Lee County Schools AIG Plan 2013-16

School Year 2015-16

The purpose is to inform and communicate

State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)

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

State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)

Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields.

State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)

Academically or intellectually gifted students require differentiated educational 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.

• In North Carolina, state legislation mandates that public schools identify and serve academically or intellectually gifted (AIG) K-12 students. Each LEA determines how to identify and serve its own AIG student population. This honors local context and supports each LEA to do what is best for its own AIG student population. LEAs must adhere to state legislation, which guides LEAs and defines academically or intellectually gifted students (see below), and also use the NC AIG Program Standards, adopted July 2009, as a guide in the development of local AIG programs. The SBE approved NC AIG Program Standards provides a statewide framework for quality programming, while honoring local context.

• An LEA's policies and practices regarding its local AIG program are developed through the writing of a local AIG plan. This AIG plan is approved by the local board of education and submitted to State Board of Education/DPI for comment. DPI assists LEAs with their local AIG program and plan but does not approve local plans. Per state legislation, AIG plans must be revised every three years by the LEA. In 2009-10, LEAs revised their local AIG plans and programs with the guidance of DPI. Current local AIG plans were revised and resubmitted in July 2013.

North Carolina AIG 6 Standards

• Student Identification• Differentiated Curriculum and Instruction• Personnel and Professional Development• Comprehensive Programming with a total school

community• Partnerships with stakeholders in the program in

planning and implementation of the AIG plan• Program accountability

• With 51 practices

Lee County AIG Plan

•Maintain a practice• Focus on a practice

State AIG Program

• ACADEMICALLY OR INTELLECTUALLY GIFTED

• CONTACT • Sneha Shah-Coltrane, Director, Gifted

Education and Advanced Programs

• http://www.ncpublicschools.org/academicservices/gifted/

Lee County Schools

• Dr. Lynn Warren – Director of Special Programs and Projects

• Karen Foushee District AIG Lead Teacher

AIG Team here at _West Lee Middle School_

• The teachers on our team:• Wendy Moryoussef-AIG lead teacher/6th grade Math• Jamie Holt-6th grade Language Arts• Daltina Peele-7th & 8th grade Math• Sandi Shover-7th grade Language Arts• Cathy Oldham-8th grade English 1 and Language Arts• Leslie Cottrell-8th grade Language Arts• LaKeisha McNeill-6th grade Math• Kim Loving-6th grade Math

Lee County AIG Plan

• Will be revised this year for 2016-2019• AIG Advisory Council• Surveys to students, parents, and educators• Subcommittees: – Parent Communication – Review of the Lee County AIG Plan

Reviewed by the Curriculum and Instruction CommitteeBoard of Education will adopt in June 2016

Lee County Vision Statement• Lee County Schools Vision for local AIG program: County & Program

MISSION STATEMENTLee County Schools will teach students the social and academic skills needed to become responsible, productive citizens. The Lee County Schools Academically and/or Intellectually Gifted (AIG) Program will assist students to develop their talents and abilities to the fullest, to become life-long learners, and to be successful competitors in the twenty-first century, global society.

VISION STATEMENTLee County Schools, in partnership with the community, will provide challenging learning experiences for students in a safe and supportive environment. We are committed to excellence, social responsibility, and life-long learning. Our success will be demonstrated by the achievement of our students and their positive participation in society.

Beginning of the school year

Renzulli checklists given

to teachers.

CogAT test dataTeam meets to

analyze data

End of Third Quarter

Grade averages and Renzulli

checklists completed and team meets to analyze data.

EOG data

Final decisio

n

• AIG Identification Criteria

• Measuring Tool Score Points Weighting• Student Achievement• EOG 95th -100th Percentile 25 25%• 88th-94th Percentile 20 • 80th-87 Percentile 15• • Student Aptitude• CogAT 90th -99th Percentile 25 25%• *Use the Age Score % 85th -89th Percentile 20• 80th -84th Percentile 15• • Student Performance• Grades 93-100 25 25%• 85-92 15• 80-84 5• *Use third quarter averages

• Observable Student Behaviors• Renzulli AIG 9 very high 128-172 25 25%• Checklist of high 112-127 20• Displayed• Characteristics•

Total 100%• Range to qualify • 70-100 points.• •

• This is the identification criteria; however, identification is a process.

Renzulli ChecklistScales for Rating the Behavioral

Characteristics of Superior Students

*Source: Renzulli, J., Smith, L., White, A., Callahan, C., Hartman, R (1976). Scales for Rating the Behavioral Characteristics of Superior Students. CT: Creative Learning Press.

Differentiated Education:

Plan-you will be signing this tonight

and you will receive a copy to take home.

