1. Parent Informational Meeting 2010-2011
Welcome all parents.
Introduce any I-SS employees present.
AIG Local Plan
Parent Informational Meeting

2. State Definition of an AIG Student
These students:
Perform or show potential to perform at higher levels of accomplishment when compared with others of their age, experience, or environment.
Exhibit high performance capability in intellectual areas, specific academic fields, or in both.
Require differentiated educational services beyond those ordinarily provided by the regular education program.
The state recognizes these students come from a variety of cultural and economic backgrounds.
Read entire slide!
(Say)
I will explain throughout the presentation how the needs of gifted students in our district are met.

3. NC AIG Standards, adopted July, 2009
Student Identification
Differentiated Curriculum and Instruction
Personnel and Professional Development
Comprehensive Programming within the Total School Community
Partnerships
Program Accountability
The standards that were adopted by the State Board of Education July, 2009 are:
Each of the standards has several practices which the local plan must address in one of three ways. The state requires that each practice must be addressed as either maintained (that is we have this in place and will continue addressing the practice) or focused (that is we will focus on getting the practice into place during the school years), or future (that is we will be researching the practice during the school years in order to put as a focused practice in following plans.

4. How are gifted students identified and served in Kindergarten, 1st, and 2nd Grade?
Level of Service
Entrance Criteria
Learning Environment
Level I
Gifted Transfer Student
In-Class Flexible Grouping
Level II
Testing Scores 95% or Higher
Cluster Grouping
Level III
Testing Scores 99% or Higher in One Subject
Subject Advancement
Dual-Enrollment
Level IV
Testing Scores 99% or Higher in Both Subjects
Grade Advancement
This slide addresses how K-2 students are identified and placed into appropriate levels according to their needs.
The chart provides an overview of each level. I will explain each level in greater detail on the following slides.
Student referral for grades K-2 must be made directly to the GPS team. Referral paperwork can be obtained from the school GPS team. Teachers of the referred student will need to provide documentation from the following: current testing (DRA, K-2 Assessment, Baseline PA data, and/or most recent PA data, current math program assessment). Student work samples must be submitted by the teacher to the GPS team with referral form.

5. AIG Local Plan Overview Student Identification K-2
(Individual testing for potential placement is done only once in K-2 years.) Level I-transferred into the district with documentation of qualifying for AIG services Services: In-Class Flexible Grouping Regular Education Classroom
Emphasize testing in K-2 only done once.

6. AIG Local Plan Overview Student Identification K-2
Level II -Each criterion must be met to qualify
Standardized achievement assessment of 95% or greater
Reading eligibility: reading scores only
Math eligibility: math scores only
Standardized aptitude assessment of 95% or greater on:
Reading eligibility: verbal sub-score ,Math eligibility: quantitative sub-score
*Percentile at 95th due to only 2 criteria in place.
Services:
Cluster Grouping, In-Class Flexible Grouping,
Cross-Grade Flexible Grouping and/or Flexible subject grouping
Emphasize 95% and at this level there is two criteria in place.
Identified students are cluster grouped.
They receive services through leveled flexible in class grouping such as guided reading groups for example
Cross-grade flexible grouping, they may go to another classroom for guided reading for example and then return to their classroom or in math they may go to designated classroom to work in that classroom for Geometry. All of these decisions are based on the student data and teachers working together to best provide services.

7. AIG Local Plan Overview Student Identification K-2
Level III Standardized achievement assessment of 99 % on: Reading eligibility: reading scores only or: Math eligibility: math scores only Standardized aptitude assessment of 99% on : Reading eligibility: verbal sub-score Math eligibility: quantitative sub-score Principal observation and meeting with site GPS Team to review data and observation Consult I-SS Director of AIG Services: Subject Advancement, Dual Enrollment
This level requires 99%
The GPS team reviews the data, consults with the Director of AIG and move to allow possible subject advancement through dual enrollment ( example enrolled in math in grade 1 reading in grade 3)

8. AIG Local Plan Overview Student Identification K-2
Level IV -Each criterion must be met to qualify
Standardized achievement assessment (must be current testing given within one year of request) of 99th percentile for both reading and math
Standardized aptitude assessment of 99th percentile (must be current testing given within one year of request)
Iowa Accelerative Scale 95%
Appropriate social development as assessed by teacher, parent, and psychologist observations
Principal observation and meeting with site GPS Team to review data and observation(s)
Consult I-SS Director of AIG
Services: Grade Advancement
Address 99% at both reading and math
Iowa Accelerative Scale 95%
GPS review of the data
Consultation with Director of AIG
This places the complete enrollment of the student in a higher level class ( Grade 1 student is now a grade 2 student for example) sometimes referred to as grade skipping

