aig 3 year plan wake county public school system

AIG 3 YEAR PLAN

Wake County Public School System

Purpose of the AIG Plan

To identify and establish a procedure for providing appropriate educational services to each academically or intellectually gifted student.

Local AIG plans must include the guidelines developed by the AIG Program Standards approved by State Board of Education and State Legislation Article 9b.

Pages referenced throughout this presentation correlate with the WCPSS AIG plan.

Department of Public Instruction Local Plan Format

Required to address six standards and established number of practices within each standard (reference pgs. 11-12)Standard 1 Student Identification: (7 practices)Standard 2 Differentiated Curriculum and

Instruction: (9 practices)Standard 3 enel and Professional Development:

(7 practices)Standard 4 Comprehensive Programming within

a Total School Community: (10 practices) Standard 5 Partnerships: (5 practices)Standard 6 Program Accountability: (11 practices)

Major Shifts Standard 1: Identification Process

Standard 2: Nurturing Programs and Co-Teaching and Collaboration Models

Standard 3: Professional Development

Standard 4: Services for Traditionally Underrepresented Students

Standard 5: Improving Communication Structures

Standard 6: Monitoring Program Effectiveness and Budget Process

Standard 1 Student Identification

Practice A-D (pgs. 15-27)

Creation of 5 gateways will offer a variety of opportunities for identification for AIG services

Emphasis will be placed on increasing communication with all stakeholders regarding the various gateways for identification

Gateway #1

Students scoring > 95% on both a qualifying CogAT score AND Iowa total

reading and/or total math score are identified in the area(s) in which the scores

align

Gateway #2

Students scoring >95% on qualifying CogAT score AND <95% on Iowa reading and/or math

The WJ III is administered in reading and/or math. The

achievement areas administered are

determined by the qualifying CogAT score.

Students scoring > 95% on the WJ III paired with a

qualifyinq CogAT score are identified in the area(s) in

which the scores align

Students scoring scoring >95% on Iowa reading

and/or math and <95% on a qualifying CogAT score

Either the Reynolds Intellectual Screening Test

(RIST) OR the Raven Standard Progressive

Matrices is administered.

Students scoring > 95% on the individual aptitude

(RIST or Raven) paired with the Iowa reading and/or

math are identified in the area(s) in which the scores

align

Gateway #3

> 98% on CogAT Composite or Partial

Composite are identified in reading and math

> 98% on Iowa reading and/or math

> 98% on EOG/EOC scores in reading and/or math from the current or the

previous school year which align with qualifying Iowa

score

Students are identified in the area(s) in which the

scores align

Gateway #4

Students scoring >95% on a qualifying CogAT


previous school year which align with qualifying CogAT

score

A GRS with scores >88% in three of the five scales. Students are idenified in the area(s) in which the

scores align

Students scoring > 95% on the Iowa Assessments in

reading and /or math


previous school year which align with qualifying Iowa

score

A GRS with scores >88% in three of the five scales. Students are idenified in the area(s) in which the

scores align

Gateway #5

Student’s portfolio data demonstrates consistent performance 1-2 grade

levels above the student’s current grade

Referral made by the SBCGE for an individual

psychological evaluation. This evaluation may

include individual aptitude and/ or achievement

assessments.

For specific identification criteria for Gateway #5,

see AIG Identification Table

Standard 2 Differentiated Curriculum and

Instruction

Practice B: (pgs. 36-37 & Appendix D pg.101)

Standard 2 provides detailed information for the services and programming available to gifted students, students who are highly capable, students who have high academic potential, and students who need nurturing to discover potential.

Co-Teaching and Collaboration The Co-Teaching and Collaborative Consultation Model,

commonly referred to as push-in, will be how most students are served. ES-Weekly services to extend and enrich Common Core

Standards MS-AIG as facilitator; improve services for AIG students within

regular classes to meet learner needs

Some gifted students may need to participate in enrichment and extension activities outside of the regular education classroom, commonly referred to as pull-out, to meet their individual needs. ES-Every AIG identified student will be pulled out of class a

minimum of 3 times each quarter with units clearly communicated to describe acceleration beyond the regular curriculum.

