1. Highly Academically & Intellectually Gifted Program
Welcome Families!
Average-Todd-Rose-a
Winston-Salem/Forsyth County Schools
March 14, 2016
Rebecca Young, PhD
AIG and IB/AP Program Manager

2. Article 9B: Academically/Intellectually Gifted Students
State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)
Academically or intellectually gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the 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. (pdf, 12kb)
Link:

3. Key Take Away from 9B Legislation
State Board of Education:
-Creates guidelines for developing local plans
-Provides ongoing technical support
Local Plan:
-Establishes procedures for AIG screening, identification, & placement
-Provides ongoing AIG professional development to meet objectives
-Engages stakeholders to create and support success
-Defines implementation responsibilities
-Resolves disagreements
-Continuously evaluates plan (local and state reviews)
PLAN REVISION YEAR for AIG SERVICES

4. NC AIG STANDARDS Student identification
Student identification
Differentiated Curriculum & Instruction
Personal & Professional Development
Comprehensive Programming within a Total School Community
Partnerships
Program Accountability
The Purpose of AIG Program Standards is to. . .
communicate which students’ needs will be met & how.
communicate an implementation & coordination plan.
provide a decision-making framework for improvement.
So how do we make this all happen?
Local Plan Summary:

5. What Does It Mean to be HAG?
A PIQH AGA IGEO GIBE OCWS FC S
Adapted from Made to Stick

6. How Many Letters Do You Remember?
Now Imagine the Letters are Concepts. . .

7. AP IQ HAG AIG EOG IB EOC WS/FCS
How Do We Challenge Students Who Have Already Made the Connections?
Adapted from Made to Stick

8. HAG Eligibility
2nd Grade initial screening/options to rescreen in grades 4-8
CRITERION #1: Specific Scores
APTITUDE (99th%) + ACHIEVEMENT (95th)
CRITERION #2: Combined Scores
APTITUDE + ACHIEVEMENT= 195 or higher
CRITERION #3: Multiple Criteria
EOG (grades 4-8)= 99th percentile in Reading and Math
AND
99th percentile in Aptitude OR Achievement

9. Eligibility CHARACTERISTICS OF HAG CHILDREN
*Great curiosity , wide range of interests
* Large vocabulary, strong verbal abilities
* Good memory, retains information easily
* Long attention span, persistence
* Strong curiosity
* Sense of humor
* Quick learners
* Leadership ability
* Independence, assertiveness
* Original, creative, imaginative
* Nonconforming, daring, risk-taking
* Cognitive reasoning ability, complex ideas
Eligibility
AG or HAG students continue to be eligible for services for the entire time she/he remains in the WS/FCS.
If a student leaves the WS/FCS school system for more than one year she/he must re-qualify based on current test data.
Identification Pathways Chart (HB p.8):

10. WS/FCS AIG SERVICE DELIVERY OPTIONS
A continuum of services for gifted learners, including:
– consultative basis regular education services
– part-day program
– all-day program
Advanced instruction:
– Mathematics
– English/language arts
– other, as determined by student need
For further plan details, helpful documents, and the parent handbook use these AIG links:

11. AG & HAG Services in Elementary Schools
AG Service Options (grades 3-5)
-Mathematics (accelerated level)
(problem-solving, logic, reasoning, computation skills)
-English/language arts (depth & complexity )
(reading, literature, vocabulary, writing, grammar)
-45 to 90 minutes daily special instruction (either or both areas)
-Teacher with AIG license (or provisional)
Sites: All Elementary Schools
HAG Service Options (grades 3-5)
-Accelerated Mathematics (one to two years)
-English/Language Arts (advanced depth & complexity)
Science & Social studies enrichment
-Students are enrolled in full day program (integrated, concept-based, thematic units)
-Teachers with AIG license (or provisional)
Sites: Southwest & Brunson Elementary

