Academically or Intellectually

Gifted Education

Buncombe County Public Schools

Local Plan and Procedures

June 2007

Cliff Dodson Superintendent

2

3

ACKNOWLEDGMENTS The Buncombe County Public School System’s Local Plan for the education of Academically/Intellectually Gifted students is the result of collaboration among many individuals and hundreds of hours of work. This revised plan would not have been possible without the commitment, time, and energy of our planning team. We would like to express our appreciation to the original planning team who helped in the preparation of our initial Academically/Intellectually Gifted Local Plan for their invaluable assistance and support. We also wish to thank: Mr. Dodson for his efforts to improve instructional opportunities for Academically/Intellectually Gifted students.

Lee Crisp, Anne Clodfelter, and the school principals for their continued support of the Academically/Intellectually Gifted program.

Classroom teachers, for their acceptance of this plan and their willingness to apply differentiation strategies during daily instruction to provide appropriate instruction for our students.

The members of the Board of Education for their support and review of this revised plan.

Ms. Valorie Hargett, State Consultant for Academically/Intellectually Gifted

programs, for her support and assistance in our curriculum development efforts.

The parents and students who participate in this program. Sincerely, AIG Staff Jeanette Christian Barbara Moloney Susan Anglin Sharon Arpin Carolyn Baldwin Carol Blair Linda Briggs Dorinda Cartin Jacob Cohen Wayne Drummond Denise Fryar Jennifer Fuddy Jayne Jennings Amy Loy Judy McGuire Dawn Perez Anne Pittman Susan Ratchford Debra Threlkeld Barbara West Veronica Williams

4

5

TABLE OF CONTENTS Introduction Introduction 9 Mission statement 10 Definition Purpose

Guidelines for Best Practices 11 Needs Assessment 13 Goals and Objectives 15 Nurturing Programs Problem Solvers 19 Screening and Identification Indicators of Giftedness 23 Screening 24 Procedures for Identification 25 Placement and Program Service Options Program Service Options Grades K - 5 31 Program Service Options Grades 6 – 8 33 Program Service Options Grades 9 – 12 37 Criteria for Differentiated Services K - 2 39 Criteria for Differentiated Services 3 – 8 41 Criteria for Differentiated Services 9 – 12 43 Differentiated Curricula/Instructional Practices Program Service Policy 47 Concept-based Units 49 Glossary 53 Evaluation Plan System - wide evaluation 61 Guidelines for School-Based Records 62 AIG Program Goals and Indicators 63 Assessment Tools 69 Personnel and Professional Development Personnel Responsibilities 73 Staff Development 77 Buncombe County AIG Endorsement 78 Additional Information Parent and Community Involvement 83

6

Socio - Emotional Guidance 84 Links to Others System-wide Efforts 85 Procedure to Resolve Disagreements 87 Budget 89 Timeline 90

System Commitment 93

7

INTRODUCTION

• Introduction • Mission Statement, Definition, Purpose • Needs Assessment • Goals and Objectives

8

9

INTRODUCTION The Buncombe County Public School System is located in the central part of the mountains in Western North Carolina, bordered by the Blue Ridge, Great Craggy, and Black Mountains on the East, and the Great Smokies chain of the Appalachians on the West. Buncombe County encompasses over 770 square miles and has a population of 206,330 (2000 census). The city of Asheville is the county seat as well as the economic and cultural center of Western North Carolina. There are also four incorporated small towns within the county: Biltmore Forest, Black Mountain, Weaverville, and Woodfin. Two public school systems serve the students in Buncombe County. Asheville City School System serves about one-half of the students residing within the city limits, approximately 4,500 students. The Buncombe County Public School System serves all other students residing in the county and city, approximately 25,570 students. Nicknamed "The Land of the Sky," Buncombe County is noted for its inviting climate and sheer natural beauty. Buncombe County has four higher education facilities: the University of North Carolina at Asheville, Asheville-Buncombe Technical Community College, Montreat College, and Warren Wilson College. Blessed with fresh mountain air and an abundance of natural resources, the people of the area exhibit pride in their culture that is evidenced in the schools, the home, and the total community. The tenth largest school system in the state, Buncombe County Public School System has an average daily membership of about 25,570 students in twenty-three elementary schools (K-6), one intermediate school (5-6), seven middle schools (6-8), six high schools (9-12), and four alternative schools: one for students with specialized academic and vocational needs (9-12), one for middle school students (6-8), and two for high school students who require an alternative to traditional school hours and environment (9-12). Buncombe County Public School System employs around 4,000 people including approximately 1,900 licensed/certified and 1,850 classified employees. Forty-three percent of our teachers hold graduate degrees and 292 teachers from Buncombe County have received National Board Certification. More than fifty-one languages are spoken in our forty-one schools. The student population is 85.4% White, 5.6% African-American, 0.9% Asian, 4.6% Hispanic, 0.5% Native-American, and 3.0% Multi-racial. We currently serve 3,091 students or 13.6% of our total student population in the Academically/Intellectually Gifted Program.

10

MISSION STATEMENT Meeting the academic needs of our academically/intellectually gifted students is a critical component of our comprehensive instructional program. Gifted children perform or show potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. Because gifted students learn more quickly and are capable of learning at higher cognitive and abstract levels, they need a differentiated program. Students will be provided with educational alternatives that expand their knowledge, while stressing the development of independent and self directed learners who generate questions, analyze, synthesize and evaluate information and ideas. Learning experiences will incorporate the academic, psychological, and social needs of students. The needs of students from all socioeconomic, ethnic, and cultural backgrounds are addressed through a comprehensive program design that provides challenge for gifted students. Effective collaboration, flexibility, accountability, and responsiveness characterize the program for academically/intellectually gifted students. It is the responsibility of the entire staff to meet the academic needs of the gifted students by identifying their gifts and developing those areas. Professional development for educators is an on-going component of the program. The comprehensive instructional program in Buncombe County Schools will prepare our students to be lifelong learners, effective citizens, and skilled thinkers.

DEFINITION As stated in the Guidelines Governing Local Plans for Gifted Education (Spring 2004, NC Department of Public Instruction):

• Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment.

• Academically or intellectually gifted students exhibit high performance capability in

intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields.

• Academically or intellectually gifted students require differentiated education services

beyond those ordinarily provided by the regular educational program.

• Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.

PURPOSE

The purpose of the Buncombe County Schools Local Plan for Gifted Education is to implement the North Carolina State Government Statute Chapter 115 C Article 9 B.

11

RATIONALE GUIDELINES FOR BEST PRACTICES IN EDUCATION

OF CHILDREN WHO ARE GIFTED MARY RUTH COLEMAN JAMES J. GALLAGHER

1995 The rationale for the Academically/Intellectually Buncombe County School System’s plan for gifted education is drawn from best practices outlined as follows:

• Children who are gifted form a diverse group with a variety of needs; therefore, they require a range of service options.

• Children who are gifted learn at a faster rate than other children of their age, experience,

and environment; therefore, they can often move through the curriculum at a more rapid pace

• Children who are gifted share the ability to think with more complexity and abstraction

than other children of their same age, experience, and environment; therefore, they require differentiation in the curriculum.

• Children who are gifted have some unique social needs and may feel “different” from

other children of their age, experience, and environment; therefore, they may need access to appropriate counseling and support to assure their affective well-being.

• Because of their different learning and social needs, children who are gifted require time

with others who are similar to them in order to establish cognitive relationships and to facilitate their academic and social growth.

• Some children who are gifted may not be reaching their potential. In fact, they may not

even be recognized as gifted. This may be particularly true of students with limited opportunities to learn. For these students, additional support is needed to offer opportunities for their “giftedness” to develop.

• Because the learning needs of children who are gifted are different from other children of

their age, experience, and environment, teachers responsible for these students must have an appropriate base of knowledge and skills to meet these needs and should enjoy working with these students.

• When an appropriately differentiated education is not provided, children who are gifted

do not thrive in school and may even suffer cognitive or affective harm.

12

• Services for children who are gifted must be part of an overall educational program which supports excellence for all students. This “excellence” must include opportunities for advanced students.

• The early educational experiences of potentially gifted students help to shape their

learning habits; therefore, it is essential that young students with high abilities have access to an appropriately stimulating and challenging education to help ensure that their potential is developed.

• When given appropriate educational opportunities, children who are gifted will become

increasingly knowledgeable; therefore, their needs for differentiation increase well in comparison to others of their age, experience, and environment.

• Potentially gifted students from culturally-diverse or economically-disadvantaged

families and students with disabilities are often overlooked for gifted programming; therefore, special efforts may be needed to ensure that these students are recognized and served.

13

NEEDS ASSESSMENT The purpose of conducting a survey of students, parents, and school personnel was to look at current practices within gifted education in elementary and middle schools across the district. It was important to identify areas of strength that could be expanded as well as areas that need to be improved or strengthened. This self-assessment was conducted in January and February 2004, and followed a format developed to ensure that information would be collected in a systematic and comprehensive manner. A set of questions guided information collection in the following areas:

• Administration of gifted education services in the district • Assessment of services provided at each grade level cluster (K-2, 3-5, 6-8) • Availability of support services, materials and resources for teachers of gifted students • Parent and community involvement in gifted education • Student perceptions of their classes and the AG program

A wide range of opinion was solicited during the course of the self-assessment of Buncombe County Schools’ system wide strengths and needs. This school district has 6 high schools, 7 middle schools, 1 alternative middle school, 2 alternative high schools, 1 school for students with specialized academic and vocational needs (9-12), and 25 elementary schools, which enroll approximately 24,600 students (approximately 13.6% of whom are currently identified as needing AIG services). Administrators, classroom teachers, parents, and students from all the middle and elementary schools in the district had the opportunity to complete the self-assessment survey forms. The following table shows the breakdown of the people who provided input to the district-wide self-assessment. High school students, parents and teachers were not surveyed because a separate, in-depth assessment will be conducted with the high school group as a part of the comprehensive review of secondary services planned for the next three years. Buncombe County Schools Participants in the Self-Assessment of Strengths and Needs Group Elementary Middle Total School School Teachers 144 76 220 Principals **not done by level** 27 AIG Students 918 1126 2044 Parents 127 161 288 Total 1189 1363 2579

14

BUNCOMBE COUNTY SCHOOLS

STRENGTHS AND NEEDS

Group

Program Strengths

Program Needs Students

• Cluster and subject group classes are academically challenging • Enrichment classes are engaging • It’s OK to be smart in our schools

• More time in enrichment classes • More opportunities to work with other gifted students in the regular classroom

Parents

• Challenging math and language arts experiences are available in the regular classrooms • Teachers and AIG Specialists are available for consultation • Many forms of communication are utilized • Pleased with AIG services

• More personnel and resources to implement program • Opportunities to provide input about AIG services

Teachers

• AIG Specialist is available for consultation • Differentiated activities for AIG students are provided • AIG program contributes to student success

• Access to staff development

Administrators

• Identifiable team coordinating services • Written policy addressing differentiation • AIG services are provided at every school

• Funds and time for professional development • Financial and material resources • Additional personnel

An additional self-assessment was conducted February and March 2007. Using focus group format, principals, classroom teachers, AIG Specialists and central office administrators were invited to discuss the elementary and middle school services for gifted students. Questions guided the discussion and collection of information in the following areas:

• K-2 Nurturing Program • Clustering grouping in grades 3 –5 • Services in middle schools • Use of AIG personnel in the middle schools

15

GOALS AND OBJECTIVES FOR GIFTED EDUCATION To meet the academic needs of gifted students, the Buncombe County Public Schools will work to: Goal 1: Identify students who need differentiated services through the use of multiple criteria.

