Making Tomorrow Together: New Hanover County Schools AIG Program and Plan
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Transcript of Making Tomorrow Together: New Hanover County Schools AIG Program and Plan
Department of Public Instruction
DPILegislated State AIG Standards
Fall 2009The state releases the draft of newly legislated state standards and practices for AIG. There are 6 standards and 51 practices. The six
standards include: Standard 1: Student Identification
Standard 2: Differentiated Curriculum and InstructionStandard 3. Personnel and Professional Development
Standard 4. Comprehensive Programming within a Total School Community
Standard 5. PartnershipsStandard 6. Program Accountability
All schools are asked to fill out a needs assessment of the current AIG program for New Hanover County. Parent input was given from
individuals at various schools.
January-June 2010A writing team, made up of the AIG coordinator and six
Gifted Specialists, from both elementary and middle school levels, compiled data from the needs assessment to identify areas of need and potential improvement for our district’s AIG program. The Writing Team met with
Gifted Advisory Council to get additional input from parents and community members. The Writing Team
identifies 12 focused practices that will be the targeted areas for the 2010-2013 cycle. The team also identified
areas of future focus that will be targeted in the next cycle 2013-1016. All other practices will be maintained,
as the current met the standards set by the state.
June 2010The new AIG plan is presented
to the Board of Education for approval. A document
outlining major changes in the AIG plan is reported by the
Assistant Superintendant for Instruction and Accountability, for the purpose of clarification.
Standard 1:Student Identification
This standard outlines how our district screens, refers, and identifies students for
the gifted program.
Area of FocusProcedures that respond to traditionally under-represented populations in gifted education. These populations include students who are culturally/ethnically diverse, economically disadvantaged,
English language learners, highly gifted, and twice-exceptional.
Criteria to qualify for the AIG program is the same at every school.
A student must meet 4 out of 5 criteria to qualify.
Once identified, a student’s level of service will be identified. There
are three level of service identification:
MODERATE
SIGNIFICANT
EXTENSIVE
Moderate DifferentiationThis level of differentiation is appropriate for
students functioning up to one year above grade level.
This level of differentiation can usually be accomplished by the classroom teacher, with
consultation from the Gifted Education Specialist.
At times, a student identified at this level may work in a pull out setting with the Gifted
Education Specialist, or the GES will team teach with the regular classroom teacher.
Significant Differentiation
This level of differentiation is appropriate for students functioning 1-2 years above
grade level.
The Gifted Education Specialist works with students identified at this level
through team teaching with the regular classroom teacher, resource pull out
classes, and/or content delivery.
Extensive DifferentiationThis level of differentiation is appropriate for
students functioning 3-4 years above grade level.
The Gifted Education Specialist works with these students in team teaching, resource pull out
classes, and/or content delivery.
Based on the individual student’s interests and needs, the GES may also access community
resources to meet the child’s needs.
Differentiated Service MenuOnce identified, a student’s service level will be matched with delivery options. These options
may vary from school to school, depending on the individual school’s needs. Examples of delivery
options are:• Consultation with Classroom Teacher• Curriculum Compacting• Cluster Grouping• Subject Grouping• Extension Resource Units• Pull-Out Resource Class• Cross Grade Grouping• Grade Skipping• Subject Skipping• Regional Service
Standard 2:Differentiated Curriculum
and InstructionThis standard demonstrates the
rigorous and challenging curriculum we offer our gifted students.
Area of FocusDevelopment of 21st Century skills,
including technology, global awareness, creativity and innovation,
collaboration, critical thinking and problem solving
Standard 3:Personnel and Professional
DevelopmentThis standard ensures that persons working with gifted students in our district are highly qualified.
Area of FocusThe district has developed Credentials for AIG (CAIG), a series of workshops to train classroom teachers, and eventually school counselors, in
working with gifted students. Once implemented, gifted students will only be placed in classrooms with teachers who have earned their credentials.
Gifted Education Specialists will receive training in implementing 21st Century Skills to ensure a
rigorous and challenging curriculum.
Standard 4:Comprehensive Programming
This standard promotes the development of K-12 programming and services, involving
the total school community.
Area of FocusThe district will improve communications between
schools and teachers, especially at key transition points (grade 6 and grade 9). The GES will meet
monthly for half day staff development to promote consistency among schools.
In the future, our district would like to develop programs relating to the social and emotional needs of gifted students. The county is also working toward the creation of a high school position to track and counsel identified gifted
students.
Standard 5:Partnerships
This standard promotes partnerships between the school, parents, and the
community at large.
Area of FocusThe GES will analyze and update our current
parent awareness strategies in order to improve communications with families.
In the future, we aim to offer families that speak another language information and literature about the AIG program, in their
native language.
Standard 6:Accountability
This standard requires that the AIG program be monitored to ensure that all programs and
services offered are effective.
Areas of Focus:The program will continue to analyze the needs of
the district, in order to write a comprehensive plan, which will monitored through individual
school site notebooks, outlining the specifics of each site’s implementation of the plan. The district will elicit feedback from parents and
community members to continue the development and improvement of the AIG
program. In the future, the district will develop a system to monitor the screening, referral, and identification
processes for traditionally under-represented populations.
Evaluation of the Program and Plan
Each district’s AIG program will be evaluated by the state, based on the
evidences the county provides for implementing the new standards. This
evaluation will be made public, as a New Hanover County AIG Report Card.