Logo… - nhcaig.wikispaces.comnhcaig.wikispaces.com/file/view/2013-16 NHCS AIG Plan… · Web viewNew Hanover County Schools has developed this local AIG plan based on the NC AIG

Local AIG Plan, 2013-2016 Page of 988/1/2013

New Hanover County Schools

Local Academically or Intellectually Gifted (AIG) PlanEffective 2013-2016

Approved by local Board of Education on: 04-JUN-13 LEA Superintendent’s Name: Tim MarkleyLEA AIG Contact Name: Sarah GubitzSubmitted to NC Department of Public Instruction on: JULY 08, 2013, 13:55:46

New Hanover County Schools has developed this local AIG plan based on the NC AIG Program Standards (adopted by SBE, 2009, 2012). These Standards serve as a statewide framework and guide LEAs to develop, coordinate and implement thoughtful and comprehensive AIG programs.

The NC AIG Program Standards encompass six principle standards with accompanying practices. These standards articulate the expectations for quality, comprehensive, and effective local AIG programs and relate to the categories related to NC’s AIG legislation, Article 9B (N. C. G. S. 115C-150.5). These best practices help to clarify the standard, describe what an LEA should have in place, and guide LEAs to improve their programs.

As LEAs continue to transform their AIG Programs and align to the AIG Program Standards, LEAs participated in a self-assessment process of their local AIG program, which involved multiple stakeholders. The data gathered during this process guided LEAs in their development of this local AIG plan for 2013-2016. This local AIG plan has been approved by the LEA’s board of Education and sent to NC DPI for comment.

For 2013-2016, New Hanover County Schools local AIG plan is as follows:

New Hanover County Schools Vision for local AIG program: The Academically or Intellectually Gifted program in New Hanover County is structured to ensure that gifted students receive instruction and programming suited to their needs. With the continual evolution of content and skills, rigorous and relevant curriculum is an important component to the growth of advanced learners. It is our duty to create an environment in which our gifted students can flourish. It is also our duty to educate parents, the community, and educators that work directly with gifted learners about their characteristics, social and emotional needs, and the resources available to ensure their success. Through sound identification practices, challenging and differentiated curriculum, professional development, comprehensive and varietal programming, partnerships, and transparent accountability, our district will continue to build a program for AIG students that will not only prepare them for college and career, but create a desire for continual growth and community involvement. New Hanover County recognizes and supports the need for gifted programming and continued advocacy for AIG student rights to an outstanding education.

The purpose of the AIG plan is to ensure services for the academically or intellectually gifted students that 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. Advanced abilities are present in students from all cultural groups, across all economic strata and in all areas of human endeavor.

Sources of funding for local AIG program (as of 2013)State Funding Local Funding Grant Funding Other Funding$1234177.00 $833024.00 $0.00 $0.00


Table of ContentsStandard 1: Student Identification .......................................................................................................................... 4 Standard 2: Differentiated Curriculum and Instruction ........................................................................................ 13 Standard 3: Personnel and Professional Development ......................................................................................... 22 Standard 4: Comprehensive Programming within a Total School Community ................................................... 30 Standard 5: Partnerships ....................................................................................................................................... 43 Standard 6: Program Accountability .................................................................................................................... 48


Standard 1: Student IdentificationThe LEA's student identification procedures for AIG are clear, equitable, and comprehensive and lead towards appropriate educational services.

Practice AArticulates and disseminates the procedures for AIG student identification, including screening, referral, and identification processes for all grade levels to school personnel, parents/families, students, and the community-at-large.

This practice is a Maintained Practice for 2013-2016.

Rationale: New Hanover County Schools currently has county-wide procedures in place for students nominated for the Academically or Intellectually Gifted program, which is articulated to AIG stakeholders through multifaceted processes. Consistent practices across schools have been established, are monitored by the Supervisor of AIG, and will be maintained. It should be noted that as our district develops processes and procedures for the screening, referral, and identification of intellectually gifted students, these processes will be included in our current practices for disseminating information to all AIG stakeholders.

Goals: This section does not need to be completed based on the chosen category of the practice.

Description: The NHCS gifted program expectations for disseminating information to all AIG stakeholders includes:

Elementary Level:- AIG program website including information in regards to each state standard, an electronic copy of the plan, K-2 Nurturing Program implementation and aligning with the AIG website rubric expectations-Paper copy of the plan available at each school site- Third grade informational meeting for ALL families to include an overview of the Draw A Person Intelligent Quotient, or DAP-IQ, additional screening tools utilized for nomination, criteria for AIG identification, and timeline of nomination process- Annual Differentiated Education Plan review for AIG families to review the document and criteria for identification/service match, overview of curriculum goals, and extra-curricular opportunities

Middle School Level:- AIG program website including information in regards to each state standard and electronic copy of the plan and aligning with the AIG website rubric expectations-Paper copy of the plan available at each school site- Sixth grade Open House/informational meeting for ALL families to include transition information, criteria for AIG identification, and timeline of nomination process- Annual Differentiated Education Plan review for AIG families to review the document and criteria for identification/service match, overview of curriculum goals, and extra curricular opportunities

High School Level:- AIG program website including information in regards to each state standard an electronic copy of the plan and aligning with the AIG website rubric expectations


-Paper copy of the plan available at each school site- Ninth grade informational meeting for ALL families to include transition information, criteria for AIG identification, and timeline of nomination process- Annual Differentiated Education Plan review for AIG families to review the document and criteria for identification/service match, overview of curriculum goals, and extra curricular opportunities

Planned Sources of Evidence: School AIG websitesSite visit monitoring dataParent/student survey dataPresentation templates from informational meetings and DEP reviews

Other Comments:

Practice BEmploys multiple criteria for AIG student identification, including measures that reveal student aptitude, student achievement, or potential to achieve in order to develop a comprehensive profile for each student. These measures include both non-traditional and traditional standardized measures that are based current theory and research.

This practice is a Focused Practice for 2013-2016.

Rationale: Our district employs multiple criteria to screen, refer, and identify students for academic services in grades K-12. Data collected from each school's Match Team is reviewed to determine qualification for the AIG program and appropriate academic services for nominated students. It is important for our county to now focus on researching, developing, and designing multiple criteria identification measures for intellectually gifted students.

Goals: 1. Research current practices in identifying students as intellectually gifted2. Develop multiple and comprehensive criteria to evaluate 3. Design service options for students identified as intellectually gifted4. Create supporting documents and processes to support new identification practices

Description: Identification Processes and Procedures for all levels, K-12

Elementary, Middle, and High Schools1. Student search-The student search phase includes all activities designed to review the entire population of students at a school to establish a pool of students who may require further assessment and eventual access to differentiated services. Particular attention should be given to students from culturally diverse, economically disadvantaged, or disability populations during this process. Student search strategies will establish a pool of students who may need differentiated services. These


strategies may include but are not be limited to:- Annual analysis of students’ participation in K-3 nurturing component- Annual analysis of general population performance on the Draw-A-Person Intelligence Quotient, or DAP-IQ (third grade only)- Annual analysis of general population in grades 3-12 by reviewing End of Grade/End of Course/Common Exams - Regular, school-based data reviews of benchmarks

2. Schools screen data collected on all students, including benchmark data, EOG/EOC data, common exams, Dibels, M-Class, Draw-A-Person Intelligence Quotient (third grade only) to create a targeted population for nomination. In addition, students may be nominated by a parent, peer, or other school staff member. Students may nominate themselves.

3. Data is collected on each nominated student, including teacher surveys and checklists, parent/family surveys, student survey, grades and assessment data, and critical thinking work samples.

4. The Match Team meets to review initial data collection and determines evidence of three criteria: Observable Behaviors, Interest and Motivation, and Performance. If two or three of the criteria is met, then, and only then, additional data will be collected.

5. If additional data is needed, the school will assess the nominated students' aptitude.

6. After aptitude testing has been administered, achievement data will be collected if the student has met three criteria. If a student meets four criteria after aptitude testing, achievement data will not be needed.

7. The school's Match Team will meet to review testing data and make final identification and service match decisions. All data will be considered when determining the level or intensity of services needed.

Observable Behavior CriteriaData collected indicates high frequency and/or high intensity of the following student behaviors:- Learns easily - Shows advanced skills - Displays Curiosity/Creativity - Shows advanced reasoning and problem solving- Displays spatial abilities - Shows social perceptiveness - Displays leadership Observable Behavior is documented through an Observable Behaviors Checklist completed by a teacher.


Interest/ Motivation CriteriaData collected indicates high frequency and/or high intensity of the following student behaviors:-Has strong interests-Shows motivationInterest and Motivation are documented through an Observable Behaviors Checklist, teacher checklist, parent checklist, and student survey or interview.

Student Performance CriteriaData collected indicates that the student demonstrates advanced performance when compared to peers.Student Performance is documented by benchmark and summative assessment data, formative assessment data, advanced work samples, competitions and/or contests

Aptitude CriteriaData collected indicates that the student has an advanced aptitude for reasoning, thinking critically, and problem solving. Aptitude is documented by a standardized, nationally-normed aptitude assessment, such as the Cognitive Abilities Test or CogAT.

Achievement CriteriaData collected indicates that the student has achieved an advanced level of knowledge.Achievement is documented by a standardized, nationally-normed achievement assessment, such as the Iowa Test of Basic Skills or ITBS.

Planned Sources of Evidence: NHCS AIG Sample Indicators AIG Nomination Procedures Flow ChartPentagon CriteriaMatch Team recordsSite monitoring dataSchool attestations of identification practices

Other Comments:

Practice CEnsures AIG screening, referral, and identification procedures respond to traditionally under-represented populations of the gifted and are responsive to LEA demographics. These populations include students who are culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional.


Rationale: NHCS utilizes AIG practices that respond to traditionally under-represented populations in gifted programming. These practices include implementation of DAP-IQ as a universal screener in


third grade, collection of nonverbal, critical thinking work samples from nominated students, and evaluation of observable behaviors as indicators of student need for advanced differentiation. Even with these practices consistently in place, the demographic make-up of our county does not reflect the demographic make up of our AIG program. Because we are not identifying traditionally under-represented populations at a comparable rate, we will focus on this practice.

Goals: 1. Research non-traditional, standardized assessment for middle grades and high school2. Develop strategic professional development for schools that serve large populations of under- represented students in gifted programming3. Research practices in districts with similar demographics as NHCS, that have high success rates in identifying traditionally under-represented populations in gifted programs

Description: Our current identification process uses multiple indicators that take the whole child into account. Indicators include:- Observable Behaviors checklists- Parent and Teacher Checklists- Student surveys or interviews - County benchmark assessments- Teacher formative assessments- Advanced student work samples- NC EOGs/EOCs- Aptitude test- Achievement test

Planned Sources of Evidence: Pentagon criteriaMatch Team recordsNHCS AIG Sample Criteria IndicatorsSite monitoring data

Other Comments:

Practice DEnsures consistency in implementation of screening, referral, and identification processes within the LEA.


Rationale: Processes and procedures have been created in NHCS to ensure the consistent implementation of identification practices. These processes and procedures are both monitored by the Supervisor of AIG and evidenced by the annual attestation that all school principals and gifted education specialists sign. Because of the high success of monitoring for consistency, this practice will be maintained.



Description: Elementary, Middle, and High School Levels:- Annual internal audit of student folders- On site review of student AIG files and cumulative folders by AIG Supervisor- Attestation of identification practices signed by all schools

Planned Sources of Evidence: Annual site monitoring dataAttestations

Other Comments:

Practice EEstablishes written policies that safeguard the rights of AIG students and their parents/families, including informed consent regarding identification and placement, reassessment procedures, transfers from other LEAs, and procedures for resolving disagreements.


Rationale: NHCS has maintained written policies to protect the rights of gifted students and students that are considered for AIG placement. Communication of these policies and processes has increased to ensure parent awareness, and this will be a maintained practice.


Description: Elementary, Middle, and High School Levels:

AIG Nominated Students:All students that go through the AIG nomination process receive descriptive documentation of the Match Team decision. Parents sign this document, or Match Team record, indicating their understanding of the process and their receipt of the grievance policy and process. The signed Match Team record of identified and non-identified students is kept in the Module Two student cumulative file.

AIG Identified Students:Upon identification, AIG families receive a Differentiated Education Plan, or DEP, that documents the student's area of identification and matched service options. This document is signed by the parent and kept in the Module Two student cumulative file.

AIG Re-Evaluation:If there is a significant increase or decrease in the data, a student may need to be re-evaluated for service level and matched service options. The Match Team record will document this re-evaluation and the parents sign the document, indicating their awareness of the decision.


Transfer Students:As a district, we will honor AIG identification from other districts, but may need to collect additional data to assess the service level or service options. The Match Team Record will be used to document the service level and options decision, which will be signed by the parent.

PROCEDURE TO RESOLVE DISAGREEMENTS

In accordance with Article 9B, New Hanover County Schools must develop a procedure for resolving disagreements between parents and the school system when a child is not identified for the Academically or Intellectually Gifted program or concerning the appropriateness of the service options offered to an identified AIG student. These procedures relate to the processes of student referral, evaluation, identification, and the availability of approved service options. Parents will be informed of the School’s AIG Match Team decision for their child.Parents have the right to disagree with the recommendations made for nomination, referral, or identification. Parents also have the right to disagree with the service options provided to an AIG identified student.If a parent has a disagreement, the following steps should be taken:1. The parent should meet with the regular classroom teacher and/or AIG teacher to seek a resolution.2. If the meeting does not resolve the issues, the parent should document the issues and the parent’s perspective of the situation should be outlined in a letter to the teacher, requesting a written response from the teacher within ten working days.3. If a resolution is not reached, the school-based AIG Match Team should schedule a meeting to review the problem and conference with school administration.4. If a resolution is not reached at the school level, the parents may contact the following Central Office staff in the order listed:NHCS AIG SupervisorDirector of InstructionAssistant Superintendent of Instruction and AccountabilitySuperintendent5. Upon exhausting these channels of communication, the parents may elect to pursue the grievance process as outlined below.

Procedures to Resolve Disagreements Regarding AIG DecisionsParents have the right to disagree with the recommendations made at any of these stages.1. The parent may make a written request to meet with the school-based AIG Match Team to discuss concerns about identification or service decisions. At the AIG Match Team meeting the parent may provide additional documentation for consideration and the Match Team will share documentation used to support recommendations and review any new documentation.2. If the disagreement is not resolved at the school-based AIG Match Team meeting, the parent may make a written request within thirty school days to conference with the principal. The principal will review the AIG Match Team recommendation, grant the conference within ten school days of the request, state his/her position in writing within twenty school days of the parent conference.3. If the grievance is not resolved through the conference with the principal, the parent may appeal in writing to the district’s AIG Supervisor. The AIG Supervisor will review all documentation concerning the unresolved issue, review the grievance within ten work days of the appeal, and respond in writing within ten work days following the review.


4. If the grievance is not resolved through the AIG Supervisor review, the parent may appeal in writing to the district’s Superintendent. The district’s Superintendent will review all documentation concerning the unresolved issue, review the grievance within ten work days of the appeal, and respond in writing within ten work days of the review. 5. If the grievance is not resolved through the Superintendent’s review, the parent may file a petition for a contested case hearing (Article 3 Chapter 150B of the General Statutes). The purpose of the review is to determine if:- The local school administrative unit improperly failed to identify the student as Academically or Intellectually Giftedor- The local plan has been implemented inappropriately with regard to the student.

Planned Sources of Evidence: Match Team RecordsParent letterswebsitesAttestations

Other Comments:

Practice FMaintains documentation that explains the identification process and service options for individual AIG students, which is reviewed annually with parents/families.


Rationale: NHCS documents the identification process for all nominated students with its Match Team Record and the service level and service options for individual AIG students with its Differentiated Education Plan, or DEP. The documentation provided to parents and kept in the students' files effectively communicates how the students qualified for the program and what services they shall receive, so this practice will be maintained.



AIG Nominated StudentsThe Match Team record will document the criteria met, in the area nominated, and provide descriptive feedback for criteria that is lacking. This document will be signed by the Match Team and parent and kept in the student's Module Two cumulative file.

AIG Initially Identified Students


A Differentiated Education Plan will be developed based on the area of identification, level of service needed, and best service options to meet the student's needs. This plan will be reviewed with the parent, signed, and kept in the Module Two cumulative file. (see sample DEPs, appendix)

AIG Identified StudentsEach year the Differentiated Education Plans, or DEP, will be updated based on AIG program implementation and individual student need and reviewed with AIG families. This annual DEP review session usually takes place in the fall of each school year. (see sample DEPs, appendix)

Planned Sources of Evidence: Site monitoring data Posted presentations on individual school websitesReview of student files by AIG SupervisorAttestationsSample Elementary, Middle, and High School DEPs

Other Comments:


Standard 2: Differentiated Curriculum and InstructionThe LEA employs challenging, rigorous, and relevant curriculum and instruction K-12 to accommodate a range of academic, intellectual, social, and emotional needs of gifted learners.

Practice AAdapts the NC Standard Course of Study (SCOS) K-12, to address a range of advanced ability levels in language arts, mathematics, and other content areas as appropriate through the use of differentiation strategies, including enrichment, extension, and acceleration.


