Iredell-Statesville SchoolsAIG Local Plan

2014-15

Parent Informational Meeting

North Carolina AIG Standards

1. Student Identification

2. Differentiated Curriculum & Instruction

3. Personnel & Professional Development

4. Comprehensive Programming withinthe Total School Community

5. Partnerships

6. Program Accountability

What is an AIG Student?-NCDPI

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.

The 2013-2016 State AIG Plan:A focus for Iredell-Statesville Schools

The Why-Our rationale for why we do what we do

The What-What opportunities our students have

and how we best meet their needs

The Who-How are students identified and the

levels of services provided

The “Why”

To best meet the needs of our AIG learners who are AIG all day, every day

To train our school personnel on best practices for advanced learners

To respond to the feedback from all AIG stakeholders in order to improve services

The “Why”

As outlined in the local gifted plan, we strive to inform all stakeholders: parents, students, teachers, school administrators, and support staff about the delivery of differentiated services and instruction for AIG students, the regulations related to gifted education, and the local AIG plan. This information is available on the district website, through individual student conferences and through both staff and parent meetings.

The “Who”

Grades K-2 Ability and achievement test

scores 95th percentile or higher

Tested on an individual basis based upon the referral approved by the GPS team

Testing can only be done once in K-2

Criteria is higher due to the fact only two are used

Grades 3-12 Ability (CogAT/90th percentile

or higher), achievement (EOG/93rd percentile or higher), final grades (93 percent or higher)

Qualifying scores need to be in the same subject area

There continue to be multiple pathways for identification (portfolios, alternative assessments, Iowa Acceleration Scale).

Additional Considerations

Level I Students--AIG-identified students transferring from another district Level II Students 3-12--AIG students meeting the 93rd percentile or higher

achievement/93 percent or higher final grades/90th percentile or higher CogAT requirements

Level II Students K-2--AIG students meeting the 95th percentile or higher aptitude and 95th percentile or higher achievement requirements

Level III Students--AIG students qualifying for subject advancement – 99th percentile in aptitude/achievement and 99% final grades in one specific subject area

Level IV Students--AIG students qualifying for grade advancement – 99th percentile in both reading and math in aptitude/achievement and 99% grades in both reading and math; 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

The “Who” continued…

The Portfolio Pathway

Students are given the option in 5th, 7th, and 10th grades to complete a portfolio when they have two of three criteria for identification.

Parents are notified and sign permission for the portfolio process.

Portfolios should include five 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 take the place of the missing criterion for identification.

The AIG student D.E.P… a differentiated education plan, not

just a project

The new format allows for a more comprehensive, individualized plan which can best meet the specific needs of a student. Goals are set and reviewed throughout the year with the culminating showcase celebrating student work.

The “How”

Teacher-guided content modifications Technology enrichment, blended

learning and telecommunication Curriculum compacting, contracts,

independent projects, choice options, problem based learning and personalized assignments

Convergent and divergent thinking activities and questioning, advanced vocabulary, shared inquiry and differentiated curriculum units

The “How”

Student-led curriculum modifications Independent research projects

based on student areas of interest Affective learning areas for

improvement such as: organization and management, learner profile traits, social and emotional needs, leadership and collaboration

Academic clubs and competitions in areas of interest

9th-12th Grade DEP

The DEP will remain the same for now The DEP is completed electronically at each school site Parents, students, and school personnel sign a verification form

to indicate the DEP has been completed It is a compilation of student course work, extra curricular

activities, and community service experiences The DEP for grades 9-12 will be revised this year as we

transition to PowerSchool and personalized learning through the IMPACT grant

Differentiated Core Instruction: Tier I of Responsiveness to Instruction (RTI)

Differentiated core instruction provided to all students

Differentiation of content, process, product, pacing, and/or environment

Use of research/evidence based strategies Use of blended learning

School Choice Options

International Baccalaureate (IB): MMIB, NVIB, SIHS– Schools committed to a high quality, challenging, international education for all

students Virtual 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

NC School of Science and Math virtual courses NC Virtual Public School courses

On the Horizon…

IB Career-related Certificate (IBCC) at SIHS 2014-2015

Credit by Demonstrated Mastery 2014-2015 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 is developing 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 6-12

Enrichment Opportunities

Spelling Bee-Goodin

Robotics – Weddington

Battle of the Books - Hepler

ISS Summer Enrichment Camps

Local university sponsored opportunities

Additional competitions through the individual schools

NCASA Scholastic Cup competitions (Quiz Bowl, Twelve, The Quill, Art Showcase, Show Choir)

NC Governor’s School

NC Summer Ventures

We need your input!

Iredell Statesville Schools looks for AIG stakeholder input throughout the district. The district has created an AIG Advisory Team in order to review the district AIG processes and the local plan in order to ensure continuous improvement. If interested, please contact Mrs. Teresa Stevens, Director of AIG.

General Questions??

Thank you for attending!

This presentation will be available on the District AIG Website and Central’s website

under Departments (AIG): www.iss.k12.nc.us (click on departments, curriculum, AIG)

Have a great school year!