• A student search is conducted annually to determine which students may require differentiated services

• AIG School Identification teams are established to review data and service delivery recommendations

• AIG Administrative Team will review recommendations from the school-based teams regarding special consideration of students demonstrating a need for service

• AIG staff will review identification criteria annually to determine if the criteria used to identify students is aligned with best practices for gifted education

• Classroom teachers will work with AIG staff to recommend students to be served in a K-2 Nurturing program

Goal 2: Provide an array of services at each grade level to meet the needs of gifted students.

• Provide consultative and enrichment services for AIG students • Provide opportunities for independent/small group investigations. • Maintain cluster groups in heterogeneously grouped classrooms in grades 3 - 6 • Maintain subject grouping in language arts and math for AIG students in seventh and

eighth grade • Recommend AIG students in high school participate in honors and Advanced Placement

courses • Provide an Individualized Program for highly gifted students • Develop Individualized Differentiated Education Plans (IDEP) for gifted students with

special needs • Provide nurturing program for K-2 students

Goal 3: Offer on-going professional development opportunities to build cluster teacher proficiencies, to enhance AIG staff expertise and to support state licensure in gifted education.

• Conduct an orientation to the plan for new administrators and teachers • Provide orientation for classroom teachers who serve on the school AIG Identification

Team • Provide staff development for cluster teachers • Provide assistance to teachers interested in completing the requirements for state

licensure

16

• Provide on-going professional development for AIG staff

GOALS FOR GIFTED EDUCATION CONTINUED Goal 4: Enhance communication, cooperation, and collaboration among teachers, administrators, parents, and students regarding services for gifted students.

• Provide an informational brochure for parents • Meet with parents to discuss service delivery options at transitions from elementary to

middle and middle to high schools • Meet with parents to discuss AIG services • Provide information to parents regarding AIG services and student activities

Goal 5: Advocate for the allotment of appropriate resources for the implementation of the Buncombe County Public Schools Gifted Education Program Plan.

• Prepare AIG program budget • Maintain records of existing and purchased materials and equipment at the school and

system level • Review existing personnel placement and case loads • Provide for caseload adjustments as funds allow • Request additional money to fund current program needs for materials and technology

Goal 6: Monitor the effectiveness of services for gifted students, working toward continuous improvement of the program.

• Conduct a yearly review using the six objectives of the AIG local plan • Complete an annual review of each identified AIG student in elementary and middle

school • Monitor county-wide course offerings for high school honors and AP courses • Collect data on differentiation strategies offered in cluster and subject grouped classes • Monitor student perceptions of the AIG program and services • Collect and analyze student performance on NC End-of-Grade testing and other outcome

data

17

NUTURING PROGRAM

18

19

NUTURING PROGRAM “Problem Solvers”

Mission Statement: The Buncombe County nurturing program is available for students in kindergarten through second grade who demonstrate a need for enrichment beyond the regular classroom setting. Young gifted children may demonstrate their unusual intellectual skills in a wide variety of ways, with respect to interest, skill level in particular areas, and social development. Since unique patterns of development can be observed in young children, the program is fluid and responsive to their unique needs. One of our primary tasks is to make appropriately advanced content available, through the use of higher order thinking skills, manipulative math materials, as well as inquiry through dialogue and language experience activities. The learning environment should also offer the opportunity to discover true peers at an early age. The nurturing program is called “Problem Solvers” as a way to distinguish from the formal AIG Program. Identification procedures:

1) Students will be recommended for inclusion in the nurturing program based on behavior checklists, teacher recommendation, and work samples.

2) Students from traditionally underserved populations who demonstrate high potential may be targeted for inclusion in the Problem Solvers program.

3) The Problem Solvers class should be fluid with groups changing throughout the year as needs change. For example, if a child does not demonstrate a need for more challenging curricula, they may stop attending for a period of time.

4) AIG Specialists will monitor each student’s strengths as the child is given opportunities that may enable success to emerge within the environment of the Problem Solvers program.

Curriculum Design:

1) The Buncombe County Schools AIG Program curriculum map is used to guide instruction in the Problem Solvers classes.

2) Emphasis is on higher order problem solving and information processing that will build upon the child’s existing strengths and abilities.

3) Affective growth of the child is addressed through the development of persistence, leadership skills, creative thinking and intellectual risk taking while involved in a supportive, nurturing environment.

Program Design:

1) The AIG Specialist will offer the “Problem Solvers” enrichment class to students in Kindergarten through second grade.

2) Kindergarten “Problem Solvers” will begin during second semester of the Kindergarten year.

20

3) Problem Solvers will meet a minimum of every other week. Kindergarten and first grade students should be seen for 30 minutes, and as the schedule allows second grade students may be seen up to 45 minutes.

4) Letters will be sent to parents of gifted students explaining the “Problem Solvers” nurturing class. AIG Specialists will be available for conferencing with parents.

21

SCREENING AND IDENTIFICATION • Indicators of Giftedness

• Screening

• Procedures for Identification

22

23

FIGURE 1 MULTIPLE INDICATORS OF GIFTEDNESS

24

Student Achievement

Observable Student Behaviors

Student Interest

Student Performance

Student Aptitude

Student Motivation to Learn

SCREENING

Giftedness is the manifestation of ability to learn well beyond the expected level of one’s age mates. It can be discovered through outstanding student performance, high test scores, or through observation. These abilities are sometimes muted in students by unfavorable environmental circumstances and need to be actively sought.

• Within any indicator, a single criterion may reveal a need for services. However, no single criterion can eliminate a student from consideration.

• Information from any and all indicators may be used in matching students

with appropriate service options.

• Information used from each indicator should be directly related to the service option considered.

• Information from specific indicators may be given priority for specific

service options (e.g., math achievement/performance › advanced math class).

25

The Buncombe County School AIG personnel annually conduct a formal mass screening in grades K - 8 in order to establish a broad-based pool of students who may need differentiated services. The search phase of the placement process includes activities designed to review the general population of students and gather relevant information for instructional decision-making. Screening data from tests, classroom performance, nominations from teachers, parents and students, and observations of student behaviors will be collected and reviewed. Particular attention will be given to potentially gifted students from culturally diverse, economically disadvantaged, or disability populations during this process. Screening will be ongoing and nominations will be accepted as follows: Grades K - 2 Throughout the school year Grades 3 - 8 August through November Transfer students Throughout the year

26

Student Identification Procedures for Differentiated Services in Gifted Education

Student Search Nominations Mass Screening

The AIG Staff conducts the student search phase of the placement process. A comprehensive screening of standardized test scores of the general student population is conducted annually. The following guidelines will be used in the mass screening:

• IQ: 115 or 85%ile or above (full scale score by age) • Achievement: 85%ile or above in reading or math

Individual Nominations

The nomination window for most students is the first three months of the school year. However, any time a student shows a need for AIG services, a nomination will be accepted. Primary students may be nominated throughout the year if there is an extreme need for differentiation. Nominations may be received from AIG Specialists, teachers, parents and student self-nomination. Special attention should be given to students from culturally diverse, economically disadvantaged, or disability populations during the nomination process.

Transfers

The school secretary, guidance counselor, parent, or teacher informs the AIG staff that a student identified as gifted from another school system has enrolled. Placement records will be requested from the student’s previous school. Upon receipt of the student’s records, the AIG Identification Team will review the records and recommend the appropriate academic plan for the student. Transfer students from other school systems are not automatically eligible for AIG services.

Data Collection Classroom teachers or AIG Specialists will collect documentation on students demonstrating outstanding academic ability or potential. Collected data should include the following:

• Nomination form completed by classroom teacher(s) • Copy of student’s current academic grades within one semester • Scores from current achievement tests (current within one year) • Scores from IQ/aptitude tests (current within 18 months, if available)

Additional data may be included: • A student’s previous grades and test scores indicating a pattern of achievement • Student work samples demonstrating outstanding projects, unique ways of doing

assignments, outstanding academic achievement, etc. • A formal letter of recommendation from a classroom teacher supporting a child’s unique

needs for differentiation

27

Review by AIG Identification Team The responsibility of the AIG Identification Team is to determine the degree to which a student demonstrates a need for differentiated services within the gifted program. The AIG Identification Team will be site based at the school level.

• At the high school level, it will consist of a school administrator or designee, an AIG Specialist, a high school counselor, and an Honors or AP teacher(s).

• At the middle school level it will consist of a school administrator or designee, the AIG Specialist, and two classroom teachers who are licensed or endorsed in gifted education.

• At the elementary school level it will consist of a school administrator or designee, the AIG Specialist, and two classroom teachers representative of the school population who are licensed or endorsed in gifted education.