Rationale: With transition to the Common Core and Essential Standards in the 2012-2013 school year, availability of AIG appropriate lessons from the Independent Research Project, or AIG-IRP, and the new Honors Level Course Rubric and Honors Level Implementation Guide in the 2013-2014 school year, classroom teachers are not only learning a new curriculum, but also investigating ways to adapt this curriculum for diverse learners. Because our district has trained the gifted specialists in instructional coaching strategies, schools are able to use the specialists to work directly with teachers to ensure that gifted students are receiving services all day, every day. In addition, the State Board of Education has passed a policy in which students have the opportunity to demonstrate mastery in a subject, based on an assessment and performance based task, and will receive credit for that course. The Department of Public Instruction is also providing a framework for Responsiveness to Instruction, or RtI, in regards to AIG. Our district will focus on this practice to ensure the development of practices, processes, and procedures that align with state initiatives and assist in adapting the newly designed SCoS for gifted learners.

Goals: 1. Attend webinars, informational sessions, and forums to discuss the policy and guidelines related to Credit by Demonstrated Mastery2. Create a local Oversight Committee to develop our district guideline in regards to the process3. Develop processes and procedures to support Credit by Demonstrated Mastery, State Board of Education policy4. Create a timeline for Credit by Demonstrated Mastery5. Create an implementation plan for Credit by Demonstrated Mastery6. Align local RtI~AIG structures and processes to state framework

Description: Elementary Level:K-2 Nurturing Program-All students will receive instruction in critical thinking skills. Students that demonstrate strengths in critical thinking will be targeted for further instruction and learning opportunities.Schools are encouraged to cluster students for instruction.Classroom teachers are responsible for differentiating the curriculum to meet the needs of gifted learners. Gifted specialists will support classroom teachers through collaboration, team teaching, coaching, providing resources, and facilitating professional development.Students that require a higher intensity of services may be served in a pull-out resource classroom, facilitated by the gifted specialist.


Middle School Level:Schools are encouraged to cluster AIG students for instruction.Classroom teachers are responsible for differentiating the curriculum to meet the needs of gifted learners. Gifted specialists will support classroom teachers through collaboration, modeling, coaching, team teaching, providing resources, and professional development. Students that require a higher intensity of services may be accelerated to access high school curriculum. Students may earn credit by demonstrating mastery in a course through an assessment and performance based task. These students may receive accelerated instruction through virtual courses or face-to-face instruction.

High School Level: Because classes are more specialized, students can customize their learning options. Gifted specialists and counselors will guide student course selection to best meet the needs of each individual student. Students may earn credit by demonstrating mastery in a course through an assessment and performance based task. Classroom teachers are responsible for differentiating the curriculum within the advanced Honors and Advanced Placement courses to meet the needs of gifted learners. Gifted specialists will support classroom teachers through pulling failure reports of AIG students, counseling students, offering professional development, and providing resources.

All Levels K-12Gifted specialists will unpack the AIG-IRP lessons, available online, to assist teachers in using these resources with gifted students. In addition, specialists will use the AIG-IRP planning template to create consistent resource lessons.

Planned Sources of Evidence: Framework for services Elementary, Middle School, High SchoolSite monitoring dataProfessional development offeringsCredit by Demonstrated Mastery support documentsRtI~AIG support documentsSite monitoring data

Other Comments:

Practice BEmploys diverse and effective instructional practices according to students’ identified abilities, readiness, interests, and learning profiles, to address a range of learning needs at all grade levels.


Rationale: NHCS has provided multiple professional development opportunities for classroom teachers to learn various differentiation practices that are responsive to gifted learners' needs. The district recognizes that "more of the same work" is not appropriate for our AIG students; therefore it is important to maintain this practice and continue to provide quality learning opportunities for our teachers.




Teachers and gifted specialists should employ practices that differentiate content, process, and product for our gifted learners. This can be evidenced in a variety of ways, some of which include:

Interest inventories that drive content, process, or product choicesResearch Project based learningFlipped classroomUtilizing Thinking Maps to facilitate student learningSmall group instructionTiered assignmentsCompacting curriculumIndependent learning contractsSimulations

In addition, the implementation of Responsiveness to Instruction for AIG, or RtI~AIG, will ensure that AIG student needs are being met all day, every day. Through universal screening, supplemental and intensive services, and progress monitoring, classroom teachers, in collaboration with gifted education specialists, will provide opportunities for all students to learn something new every day. RtI~AIG structures and processes will be developed in compliance with the state framework.

Planned Sources of Evidence: Site monitoring dataTeach Scapes walk-through dataRtI~AIG local structures and documents

Other Comments:

Practice CSelects and uses a variety of research-based supplemental resources that augment curriculum and instruction.


Rationale: NHCS uses research-based materials proven effective for gifted learners so that we can deliver quality instruction. We will maintain this practice so that we can employ the most current and research reliable methods and curriculum.




The Supervisor of AIG provides a gifted education resource library for the district, including books and program manuals that support current research in gifted education.

School based research-based resources can include:

Elementary LevelK-2 Nurturing Program-Primary Education Thinking Skills, or PETS programGrades 3-8-Jacob's Ladder, Junior Great Books, Word Masters, SAT vocabulary, Problem Solver, Socratic and Paidiea Seminar, Interact Simulations

Middle School LevelWilliam and Mary materials, Problem Solver, Content based choice menus, Socratic and Paidiea Seminars, Interact Simulations

High School LevelHonors aligned curriculum, Advanced Placement curriculum, Socratic

Planned Sources of Evidence: Site monitoring toolHonors documentsCurriculum units and lesson plans

Other Comments:

Practice DFosters the development of 21st century content and skills by infusing the following at an advanced level: high-level content for global awareness, civic and economic literacies, and health awareness; critical thinking and problem solving; high-level communication and collaboration; applied information and media literacy, including concepts, systems, and operations in challenging research contexts; creativity and innovation; real-world learning in local, regional, and global contexts; and applied life skills for leadership, ethics, accountability, adaptability, productivity, responsibility, people skills, self-direction, and social responsibility.


Rationale: While we have made strides toward consistent understanding and integration of 21st century skills, it is important to continue this as a focused practice to ensure that the development of 21st century skills are aligned with the new Standard Course of Study and infused across content areas at advanced levels.

Goals: 1. Provide professional development for all stakeholders, particularly gifted specialists, classroom teachers, administrators2. Provide tools for implementation, such as Karen Hess' Cognitive Rigor Matrix3. Encourage opportunities for observations of successful implementation4. Provide opportunities for collaboration and curriculum development among gifted specialists and cross-curricular teaching teams


5. Promote extra-curricular opportunities that promote 21st century skills, such as Odyssey of the Mind, Science Olympiad, and Debate

Description: Elementary, Middle, and High School Levels:Gifted specialists will participate in monthly professional development, which will include curriculum development and strategies for 21st century skill integrationGifted specialists will collaborate with cross-curricular teaching teams to facilitate curriculum planning, using tools for success, such as Karen Hess' Cognitive Rigor MatrixSchool AIG websites will advertise extra-curricular opportunities available to studentsGifted specialists and administrators will assist in facilitating guided observations of successful implementationGifted specialists will provide professional development opportunities at school sites to develop integration of 21st century skills

Planned Sources of Evidence: Site monitoring dataAIG training agenda/notesAIG staff wikiAIG Credentials wikiCurriculum units/lesson plansAIG school websites

Other Comments:

Practice EUses on-going assessment to differentiate classroom curriculum and instruction.


Rationale: NHCS currently uses consistent assessment practices with all students. This assists school-based gifted specialists in the review and analysis of student data. Through regular data reviews and meetings, the specialists are able to support classroom teachers in determining student needs. As a district, we will maintain the practice of using regular, on-going assessment data to drive instructional decisions.


Description: On-going assessment measures can include the following

Elementary Level:DibelsM-ClassClassScapes (reading, math, science)


EOGteacher made pre-teststeacher made examscommon exams

Middle School Level:ClassScapes (reading, math, science)EOGteacher made pre-teststeacher made examsACT Explore (8th grade)common exams

High School Level:ClassScapes (reading, math, science)EOCsCommon examsACT Plan (10th grade)ACT (11th grade)PSATSATteacher made pre-teststeacher made exams

Planned Sources of Evidence: District data (Dibels, M-Class, ClassScape, EOG, EOC, ACT, SAT)Site monitoring dataSpecialist schedules (data reviews)

Other Comments:

Practice FCreates affective curricular and instructional practices which support the social and emotional needs of AIG students.


Rationale: In developing curriculum and instruction for AIG students, it is important to consider their social and emotional needs in order to ensure maximum growth and achievement. It is important to maintain this practice to ensure the holistic development of advanced learners.


Description: Elementary, Middle, and High Schools Levels:Our district currently uses instructional methods that promote the social and emotional needs of gifted learners, such as flexible grouping, collaboration with counselors, and parent, individual, or group


meetings, such as Gifted Information Sessions and Advocacy or GISA. Providing a common understanding of the social and emotional needs of advanced learners can be accomplished through ongoing conversations.

The district provides AIG students with the opportunity to meet and work with other gifted learners, and we cluster students for instruction. In addition, we provide staff development for teachers addressing the curricular social and emotional needs of gifted students. We also provide extracurricular opportunities during and after school.

NHCS understands the importance of meeting the social and emotional needs of gifted students and will be purposeful and consistent in the types of curriculum resources we implement based on those needs. We will continue to research types of instructional tools and resources that will expand this practice.

Planned Sources of Evidence: Site monitoring dataGISA agendas and exit cards

Other Comments:

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


Rationale: Fostering potential in our youngest advanced students is essential to promote an engaging learning experience for these children. Our district recognizes that in the primary grades the focus is on building foundational skills for all content areas. Advanced learners acquire these skills and concepts quickly and need more. The purpose of the Nurturing program is to provide critical thinking skills to all students in grades K-3, and to provide opportunities to go deeper for students that are mastering skills and content at a rapid pace, and this practice will be maintained.


Description: Elementary, Grades K-3:

It is an expectation throughout the county that a nurturing program be in place at each elementary school. We have incorporated materials like, P.E.T.S, U-STARS Plus, and district developed programs to use in the nurturing program. The gifted education specialists also provide resources and instructional ideas for regular classroom teachers. In addition to the critical thinking lessons provided in the Nurturing Program, the gifted education specialists also provide individual and small group instruction to students who exhibit potential.

Our Academic Development K-3 Nurturing Component and Service Delivery and Instructional Planning Options Grid outline the instructional strategies designed specifically for cultivating potential


in these young learners.

Planned Sources of Evidence: Elementary Framework for ServicesSite monitoring dataGifted Education Specialist schedulesLesson plans

Other Comments:

Practice HEnsures collaboration among AIG personnel and other professional staff, including exceptional children's personnel and others related to AIG students, to develop and implement differentiated curriculum and instruction.


Rationale: Gifted students are AIG all day, every day. In order to meet these students' needs, collaboration among all staff is essential when developing appropriate curriculum and instruction; therefore this practice will be maintained.


Description: Elementary, Middle, and High School Levels:Collaboration among staff to ensure appropriate curriculum and instruction can happen in a variety of ways: grade level or department meetings, PLCs, email communications, data analysis meetings, and instructional coaching.

NHCS Framework for AIG Services indicates instructional coaching as an essential component to meet the needs of our gifted learners. Coaching, which is implemented by the gifted education specialist, includes modeling with a purpose, observation with feedback, team teaching, and small group instruction. While the sharing of resources to build curriculum is important, monitoring the fidelity of implementation through instructional coaching is necessary for quality assurance.

Planned Sources of Evidence: Site monitoring dataGifted education specialist schedulesCoaching logs

Other Comments:

Practice I


Develops and documents a student plan that articulates the differentiated curriculum and instruction services that match the identified needs of the K-12 AIG students, such as a Differentiated Education Plan (DEP). This document is reviewed annually with parents/familiesto ensure effective programming, a continuum of services, and support school transitions.


Rationale: As our gifted students transition from year to year, the Differentiated Education Plan should reflect the services that best align with the students' needs at that time. To do this, we need to reflect on data and student progress. While schools have begun to look at AIG students as a subgroup when analyzing benchmark and summative data, there is a disconnect between the extension, enrichment, and acceleration that gifted students receive and the data that our assessments reflect. We realize the need for clear goal setting for gifted instruction. Article 9B states, " Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program." Our district needs to create structures to determine goals that reflect going "beyond those ordinarily provided" by the regular classroom and monitoring of students' progress toward those goals. This will be a focused practice for our district.

Goals: 1. Align structures and processes with state framework for RtI~AIG, including regular progress

monitoring2. Develop a regular student progress review process to inform AIG families of goals and progress toward those goals3. Create AIG-appropriate guides for extensions of the SCoS

Description: Gifted specialists will collaborate to create guidelines for creating appropriate goals for advanced learners. Goal statements may be created to create a bank of examples. Goals will be set at the beginning of the year and documentation collected in a student portfolio. Regular reviews will include an evaluation of how the student has progressed toward the goals and next steps, including appropriate services for AIG students based on annual progress.

Planned Sources of Evidence: RtI~AIG supporting documentsProgress review documentSite monitoring data

Other Comments:


Standard 3: Personnel and Professional DevelopmentThe LEA recruits and retains highly qualified professionals and provides relevant and effective professional development concerning the needs of gifted learners that is on-going and comprehensive.

Practice AEmploys an AIG-licensed educator as lead coordinator to guide, plan, develop, implement, revise, and monitor the local AIG program and plan.


Rationale: NHCS recognizes the importance of the AIG program and the need to monitor the implementation and fidelity of the program. The district will maintain this practice by employing a full time, licensed AIG Supervisor.


Description: The Supervisor of the Academically or Intellectually Gifted program is responsible for:

-Monitoring the implementation of gifted education services through individual site visits, K-12- Proposing and managing a budget and material selection for central library and school AIG resources- Consulting with gifted specialists, classroom teachers, parents, administrators, and counselors to ensure the implementation of services for advanced learners- Facilitating the NHC Gifted Advisory Council- Collecting district data using the site monitoring tool- Collecting, analyzing, and summarizing district AIG performance and demographic data- Reviewing and analyzing data with gifted specialists at each school- Partnering with UNCW Gifted Education Department for licensure, forums, and staff development for regular classroom teachers- Facilitating Governor’s School process, which includes, working with high school gifted specialists and counselors and overseeing the Governor's School Selection Committee - Developing and maintaining district informational tools, such as an AIG district website, form letters, classroom teacher support wiki, and parent wiki- Facilitating and leading monthly AIG training sessions for all gifted specialists- Meeting and planning with regional Coordinators of Gifted Education and State AIG consultants to stay informed of current issues in gifted education- Mediating parents, gifted specialists, classroom teachers, Match Team members, and administrators in dealing with disagreements concerning all phases of the program- Facilitating annual State (Department of Public Instruction) AIG Headcount- Participating in professional development offered at the district, state, and national levels to promote awareness of current research in gifted education- Facilitating discussions and professional development in decisions for acceleration


Planned Sources of Evidence: Human Resources report of AIG licensure status

Other Comments:

Practice BEnsures that AIG-licensed specialists are engaged in tasks which explicitly address the academic, intellectual, social, and emotional needs of gifted learners.


Rationale: NHCS recognizes the importance of gifted education and employs full time gifted specialists at every elementary and middle school and extra-duty gifted specialists at the high schools. This practice will be maintained to ensure alignment with the AIG state legislated standards.


Description: Gifted Education Specialists are responsible for:

Elementary Level:- Demonstrating alignment and implementation of all six standards of the AIG plan- Maintaining a school AIG website, that aligns with the district's website rubric expectations- Reviewing and analyzing on-going, benchmark, and summative data for all AIG students- Reviewing and analyzing on-going, benchmark, and summative data for students in grades K-2- Implementing a nurturing program for students in grades K-2 that aligns with the state standards and AIG plan, which includes teaching critical thinking lessons to all K-2 students, and assisting in targeting students who demonstrate strengths in critical thinking skills- Creating instructional and coaching targets based on data analysis- Developing curriculum that is aligned with the SCoS and is appropriate for gifted students- Collaborating with staff members at the school to meet the cognitive, academic, social, and emotional needs of gifted students- Working directly with classroom teachers to provide feedback on differentiation for gifted learners- Facilitating the NHCS Credentials for AIG at the school site- Facilitating annual DEP reviews with AIG families- Facilitating parent informational sessions regarding identification processes and criteria- Attending monthly professional development or AIG training sessions- Maintaining documentation of the demographic representation of the school's AIG program as it compares to the school's general demographic representation- Assisting the school's data manager in ensuring the the AIG roster in Power School is accurate- Promoting extra-curricular opportunities for gifted students- Advocating for gifted learners in the school- Facilitating the school's Match Team meetings and providing descriptive feedback via the Match Team record as documentation of decision making- Assisting classroom teachers in providing AIG student progress reviews to AIG families

Middle School Level- Demonstrating alignment and implementation of all six standards of the AIG plan


- Maintaining a school AIG website that aligns with the district's website rubric expectations- Reviewing and analyzing on-going, benchmark, and summative data for all AIG students- Creating instructional and coaching targets based on data analysis- Developing curriculum that is aligned with the SCoS and is appropriate for gifted students- Collaborating with staff members at the school to meet the cognitive, academic, social, and emotional needs of gifted students- Working directly with classroom teachers to provide feedback on differentiation for gifted learners- Facilitating the NHCS Credentials for AIG at the school site- Facilitating annual DEP reviews with AIG families- Facilitating parent informational sessions regarding identification processes and criteria- Attending monthly professional development or AIG training sessions- Maintaining documentation of the demographic representation of the school's AIG program as it compares to the school's general demographic representation- Assisting the school's data manager in ensuring the the AIG roster in Power School is accurate- Promoting extra-curricular opportunities for gifted students- Advocating for gifted learners in the school- Facilitating the school's Match Team meetings and providing descriptive feedback via the Match Team record as documentation of decision making- Assisting classroom teachers in providing AIG student progress reviews to AIG familiesHigh School Level:- Maintaining annual documentation, DEP, of gifted services - Facilitating annual DEP review with AIG families- Maintaining a school AIG website that aligns with district website rubric expectations- Disseminating professional development opportunities to school staff- Disseminating extra curriculuar opportunities to AIG students and families- Pulling mid-term failure reports for identified students and facilitating counseling for those students- Facilitating on site opportunities or student seminars, such as interview skills and college essay writing- Advocating for gifted learners in the school- Facilitating the school's Match Team meetings and providing descriptive feedback via the Match Team record as documentation of decision making- Assisting the school's data manager in ensuring the the AIG roster in Power School is accurate

It should be noted that at this time, high school specialists maintain full time teaching responsibilities, and complete their gifted specialists tasks as an extra duty; therefore, there is an increased need for whole school support from classroom teachers, counselors, and administration to ensure the implementation of the AIG plan.