MS-AIG students will be pulled out of class when appropriate for acceleration beyond the regular curriculum.

Co-Teaching Approaches Six Approaches to Co-Teaching:

1. One Teach, One Observe

2. One Teach, One Assist

3. Parallel Teaching

4. Station Teaching

5. Alternative Teaching

6. Team Teaching

Co-Teaching and Collaboration Video

http://www.youtube.com/watch?v=8pIe6CZX6PM

Sample ES Schedules

Sample Schedule for 100% AIG Teacher

*PLTs are held an hour before school or an hour after school.

7:45-8:45 or 4:15-5:15* PLTs* PLTs*

9:30-10:15 Instructional Planning Instructional Planning Instructional Planning Instructional Planning Instructional Planning

10:30-11:15 5th Grade AIG Math 4th Grade AIG Math 5th Grade AIG Math 4th Grade AIG Math

School Support/Rotate-Pull-out 4th and 5th Grade math

11:30-12:15 5th Grade AIG Reading 4th Grade AIG Reading 5th Grade AIG Reading 4th Grade AIG Reading

School Support/Rotate-Pull-out 4th and 5th Grade Reading

12:15-12:45 1st Grade Nurturing 1st Grade Nurturing 1st Grade Nurturing 1st Grade Nurturing 1st Grade Nurturing

12:50-1:20 Lunch Lunch Lunch Lunch Lunch

1:30-2:00 K-Nurturing K-Nurturing K-Nurturing K-Nurturing K-Nurturing

2:00-2:30 2nd Grade Nurturing 2nd Grade Nurturing 2nd Grade Nurturing 2nd Grade Nurturing 2nd Grade Nurturing

2:30-3:00 3rd grade Explorers(Nurturing) 3rd grade Explorers(Nurturing) 3rd grade Explorers(Nurturing) 3rd grade Explorers(Nurturing) 3rd grade Explorers(Nurturing)

3:00-3:30 AIG Parent correspondence/Testing AIG Parent correspondence/Testing AIG Parent correspondence/Testing AIG Parent correspondence/Testing AIG Parent correspondence/Testing

Dismissal Carpool Carpool Carpool Carpool Carpool

Sample MS ScheduleSample Schedule for 80% Middle School AIG

Duty School Enrichment




6thGrade AIG ELA Push-In/Pull-out Model Lessons

Attend and Participate in 7th Grade PLTs

6thGrade AIG ELA Push-In/Pull-out Model Lessons

6th Grade AIG ELA Push-In/Pull-out Model Lessons

6thGrade Math AIG Push-In/Pull-out Model Lessons

Collaboration, Planning and Support for all grades and subjects

6thGrade AIG Math Push-In/Pull-out Model Lessons





7th Grade AIG ELA Push-In/Push-out Model Lessons

Lunch/Planning

Lunch/Planning

Lunch/Planning

Lunch/Planning






Maintain and Monitor Individual Student Records (DEPs, testing, etc.)




School Support Push-In/Model Lessons/Nurturing



FridayTuesday Wednesday Thursday Monday

Period 1

Period 2

Period 3

Period 4

Period 5

Period 6

Period 7

Period 8

Standard 2Differentiated Curriculum and

Instruction

Practice G: (pgs. 45-46)

Cultivates and develops the potential of young (K-3) students through purposeful and intentional strategies and differentiated curriculum and instruction.

Differentiated Curriculum and

Instruction Full Implementation of Nurturing Programs at K-2

and 3rd grade, targeting underrepresented students at all schools

P.E.T.S U~STARS+ KITS (Kids Into Thinking Skills)

New initiative at target schools for pilot 2014-2015

Standard 3 Professional Development

Practice E: ( pgs. 52 ) Aligns professional development with local AIG program goals and other district initiatives.

Professional Development

Training for various school staff focused on the social-emotional needs of gifted students as well as improving instructional practices including differentiation and rigor.

Provide resources and training around best instructional practices (questioning, problem-based learning, critical thinking, multiple intelligences, and interdisciplinary models) for meeting individual student needs of AIG identified students while also nurturing highly capable students.