AIG Identification Team will be chaired by the AIG Specialist based in each school. The team will review the data for the purpose of identification. Parents will be notified at the appropriate time as noted below. The time line of fifty (50) school days will begin when the AIG personnel receives the nomination form from the classroom teacher. Step-by-Step Procedures I. Grades K-2

A. K-2 pull-aside services (Problem Solvers) 1. Students who demonstrate a need for differentiated services are recommended by

a classroom teacher 2. A letter explaining pull-aside services is sent home to parents 3. AIG Specialists document student response to activities and continuing need for

pull-aside service B. Only K-2 students with an extreme need for differentiation are formally identified. If a

nomination is appropriate follow steps under II. II. Grades 3-8

A. Nomination window for grades 3-8 will occur during the first three months of the school year.

B. Nomination for AIG Identification: Teacher completes student information and AIG nomination checklist

C. Individual Student Eligibility form: AIG Specialist completes to determine if any testing needed

D. Parent Permission to Evaluate form: sent home (if additional testing needed) E. AIG personnel administer any necessary tests F. AIG Identification Team

1. If differentiation is needed based on existing information a. AIGIT completes the Differentiated Education Plan

designating the services recommended b. Parents are notified of the decision and asked to come in

for a conference to sign the Parent Permission for Services

28

2. If a student does not meet the criteria recommended, the AIG Identification Team will do the following:

a. Notify the parents that services are not recommended at this time and the student will be monitored for further consideration. (OR)

b. If a need for differentiation is apparent but the student does not meet the criteria, the AIG Identification Team may request additional information from the classroom teacher

3. When the additional information is gathered the AIGIT will review the documentation. If the school AIGIT determines that AIG services are needed, they will develop the Differentiated Education Plan or an Individualized Differentiation Plan and submit the information to the AIG Administrative Team for review

G. AIG Administrative Team 1. Reviews documentation of special cases submitted by the school AIG

Identification Team and determines if any AIG services are needed 2. Directs school AIG Identification Team to notify parent of the decision.

Program Service Options Match Each student’s strengths and abilities are matched with appropriate program service options using the specified criteria for that grade level. A Differentiated Education Plan will be used to document this match. There may be some students who have a Differentiated Education Plan who may also need an individualized component. Students who may need an Individualized Differentiated Education Plan could include the underachieving gifted child, the gifted child with disabilities, the gifted child with high potential or demonstrated academic skills, and the gifted child from a culturally diverse or an economically disadvantaged family. The Individualized Differentiated Education Plan will address the student’s needs in reading, language arts, or math. Program Service Options Recommended The AIG Specialist will complete the Differentiated Education Plan or the Individualized Differentiated Education Plan. Parents will be invited by the AIG Specialist to attend a meeting to review the services recommended. Student Evaluation and Annual Review of the Differentiated Education Plan Parents will be contacted a minimum of twice a year concerning their child’s progress in the gifted enrichment group. In addition, parents will receive a letter from the school-based AIG Specialist at the end of the school year with recommendation of continued services for their gifted child. Parents must be notified if any changes are to be made in the child’s Differentiated Education Plan.

29

30

PLACEMENT AND PROGRAM SERVICE

OPTIONS

• Program Service Options • K - 5 • 6 - 8 • 9 - 12 • Criteria for Placement • K - 2 • 3 - 8 • 9 - 12

31

32

Program Service Options Grades K-5

Note- Items which are italicized are additions to previous level(s) I. Students demonstrating a moderate need and requiring MINIMAL differentiation (Consultative) A. Learning Environment

1. Heterogeneous grouping 2. Consultative support 3. K-2 enrichment groups (Problem Solvers)

B. Differentiation Strategies for the North Carolina Standard Course of Study 1. Socratic seminars 2. Technology applications 3. Experiential learning 4. Tiered assignments 5. Critical/creative thinking 6. Contracts/independent investigations 7. Anchor activities/curriculum extension activities

II. Students demonstrating a definite need and requiring MODERATE differentiation (Cluster/Enrichment Group) A. Learning Environment

1. Heterogeneous grouping 2. Consultative support 3. Heterogeneous grouping with gifted clusters 4. Weekly enrichment group with AIG personnel (45-60 minutes)

B. Differentiation Strategies for the North Carolina Standard Course of Study 1. Socratic seminars 2. Technology applications 3. Experiential learning 4. Tiered assignments 5. Critical/creative thinking 6. Contracts/independent investigations 7. Anchor activities/curriculum extension activities 8. Curriculum compacting 9. Advanced curriculum/products 10. Leadership development 11. Problem-based learning

III. Students demonstrating an extreme need and requiring EXTENSIVE differentiation (Individualized Program and/or Double Promotion) A. Learning Environment

1. Consultative support 2. Heterogeneous grouping with gifted clusters 3. Individualized program 4. Double promotion

33

B. Differentiation Strategies for the North Carolina Standard Course of Study 1. Socratic seminars 2. Technology applications 3. Experiential learning 4. Tiered assignments 5. Critical/creative thinking 6. Contracts/Independent investigations 7. Anchor activities/curriculum extensions 8. Curriculum compacting 9. Advanced curriculum/products 10. Leadership development 11. Problem-based learning 12. Performance-based assessment

Cluster grouping of AIG students in grades 3-5 A minimum of five AIG students is the goal for cluster grouping in grades 3-5. Exceptions may be made for special circumstances and should be put in writing to the Exceptional Children’s Curriculum Manager.

34

Program Service Options Grades 6-8 Note- Items which are italicized are additions to previous level(s) I. Students demonstrating a moderate need and requiring MINIMAL differentiation (Consultative) A. Learning Environment

1. Heterogeneous teams 2. Consultative support by AIG Specialist

B. Differentiation Strategies for the North Carolina Standard Course of Study 1. Socratic seminars 2. Technology applications 3. Experiential learning 4. Tiered assignments 5. Critical/creative thinking

6. Contracts/independent investigations 7. Anchor activities/curriculum extension activities 8. Performance-based assessment

II. Students demonstrating a definite need and requiring MODERATE differentiation (Subject Group, Enrichment) A. Learning Environment 1. Heterogeneous teams 2. Consultative support

3. Subject grouping in reading and/or mathematics according to student’s area of placement

4. Weekly enrichment group with AIG personnel (45-60 minutes) A. Differentiation Strategies for the North Carolina Standard Course of Study

1. Socratic seminars 2. Technology applications 3. Experiential learning 4. Tiered assignments 5. Critical/creative thinking 6. Contracts/independent investigations 7. Anchor activities/curriculum extension activities 8. Performance-based assessment 9. Curriculum compacting 10. Advanced curriculum/products 11. Leadership development 12. Problem-based learning

35

III. Students demonstrating an extreme need and requiring EXTENSIVE differentiation (Individualized Program and/or Double Promotion) A. Learning Environment

1. Heterogeneous teams 2. Consultative support 3. Subject grouping 4. Subject acceleration 5. Grade acceleration 6. Individualized instruction

B. Differentiation Strategies for the North Carolina Standard Course of Study 1. Socratic seminars 2. Technology based instruction 3. Experiential learning 4. Tiered assignments 5. Critical /creative thinking 6. Contracts/independent investigations 7. Curriculum compacting 8. Advanced curriculum/products 9. Leadership development 10. Leadership development 11. Problem-based learning 12. Individualized instruction

Guidelines for subject grouping of AIG students in grades 6 – 8 Subject group classes in Math and Reading/Language Arts will be provided for AIG students in grades 6 – 8. If a child is identified as AIG, he / she will be placed in subject group classes for Reading/Language Arts and Math. Exceptions, based on a child’s need, will be considered. The subject group classes will have a minimum of 10 to 15 AIG students. Exceptions must be explained in writing and submitted to the Exceptional Children Curriculum Manager during the first month of school. The criteria for subject grouping is as follows:

1) AIG students must have a semester Grade of A or B in the area of placement (Language Arts/ Reading and Math) to be placed in the appropriate subject group class.

2) If an AIG student does not have the above grades, then a minimum of two years of EOG scores as well as an aptitude score will be considered when making a decision about placement in a subject group class. This decision must involve the AIG Specialist, the parent or guardian, a classroom teacher and the student. The appropriate adjustments must be made to the student’s DEP.

3) AIG students will be placed in a subject group class in their area of strength indicated on the DEP. Some students may be eligible for the subject group class in one area and not in the other (for example, Language Arts / Reading and not Math). Cross - teaming is one way to provide such students with the appropriate subject group class. Very few AIG students will need this accommodation.

36

4) A few AIG students may need the subject group class in their area of strength but not need the AIG enrichment class. The AIG teacher, classroom teacher, the parent and child must make this decision. A student may opt out of the enrichment class for a semester and return the following semester.

5) The remaining members of the subject group class will be students who meet all the following criteria:

a. Level 4 on the NC EOG * b. Grades of A or B the previous semester in the subject area recommended. c. Motivation to succeed

* The Equivalent achievement scores from other sources than NC-EOG may be used.

37

38

Program Service Options Grades 9-12

Note- Items which are italicized are additions to previous level(s) I. Students demonstrating a moderate need and requiring MINIMAL differentiation (Consultative) A. Learning Environment 1. Heterogeneous class B. Differentiation Strategies for the North Carolina Standard Course of Study 1. Socratic seminars 2. Technology applications 3. Experiential learning 4. Tiered assignments 5. Critical/creative thinking 6. Contracts/independent investigations II. Students demonstrating a definite need and requiring MODERATE differentiation (Honors/Advanced Placement Classes) A. Learning Environment 1. Self-selected advanced classes B. Differentiation Strategies for the North Carolina Standard Course of Study 1. Socratic seminars 2. Technology applications 3. Experiential learning 4. Tiered assignments 5. Critical/creative thinking 6. Contracts/independent investigations 7. Curriculum compacting 8. Advanced curriculum/products 9. Leadership development 10. SAT preparation 11. Composition that develops individual style with mature writing skill III. Students demonstrating an extreme need and requiring EXTENSIVE differentiation (Individualized Program-Subject Acceleration) A. Learning Environment 1. Subject acceleration *2. Dual enrollment at college/university for math and/or science 3. Middle College at Asheville-Buncombe Technical Community College 3. Early College Program at Asheville-Buncombe Technical Community College

B. Differentiation Strategies for the NC Standard Course of Study Not applicable due to provision for advanced study in college * Dual enrollment classes will be paid for by AIG program if all math and/or science options at the high school have been exhausted.

