Wake County Public School System
Academically Or Intellectually
Gifted Program
Mills Park ES
Dyane Barnett
Melani Blewett
1
Introductions and a little bit about
Mrs. Barnett
dbarnett@wcpss.net
and
Mrs. Blewett
mblewett@wcpss.net
www.aigmillsparkes.weebly.com
2
AIG Background
Information
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Wake County Public
School System Vision:
WCPSS will serve as the national standard for increasing student
achievement in the 21st century.
• Highly effective teachers and principals are empowered to raise the
achievement of all children and will provide students with high quality
classroom instruction that fosters intellectual development.
WCPSS recognizes children have different needs.
• WCPSS is committed to ensuring all students are challenged to reach their
full potential and to be held accountable partners in their learning. Students
will graduate in increasingly higher percentages and compete successfully
as productive citizens.
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WCPSS AIG Updates 2014-2015

AIG Plan 2013-2016
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Year 1, Implementation Year
Based on NC AIG Program Standards
Reported to NC Department Public Instruction
Approved by local Board of Education, December 2013
Response to 2013 Audit
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AIG Service Delivery

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Students identified as AIG receive differentiated
services at all Wake County Public Schools.
Each school develops their AIG Plan outlining service
delivery.
Schools choose from a variety of service options.
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AIG Program Service Options
K-2 Program Details
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Students in Kindergarten through 2nd grade receive
differentiation and enrichment opportunities via the
classroom teacher.
AIG teachers consult and collaborate with gradelevels to provide resources to ensure each student
has enrichment opportunities aligned with the gradelevel Common Core Standard.
Nurturing Program for students in Pilot Schools
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AIG Program Service Options
3rd Grade Explorers Model
AIG teacher collaborates with 3rd grade teachers to provide a
variety of in-class experiences for all students.
 The AIG teacher will provide 3 different series of lessons:
◦ Critical Thinking

◦ Mathematics
◦ English/Language Arts
 Students who demonstrate high performance will
participate in small-group enrichment activities with the
AIG teacher.
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4th-8th Grade Service Delivery

Students are served through the following:
 Differentiated Instructional Units
 In-Class Flexible Grouping
 Cluster Grouping
 Co-Teaching
High School Students

Students self-select advanced courses.
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What is a DEP?
Differentiated Education Plan
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Differentiated Education Plan
Differentiated Course Plan
Differentiated Education Plan (DEP)
• Describes the AIG Program services at your
school
• Reflects appropriate service delivery options
• Outlines AIG Progress Report for 4th and 5th
grade
• Documents the results of the annual review
process
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DIFFERENTIATED EDUCATION PLAN
Elementary School
Student Name:
ID#
Grade:
School:
The WCPSS AIG Program provides differentiated educational services that extend and enrich the Common Core State Standards by offering instructional and curriculum
modifications that promote student engagement through challenging cognitive tasks designed to integrate and develop critical and creative thinking skills in the student’s identified
area(s) of giftedness.
The regular education teachers and the AIG teacher work collaboratively to provide challenging, rigorous and relevant curriculum and instruction to accommodate a range of
academic, intellectual, social and emotional needs of gifted learners. Curriculum connections are emphasized through overarching concepts, issues and themes.
Differentiated curriculum and instruction in English/Language Arts (ELA) focuses on literacy including advanced content in reading, writing, listening, speaking and thinking.
Differentiated curriculum and instruction in Mathematics focuses on advanced content in real-world, multi-step higher level thinking problems.
Student evaluation will be based on teacher observations and may include assignments, rubrics, portfolios, projects, tests and other products.
ELA Differentiated Education Plan -DEP
Mathematics Differentiated Education Plan –DEP
Differentiated Curriculum and Instructional Practices
___Cluster grouping within a class
___In-class flexible grouping
___Curriculum compacting within a grade level
___Differentiated instructional units and/or centers
Differentiated Curriculum and Instructional Practices
___Cluster grouping within a class
___In-class flexible grouping
___Curriculum compacting within a grade level
___Differentiated instructional units and/or centers
AIG Service Delivery Methods
___Resource class (Pull Out)
___Co Teaching
___Consultation/Collaboration: AIG and classroom teachers
AIG Service Delivery Methods
___Resource class (Pull Out)
___Co Teaching
___Consultation/Collaboration: AIG and classroom teachers
AIG and Classroom Teacher Signatures and Date
_______________________________________________
AIG and Classroom Teacher Signatures and Date
______________________________________________
Progress Report for Academically or Intellectually Gifted Program Grade 4 or 5
PERFORMANCE
Outstanding- Satisfactory- Practice Needed
First Semester
Second Semester
ELA
ELA
Math
Math
1. Utilizes systematic and analytical problem-solving and decision-making skills.
2. Contributes and supports ideas and concepts using elaboration and creative thought
3. Evaluates and synthesizes unit concepts.
4. Exhibits task commitment utilizing metacognition.
5. Utilizes multiple resources and technology.
Annual Review for Academically or Intellectually Gifted Program
Recommendations for ELA
Recommendations for Mathematics
_________Continued Service
_________Continued Service
Comments:
Comments:
Classroom Teacher/AIG Teacher/SBCGE Member Signatures:
Classroom Teacher/AIG Teacher/SBCGE Member Signatures:
________________________ __________________________
Signature/Date
Signature/Date
_______________________
Signature/Date
________________________
Signature/Date
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4th Grade DEP
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Identified one area
This section is blank because
the student is not identified
AIG in ELA.
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Basics of Differentiated
Curriculum & Instruction
Cluster grouping
 Flexible grouping
 Curriculum compacting
 Differentiated instructional units/centers
 Increased complexity and challenge
 Tiered activities and assignments
 Varied texts and materials
 Projects and investigations
 Technology applications

