shall be limited to (i) whether the local school administrative unit improperly failed to identify the child as an
academically or intellectually gifted student, or (ii) whether the local plan developed under G.S. 115C-150.7 has been
implemented appropriately with regard to the child. Following the hearing, the administrative law judge shall make a
decision that contains findings of fact and conclusions of law. Notwithstanding the provisions of Chapter 150B of the
General Statutes, the decision of the administrative law judge become final, is binding on the parties, and is not subject to
further review under Article 4 of Chapter 150B of the General Statutes.
DUE PROCESS
ACCESS TO RECORDS
In accordance with the Family Education Rights and Privacy Act, parents have the right to
inspect and copy any educational records maintained by Greene County Schools relating to their
child.
56
ARTICLE 9B. Academically or Intellectually Gifted Students.
§ 115C-150.5. Academically or intellectually gifted students.
The General Assembly believes the public schools should challenge all students to aim for
academic excellence and that academically or intellectually gifted students perform or show
the potential to perform at substantially high levels of accomplishment when compared with
others of their age, experience, or environment. Academically or intellectually gifted students
exhibit high performance capability in intellectual areas, specific academic fields, or in both
intellectual areas and specific academic fields. Academically or intellectually gifted students
require differentiated educational services beyond those ordinarily provided by the regular
educational program. Outstanding abilities are present in students from all cultural groups,
across all economic strata, and in all areas of human endeavor. (1996, 2nd Ex. Sess., c. 18, s.
18.24(f).)
§ 115C-150.6. State Board of Education responsibilities.
In order to implement this Article, the State Board of Education shall:
(1) Develop and disseminate guidelines for developing local plans under G.S. 115C-150.7(a).
These guidelines should address identification procedures, differentiated curriculum,
integrated services, staff development, program evaluation methods, and any other
information the State Board considers necessary or appropriate.
(2) Provide ongoing technical assistance to the local school administrative units in the
development, implementation, and evaluation of their local plans under G.S. 115C-150.7.
(1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)
§ 115C-150.7. Local plans.
(a) Each local board of education shall develop a local plan designed to identify and establish
a procedure for providing appropriate educational services to each academically or
intellectually gifted student. The board shall include parents, the school community,
representatives of the community, and others in the development of this plan. The plan may
be developed by or in conjunction with other committees.
(b) Each plan shall include the following components:
(1) Screening, identification, and placement procedures that allow for the identification of
specific educational needs and for the assignment of academically or intellectually gifted
students to appropriate services.
(2) A clear statement of the program to be offered that includes different types of services
provided in a variety of settings to meet the diversity of identified academically or
intellectually gifted students.
(3) Measurable objectives for the various services that align with core curriculum and a
method to evaluate the plan and the services offered. The evaluation shall focus on improved
student performance.
(4) Professional development clearly matched to the goals and objectives of the plan, the
needs of the staff providing services to academically or intellectually gifted students, the
services offered, and the curricular modifications.
(5) A plan to involve the school community, parents, and representatives of the local
community in the ongoing implementation of the local plan, monitoring of the local plan, and
integration of educational services for academically or intellectually gifted students into the
total school program. This should include a public information component.
(6) The name and role description of the person responsible for implementation of the plan.
57
(7) A procedure to resolve disagreements between parents or guardians and the local school
administrative unit when a child is not identified as an academically or intellectually gifted
student or concerning the appropriateness of services offered to the academically or
intellectually gifted student.
(8) Any other information the local board considers necessary or appropriate to implement
this Article or to improve the educational performance of academically or intellectually
gifted students.
(c) Upon its approval of the plan developed under this section, the local board shall submit
the plan to the State Board of Education for its review and comments. The local board shall
consider the comments it receives from the State Board before it implements the plan.
(d) A plan shall remain in effect for no more than three years; however, the local board may
amend the plan as often as it considers necessary or appropriate. Any changes to a plan shall
be submitted to the State Board of Education for its review and comments. The local board
shall consider the State Board's comments before it implements the changes. (1996, 2nd Ex.