39

40

Academically/Intellectually Gifted Criteria for Differentiated Services Grades K-2

Problem Solvers Grades K-2 Pull-aside services will be available for a student in Grades K-2 based on a recommendation by the classroom teacher in collaboration with the AIG teacher. Students involved in a pull-aside will be selected based on need and outstanding classroom performance. Students work on higher-level thinking activities with an AIG teacher. Refer to page 19 for additional information regarding the Buncombe County Schools Nurturing program. Cluster Group Grades 1–2 A student who has demonstrated a need for differentiation as documented through pull-aside services may be considered for a Cluster Group the following school year. The decision to place a student in a Cluster Group will be made by the principal, the AIG teacher, and the classroom teacher based on the criteria below. Must meet all of the following:

• Demonstrated need for differentiation as documented through Problem Solver activities • Work samples demonstrating mastery in reading, writing, or math • Classroom performance indicating a need for differentiation • Teacher recommendation

Enrichment Group Grades K-2 If a primary student demonstrates an Extreme Need for differentiation the AIG Identification Team may recommend that the following information be considered. Must meet the minimum in all of the following:

• Demonstrated Extreme Need for differentiation as documented through Problem Solver activities and classroom performance

• 96%ile aptitude on an individual measure of aptitude • 98%ile achievement in reading or math • Work samples demonstrating mastery in reading, writing or math • Teacher recommendation

41

Double Promotion Grades K–2 A student may be considered for Grade Acceleration/Double Promotion based on the criteria below: Must meet all of the following:

• 99%ile aptitude on an individual test • Work samples demonstrating mastery in reading, writing, or math • Advanced problem solving ability • Teacher recommendation • 99%ile achievement in reading or math • Strong student interest • Independent learner • Social emotional profile of maturity • Parent approval • Principal approval

42

Academically/Intellectually Gifted Criteria for Differentiated Services Grades 3-8

Cluster/Enrichment/Subject Group The Academically/Intellectually Gifted Identification Team will determine if there is a Definite Need for differentiation in a Cluster Group, Enrichment Group, or Subject Group based on the criteria below. Must meet the minimum in all of the following:

• Aptitude of 120 / 90%ile or above • *93%ile achievement in reading and/or math

* Achievement score %ile may be adjusted based on EOG norming • Grade of A or B in reading or math (the most recently completed semester or year) • Teacher recommendation (Nomination for Gifted Services)

If a Definite Need for differentiation is indicated by the criteria above, a Differentiated Education Plan will be developed. If, after reviewing all documentation above, AIG Identification Team determines that a Definite Need for differentiation is not indicated, it will recommend that no services be provided at this time and that the student’s progress be monitored. School-based AIG personnel will notify parents. If a Definite Need for differentiation is not indicated by the criteria above, but the AIG Identification Team determines there is evidence indicating a need for differentiation, the Team should request the following additional documentation:

• Work samples demonstrating mastery in reading, writing, or math • Formal letter of recommendation from student’s teacher supporting the need for

differentiated services If, after reviewing all documentation above, the AIG Identification Team determines that a Definite Need for differentiation is indicated, it will develop a Differentiated Education Plan or an Individualized Education Plan. The DEP or the IDEP and all documentation will be submitted to the AIG Administrative Team for final approval. If, after reviewing all documentation above, AIG Administrative Team determines that a Definite Need for differentiation is not indicated, it will recommend that no services be provided at this time and that the student’s progress be monitored. School based AIG personnel will notify parents of the AGAT decision.

43

Individualized Program The Academically/Intellectually Gifted Identification Team will determine if there is an Extreme Need for differentiation in an Individualized Program based on the criteria below: The student must qualify for Cluster, Enrichment, or Subject Group and meet the minimum in all of the following:

• 98%ile achievement in reading or math • Grade of A in reading or math (the most recently completed semester or year) • Formal letter of recommendation from student’s teacher • Interview with student to determine motivation and interest in studying independently (to

be conducted by the AIG teacher and at least one member of the AIG Identification Team)

• Documented need for advanced academic work (i. e., curriculum compacting, portfolio assessment)

If, after reviewing all documentation above, AIG Identification Team determines that an Extreme Need for differentiation is indicated, an Individualized Contract will be added to the DEP. The AIG Identification Team may refer a student to the AIG Administrative Team if the team believes an Extreme Need exists, and the minimum in all of the above has not been met. Grade Acceleration/Double Promotion AIG Identification Team will determine if there is an Extreme Need for Grade Acceleration/Double Promotion based on the criteria below: Must meet all of the following:

• 99%ile aptitude • 99%ile achievement in reading and math • Average grade of A in all academic subjects (the most recently completed semester or

year) • Work samples demonstrating mastery in reading and math • Formal letter of recommendation from classroom teacher • Social development • Principal approval • Parent approval • Student desire to be promoted

44

Academically/Intellectually Gifted Criteria for Differentiated Services Grades 9-12

Honors and Advanced Placement Classes The Buncombe County School System supports the philosophy of student-selection of courses at the high school level and encourages gifted students to enroll in Honors and Advanced Placement courses. Students should strongly consider their past performance in core subjects before making course selections. School counselors, subject area teachers, and AIG Program staff are available to advise students in the decision-making process. Dual Enrollment The Academically/Intellectually Gifted Identification Team (AGIT) will determine if there is an Extreme Need for differentiation requiring Dual Enrollment based on the criteria below:

• Students must successfully complete all Honors and AP courses offered at their high school in their area of strength. Courses to be taken on a college campus are limited to mathematics or science.

• A average (from the most recently completed semester or year) in courses in area of strength.

• Continuation in dual enrollment requires grade of A or B in previously completed college course.

• Principal and AIG Specialist will review requests for Dual Enrollment. Funding must be approved one semester in advance by Special Services.

45

46

DIFFERENTIATED CURRICULA/INSTRUCTIONAL

PRACTICES

• Program Service Policy • Curricula Concept-based Units

• Glossary

47

48

Program Service Policy Grades K-12

The Academically/Intellectually Gifted Program in Buncombe County Schools builds upon and extends the North Carolina Standard Course of Study. A curriculum map has been developed for problem solver groups in K-2 and enrichment groups in grades 3-8. Integrating thinking and technology skills with topics in reading/language arts and math, the curriculum includes advanced content and resources that challenge gifted learners. Concept-based curriculum units have been written and implemented by the AIG Staff for use in the enrichment classes for grades 3-8. The AIG Staff has employed essential questions as a tool to guide curriculum mapping for the AIG enrichment classes. Teachers take into account student learning styles and use specific instructional strategies and special programs including, but not limited to, those outlined below: I. Instructional Strategies

A. Collaboration among teachers B. Collaboration with AIG staff C. Cooperative learning D. Creative problem-solving E. Critical and creative thinking F. Group investigation G. Higher order questioning H. Instructional units- integrated, interdisciplinary, thematic I. Multiple intelligences J. Problem-based learning K. Problem-solving activities L. Research skills M. Seminars N. Simulations O. Graphic Organizers P. Integration of technology Q. Interdisciplinary concept-based lesson design

II. Special Programs

A. American Math Contests 8, 10 and 12 B. Battle of the Books C. Beta Club D. Career exploration E. Chess clubs F. Community service clubs G. Contests- art, essay, oratorical, poetry, poster, short story, writing, H. Duke University Talent Search (TIP) I. Future Problem Solving J. Geography Bee K. Governor’s School L. MathCounts M. Math Superstars

49

N. Mentor programs O. National History Day P. National Honors Society Q. News program telecasts R. Odyssey of the Mind S. Saturday Math Circle T. School newspapers U. Science Olympiad V. Science Stars W. Senior Projects X. Shadowing programs Y. Stock Market games Z. Student councils AA. Student Court BB. Summer camps CC. Summer Ventures in Mathematics and Science DD. Super Saturday EE. University math competitions FF. Yearbook GG. Young Authors Project

50

Concept-Based Units for grades 3-8

The AIG Specialists have created resource guides for concept-based units to use with gifted students in grades 3-8. In these concept-based units, teachers and students investigate a concept through a topic. Teachers may kick off the unit by selecting from the many suggested hooks featured in the unit. Students will explore generalizations and essential questions through literature circles based on a scholarly novel. Other supporting selections including poems, videos, plays, journal articles, songs and short stories, and/or novels may also be selected and tiered for differentiated instruction in order for students to continue to explore on their own. An array of multiple intelligences activities, problem-solving activities, performance-based tasks, higher order question activities, and research opportunities provide engaging learning experiences. Students also demonstrate mastery of challenging vocabulary aligned with the concept-based study through teacher-selected and student-selected activities. In conclusion, students further demonstrate deep understanding through multiple intelligences presentations, multi-media presentations, and self-reflective assessments. The concept-based resource guides correlate, extend, and enrich the North Carolina Standard Course of Study.

People Making a Difference Heroes

Third Grade

In this concept-based literature study, teacher and students explore the lives of heroes and the differences they made in their communities. They study the lives of heroes from different cultures and time periods through reading biographies and autobiographies. Students explore essential questions such as: Who are heroes? What relationships played important parts in heroes lives and why? Does a person become a hero based on character or circumstance? An array of activities helps students to develop a deep understanding of the concept of relationships and the topic of heroes.

Our World, Our Future The Environment

Fourth Grade

Students and teachers investigate the conflicts that occur when man and nature collide while studying environmental problems and exploring solutions to those problems. Overarching essential questions investigate changes in the environment due to conflict, how choices humans make affect the environment and how interdependence between man and the environment create conflict. Through a variety of different activities, students develop a deep understanding of the concept of conflict within the topic of the environment.

51

Journeys A Study of Immigration

Fifth Grade

In this concept-based resource study, teachers and students journey into the world of immigration. They study the interpersonal and intrapersonal lives of immigrants spanning the centuries. Students explore selected generalizations and essential questions in literature circles from the scholar novel. An array of multiple intelligences activities, problem-solving activities, performance-based tasks, higher-order question activities, and research opportunities provide engaging learning experiences for students to develop a deeper understanding of the concept of change and the topic of immigration. Students explore how change affects patterns of interaction among people. They investigate how change is a result of needs and expectations and how it impacts culture.

Social Justice

A Concept-based Study Sixth Grade

Students experience the impact of social injustice throughout historical notable eras in this concept-based study. Multi-cultural literature sets the stage for students to examine the causes and consequences of cultural bias. Through the learning activities in this unit, students gain an understanding of why social injustice occurs and how it impacts the lives of people within a society. Students note parallels between similar experiences of diverse individuals and determine common character traits contributing to the characters’ survival of the various challenges. Students will apply these generalizations and note connections with their own lives and to the world of today.