Planned Sources of Evidence: Site monitoring dataGifted specialist schedulesCoaching logswebsites

Other Comments:


Practice CEstablishes specific and appropriate professional development requirements for all personnel involved in AIG programs and services, including classroom teachers, exceptional children's personnel, counselors, and school administrators.


Rationale: NHCS has developed strategic professional development for AIG stakeholders, including gifted specialists, classroom teachers, administrators, and counselors. The district will maintain this practice and continue to assess needs, in regards to AIG professional development, and expand these opportunities to include parents and community members.



District offerings:- Monthly AIG half-day training sessions for gifted specialists- NHCS Credentials for AIG - hybrid online and face-to-face training for classroom teachers- Professional Learning Communities, or PLCs, such as an in depth study of rigor for administrators- Strategic school PD

Out of district offerings:- Virtual workshops, such as the North Carolina School of Science and Math webinars- Conferences, such as ECU AIG Fall Conference, North Carolina Association of Gifted and Talented state conference, UNCW Spring AIG Mini-Conference

Planned Sources of Evidence: Site monitoring dataDistrict and school websitesprofessional development rosters

Other Comments:

Practice DPlaces AIG students in general education classrooms with teachers who have met the LEA's professional development requirements for that position or have earned an AIG add-on license.


Rationale: While NHCS has developed and implemented local training for classroom teachers that work with gifted learners, these remains a focused a practice. We recognize the need to continue to offer professional development that will assist teachers in differentiating for advanced learners in


addition to ensuring that identified students are strategically placed with classroom teachers who have received training and are effective in working with advanced learners, as evidenced by EVAAS data.

Goals: 1. Each elementary and middle school will offer the NHCS Credentials for AIG, facilitated by the gifted specialist, to all classroom teachers.2. All AIG students in elementary and middle school will be placed with teachers that have earned their NHCS Credentials for AIG and proven effective when working with advanced learners, as evidenced by EVAAS data.3. The district will continue to research professional development opportunities for high school teachers that work with AIG students.

Description: Elementary and Middle School Levels:NHCS Credentials for AIG, a hybrid, online and face-to-face workshop, is offered at each elementary and middle school and facilitated by the gifted education specialists. The purpose of this training is to assist regular classroom teachers in recognizing the characteristics of gifted learners, understanding the social and emotional needs of AIG students, and differentiating the curriculum at advanced levels. Gifted specialists publish the names of all staff members who have completed the local credentials training OR have attained state licensure for AIG. A list of the staff members who have had this AIG training will be listed on the school's AIG website which will also be linked from the district website: http://www.nhcs.net/aig/NHCS%20Credentials%20for%20AIG.htm. Gifted specialists and administrators will collaborate to cluster and assign students to teachers who have received the appropriate training and proven effective with advanced learners, as evidenced by EVAAS data.When it is not possible to place an identified AIG student with a teacher who has received the appropriate training, the teacher will participate in the training in that school year.

Planned Sources of Evidence: Site monitoring datawebsitesclass rosters

Other Comments:

Practice EAligns professional development with local AIG program goals and other district initiatives.


Rationale: The district's Instructional Services Department sets county-wide goals and strategies for success. The AIG program aligns its goals and professional development to meet the district's goals and AIG state legislated standards. This practice will be maintained to ensure common vision and language among all AIG stakeholders.



Description: The Supervisor for AIG, in collaboration with the Instructional Services Department, will create goals and strategies for professional development, which align with the district's vision. Gifted specialists meet monthly for half-day training sessions. Virtual workshops and PLCs will be designed to meet specific district needs, as determined by school achievement and AIG demographic data. When appropriate, the gifted specialists and other content area leaders, such as instructional coaches, will collaborate and participate in professional development opportunities.

Planned Sources of Evidence: Site monitoring dataProfessional development agendas

Other Comments:

Practice FAligns professional development opportunities with state and/or national teaching standards and best practices in gifted education, including 21st century skills and content at advanced levels.


Rationale: While many strides have been made in implementing the new Standard Course of Study, or SCoS,it is evident that teachers and gifted specialists continue to need professional development and support in integrating 21st century content and skills, particularly at an advanced level. This is evidenced by regular site visits to schools by the AIG Supervisor and observations by gifted specialists and administrators. As a result, we will focus on this practice.

Goals: 1. Provide professional development to continue development of 21st Century content and skills2. Further develop Rigor PLCs and training3. Create teacher and administrator tools to assist with implementation

Description: Gifted specialists will participate in monthly AIG professional development. When appropriate, specialists will return to schools to train the staff. The AIG Supervisor will continue to develop the training for rigor in instruction through Professional Learning Communities, or PLCs and other PD formats.The AIG Supervisor and gifted specialists will create tools, such a walk through observation scales and planning frameworks, to assist teachers and administrators in the implementation of 21st Century Content and Skills. The AIG Supervisor will partner with Professional Development to research and compile video exemplars of using 21st century skills and content in teaching.

Planned Sources of Evidence: AIG monthly training agendasSite monitoring dataTeachScape documentsVideo Exemplars Bank


Other Comments:

Practice GProvides opportunities for AIG specialists and other teachers to plan, implement, and refine applications of their professional development learning.


Rationale: Our AIG staff meets monthly for half-day training sessions, which allow for professional development, collaboration, and curriculum and program design. In addition,the Framework for Gifted Services calls for collaboration between the classroom teachers and gifted specialist. These two strategies were implemented in the last three years and have greatly impacted the level of differentiation in the regular classroom; therefore, this practice will be maintained.


Description: AIG specialists attend regular meetings where ideas are shared, training takes place, and open discussions of successes and challenges take place. Gifted Specialists also provide evidence of team teaching, collaboration in planning, and providing resources to assist teachers in applying what they have learned.

Elementary Level-GES to attend monthly AIG training sessions-Collaborate with all teachers K-5, provide resources, create units and lesson plans, review and analyze student data-Provide instructional coaching in classrooms with identified gifted students: team teach, observe, model lessons, facilitate small group instruction, provide feedback to classroom teachers-Facilitate professional development opportunities for teachers and other staff members

Middle School Level-GES to attend monthly AIG training sessions-Collaborate with core content teachers (ELA, Math, Science, Social Studies), provide resources, create units and lesson plans, review and analyze student data-Provide instructional coaching in classrooms with identified gifted students: team teach, observe, model lessons, facilitate small group instruction, provide feedback to classroom teachers-Facilitate professional development opportunities for teachers and other staff members

High School Level-GES to attend monthly AIG training sessions-Disseminate professional development opportunities and resources to teachers-Review interim failure reports, consult with students, teachers, and counselors


Planned Sources of Evidence: AIG monthly training agendasFramework for Services Site monitoring dataCoaching logs

Other Comments:


Standard 4: Comprehensive Programming within a Total School CommunityThe LEA provides an array of K-12 programs and services by the total school community to meet the diverse academic, intellectual, social, and emotional needs of gifted learners.

Practice ADelivers AIG programs and services which are comprehensive of the academic, intellectual, social, and emotional needs of gifted learners across all grade levels and settings.


Rationale: NHCS aligns AIG services with the state legislated standards. In addition, we offer tools to communicate service options to AIG stakeholders, such as the Service Delivery Option Grids. The implementation of these services are monitored through regular site visits by the AIG Supervisor and the site monitoring tool. This practice will be maintained to ensure consistent and comprehensive program implementation.


Description: Elementary, Middle, and High Schools:

Schools are expected to communicate the needs of gifted students to all staff that work with these students. Classroom teachers sign the Differentiated Education Plan and assist in goal setting and student progress reviews. In addition, all schools will maintain a website that provides information about all six state standards and is aligned with the AIG website rubric expectations.THE SERVICE DELIVERY and INSTRUCTIONAL PRACTICES PLANNING GRID

The Service Delivery and Instructional Practices Planning Grid was designed to assist with the comprehensive planning of differentiated services and options designed to meet the needs of AIG students. Information gathered during the referral process will be used to help determine which particular differentiated services are needed. All of the services listed on the Service Delivery and Instructional Practices Planning Grid adapted from A. W. Harrison (1996) have been effectively used to provide differentiated services to AIG students who need these services. A variety of options are listed to match the needs of the different learners. The grid should be viewed as a menu from which each school selects options that best match student need.

The Service Delivery and Instructional Practices Planning Grid is divided into two sections – Academic Development and Intellectual Development. Each section is further divided to show groups of differentiated services. For K-2, services are described as Discovery, Explore, and Challenge. Grades 3-12 are described under the headings Standard Differentiation, Moderate Differentiation, Significant Differentiation and Extensive Differentiation. Listed on the right side of the grid are Instructional Strategies. Instructional Strategies may be used in all service groups and might be used to deliver differentiated services in both academic and intellectual development areas. How such strategies are used will vary depending on the students and the nature of the task.


The dotted lines reflect the fluid nature of the plan. This allows for on-going flexible movement of students and supports the goal of matching services to student needs.

The grid provides parents, students, teachers and the community with a clear profile of the comprehensive program of differentiated services (K-12) available at the elementary, middle and high school levels. Services provided at individual schools are based on interest and need.

Planned Sources of Evidence: Service Delivery and Instructional Planning Grids Site monitoring data

Other Comments:

Practice BAligns AIG programs and services with each area of AIG identification, goals of the program, and resources of the LEA.


Rationale: Currently, the New Hanover County School's AIG identification practices address academically gifted students. The district recognizes math and reading identification for students that are achieving high academic success. Because the state has now added intellectually gifted as an area of identification, NHCS will address this label. This will be a focused practice, as our district researches, defines, develops criteria, and designs service options for intellectually gifted students.

Goals: 1. Research current practices state and nation wide, in regards to intellectually gifted2. Define intellectually gifted for NHCS3. Develop criteria to identify intellectually gifted students4. Design service options for intellectually gifted students5. Create supporting documents, such as a DEP, Match Team record, etc, for intellectually gifted students.

Description: The Goals of the AIG Program are:

- To value and nurture intelligence in children and youth so that they may reach their potential with encouragement to create their own opportunities for growth- To promote student achievement by providing a continuum of services designed to appropriately differentiate, extend, enrich, and accelerate the core curriculum for advanced learners- To screen and identify students including those from diverse cultural and socioeconomic backgrounds who demonstrate outstanding abilities and achievement through the use of varied assessments and multiple criteria- To continue communication and collaboration among educators, administrators, parents and community to establish a positive vision of gifted education- To continue a comprehensive staff development program to better serve the needs of advanced learners


- To review the Academically/Intellectually Gifted program to assess areas of strengths and needs for continued improvement

The NHCS AIG Service Delivery Grids offer guidance to schools and teachers as to the appropriate services for gifted students. A summary of the grids is listed here:

ACADEMIC DEVELOPMENT

Grades 3-12

The academic development side of the grid describes different learning environments, grouping options and differentiation strategies that are appropriate for a variety of learners.

Standard Differentiation represents the regular education program and includes the existing grouping arrangements and differentiated strategies being used to tailor instruction for all students. It is within this environment that teachers might recognize gifted behaviors and develop gifted potential.

Moderate Differentiation represents “in-class” adaptations that might be made to accommodate students displaying academic skills in some areas, but not necessarily in all areas. The regular classroom teacher, in collaboration with the Gifted Education Specialist, is responsible for this group of services. The focus is on developing potential, increasing skills and exposing students to advanced content. Cluster grouping and curriculum differentiation are effective ways to address these needs. Trial participation within cluster grouping also is appropriate.

Significant Differentiation represents services designed for students who display strong academic abilities. Such students may already be working two grade levels above their classmates and need significant differentiation. Personnel (regular classroom teacher and GES) working with these students differentiate the curriculum with an increased awareness of the unique needs and characteristics of the students.

Extensive Differentiation represents the services that usually involve radical acceleration of either content or the environment. Students recommended for these services are usually working three to four years above grade placement. Options for these students should be individually designed.

INTELLECTUAL DEVELOPMENTGrades 3-12

The Intellectual Development side of the grid follows the same general outline with some modification.

Standard and Moderate Differentiation – The goal is to expose students to a wide variety of experiences through general exploratory activities, special interest classes, enrichment clusters, and interest-based electives. Opportunities are available to enrich and extend experiences. Students usually select or are selected for these activities based on their interest and motivation.

Significant and Extensive Differentiation – Students explore specialized interest in more depth. These


experiences are usually individual responses to recognized strengths and interests. Such experiences may take place outside of school and may involve working with mentors or specialized internships. Submission of a specific independent project proposal and a student interview are often used as additional indicators of motivation when selecting students for these activities.

SUPPORT SERVICESAcross the bottom of the grid are listed some general ways that both media services and counseling might support the development of giftedness at the elementary, middle and high school level. Targeted areas might include underachievers, females and culturally diverse students.

Planned Sources of Evidence: Service Delivery and Instructional Practices Planning Grids DEPsMatch Team RecordsLesson PlansLEA budget allocation of a full time Gifted Education Specialist per K-8 school and extra-duty specialists at each traditional high school

Other Comments:

Practice CDelivers AIG programs and services that are integral and connected to the total instructional program of the LEA in policy and practice.


Rationale: The AIG supervisor currently serves on leadership teams in the district, to assist in decision making, in regards to impact on AIG students. In addition, the AIG Supervisor actively monitors the implementation of all six state standards through regular site visits and use of a monitoring tool. This practice will be maintained to ensure consistent and comprehensive programming and services.


Description: The AIG Supervisor participates on the district's Professional Development Implementation Team in addition to being included in Instructional Services Department meetings. District goals for programming, data analysis, professional development, and strategic goal setting are developed by these teams. Gifted Education is an integral part of the district's instructional and comprehensive programming discussions.

Elementary, Middle, and High Schools:New Hanover County allocates a full time gifted education specialist per elementary and middle school to ensure that the diverse needs of gifted learners are met. These specialists meet monthly to


participate in professional development, which creates a unified focus and common language. High school specialists also meet monthly. AIG program tools, such as the Service Delivery and Instructional Planning Grid, assist in the implementation of consistent and comprehensive programming. Fidelity and consistency across schools is monitored by the AIG Supervisor through regular site visits and use of the site monitoring tool. School sites provide evidences to demonstrate alignment with the all AIG state standards and the local AIG plan.

Planned Sources of Evidence: Site monitoring dataDistrict PD Implementation AgendasDistrict Instructional Services Department meeting notes

Other Comments:

Practice DInforms all teachers, school administrators, and support staff about delivery of differentiated services and instruction for AIG students, regulations related to gifted education, and the local AIG program and plan.


Rationale: Gifted specialists advocate for their gifted students by informing all AIG stakeholders of the state law that defines AIG, Article 9B, and of the services the school is providing to identified students. Gifted staff at the school and district level communicate readily through email, websites, and face-to-face sessions. This practice will be maintained to ensure that all staff who work with AIG students are aware of the unique needs of these students.


Description: Elementary and Middle School Levels:- Classroom teachers (in area identified) sign student DEPs- Gifted rosters are distributed to other staff members that work with gifted students- Services are clearly defined on school AIG website- Gifted specialists meet with staff members that work with gifted to inform them of Article 9B and appropriate services for these students, as it pertains to their area of content

High School Level:- Counselors sign student DEPs- Gifted rosters are distributed to staff members that work with gifted students- Planning guides and extra-curricular opportunities are posted on school AIG websites- Article 9B is posted on school AIG website

Planned Sources of Evidence: Site monitoring dataDistrict and school AIG websites


Other Comments:

Practice ECommunicates among and between teachers and schools to ensure an effective continuation of K-12 services, especially at key transition points.


Rationale: NHCS developed a system of communication between AIG stakeholders to ensure that there is little or no interruption of services for AIG students. This is particularly important as students transition from elementary to middle school and middle to high school and as students transfer from school to school. Our district has effective transition processes in place, as evidenced by the AIG Parent and Student surveys, so this practice will be maintained.


Description: Transition from Elementary to Middle School Processes:- Elementary specialists complete transition documents for middle school specialists, to document current roster, identification area and level, and pertinent information that may impact the students' success.-Middle School specialists will visit feeder elementary schools, as requested-Middle school specialists will host a rising 6th grade informational session to inform parents of the program and identification practices

Transition from Middle to High School Processes:- Middle school specialists complete transition documents for high school specialists, to document current roster, identification area and level, and pertinent information that may impact the students' success.-High School specialists will visit feeder middle schools, as requested-High school specialists will host a rising 9th grade informational session to inform parents of the program and identification practices

Student Transfers

Any student who transfers with evidence of participation in a program for academically or intellectually gifted students should be reviewed to match service area, level, and options. NHCS will honor AIG placement from other districts. However, it is imperative to appropriately match student services to available data and demonstrated need. Our goal is to serve the child, when need is evident.

