1. Iredell-Statesville Schools AIG Local Plan 2010-2013
Parent Information 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 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.

3. NC AIG Standards, adopted July 2009
Student Identification
Differentiated Curriculum & Instruction
Personnel & Professional Development
Comprehensive Programming within the Total School Community
Partnerships
Program Accountability

4. AIG Plan in ISS
Each district in North Carolina was asked to submit a plan by July 2010 to show how the district would meet the AIG Standards that had been adopted in July 2009 for the next three years.
Our district put together a task force of students, parents, teachers, and administrators to create our AIG Plan.
Each standard was broken up into future practices, focused practices, and maintained practices.
Revision this year

5. Standard 1 Student Identification
Focused practices
Articulate and disseminate the processes for identification
Initiate screening, referral, and identification procedures that respond to traditionally under-represented populations
Ensure consistency in implementation of screening, referral, and identification procedures
Establish written policies that safeguard rights of AIG students and families (Procedure to Disagree Form)
Maintain documentation that explains identification procedures and service options which is reviewed annually.
Standard 1 explains how students are identified and served in ISS.
AIG is not a program, but services in ISS.
Students are AIG every day, all day!

6. Multiple Pathways for Student Identification
Testing data is continuously examined.
GPS Teams meet regularly to go over student data.
Students that have at least one criteria are placed on a screening list to be watched for future identification.
Traditional Pathways for Identification
Other Pathways for Identification
Achievement
Woodcock-Johnson
EOGs
Grades
Aptitude
CogAT
Naglieri
ESL aptitude assessment
Portfolio
5th Grade
7th Grade
Iowa Acceleration Scale
Used to consider grade
advancement
Naglieri Nonverbal Abilities Test may be appropriate if language acquisition is an issue.
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.
Iowa Acceleration provides additional data point for decision making as we look at students who may grade advance.

7. Screening List
Each school keeps a screening list of potential students who may need AIG services in the future.
Students are placed on the screening list when they obtain one criteria for identification.
The list is updated each time new data is available.
Screening list information is transferred to the next school when students move to another school (i.e. 5th graders going to 6th grade or moving students).

8. Testing in K-2
A student can be individually tested in K-2 after the GPS Team reviews a parent or teacher referral.
Typically, students are tested if all of the student’s data for the past year has been above 95%.
Testing can only be done once in K-2.
Scores are higher because only two criteria are used for identification.
CogAT
(ability test)
Woodcock Johnson (achievement test)
Verbal Age Score used for reading identification
Quantitative Age Score used for math identification
Broad Reading Score used for reading identification
Broad Math Score used for math identification

9. How are students identified in Kindergarten, 1st Grade, & 2nd Grade?
Level of Service
Entrance Criteria
Learning Environment
Level I
Gifted Transfer Student
In-Class Flexible Grouping
Level II
Testing Scores 95%ile or Higher in Either or Both Subjects
CogAT
Woodcock Johnson
Cluster Grouping
Differentiation Specialist
services
Level III
Testing Scores 99%ile
in One Subject
Subject Advancement
Level IV
in Both Subjects
95% or Higher on the Iowa
Acceleration Scale
Principal Observation
Director of AIG Consultation
Grade Advancement

10. Testing in 3-12 District-wide student screening starts in 3rd grade.
Governor’s School applicants are tested, if needed.
Testing scores in 3-12 are lower than K-2 because three criteria are used for identification.
CogAT Verbal/Quantitative Age Percentile Scores
EOG Percentiles
Final Grades
Qualifying scores need to be in the same subject area.
There continue to be multiple pathways for identification.
Portfolios
Naglieri
Iowa Acceleration Scale

11. How are students identified in 3rd-12th Grade?
Level of Service
Entrance Criteria
Learning Environment
Level I
Gifted Transfer Student
In-Class Flexible Grouping
Level II
CogAT 90%ile or Higher
Final Grades 93% or Higher
EOGs 93%ile or Higher
(in either or both subjects)
Cluster Grouping
Differentiation Specialist
services
Level III
Testing Scores 99%ile
in One Subject
Subject Advancement
Level IV
in Both Subjects
95% or Higher on Iowa Acceleration Scale
Principal Observation
Director of AIG Consultation
Grade Advancement