Sess., c. 18, s. 18.24(f).)
§ 115C-150.8. Review of Disagreements.
In the event that the procedure developed under G.S. 115C- 150.7(b)(7) fails to resolve a
disagreement, the parent or guardian may file a petition for a contested case hearing under
Article 3 of Chapter 150B of the General Statutes. The scope of review shall be limited to (i)
whether the local school administrative unit improperly failed to identify the child as an
academically or intellectually gifted student, or (ii) whether the local plan developed under
G.S. 115C-150.7 has been implemented appropriately with regard to the child. Following the
hearing, the administrative law judge shall make a decision that contains findings of fact and
conclusions of law. Notwithstanding the provisions of Chapter 150B of the General Statutes,
the decision of the administrative law judge becomes final, is binding on the parties, and is
not subject to further review under Article 4 of Chapter 150B of the General Statutes. (1996,
2nd Ex. Sess., c. 18, s. 18.24(f).)
58
EARLY ADMISSION TO KINDERGARTEN
In July 1997, the North Carolina General Assembly passed a new law that amended G. S.
115C-364 with a new section which states:
A child who has passed the fourth anniversary of the child's birth on or before April 16 may
enter kindergarten if the child is presented for enrollment no later than the end of the first
month of the school year and if the principal of the school finds, based on information
submitted by the child's parent or guardian, that the child is gifted and that the child has the
maturity to justify admission to school. The State Board of Education shall establish
guidelines for the principal to use in making this finding.
A four-year-old preschool child may be considered for early enrollment in kindergarten
under the following conditions:
(1) The parent/guardian seeking early enrollment in kindergarten for a four-year-old child
must notify the principal of the school in writing within the first thirty (30) calendar days of
the new school year. The child must be four years of age by April 16. All testing must be
administered after April 16.
(2) This written request must include the written report of a score at the 98th percentile on an
aptitude (IQ) test provided by a psychologist licensed in North Carolina.
(3) The written request must include the written report of a score at the 98th percentile on an
achievement test provided by a psychologist licensed in North Carolina.
(4) The written request must include two letters of recommendation from persons who know
the child well in a setting outside the home. The best persons to write such a letter would be
the child's preschool teacher, daycare provider, or other person who sees the child perform in
a structured setting, and that describe the child's characteristics and behaviors, detailing what
it is about the child that indicates a need for early enrollment.
(5) The written request will include samples of the child's work that give evidence of the
advanced level of performance and need for early admission to kindergarten, including work
in art, math, writing, dramatic play, creative productions, science, social interactions, or other
evidence of the child's interest in school-related subjects.
(6) The principal will interview the child at the school, and may ask the child about his/her
understanding with regard to school-related behaviors, following rules, sharing, etc., in order
to determine the child's level of readiness for a structured school setting and a demanding
day's schedule.
(7) The principal will conduct and interview with the parent(s) or guardian(s) to gain
information about the child's development, experiences and any or all attempts to meet the
child's needs up to this time in the area(s) of advanced development or interests.
(8) The principal will act on the request for early admission within three (3) weeks.
(9) If the child is admitted to kindergarten, before the end of the first ninety (90) days of the
child's being enrolled, the principal may rescind his/her approval based on substantial
evidence documenting that the child is not adjusting satisfactorily to the school setting. The
parent shall abide by the decision of the principal.
59
(10) The decision of the principal will be final. If the parent feels that the principal has not
made the decision in keeping with the above procedure, the parent may appeal the decision to
the Assistant Superintendent for that school. The review of the case will be to determine
whether the principal acted in accord with the procedure. If the principal has followed the
procedure, the principal's decision stands. If the principal has not acted according to
procedure, the decision will be returned to the principal for further consideration. The parent
will also have the right to file a grievance with the School Board, and the Board shall
determine whether the principal's decision was made in the manner following these
procedures. If the principal has followed the procedure, the principal's decision stands. If
the principal has not acted according to procedure, the decision may be reversed by action of
the Board.
60
Greene County Schools
Academically Intellectually Gifted (AIG) Program
Program Handout
The Greene County Schools offers services to nurture potential and expand the educational
horizons for gifted students.