Process for Placing a Transfer Student

Transfers from schools outside the system:

Elementary, Middle, and High School students:


- Data Manager notifies GES of new student- Students will be placed in appropriate grade-level classrooms, based on data available- Gifted education specialist will review student's cumulative file and prepare for Match Team evaluation- AIG Match Team will determine service area, level, and options within sixty days from receipt of student records

In addition, High School Students under guidance of high school gifted specialist, can self-select classes using criteria for honors and advanced placement classes when registering.

Transfers from schools within the system:

Elementary, Middle, and High School students:

- Data Manager notifies GES of new student- AIG student folder with documentation of student placement, such as teacher, parent, and student surveys, observable behaviors checklists, and work samples, is sent to transfer school- Match Team will meet to determine appropriate service options, based on available data (Note- service area nor service level should be changed by Match Team unless documentation is collected to support such a change)

Planned Sources of Evidence: Site monitoring dataTransition meeting notesWebsites

Other Comments:

Practice FEnsures collaboration and involvement among regular education teachers, exceptional children's teachers, other specialists, instructional staff, parents/families, and administrators to provide differentiated programming and services.


Rationale: The Framework for AIG Services was developed as a balanced and comprehensive program guide for schools to use when making AIG scheduling decisions. This framework, which was developed for elementary and middle school, ensures opportunities for gifted specialists to collaborate and team with classroom teachers, EC staff, other instructional staff, parents, and administrators. Schools are encouraged to build flexibility into gifted specialists' schedules to meet the individual needs of the school, in regards to AIG.



Description: Elementary and Middle School Levels:The Framework for Gifted Services should serve as a guide when scheduling AIG cluster classes and gifted specialist duties. Using a gifted specialist to lower class size is an inappropriate use of personnel. The gifted specialist should have built into his/her schedule opportunities to:- work directly with AIG students in the areas of identification- meet with grade levels/departments to analyze data, provide professional development, and collaboratively plan- team teach, model lessons, observe, and coach classroom teachers as they work directly with AIG students

High School Level:Gifted specialist duties are defined in the High School Gifted Specialist Duties form. These duties should be performed after school and during the day, if time allows. Gifted specialists at the high school level are full time teachers that have been assigned the additional duties of gifted specialist; therefore much of their collaboration will take place virtually, via email.

Planned Sources of Evidence: Framework for Gifted Services for Elementary, Middle, and High SchoolsSite monitoring dataSchedules

Other Comments:

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


Rationale: This practice was designated as a future practice in the 2010-2013 NHCS AIG plan because of the number of practices that needed to be addressed during that plan cycle. While there are many ways that schools are addressing the social and emotional needs of gifted students, NHCS does not currently have an intentional and strategic plan in place to ensure that this practice is implemented with fidelity. Because of these reasons, we will focus on this practice.

Goals: 1. Establish AIG Support teams at schools to assess and address the social and emotional needs of AIG students2. Provide support resources for classroom teachers, students, and AIG families3. Provide professional development for gifted specialists to promote comprehensive support for social and emotional needs


Description: Elementary, Middle, and High Schools Levels:The gifted education staff will research and review books, articles, websites, and wikis that support social and emotional needs of gifted students, targeted for a variety of audiences (students, parents, teachers), to create a resource library for each school. Each school will develop an AIG support team to intervene when social and emotional issues ariseThe AIG staff will participate in professional development that aligns with current research on the social and emotional needs of gifted children.

Planned Sources of Evidence: Site monitoring dataResource librariesProfessional development rosters

Other Comments:

Practice HArticulates and implements a process for accelerative instructional and placement options when an appropriate body-of-evidence indicates that such a practice is warranted for an individual gifted learner.


Rationale: Currently, the district utilizes the Iowa Acceleration Scale for whole grade acceleration consideration and the NHCS Subject Acceleration Checklist for subject acceleration consideration. These research-based tools provide clear and data driven guidelines to assist schools in making acceleration decisions for individual students. Because the State Board of Education has passed the Credit by Demonstrated Mastery policy, our system will need to address local guidelines for this process; therefore this will be a focused practice.

Goals: 1. Attend webinars, informational sessions, and forums to discuss the policy and guidelines related to Credit by Demonstrated Mastery2. Create a local Oversight Committee to develop our district guideline in regards to the process3. Develop processes and procedures to support Credit by Demonstrated Mastery, State Board of Education policy4. Create a timeline for Credit by Demonstrated Mastery5. Create an implementation plan for Credit by Demonstrated Mastery

Description: Acceleration Guidelines

Early entrance to kindergarten:NHCS follows the state guidelines, as outlined in state policy.

Policy ID Number: GCS-J-001

Policy Title: 16 NCAC 6E.0105 Policy delineating the standards for early admission to kindergarten


Current Policy Date: 07/09/1998

Other Historical Information:

Statutory Reference:

Administrative Procedures Act (APA) Reference Number and Category: 16 NCAC 6E .0105

.

.0105 EARLY ADMISSION TO KINDERGARTEN(a) To determine the eligibility of a four-year-old child to enter kindergarten pursuant to the provisions of G.S. 115C-364(d), the principal shall confer with a committee of professional educators to consider for each child the following factors:(1) Student Aptitude. The child shall be precocious in academic and social development and shall score at the 98th percentile on a standard individual test of intelligence such as the Stanford-Binet, The Wechsler Preschool and Primary Scale of Intelligence, the Kaufman Anderson, or any other comparable test administered by a licensed psychologist.(2) Achievement. The child shall be functioning from two to three years beyond the child's peers. The child shall score at the 98th percentile on either reading or mathematics on a standard test of achievement such as the Metropolitan Readiness Test, the Stanford Early School Achievement Test, The Mini Battery of Achievement, the Woodcock-Johnson, the Test of Early Mathematics Ability (TEMA), the Test of Early Reading Ability (TERA), or any other comparable test administered by a licensed psychologist, a member of the psychologist's professional staff, or a professional educator who is trained in the use of the instrument and who has no conflict of interest in the outcome of the assessment.(3) Performance. The child shall be able to perform tasks well above age peers as evidenced by behaviors in one or more areas such as independent reading, problem solving skills, advanced vocabulary, and some writing fluency. The parent shall submit a sample of the child's work that shows outstanding examples of ability in any area including, but not limited to, art, mathematics, writing, dramatic play, creative productions, science, or social interactions. The principal may also require a teacher to complete an informal reading assessment of the child.(4) Observable Student Behavior/Student Interest. The child shall demonstrate social and developmental maturity sufficient to participate in a structured setting for a full school day. The child shall be capable of following verbal instructions and functioning independently within a group. The parent shall provide two recommendation letters with specific documentation of physical and social maturity from preschool teachers, child care workers, pediatricians, or others who have direct knowledge of the child. Useful documentation checklists include the California Preschool Competency Scale, the Harrison Scale, or any other comparable scale of early social development.(5) Motivation/Student Interest. The principal or principal's designee shall conduct an informal interview with the child and a more structured interview with the parent to determine if the child displays a thirst for knowledge and seeks new and challenging learning situations.(b) The parent shall present the information required by this Rule to the principal within the first 30 calendar days of the school's instructional year. All testing shall be administered after the April 16th that follows the child's fourth birthday. The principal shall decide whether to grant the parent's request for enrollment within three weeks after receiving this information. The principal may conditionally enroll the child for up to ninety days in order to observe whether the child is able to adjust to the


school setting. If the principal determines that the child has not adjusted to the school setting, the principal shall deny the request for enrollment. However, before the child is exited fromschool, the principal shall invite the parent to assist in the development of intervention strategies for the child. If those strategies are not successful, the principal shall provide the parent at least 10 days notice before exiting the child from school so the parent may arrange child care, if needed.(c) LEAs may require parents to supply information in addition to that required by this Rule. LEAs may also require specific tests or other measures to provide information relating to the factors listed in Paragraph (a) of this Rule.(d) Early admission to kindergarten shall not automatically result in the placement of the child in the program for academically gifted students. By the time the child has been enrolled for 90 calendar days, or at any earlier time that school officials determine that the child has adjusted satisfactorily and shall be allowed to remain in school, the gifted identification team shall review the child's information to determine if the child shall receive gifted services. If the team determines that the child shall receive gifted services, it shall develop either a differentiated education plan or an individual differentiated education plan for the child.

Whole Grade Acceleration (grade skipping)for elementary, middle, and high school levelsSchools will use the Iowa Acceleration Scale, which is available from the Supervisor of AIG, to collect data on students being considered for whole grade acceleration. The scale totals will be used to guide the decision making of the Match Team. If acceleration is recommended, the planning guide will assist the team in creating an acceleration plan for the student. A review of placement will take place 4-6 weeks after implementation. Additional follow meetings may be needed.

Subject Acceleration (subject skipping) for elementary, middle, and high school levelsSchools will use the NHCS Subject Acceleration Scale, which is available on the AIG website,to collect data and a body of evidence for students being considered for acceleration. The scale will be used by the Match Team to make decisions. If acceleration is recommended, a review of placement will take place 4-6 weeks after implementation. NOTE: This policy will be replaced by Credit by Demonstrated Mastery when local guidelines and processes are in place.

Planned Sources of Evidence: Student acceleration filesMatch Team recordsSite monitoring data

Other Comments:

Practice IProvides intentional services for traditionally under-represented AIG populations, including culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional.


Rationale: New Hanover County provides a local budget for AIG that affords the program a full time specialist at every elementary and middle school, as well as extra-duty specialists at the high schools.


Because we are able to employ a person at each school, the gifted specialists can focus respond to the culture and demographics of their individual sites and intentional programming for students that are traditionally under-represented in gifted programs. This practice will be maintained by our district.


Description: Elementary, Middle, and High School Levels:Our county currently offers nurturing programs, flexible grouping, and nontraditional academic opportunities to the advanced learners. With a full time gifted specialist at each school we are able to provide services to not only identified students, but also specifically to students who show potential from under-represented populations. We use research based assessments and curricula to extend the learning of these students. In addition, the district continues to seek out opportunities to expand and improve our programming, such as the addition of U-Stars Plus in recent years.

Planned Sources of Evidence: Placement of gifted specialist at each schoolResearch based programs (P.E.T.S.program, Jacob's Ladder, Problem Solver,etc)Assessments (CogAT, P.E.T.S. checklist, DAP, etc.)Nontraditional opportunities (Think Lab, clubs, contests,etc.)Flexible group rosters

Other Comments:

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


Rationale: Our district values the impact that extra-curricular programs have on our students. Currently, our schools offer and promote a variety of opportunities for students to get involved in extra-curricular programs. This practice will be maintained to ensure that we are utilizing multiple pathways to meet our students academic and intellectual needs.



Schools offer a variety of academic and intellectual extra-curricular opportunities, both during the school day and during after school hours, to maximize student access. These opportunities are advertised on the school's AIG website, in addition to newsletters and flyers. The district in partnership with the Gifted Advisory Council will develop a Student Guide for Extra-Curricular Opportunities, that outlines specific descriptions, timelines, and other pertinent information.


Planned Sources of Evidence: Student Guide for Extra-Curricular OpportunitiesSite monitoring dataSchool AIG websites

Other Comments:


Standard 5: PartnershipsThe LEA ensures on-going and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships.

Practice ADevelops partnerships with parents/families and the community that are intentional and meaningful to support the academic, intellectual, social and emotional needs of AIG students.


Rationale: While partnerships with parents, families, and the community have continued to evolve in our district, this is an area that needs to be consistently developed. This will be a focused practice to ensure that intentional progress is made to bridge the gap between AIG programming and the community.

Goals: 1. Continue to create systems to support communication between schools and AIG families2. Continue to develop the Gifted Information Sessions and Advocacy, or GISA, to all grade levels, K-123. Maintain AIG website rubric assessment to promote comprehensive and consistent information about AIG programming from school to school 4. Restructure the format of Gifted Advisory Council meetings to include an open discussion format to specifically address the AIG Program.


At the school level, gifted education specialists maintain an AIG website that aligns with the NHCS AIG website rubric, outlining information for each standard, including Identification, Differentiated Curriculum, Professional Development, Comprehensive Programming, Partnerships, and Accountability. In addition, specialists communicate program initiatives through annual informational meetings, email list serves, and written communication, such as newsletters.

At the district level, AIG staff partner with UNCW to offer Gifted Information Sessions and Advocacy to the community at large. These interactive sessions offer AIG families the opportunity to learn more about their gifted children and ways to support their continual growth in school. Feedback from AIG families will be collected through exit surveys.

In addition, the Gifted Advisory Sessions will offer parent discussion forums to gain feedback from parents and the community at large.

Planned Sources of Evidence: GISA flyers and exit surveysWebsite rubricSite monitoring datacommunication logs


Other Comments:

Practice BShares with stakeholders, including all students' parents/families, information regarding the local AIG program, the local AIG plan, and other policies relating to gifted education.


Rationale: There are multiple avenues for which we supply information to AIG stakeholders about the local plan and program. This practice will be maintained to ensure consistent and varietal communications are disseminated to all AIG stakeholders.


Description: Elementary, Middle, and High School Levels

Communications about the AIG program, plan, and policies are available through the following:District and school AIG websitesDistrict AIG Parent wikispaceGifted Advisory Council meetingsGifted Informational Sessions and Advocacy (GISA)Alert Now system emails and phone callsSchool-based newslettersAnnual, school-based informational meetings

Planned Sources of Evidence: District and school AIG websitesDistrict AIG Parent wikispaceGifted Advisory Council meeting notesGifted Informational Sessions and Advocacy (GISA) agendas Site monitoring data

Other Comments:

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



Rationale: Our district will maintain this practice to ensure that the guidance provided by all stakeholders for the improvement of our AIG plan and program reflects the diverse populations within our county.



AIG stakeholders are encouraged to get involved in the development, implementation, and monitoring of the local program in a variety of ways.

At the school level, stakeholders may form an AIG parent advisory group, attend School Improvement Team meetings, give feedback on school surveys, and participate in AIG informational and interactive events.

At the district level, stakeholders may attend the Gifted Advisory Council meetings or Gifted Informational Sessions and Advocacy (GISA) meetings and participate in district surveys.

Planned Sources of Evidence: Gifted Advisory Council bylawsSurvey dataSite monitoring dataGISA agendas and survey data

Other Comments:

Practice DInforms parents/families and the community of opportunities available to AIG students on an ongoing basis and in their native language.


Rationale: While the district upholds high communication expectations in regards to AIG programming, there are inconsistencies when communicating with a family whose native language is not English. This practice will be a focus to ensure the intentional and purposeful translation of important communications and documents for families that do not speak English.

Goals: 1. Identify district and school documents that need translation2. Obtain translation of documents for schools3. Provide translators during face-to-face meetings, if needed

Description: NHCS AIG program upholds high expectations for communicating with with AIG families and the community at large. All levels, K-12, are expected to align with district expectations for the following:


School-based AIG website content should align with district AIG website rubric.

Annual DEP reviews should be held and advertised for all AIG identified students and families.

Annual AIG informational meetings should be held for all families interested in learning more about the program. These meetings usually target second/third grade families (third grade is our initial identification year), rising 6th and rising 9th, as these are transition years, but any family may attend.

Communication of AIG curriculum and student progress through newsletters, emails, progress reports, or report cards.

Because not all families speak English, we recognize the need to offer translations for these families. The AIG staff will identify documents to be translated and post these for school accessibility. In addition, translators may be requested to attend face-to-face meetings when needed.

Planned Sources of Evidence: Website rubricSchool-based AIG websitesSite monitoring dataTranslated AIG documents

Other Comments:

Practice EForms partnerships with parents/families, institutions of higher education, local businesses and industry, and other stakeholders within the community to enhance and gain support for AIG programs and services.


Rationale: Because New Hanover County understands the value of our stakeholders' input for the improvement of programming, this practice will be maintained.


Description: The University of North Carolina at Wilmington has served as a longtime partner with New Hanover County Schools. The college and school system collaborate to offer professional development to teachers through the annual AIG mini-conference and to parents of gifted students through the Gifted Information Sessions and Advocacy, or GISA, sessions.

In addition, the district maintains a Gifted Advisory Council made up of parents, teachers, and community members. The council strives for diversity among the members balanced by gender, race, and geographic region. In addition to the ten members of the council, a liaison representing each school in the system ensures a direct communication link between council and school.

It is encouraged that AIG parents are members of the School Improvement Team at each school.


This team makes decisions regarding the implementation of the AIG plan at the school.

Our AIG staff also partner with neighboring, regional districts for professional development, discussion of state initiatives, and resource sharing.

Planned Sources of Evidence: UNCW AIG mini-conference flyers and agendasRegion 2 AIG meeting notesGAC meeting notesSite monitoring data

Other Comments:


Standard 6: Program AccountabilityThe LEA implements, monitors, and evaluates the local AIG program and plan to ensure that all programs and services are effective in meeting the academic, intellectual, social, and emotional needs of gifted learners.

Practice ADevelops a written AIG plan describing the local AIG program in accordance with state legislation and SBE policy, which has been approved by the LEA's school board and sent to SBE/DPI for review and comment.


Rationale: Our district's AIG program embraces continual improvement. As part of this effort, the AIG staff regularly evaluates the effectiveness of the AIG plan and gifted programs. This practice will remain a focus for the district to ensure growth and improvement in gifted programming.

Goals: 1. AIG staff will complete annual reflection and needs assessment of the AIG plan and program.2. AIG staff will commit to standards-based committees to ensure that all state program standards are addressed and improving.3. An AIG Oversight Committee, made up of administrators, gifted specialists, and the AIG Supervisor will gather data from AIG stakeholders such as parents, teachers, and counselors to drive decisions for improvement.