12. CogAT CogATs are given for individual identification in K-2.
All students take CogAT in 3rd Grade (January 2013).
Students can take CogAT when they have two of three criteria for identification in 4th grade - 8th grade.
CogAT measures a student’s ability to perform on tasks.
Students do not need to study for the CogAT.
There are nine parts to the assessment.
Three measure verbal ability
Three measure quantitative ability
Three measure non-verbal ability
All subtests are timed on 3rd – 12th grade assessments.
Verbal Age Percentile Score and Quantitative Age Percentile Score are used for identification.
More information about CogAT can be found at
For Coordinators – Nonverbal is a measure for ELLs

13. Portfolio
Students are given the option in 5th & 7th grade to complete a portfolio when they have two of three criteria for identification.
Parents receive paperwork to sign agreeing for their child to participate in the portfolio process.
Portfolios have five pieces of evidence for each subject.
The work put in a portfolio should be done at school.
Students and teachers reflect on each piece of evidence.
Portfolios can contain work from the previous two grades.
Teachers also write a recommendation.
Portfolios are evaluated on a rubric scored by a group of teachers.
Passing portfolio scores take the place of the missing criterion for identification.
Start saving information right now for the portfolio!
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.

14. Special Placement for May 2013
North Carolina will be using the new EOG assessments aligned with the CC standards in May Since the assessments are new, the results will not be available until November We will identify students using the new EOG scores in November 2013.
Cluster groups for 3rd graders going into 4th grade will be created using grade and CogAT criteria.
We will still look to see if new students can be indentified in 4th-11th grades using final grades, CogAT scores, and the previous year’s EOG/EOC scores.
All GPS Teams will look at new EOG scores in November 2013 to make new AIG identifications.

15. AIG Local Plan Overview Student Services School Choice Options 6-12
International Baccalaureate (IB): MMIB, NVIB, SIHS
Schools committed to a high quality, challenging, international education for all students
Visual and Performing Arts Center (VPAC): 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
Collaborative College for Technology & Leadership (CCTL)
Provides technology-enriched curriculum for students who simultaneously earn a high school degree & an associate’s degree
James Iredell AP Academy (SHS):
Students complete a rigorous course of study that requires them to take a minimum of seven Advanced Placement classes
Students in 5th grade and 8th grade have the opportunity to visit schools to see different school and course offerings.

16. AIG Local Plan Overview Student Services Course Choice Option 6-12
Advanced: All Middle Schools
Advanced level courses that offer students a deeper curriculum at a faster pace
Honors: All High Schools
Advanced Placement (AP): All High Schools
Curriculum sponsored by College Board that offers high school students undergraduate courses
International Baccalaureate (IB): MMIB, NVIB, & SIHS
Courses committed to a high quality, challenging, international education for all students
North Carolina Virtual Public School (NCVPS): BMS, LMS, NIMS, TMS & All High Schools
Provides students with expanded academic options through online courses

17. 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

18. Standard 2 Differentiated Curriculum & Instruction
Focused practices
Adapts CC 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
Teachers are the main facilitator of AIG Students’ curriculum.
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.
All AIG Students work on a DEP.

19. Differentiation Specialist Erin Robertson, Lauren Shipley,
Teresa Stevens,
Director of AIG
Amy Jordan,
Differentiation Specialist
Anne Marie Economou,
Celeste Hinkle
3 teachers
14 students
Donna Lanier,
Central
15 students
Kristen Goodwin,
N. B. MIlls
2 teachers
3 students
Cheryl Fuller & Lenell Hiatt,
Scotts
4 teachers
11 students
Teresa Shook,
Sharon
6 students
Misty Thompson,
Troutman
Terri Jones,
Union Grove
Erin Robertson,
Elaine Watt,
Cloverleaf
18 students
Darcy Kline & Dawn Walker,
Coddle Creek
21 students
Mandy Harrington,
Cool Springs
Claudia Henderson,
East
8 students
Ramona Roberts,
Harmony
1 teachers
Marcia Edwards,
Shepherd
20 students
Becky Vodek,
Third Creek
5 students
Lauren Shipley,
Bethany Orr,
Lake Norman
5 teachers
35 students
Hayley Watson & Christina Zanotti, Lakeshore
6 teachers
27 students
Leann Dodd,
Woodland Heights
13 teachers
63 students
Elementary Schools
Numbers are approximate; based on NC Wise data prior to start of school

20. Differentiation Specialist Erin Robertson, Lauren Shipley, Middle
Teresa Stevens,
Director of AIG
Amy Jordan,
Differentiation Specialist
Paula Huffman,
Northview IB
20 teachers
149 students
Cheryl Stiles,
Troutman
4 teachers
29 students
Debbie Dearman,
West Middle
5 teachers
39 students
Erin Robertson,
Pamela Bumgarner,
East Middle
28 students
Barbara Hill,
North Middle
10 teachers
77 students
Kecia Brown,
Statesville Middle
2 teachers
9 students
Lauren Shipley,
Debbie Farrell,
Brawley
11 teachers
83 students
Lakeshore Middle
8 teachers
57 students
Peter O’Reilly & Cindy Farmer,
Mount Mourne IB
45 teachers
347 students
Middle
Schools
Again, numbers are approximate.