12. AG & HAG Services in Middle Schools
AG Service Options (grades 6-8)
-Mathematics (accelerated)
-English/Language Arts (depth & complexity)
(interdisciplinary emphasis on themes & issues)
-Team approach geared to individual needs
(courses may include high-achieving students who are not AG identified)
-Teachers with AIG license (or provisional)
Sites: All Middle Schools
HAG Service Options (grades 6-8)
-Advanced curriculum: English, Mathematics, Science, Social Studies (may obtain HS credit)
-Students are enrolled in advanced classes all day
-Interdisciplinary team approach
-Teachers with AIG license (or provisional)
Site: Hanes Middle School

13. What to Expect in an HAG Classroom
Focus on metacognition & transfer
Higher level thinking skills
Faster pace, less time practicing skills
Enriched or accelerated instruction
Depth & complexity
Project-based learning
Creative problem solving
Intellectual peer groups/discussion
Academic competitions

14. AG & HAG Services in High Schools
Honors Courses (9th - 12th)
Honors Seminar Courses (9th - 10th)
Advanced Placement (9th - 12th)
IB Diploma Programme (Parkland)
Career Center (AP focus)
Open registration
Early admission to college
Early graduation
Dual enrollment (FTCC, SC, WFU, WSSU)
*For more on services, see Handbook pages 4-7

15. Dabrowski’s Theory of Overexcitabilities
Types of Overexcitabilities
Intellectual: engages in asking probing questions, high levels of concentration and ability to solve problems
Imaginational: divergent thinking
Emotional: heightened concerned for and response to people/environment
Psychomotor: enjoys movement; kinesthetic learner
Sensual: heightened sensory awareness
Highly Gifted Children May Exhibit One or More Types

16. Over Achievers/Autonomous Learners
Asynchrony
intellectual AND physical abilities OR affective abilities
chronological peers and mental age
giftedness in one area as opposed to others (math, music, etc.)
may create social and emotional vulnerabilities
most problematic between 4 and 9
higher the IQ, more acute the problem
Particularly difficult if twice-exceptional
Over Achievers/Autonomous Learners
Most likely to be identified as gifted.
Conformists, eager for the approval of others, seek tasks where they will find success
Perfectionistic.
Confident, independent, and self-directed
Intrinsically motivated, willing to take risks.
Set goals and take responsibility for learning.
Betts & Neihart (1988)

17. Twice Exceptional Perfectionism
Gifted students tend to be perfectionists more so than average-ability peers. Their perfectionism can be a positive force for high achievement; they feel intense pleasure in doing a job well.
Neurotic perfectionism results in an inability to feel pleasure in tasks because they are never done well enough to justify feeling good about them – this can be disabling.
These students are gifted but also have a physical or sensory disability or a learning difficulty. Often their giftedness goes unrecognized because people fail to see past their disability. They can become angry and frustrated, and may feel powerless.
Betts & Neihart (1988)

18. Underachievement Challenging Gifted
These students are highly creative but frustrated, bored, questioning, and sometimes rebellious. They do not conform to the school system and often challenge school rules and conventions.
Underground Gifted
These students deny their abilities in order to fit in. They may be insecure, shy, and quiet, avoid taking risks, and resist challenges. Many are never identified as gifted Betts & Neihart
Underachievement
Discrepancies between ability and achievement over a substantial period of time
Lack of challenge in the classroom
Peer pressure to conform
Isolation from classmates
Family dynamics

19. Reassignment Forms due April 30th to Coordinator at Current School
AIG
Coordinator at Current School
Consider:
Student Characteristics
Family Needs
Current Student Placement
Best “fit”
How Can Parents Help?
•Help determine & support development
•Model risk-taking & coping strategies •Encourage academic risks
•Foster independent learning
•Demonstrate love for the work, not the grade

20. QUESTIONS? Email or Call Us!
Tammy Burton
AIG Program Data Manager
ext
Rebecca Young
AIG Program Manager