Description: Each year, AIG staff will join standards-based committees to determine action items for the school year. At the end of each year, the staff will evaluate the progress made and needs for continued improvement using the state AIG needs assessment rubric. In addition, the AIG staff and AIG Supervisor will conduct surveys of stakeholders, such as classroom teachers, AIG families, and gifted students, to evaluate the effectiveness of AIG programming and set goals for improvement. The AIG Oversight Committee will meet several times a year to assist in decision making for the district. This is especially important when considering implementation of state AIG initiatives.

Planned Sources of Evidence: AIG planNeeds assessment dataParent/Student/Teacher surveys

Other Comments:

Practice BMonitors the implementation of the local AIG program and plan in accordance with current legislation and state policies to ensure fidelity of implementation for all AIG program components.



Rationale: Over the past several years, the district has developed structures and processes for monitoring the implementation of the local AIG program and plan. By employing a full time AIG Supervisor to oversee these processes, the district ensures that there will be high level of fidelity in gifted services. Our county will maintain this practice to ensure consistent implementation among schools.



The AIG Supervisor will conduct regular site visits to review evidences of the implementation of AIG state program standards. Gifted specialists, administrators, counselors, and classroom teachers will assist in the collection of these evidences. The AIG Site Monitoring Tool will be used to reflect on the level of implementation for each state standard. To ensure fidelity and consistency in AIG programs, this data will be used at the school level to set improvement targets and at the district level to inform the need for professional development and/or resources. The site visit reviews will be shared with the school, the Director of Instructional Services, the Assistant Superintendent of Instruction and Accountability, and the Superintendent of New Hanover County Schools.

Planned Sources of Evidence: Site monitoring dataTeach Scape reports

Other Comments:

Practice CUses and monitors state funds allotted for the local AIG program according to state policy.


Rationale: State funds allocated for AIG programming, along with the local funds provided by the district, will continue to be monitored by the AIG Supervisor. This will be a maintained practice, as the county will continue to fund full time gifted specialists at each elementary and middle school and gifted specialist duties at the high schools.


Description: The AIG Supervisor will maintain budget records for certified salaries, student programs, staff development, and teacher resources. Budget decisions about professional development, resources, and equipment will be driven by needs assessment data collected. Documentation of the budget will be reviewed annually by the district's Finance Director. The AIG Supervisor also maintains these records for required state audits.


Planned Sources of Evidence: AIG Budget Purchase ordersProfessional development rosters

Other Comments:

Practice DMaintains, analyzes, and shares student performance growth and annual drop-out data for AIG students.


Rationale: This practice will be maintained for the district, as the AIG Supervisor, gifted specialists, and school data teams will continue to collect and analyze AIG student performance growth data. In addition, the AIG Supervisor will begin to collect annual drop-out data for AIG students. AIG growth data will be reported through the North Carolina Schools Report Cards, in schools that have an AIG subgroup as defined by the state.


Description: Elementary, Middle, and High School Levels:All gifted specialists, in collaboration with their administration and data team, will used EVAAS to analyze AIG student performance growth at the school level. The AIG Supervisor will analyze this data at the district level to assist in creating professional development and improvement targets.

High School Level:The AIG Supervisor will begin to collect AIG student drop-out data, beginning with the class of 2016. Because high school AIG students were not clearly identified before the class of 2016, the district will use this as a starting point to ensure clean and accurate data.

Planned Sources of Evidence: EVAAS school and district reportsSite monitoring data

Other Comments:

Practice EMonitors the representation and retention of under-represented populations in the local AIG program, including students who are culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional.


Rationale: In order to understand the strengths and weaknesses of the county's AIG identification practices, it is important to maintain an awareness of the demographics of our AIG programs. To


promote continual improvement and equitable access to AIG programming, the district will continue to collect school-based AIG population data. In addition, the AIG Supervisor will continue to maintain data representing the demographics of the district AIG program.



Gifted specialists will maintain demographic data of their schools' AIG programs. This will be reported to the district annually.

The AIG Supervisor will collect district AIG program demographic data and conduct comparison analyses to the state demographics as well as to districts that have a similar make-up to our total population.

Planned Sources of Evidence: School demographic reportsAnnual state demographic dataSite monitoring data

Other Comments:

Practice FMaintains current data regarding the credentials of personnel serving AIG students.


Rationale: The Human Resources Department in our district, in conjunction with the AIG Supervisor, monitors the credentials of gifted education specialists. This practice will be maintained to ensure high quality and trained personnel are serving our AIG learners. Gifted specialists and the AIG Supervisor will also monitor the teachers at each school that have completed training to work with gifted students.



The AIG Supervisor will maintain data that lists the credentials of the county's gifted education specialists, which will include degrees earned, AIG licensure data, and national board certification data.

The gifted education specialists and AIG Supervisor will also maintain records of classroom teachers and school counselors that receive district supported training in regards to gifted learners, or Credentials for Academically or Intellectually Gifted (C-AIG). These rosters will be communicated to


administrators for gifted student placement options. A focus goal for our district is to provide county training (C-AIG) for all teachers and counselors serving gifted students, who are not AIG certified.

Planned Sources of Evidence: Human resources report of AIG licensure statusSchool and district websitesSchool PD records for C-AIGSite monitoring data

Other Comments:

Practice GForms an advisory group of community members, parents/families of AIG students representative of diverse populations in the program, teachers of the gifted, and other professional staff who meet regularly to review all aspects of the local AIG program and make recommendations for program improvement.


Rationale: The Gifted Advisory Council, which is comprised of parents, teachers or administrators, and community members, meets regularly to evaluate effectiveness of the local AIG program and to make recommendations for improvement. This practice will be maintained to ensure consistent input for the AIG program by an informed, advisory council.


Description: The Gifted Advisory Council (GAC) aligns with the NEW HANOVER COUNTY ADVISORY COUNCIL FOR THE IMPROVEMENT OF GIFTED EDUCATION bylaws, which are as follows:

NEW HANOVER COUNTY ADVISORY COUNCIL FOR THE IMPROVEMENT OF GIFTED EDUCATION – Revised November 2010

NAMEThe name of this council is the New Hanover County Advisory Council for the Improvement of Gifted Education.

PURPOSEThe establishment of this Council is a requirement of the school board and state approved New Hanover County Schools Gifted Education Improvement Plan – Academically or Intellectually Gifted (AIG)

Specifically, the Council will:- Monitor the timely and accurate implementation of all components of AIG- Advocate, communicate and liaise with business and the community at large with respect to AIG- Advise and make recommendations to the New Hanover County Board of Education with respect to


the improvement of Gifted Education.

MEMBERSHIPThe membership of the Council will be comprised of ten (10) persons. Members shall be appointed by the Board of Education and will include three (3) employees representing the teachers and school building administrators of New Hanover County Schools, no less than four (4) parents of children in the school system and not less than two (2) community/business representatives. Membership shall be representative of the diversity (gender, race, geography) of the community. A committee composed of one parent, one community representative and one school system representative will recommend candidates to the full council who, upon concurrence, will submit the candidates to the Board of Education for approval. This method will also be used to fill vacancies.

The term of appointment for membership shall be for two-year terms from August 1 to July 31 with one half of the memberships’ term expiring each year. No member may serve more than two consecutive terms; however, the outgoing chairperson may serve one year as an ex-officio member after the individual’s term of office has expired. This individual may also participate at executive committee meetings and ad hoc committee meetings. An individual must wait two years before returning to the council after serving the maximum four years as a member.

Each council member shall be entitled to one vote. If a Council member misses three meetings during a school year, the Chairperson shall contact the member. After contacting the member, the Chairperson may declare the member’s position vacant with the concurrence of the council. Chairperson should notify the member in writing of the Council’s decision. Vacancies shall be filled for the remainder of the member’s term of office.

The Coordinator of Gifted Education, school board members, and other central office staff members shall be ex-officio members of the Council. Each school year, the Council shall invite each high school to provide a student representative to the Council. The student representative should be an AIG identified student. The student representatives will serve for one year as ex-officio members of the Council.

MEETINGSThe Council shall hold regular monthly scheduled meetings when school is in session (except December). Additional sessions may be scheduled as necessary.OFFICERSThe Council shall at its first meeting each year elect a Chairperson, vice-chairperson and secretary. Each officer shall be elected at the August meeting of the Council and assume office immediately upon election. Nominations for officers will be made by the membership at the August meeting. The previous Vice-Chairperson becomes the subsequent Chairperson and if unavailable to serve, then the Chairperson will be elected at the August meeting also. Each office shall be eligible to serve two consecutive two-year terms except when said officer has already served the maximum four year term on the Council.

The Chairperson shall preside at Council meetings, facilitate the establishment of goals and strategies and prepare the agenda for each meeting. The Chairperson will assume responsibility for presenting the Annual Report to the Superintendent and will represent the Council as appropriate.


In the absence of the Chairperson, the vice-chairperson shall fulfill those duties. The vice-chairperson will assist the chairperson in facilitating the meeting agenda and will serve as Chairperson of the Annual Report committee.

The secretary shall be responsible for recording the minutes of each meeting and distributing the minutes in a regular and timely manner to the membership and others. The secretary shall be responsible for notifying the membership and others as appropriate of the meeting, and maintaining records of the Council, with the assistance of the central office support staff.

MISCELLANEOUS

The Council will strive for consensus in its decision making process. However, should consensus not be reached, actions requiring a vote of the Council will require a two-thirds vote of those members present. A quorum must be present to conduct official business. A quorum is defined as six (6) or more members of the Council.

(Any revision of this document must be approved, in advance, by the New Hanover County Board of Education.)

-END OF BYLAWS

The GAC sets meeting dates for the school year at its first meeting and communicates meeting notes through the district AIG parent wikispace, http://nhcaig.wikispaces.com/.

Each school is asked to send a liaison representative to the meetings in order to ensure effective and consistent communication between the GAC and the schools.

Planned Sources of Evidence: Gifted Advisory Council bylawsGAC meeting notesparent wikispaceSchool GAC Liaison nomination forms

Other Comments:

Practice HElicits regular feedback from students, parents/families, teachers, and other stakeholders regarding the quality and effectiveness of the local AIG program.


Rationale: In an effort to promote continual improvement, it is essential to collect feedback from AIG stakeholders. Our district does this through surveys, parent advisory groups, School Improvement Team meetings, focus group discussions, and regular site monitoring. This practice will be


maintained to ensure that all stakeholders have a voice in evaluating AIG program effectiveness.



A district AIG Parent/Student survey will be conducted and reviewed every three years, at minimum. The survey will gather feedback on the effectiveness and implementation fidelity of the gifted program.

Annually, schools will collect feedback from AIG stakeholders through the use of surveys, school-based parent advisory groups, School Improvement Team meetings, or focus group discussions. Evidence of feedback collected will be provided to the AIG Supervisor during regular site visits.

Planned Sources of Evidence: District survey dataSite monitoring data

Other Comments:

Practice IReviews and revises the local AIG program and plan based on multiple sources of data for continuous program improvement.


Rationale: Our district will maintain this practice to ensure that our AIG planning and program decisions are comprehensive and data driven.



Our district will continually evaluate the AIG program through the use of parent/student surveys, site monitoring data, and annual evaluations of AIG program needs. The plan will be reviewed by the gifted education specialists, Gifted Advisory Council, and other stakeholders, based on the legislated state standards. This evaluation data will contribute to the development the next plan cycle in 2016-2019 and continuous improvement of our AIG program.

EVALUATION OF THE AIG PLAN AND PROGRAM

The New Hanover County Schools AIG Improvement Plan shall be evaluated across two domains:Student Performance, as evidenced by annual AIG student growth dataProgram Effectiveness, as evidenced by stakeholder surveys and site monitoring data


Information from the plan evaluation is measurable and is used to assess student improvement, to assess program improvements identified in the plan, and to guide future program improvement.

Student Performance Domain

In order to measure improved student performance, the district will utilize two types of data sources:NC Testing Program growth data, as evidenced by EVAAS reports AIG Program Surveys

NC Testing Program data will be disaggregated from the system database by schools, content area, and demographics. It is the expectation that all AIG students meet their growth standard as measured by the NC Testing Program.

A district AIG Program Survey will be administered every three years, at minimum. The survey will measure the satisfaction of students and parents with the services received. The AIG Program Survey also will obtain data with respect to student and parent perception and understanding of the program services.

Student Performance Domain data will be analyzed and summarized. The analysis also will be shared with the New Hanover County School Board, the Gifted Advisory Council, the principals of each school and other plan stakeholders. The Student Performance Domain data will be formatted into a trend analysis for future improvement planning.

Program Effectiveness Domain

In order to measure program improvement, the AIG Program will use three types of data sources:AIG Program State Needs-Assessment SurveySite monitoring DataAIG Program Surveys

The AIG staff will complete a needs assessment survey annually. New Hanover County Schools’ gifted education specialists will work in standards-based committees to ensure implementation of the practices listed in the AIG plan.

Site monitoring data will continue to be collected, in regard to the implementation of the AIG state program standards. Annual site reviews will be shared with schools and district leaders.

The AIG Program Survey specified earlier will also measure the students’ and parents’ perception of the program. The survey will request respondents to specify their satisfaction with plan components such as participation equity and communication and their understanding of service option access, differentiated services, and service match.

The Program Effectiveness Data will be formatted into a trend analysis for future improvement planning.


Planned Sources of Evidence: AIG Program survey dataStudent growth dataEVAAS reportsSite monitoring data

Other Comments:

Practice JDisseminates all data from evaluation of the local AIG program to the public.


Rationale: Our district recognizes the importance of transparency in programming for fidelity purposes, so we will maintain this practice.



Data collected from the evaluation of our district's AIG program will be provided to the public, during the Gifted Advisory Council meetings, which are open for anyone to attend. This data includes AIG program surveys, needs assessment data, and Department of Public Instruction AIG plan/program feedback. In addition, the AIG plan, updated forms and systems, and DPI feedback on the program or plan will be posted on the district's AIG website.

Planned Sources of Evidence: Gifted Advisory Council meeting notesSurvey dataNeeds assessment dataDPI feedback reports

Other Comments:

Practice KProtects the rights of all AIG students through policies, procedures, and practices.


Rationale: Our district, in alignment with state legislation, provides a process for resolving grievances for AIG families. This practice will be maintained to ensure the protection of student rights in regards to gifted programming.




Article 9B drives the development, improvement, and implementation of New Hanover County's gifted program, as evidenced by our AIG plan. The district's grievance policy is disseminated to all students and families that go through the AIG nomination process. A letter from the school explains to families that they may file a grievance if they are in disagreement with the school's AIG Match Team decision. The Match Team Record and the grievance policy, which require parent signatures, is attached to ensure that the family is informed of their rights.

ARTICLE 9B , the NHCS Procedures to Resolve AIG Disagreements, a sample AIG results letter, and a sample Match Team Record are provided in the appendices.

Planned Sources of Evidence: AIG Criteria Sample Indicators (Appendix)AIG Nomination Procedures Flow Chart (Appendix)DEPsProcedures to Disagreements (Appendix)Article 9BSample Match Team RecordSample Letter

Other Comments:


Glossary (optional):See appendix: GLOSSARY of GIFTED EDUCATION TERMS

Appendix (optional): GLOSSARY of GIFTED EDUCATION TERMS.docx (Appendix) AIG Nomination Procedures.docx (Appendix - Standard 1) AIG Sample Criteria Indicators.docx (Appendix - Standard 1) AIG website rubric.docx (Appendix - Standard 1) Criteria Pentagon.pdf (Appendix - Standard 1) Sample 3-5 DEP.docx (Appendix - Standard 1) Sample 6-8 DEP.docx (Appendix - Standard 1) Sample MatchTeam Record.docx (Appendix - Standard 1) Sample NHCS High School DEP.docx (Appendix - Standard 1) Elementary School AIG Service Framework.docx (Appendix - Standard 2) High School AIG Service Framework.docx (Appendix - Standard 2) Middle School AIG Service Framework.docx (Appendix - Standard 2) 3-5 Service Delivery Options Grid.docx (Appendix - Standard 4) K-3 Service Delivery Options Grid.docx (Appendix - Standard 4) GAC bylaws.docx (Appendix - Standard 5) Article_9B.pdf (Appendix - Standard 6) Grievance Policy.pdf (Appendix - Standard 6) Procedures to Resolve AIG Disagreements.docx (Appendix - Standard 6) Sample Nomination Results Letter.docx (Appendix - Standard 6)


AIG Sample Criteria Indicators Grades 3-12 (APPENDIX)

STANDARD DIFFERENTIATIONThe options in this group of services are available to

all students in all schools. These options will be delivered within regular classrooms. Therefore, no

specific criteria are required.

MODERATE DIFFERENTIATIONThe options in this group are available to students

whose ratings indicate a need for moderate differentiation. Students must meet four out of five

criteria listed below.