The Courage to Face Conflict A Concept-based Unit on Conflict

Seventh Grade

Teachers and students journey into the past, present, and future worlds of conflict through science, history, literature, and writing in this concept-based resource study. Students explore selected generalizations and essential questions in the past through a historical, biographical research paper: in the present and in the future through the scholar novels. Other supporting selections including poems, quotations, mock trials, PBL, journal article and internet articles, short stories and novels may also be selected and tiered for students to continue to study on their own. Overarching generalizations include the recognition of conflict as part of human nature and that conflict resolution requires courage and risk taking. An array of activities will provide engaging learning experiences for students to develop a deep understanding of the concept of conflict.

52

My Place in the World A Concept-based Unit on Truth and Reality

Eighth Graders

In this concept based resource study, teachers and students investigate the truths of our lives and how that impacts our perception of the world. They study philosophy, leadership, social action and responsibility. Some of the essential questions explored include the difference between truth and reality, how fear alters reality, how reality affects tolerance of others, and how media affects reality. An array of engaging activities promotes a deep understanding of the concept of truth and reality through the topic of self-awareness.

53

54

GLOSSARY ACADEMICALLY/INTELLECTUALLY GIFTED IDENTIFICATION TEAM The Academically/Intellectually Gifted Identification Team consists of at least the following: an AIG teacher serving as chairperson, an administrator or designee, and two classroom teachers representative of the school population. A guidance counselor familiar with the characteristics and needs of gifted learners would be a valuable member of this team. The team accepts nominations for the gifted program from teachers, parents, and/or students and determines eligibility based on the criteria for placement. ACADEMICALLY/INTELLECTUALLY GIFTED ADMINISTRATIVE TEAM The Academically/Intellectually Gifted Administrative Team consists of at least three AIG Specialists. AIG Administrative Team reviews nominations received from AIG Identification Teams at individual schools and determines eligibility for gifted services. A nomination may be submitted to the AIG Administrative Team with supporting evidence, if the need for differentiation is apparent but the student does not meet the criteria for placement. ADVANCED CONTENT Content covered in specific classes or courses is at an advanced level. Different texts or resources are use. Course objectives go beyond standard course of study. ADVANCED PLACEMENT COURSE The Advanced Placement program consists of college-level courses and examinations for high school students. AP Course descriptions are followed and are taught by teachers who have received specific training. Courses and examinations are available in several areas of the curriculum. AP courses are usually open to any student demonstrating the prerequisite skills. ANCHOR ACTIVITIES Anchor activities include options or specified activities students automatically do when they finish regular assignments early or the teacher is working with another group or individual. CLUSTER GROUP Grades 3-5 A group of no less than five gifted students is assigned to a regular heterogeneous class. The cluster group teacher works collaboratively with an AIG teacher to design an appropriate differentiated curriculum for this group. COLLEGE LEVEL ADVANCED STUDIES PROGRAM (CLASP) (Available at some high schools.) CLASP courses are taught at the high school for college credit through Western Carolina University. This credit may be transferred from WCU to other colleges or universities according to the requirements of the college to which the student is transferring the credit.

55

CONSULTATIVE SUPPORT The AIG staff, classroom teacher, administration, parents, and/or student collaborate and share ideas, materials, and strategies for a particular student or group of students. CONTENT MODIFICATIONS While a variety of learning environments is important, the use of differentiated strategies within each environment is essential. Curriculum may be structured in a variety of forms that can differ in degree of abstractness, complexity, organization, and subject areas covered. Some of these approaches lend themselves more easily to certain learning environments, grade configurations, and specific content. These strategies may also be combined and/or merged with other teaching strategies in order to address the learning needs of students. CONTRACT A learning contract is an agreement made between teacher and student that allows the student to work independently on either accelerated or enrichment materials related to a unit of study. To be effective, it is important that contract goals be realistic and that teacher and student meet on a regular basis to review the student’s progress. COOPERATIVE LEARNING GROUP A cooperative learning group is a small group of students working together to accomplish a goal or task. A cooperative learning group may consist of all gifted students or of heterogeneously grouped students. Gifted students benefit socially and academically from working together cooperatively during part of each school day. CREATIVE THINKING Creative thinking is the ability to transcend traditional ideas, rules, patterns, relationships, and to create meaningful new ideas, forms, methods, interpretations; originality, progressiveness, or imagination. CRITICAL THINKING Critical thinking is the mental process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach answers or conclusions. CURRICULUM EXTENSIONS Curriculum extensions are activities that allow students to explore the curriculum or related topics of interest in more depth. These activities usually go beyond the standard course of study. CURRICULUM COMPACTING Curriculum compacting consists of modifying the regular curriculum to minimize repetition of previously mastered material, to upgrade the challenge level of the regular curriculum, and to provide time for appropriate enrichment and/or acceleration activities while ensuring mastery of basic skills (Reis and Renzulli, 1985).

56

DIFFERENTIATED EDUCATION PLAN A Differentiated Education Plan is a document which addresses the need for modifications in the academic content and learning environment for the gifted student. DIFFERENTIATED INSTRUCTIONAL UNIT Differentiated instructional units incorporate individual learning abilities and different levels of content and skill. A unit is based on an instructional theme or a topic of study. DISTANCE LEARNING COURSE Telecommunication courses are available to selected high school students through the State Department of Public Instruction (TI-IN), the North Carolina School of Science and Math, and other institutions of higher learning. Students sign up for specific courses and attend classes at their base school or at a central facility. DUAL ENROLLMENT This option allows students to be enrolled in two levels of schooling simultaneously. Students may remain at one level for much of their study and attend another level for a specific course or period of time. This option is appropriate for secondary students who might be enrolled in courses at post-secondary institutions. Through dual enrollment, students may receive college/university credit for courses taken while still in high school. EARLY ADMISSION Students enter middle, high school, or college earlier than their peers. Criteria for early admission will be established at each individual school and at the institution involved in the early admission process. EARLY GRADUATION A student may obtain early graduation by completing all graduation requirements before the scheduled time. This option is preferable for early admission to college. ENRICHMENT While the area of academic development is one important aspect of gifted education, enrichment is equally essential in a comprehensive array of services. Enrichment consists of activities which extend beyond the regular curriculum and focus on specific process skills. In addition to enriching specific academic content, enrichment services focus on the development of interests and special talents. It is often through special interests and talents that students, particularly those who are under-represented in gifted programs, have an opportunity to display gifted behavior. ENRICHMENT GROUP An enrichment group consists of students working on activities based on curricular material which offers extensions beyond the regular classroom and which focus on specific process skills such as critical and creative thinking, research skills, independent and small group investigations, and technology skills.

57

EXPERIENTIAL LEARNING Experiential learning is when students are active participants in learning connected to real world issues and across subject areas. The students have an opportunity to apply what they have learned. Examples: integrated projects, simulations and use of manipulatives and materials to enhance understanding of abstract concepts. GRADE ACCELERATION/DOUBLE PROMOTION Students move ahead one or more academic years, accelerating levels in the normal sequence of promotions. HETEROGENEOUS GROUPING Students are grouped equitably according to race, gender, and ability levels. HONORS COURSE An honors course is an academically advanced course that covers traditional content as well as focuses on issues, problems, and themes related to content areas. These courses are designed to help students develop a knowledge base in a specific discipline and learn to apply that knowledge at an advanced level. Although these courses are not usually limited to gifted students, clearly defined prerequisites, along with entry and exit criteria, enhance their effectiveness. INDEPENDENT INVESTIGATION In independent investigations students are given the opportunity to study and research topics in- depth individually or in groups. Independent study may be used as a method to either accelerate or enrich learning and may be a part of an individualized program. Students displaying content mastery and having a special interest may contract with the teacher for an independent investigation projects. Students share the information or knowledge gained in a form agreed upon by the teacher and student(s). This method is appropriate for students who are self-directed, who have strong academic interests, and who have a clear idea of what subject they would like to investigate. The teacher serves as a resource person and meets periodically with the student to assess progress. INDIVIDUAL DIFFERENTIATED EDUCATION PLAN An Individual Differentiated Education Plan will be developed for students who have additional needs which are not addressed in the Differentiated Education Plan. Students who may benefit from an IDEP include those with learning, cultural, or economic differences. INDIVIDUALIZED PROGRAM An independent program is designed to address the academic needs of the individual gifted student. Students work on special topics and/or independent study in the classroom and with the AIG teacher. An individualized contract involving the student, parent, teacher, and AIG teacher will be developed. The individualized contract may consist of any of the following: curriculum compacting, subject acceleration, projects, research, and investigations.

58

LEARNING CENTER Learning centers are an appropriate way to provide content enrichment. They are usually designed as tabletop workstations for individual or group work. Students may self-select centers or be assigned to centers on a rotating basis. LEARNING ENVIRONMENT Because of the diverse needs of gifted students, no single learning environment will provide an optimal educational experience. Currently, best practices for gifted students encourage a range of strategies with services being delivered in a variety of settings. These settings include the heterogeneous classroom, the cluster group within the regular classroom, and the enrichment program. LENDING LIBRARY Materials are available from the AIG Lending Library to classroom teachers for use with AIG students. PERFORAMANCE BASED ASSESSMENT A performance based assessment is an evaluation based on something the student demonstrates, performs, or creates. The product may take many different forms: monologue, models, inventions, dance, song, projects, etc. PROBLEM SOLVERS AIG personnel provide a nurturing program for students in grades K-2 who demonstrate a need for enrichment beyond the regular classroom setting. Emphasis is on higher order problem solving and information processing that builds upon the child’s existing strengths and abilities. PROBLEM-BASED LEARNING In problem-based learning students experience learning that utilizes higher-order thinking skills and many strategies to solve a real-world problem in the way professionals must handle their problems. Teachers act as coaches and tutors rather than information givers. SOCRATIC SEMINAR Students discuss topics of interest with a facilitator to gain understanding of a reading selection. The seminar can be based on a variety of choices, such as a selection from Junior Great Books, an historic document, a poem, an article, or a book. Seminars can also be used as a vehicle for bringing together students working on independent studies. Such sessions are held periodically and provide a support system for involved students. SUBJECT GROUP Students are grouped for specific subjects based on their aptitude and/or performance. Grouping may not be limited to identified gifted students, but may include other high achievers. The subjects most relevant to subject grouping are reading, language arts, and math.

