Academically and/or Intellectually Gifted Plan Development Teresa - - PowerPoint PPT Presentation

Academically and/or Intellectually Gifted Plan Development

Teresa Smeeks November 16, 2015

Overview

North Carolina Program Standards

• Old Plan Standard One for

each Practice A-E

• New Plan Standard One

Brain Storm

Old Plan - Standard One Identification

Standard 1: Student Identification The LEA’s student identification procedures for AIG are clear, equitable, and comprehensive and lead towards appropriate educational services.

Practices

a) Articulates and disseminates the procedures for AIG student identification, including screening, referral, and identification processes for all grade levels to school personnel, parents/families, students, and the community- at-large.

OLD PLAN Practice A

Goals: *Post plan on-line. *Explain our identification process in a clear and concise manner. *Provide electronic or paper copies (as requested)

• f updated AIG Plan to school board members,

Superintendent, administrators, AIG Specialists and other stakeholders. *Maintain functional and user-friendly AIG websites at the county level. *Create parent newsletters describing AIG services at each school. *Schedule bi-monthly meetings with AIG Specialists and AIG Coordinator. *Identification Process will be posted online. Description: *Sessions with parents will be offered at open houses and after school with identification process explained by AIG teachers. *Process will be explained in Faculty Meetings for school personnel. *Process will be explained at all parent meetings for placement. Evidences: *2013-2016 Alexander County Schools' Academically Gifted and/or Intellectually Gifted Plan *AIG Child Count (reviewed and monitored quarterly by Coordinator and AIG Specialists) *Agendas from Parent Events *Online site with identification process there. *Copy of process included in AIG plan. *Agendas from Faculty Meetings with process listed.

Brainstorm for Practice A

Post plan and Identification Power Point on website. At beginning of year, review identification on monthly blog. Share at principals’ meeting, instructional coaches’ meeting, and faculty meetings. Hold meetings for 3rd grade parents whose students are in pool at end of year explaining the identification process. Explain at transitional meetings. Make sure Director’s contact information is accessible for any questions.

Practices

b) States and employs multiple criteria for AIG student

• identification. These criteria incorporate measures that

reveal student aptitude, student achievement, or potential to achieve in order to develop a comprehensive profile for each student. These measures include both nontraditional and traditional measures that are based on current theory and research.

OLD PLAN Practice B

DESCRIPTION: Screening - Grades K – 2 The screening process shall begin with the Kindergarten child. This process shall be ongoing through grades K – 3. The regular classroom teacher will begin to collect data

• n those children who demonstrate high ability. The

teacher will be responsible for:

• Collection of observation data
• Observation by school-based AIG Teacher or AIG

Coordinator

• Student performance and achievement data (i.e.,

K – 2 assessments)

• Teacher recommendation

The AIG teacher and AIG Review Team will collaborate with regular classroom teachers each year, track potentially gifted students, review data and decide upon appropriate modifications. The list of students in the pool will be kept at the school, locked in the AIG files and shared with the principal and appropriate staff. Screening - Grades 3-8 During the second semester all third and fifth grade students shall take the Cognitive Abilities Test. The results of this test will be evaluated along with comprehensive data available for the student. Additional evaluation tools are as follows:

• EOG results (when available)
• Teacher recommendations based upon checklists
• Motivation assessment (i.e., student

self-assessment, teacher assessment)

• TONI/3 as needed
• Consult with LEP (Limited English Proficiency)

staff and provide appropriate services as needed

• Duke Talent Identification Program enrollment

The names of students with scores in the eighty-fifth percentile on the TCS/2 and/or End-of-Grade Tests will establish the pool of identified students along with recommendations from the teachers, LEP staff, principal, or parent requests.

OLD PLAN Practice B continued

Screening 3-8 Continued Screening procedures shall be carried out in a manner that ensures underrepresented groups, such as minority students, students with disabilities and students who are economically disadvantaged will be provided equal

• pportunity for identification.

AIG screening will be on-going, year-round and system- wide. Identification pools will be maintained at each school and will be reviewed annually or whenever appropriate.