Observable Student BehaviorsModerate intensity and frequency of the following:

learns easily shows advanced skills displays curiosity/creativity displays spatial abilities

shows advanced reasoning and problem solving shows social perceptiveness displays leadership

Interest and MotivationModerate intensity and frequency of the following:

has strong interests shows motivation

Student PerformanceModerately advanced performance in the following:assessments (formative, benchmark, summative)

competitions contests

Student Aptitudeminimum of 90% on standardized aptitude

assessment

Student Achievementminimum of 90% on standardized achievement

assessment

The following data is collected for each criteriaObservable Student Behaviors:

Observable Behavior ChecklistsInterest and Motivation:

Teacher checklist, Parent checklist, Student survey or interview

Student Performance:Benchmark and summative assessment data

Formative assessment dataAdvanced work samples

CompetitionsContests

Student Aptitude:Cognitive Abilities Test, or CogAT*

Student Achievement:Iowa Test of Basic Skills, or ITBS*

*Standardized aptitude or achievement tests, on the Approved Test List, that have been administered at previous schools or through private sectors will be

considered

SIGNIFICANT DIFFERENTIATIONThe options in this group are available to students

whose ratings indicate a need for significant differentiation. Students must meet four out of five


Observable Student BehaviorsSignificant intensity and frequency of the following:



Interest and MotivationSignificant intensity and frequency of the following:


Student PerformanceSignificantly advanced performance in the following:

assessments (formative, benchmark, summative)competitions contests


assessment


assessment

EXTENSIVE DIFFERENTIATIONThe options in this group are available to students

whose ratings indicate a need for extensive differentiation. Students must meet four out of five


Observable Student BehaviorsExtensive intensity and frequency of the following:



Interest and MotivationExtensive intensity and frequency of the following:


Student PerformanceExtensively advanced performance in the following:assessments (formative, benchmark, summative)

competitions contests


assessment


assessment


AIG Nomination Procedures (APPENDIX)Initial Nomination made.

NOTE: Anyone can nominate a student

(teacher, parent, student, counselor).

Staff will disseminate data collection tools to appropriate parties:Parent Survey, Sample Indicators Chart, and

copy of AIG Nomination Procedures

Student Survey (can be done as interview)

Teacher Checklist, Folder with standard

work samples,Observable Behaviors

Checklist

Staff will create student folder to collect forms and advanced work samples for each

student.

School Match Team will meet.

The Match Team is comprised of:

Teacher from pertinent grade levels/content

areas,Administrator or designee, Gifted

Education Specialist

Prior to meeting, give Match Team members the Match Team packet of information and/or

have a training session.

Timeline for nomination procedures, testing, and Match Team meetings are available on the

school’s AIG website.

Match Team meets and reviews following

criteria: Observable Behaviors, Interest and

Motivation, Student Performance

(If standardized aptitude and/or achievement data

is available, it will be reviewed at this time.)

Match Team makes a decision, which is

indicated on the Match Team record.

If student does not meet 2 or 3 criteria, and does not qualify, or qualifies at this

point using previous testing, the Match Team record is sent home to parent/guardian. The

Match Team Record must be signed by the gifted education specialist, an

administrator, Match Team members, and a

parent/guardian. At least three documented

attempts must be made to obtain parent signature.

The grievance policy and the NHCS AIG Procedures

for Disagreements are disseminated to all identified and non-identified students.

If testing is needed, a letter will be sent

indicating dates of testing.

The AIG Match Team meets to review testing

results and makes identification decisions.

Match Team reviews all data to match service levels and options with student needs. DEP is

written for students who qualify for gifted services

All information is documented on the Match

Team Record which will be signed by the gifted education specialist, an

administrator, Match Team members, and a

parent/guardian

.

ALL Match Team records for students must be

signed by parents and filed in cumulative folder-

this includes students that qualify and students that do NOT qualify for

gifted services. Grievance policy and

NHCS AIG Procedures for Disagreements are disseminated to all identified and non-identified students.

DEP review scheduled with parents and

students. DEPs are signed by gifted

specialist, administrator, classroom teacher, and

parent.

Original DEP goes in Module Two folder of cumulative file, and a copy goes to parents.

.

If you have any questions or need

further clarification of the process, please contact the school’s

gifted education specialist.


(APPENDIX)


NHCS Academically or Intellectually Gifted: SAMPLE Match Team Record (APPENDIX)

Student Name ________________________________________ Grade Level/Year _______________________

Person Making Nomination: Parent Teacher Student Other: _____________________________

Reason for Match Team Meeting: Initial Evaluation ____ Subject(s): R M Reevaluation _____ Subject(s): R M

Reading Math

□ Student meets Observable Behavior Criteria

Data collected indicates that the student:

__ Learns easily high intensity high frequency __ Shows advanced skills high intensity high frequency __ Displays Curiosity/Creativity high intensity high frequency __ Shows advanced reasoning high intensity high frequency and problem solving__ Displays spatial abilities high intensity high frequency __ Shows social perceptiveness high intensity high frequency __ Displays leadership high intensity high frequency

□ Student meets Observable Behavior Criteria

Data collected indicates that the student:

__ Learns easily high intensity high frequency __ Shows advanced skills high intensity high frequency __ Displays Curiosity/Creativity high intensity high frequency __ Shows advanced reasoning high intensity high frequency and problem solving__ Displays spatial abilities high intensity high frequency __ Shows social perceptiveness high intensity high frequency

__ Displays leadership high intensity high frequency

□ Student meets Interest/ Motivation Criteria Data collected indicates that the student:

__ Has strong interests high intensity high frequency __ Shows motivation high intensity high frequency

□ Student meets Interest/ Motivation CriteriaData collected indicates that the student:

__ Has strong interests high intensity high frequency

__ Shows motivation high intensity high frequency

□ Student meets Performance Criteria

Student demonstrates advanced performance when compared to peers based on the following evidence:__ Benchmark assessments__ Summative assessments__ Formative assessments__ Advanced level work samples

□ Student meets Performance Criteria

Student demonstrates advanced performance when compared to peers based on the following evidence:__ Benchmark assessments__ Summative assessments__ Formative assessments__ Advanced level work samples


__ Competition/contest performance __ Competition/contest performanceMatch Team Decision: _____More data needed-test to be administered _____Differentiated services will continue in the regular classroom setting_____Service level/option change

Match Team Decision: _____More data needed-test to be administered _____Differentiated services will continue in the regular classroom setting_____Service level/option change

At this point in the process, if a student has met 2 or 3 criteria, the Match Team will use a standardized assessment to evaluate the student’s aptitude. If standardized test data is unavailable, the school will administer aptitude testing to the student.

□ Student meets Aptitude Criteria

CogAT: Date _________ Percentile __________

Other: Date _________ Percentile __________

□ Student meets Aptitude Criteria

CogAT: Date _________ Percentile __________


At this point in the process, if a student has met 3 criteria, the Match Team will use a standardized assessment to evaluate the student’s achievement. If standardized test data is unavailable, the school will administer achievement testing to the student.

□ Student meets Achievement Criteria

ITBS: Date _________ Percentile __________


□ Student meets Achievement Criteria

ITBS: Date _________ Percentile __________


At this point in the process, if a student has met at least 4 criteria, a Differentiated Education Plan, or DEP, will be written. In writing the DEP, the Match Team will consider all relevant data to determine the appropriate service level and academic service options. DEPs are reviewed and updated annually and should be signed by a parent/guardian.

Match Team Decision: _____Differentiated services will continue in the regular classroom setting______Wait and watch for further indications of need, Talent Pool______Meets 4 out of 5 criteria for AIG identification Level: Moderate Significant Extensive_____Service level/option change______Principal Placement (must be reviewed annually)

Match Team Decision: _____Differentiated services will continue in the regular classroom setting______Wait and watch for further indications of need, Talent Pool______Meets 4 out of 5 criteria for AIG identification Level: Moderate Significant Extensive_____Service level/option change______Principal Placement (must be reviewed annually)

These decisions represent the consensus of the AIG Match Team.

Match Team Signatures:

_________________________________________________ Gifted Education Specialist_________________________________________________ School Administrator _________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ ________________________________________________


_________________________________________________ ________________________________________________

Date of Meeting: _______________________________

Parent/Guardian Signature _________________________________ Date: _______________

AIG ProgramSample Differentiated Education Plan (DEP)

3-5Student Name ________________________Student ID# ________________ School____________The DEP is a device that helps foster communication between parent and teacher. This plan reflects only the differentiated services determined appropriate in this specific school. Appropriateness of options may vary among the schools throughout the system. The decision is based on this student related to the criteria for each service option. While not an individual educational plan, the DEP reports examples of differentiated activities that may be offered to your child. These opportunities may be apart of whole class instruction or they may be offered through a flexible/cluster group of students with similar needs. A yearly performance review will determine the appropriate service option. Additional information and/or specific differentiation examples may be listed on the back of this form.

Grade 3Year _________

Grade 4Year _________

Grade 5Year ________

READING□ Moderate □ Significant □ Extensive__ Consultation with teacher__ Cluster Grouping/Flexible Group__ Subject Grouping (Content)__ Resource Units (Extension)__ Resource Class__ Cross Grade Grouping__ Whole Grade Acceleration__ Subject Acceleration__ Regional Service

READING□ Moderate □ Significant □ Extensive

__ Consultation with teacher__ Cluster Grouping/Flexible Group__ Subject Grouping (Content)__ Resource Units (Extension)__ Resource Class__ Cross Grade Grouping__ Whole Grade Acceleration__ Subject Acceleration__ Regional Service

READING□ Moderate □ Significant □ Extensive__ Consultation with teacher__ Cluster Grouping/Flexible Group__ Subject Grouping (Content)__ Resource Units (Extension)__ Resource Class__ Cross Grade Grouping__ Whole Grade Acceleration__ Subject Acceleration__ Regional Service

MATH□ Moderate □ Significant □ Extensive__ Consultation with teacher__ Cluster Grouping/Flexible Group__ Subject Grouping (Content)__ Resource Units (Extension)__ Resource Class__ Cross Grade Grouping__ Whole Grade Acceleration__ Subject Acceleration__ Regional Service

MATH□ Moderate □ Significant □ Extensive

__ Consultation with teacher__ Cluster Grouping/Flexible Group__ Subject Grouping (Content)__ Resource Units (Extension)__ Resource Class__ Cross Grade Grouping__ Whole Grade Acceleration__ Subject Acceleration__ Regional Service

MATH□ Moderate □ Significant □ Extensive__ Consultation with teacher__ Cluster Grouping/Flexible Group__ Subject Grouping (Content)__ Resource Units (Extension)__ Resource Class__ Cross Grade Grouping__ Whole Grade Acceleration__ Subject Acceleration__ Regional Service

General Education Content Differentiation May Include:Differentiated Units Learning Centers Tiered Assignments Curriculum Compacting Contracts Independent Study

Individualized Program Advanced Content Special Programs Computer-based InstructionGrade 3 DEP

Parent _________________________Teacher ________________________GES ___________________________Principal ________________________

Grade 4 DEPParent _________________________Teacher ________________________GES ___________________________Principal ________________________

Grade 5 DEPParent _________________________Teacher ________________________GES ___________________________Principal ________________________


Date ___________________________□ IDEP developed



Performance Review□ Continue AIG service in Grade 4□ Change service (Match Team & parent signatures required)_______________ _______________________________ _______________________________ ________________Date of Meeting: _________________

Performance Review□ Continue AIG service in Grade 5□ Change service (Match Team & parent signatures required)________________ _______________________________ _______________________________ _______________Date of Meeting: _________________

Performance Review□ Continue AIG service in Grade 6□ Change service (Match Team & parent signatures required)_______________ _______________________________ _______________________________ ________________Date of Meeting: _________________

(APPENDIX)


AIG ProgramSample Differentiated Education Plan (DEP)

6-8Student Name __________________________Student ID# ____________ School___________This plan reflects only the differentiated services determined appropriate in this specific school. Appropriateness of options may vary among the schools throughout the system. The decision is based on this student related to the criteria for each service option. A yearly performance review will determine the appropriate service option.

Grade 6Year ______________

Grade 7Year ______________

Grade 8Year _____________

READING□ Moderate □ Significant □

Extensive__ Consultation with teacher__ Cluster Grouping__ Subject Grouping (Content)__ Resource Units (Extension)__ Resource Class__ Cross Grade Grouping__ Whole Grade Acceleration__ Subject Acceleration__ Regional Service





MATH□ Moderate □ Significant □






General Education Content Differentiation May Include:Differentiated Units Learning Centers Tiered Assignments Curriculum Compacting Contracts

Independent Study Individualized Program Advanced Content Special Programs Computer-based Instruction

Grade 6 DEPParent ________________________Teacher _______________________GES ___________________________Principal ______________________Date _________________________□ IDEP developed



Performance Review□ Continue AIG service in Grade 7□ Change service (Match Team & parent signatures required)_____________________________________________________________________________________________

Performance Review□ Continue AIG service in Grade 8□ Change service (Match Team & parent signatures required)_____________________________________________________________________________________________

Performance ReviewDuring the eighth grade year, students plan for their high school years through the process of the Career Academic Plan for Students (CAPS). Students in high school have the prerogative to self-select their courses based upon graduation requirements, personal interests, and personal strengths. The needs of the vast


______________________________________________________________

Date of Meeting: ______________

______________________________________________________________

Date of Meeting: ______________

majority of gifted students are met through many advanced, honors, or Advanced Placement courses. The CAPS plan serves as the Differentiated Education Plan for the high school years.

(APPENDIX)


NHCS Academically or Intellectually 4-Year Sample Differentiated Education Plan,

Grades 9-12

4- Year Plan

Curriculum ModificationsHonors Advanced Placement Arts World

LanguagesYear 1

Honors English I Honors English II Honors English III Honors English IV Honors Journalism Honors Geometry Honors Algebra II Pre-Calculus Honors Biology Physics Honors Chemistry Honors World History Honors US History Honors Civics and Economics Honors Psychology Honors Teacher Cadet I Honors Teacher Cadet II Other: ______________

AP English III AP English IV AP US History AP European History AP Biology AP Environmental AP Chemistry AP Physics AP Calculus AP Statistics AP Psychology AP World History AP Government AP World Politics Other: ______________

Honors Visual Arts III Honors Visual Arts IV AP Studio Art Honors Dance III Honors Dance IV Honors Band III Honors Band IV Honors Orchestra III Honors Orchestra IV Honors Vocal Music

III Honors Vocal Music

IV Honors Theater Arts

III Honors Theater Arts

IV

Honors French III Honors French IV Honors French V Honors German III Honors German IV Honors German V Honors Latin III Honors Latin IV Honors Latin V AP Latin VI Honors Spanish III Honors Spanish IV Honors Spanish V

Career and Technical Honors Honors Drafting II Engineering Honors Drafting II

Architectural Honors Drafting III Engineering Honors Drafting III

Architectural Honors Computer Engineering Technology II Honors Scientific and Technical

Vis. II Honors Network Engineering Technology II Honors Nursing

Fundamentals Honors Network Engineering Technology III Honors e-Commerce I

Dual Enrollment Courses______________________________________________________

___Career Tech. Certification ___ PaSS Program ___ Community Service ___ Duke TIP___ University visitations ___ Peer tutoring ___ Summer Ventures ___ NCSS___ NC State Satellite Camp ___ Governor’s School ___ Governor’s Page Program___ Tar Heel Girls/Boys State ___Internship ___ Other _____________________________________

Initials

GES ____________ Counselor _______________ Parent ________________ Student ____________ Date _____________

Year 2







IV










Initials


Year 3








IV








Initials


Year 4

Honors English I Honors English II Honors English III Honors English IV Honors Journalism Honors Geometry Honors Algebra II Pre-Calculus Honors Biology

AP English III AP English IV AP US History AP European History AP Biology AP Environmental AP Chemistry AP Physics AP Calculus

Honors Visual Arts III Honors Visual Arts IV AP Studio Art Honors Dance III Honors Dance IV Honors Band III Honors Band IV Honors Orchestra III Honors Orchestra IV

Honors French III Honors French IV Honors French V Honors German III Honors German IV Honors German V Honors Latin III Honors Latin IV Honors Latin V


Physics Honors Chemistry Honors World History Honors US History Honors Civics and Economics Honors Psychology Honors Teacher Cadet I Honors Teacher Cadet II Other: ______________


AP Statistics AP Psychology AP World History AP Government AP World Politics Other: ______________

Honors Vocal Music III

Honors Vocal Music IV

Honors Theater Arts III

Honors Theater Arts IV

AP Latin VI Honors Spanish III Honors Spanish IV Honors Spanish V







Initials


Student Name ___________________________________________________________________________ High School _____________________________Signatures: Plan Development Date ________________Counselor ________________________________________________ Gifted Education Specialist(GES) ___________________________________________Parent ______________________________________________________________ Student _____

(APPENDIX)


Elementary School AIG Service NarrativeNew Hanover County Schools

Classroom teachers and gifted education specialists should collaborate to provide learning opportunities that engage, challenge, interest, stimulate and motivate students. The curriculum and instructional practices will be modified to provide consistent opportunities that are rich and rigorous for gifted students in all classes. Every effort should be made to match appropriate opportunities for challenge with the needs of students.

Services for students in kindergarten, 1st grade, and 2nd grade are provided through the nurturing program. The gifted education specialist will teach lessons to all students in K-2 and create focused lessons for students demonstrating high potential.

According to the National Association for Gifted Children, “Differentiation for gifted students consists of carefully planned, coordinated learning experiences that extend beyond the core curriculum to meet the specific learning needs evidenced by the student. It combines the curricular strategies of enrichment and acceleration and provides flexibility and diversity.”

Services for identified 3rd, 4th, and 5th grade students include differentiated curriculum and instruction in language arts and/or mathematics within the general education setting. Differentiation in all subject areas, including science and social studies is optimal. Appropriate options, such as cluster and flexible skills grouping, curriculum compacting, and differentiated units, match individual student needs for differentiation. The gifted education specialist may teach content or pull-out resource classes in addition to consulting with the classroom teacher regarding differentiated curriculum and instruction.