Practice G: (pg. 59)

Ensures that school counseling personnel, regular education teachers, AIG specialists, parents/families, and others collaborate to address the social and emotional needs of AIG students.

Standard 3 Personnel and Professional

Development

Personnel and Professional Development

Provide opportunities for AIG, and other teachers, to plan, implement, and refine strategies & skills to assist in promoting high achievement and growth.

Consultant training for Differentiation & Rigor with regular classroom & AIG teachers

Establish a relationship with the Office of Professional Learning to create professional learning opportunities within WCPSS.

Create online modules for all teachers to access

Provide professional learning opportunities for AIG, and other teachers, by state and nationally recognized consultants.

Consultant to train regular classroom & AIG teachers with Co-Teaching & Collaboration Models

Consultant to train in collaboration with Counseling & Student Services and School Psychologists

Standard 4 Comprehensive Programming with Total School Community

Practice I: (pgs. 70-71)

Encourages extra-curricular programs and events that enhance and further develop the needs and interests of AIG students.

Comprehensive Programming with Total School Community

Provides intentional communication for traditionally underrepresented AIG populations, including culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional encouraging participation.

Odyssey of the Mind N.C. State SMILE Camp Battle of the Books Scripps Spelling Bee Science Olympiad Duke TIP PAGE Super Saturdays

Standard 5 Partnerships

Practice A: (pgs. 73-74)

Develops partnerships to support the academic, intellectual, social, and emotional needs of AIG students.

PartnershipsProgram communication available to all

stakeholders in a variety of forms including, but not limited to:

School and classroom newsletters Teacher and School websites/pages WCPSS website District sponsored events.

Standard 5 Partnerships

Practice C: pg. 75

Involves stakeholders, reflecting the diversity of AIG parents/families and the community, in the development, implementation, and monitoring of the local AIG program and plan

PartnershipsAn AIG Advisory Committee, representative of the

diversity of our district, to collaborate regarding program services and plan will continue to seek to be an integral component for continuous improvement.

Plan revision

Policy revision

Parent feedback

Community forums

Implementation Timeline

Co-teaching and collaboration training will be held Spring/Summer 2014 and begin with the 2014-2015 school year.

Team of three: ES= 1 Fourth grade teacher, 1 Fifth grade teacher, and the AIG teacher

MS= 1 Sixth grade teacher, 1 Seventh grade teacher, and the AIG teacher

Need strong commitment from these teachers because they will be the model for your school

Similar concept for AIG as with other special education populations

Differentiation and Rigor Spring/Summer 2014 Team of three:

ES= 1 Fourth grade teacher, 1 Fifth grade teacher, and the AIG teacher

MS= 1 Sixth grade teacher, 1 Seventh grade teacher, and the AIG teacher

Need strong commitment from these teachers because they will be the model for your school

Implementation Timeline

The Gateways of identification will begin with the Fall 2014-2015.

All AIG teachers on assigned day-March 28th or March 31st- will receive training along with other plan information.

Students identified under the old model will continue to receive AIG services and will be part of the push in cluster group and/or pull out programs as needed.

Social-Emotional Needs training Fall 2014-2015. Collaboration with Duke TIP, WCPSS Counseling & Student Services,

WCPSS School Psychologists, WCPSS classroom teachers, and AIG teachers to determine strategies to best meet individual student needs.

Partnership with Office of Magnet Programs Spring/Summer 2014.

Collaboration regarding implementation of WCPSS 2013-2016 AIG plan in relation to magnet programs.

WCPSS AIG PlanAvailable on WCPSS Internet & Intranet

http://www.wcpss.net/what-we-teach/services/aig-plan.pdf

Posted to Principal WikiPosted to AIG PB Works





WCPSS AIG Central Services Staff

Dr. Ruth Steidinger, Senior Director APS

Wendy Carlyle, Director AIG

Pam Young, AIG Psychologist

Marsha Wilcox, AIG CT

Melba Spivey, AIG CT

Michelle Azzu Gainey, AIG CT

Shani Brown, AIG CT

Madelaine Roque, AIG Support Staff

aig 3 year plan wake county public school system

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