21. Alternative & High Schools
Teresa Stevens,
AIG Director
Jimmy White & Keith Gentle,
CCTL
7 teachers
54 students
Lindsay Weaver,
Lake Norman High
60 teachers
463 students
Mark Grega,
Monticello
2 teachers
2 students
Kelly James,
North High
21 teachers
163 students
Sheila Alston,
Pressley
John Jolly,
South High
35 teachers
268 students
Leigh Sellers & Lindsey McKinney,
Statesville High
12 teachers
94 students
Suzanne Francisco,
VPAC
6 teachers
49 students
Theresa Puyler,
West High
13 teachers
102 students
Alternative & High Schools

22. Differentiation Specialist/ AIG Director AIG School Coordinator
Teacher

23. Classroom Teacher
Provides differentiated instruction and support for the Differentiated Education Plan
Conferences with parents when student is identified to review test results and obtain signatures and complete required paperwork
Meets face to face with parent and student to develop individualized DEP, obtain signatures, and complete required paperwork
Communicates to parents and students about available school site enrichment activities
Helps potential gifted student build screening portfolio and provides to AIG School Coordinator
Maintains communication with GPS and parents
Participates in ongoing professional development in support of teaching gifted learners
Has genuine interest in gifted education (has certified licensure in gifted education or is actively pursuing; has local AIG PAC or is actively pursuing)
Provides work samples for students to be put on screening list (K-2)
Communicates, develops lessons with and schedules model lessons with Differentiation Specialist (K-5 clusters)
Communicates to parents and students about Governor’s School processes and deadlines (high school)

24. AIG School Coordinator
Facilitates all GPS meetings and submits agenda/minutes to Director of AIG
Facilitates and coordinates the school GPS team which is responsible for all record keeping and procedures related to state requirements for gifted students
Submits December and April headcounts to Director of AIG
Informs the regular classroom teacher of the specific AIG identification for each student as well as any students that are on the screening list
Serves as a resource to the cluster teacher when applicable
Meets with individual parents and parent groups when applicable
Communicates & disseminates information about the program to parents & the community
Advocates for AIG students and program
Supports the use of the Differentiated Education Plan
Organizes and interprets school-wide ability testing with the Director of AIG
Facilitates auditing feedback and compliance to feedback
Facilitates the portfolio process (grades 5 and 7)
Participates as needed on the district Portfolio Scoring Committee, Auditing Committee, and Governor’s School Nomination Committee
Assists with school site enrichment activities
Arranges for school representation at district AIG events
Meets quarterly with the AIG School Coordinator’s PLC to share materials and ideas
Communicates with the Director of AIG
Communicates with School Improvement Team (SIT) regularly

25. Differentiation Specialist
Provides assistance with gathering materials and resources, school event planning, unit planning, and gifted education plan development based upon teacher/student need
Co-teaches and provides model lessons in AIG cluster rooms
Provides support and training to school staff for instruction in gifted differentiated practices and the use of the Differentiated Education Plan
Provides instruction of AIG PAC courses
Acts as liaison between school site and Director of AIG to facilitate communication, screening lists, student service options, and resources
Participates on the school GPS Team
Assists with school compliance based on auditing feedback
Assists with screening lists, headcount, and identification paperwork
Assists with parent informational meetings
Consults with school and parents concerning gifted education program
Consults with middle school GPS Teams, teachers, and principals
Provides ongoing communication regarding AIG local plan, school and district program enrichment opportunities, and community programs
Provides assistance for district AIG program enrichment opportunities and community programs
Assists with individual testing when requested by Director of AIG
Participates on district Portfolio Committee & Auditing Committee
Participates in ongoing training (Gifted Education and Differentiation)

26. Student DEPs
Each AIG student creates a Differentiated Education Plan (DEP) in a meeting with his/her parent and teacher before September 30th.
Elementary/Middle DEPs indicate services provided and allow for student choice in learning.
All students fill out an interest inventory to help them decide what choice projects they want to work on for their DEPs.
Students work on the choice projects in their DEPs when they compact out of the current objectives being taught in the classroom.
Some DEPs may last all year. Other students may finish a DEP and create another DEP after the first one is finished.
IB Schools and High Schools utilize an electronic DEP that is accessible to parents, teachers, and students at all times. A document explaining the DEP process at this level is signed by parents annually.
May want to share DEP examples.
(General clarifications)
Not add on of work
No cost to parents
Work done at school
Monitored by teachers
Evaluated by teachers

28. Standard 3 Personal and Professional Development
Focused Practices
Ensures that Differentiation 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 Differentiation Specialists and other teachers to plan, implement, and refine applications of their professional development learning
All teachers working with AIG Student receive professional development.