An analysis of research on ability grouping reveals that “Achievement is increased when gifted and talented


students are grouped together for enriched or accelerated learning. Ability grouping without curricular acceleration or enrichment produces little or no differences in student achievement.” Kulik, J. A. (1992). Elementary school principals, in consultation with the gifted education specialists, should assign AIG students to regular education classrooms in clusters for continual gifted education services. Gifted students are gifted all day, so gifted education specialists and teachers should work together to ensure that AIG learners’ needs are met all day, every day! Students will be assigned to clusters based on similar needs. Students should be placed in cluster groups of at least 5 students, based on their need in language arts and/or mathematics. Differentiated curriculum and instruction is provided in the clusters to AIG students. The classroom teacher and the gifted education specialist will work together to align appropriate curriculum and instruction for the AIG students. In elementary school the gifted education specialist will meet regularly with teachers to collaborate and to plan for differentiated curriculum that will meet the needs of identified students.

The provided framework outlines the multiple responsibilities of the elementary school gifted education specialist. Specialist schedules should provide flexibility in meeting these responsibilities.

Elementary School AIG Service FrameworkNew Hanover County Schools

K-2 Nurturing Grades 3-5 Grades 3-5Kindergarte

n1st

Grade2nd

GradeLanguage Arts/Reading Math

Each K-2 student should be seen at least 15 sessions out of the 36 school weeks. This can be done by setting up weekly rotations or

split quarters.

Suggested time allotments to implement services:Math: at least 30 - 45 minutes per session

Reading: at least 45 minutes – 1 hour per session

In addition, pull-out resource classes or push-in support should

be provided for high potential students.

Options for service include: pull-out resource class/push-in/content

Push-in should include whole class lessons, small group work, or team teaching.

*3-5 reading and math groups can be combined to meet scheduling needs.

Planning Resource/Special ProgramsPlanning time for content or pull-out

resource classes should be provided to the specialist.

Weekly resource time should be allotted for the following:collaboration/data review with teachers, peer coaching, student conferencing, school-wide

competitions/contests, Think Lab

Cluster grouping* is optimal in grades 4 and 5.


Suggested times may be adjusted to meet master schedule demands, but minimum

services should be in place.

*Cluster grouping refers to creating groups of 5-10 advanced students to be assigned to a classroom. Cluster grouping in both elementary and middle schools significantly increases the effectiveness of the AIG Resource

Teacher.

To meet the state guidelines and AIG Service Framework, consider enrolling the teachers working with AIG students in the New Hanover County Credentials for AIG courses. This 15 hour course will be a hybrid of

online and face-to-face sessions, facilitated by your school’s Gifted Education Specialist.

(APPENDIX)

Middle School AIG Service NarrativeNew Hanover County Schools

Classroom teachers and gifted education specialists should collaborate to provide learning opportunities that engage, challenge, interest, stimulate and motivate students. The curriculum and instructional practices will be modified to provide consistent opportunities that are rich and rigorous for gifted students in all classes. Every effort should be made to match appropriate opportunities for challenge with the needs of students.


Services for identified 6th, 7th and 8th grade students include differentiated curriculum and instruction in language arts and/or mathematics within the general education setting. Appropriate options, such as cluster and flexible skills grouping, curriculum compacting, and differentiated units, match individual student needs for differentiation. The gifted education specialist will consult with the classroom teachers regarding differentiated curriculum and instruction should be delivered with a variety of learning experiences. Services will vary depending upon course offerings and student performance.

An analysis of research on ability grouping reveals that “Achievement is increased when gifted and talented students are grouped together for enriched or accelerated learning. Ability grouping without curricular acceleration or enrichment produces little or no differences in student achievement.” Kulik, J. A. (1992). Middle school principals, in consultation with the gifted education specialists, should assign AIG students to regular education classrooms in clusters for the majority of gifted education services. Students are assigned to clusters based on similar needs. Students will be placed in cluster groups of at least 5 students, based on their need in language arts and/or mathematics. Cluster grouping for all subject areas, including science and social studies is optimal. Differentiated curriculum and instruction will be provided in the clusters to AIG


students. The classroom teacher and the AIG teacher will work together to align appropriate instruction for the AIG students. In middle school, the gifted education specialist will meet regularly with teachers to collaborate and to plan for differentiated curriculum that will meet the needs of identified students. Gifted students are gifted all day, so gifted education specialists and teachers should work together to ensure that AIG learners’ needs are met all day, every day!

The provided framework outlines the multiple responsibilities of the middle school gifted education specialist. Specialist schedules should provide flexibility in meeting these responsibilities.

Middle School AIG Service FrameworkNew Hanover County Schools

6th, 7th, 8th Language Arts

6th, 7th, 8th Math

Options for Services include:Teacher of Record (GES teaches the class

each day)Team Teach (GES teams with another

teacher to deliver content)Coach (GES collaborates with teacher to

guide instruction)

Options for Services include:Teacher of Record (GES teaches the class each day)

Team Teach (GES teams with another teacher to deliver content)

Coach (GES collaborates with teacher to guide instruction)

Coaching Resource PlanningCoaching should occur in core subject areas

that are not being directly taught/team-

taught by the specialist: language arts, math, science, and social

studies.

Weekly resource time should be allotted for the following:

Collaboration/Data Review with teachers, Peer Coaching, Student Conferencing,

Observations, School-wide Competitions/Contests

When used as the Teacher of Record for classes, Gifted

Specialists should be given a planning time in addition to time

for Resource/Coaching responsibilities.


Cluster grouping* in core subject area classes is optimal: language arts, math, science, social

studies

Coaching and Resource can be blocked together on specialist’s schedule

*Cluster grouping refers to creating groups of 5-10 advanced students to be assigned to a classroom. Cluster grouping in both elementary and middle schools significantly increases the

effectiveness of the AIG Resource Teacher.

To meet the state guidelines and AIG Service Framework, consider enrolling the teachers working with AIG students in the New Hanover County Credentials for AIG courses. This 15 hour course will

be a hybrid of online and face-to-face sessions, facilitated by your school’s Gifted Education Specialist.

(APPENDIX)

High School AIG Service NarrativeNew Hanover County Schools

Classroom teachers, counselors, and gifted education specialists should collaborate to provide learning opportunities that engage, challenge, interest, stimulate and motivate students. The curriculum and instructional practices will be modified to provide consistent opportunities that are rich and rigorous for gifted students in all classes. Every effort should be made to match appropriate opportunities for challenge with the needs of students.


Services for identified 9th, 10th, 11th, and 12th grade students include differentiated curriculum and instruction in language arts and/or mathematics within advanced courses. Appropriate guidance in course selection and mapping, extra-curricular opportunity participation, and career exposure match individual student needs for differentiation. The gifted education specialist will consult with counselors and the classroom teachers regarding differentiated curriculum. In addition, instruction should be delivered with a variety of learning experiences. Services will vary depending upon course offerings and student performance.

Gifted students are gifted all day, so gifted education specialists, counselors, and teachers should work together to ensure that AIG learners’ needs are met all day, every day!


The provided framework outlines the multiple responsibilities of the high school gifted education specialist. Specialist schedules should provide flexibility in meeting these responsibilities.

High School AIG Service FrameworkNew Hanover County Schools

English Language Arts MathOptions for Services include:

Honors and Advanced Placement coursesNCVPS and Dual Enrollment

Extra-curricular clubs and competitive teams

Options for Services include:Honors and Advanced Placement courses

NCVPS and Dual EnrollmentExtra-curricular clubs and competitive teams

Additional Programs and Service OptionsArts World Languages Career and

Technical (CTE)Honors and Advanced

Placement coursesNCVPS

Contests

Honors and Advanced Placement coursesNCVPS

Honors CoursesCareer Certifications


It is encouraged that high school gifted education specialists are provided flexibility

during the school day to coordinate efforts of teachers, counselors, students, and parents.

*NCVPS – North Carolina Virtual Public Schools

(APPENDIX)

Academic DevelopmentGrades K-3

NHCS AIG Nurturing Component

Children enter school at many levels of academic development. These differing levels are due to innate potential, experience, and exposure prior to entering school. The New Hanover County Schools’ K-3 Nurturing program was developed to pursue the exploration of ability among all students. The nurturing program is grounded in the belief that potential giftedness can be found among divers groups of children. The K-3 nurturing component is an interdisciplinary program in math and language arts designed to promote both academic achievement and thinking skills for all students. As potential ability is discovered, the program creates a learning environment that allows gifts and talents to emerge and nurtures these special abilities. Programs may include but are not limited to Primary Education Thinking Skills (PETS). U-Stars Plus, Junior Great Books, The Problem Solver, and Tin Man Press critical thinking tasks.

DISCOVERAt this level of service, K-3 students begin the academic-talent developmental process. The gifted education specialist (GES) will collaborate with the regular classroom teacher on differentiation strategies appropriate for nurturing and

developing special abilities in children. The GES may also provide whole class and/or resource services to authenticate the nurturing component.

EXPLOREThis level of service builds upon the developmental processes taught at the


Discover Explore level. Students may work with the GES to continue developing

higher level skills through multiple service options. The classroom teacher will also provide daily differentiation to further challenge children. At this level, it is

important for the GES and the classroom teacher to provide extensions of the Standard Course of Study (SCoS) to promote further academic growth

CHALLENGEThe options in this group are available to students whose needs indicate extensive

differentiation. Differentiation at this level requires demonstrated ability that reflects several years above grade level performance. The GES will coordinate

individualized services based on the students’ needs.

NHCS AIG Service Delivery Options GridGrades K-3

ServicesAcademic Development Intellectual DevelopmentLearning

Environment

Content Modificati

on

Intellectual Enhanceme

nt

Nurturing Opportunit

ies

Instructional

Strategies

DISCOVER

Balanced heterogeneous groups

Flexible grouping

Cluster grouping within regular classroom

Resource support

Learning centers

Technology enhanced instruction

Tiered assignments

Curriculum compacting

Learning centers

General exploratory activities

Interest development activities

Enrichment clusters (including the Arts)

Academic clubs

Math Superstars

Jacob’s Ladder

Think Lab

PETS program

Contests and competitions

U-Stars Plus

Technology Fair

Future Problem

Thinking Maps

Goal setting and progress monitoring

Summarizing and Note taking

Generating and testing hypotheses

Higher order questioning

Socratic and Paidiea seminars

Creative

EXPLORE

Cluster grouping within regular classroom

Resource class

Subject grouping

Differentiated unitsTechnology enhanced instructionTiered assignmentsCurriculum compacting

Advanced enrichment


Cross grade grouping

ContractsIndependent study

Clusters (including the Arts)

Resource services

Mentor programs

Independent study

Solvers

Writers in Action

Junior Great Books

Continental Math League

Simulations

thinking

Problem based learning

Group investigation

Hess Cognitive Rigor matrix

Inquiry based learningInterest based learning

CHALLENGE

Resource services

Whole grade acceleration

Subject acceleration

Early admission

Differentiated unitsTechnology enhanced instructionTiered assignmentsCurriculum compactingContractsIndependent study

Support Services: Special attention should focus on social, emotional, and academic needs. Personal and group counseling sessions should be available to all students but particularly underachievers and traditionally under-represented populations in gifted programming. (Adapted from Harrison, 1995)

(APPENDIX)

NHCS AIG Service Delivery Options Grid

Grades 3-5

ServicesAcademic Development Intellectual

DevelopmentLearning

Environment

Content Modificati

on


nt


ies

Instructional

StrategiesModerate

Differentiation Provider:Regular

Classroom teacher with support from

GES

Cluster grouping within the regular classroom

Resource support

Differentiated unitsTiered assignmentsCurriculum compactingLearning centersTechnology enhanced instruction

Learning centersGeneral exploratory tasksInterest developmentExtension clusters (including the Arts)Resource services

Math superstars


Future Problem Solvers

Duke TIP program

Best Foot Forward

Science Fair

Science Olympiad

Technology Fair

Academic clubs

Chorus

Girls on the Run

STRIDE

Thinking Maps


Summarizing and note taking



Creative problem solving


Inquiry and Interest based learning

Hess Cognitive Rigor Matrix

Significant Differentiation

Provider:Regular

Classroom Teacher and/or

GES


Resource class and support

Subject grouping

Cross grade grouping

Differentiated unitsTiered assignmentsCurriculum compactingIndependent studyAdvanced contentIndividualized programTechnology enhanced instruction

Advanced extension clusters (including the Arts)

Resource services

Mentor programs

Independent study

Extensive Differentiation

Provider:

Resource services

Differentiated unitsCurriculum


Regular

classroom teacher and

GES



Early admission

compactingContractsIndependent studyAdvanced contentIndividualized programTechnology enhanced instruction


Junior Great Books

Think Lab

PETS program



Grades 6-8

ServicesAcademic Development Intellectual

DevelopmentLearning

Environment

Content Modificati

on


nt


ies

Instructional

StrategiesModerate

Differentiation Provider:Regular

Classroom teacher with support from

GES


Resource support

Differentiated unitsTiered assignmentsCurriculum compactingLearning centersTechnology enhanced instruction

Learning centersGeneral exploratory tasksInterest developmentExtension clusters (including the Arts)Resource servicesAcademic clubs

Math superstars


Public speaking and debate

Community service

Math Counts

STEM

Simulations

Future Problem Solvers

Duke TIP program

Best Foot Forward

Science Fair

Science

Thinking Maps










Provider:Regular

Classroom Teacher and/or

GES


Resource class and support

Subject grouping

Independent study

NCVPS

Differentiated unitsTiered assignmentsCurriculum compactingIndependent studyAdvanced contentIndividualized programTechnology enhanced instruction

Advanced extension clusters (including the Arts)

Resource services

Mentor programs

Independent study

Academic clubs


Provider:

Resource services

Differentiated unitsCurriculum


Regular

classroom teacher and/or

GES



Early admission

Independent study

NCVPS

compactingContractsIndependent studyAdvanced contentIndividualized programTechnology enhanced instruction

Olympiad

Technology Fair

Academic clubs

Chorus

Girls on the Run

STRIDE


Junior Great Books

Think Lab

PETS program



Grades 9-12

ServicesAcademic Development Intellectual DevelopmentLearning

Environment

Content Modificati

on


nt


ies

Instructional

Strategies

Moderate Differentiation

Honors courses

Special electives

NCVPS

Special course curriculum

Technology enhanced instruction

Interest based electives

Workshops/Seminars

Senior project

Internships

Summer opportunities

Career and Technical certification courses

Governor’s School

NC School of Math and Science

NC School of the Arts


Public speaking and debate

Early college

NC Scholars Program

Duke TIP program

Best Foot Forward

Science Olympiad

Thinking Maps










Honors courses

Advanced Placement (AP) courses

Special electives

NCVPS


Honors courses

Advance Placement (AP) courses

Dual enrollment

Special electives


NCVPS

Academic clubs

Chorus

Band

Orchestra

Theater

Dance

Visual arts

Lyceum Academy


(APPENDIX)

NEW HANOVER COUNTY ADVISORY COUNCIL FOR THE IMPROVEMENT OF GIFTED EDUCATION – Revised November 2010

NAME

The name of this council is the New Hanover County Advisory Council for the Improvement of Gifted Education.

PURPOSE

The establishment of this Council is a requirement of the school board and state approved New Hanover County Schools Gifted Education Improvement Plan – Academically or Intellectually Gifted (AIG)

Specifically, the Council will:

Monitor the timely and accurate implementation of all components of AIG Advocate, communicate and liaise with business and the community at large with respect to AIG Advise and make recommendations to the New Hanover County Board of Education with respect to the

improvement of Gifted Education.

MEMBERSHIP


The membership of the Council will be comprised of ten (10) persons. Members shall be appointed by the Board of Education and will include three (3) employees representing the teachers and school building administrators of New Hanover County Schools, no less than four (4) parents of children in the school system and not less than two (2) community/business representatives. Membership shall be representative of the diversity (gender, race, geography) of the community. A committee composed of one parent, one community representative and one school system representative will recommend candidates to the full council who, upon concurrence, will submit the candidates to the Board of Education for approval. This method will also be used to fill vacancies.

The term of appointment for membership shall be for two-year terms from August 1 to July 31 with one half of the memberships’ term expiring each year. No member may serve more than two consecutive terms; however, the outgoing chairperson may serve one year as an ex-officio member after the individual’s term of office has expired. This individual may also participate at executive committee meetings and ad hoc committee meetings. An individual must wait two years before returning to the council after serving the maximum four years as a member.

Each council member shall be entitled to one vote. If a Council member misses three meetings during a school year, the Chairperson shall contact the member. After contacting the member, the Chairperson may declare the member’s position vacant with the concurrence of the council. Chairperson should notify the member in writing of the Council’s decision. Vacancies shall be filled for the remainder of the member’s term of office.

The Coordinator of Gifted Education, school board members, and other central office staff members shall be ex-officio members of the Council. Each school year, the Council shall invite each high school to provide a student representative to the Council. The student representative should be an AIG identified student. The student representatives will serve for one year as ex-officio members of the Council.

MEETINGS

The Council shall hold regular monthly scheduled meetings when school is in session (except December). Additional sessions may be scheduled as necessary.

OFFICERS

The Council shall at its first meeting each year elect a Chairperson, vice-chairperson and secretary. Each officer shall be elected at the August meeting of the Council and assume office immediately upon election. Nominations for officers will be made by the membership at the August meeting. The previous Vice-Chairperson becomes the subsequent Chairperson and if unavailable to serve, then the Chairperson will be elected at the August meeting also. Each office shall be eligible to serve two consecutive two-year terms except when said officer has already served the maximum four year term on the Council.