Identification The AIG Review Committee will determine eligibility after examination of all data (qualitative and quantitative). A low score in a single area will neither render a student ineligible for services nor identification. Multiple criteria will be utilized in the placement decision. All data will be collected using the Student Data Record. (Copy provided in Forms section.) This record has specific criteria and minimum scores. Students with fewer points may be considered for alternative assessments depending on the recommendation of the AIG Review Committee. In consideration of the many areas of giftedness, the AIG Review Committee may utilize alternative products for identification. Students with a score of 24 to 30 on the Student Data Record are eligible for AIG services.

OLD PLAN Practice B continued

Placement Grades 4-8. Upon identification a placement meeting shall be held. Those in attendance may include: *School-Based AIG Teacher *Principal *Counselor or other administrative designee (as needed) *Classroom Teacher *ESL Teacher All data gathered to use for individualized plan. Modifications will be determined and a Differentiated Education Plan (DEP)(Copy in Forms Sections) will be completed. Following the school-based meeting, the student's parent or guardian will be contacted. Parent signatures and date of placement will be obtained. Copies of the DEP will be given to parents at this meeting. Due Process information will be available per request. Copies of the final DEP shall also be provided to the child’s teacher(s). Original documents will be kept in student's AIG folder which will be locked in file cabinet at the child's school. Placement form (copy in Forms Section) will be sent to Central Office. Coordinator or AIG Data Manager will place information into NCWISE.

OLD PLAN Practice B continued

Placement Grades 9 – 12 In grades 9-12, students who are performing above expectations may be identified as having special abilities. Teachers may recommend these students to an AIG Lead Teacher who will form a committee to assess student performance based on, achievement, EOG/EOC scores, aptitude, interest and motivation. Recommended students will have the opportunity to take the Test of Cognitive Skills, and under special circumstances an alternative product may be used for identification purposes. Looking at a broad array of data, the committee will recommend the student for the AIG Program. Parents and students will be invited to meet with the committee to consider modifications and a Differentiated Education Plan (DEP) may be completed during this meeting. Paperwork procedures will follow the 4-8 grade process. EVIDENCES Copies of the identification process Numbers of students identified Student Data Form Differentiated Education Plans 3-5, 6-8, 9-12 Placement forms Number of non-traditional students identified Pool lists

Student ID Forms Student Data Form Student Characteristic Form

Brainstorm for Practice B

Proposed Pathways Online Form and use new Power School Program for ID and DEPs to print for signatures. K-2 Pools - Names turned into coaches and then to Director. If needed request SST early on for help with “uppervention” 3-8 Pools - All 3rd grade take COGAT. (Should all take in 5th, or just those not identified who were flagged or scored a certain percentile on 4th grade EOG?) Gifted Rating Scale vs Teacher Recommendation Form 85th percentile or better on any normed test places student in pool Pools maintained at CO. If a student does not qualify by one of first 3 paths, Director recommends to Principal for SST Team.

Practices

c) Ensures AIG screening, referral, and identification procedures respond to traditionally under-represented populations of the gifted and are responsive to LEA

• demographics. These populations include students who are

culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice- exceptional.

OLD PLAN Practice C

Description: To test aptitude, we use the Cognitive Abilities Test and administer it at the 3rd and 5th grade level. We will also administer this test to anyone in grades 6-12 who is recommended for the program. As an alternative to this traditional aptitude measure, we have the TONI 3 which is a non-verbal test. This allows ESL students and students who might not score as well on the traditional paper/pencil test for other reasons to show their true aptitude. As an alternative to EOG scores only, we administer the Woodcock-Johnson Nationally Normed Test to students who would not be identified based on EOG scores when there is

• ther evidence that they should be identified.

For the special populations of students we allow the committee to look at a portfolio of the student's work to replace the EOG or Woodcock-Johnson.

Evidence: Number of students placed using the TONI 3. Number of students placed using the Woodcock- Johnson. Number of students placed using portfolios.