59

TECHNOLOGY APPLICATIONS Technology applications include the use of technology to enhance learning content, process, and products. Examples may include Internet searches, databases, spreadsheets, draw/paint tools, multimedia presentations, MP3 players, pod-casts, teleconferencing, or distance learning, etc. THEMATIC UNIT A thematic teaching unit contains information and activities from various disciplines, such as reading, language arts, math, social studies, and science which are integrated under a broad-based theme. TIERED ASSIGNMENTS Tiered assignments are assignments in which the teacher uses a variety of activities within a class to accommodate the needs and prior knowledge level of each individual student. Students may explore the same content but at different levels of complexity. Source: Sections of the above have been adapted from: • Gallagher and Gallagher, Teaching the Gifted Child, Allyn and Bacon, 1994. • Harrison and Coleman, Programming for Gifted Learners, State Technical Assistance for Gifted Education, 1997. • Maker and Nielson, Teaching Models in Education of the Gifted, PRO-ED, 1995.

60

EVALUATION PLAN • System-wide Evaluation

• Guidelines for Student Records

• Local AIG Program Goals and Indicators

• Assessment Tools

Recommended Test List

61

62

System-wide Evaluation

The Lead AIG Specialist(s) will coordinate an annual evaluation of the Buncombe County Schools Local Plan for Gifted Education. AIG personnel assigned to each school are responsible for conducting the following annual evaluation:

• Prepare headcount for each school indicating race and gender of each identified student • Prepare a list of students who are served in Problem Solver groups at each school by

grade • Conduct an annual review of each student (Annual Review Form) • Survey all AIG students and compile data • Assist teachers in preparation of Teacher Differentiation Form and file in student AIG

records • Update AIG Identification Team and Service Delivery Notebooks in each school

following Guidelines for School-based Records All AIG personnel will participate in an annual retreat for the purpose of examining strengths of the current plan and opportunities for growth. Special consideration will be given to issues involving screening and identification, services for students, staff development, budget, personnel, curriculum, and collaborative opportunities with regular classroom teachers. The Lead AIG Specialist(s) will provide leadership for the development of a comprehensive evaluation report. In addition to evaluating the six program goals, other areas and/or concerns raised at the staff retreat will be examined. The report will be submitted to the Director of Special Services and Exceptional Children’s Curriculum Manager each June.

63

GUIDELINES FOR SCHOOL-BASED RECORDS Academically/Intellectually Gifted Programs

Buncombe County Schools AGIT Notebook:

• Record of Decision-Making form • Screening Pool list • Names of members of the AIG Identification Team • Copy of AIG Guidelines and Procedures Handbook • Database of nominated students

Service Delivery Notebook:

• Database with Teacher and Service • Sims list • Differentiation Sheets from each cluster/subject group teacher • Brief list of activities or units offered to the enrichment groups organized by grade level • Brief list of ways you assisted cluster/subject group teachers

i.e. curriculum compacting, model lessons, contracts, independent study;

• List of elementary students in Problem Solver groups by grade level; a brief summary of activities you used with Problem Solver students organized by grade level

• Survey Report listing the numbers of students included in the survey by grade level and a brief summary of responses.

• AIG Specialist daily schedule • List of teachers who have local AIG endorsement • Copy of any IDEP and contract(s) developed for students

64

Local AIG Program Goals and Indicators Goal 1. Identify students who need differentiated services through

the use of multiple criteria.

Objective

• A student search is conducted annually to determine which students may require differentiated services

• AIG School Identification teams are

established to review data and service delivery recommendations

• AIG Administrative Team will review recommendations from the school-based teams regarding special consideration of students demonstrating a need for service

• AIG staff will review identification

criteria annually to determine if the criteria used to identify students is aligned with best practices for gifted education

• Classroom teachers will work with

AIG staff to recommend students to be served in a K-2 Nurturing program

Indicators

• AIG Screening Pool roster kept in the AIG Identification Team notebook at each school

• Academically/Intellectually Gifted

School Record on Decision Making for Student Search and Nomination kept at each school

• Administrative Team record of

students who are reviewed and the decision rendered

• Notes from AIG Staff annual retreat and staff meetings

• K-2 Headcount by grade, age, race

65

Local AIG Program Goals and Indicators

Goal 2. Provide an array of services at each grade level to meet the needs of gifted students.

Objective

• Provide consultative and enrichment

services for AIG students

• Provide opportunities for independent/small group investigations.

• Maintain cluster groups in

heterogeneously grouped classrooms in grades 3 - 5

• Maintain subject grouping in language arts and math for AIG students in grades six through eighth

• Recommend AIG students in high school participate in honors and Advanced Placement courses

• Provide an Individualized Program

for highly gifted students

• Develop Individualized Differentiated Education Plans (IDEP) for gifted students with special needs

• Provide nurturing program for K-2

students

Indicators

• AIG teacher class roll and lesson plans,

• AIG teacher class roll and lesson

plans

• AIG cluster class roll and Cluster/Subject Group Differentiation Documentation form

• AIG subject group class roll and Cluster/Subject Group Differentiation Documentation form

• AIG student schedules and DEP

• IDEP and/or student contract

• IDEP and student contract

66

• K-2 curriculum map and nurturing headcount

Local AIG Program Goals and Indicators

Goal 3. Offer on-going professional development opportunities to build cluster teacher proficiencies, to enhance AIG staff expertise

and to support state licensure in gifted education.

Objective

• Conduct an orientation to the plan for new administrators and teachers

• Provide orientation for classroom

teachers who serve on the school AIG Identification Team

• Provide staff development for cluster

teachers

• Provide assistance to teachers interested in completing the requirements for state licensure

• Provide on-going professional

development for AIG staff

Indicators

• Minutes of orientation meeting and sign in sheets

• AIG Identification Team Notebook

• Number of cluster teachers and staff development evaluations

• Distribution of information on state

licensure and funding assistance

• Attendance at national and state conferences, regional workshops, local in-service, AIG staff enrichment

67

Local AIG Program Goals and Indicators

Goal 4. Enhance communication, cooperation and collaboration among teachers, administrators, parents, and students regarding

services for gifted students.

Objective

• Provide an informational brochure

for parents

• Meet with parents to discuss service delivery options at transitions from elementary to middle and middle to high schools

• Meet with parents to discuss AIG

services

• Provide information to parents regarding AIG services and student activities

Indicators

• Number of brochures distributed

• Sign-in roster and agenda for DEP meetings

• Parent signatures on Permission for Services form

• Newsletters, progress reports, semester grades, AIG Annual Review documentation

68

Local AIG Program Goals and Indicators

Goal 5. Advocate for the allotment of appropriate resources for the implementation of the Gifted Education Program plan.

Objective

• Prepare AIG program budget

• Maintain records of existing and purchased materials and equipment at the school and system level

• Review existing personnel placement

and case loads

• Provide for caseload adjustments as funds allow

• Request additional money to fund

current program needs for materials and technology

Indicators

• Budget review and preparation

• Records of materials maintained by AG Specialists for unit-wide use

• Yearly headcount and individual AIG staff yearly reports

• Review of AIG state funds and

requests for local funds

• Allotment of funds

69

Local AIG Program Goals and Indicators

Goal 6. Monitor the effectiveness of services for gifted students working toward continuous improvement of the program.

Objective

• Conduct a yearly review using the

six objectives of the AIG local plan

• Complete an annual review of each identified AIG student in elementary and middle school

• Monitor county-wide course

offerings for high school honors and AP courses

• Collect data on differentiation

strategies offered in cluster and subject grouped classes

• Monitor student perceptions of the AIG program and services

• Collect and analyze student

performance on NC End-of-Grade testing and other outcome data

Indicators

• Program Evaluation on file

• Annual Review in each AIG student record

• List of course offerings per school

• Cluster/Subject Group Differentiation Documentation on file in Service Delivery Notebook at each school

• Student attitudinal survey on file

• System-wide EOG documentation

70

Buncombe County Public Schools Academically/Intellectually Gifted Program

Recommended Test List APTITUDE

Cognitive Abilities Test (CoGAT) The Riverside Publishing Company Comprehensive Test of Nonverbal Intelligence (C-TONI) PRO-ED Differential Ability Scales (DAS) The Psychological Corporation InView CTB/McGraw-Hill Naglieri Nonverbal Ability Test (NNAT) The Psychological Corporation Otis-Lennon School Ability Test (OLSAT) Harcourt Brace & Company Ravens Standard Progressive Matrices Western Psychological Services

Screening Assessment for Gifted Elementary and Middle School Students, K-8 -Second Edition (SAGES - 2)

PRO-ED Stanford-Binet Intelligence Scales Fifth Edition Riverside Publishing Company Test of Cognitive Skills (TCS/2) CTB/ Macmillan McGraw-Hill Test of Nonverbal Intelligence - Third Edition (TONI - 3) PRO-ED Wechsler Preschool and Primary Scale of Intelligence- Revised The Psychological Corporation

71

Wechsler Intelligence Scale for Children---Fourth Edition (WISC-IV) The Psychological Corporation

ACHIEVEMENT

California Achievement Test Fifth Edition (CAT/5) CTB/McGraw-Hill Comprehensive Test of Basic Skills Fourth Edition (CTBS/4) CTBS/ McGraw-Hill Iowa Test of Basic Skills (ITBS) Riverside Publishing Company Kaufman Assessment Battery for Children (K-ABC) Western Psychological Services Metropolitan Achievement Test Harcourt Brace Educational Measurement North Carolina End-of-Grade Tests Stanford Achievement Test Harcourt Brace Educational Measurement Screening Assessment for Gifted Elementary Students –2nd Edition SAGES-2 PRO-ED TerraNova (CTBS/5) CTB/McGraw-Hill Wechsler Individual Achievement Test (WIAT) The Psychological Corporation Woodcock-Johnson III Tests of Achievement

Riverside Publishing Company CHECKLISTS, BEHAVIORAL SCALES, AND FORMS FOR TEACHER USE

Academically / Intellectually Nomination for Gifted Services Checklist Gifted and Talented Evaluation Scales (GATES) Pro-ED

Harrison Student Observation Form Harrison, 1996 STAGE, 1996

72

Scales for Identifying Gifted Students/SIGS Prufrock Press

PERSONNEL AND PROFESSIONAL

DEVELOPMENT • Personnel Responsibilities • Staff Development

• Buncombe County AIG Endorsement

73

74

Personnel Exceptional Children Program Director Exceptional Children Curriculum Manager Lead Academically and/or Intellectually Gifted Specialist Academically and/or Intellectually Gifted Specialist K – 8