Educational services are provided K-12, with screening and
identification provided at all grade levels, as well. Programming and instruction are carefully planned
to offer a specified scope and sequence of learning experiences to prepare students for advanced
studies and life as a successful participant in 21st century society. This is especially noted in the math
curriculum for grades 4-8. The AIG teachers 4-8 have compacted the math curriculum so that those
students needing highly advanced math instruction can be ready for Algebra I in the 8th grade. This
compacted curriculum leads to more opportunities in high school for advanced math courses, AP, and
college-based courses. The importance of starting a rigorous math pathway as early as possible
cannot be over emphasized. In addition to language arts and math, honors science and social
studies classes are also available for middle school students. Guidance and counseling services are
other important components for optimizing educational and social-emotional development for AIG
students, and to help them learn how to set goals and plan for their future.
Overview of Identification Criteria and Service Delivery Options
Greene County Schools offers a five-tier service option plan for nurturing/talent development
students and eligible academically or intellectually gifted students who demonstrate potential and
need for differentiated instruction beyond the regular curriculum. The Needs Determination Team is
responsible for making recommendations for services based on individual student need. Snow Hill
Primary and West Greene offer regularly scheduled general enrichment classes with the AIG teacher
for students, in addition to any identified as AIG. Whole class enrichment is provided for all grades
K-3. High school students are able to participate in advanced classes (honors, AP), dual enrollment,
and independent study options as needed.
Tier I students are served in the regular classroom. The regular education teachers nurture
the potential for giftedness through such options as in-class flexible grouping, learning centers,
and/or differentiated assignments that offer nurturing and enriching experiences. These students
also participate in all school-wide enrichment and nurturing activities and programs.
Tier II or talent development students are served in the regular classroom with collaboration
between the regular teacher and AIG teacher. These students generally have high average
functioning and show moderate needs for differentiation. They participate in regularly scheduled
enrichment activities to be prescribed by their regular teachers with suggestions and materials from
the AIG teacher(s) based on their differentiation needs. Individual students may also participate in
interest-based enrichment activities and school-wide special programs, such as contests, clubs,
competitions, etc. Regular education teachers would serve talent development students through
such options as cluster grouping, in-class flexible grouping, and/or tiered or differentiated
assignments.
Tier III, Tier IV, and Tier V students are identified AIG students who have a Differentiated
Education Plan (DEP) or Individual Differentiated Education Plan (IDEP), if appropriate, to meet
individual student need. The learning environment, modifications, and special program offerings are
outlined on the DEP or IDEP plans based on the Needs Determination Team recommendations.
•
Tier III students are generally those who show clear need for enrichment and differentiation
because of superior intellectual or academic levels, but who may not be appropriate for a
separate class setting for subjects. These students are cluster grouped with other AIG
students, with in-class flexible grouping, tiered assignments, computer based instruction,
differentiated units for subject areas, advanced content, cooperative learning, interest based
units, and independent study options. Tier III students participate in regularly scheduled
general enrichment classes with the AIG teacher at the primary and elementary level and all
would be eligible to participate in special programs, such as the math fair, science fair, AIG
field trips, arts enrichment, contests and competitions, etc. Independent enrichment times
and expanded course options are available at the secondary level.
61
•
Tier IV students are those who show clear need for enrichment and differentiation because
of their superior intellectual and academic levels, and who need the opportunity for separate
classes for one or more areas in grades 4-8. Additional service options to those noted for
Tier III could also include cross age grouping, accelerated content, and curriculum
compacting.
•
Tier V students are those who show extreme need for differentiation because of their unique
and very superior intellectual and academic levels, and who require an individualized plan
with a variety of service options to address their learning needs in addition to those noted for
Tier III and IV. These could include individualized instruction, accelerated placement, and/or
specific IDEP modifications to address the student’s needs.
