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AIG Standards

AIG Standards. Wilkes County Schools. State Definition of AIG Students. AIG students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment

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AIG Standards

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  1. AIG Standards Wilkes County Schools

  2. State Definition of AIG Students • AIG students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment • AIG students REQUIRE differentiated educational services beyond those ordinarily provided by the regular educational program

  3. Rationale for Program Standards • January 2008: AIG program received a performance audit • Initiated by parent/family concerns that the AIG funds were being used for purposes other than AIG and those students were left unserved • One of the recommendations was to develop performance standards in order to monitor program implementation, support quality programs, and protects the rights of AIG students

  4. Principles • GL’s have a variety of academic, intellectual, social, and emotional needs different from students their own age • GL’s possess the ability to think with more complexity and abstraction and learn at faster rates • GL’s have different learning needs • GL’s have unique social and emotional needs and they require access to appropriate support systems

  5. Principles • GL’s require teachers involved in their education who have the necessary knowledge, skills, and understandings to meet those needs • GL’s need access to challenging and engaging education early in their schooling to ensure their potential is developed • GL’s from under-represented populations need to be identified • GL’s do not thrive in school when differentiated education is not provided

  6. AIG Program Standards Will • Convey expectations for quality local AIG programs and services • Guide the development, revision, and monitoring of local AIG programs • Articulate best practices • Provide a guide for AIG personnel and professional development • Promote strong partnerships and communication • Serve as a vehicle for continuous program improvement and accountability

  7. Standard 1: Student Identification • The LEA’s student identification procedures for AIG are clear, equitable, and comprehensive and lead towards appropriate educational services • Multiple criteria • Parent communication • Consistency • Written policies protecting the rights of students • Documentation

  8. Standard 2: Differentiated Curriculum and Instruction • The 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 • Enriches, extends, and accelerates the curriculum • Diverse instructional practices • On-going assessments • Critical thinking, problem solving, and leadership skills

  9. Standard 3: Personnel and Professional Development • The 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 • AIG-licensed teachers • Teachers plan tasks that address the needs of the student • Professional development opportunities

  10. Standard 4: Comprehensive Programming within a Total School Community • The 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 • Encourages extra-curricular programs • Collaboration between regular ed teachers, EC teachers, parents/families, administrators • Delivers programs that are integral and connected to the total instructional program

  11. Standard 5: Partnerships • The LEA ensures on-going and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships • Partners with parents/families to ensure appropriate services and to gain support for the program • Informs parents/families of opportunities

  12. Standard 6: Program Accountability • The 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 • Develop written AIG plan • Uses and monitors state funds • Maintains current data • Protects the rights of all AIG students

  13. Rigor • Rigor is an expectation that requires students to apply new learning to other disciplines and to predictable and unpredictable real-world situations (International Center for Leadership in Education) • Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging (Teaching What Matters Most: Standards and Strategies for Raising Student Achievement)

  14. Teacher’s Role • The teacher must provide the tools necessary for students to accomplish the task For example: If the task is to reach a high place, a rigorous teacher is the ladder. The ladder in itself holds an expectation to climb and also a way to achieve it

  15. Rigorous Instruction Rigorous Instruction Is: • For every student • Challenging • More effort • Related to quality • Messy and free-ranging • Possible in all levels of learning Rigorous Instruction Is Not: • Only for select students • Difficult • More work • Related to quantity • Algorithmic, scripted learning • Reserved for the upper levels of Bloom’s taxonomy

  16. Myths About Rigor • Rigor means more work • Rigor means the work is harder • If you have rigorous standards, you automatically have a rigorous course • Rigor is a matter of content • Younger students cannot engage in rigorous learning • Rigor is only possible after students have mastered the basics • Rigor is for the elite

  17. Rigor in the Classroom • Students need to be challenged to understand and work with difficult concepts • Make their own discoveries and expand their understanding about how the world works • When teachers take the time to examine their curriculum and target lessons for rigorous learning activities, they empower their students to learn how to learn

  18. Checking for Rigor in Lessons • Are the activities inquiry or project based, requiring students to form their own answers • Do students use the results of their answers to explore ways they can make a difference in the world around them? • Do lessons contain elements from different disciplines, encouraging students to make connections with previous knowledge? • Are students asked to examine their own emotions concerning dilemmas or to take a position on a controversial topic?

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