Responsibilities • Directs Gifted Program within total county

Exceptional Children’s Program • Answers legal questions • Oversees Gifted Program budget • Oversees actual implementation of Buncombe

County’s gifted program • Evaluates AIG Specialists • Serves as liaison between the Exceptional Children

Program Director and AIG staff • Serves as key contact for community inquiries and

information updates for AIG staff • Communicates with parents and community

regarding AIG services • Consults with teachers/administrators • Sets agenda and chairs meetings for AIG Specialists • Makes all arrangements for Buncombe County AIG

Endorsement workshops • Prepares the yearly system-wide evaluation of

Buncombe County Plan for Gifted Education • Coordinates with the Exceptional Children Program

Director and Curriculum Manager on the AIG budget and the Title IX grant

• Follows up on decisions and information items from meetings with AIG Specialists

• Coordinates curriculum development activities • Assists in evaluation of Buncombe County Plan for

Gifted Education • Collaborates with classroom teachers to support

classroom differentiation, Differentiated Education • Plans, and staff development for cluster teachers • Teaches enrichment groups for identified AIG

students in grades 3 – 8 and problem solver groups for students in K – 2

• Participates in curriculum development activities • Communicates with parents and the community

regarding AIG services • Receives and processes nominations for gifted

services including administering and scoring any necessary tests

• Serves as chairperson of gifted identification teams

• Prepares and revises Differentiated Education Plans

• Maintains local and state headcounts

• Conducts and documents annual reviews of student progress

• Maintains AIG student confidential files

Required Expertise

Or Licensure Overall knowledge of AIG Program Overall knowledge of AIG Program Licensure in gifted education MA in education Licensure in gifted education

75

Personnel School Administrator Classroom Cluster/Subject Grouped Teacher (Grades K – 8) Teacher of Honors Course (Grades 9 – 12) Teacher of Advanced Placement Course (Grades 9 – 12)

School Counselor

Responsibilities

• Provides leadership and support for the gifted

program • Provides leadership for appropriate gifted staff

development activities • Serves on gifted identification team • Communicates with parents and community

regarding AIG services • Continually monitors teachers’ differentiation of

instruction to assure that the needs of gifted students are met

• Responds to parent concerns • Works cooperatively with AIG Specialist to provide

differentiated instruction for clustered students • May serve on gifted identification team • Communicates with parents regarding differentiation

for clustered students • Teaches at least one section of an Honors course • Differentiates curriculum for students with high

abilities • Participates in program and student evaluation • Communicates with parents regarding differentiation

of instruction • Teaches at least one section of an Advanced

Placement course

• Differentiates curriculum for students with high abilities

• Participates in program and student evaluation

• Communicates with parents regarding differentiation of instruction

• Participates on gifted

identification team as needed

• Supports social and emotional needs of gifted students

• Consults on underachieving gifted and/or at-risk students

• Supports transition of gifted students between school levels

• Works collaboratively with AIG Specialist

• Provides assistance to gifted students in the selection of post-secondary opportunities (Grade 12)

• Assists gifted students with appropriate course selection (9 – 12)

Required Expertise or Licensure

Overall knowledge of

program

76

Buncombe County AIG Endorsement or in process of obtaining Buncombe County AIG Endorsement Encourage licensure in AIG or Buncombe County AIG Endorsement Encourage licensure in AIG or Buncombe County AIG Endorsement Staff development in characteristics of gifted students and social and emotional needs of gifted students

Personnel School Psychologist Teacher (includes all licensed instructional personnel with differentiated responsibilities)

Other licensed instructional and support personnel Academically and/or Intellectually Gifted Identification Team AIG Specialist (Chair) Academically and/or Intellectually Gifted Administrative Team (Minimum of three AIG Specialists including one Lead AIG Specialist)

Responsibilities • Administers required psychometric evaluations • Participate on gifted identification team as needed • Works cooperatively with AIG Specialist to provide

differentiated instruction for gifted students • Provides differentiated activities for gifted students • Communicates with parents regarding differentiation

of instruction • Provides leadership and support for the gifted

program (personnel, students and parents) • Provides leadership for and participates in

appropriate gifted staff development • Collaborates with teachers and AIG personnel to

provide differentiated services

• Collects and reviews student information in order to make appropriate service delivery recommendations

• Chairperson keeps a log/record of students in the screening pool, students nominated for gifted services and service delivery recommendations

• Ensures communication with parents, teachers and other educational personnel is handled appropriately and confidentially

• Participates in program evaluation

• Reviews student

records that require special consideration

• Determines suitability of service option match for student’s special needs

Required Expertise

or Licensure Appropriate licensure Overview of Buncombe County Schools Local Plan for Gifted Education

77

Overview of Buncombe County Schools Local Plan for Gifted Education

See individual requirements for team members

Licensure in gifted education

Hiring and Allotment of Personnel

All vacancies in the AIG Program must be filled by highly qualified personnel. Potential AIG Specialists shall be interviewed by a team consisting of the Exceptional Children’s Curriculum Manager or principal with at least one AIG Specialist. Candidates must be approved by the Director of Exceptional Children. AIG Specialists will be allotted to schools based on the number of gifted students in each school. No school will receive less than one day of services per week with the exception of a primary school. AIG Personnel Preparation and Planning Responsibilities All AIG personnel hold a license in Gifted Education. AIG cluster and subject group classroom teachers have the Buncombe County Local AIG Endorsement or Licensure in Gifted Education or are working on obtaining the endorsement. AIG Specialist new to the program are assigned a mentor to guide them while learning the new responsibilities of the job. AIG Specialists meet one day monthly for system-wide planning, coordination of the services in Buncombe County and curriculum development. All AIG personnel participate in staff development and planning of differentiated curricula and programs.

78

Staff Development Staff Development Opportunities AIG Staff:

• National and State Gifted Conferences • Specific subject area workshops and conferences • Curriculum Development Institutes with DPI • Exceptional Children’s Conference • Technology workshops and conferences

Ongoing Unit-wide:

• An overview of the Buncombe County Schools AIG plan is offered yearly for new personnel.

• Buncombe County AIG Endorsement “Nurturing the Gifted Child” course is offered yearly.

• Buncombe County School System collaborates with local universities and colleges to offer AIG Licensure courses.

• Advanced courses in gifted education are offered to personnel who already have the Buncombe County Endorsement or Licensure.

79

BUNCOMBE COUNTY AIG ENDORSEMENT

Staff Development for Cluster and Subject Teachers

The Buncombe County AIG endorsement is designed to provide teachers and other certified personnel with the additional expertise needed to meet the needs of gifted students. Course work toward endorsement can be completed through district staff development and/or additional professional growth opportunities (e.g. conferences, college classes) as approved by a team of AIG Specialists. The staff development requires 45 hours or 4.5 CEU’s. Buncombe County AIG Competencies Content and Overall Knowledge:

• Understand the definition and identification of the gifted child. • Identify gifted characteristics in diverse populations. • Recognize the social and emotional needs of the gifted child. • Put into practice content modifications, as needed for the gifted child.

Specific Skills/Techniques/Methodologies:

• Demonstrate the ability to assess potentially gifted students for nomination using a variety of informal and formal procedures.

• Modify the North Carolina Standard Course of Study through content, process, product, or learning environment to meet the needs of the gifted child.

• Describe and demonstrate teaching strategies designed to match learning styles of gifted students.

• Write lesson plans that demonstrate an understanding of differentiation strategies that will augment the education of a gifted child.

Options for Completing Buncombe County’s AIG Endorsement Competencies OPTION 1:

80

The teacher can provide documentation that a three-semester hour college course in gifted education has been completed. This will equal local endorsement. OPTION 2: The teacher will complete the fifteen-hour class, “Nurturing the Gifted Child”. Twenty-five hours of credit will be accepted from approved workshops or courses that are based on the required competencies. Teachers will also need to complete two lesson plans demonstrating differentiation of the North Carolina Standard Course of Study for gifted learners. The lesson plans are equal to five hours of credit. Requirements for Buncombe County’s AIG Endorsement The endorsement requires 45 hours or 4.5 CEU’s. “Nurturing the Gifted Child” The focus of this fifteen-hour class is as follows:

• Multiple criteria for recognizing the needs of the gifted child • Giftedness in diverse populations • Social-emotional needs of gifted students • Differentiation strategies • Classroom modifications based on content, process, product, and learning environment

Twenty-five hours of coursework The teacher will submit documentation of completed coursework with an emphasis on curriculum modifications appropriate for the gifted child. Examples: Learning Styles, Multiple Intelligences, Literature Circles, Investigations, DMI strategies, Dimensions of Learning, Paideia, curriculum compacting, tiered assignments, WebQuest, INTEL, writing or reading strategies for advanced learners, National Boards for Professional Teaching Standards, AIMS workshops, 4-Block, content area classes. Two Lesson Plans Teachers will develop two differentiated lesson plans, which are based on the NC Standard Course of Study and speak to the instructional needs of gifted learners. These lesson plans must be submitted to the Buncombe County Schools AIG Office for review. The lesson plans will count for 5 hours credit toward endorsement. Application Process Upon completion of the above requirements, the teacher must submit an application to the Buncombe County Schools AIG Office for review. Documentation of completed courses and the two lesson plans must be submitted with the application.

81

82

ADDITIONAL INFORMATION • Parent and Community Involvement • Socio-Emotional Guidance and Counseling

• Links to Other School System Initiatives

• Procedure to Resolve Disagreements

• Budget

• Timeline

• System Commitment

83

84

PARENT AND COMMUNITY INVOLVEMENT The Buncombe County Public Schools encourages a high level of parental and community involvement. The school community creates and supports unique opportunities for educational experiences. An active parent group is needed to support and advocate for gifted students' educational needs. COMMUNICATION STRATEGIES An AIG brochure has been developed which includes a description of the service delivery options available for gifted students in grades K-12. The brochure is available at the school level. Since there are fifty-one languages spoken in Buncombe County, communications concerning the gifted program are available in multiple languages such as Moldolvan, Spanish, and Russian for parents and communities within the school district. Community involvement will be enhanced through the following opportunities: mentorships business partnerships shadowing parent workshops newsletters collaborative conferences informational letters internships The AIG personnel in Buncombe County Schools cooperate with and support extracurricular organizations, which provide enrichment for AIG students. These include Odyssey of the Mind, History Day, Science Olympaid, MathCounts, Battle of the Books, and Super Saturday, which is sponsored by University of North Carolina at Asheville.

