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Wake County Public School System Academically Intellectually Gifted Program

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Wake County Public School System Academically Intellectually Gifted Program. Mills Park Middle School Tracy Morris. Wake County Public School System Vision for local AIG Program:.

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slide1
Wake County

Public School System

Academically Intellectually Gifted Program

Mills Park Middle School

Tracy Morris

wake county public school system vision for local aig program
Wake County Public School System Vision for local AIG Program:

The Academically Intellectually Gifted (AIG)Program provides an appropriately challenging education for students who perform, or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment. Services for AIG students include differentiated curriculum and instruction that extends and enriches the Common Core and Essential Standards.

the academically intellectually gifted program seeks to
The Academically Intellectually Gifted Program seeks to:
  • Foster high achievement and high growth
  • Support needs and interests of gifted students
  • Inspire the love of learning
  • Nurture highly able learners
wcpss aig updates 2012 2013
WCPSS AIG Updates 2012-2013
  • AIG Plan 2010-2013
    • Year 3 Revision year
    • Based on NC AIG Program Standards
    • Reported to NC Department Public Instruction
    • Approved by local Board of Education, August 2010
  • AIG student population ~27,000
    • 17.88% of total WCPSS student population
aig service delivery
AIG Service Delivery
  • Students identified as AIG receive differentiated services at all Wake County schools.
  • Each school develops their AIG Plan outlining service delivery.
  • Schools choose from a variety of service options.
aig school based committee for gifted education
AIG School Based Committee for Gifted Education
  • provides a team framework for evaluating data and recommending the most appropriate service for individual students who demonstrate a need for differentiation within the WCPSS Academically Intellectually Gifted Program.
  • includes administrator, AIG teacher, and staff members representative of core content areas and/or grade levels at each school.
  • makes recommendations regarding: AIG identification, AIG services, and AIG annual review.
aig program service options
AIG Program Service Options
  • K-3: Consultation/Collaboration for Early Identified students
  • Grade 3: 3rd Grade Explorers
  • Grades 4-5: Differentiated Curriculum and Instruction
    • Resource class for strong and very strong students
    • Team teaching
    • Consultation/Collaboration
    • School-based enrichment
    • AIG Basics
    • Elective classes
  • Grades 6-8: Differentiated Curriculum and Instruction
    • Small group enrichment
    • Team teaching
    • Consultation/Collaboration
    • School-based enrichment
    • AIG Basics
    • Elective classes
  • Grades 9-12
    • Advanced course selection
identification process may begin from
Identification Process may begin from:
  • Screening of all WCPSS 3rd grade students
  • Parent nominations, grade 4-8
  • Teacher nominations, grade 4-8
  • Student nominations
nomination windows
Nomination Windows
  • Nominations are accepted at any time.
  • Nominations are reviewed each semester by the SBCGE before the semester testing dates.
  • The SBCGE determines if nominated students will be referred for evaluation based on current data.
  • Testing dates are scheduled:
    • First Semester: in week 6 of the 1st quarter
    • Second Semester: in week 4 of the 3rd quarter
  • Nominations received after the testing deadline will be considered during the next semester.
aig referral
AIG Referral
  • Referred students are administered the Cognitive Abilities Test and the Iowa Assessments.
  • Data is complied on an Individual Student Profile (ISP).
    • Formal Indicators (Norm referenced assessments)

-Current aptitude scores

-Current achievement scores

-Current scores are scores within one calendar year of each other and obtained after 2nd grade.

    • Informal Indicators

-Learning behaviors

-Classroom performance

-Interests

-Motivation

  • SBCGE reviews the complete student profile to make a recommendation.
formal indicators norm referenced assessments
Formal Indicators -Norm Referenced Assessments
  • Aptitude test scores
    • Cognitive Abilities Test (CogAT)
    • Individual tests administered as necessary
  • Achievement test scores
    • Iowa Assessments (IA)
    • Individual tests administered as necessary
  • AIG identification criteria is >92% in both aptitude and achievement
informal indicators
Informal Indicators
  • Learning Behaviors
    • Parent and teacher checklists
  • Student Performance
    • Parent and teacher checklists
    • Current academic grades in ELA and Math
    • Current portfolio work samples in ELA and Math
  • Student Interest
    • Parent and teacher checklists
  • Student motivation
    • Parent and teacher checklists
sbcge decision
SBCGE Decision
  • Not Recommended for AIG Differentiation
  • Recommended for AIG Differentiation in Language Arts and/or Mathematics
      • Moderate service level
      • Strong service level
      • Very Strong service level
  • SBCGE reviews service levels annually.
  • Service level changes are based on demonstrated student classroom performance.
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StudentService Information
  • Moderate Service level: differentiation in the regular education classroom
  • Strong or Very Strong Service level: differentiation in the regular education classroom and with the AIG teacher for students in 4th and 5th grades
differentiated education plan differentiated course plan
Differentiated Education Plan Differentiated Course Plan
  • Differentiated Education Plan (DEP)
  • Differentiated Course Plan (DCP)
  • Describes the AIG Program services
  • Indicates level of need in identified area/s
  • Reflects appropriate service delivery options
  • Outlines AIG Progress Report for Grades 4 and 5
  • Documents the results of the annual review process
differentiated curriculum and instruction practices for gifted learners may include
Differentiated Curriculum and Instruction Practices for gifted learners may include:
  • Cluster grouping
  • Flexible grouping
  • Curriculum compacting
  • Differentiated instructional units/centers
  • Increased complexity and challenge
  • Tiered activities and assignments
  • Varied texts and materials
  • Projects and investigations
  • Technology applications
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Stakeholders for AIG Student Success

AIG Teacher

Classroom Teachers

Parents

Student

School Counselors and other professional staff

Central Services AIG

Administrators

additional information is available from
Additional Information is Available From:

http://www.wcpss.net/curriculum-instruction/ag/

http://www.wcpss.net/faqs/departments/ag.html

  • AIG Brochure (provided to all 3rd grade families with Explorers information)

http://www.wcpss.net/curriculum-instruction/ag/aig-brochure-2011.pdf

  • AIG Parent Guide

http://www.wcpss.net/curriculum-instruction/ag/parent-guide.pdf

  • AIG Program Plan 2010-2013
  • PAGE, Partners for Advancement of Gifted Education

www.pagepage.org

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