9. How are gifted students identified and served in 3rd through 8th Grade?
Level of Service
Entrance Criteria
Learning Environment
Level I
- Gifted Transfer Student
- Gifted Student Who No Longer Meets Level II Criteria
In-Class Flexible Grouping
Level II
- 93% Achievement Score & Grades
- 90% Aptitude Score
Cluster Grouping
Level III
Testing Scores & Grades
99% or Higher in One Subject
Subject Advancement
Dual-Enrollment
Level IV
Testing Scores & Grades 99% or Higher in Both Subjects
95% on Iowa Accelerative Scale
Grade Advancement
This slide addresses how 3-8 students are identified and placed into appropriate levels according to their needs.
The chart provides an overview of each level. I will explain each level in greater detail on the following slides.

10. AIG Local Plan Overview Student Identification 3-12
Level I-transferred into the district with documentation of qualifying for AIG services Services: In-Class Flexible Grouping Regular Education Classroom
Reflects what we spoke about for grades K-2

11. Level II Level II Criteria -Each must be met to qualify
A student can qualify in Reading, Math, or Both.
95% on standardized achievement test
95% on standardized aptitude test
Level II Services:
In-Class Flexible Grouping
Cluster Grouping
Cross-Grade Flexible Grouping
Flexible Subject Grouping
In Level two, students are given a standardized achievement test like the Woodcock Johnson. They need to score in the 95th percentile in either reading, math, or both on this test.
Students are also given a standardized aptitude test like Co-Gat, OLSAT, or NNAT. They need to score in the 95th percentile in either reading, math, or both on this test.
Since there are only two criteria students need to meet, they must score within the 95th percentile on both assessments.
If students meet the level two criteria, they will receive the following services…
Explain each service!

12. Level III Level III Criteria - Each must be met to qualify.
A student can qualify in Reading, Math, or Both.
99% on standardized achievement test
99% on standardized aptitude test
Principal observation
Meeting with School Gifted Processes and Support Team to review data and observation
Consult District Director of AIG
Level III Services:
Subject Advancement
Dual Enrollment
In order to qualify for level III services, students must score in the 99th percentile in either reading, math, or both on the standardized achievement and aptitude tests.
The principal will observe the child on this level, meet with the school GPS team, and consult the district AIG director.
Students will work on advanced subject material or will learn portions of content from two grade levels.

13. AIG Local Plan Overview Student Identification 3-12
Level IV -Each criterion must be met to qualify Standardized achievement assessment of 99% and final course grades 99% for both reading and math Standardized aptitude assessment of 99% on both verbal and quantitative sub-scores, Iowa Accelerative Scale 95% or greater, Principal Observation, Consult with Director of AIG Services: Grade Advancement
99% on both
Iowa Accelerative Scale 95%
Principal Observation,
Consult with Director of AIG

14. AIG Local Plan Overview Student Services Choice Option 6-12
High School
School may be selected VPAC, IB Candidate, CCTL,
Courses are self-selected Honors, AP, IB, NCVPS
Students at HS and IB complete electronic DEP designed for school choice, IB elements, course selections
Services at for some of our AIG students may be schools of choice such as Visual Performing Arts Center(VPAC), Collaborative College for Technology and Leadership (CCTL), IB (International Baccalaureate) Candidate Schools or course pathways such as Advanced Placement (AP) courses or virtual coursework.

15. AIG Local Plan Overview Student Identification 3-12
To address multiple criteria for identification:
Achievement
Aptitude
Portfolio (Grade 5, Grade 7, Grade 10)
Naglieri
Iowa Accelerative
Achievement = course grades, EOG, EOC
Naglieri (non verbal to help with students with language barriers that may interfere with identification)
Aptitude= CogAT
Portfolio-alternate pathway for possible identification, work is done at school, parents receive paperwork to sign that they understand the process and agree for their child to participate.
Iowas Accelerative provides additional data point for decision making as we look at students who may grade advance.