Screening, evaluation, identification and placement procedures offer consistent criteria K-12,
using a wide variety of assessment options, including group and individual evaluations of
achievement and ability, parent and teacher ratings, grades, and other evidences of superior
performance. Options for assessing underserved populations are carefully considered on a case-bycase basis. Identification is a multi-step process that includes screening, referral, assessment, and
eligibility determination that leads to placement in appropriate service options for students requiring
differentiated programming. Information gathered in each of these phases will be used to guide
decisions regarding student needs through the Needs Determination Team in each school. Parents,
teachers and other appropriate school personnel, and students can make referrals for possible AIG
services.
The following procedures and criteria are currently proposed for the 2013-2016 AIG Plan
Multiple criteria and indicators are used in determining eligibility for differentiated services
and all information is considered when decisions are made regarding eligibility and placement. These
include both quantitative and qualitative indicators for ability/aptitude, achievement, academic
performance, observations and ratings for motivation and work ethic by teachers and parents, and
indications of student interests. While multiple factors are considered, at least one standardized test
criterion under the Quantitative area must be met for AIG consideration. Recommendations are made
to meet the individual needs of the student on a case-by-case basis by the Needs Determination
Team at each school. Although Snow Hill Primary (K-1) and West Greene (2-3) operate on an
enrichment / nurturing model, all students, K-12, are eligible for AIG programming consideration.
Data criteria for grades may change as needed to reflect future changes planned for reporting
student progress on report cards. An overview of the possible indicators for enrichment for Tier I,
Tier II, and criteria for Tier III, Tier IV, and Tier V AIG services follows.
Snow Hill Primary / West Greene School-Wide Enrichment
Kindergarten
The School Enrichment Committee and kindergarten teachers and the AIG teacher have planned
for service delivery for kindergarten students in these ways
• At mid-year, kindergarten teachers will provide to the AIG/Enrichment teacher a list of
students reading on TRC level D and above. The AIG/Enrichment teacher would then work
with these students in a reading enrichment group once or twice a week.
62
•
•
To expand on interests that students show in certain subject areas, the kindergarten teacher
would share interests/needs with the AIG/Enrichment teacher, who would then teach a whole
class lesson on that subject.
The need for any other specific services for kindergarten students would be determined on a
case-by-case basis by the classroom teacher, School Enrichment Committee, and the
AIG/Enrichment teacher.
First Grade–General Enrichment – Indicators of Possible Need for Enrichment
• Observation information
• TRC – BOY Level G or MOY Level J
• Report Card grades (3’s and 4’s)
• Work Samples at above average levels
• Specific interests
Second / Third Grade–General Enrichment – Indicators of Possible Need for Enrichment
• Observation information
• 2nd grade – SRI Lexile level 500 and above / TRC level – BOY – Level L or MOY – Level M
• 3rd Grade – SRI Lexile level 700 and above / TRC level – BOY – level O or MOY – Level P
• Report Card grades (3’s, and 4’s, A’s & B’s)
• Work Samples at above average levels
• Specific interests
First, Second, Third Grades–Math Enrichment – Indicators of Possible Need for
Enrichment
• Observation information
• Standardized test data in math (individual administration) – 84%ile>
• Report Card grades (4 or A in Math)
• Work Samples at above average levels
Grades 3-12 – Indicators of Possible Need for Enrichment
Tier I - (Possible need for differentiation – Nurturing in the regular classroom)
The need for in class-flexible grouping, tiered assignments, etc. within the regular class setting
could be indicated by a student’s:
• Classroom Performance
• Work Samples
• Portfolios
• Observation information
Tier II - Grades 3-8 - (Moderate need for differentiation in the regular classroom)
• Standardized test data
84th %ile > for ability/aptitude or achievement
• Classroom Performance
K-2
3’s and 4’s
3-8
A’s and B’s
9-12
90 or above overall average