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Resource Class
 All AIG students
 One time per week
per area identified
 At least 45 minutes
 Rigorous real world
units
 Require
collaboration
 Typically no HW



Co-Teaching
Both Mrs. Barnett
and Mrs. Blewett
4th grade at this
time
Consultaion and
Collaboration
 Weekly PLT’s
Mills Park ES AIG Service Delivery
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Co-Teaching is…
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Two or more professionals jointly deliver
instruction
Shared classroom
Intentional planning
Purposeful instruction
Heterogeneous group of students
Cluster grouping
One classroom setting
Joint Accountability
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What’s going on in
resource class?
Some specifics…
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Math - Students come
during math block,
9:15-10:10
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Tuesdays –
Ferens/Gauder
Thursdays –
Ruch/Powell
Fridays –
Kirst/Vaughn
ELA – Students come
during ELA Block 1:452:35
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Monday – Vaughn
Tuesday – Powell
Wednesday –
Ferens/Gauder
Thursday – Kirst
Friday - Ruch
Resource Class Schedule
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Math content
ELA content
Supplies!
Homework
Working lunch
Wish List
Class Content and Procedures
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MPES Enrichment Opportunities
Odyssey of the Mind
 Math Olympiad
 Battle of the Books

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General Questions?
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Traditional Identification Process
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Screening of all WCPSS 3rd grade
students
Parent nominations, grade 4-8
Teacher nominations, grade 4-8
Student nominations
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Nomination Windows
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Nominations are accepted at any time.
Nominations are reviewed each semester by the
SBCGE before the semester testing dates.
The SBCGE determines if nominated students will be
referred for evaluation based on current data.
Nomination Posters are posted throughout the school.
MPES Nomination Windows:
◦ After Spring Nomination Window Closes– September 25, 2014
◦ After Fall Nomination Window Closes – January 9, 2015
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AIG Referral


Referred students are administered the Cognitive Abilities Test and
the Iowa Assessments.
Data is complied on an Individual Student Profile (ISP).
Informal Indicators
Formal Indicators (Norm referenced assessments)
 Current aptitude scores
• Current achievement scores
• Current scores are scores within one calendar year of each other and
obtained after 2nd grade.

SBCGE reviews the complete student profile to make a
recommendation.
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Testing Dates

Testing dates are scheduled:
First Semester: in week 6 of the 1st quarter
MPES Testing Dates for Fall referrals – October 13th – 17th
Second Semester: in week 4 of the 3rd quarter

Nominations received after the testing deadline will be
considered during the next semester.
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Informal Indicators

Learning Behaviors
◦ Parent and teacher checklists

Student Performance
◦ Parent and teacher checklists
◦ Current academic grades in ELA and Math
◦ Current portfolio work samples in ELA and Math

Student Interest
◦ Parent and teacher checklists

Student Motivation
◦ Parent and teacher checklists

Other Informal Indicators
◦ GRS, Anecdotal Records, Projects, Awards, EOG Scores
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AIG School Based Committee
for Gifted Education (SBCGE)
• Provides a team framework for evaluating data and
recommending the most appropriate service for individual
students who demonstrate a need for differentiation
• Includes administrator, AIG teacher, and staff members
representative of core content areas and/or grade levels at
each school.
• Makes recommendations regarding: AIG referral, AIG
identification, AIG services, and any issues involving
identified AIG students.
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Formal Indicators
Norm Referenced Assessments

Aptitude test scores
◦ Cognitive Abilities Test (CogAT)
◦ Individual tests administered as necessary