DEP• Service Options:• Learning Environment • ____ Enrichment • ____ Cluster Grouping • ____Math • ____ Reading • ____ Resource Class • ____Math • ____Reading • ____ Cross-Grade Grouping • _____Math • _____Reading • ____ Grade Acceleration

• ____ Dual Enrollment

• ____ Other (Please specify): _________________________________

DEP• Service Options:The teachers choose what they

use from this list and can explain this further.• Content Modification Learning Centers Computer-Based Instruction Thematic Units Curriculum Compacting Mastery Learning Differentiated Units Tiered Assignments Contracts Independent Investigations Individualized Differentiated Education Plan (IDEP)

Other (Please specify):

Differentiated Instruction website• http://shrdocs.com/presentations/239/index.html

• Learning Centers Learning centers have been found to be an appropriate way to provide content enrichment. These are usually designed as tabletop workstations for individual or group work. Students may self-select centers or be assigned to a center on a rotating basis. The center approach adapts well to the development of multiple intelligences. Although this is usually considered an elementary activity, it has been used effectively with middle school students. Learning centers may be located in regular classrooms, media centers, or resource rooms.

• Computer-Based

Instruction/Telecommunications Computer-based instruction can be used both to enrich the curriculum and to remediate specific skill deficits. This is particularly appropriate for gifted students having specific skill gaps (e.g., gifted underachievers, learning disabled, culturally diverse, and credit accrual).

• Thematic Units Thematic units deal with information from various disciplines that is integrated under a broad based theme such as conflict, power, patterns, etc. Because it provides the opportunity to deal with content at a highly abstract level of sophistication, it is an appropriate way to modify curriculum for gifted students.

• Curriculum Compacting Curriculum compacting is

modifying or streamlining the regular curriculum in order to eliminate repetition of previously mastered material, upgrade the challenge level of the regular curriculum, and provide time for appropriate enrichment and/or acceleration activities while ensuring mastery of basic skills. Curriculum compacting can be implemented at any grade level and with minimum additional funding. Teachers do require training and support during implementation. During compacted time, students may pursue activities in their classroom, media center, or special resource center.

• Mastery Learning Teachers design units of instruction with enrichment activities that students choose to pursue once they have demonstrated content mastery (85%) of the basic material. Reinforcement activities are also designed for students needing additional work or performing below mastery. The units are “learner based” but “teacher paced.” This allows teachers to appropriately pace the instruction for the entire class for an extended period of time (a marking period) and yet provide differentiation and an incentive for high performance. By “testing out”, students gain access to the enrichment activities. In a team situation, one teacher might take the “reinforcement group” and one the “enrichment group.” At the end of the unit, everyone begins again at the same place. In this way, enrichment and reinforcement groups remain flexible. This process is a district-wide option with the date of full implementation three to five years after initiation of plan.

• Differentiated Units One of the most effective ways to deliver differentiated curriculum to gifted students is through designing differentiated units that incorporate individual learning abilities and levels of content and skill. This instructional design has proved to be an effective planning tool and is appropriate for gifted students in regular classrooms, part-time classes, resource settings, and full-time placements.

• Tiered Assignments The teacher uses different levels of activities within a class to accommodate the needs and prior knowledge level of the student. Students may explore basically the same content but at different levels of complexity.

• Contracts Learning contracts are agreements

made between teacher and student that allow the student to work independently on either accelerated or enriched materials related to a unit of study. To be effective, it is important that contract goals be realistic and that the teacher meet with the student on a regular basis and review progress.

• Independent Study This may be used as a way to either accelerate or enrich learning. Students displaying content mastery and having a special interest may contract with the teacher for an independent study project. This works best for students who are self-directed, who have strong interests, and who have a clear idea of what they would like to investigate. The teacher serves as a resource person and meets periodically with the student to assess progress. Independent study may also be used at the secondary level as a course in which students work independently and come together periodically to share experiences in a seminar.

Individual Differentiated Education Plan (IDEP)

• Reduction in Scores

• Or

• A Need for Differentiated Services

If needed your child’s teacher will inform you

Yearly Performance Review AIG 17 Each year the School AIG Team should review the progress of each student based on the performance assessment for the differentiated service options as outlined in the measurable objectives aligned with the core curriculum. Usually, annual reviews will occur at the end of the school year. However, reviews may be conducted as needs arise for intervention and IDEP consideration.

Communication between the Teacher and Parents

• Survey results reflect that this is an area which needs to be improved.

• Please sign in with your name, your child’s name and your phone number

• Conferences can be set by either you or your child’s teacher• You may also email the teacher

PAGE – Partners for the Advancement of Gifted Education

• PAGE sponsors the Lee County Spelling Bee.• This year the Lee County Spelling Bee will be in

February.• PAGE is asking that each school have their

school Spelling Bee before Christmas• If you would like more information about PAGE

please sign up at the end of the meeting to be placed on a communication list.

Question and Answer Time

• Please contact your child’s teacher with any questions you may have

• You may also contact me, Wendy Moryoussef. 919.775.7351 ext. 1146.

• There is a review at the end of the third quarter and a final one at the end of the year and this is included with the final report card.

• The power point will be available on our website.

Signing the Differentiated Education Plan (DEP or AIG 7)

• At this time Or• An individual parent/teacher conference can

be scheduled at your convenience

• Thank you for joining us this evening.