Academically / Intellectually Gifted Program Jeremy Spielman, AIG - PowerPoint PPT Presentation

Academically / Intellectually Gifted Program Jeremy Spielman, AIG Coordinator Julie Griffith, Hall Fletcher Mary Nichols, AMS Kristin Doe, Vance/AHS/SILSA Shannon Hunt, Claxton John Pruett, Jones/AHS/SILSA Judy Garrison, AMS Jo Landreth, AMS Marti Sullivan, Dickson/Claxton

Our Guiding Principles Article 9B: State legislation governing gifted education. State Standards: Standard 1: Identification Standard 2: Differentiated Curriculum & Instruction Standard 3: Personnel & Professional Development Standard 4: Total Comprehensive Programming Standard 5: Partnerships Standard 6: Program Accountability Each district in the state of NC must develop an AIG Plan that addresses each standard. This plan must be approved by the district school board and the State Department of Public Instruction. Plans must be revised, resubmitted and approved every three years.

AIG Plan Revision Process Self-Evaluation provided by NCDPI Advisory Group (AIG Specialists, classroom teachers, counselors, administrators, parents, and community stakeholders) assembled starting in Fall 2016. Draft revision process during April and May 2016

Identification Pathways Pathway 1 : Advanced aptitude at or Pathway 2 : At least one advanced above 96th percentile on a nationally aptitude and two advanced achievement normed aptitude assessment. scores at or above 90th percentile in corresponding areas within a 2-year window. Pathway 3 : Demonstration of a pattern Pathway 4 : Referral. AIG team decision of advanced achievement at or above based on evidence. A record of decision 90th percentile on at least three same- process will be attached. content assessments within a 2-year window. *Corresponding areas are as follows: Reading achievement, writing achievement and verbal aptitude; Math achievement and quantitative aptitude; Math achievement and non-verbal aptitude.

Identification Process Universal Screening 3rd Grade and 6th Grade EOGs, EOCs, MAP, iReady Review Achievement *Reviewed continuously throughout each Data year AIG Specialists will make identification Referral Process decisions. Non-traditional assessments will be utilized.

Changes in Identification 2013-2016 AIG Plan 2016-2019 AIG Plan ● 85th percentile on nationally ● 90th percentile on state or normed assessment nationally normed assessment ● IOWA administration ● Utilize achievement scores in ● GRS (behavior rating scales) used students’ records (EOGs, MAP, for screening and identification iReady) ● One-time demonstration of ● Pattern of achievement achievement ● Referral process ● Corresponding areas in reading and math ● Assessment windows for referrals *Students identified under 2013-2016 criteria will remain in AIG program, though services can change.

AIG Services 2016-2019 K-2 Nurturing All students K-2 Advanced Subject High Achievement in Math and/or Grouping in Math Reading and/or Reading Enrichment Study Groups High Aptitude and High Achievement Cluster Grouping 96th Percentile in Aptitude and 96th Percentile in Achievement

AIG Services 2016-2019 Online Learning High Aptitude and High Achievement Total School Cluster Method used at AMS for strategic Grouping grouping of all students AIG Specialist Support Consultative support for all AIG students Services for High School Consultative support and access to advanced coursework

Changes in AIG Services Elementary ● Provide K-2 Nurturing at all schools ● Move toward English I for 8th graders (preferably face- to-face) ● Expand access to online learning Middle ● Change 7th and 8th Grade Enrichment Study Group to be more age appropriate ● Total School Cluster Grouping ● Provide more opportunities to qualify for AIG services ● Provide new process to review AIG services All ● Discontinue ISG (Interest Study Groups) and CSG (Comprehensive Study Group)

AIG Staffing Plan 2016-2019 0.5 K-2 Nurturing Specialist Hall Fletcher Elementary School * Haywood 0.5 1.0 Isaac Dickson Elementary School 0.8 Claxton Elementary School 0.8 Ira B. Jones Elementary School 0.8 Vance Elementary School 2.25 Asheville Middle School 0.2 Asheville High School/SILSA 0.4 AIG Coordinator

Professional Development ACS will offer the following professional development for staff: Local AIG Certificate (2 CEUs) Differentiation in Practice (1 CEU) Goal : Recruit at least 2 teachers to enroll for AIG Licensure. ACS will provide books.

Communication of AIG Plan Changes Beginning in August 2016: ● Staff presentations & (Table at PD 8/23) ● Parent Information Events with multiple options ● Updated ACS AIG Website ● Newsletters to parents of AIG students

Questions? Thank you so much for your time!

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Services for Nurturing K-2 1. AIG specialists provide purposeful instruction to K-2 students in an effort to nurture potential. 2. District provides professional development that specifically addresses strategies to be used in nurturing the potential of young learners. 3. AIG specialists collaborate with K-2 teachers, media specialists, and digital lead teachers to support the needs of high achieving K-2 students. 4. AIG specialists develop a parent resource bank to be utilized by parents in nurturing K-2 potential. 5. District employs an AIG specialist whose job responsibilities include nurturing K-2 student potential at multiple schools.

Service for Advanced Subject Grouping in Reading (3rd-8th) - Students with a pattern of high achievement in reading are grouped together for differentiated instruction in English language arts. If this grouping takes place within the heterogeneous classroom, the AIG Specialist serves not only in a support/coaching capacity with the regular classroom teacher but also works directly with students each week through book groups and with other assignments for an average of forty-five minutes per scheduled week. In addition, the District Acceleration Plan creates consistent opportunities across the District for students to accelerate within the class, beyond the grade specific curriculum, and to another grade level, as needed. Criteria for this service: -3 ELA achievement scores that are 90th percentile or higher OR -Verbal aptitude score of 90th percentile or higher in addition to 2 ELA achievement scores 90th percentile or higher OR -Determination by the Site-Based AIG Services Committee as written into an Individualized Differentiated Education Plan (IDEP)

Services for Advanced Subject Grouping in Math (3rd-5th) - Students with a pattern of high achievement in mathematics are grouped together for differentiated instruction in mathematics. If this grouping takes place within the heterogeneous classroom, the AIG Specialist serves not only in a support/coaching capacity with the regular classroom teacher but also works directly with students each week for an average of forty-five minutes per scheduled week. In addition, the District Acceleration Plan creates consistent opportunities across the District for students to accelerate within the class, beyond the grade specific curriculum, and to another grade level, as needed. (6th-8th) - Students with a pattern of high achievement in mathematics are grouped together for differentiated instruction in mathematics. Students are placed in clusters based on the Total School Cluster Grouping model, with students in the highest levels of achievement being placed with teachers trained in gifted pedagogy and/or with a proven record of success in growing advanced learners in mathematics. If this service takes place outside of the TSCG model, the AIG Specialist serves not only in a support/coaching capacity with the regular classroom teacher but also works directly with students each week for an average of thirty minutes per scheduled week focusing on problem- solving. Students have the opportunity to take High School Math I in seventh or eighth grades with a teacher trained in gifted pedagogy. This suffices as their services in this area. Seventh and eighth grade students who do not take High School Math I or II or a higher mathematics would be be served as they were in previous grades. The District Acceleration Plan creates consistent opportunities across the District for students to accelerate within the class, beyond the grade specific curriculum, and to another grade level, as needed.

Services for Advanced Subject Grouping in Math (continued) Criteria for this service: -3 mathematics achievement scores that are 95th percentile or higher OR -Quantitative or non verbal aptitude score of 90th percentile or higher in addition to 2 mathematics achievement scores 90th percentile or higher OR -Determination by the Site-Based AIG Services Committee as written into an Individualized Differentiated Education Plan (IDEP)