85

SOCIO-EMOTIONAL GUIDANCE AND COUNSELING

The AIG Specialists provide affective education lessons to AIG students in their schools. These lessons assist the students as they transition into the AIG program and between school levels. The focus of the lessons is to help each student understand and deal successfully with his/her own giftedness as well as address the unique educational needs of a gifted individual. Affective education lessons are incorporated into the enrichment class curriculum. Topics include gifted awareness, multiple intelligences, perfectionism, dealing with teasing, the art of being a good listener and coping with stress. Guidance Counselors are available in the elementary, middle and high schools. Many of these counselors serve on the AIG Identification Team in their school. Counselors work with the AIG Teachers to provide appropriate guidance to students in the elementary and middle schools. The high school counselors and the AIG Middle School Specialists assist with course selection for ninth graders. High School Counselors assist students in choosing career pathways, determining appropriate diploma plans, and planning for post-secondary education. The AIG Specialists may assist the guidance counselors and the classroom teachers in determining some of the unique social and emotional needs of a gifted child. Some of the issues that may be addressed are personal characteristics such as perfectionism, internal asynchronies, lack of educational fit, and difficulty in finding peers. Counselors may work individually with students on these issues as requested by the students, teachers, or parents.

86

LINKS TO OTHER SYSTEM-WIDE EFFORTS

It is essential that programming for gifted students be linked to other school system initiatives. In the Buncombe County Public Schools, direct linkage is provided in the following ways:

• Planning All Buncombe County schools have a three year School Improvement Plan with yearly updates. The School Improvement Plan addresses the correlates of effective schools. The plan also addresses Southern Association accreditation standards. Academically gifted students needs are included as part of these plans.

• Staff Development

The Academically/Intellectually Gifted Plan is supported by staff development activities. Staff development funds may be used to instruct educators in the techniques necessary to accomplish the goals and strategies identified in the AIG Plan. Staff development will be necessary in order to communicate, implement, and evaluate the AIG Plan.

• Personnel

In the Buncombe County Public Schools, each elementary school has access to an Academically/Intellectually Gifted Specialist who consults with classroom teachers, offers enrichment classes and coordinates the program for gifted students. In addition, each middle school has an AIG Specialist on staff that works on a daily basis with students, teachers and parents. In coordination with the high school counselors, each high school has access to an AIG Specialist on an as needed basis.

. • Technology

The Buncombe County Public School System promotes a technologically supported environment for students at all levels, and technology is integrated throughout the curriculum. The Technology Plan includes an emphasis on basic computer competencies and the extension and enrichment of computer and other technological skills. QTL,

87

Quality Teaching and Learning, is an initiative to integrate computer skills into the classroom. The AIG Staff has participated in this training.

• Scheduling

The four-period day at the high schools and the modified block scheduling at the middle school level provide time and opportunities for extension, enrichment, and integration of curriculum. Flexible scheduling promotes the ability to differentiate assignments for academically gifted students. It also provides time for consultation and collaboration among students, teachers, and AIG staff.

• Future-Ready Students for the 21st Century The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. AIG students will have access to rigorous and relevant core curriculum that will prepare them to be life-long learners in a constantly changing environment. AIG Specialists will have the skills needed to deliver rigorous curriculum using advanced technology that guides student learning.

• Buncombe County Early College

Early College seeks to serve a student population that mirrors the demographics of Buncombe County Schools. It is a partnership between Buncombe County Schools and Asheville-Buncombe Technical Community College. Students may earn an associate’s degree or two years of transferable credit along with their high school diploma. This setting reaches some of our AIG high school students who benefit from a smaller learning community and have the potential to do college-level work. Many of these students are the first in their family to attend college and may be students who are from traditionally underrepresented populations in the college-going population.

• Curriculum Initiatives

The following initiatives are being implemented in the Buncombe County Schools: Balanced Literacy model Big 6 – research model QTL – Quality Teaching and Learning through Technology Inspiration and Thinking Maps Math Investigations Problem-based Learning Inquiry-based science The AIG Staff has received training in the above areas and assists classroom teachers in the extension of the North Carolina Standard Course of Study using these models.

88

Differentiation strategies that focus on content, process, product, and learning environment are emphasized throughout the curriculum. AIG Staff and classroom teachers work together to offer rigorous and relevant coursework.

• Extra-curricular Activities

Wide arrays of extra-curricular activities are available for all students. These activities support and enrich the existing curriculum as well as develop students’ higher order thinking abilities, problem-solving skills, and leadership potential. Some of the options include Science Olympiad, History Day, Odyssey of the Mind, MathCounts, and Battle of the Books. Middle Schools and high schools offer additional enrichment opportunities such as sports, drama, music, and various clubs.

PROCEDURE TO RESOLVE DISAGREEMENTS

The following procedure is to be used by a student's parent/guardian (1) if the parent/guardian disagrees with the school's decision regarding the school's failure to identify the child as Academically/Intellectually Gifted; or (2) if the parent/guardian believes that the Differentiated Education Plan for the child, who is identified as Academically/Intellectually Gifted, is not being implemented as written. STEP 1 - AIG IDENTIFICATION TEAM CONFERENCE A. A parent/guardian may make a request, preferably in writing, to the school principal for a conference with the AIG Identification Team to discuss concerns about identification and/or implementation of the child's Differentiated Education Plan. B. The AIG Identification Team, including the school principal, reviews the student's record and nomination, identification, and service options decision. The committee may gather additional information about the student from teacher(s) and/or parent/guardian as needed. C. The AIG Identification Team grants the conference within five (5) school days of receipt of the request and responds to the parent/guardian in writing within five (5) school days after the conference. If the disagreement is not resolved at the AIG Identification Team conference, then proceed to Step 2. STEP 2 - APPEAL TO THE DIRECTOR OF SPECIAL SERVICES A. The parent/guardian may appeal the decision of the school AIG Identification Team in writing to the Director of Special Services within five (5) school days of receiving the written response from the school Team. The parent/guardian must, in writing, explain concerns and specific points of disagreement with the school AIG Identification Team.

89

B. The Director of Special Services (or designee) will convene a panel to review the disagreement within ten (10) school days of receipt of the appeal. This panel will include the Superintendent (or designee) and other members at the discretion of the Director. C. The Director of Special Services (or designee) will respond, in writing, within five (5) school days to the parent/guardian and principal concerning the outcome of the review. Mediation conducted by school system staff is an option for the parent/guardian at any step in this process. In the event that the local disagreement procedure fails to resolve the disagreement, the state level disagreement procedure may be requested by the parent/guardian. STEP 3 - STATE LEVEL DISAGREEMENT PROCEDURE A. The parent/guardian may file a petition for a contested case hearing under Article 3 of Chapter 150B of the General Statutes. This must be done within thirty (30) calendar days. The scope of the review shall be limited to:

(i) whether the local school administrative unit improperly failed to identify the child as an Academically/Intellectually Gifted student,

or (ii) whether the local plan for Academically/Intellectually Gifted Services has been implemented appropriately in regard to the child.

B. Following the hearing, the administrative law judge shall make a decision that contains findings of fact and conclusions of law. Notwithstanding the provisions of Chapter 150B of the General Statutes, the decision of the administrative law judge becomes final, is binding on the parties, and is not subject to further review under Article 4 of Chapter 150B of the General Statutes. C. In the event that the parent/guardian prevails in a due process hearing, Buncombe County Public Schools is not responsible for parent/guardian attorney fees.

90

PLANNING BUDGET 2007-2008

State funding for Academically/Intellectually Gifted Education is a per pupil amount provided for 4.0% of the Average Daily Membership (ADM) for the school system. Nearly 13.6% of the students counted in the ADM are presently identified as Academically/Intellectually Gifted and receiving services. The attached planning budget reflects an estimated allotment, which has not been adjusted for projected salary increases. When the legislature determines the level of salary increases, an adjustment will be made in the per pupil amount of the funding formula to provide for paying salary increases for instructional personnel in this program. Consequently, the actual allotment the school system will receive for 2007-08 will be very different from the allotment reflected in this planning budget. To the extent that the adjustments made for salary increases do not fully cover salary increases for present personnel, other budgeted areas will be reduced. A portion of the Title IX federal grant funds the school system receives are presently being used to supplement the Academically/Intellectually Gifted Program. While it is hoped that these funds will continue to be available, whether or not state/school systems receive these funds is determined on a yearly basis through the federal budget and appropriation process.

BUDGET 2007-2008

Local State Federal Title IX Grant

91

Personnel AIG Specialists $93,000 $1,040,800 $25,000 Travel 1,200 1,000 Staff Development 1,000 11,000 Materials 2,000 4700 TOTAL $93,000 $1,045,000 $41,700

TIMELINE

2007-2008

• Continue to offer staff development leading to Buncombe County AIG Endorsement

• Modify, as needed, the concept-based curriculum units for grades three through eight

• Continue to explore alternative methods and instruments for identifying gifted students

• Explore options for nurturing potential in students from underserved populations who demonstrate academic promise

• Continue to explore options for improving services and opportunities for gifted students

which focus on enhancing student learning and increasing individual and group accomplishments

• Continue to collect and analyze data on district, student and stakeholder needs,

demographics and current performance levels to monitor program goals and outcomes 2008-2009

• Continue to offer staff development leading to Buncombe County AIG Endorsement

• Modify, as needed, the concept-based curriculum units for grades three through eight

92

• Continue to explore alternative methods and instruments for identifying gifted students

• Explore options for nurturing potential in students from underserved populations who

demonstrate academic promise

• Continue to explore options for improving services and opportunities for gifted students which focus on enhancing student learning and increasing individual and group accomplishments

• Continue to collect and analyze data on district, student and stakeholder needs,

demographics and current performance levels to monitor program goals and outcomes 2009-2010

• Continue to offer staff development leading to Buncombe County AIG Endorsement

• Modify, as needed, the concept-based curriculum units for grades three through eight

• Continue to explore alternative methods and instruments for identifying gifted students

• Explore options for nurturing potential in students from underserved populations who demonstrate academic promise

• Continue to explore options for improving services and opportunities for gifted students

which focus on enhancing student learning and increasing individual and group accomplishments

• Continue to collect and analyze data on district, student and stakeholder needs,

demographics and current performance levels to monitor program goals and outcomes