Achievement test scores
Iowa Assessments (IA)
Individual tests administered as necessary
AIG identification criteria is >95% in both aptitude and/or
achievement using one of our 5 Gateway Identification Measures.
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Gateway
#1
Gateway
#2
Gateway
#3
GATEWAY Identification
Measures
Students scoring > 95% on both
a qualifying CogAT score AND
Iowa total reading and/or total
math score are identified in the
area(s) in which the scores align
Students scoring >95% on
qualifying CogAT score AND
<95% on Iowa reading and/or
math
The WJ III is administered in
reading and/or math. The
achievement areas administered
are determined by the qualifying
CogAT score.
Students scoring > 95% on the
WJ III paired with a qualifyinq
CogAT score are identified in the
area(s) in which the scores align
Students scoring scoring >95%
on Iowa reading and/or math and
<95% on a qualifying CogAT
score
Either the Reynolds Intellectual
Screening Test (RIST) OR the
Raven Standard Progressive
Matrices is administered.
Students scoring > 95% on the
individual aptitude (RIST or
Raven) paired with the Iowa
reading and/or math are
identified in the area(s) in which
the scores align
> 98% on Iowa reading and/or
math
> 98% on EOG/EOC scores in
reading and/or math from the
current or the previous school
year which align with qualifying
Iowa score
Students are identified in the
area(s) in which the scores align
Students scoring >95% on a
qualifying CogAT
> 95% on EOG/EOC scores in
reading and/or math from the
current or the previous school
year which align with qualifying
CogAT score
A GRS with scores >88% in three
of the five scales.
Students scoring > 95% on the
Iowa Assessments in reading and
/or math
> 95% on EOG/EOC scores in
reading and/or math from the
current or the previous school
year which align with qualifying
Iowa score
A GRS with scores >88% in three
of the five scales.
Student’s portfolio data
demonstrates consistent
performance 1-2 grade levels
above the student’s current
grade
Referral made by the SBCGE for
an individual psychological
evaluation. This evaluation may
include individual aptitude and/
or achievement assessments.
> 98% on CogAT Composite or
Partial Composite are identified
in reading and math
Gateway
#4
Gateway
#5
Students are idenified in the
area(s) in which the scores align
Students are idenified in the
area(s) in which the scores align
For specific identification criteria
for Gateway #5, see AIG
Identification Table
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Gateway 1

Students scoring > 95% on both a qualifying CogAT
AND IOWA total reading and/or total math score
are identified in the area(s) in which the scores
align.
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Gateway 2

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Students scoring > 95% on qualifying CogAT score
AND < 95% on Iowa reading and/or math, the most recent
version of the Woodcock Johnson Achievement Test (WJ) is
administered in reading and/or math.
The achievement areas administered are determined by the
qualifying CogAT score.
Students scoring > on the WJ paired with a qualifying CogAT
score are identified in the area(s) in which the scores align.
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Gateway 2
• Students scoring > 95% on Iowa reading and/or
math and <95% on a qualifying CogAT score, either
the Reynolds Intellectual Screening Test (RIST) OR
the Raven Standard Progressive Matrices is
administered
• Students scoring >95 on the individual aptitude
(RIST or Raven) paired with the Iowa reading and/or
math are identified in the area(s) in which the scores
align.
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Gateway 3

> 98% on CogAT Composite or
Partial Composite are identified in
reading and/or math.
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Gateway 3
> 98% on Iowa Reading and/or Math
 AND > 98% on EOG/EOC scores in
reading and/or math from the current or the
previous school year which align with
qualifying Iowa score
 Students are identified in the area(s) in
which the scores align.

35
Gateway 4
Students scoring >95% on a qualifying CogAT, > 95% on
EOG/EOC scores in reading and/or math from the current
or the previous school year which align with the qualifying
CogAT score
 AND GRS with scores >88% in three of the five scales.
 Students are identified in the area(s) in which the scores
align.

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Gateway 4
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Students scoring > 95% on the Iowa Assessments in reading
and/or math
AND >95% on EOG/EOC scores in reading and/or math from
the current or the previous school year which align with
qualifying Iowa score
AND a GRS with scores >88% in three of the five scales are
identified in the area(s) in which the scores align.
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Gateway 5
Students’ portfolio data demonstrates consistent
performance 1-2 grade levels above the student’s
current grade are referred by the SBCGE for an
individual psychological evaluation.
 This evaluation may include individual aptitude and/or
achievement assessments.
 For specific identification criteria for Gateway #5, see
AIG Identification Table.

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SBCGE Decision
Not Recommended for AIG Differentiation
 Recommended for AIG Differentiation in
Language Arts and/or Mathematics
 SBCGE reviews student performance
annually.

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Stakeholders for AIG Student
Success
AIG
Teacher
Classroom
Teacher
Parents
Student
AIG Central
Services
Staff
School
Counselors
& Other
School
Staff
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Additional Information is Available From:

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AIG Teacher/email
www.aigmillsparkes.weebly.com
WCPSS website
AIG Brochure (provided to all 3rd grade families with Explorers
information)
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AIG Parent Guide
AIG Program Plan 2013-2016
PAGE, Partners for Advancement of Gifted Education
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