3 How Students Are Identified for the AIG Program, K-2 97-99% on a standardized test (CogAT)97-99% on the Woodcock Johnson III Achievement Test50+ Teacher Perception Inventory (Current + previous teacher
5 1=Seldom or Never 2=Occasionally 3=Frequently 4=Almost Always 6. Has difficulty completing tasks; unaware of deadlines; oblivious to those around him/her; very focused on and committed to his/her priorities12346. Commits to long-range projects and tasks; focused; goal oriented; strives to meet high standards7. Loves ambiguity and dislikes being given specific directions and/or parameters; unable to be specific with other people who need specific direction; comes across as highly creative/inventive7. Able and willing to ascertain and solve problems; does not need specific directions; may set own goals that surpass teacher’s expectations8. Deeply interested in many things; is good at many things; loves to learn new things8. Unable to make decisions—makes decisions quickly without regard for consequences; may hop from one thing to another without experiencing closure in anything; appears random9. Develops high standards and expectations of self; self-starter who needs little supervision; has self-control9. Perfectionist; nothing is ever good enough; can’t finish something because it still isn’t correct; may display low self-image about academic performance10. Has trouble listening while others talk; interrupts others to the point of rudeness; talks at inappropriate times; may be reluctant to write; very expressive in casual register10. Excellent facility with language; can elaborate on thoughts and ideas; uses formal register when communicating with others11. Highly developed social conscience; concern for social issues and problems; awareness of global issues; has internal locus of control11. Overconcern for social problems and issues to extent that depression results; doomsday view of life; overwhelmed with despair in world/community; sees self as victim12. Able to comprehend complex ideas and thoughts; able to learn advanced and more complex content12. Out of touch with reality, day-to-day routines; bored by simpler things in life; unwilling or unable to abide by basic requirements and/or rulesSubtotals of page 3Total for this page =1=Seldom or Never 2=Occasionally 3=Frequently 4=Almost Always13. Unwilling to learn facts to support generalizations; can be great “talker” but is unable to produce because work lacks substance123413. Sees patterns in things; can transfer learning to new situations; sees the big picture; discovers new information; supports generalizations with facts/details14. Makes connections; sees relationships between/among diverse ideas and events14. Difficult to stay focused because of random thoughts/ideas; highly creative but perceived as “weird” by peers15. Shows clever, unique responses to questions and problems; often responds with humor or offers “silly” response to questions15. Generates a large number of ideas or solutions to problems and questions; often offers unusual, unique, clever responses16. Appreciates color; likes to doodle and draw; has affinity for graffiti16. Sensitive to beauty; tunes in to aesthetic characteristics of things17. Uninhibited in expressions of opinion; sometimes radical and spirited in disagreement; tenacious17. Uninhibited in expressions of opinion; sometimes appears radical and disagreeable; may show anger when disagreeing with others18. Is a high risk-taker in academic endeavors; is adventurous and speculative in his/her thinking18. Is a risk-taker; dares to break rules and then challenges authority when caught; unafraid to challenge others19. Criticizes openly; unwilling to accept authoritarian rules and procedures; orally and openly condemns them; may irritate others19. Criticizes constructively in socially-acceptable manner; unwilling to accept authoritarian pronouncements without critical examinationsSubtotals of page 4Total for this page =Total from page 3 =Total from page 2 =GRAND TOTAL =
6 AIG Services K-3Students are served two times each week for a minimum of 30 minutes per class. This equals 1 hour per week in each identified area.
7 AIG Services Resource 4 – 5 Grades Students are served 1 ½ hours per week (usually 45 minutes per class, two times each week) for each identified area.
8 AIG Accelerated Services 4-5 Grades Students are served an additional 45 minutes per week for each identified area.
9 AIG Program Service Options Cluster GroupingResource Class with AIG SpecialistCross-age and/or Subject GroupingClassroom Differentiated Instruction
10 AIG Activities May Include: Problem-Based Learning ProjectsIntegration of TechnologyExposure to Junior Great Books and other LiteratureEmphasis on Critical Thinking SkillsResearch Projects
11 AIG Reevaluation Process 3rd Grade Cognitive Abilities Test (Aptitude)IOWA Test of Basic Skills (Achievement)GradesReport CardClassroom Observation InventoryTest scores 93% - 96%Grades A/BOI scoreResourceTest scores 97% -99%All A’sAcceleratedTo qualify for AIG services students must have 3 out of 4 areas within the Resource; at least one area must be a test score. To qualify for Acceleration services, students must meet all 4 criteria in the accelerated range.
12 AIG Reevaluation Process 5th Grade Cognitive Abilities Test (Aptitude) IOWA Test of Basic Skills (Achievement)Report CardGrades and/or Previous Year’s EOG ScoresClassroom Observation InventoryTest scores 93% - 97%Grades A/BOI scoreResourceTest scores 98% -99%All A’sAcceleratedTo qualify for AIG services students must have 3 out of 4 areas within the Resource range; at least one area must be a test score. Students must meet all 4 criteria in the acceleration range to qualify for accelerated services.
13 RAFTSRAFT is a writing strategy that helps students understand their role as a writer, the audience they will address, the varied formats for writing, and the topic they'll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences.
14 RAFT(S)Role of the Writer: Who or what are you as the writer? A pilgrim? A soldier? The President? Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper? Format: In what format are you writing? A letter? A poem? A speech? Topic and strong verb: What are you writing about? Why? What's the subject or the point?
15 SAMPLE ROLE AUDIENCE FORMAT TOPIC/STRONG VERB ELA MATH SCIENCE Main characterOther characters in the storyblogConvince every one that without you the story would not be the sameMATHMath tutorStudentsStory problemMultiplication used in everyday lifeVERBS=Think/WriteSCIENCERootsStem, leaf, flower, seedsLetterYou would be lost without meSOCIAL STUDIESCandidate for governorTV audienceInterview script questions & answersHow you feel about an important campaign issueVERB=REVEAL
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