29. AIG Teacher Professional Development
All teachers working with gifted students must:
have state licensure in gifted education,
be actively pursuing a state licensure in gifted education,
have a local AIG Professional Achievement Certificate (PAC),
~ or ~
be actively pursuing a local AIG PAC
The ISS-AIG Department can help teachers financially who are interested in pursuing a state license in gifted education.

30. ISS PAC Classes
Elementary Fall PAC 1 - Differentiation and the Learner - Not Offered PAC 2 - Differentiation and Management - Course PAC 3 - Differentiation and Assessment - Course PAC 4 - Differentiation and Strategies - Course Elementary Spring PAC 1 - Differentiation and the Learner - Course PAC 2 - Differentiation and Management - Not Offered PAC 3 - Differentiation and Assessment - Course PAC 4 - Differentiation and Strategies - Course 1740
Middle/High Fall 2012 PAC 1 - Differentiation and the Learner - Not Offered PAC 2 - Differentiation and Management - Course 1736 PAC 3 - Differentiation and Assessment - Course 1745 PAC 4 - Differentiation and Strategies - Course Middle/High Spring 2013 PAC 1 - Differentiation and the Learner - Course 1741 PAC 2 - Differentiation and Management - Not Offered PAC 3 - Differentiation and Assessment - Course 1747 PAC 4 - Differentiation and Strategies - Course 1738

31. 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
Parent Meetings
Staff Meetings
AIG Website
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 parents. School Administrators and teachers received training at faculty meetings. Parents will continue to receive updates through meetings as well as AIG Advisory Team meetings. AIG Website, brochures, hard copy documents will be provided for parents regarding the AIG services, CogAT, and any information that directly links to the AIG plan.

32. 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
AIG works closely with community partners and parent partners to host enrichment opportunities throughout the year.
District Advisory Team brings all partnerships together to discuss the AIG Program.

33. Enrichment Opportunities
Enrichment Activity
School Contact
Dates
Science Fair
(school) (district)
Math Expo
(school)
(regional)
Chess
(district)
Spelling Bee
Robotics
Odyssey of the Mind
Battle of the Books, sponsored by technology department
Summer Enrichment Camp
Teresa Laws,
AIG Department
June 11-14, 2013
June 17-20, 2013
June 24-27, 2013
Dates will be determined and communicated as soon as possible.

34. District AIG Advisory Team
The Advisory Team meets quarterly to determine AIG progress and gap areas based on the AIG Local Plan.
The team consists of students, parents, teachers, and administrators.
If you are interested in serving on the team, please contact the Director of AIG.

35. Standard 6 Program Accountability
Focused Practices
Monitors 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 to check AIG paperwork will be done twice a year (October and February)
AIG headcount will be done twice a year (December and April)
AIG surveys will be given to students, parents, teachers, and administrators yearly and reviewed by the AIG Department (May)
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.
We continue to make sure our paperwork is in order during our folder audits and headcounts.
The AIG Department gives and reviews surveys to students, parents, teachers, and administrators each year.

36. Folder Audits

37. Coordinator To-Do List
Schedule Parent Meeting and Faculty Meeting at your school to share AIG PowerPoint… Contact Teresa Laws with dates.
Update the following slides in the PowerPoint:
Enrichment Opportunities Slide (32)
Hide the following slides in the PowerPoint:
PAC Slide (30 – Hide for Parents Only)
Folder Audits (36)
Coordinator To-Do List (37 & 38)

38. Coordinator To-Do List
Accept AIG Shared Folder on .
Hold first GPS Meeting by September 30th and do a folder audit as a team. Contact Teresa Laws with all GPS dates.
See you on October 11th!

39. 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 your child’s teacher or the AIG School Coordinator or members of the GPS (Gifted Processes and Support Team) as needed.

40. Thank You!
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 on departments, curriculum, AIG) Have a great school year!
Explain what we mean by plus/delta/issue bin.