16. Standard 1 Student Identification
Focused practices
Articulate and disseminate the plan, processes for identification
Initiate screening, referral, and identification procedures that respond to traditionally under-represented populations
Ensures consistency in implementation of screening, referral, and identification procedures
Establishes written policies that safeguard rights of AIG students and families-Procedure to Disagree Form
Maintains documentation that explains identification procedures, service options, which is reviewed annually.
I don’t want to read each of these to you, but want you to be aware of the district focus regarding AIG relative to the new plan. Our complete plan is accessible on the website also.
Pick a few to highlight. Give time to read over.

17. Standard 2 Differentiated Curriculum & Instruction
Focused practices
Adapts NCSCOS according to identified ability, readiness, interests, and learning profiles K-12
Enriches, extends, and accelerates the curriculum to address a range of ability levels in language arts, math, and other content areas as appropriate
Employs diverse and effective instructional practices to address a range of learning needs
Creates affective curricular and instructional practices which support the social and emotional needs of AIG students
Same procedure with Standard 2. Remind them of the Differentiation Specialist who will impact this area at the elementary level as well as district PAC (Professional Achievement Certificate) course work that teachers are involved with. Teachers working with gifted learners will need to either have their add on licensure, be working on it, or have their AIG PAC or be working to obtain it. We have the three years of this plan to accomplish this.

18. Student DEPs
AIG Students complete a DEP (Differentiated Education Plan) in a meeting (parent, teacher, student)
Elementary /Middle DEPs indicate services provided and allow for student choice in learning. Students work on this portion of their DEP when compacted out of current objectives being taught.
Choice option schools and high schools utilize an electronic DEP that is accessible to parents, teachers, students at all times. An annual signed document is obtained from parents explaining the DEP process at this level.
May want to share DEP examples. If teachers feel they still need additional PD on DEPs, this can be arranged and presented by one of the specialists of Dr. Harwell-Braun.
(General clarifications)
Not add on of work
No cost to parents
Work done at school
Monitored by teachers
Evaluated by teachers

19. Standard 3 Personal and Professional Development
Focused Practices
Ensures that AIG specialists are engaged in tasks which explicitly address the academic, intellectual, social, and emotional needs of gifted learners
Establishes specific and appropriate professional development requirements for all personnel involved in AIG programs and services, including classroom teachers, exceptional children’s personnel, counselors, and school administrators
Places AIG students in classrooms with teachers who have met the LEA’s professional development for that position or have earned an AIG add-on licensure
Provides opportunities for AIG specialists and other teachers to plan, implement, and refine applications of their professional development learning
Highlight the Differentiation Specialist who will impact this area at the elementary level as well as the district PAC (Professional Achievement Certificate) course work that teachers are involved with K-12.

20. Standard 4 Comprehensive Programming within a School Community
Focused Practices
Informs all teachers, school administrators, and support staff about delivery of differentiated services and instruction for AIG students, regulations related to gifted education, and the local AIG program and plan
Articulates and implements a process for accelerative instructional and placement options when an appropriate body-of-evidence indicates that such a practice is warranted for an individual gifted learner.
This meeting as well as other meetings this year is one example of an avenue to communicate to our stakeholders. School Administrators received training at the Leadership Academy Week the first week of August, faculties will have training, and parents will continue to receive updates through meetings as well as AIG Advisory Team meetings. Brochures and hard copy documents will be provided for parents regarding the AIG services, CogAT, and any information that directly links to the AIG plan.

21. Standard 5 Partnerships
Focused Practices
Informs parents/families and the community of opportunities available to AIG students on an ongoing basis and in their native language
Forms partnerships with parents/families, institutions of higher education, local businesses and industry, and other stakeholders within the community to enhance and gain support for AIG programs and services
High light ongoing work to communicate with all stakeholders.

22. Standard 6 Program Accountability
Focused Practices
Monitors the representation and retention data for under-represented populations in the current AIG program to include culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted and twice-exceptional
Maintained Practice
AIG folder audits will be done twice during the year (October and February)
The work of the AIG program is continually under monitoring to make sure we can provide the state with the evidences required in meeting the state standards. Data collection for our AIG students relative to growth is ongoing and provides direction for teachers and specialists to provide learning opportunities based on the needs of our students.

23. General Questions??
Ask for any general questions relative to the AIG program. Due to confidentiality mandates, we cannot discuss questions that relate to specific students in an general session. These can be brought to the AIG School Coordinator or members of the GPS(Gifted Processes and Support Team) as needed.

24. Plus/Delta/Issue bin items
Thank you for attending. Please add plus/delta/issue bin items on the chart.
This presentation will
be available on the
District AIG Website
(click departments, curriculum, AIG)
Read slide.