Brainstorm for Practice C

Whole grade screening for 3rd Grade with CoGAT. 5th Grade rescreening with CoGat if still not AIG identified, were flagged or 85th percentile or higher on 4th grade EOG, or teacher/principal/parent requested. Toni 3 Retesting with KBIT and WJIV SST Committee Pathway addresses this practice.

Practices

d) Implements screening, referral, and identification processes consistently within the LEA.

OLD PLAN Practices D and E

D. Description: Alexander County Schools's employs three AIG Specialists to work with teachers on screening and identification of students K-5. These three specialists work closely with the county coordinator using the same forms, test, and identification

• process. The same is true for grades 6-8, where three AIG

specialists work with the coordinator and use the same forms, test, and identification process as the K-5 teachers. At 9-12,

• ne AIG specialist notifies the coordinator if anyone is

referred and the same processes and tests are given. Evidences: Nurturing lists Completed LEA AIG Search Data forms Completed Teacher Referral forms

Individual Student Census files Eligibility and Placement Records Annual Differentiated Education Plans (DEP's) Samples of Permission to Evaluate Sample of County forms for Referrals, screenings, and identification E.

Description: The AIG Program will clearly communicate the AIG policies respecting the rights of AIG students and their legal parents/guardians. Parent permission is secured for AIG testing and/or work sample administration. Once placement criteria has been met, the legal parent/guardian is invited for a conference to officially place the child in the LEA AIG program. Evidences: 2013-2016 LEA Academically and/or Intellectually Gifted Plan Stakeholder surveys Student Census Files Nurturing Files (rising 4th and 6th graders)

Brainstorm for Practice D

Procedures are well communicated and apply to all students the same. All borderline fall in favor of students. Principals insure all students are given chance in pool and when applicable at SST meetings.

Practices

e) Maintains documentation that explains the identification process and service options for individual AIG students, which is reviewed annually with parents/families.

OLD PLAN Practice F

Goals: Files with all pertinent information will be kept on all AIG students and go with them from school to school. All identified AIG students are entered in NCWISE correctly and correctly reported on the Child Count. Differentiated Education Plans (DEPs) are filed in each student's file with a copy to parents. The students files are updated annually and a parent's signature is required for any new forms added. Description: We start an AIG file on each student when they are

• identified. When the parent signs and the student is

placed the form is added to the file. A DEP for the appropriate grade level is filled out and a copy is sent to parents. A placement form is filled out by AIG teacher and sent to Central Office. Data manager and Coordinator enters the information into NCWISE. Any additional testing results are placed in student's file. A progress monitoring form is placed in student's file and updated at each annual review time with current grades, EOG/EOC scores, CoGat scores, recommendations, and parent's signature where needed. If a student transfers in from another LEA, a file is

• started. If an AIG file is sent from the other school, the

information will be placed in the file, otherwise until a parent signature is obtained on Student Data Form when

• ur program is explained to parent.

When a student transfers in from another state, a file is started and all paperwork above is filled out with appropriate signatures and the same steps as initial identification are followed. If a student transfers or exits the program, an TRANSFER/EXIT form is completed and filed with a copy to Central Office, (form must be signed by parent if child is exciting the program.) Data Manager or Coordinator will exit the child in NCWISE if it was an exit. All placement and exit forms copies are kept on file at central office until child transfers or graduates. All AIG teachers are provided a notebook with identification procedures and all forms and paperwork along with requirements for files and transfers/exits. Evidences: Forms AIG teacher notebooks Child Count verification

Brainstorm for Practice E

Forms printed and parent signatures attained with copies sent to parents and kept in folders in locked cabinets at schools, or in Central Office. Teachers shown where to access DEP from Power Teacher or paper copy shared with teacher. DEPS shared on Website. Online documentation of process including power point updated yearly. Transitional meetings at end of 5th and 8th held for parents and students including service options to plan for next three to four years. Beginning of year meetings for parents explaining service options and getting signatures on DEPs.

Goals for next meeting

Standards 2 and 3 Meeting Date (Will send Wizard) Beginning of February