Iredell-Statesville Schools
AIG Local Plan
2013-14
Parent Informational
Meeting
North Carolina AIG Standards
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6.
Student Identification
Differentiated Curriculum & Instruction
Personnel & Professional Development
Comprehensive Programming within
the Total School Community
Partnerships
Program Accountability
What is an AIG Student?
-NCDPI
An AIG student…
 Performs or shows potential to perform at higher
levels of accomplishment when compared with
others of his/her age, experience, or environment.
 Exhibits high performance capability in intellectual
areas, specific academic fields, or both.
 Requires differentiated educational services beyond
those ordinarily provided by the regular education
program.
 Comes from a variety of cultural and economic
backgrounds.
The 2013-2016 State AIG Plan:
A focus for Iredell-Statesville Schools
The WhyOur rationale for why we do what we do
The WhoHow are students identified and the
levels of services provided
The WhatWhat opportunities our students have
and how we best meet their needs
The “Why”
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To best meet the needs of our
AIG learners who are AIG all
day, every day
To train our school personnel
on best practices for
advanced learners
To respond to the feedback
from all AIG stakeholders in
order to improve services
The “Why”
As outlined in the local gifted plan, we strive to
inform all stakeholders: parents, students, teachers,
school administrators, and support staff about the
delivery of differentiated services and instruction for
AIG students, the regulations related to gifted
education, and the local AIG plan. This information
is available on the district website, through individual
student conferences and through both staff and
parent meetings.
The “Who”
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Grades K-2
Ability and achievement test
scores 95th percentile or
higher
Tested on an individual basis
based upon the referral
approved by the GPS team
Testing can only be done
once in K-2
Criteria is higher due to the
fact only two are used
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Grades 3-12
Ability (CogAT/90th percentile
or higher), achievement
(EOG/93rd percentile or higher),
final grades (93 percent or
higher)
Qualifying scores need to be in
the same subject area
There continue to be multiple
pathways for identification
(portfolios, alternative
assessments, Iowa
Acceleration Scale).
Additional Considerations
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Level I Students--AIG-identified students transferring from another district
Level II Students 3-12--AIG students meeting the 93rd percentile or higher
achievement/93 percent or higher final grades/90th percentile or higher
CogAT requirements
Level II Students K-2--AIG students meeting the 95th percentile or higher
aptitude and 95th percentile or higher achievement requirements
Level III Students--AIG students qualifying for subject advancement –
99th percentile in aptitude/achievement and 99% final grades in one
specific subject area
Level IV Students--AIG students qualifying for grade advancement – 99th
percentile in both reading and math in aptitude/achievement and 99%
grades in both reading and math; Iowa Acceleration Scale; principal
observations; Director of AIG consultation
* A screening list is kept at each school of potential students and updated
regularly to reflect current data
The “Who” continued…
2013-2014 EOG/EOC Scoring
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Current students who have met the aptitude
and final grade criteria are on the watch list
and are clustered.
When the EOG/EOC scores come back from
the state this fall, the data will be used for
identification and placement of these
students who score at the 93rd percentile or
higher.
No DEP is created until official placement
occurs.
The Portfolio Pathway
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Students are given the option in 5th, 7th, and 10th grades to
complete a portfolio when they have two of three criteria for
identification.
Parents are notified and sign permission for the portfolio
process.
Portfolios should include five exemplary work samples
completed at school in the area of consideration.
Students and teachers reflect on each sample, and a teacher
recommendation is included.
Portfolios are evaluated by the portfolio screening committee
using a rubric for scoring.
Passing portfolio scores take the place of the missing criterion
for identification.
The AIG student D.E.P… a
differentiated education plan, not
just a project
The new format allows for a more
comprehensive, individualized plan
which can best meet the specific needs
of a student. Goals are set and
reviewed throughout the year with the
culminating showcase celebrating
student work.
The “How”
Teacher-guided content modifications
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Technology enrichment, blended
learning and telecommunication
Curriculum compacting, contracts,
independent projects, choice options,
problem based learning and
personalized assignments
Convergent and divergent thinking
activities and questioning, advanced
vocabulary, shared inquiry and
differentiated curriculum units
The “How”
Student-led curriculum modifications
 Independent research projects
based on student areas of interest
 Affective learning areas for
improvement such as: organization
and management, learner profile
traits, social and emotional needs,
leadership and collaboration
 Academic clubs and competitions
in areas of interest
9th-12th Grade DEP
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The DEP will remain the same for now
The DEP is completed electronically at each school site
Parents, students, and school personnel sign a verification form
to indicate the DEP has been completed
It is a compilation of student course work, extra curricular
activities, and community service experiences
The DEP for grades 9-12 will be revised this year as we
transition to PowerSchool and personalized learning through
the IMPACT grant
Differentiated Core Instruction:
Tier I of Responsiveness to Instruction (RTI)
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Differentiated core instruction provided to all
students
Differentiation of content, process, product,
pacing, and/or environment
Use of research/evidence based strategies
Use of blended learning
School Choice Options
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International Baccalaureate (IB): MMIB, NVIB, SIHS
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Virtual and Performing Arts Center (VPAC): SHS
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Provides technology-enriched curriculum for students who simultaneously earn
a high school degree & an associate’s degree
James Iredell AP Academy (SHS):
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Students have the opportunity to complete a challenging five-year program that
includes a fine arts endorsement on the high school diploma, as well as an
associate’s degree
Collaborative College for Technology & Leadership (CCTL)
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Schools committed to a high quality, challenging, international education for all
students
Students complete a rigorous course of study that requires them to take a
minimum of seven Advanced Placement classes
NC School of Science and Math virtual courses
NC Virtual Public School courses
On the Horizon…
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IB Career-related Certificate (IBCC) at SIHS
2014-2015
Credit by Demonstrated Mastery 2014-2015
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The process by which LEAs shall, based upon a body-ofevidence, award a student credit for a particular course
without requiring the student to complete classroom
instruction for a certain amount of seat time
NCDPI is developing implementation guidelines for this NC
State Board of Education policy
Mastery will be demonstrated through a multi-phase
assessment including a standard examination and an artifact
CDM will be available to students in grades 6-12
Enrichment Opportunities
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Science Fair
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ISS Summer Enrichment
Camps
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Math Expo/Mathcounts
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Local university sponsored
opportunities
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Chess
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Additional competitions through
the individual schools
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NCASA Scholastic Cup
competitions (Quiz Bowl,
Twelve, The Quill, Art
Showcase, Show Choir)
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NC Governor’s School
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NC Summer Ventures
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Spelling Bee
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Robotics
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Odyssey of the Mind
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Battle of the Books
We need your input!
Iredell Statesville Schools looks for AIG
stakeholder input throughout the district. The
district has created an AIG Advisory Team in
order to review the district AIG processes
and the local plan in order to ensure
continuous improvement. If interested,
please contact Mrs. Teresa Stevens, Director
of AIG.
General Questions??
Thank you for attending!
This presentation will be available on the
District AIG Website: www.iss.k12.nc.us
(click on departments, curriculum, AIG)
Have a great school year!