1. Iredell-Statesville Schools’ Local AIG Plan 2017-2018
Parent
Informational
Meeting 1

2. Iredell-Statesville Schools’ 2016-2019 Local AIG Plan
The Why-
Our rationale for why we do what we do
The What &
The How-
What opportunities our
students have and how
we best meet their needs
The Who-
Who is identified and
the levels of services
provided

3. The “Why”: Students 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
-NCDPI
AIG students are these things and, thus, we need to differentiate for them. Discuss the information on this slide.
NCDPI AIG has asked us to pay close attention to students exhibiting high performance capability in intellectual areas, specific academic fields, or both. We also need to focus on the performance or show of the potential performance of students (IG students with high ability, but not as high performance scores). 3

4. The “Why”: North Carolina AIG Standards
Student Identification
Differentiated Curriculum & Instruction
Personnel & Professional Development
Comprehensive Programming within the Total School Community
Partnerships
Program Accountability
NC has set standards for LEAs to follow for meeting the needs of gifted learners. Each LEA was charged with outlining a plan for how they will meet the needs of those learners in their district. Based on those standards and the plan outlined by I-SS for AIG, we do what we do because we want to appropriately differentiate for our students, guide classroom teachers in how to best differentiate for our students, and inform stakeholders about how we are doing those things. 4

5. Iredell-Statesville Schools’ 2016-2019 Local AIG Plan
The Why-
Our rationale for why we do what we do
The What &
The How-
What opportunities our
students have and how
we best meet their needs
The Who-
Who is identified and
the levels of services
provided
Before our AIG plan was updated in 2016, students may have qualified a different way. Starting in 2016 though, we began using a point system to identified students for gifted services in our district.

6. The “Who”: Level II Students Local AIG Plan 2016-2019
K-2nd grade students must score 40 or more points to qualify for gifted services and scores must solely come from aptitude and achievement.
3rd-12th grade students must score 30 or more points to qualify for gifted services.
IG students are students who have 30 points obtained solely by aptitude data.
If a 3rd-12th grade student obtains points, first complete a learner profile to see if qualifications can be obtained.
If a 3rd-12th grade student’s learner profile does not qualify him/her for services, the student may then complete an AIG portfolio instead.
IG students are students who do not have points from EOGs/EOCs OR final grades. 6

7. The “Who”: Levels I, III, and IV
Level I Students—Transfer Students (AIG in another district already)
Level III Students--Subject Advancement
In one subject area:
99th percentile in aptitude
99th percentile achievement
99 percent final grades
Level IV Students—Grade Advancement
In both reading and math:
99th percentile in aptitude scores
99th percentile in achievement scores
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.

8. Identification
Spring 2017 EOG scores and grades are being used in August & September to identify new gifted students since scores were received so late in the school year.
At the end of the school year, elementary school principals worked to ensure that students were placed in appropriate cluster groups to support gifted identification and services for the school year.
At the end of the school year, middle school and high school principals worked to ensure that students were placed in appropriate classrooms to support gifted identification and services for the school year.

9. The Learner Profile Pathway
Parent permission is obtained for students who have points of the 30 needed for identification. Then, teachers will complete a learner profile during the second nine weeks of the school year.
Two research-based profile options are given to schools from which to choose for these students to determine if their scores fall within the I-SS ranges for identification.
Results will be provided based on I-SS AIG identification criteria by the end of the second nine weeks.
Students who do not meet criteria for AIG identification at that time will still have their data monitored for possible later identification.
There continue to be multiple pathways for identification. Learner Profiles are one pathway; alternative assessments are also utilized on a case-by-case basis. 9

10. The Portfolio Pathway
Students are given the option in 5th, 7th, and 10th grades to complete a portfolio when they have points out of the 30 needed for identification.
Parents are notified and sign permission for the portfolio process to begin.
Portfolios should include three 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 adds additional missing points needed for AIG identification.
There continue to be multiple pathways for identification. Portfolios are one pathway; alternative assessments are also utilized on a case-by-case basis. 10

11. Iredell-Statesville Schools’ 2016-2019 Local AIG Plan
The Why-
Our rationale for why we do what we do
The What &
The How-
What opportunities our
students have and how
we best meet their needs
The Who-
Who is identified and
the levels of services
provided

12. The “What”: Services

13. Elementary DEP 13

14. Secondary DEP
The secondary DEP is a compilation of student coursework, extracurricular activities, and community service experiences.
It is completed electronically via Canvas at each school site.
Students meet with an advisor to complete their DEP and check-ins throughout the school year.
Parents, students, and school personnel sign the DEP electronically to verify the DEP has been completed. At the end of the year, a hard copy DEP Verification form is signed and kept in the AIG folder. 14

15. Choice Options
Dual Language (Spanish/English) Schools: LNE, EIES, EIMS
DI at LNE
Honors and Advanced Placement Coursework
AP exam fees will be paid through NCDPI
Credit by Demonstrated Mastery – Spring 2015
International Baccalaureate (IB): CCE, CLO, MMS, NVS, SIHS
Schools committed to a high quality, challenging, international education for all students
Primary Years Programme (PYP) at CLO
Crossroads Arts & Science Early College: SHS
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
Credit by Demonstrated Mastery
The process by which LEAs shall, based upon a body-of-evidence, award a student credit for a particular course without requiring the student to complete classroom instruction for a certain amount of seat time
NCDPI has developed 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 Middle school students may attempt CDM for those high school courses offered in middle school.
Multi-phase—phase 1 = assessment (if EOC course take this first, certain window it’s open) our first window is Feb. 2015
Phase 2—artifact, which depends on the course
Used to skip, like Ag 1 to go to Ag 2, but not get credit for it, but now can get credit for the “skipped” coursework because they’ve already mastered it somehow
It’s for those rare students who are exceptional.
Applications in November-ish, Assessments in February then phase 2 if pass, placement decisions are for next year.
Honors and Advanced Coursework is not available at all middle and high schools; exam fees are not collected at the school or in the district, but will be paid for by NCDPI—more information to come soon.
Students will still pay IB registration fees, but not AP fees. 15

16. Choice Options
Collaborative College for Technology & Leadership (CCTL)
Provides technology-enriched curriculum for students who simultaneously earn a high school degree & an associate’s degree
Career Academy and Technical School (CATS)
Automotive Technology, Digital Film and Television Broadcasting, Fire, Science, Nursing, and ProStart
iAcademy - provides students the opportunity to enroll in online classes for 100% of their high school career
James Iredell AP Academy: WIHS & SHS
Students complete a rigorous course of study that requires them to take a minimum of seven Advanced Placement classes
Virtual Options
I-SS Online Learning
NC School of Science and Math virtual courses
NC Virtual Public School courses (NCVPS)
ProStart—Microsoft or tech. pieces can get a certificate for it 16

17. Enrichment Opportunities
Science Fair
Spelling Bee
Math Expo
Battle of the Books
Chess
Robotics
Odyssey of the Mind
Additional competitions through individual schools
NCASA Scholastic Cup Competitions (Quiz Bowl, Twelve, The Quill, Art Showcase, Show Choir)
NC Governor's School
NC Summer Ventures
I-SS Summer Enrichment Camps
Local university-sponsored opportunities 17

18. Before you leave General Questions Advisory Team Enrichment Events
Feedback 18

19. Thank you for attending.
This presentation will be available on the District AIG Website:
Have a great school year!