The Chairperson shall preside at Council meetings, facilitate the establishment of goals and strategies and prepare the agenda for each meeting. The Chairperson will assume responsibility for presenting the Annual Report to the Superintendent and will represent the Council as appropriate.

In the absence of the Chairperson, the vice-chairperson shall fulfill those duties. The vice-chairperson will assist the chairperson in facilitating the meeting agenda and will serve as Chairperson of the Annual Report committee.

The secretary shall be responsible for recording the minutes of each meeting and distributing the minutes in a regular and timely manner to the membership and others. The secretary shall be responsible for notifying the


membership and others as appropriate of the meeting, and maintaining records of the Council, with the assistance of the central office support staff.

MISCELLANEOUS

The Council will strive for consensus in its decision making process. However, should consensus not be reached, actions requiring a vote of the Council will require a two-thirds vote of those members present. A quorum must be present to conduct official business. A quorum is defined as six (6) or more members of the Council.

Any revision of this document must be approved, in advance, by the New Hanover County Board of Education.

(APPENDIX)

Article 9B. Academically or Intellectually Gifted Students. § 115C-150.5. Academically or intellectually gifted students. The General Assembly believes the public schools should challenge all students to aim for academic excellence and that 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 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. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).) § 115C-150.6. State Board of Education responsibilities. In order to implement this Article, the State Board of Education shall: (1) Develop and disseminate guidelines for developing local plans under G.S. 115C-150.7(a). These guidelines should address identification procedures, differentiated curriculum, integrated services, staff development, program evaluation methods, and any other information the State Board considers necessary or appropriate. (2) Provide ongoing technical assistance to the local school administrative units in the development, implementation, and evaluation of their local plans under G.S. 115C-150.7. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).) § 115C-150.7. Local plans. (a) Each local board of education shall develop a local plan designed to identify and establish a procedure for providing appropriate educational services to each academically or intellectually gifted student. The board shall include parents, the school community, representatives of the community, and others in the development of this plan. The plan may be developed by or in conjunction with other committees. (b) Each plan shall include the following components: (1) Screening, identification, and placement procedures that allow for the identification of specific educational needs and for the assignment of academically or intellectually gifted students to appropriate services.


(2) A clear statement of the program to be offered that includes different types of services provided in a variety of settings to meet the diversity of identified academically or intellectually gifted students. (3) Measurable objectives for the various services that align with core curriculum and a method to evaluate the plan and the services offered. The evaluation shall focus on improved student performance. (4) Professional development clearly matched to the goals and objectives of the plan, the needs of the staff providing services to academically or intellectually gifted students, the services offered, and the curricular modifications. (5) A plan to involve the school community, parents, and representatives of the local community in the ongoing implementation of the local plan, monitoring of the local plan, and integration of educational services for academically or intellectually gifted students into the total school program. This should include a public information component.


(6) The name and role description of the person responsible for implementation of the plan. (7) A procedure to resolve disagreements between parents or guardians and the local school administrative unit when a child is not identified as an academically or intellectually gifted student or concerning the appropriateness of services offered to the academically or intellectually gifted student. (8) Any other information the local board considers necessary or appropriate to implement this Article or to improve the educational performance of academically or intellectually gifted students. (c) Upon its approval of the plan developed under this section, the local board shall submit the plan to the State Board of Education for its review and comments. The local board shall consider the comments it receives from the State Board before it implements the plan. (d) A plan shall remain in effect for no more than three years; however, the local board may amend the plan as often as it considers necessary or appropriate. Any changes to a plan shall be submitted to the State Board of Education for its review and comments. The local board shall consider the State Board's comments before it implements the changes. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).) § 115C-150.8. Review of Disagreements. In the event that the procedure developed under G.S. 115C-150.7(b)(7) fails to resolve a disagreement, the parent or guardian may file a petition for a contested case hearing under Article 3 of Chapter 150B of the General Statutes. The scope of review shall be limited to (i) whether the local school administrative unit improperly failed to identify the child as an academically or intellectually gifted student, or (ii) whether the local plan developed under G.S. 115C-150.7 has been implemented appropriately with regard to the child. 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. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)

(APPENDIX)


G.S.115C-150.8. Review of Disagreements. In the event that the procedure developed under G.S. 115C-150.7(b)(7) fails to resolve a disagreement, the parent or guardian may file a petition for a contested case hearing under Article 3 of Chapter 150B of the General Statutes. The scope of review shall be limited to (I) whether the local school administrative unit improperly failed to identify the child as an academically or intellectually gifted student, or (II) whether the local plan developed under G.S. 115C-150.7 has been implemented appropriately with regard to the child. 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

(APPENDIX)

New Hanover County Schools


Procedures to Resolve Disagreements Regarding AIG Identification and Service DecisionsIn accordance with Article 9B, New Hanover County Schools must develop a procedure for resolving disagreements between parents and the school system when a child is not identified for the Academically or Intellectually Gifted program or concerning the appropriateness of the service options offered to an identified AIG student. These procedures relate to the processes of student referral, evaluation, identification, and the availability of approved service options. Parents will be informed of the School’s AIG Match Team decision for their child.Parents have the right to disagree with the recommendations made for nomination, referral, or identification. Parents also have the right to disagree with the service options provided to an AIG identified student.If a parent has a disagreement, the following steps should be taken:

1. The parent should meet with the regular classroom teacher and/or AIG teacher to seek a resolution.2. If the meeting does not resolve the issues, the parent should document the issues and the parent’s

perspective of the situation should be outlined in a letter to the teacher, requesting a written response from the teacher within ten working days.

3. If a resolution is not reached, the school-based AIG Match Team should schedule a meeting to review the problem and conference with school administration.

4. If a resolution is not reached at the school level, the parents may contact the NHCS AIG Supervisor.5. Upon exhausting these channels of communication, the parents may elect to pursue the grievance

process as outlined below.

Procedures to Resolve Disagreements Regarding AIG DecisionsParents have the right to disagree with the recommendations made at any of these stages.

1. The parent may make a written request to meet with the school-based AIG Match Team to discuss concerns about identification or service decisions. At the AIG Match Team meeting the parent may provide additional documentation for consideration and the Match Team will share documentation used to support recommendations and review any new documentation.

2. If the disagreement is not resolved at the school-based AIG Match Team meeting, the parent may make a written request within thirty school days to conference with the principal. The principal will review the AIG Match Team recommendation, grant the conference within five school days of the request, state his/her position in writing within ten school days of the parent conference.

3. If the grievance is not resolved through the conference with the principal, the parent may appeal in writing to the district’s AIG Supervisor. The AIG Supervisor will review all documentation concerning the unresolved issue, review the grievance within five work days of the appeal, and respond in writing within ten work days following the review.

4. If the grievance is not resolved through the AIG Supervisor review, the parent may appeal in writing to the district’s Superintendent. The district’s Superintendent or the Superintendent’s designee will review all documentation concerning the unresolved issue, review the grievance within five work days of the appeal, and respond in writing within ten work days of the review.

5. If the grievance is not resolved through the Superintendent’s review, the parent may file a petition for a contested case hearing (Article 3 Chapter 150B of the General Statutes). The purpose of the review is to determine if:- The local school administrative unit improperly failed to identify the student as Academically or

Intellectually Giftedor

- The local plan has been implemented inappropriately with regard to the student.

(APPENDIX)

New Hanover County SchoolNew Hanover County Road


Wilmington, NC 28411

New Hanover County New Hanover CountyPrincipal Assistant Principal

Dear Parent(s) of __________________________,

New Hanover County School’s AIG Match Team met to review data on your child for possible AIG services in the areas of reading and mathematics. At this time, it was determined that your child’s academic needs are being met in the regular classroom setting and your child does not qualify for services in the program.

The AIG Match Team reviews five areas of data. A child qualifies by meeting four of the five criteria. On the enclosed Service Math Team Record, a check mark was placed in the blank next to the criteria your child met. Please review the Match Team Record, sign at the bottom, and return it to school with your child in the envelope provided. All other pages may be kept at home.

Even though your child doesn’t qualify for the AIG program at this point, each classroom teacher differentiates instruction to meet the needs of all students in their class. Therefore, I encourage you to continue to communicate with your child’s teacher regarding your child’s academic progress with his/her grade level’s curriculum as the year progresses.

Sincerely,

New Hanover County Gifted Education SpecialistNew Hanover County School

G.S.115C-150.8. Review of Disagreements In the event that the procedure developed under G.S. 115C-150.7(b)(7) fails to resolve a disagreement, the parent or guardian may file a petition for a contested case hearing under Article 3 of Chapter 150B of the General Statutes. The scope of review shall be limited to (I) whether the local school administrative unit improperly failed to identify the child as an academically or intellectually gifted student, or (II) whether the local plan developed under G.S. 115C-150.7 has been implemented appropriately with regard to the child. 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.

Please see the New Hanover County Schools Procedures to Resolve Disagreements Regarding AIG Identification and Service Decisions document attached.

(APPENDIX)


GLOSSARY of GIFTED

EDUCATION TERMS

New Hanover County SchoolsAcademically or Intellectually

Gifted


AP - Advanced Placement Courses - The advanced placement program consists of college level courses and examinations for high school students. AP Course descriptions are carefully followed and are usually taught by teachers who have received specific training. Courses and examinations are available in several dozen areas of the curriculum. Anyone may prepare individually, perhaps with a tutor, and then take the AP examination. Courses usually require a full year to complete. There are over 1,300 United States colleges that currently accept AP credits. AP courses are usually open to any student demonstrating the prerequisite skills.

AIG – Academically and/or Intellectually Gifted

C-AIG- Credentials for Academically or Intellectually Gifted (C-AIG) is the district’s recognition of the completion of the professional development requirement for personnel working with gifted students. Teachers that complete this coursework, which is not the same as AIG state licensure, are posted on each school-based AIG website and on the district’s AIG website. It should be noted that these credentials are only recognized by New Hanover County Schools.

AIG Match Team – The purpose of the AIG Match Team is to determine if a student needs the differentiated services provided though the AIG Program. An AIG Match Team is established at each school site and will include the Gifted Education Specialist (GES), teachers and administrators, or designee who serve as team members. The team is responsible for identifying and matching the students with the appropriate service delivery option.

AIG Program Survey – Survey sent to all students/parents who have DEPs to evaluate the AIG Program.

Balanced Heterogeneous Group - Students are carefully placed by teams of teachers in order to create a balanced learning environment. Care is taken to equalize classes by race, gender, and learning ability. It is imperative that enough high ability students are clustered together to ensure an appropriate instructional group that can provide challenge.


Benchmark assessment – Benchmark assessments are district-wide tests given at regulated points in the year to assess the progress of students in a content area.

CAP - Career Academic Plan – The CAP is a four-year high school plan for all students. The plan lists all classes, including the honors and advanced placement courses, the gifted students will take during their high school years.

Challenge – This level of the K-3 nurturing component is available to students whose needs indicate extensive differentiation.

C.I.T.W. –

Classroom Instruction That Works by Marzano, Robert, Pickering, Debra J., and Pollock, Jane - A New Hanover County district-wide language of instruction. Cluster Grouping within a Regular Class - A cluster group of four to ten students of high ability are assigned to a regular heterogeneous class. The cluster group teacher works closely with a Gifted Education Support Specialist to design appropriate, differentiated curriculum for this group. Different abilities are valued and nurtured.

Cluster Grouping within Teams - Students are assigned to teams heterogeneously. The students with high ability within each team are reassigned to one or more teachers for a specific block of instructional time. Grouping is flexible, based on student performance. Teams meet on a regular basis to review student progress.

Computer-Based Instruction - Computer-based instruction can be used both to enrich the curriculum and remediate specific skill deficits. This is particularly appropriate for students having specific skill gaps (gifted underachievers, learning disabled gifted students, or those from culturally diverse backgrounds). Care must be taken that software is selected for enrichment that challenges thinking, problem-solving, and decision-making. Many appropriate programs and services are also available through the Internet.

Contracts - Learning contracts are agreements made between teacher and student that allow students 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 teacher and student meet on a regular basis to review their progress.

Credit by Demonstrated Mastery (CDM) – Credit by Demonstrated Mastery is a State Board of Education Policy that indicates that students that have already mastered the content of a course may demonstrate mastery through assessment and performance tasks and receive credit for that course

Cross-Grade Grouping (Joplin Plan) - Students are grouped for part of their day in the next higher grade, usually for reading or math.

CRT – Computer Resource Teacher at the middle and high school.

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 (Reis and Renzulli, 1985). Curriculum compacting can be implemented at any grade level and with minimum additional funding, however, teachers do require training and support during implementation. During compacted time, students may pursue activities in their classroom, media center, or gifted resource room.

DEP -Differentiated Education Plan– The DEP is a plan that states the program service option appropriate for a student at specific grade levels (K-12) and is completed for each identified gifted student.

Differentiation- Instruction that uses a variety of programs, methods, and strategies to meet the individual needs of students.

Discover– At this level of the nurturing component, K-3 students begin the academic/intellectual developmental process.


Early Admission - Students enter elementary, middle, high school or college earlier than their age and peers. New Hanover County follows the state guidelines for early admission.

Explore – This level of the K-3 nurturing component builds upon the developmental processes taught at the Discover level.

Flexible Grouping- The movement of students between groups based on need, ability, and interest. This grouping can be accomplished within the classroom or in a pull out setting.

Flexible Pacing Options (Acceleration) - Flexible pacing is “any provision that places students at an appropriate instructional level, creating the best possible match between a student’s achievement and instruction and allows them to move forward in the curriculum as they achieve mastery of content and skills” (Daniel and Cox, 1988). Flexible pacing includes such options as early entrance, continuous progress, course acceleration, grade acceleration, concurrent or dual enrollment, Credit by Demonstrated Mastery, and compacted courses.

Formative Assessment – Formative assessment refers to evaluating a student’s progress during the learning process, so that instruction can be adjusted to best meet the student’s needs

GES – Gifted Education Specialist

Honors Courses -Honors courses are advanced courses that cover traditional content, but also focus on issues, problems and themes related to topics. They are designed to help students develop a knowledge base in a specific discipline and learn to apply that knowledge at an advance level.

Individual Differentiated Education Plan (IDEP) -An IDEP is completed for students who are identified as gifted, but need additional differentiation instruction other than that listed on the DEP. The plan defines and describes the appropriate program service options.


Independent Study - This may be used as a way to either accelerate or extend 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, 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.

Individualized Program - This is an appropriate strategy for an individualized classroom or continuous progress model. Each student is carefully assessed and follows an individualized instructional program. Students continue to participate in regular class activities while still having opportunities to work independently on higher level tasks or areas of interest. This is particularly appropriate for a young student who may be appropriate for acceleration but who needs or desires to remain with his/her age group.

Learning Centers - These are usually designed as tabletop workstations for individual or group work. Students may self-select centers or be assigned to centers on a rotation basis. The Learning Center approach adapts well to the development of multiple intelligences. Teachers might develop different centers and trade them during the year. Although this is usually thought of as 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.

LEP – Limited English Proficiency

Lyceum – The Lyceum Academy of New Hanover High School is a school within a school. This rigorous two-year program is open to all junior and seniors in New Hanover County and offers a multi-disciplinary curriculum composed of Advanced Placement and Honors level courses.

Mentors - Adults that can foster the further development of special interests or talents in students. They volunteer their time either during the school day or otherwise.

NCSCOS – North Carolina Standard Course of Study, which is also referred to as the Common Core and Essential Standards


NCVPS-North Carolina Virtual Public School offers online coursework for credit to middle and high school students. All work is done online. The courses are taught by North Carolina certified teachers.

Nomination Packet – A portfolio of information used to evaluate students for placement and services in the AIG program.

Nurturing Program – An interdisplinary program designed to promote both academic achievement and thinking skill for all students.

PETS – Primary Education Thinking Skills, a research-based curriculum that teaches critical thinking skills to students in grades K-3

Regional Services – Services that are not available at the school site but can be provided within a geographical region of schools.

Responsiveness to Instruction (RtI) – Responsiveness to Instruction refers to the process of continually monitoring a student’s progress to instructional goals.

Resource Class - Resource classes meet on a regular basis and focus on a specific content area, usually reading, writing, or mathematics. The Gifted Education Specialist offers extension of SCOS. This may also be referred to as a pull out program.

Resource Support - Support is provided to classroom teachers through the services of a Gifted Education Specialist that helps design differentiated activities for students and helps secure appropriate resources for classroom use.

Subject Grouping - Students are grouped for specific subjects based on their aptitude and/or performance. Care must be taken that placement in one special class does not


result in “tracking” in all classes due to scheduling restraints. Avoiding single sections helps to minimize this.

Subject Acceleration (Course Acceleration) - Based on assessment students are allowed to test out and bypass specific subjects or skill levels. They might receive instruction at a higher level with another group of students, yet remain with their peer group for most of their instruction. This works best in subjects that have a clearly developed sequence of skills (e.g. reading, math).

Summative Assessment – Summative assessment is testing that occurs at the end of a course. This type of assessment evaluates a student’s mastery of all of the content taught in that course.

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.

U-STARS~Plus – Using Science, Talents, and Abilities to recognize students by promoting learning for underrepresented students is designed to differentiate instruction and respond to individual student needs. The training and tools associated with U-Stars Plus are for grades K-3.

Whole Grade Acceleration - Students move ahead one or more years, skipping levels in the normal sequence of promotion. This has traditionally been used successfully with extremely able students as method of acceleration.

Documents

Logo… - nhcaig.wikispaces.comnhcaig.wikispaces.com/file/view/2013-16 NHCS AIG Plan… · Web viewNew Hanover County Schools has developed this local AIG plan based on the NC AIG