Enrolled in at least one honors or advanced class
• Evidence of above average motivation / interest from teacher, parent, and/or student sources
(Observations, Ratings, Inventories, Interviews)
• Above average evidence from portfolio, authentic assessment, or product reviews
Tier II - Grades 9-12 - (Moderate need for differentiation in the regular classroom)
•
•
90 or above overall average
Enrolled in at least one honors or advanced placement class
63
Identified AIG – Indicators of Possible Giftedness
Tier III - (Clear need for advanced level differentiation –General AIG classification)
• Standardized test data
89%ile for ability/aptitude or achievement
• *Classroom Performance
K-2
All 4’s
3-8
A’s and B’s, with grades of 90>
9-12
93>
• Evidence of superior motivation / interest from teacher, parent, and/or student sources
(Observations, Ratings, Inventories, Interviews)
• Superior level evidence from portfolio, authentic assessment, or product reviews
Tier IV - (Clear need for advanced subject pull out in English/Language Arts and/or Math
– Grades 4-8)
• Standardized Test Data
89th %ile > in specified subject area(s) – Reading / Math
89th %ile > ability/aptitude
• *Classroom Performance
3-8
A’s in specified subject(s) for differentiation
Grade 9
Level 4 on appropriate EOG or a high level 3 with a 90> average in
that class in the 8th grade
Grades10-12
80> average in previous honors class or 90> average in previous
general class
• Evidence of superior motivation / interest from teacher, parent, and/or student sources
(Observations, Ratings, Inventories, Interviews)
• Superior level evidence from subject related portfolio, authentic assessment, or product
reviews.
Tier V - (Extreme need for more individualized differentiation)
• Standardized Test Data - Both ability/aptitude and achievement 98%ile>
• *Classroom Performance
K-2
all 4’s; well above grade level and extensive individualization required
3-8
A’s; 96>; well above grade level and extensive individualization required
9-12
A’s; 96>; performing well above high school level, with extensive
individualization required
• Evidence of very superior, well developed interests and motivation in one or more areas from
teacher, parent, and/or student sources (Observations, Ratings, Inventories, Interviews)
• Very superior level evidence from portfolio, authentic assessment, product reviews, or
independent study opportunities
*******************************************************************************************************
Questions, concerns, and/or comments about the Greene County Schools AIG Program and/or
delivery of services can be directed to the following:
Central Office
Doris Brown, Director
747-3425
dorisbrown@greene.k12.nc.us
Kimberly Sugg, AIG Coordinator
747-0182 x429 kimsugg@greene.k12.nc.us
Snow Hill Primary & West Greene
Dawn Roberson, AIG/Enrichment Teacher
747-8113(SHP) dawnroberson@greene.k12.nc.us
747-3955(WG)
Greene County Intermediate School
Sonya Smith, Lead AIG Teacher
747-0182
sonyasmith@greene.k12.nc.us
Greene County Middle
Melinda Suit, Lead AIG teacher
747-8191
melindasuit@greene.k12.nc.us
Greene Central High School
Donald Clark, Lead AIG Teacher
747-3814
donaldclark@greene.k12.nc.us
64
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FORMS
DISCLAIMER – FORMS/TESTS
Copies of forms in the Greene County Schools’ AIG Plan for 2013-2016 are
representations of forms used for the 2012-2013 school year. The actual format and content
of forms may vary from year to year depending on current needs, such as course availability
at the high school level, added or deleted classes or programs at specific schools, or
modifications made for more effective communication of information.
Test instruments and observation / rating forms listed in the AIG Plan for 2013-2016
on the document, Ways to Document Specific Indicators of Giftedness, are those currently
available for use (4-13). As newer versions of existing tests are published, the most recent
version of that measure will be used. New tests and observation / rating forms may be added,
as new ones become available.
AIG 1-Referral
AIG 1a – Re-evaluation Referral
AIG 2-Permission to Test
AIG 3-Data Profile / Tiers of Service Handout
AIG 4 Eligibility Form
AIG 5 Permission to Place
AIG 6 Change Service Option(s)
DEP K-1
DEP 2-3
DEP 4-5
DEP 6-8
DEP 9-12
IDEP
Counseling DEP
Mid-Year Review
Nurturing / Enrichment Differentiation Strategies
K-3 Enrichment
Enrichment Committee
Student Interview
Student Self-Nomination
Awards Documentation
Product Review