Iredell-Statesville Schools AIG Local Plan 2013-2016

1. Iredell-Statesville SchoolsAIG Local Plan2013-2016 Staff Information Meeting 2014-2015

2. State Definition of an AIG Student These students: Perform or show potential to perform at higher levels of accomplishment when compared with others of their age, experience, or environment. Exhibit high performance capability in intellectual areas, specific academic fields, or both. Require differentiated educational services beyond those ordinarily provided by the regular education program. Come from a variety of cultural and economic backgrounds.

3. NC AIG Standards, reflected in the AIG Local Plan Student Identification Differentiated Curriculum & Instruction Personnel & Professional Development Comprehensive Programming withinthe Total School Community Partnerships Program Accountability

4. Three Questions You May Be Thinking… • How do I support the high-achieving students in my classroom, even though some are not identified as AIG? • What can I tell parents about the processes for AIG identification and what services are provided? • What do I do once I have AIG-identified students in my classroom?

5. How do I support the high-achieving students in my classroom, even though some are not identified as AIG? • Professional Achievement Classes (PAC) in I-SS • Use the personnel resources you have on your campus • AIG School Coordinator • Differentiation Specialist • Instructional Facilitator • Blended Learning Coach • GPS Team • Other Teachers with Gifted Professional Development • District Resource Room at ADR

6. How do I support the high-achieving students in my classroom, even though some are not identified as AIG? • If you have a student who is consistently scoring 95% or above on classroom data points, talk to the GPS team about going through the process of recommending that student for identification. • The GPS team will look at classroom data and work samples for K-2 students • The GPS team will look at school data for 3-12 students • The referral process does not guarantee testing or AIG placement.

7. Differentiated Core Instruction: Tier I of Responsiveness to Instruction (RTI) • Differentiated core instruction provided to all students • Differentiation of content, process, product, pacing, and/or environment • Use of research/evidence based strategies • Use of blended learning

8. Grades K-2 Ability and achievement test scores 95th percentile or higher Tested on an individual basis based upon the referral approved by the GPS team Testing can only be done once in K-2 Criteria is higher due to the fact only two are used Grades 3-12 Ability (CogAT/90th %ile or higher), Achievement (EOG/93rd %ile or higher) Final grades (93% or higher) Qualifying scores need to be in the same subject area There continue to be multiple pathways for identification (portfolios, alternative assessments, Iowa Acceleration Scale). What can I tell parents about the processes for AIG identification?

9. What can I tell parents about the portfolio processes for AIG identification? • Students are given the option in 5th, 7th, and 10th grades to complete a portfolio when they have two of three criteria for identification • Parents are notified and sign permission for the portfolio process • Portfolios should include five exemplary work samples completed at school in the area of consideration • Students and teachers reflect on each sample. The portfolio includes a teacher recommendation • Portfolios are evaluated by the portfolio screening committee using a rubric for scoring • Passing portfolio scores take the place of the missing criterion for identification

10. What can I tell parents about the processes for AIG identification and what services are provided? • Level I Students - AIG certified students transferring from another district • Level II Students K-2 - AIG students meeting the 95th %ile or higher aptitude and 95th %ile or higher achievement requirements • Level II Students 3-12 - AIG students meeting the 93rd %ile or higher achievement/93 % or higher final grades/90th %ile or higher CogAT requirements • Level III Students - AIG students qualifying for subject advancement - 99% in aptitude/achievement/grades in that specific subject area • Level IV Students - AIG students qualifying for grade advancement - 99% in both reading and math in aptitude, achievement and grades; Iowa Acceleration Scale, principal observations, Director of AIG consultation required * A screening list of potential students is kept at each school and updated regularly to reflect current data.

11. What can I tell parents about the processes and services that are provided for AIG students? Differentiated Education Plan (DEP)

12. K-8 DEP

13. What can I tell parents about the processes for what service levels provide? K-8 DEP

14. K-8 DEP

15. K-8 DEP

16. K-8 DEP

17. 9th-12th Grade DEP 9-12 DEP • The DEP will remain the same for now • The DEP is completed electronically at each school site • Parents, students, and school personnel sign a verification form to indicate the DEP has been completed • It is a compilation of student course work, extra curricular activities, and community service experiences • The DEP for grades 9-12 will be revised this year as we transition to PowerSchool and personalized learning through the IMPACT grant

18. DEP Ownership • The DEP is part of each student’s AIG folder. The GPS team is in charge of keeping track of all of the paperwork in this folder. We work together as a school team to ensure all documents are completed and updated as needed. The AIG Department is required by the state to audit the folders for accuracy and completeness twice each school year to ensure services are being provided at every school.

19. What can I tell parents about the processes for what services are offered? • Students in 5th grade and 8th grade have the opportunity to visit schools to see different school and course offerings. • International Baccalaureate (IB): MMIB, NVIB, SIHS • Schools committed to a high quality, challenging, international education for all students • Visual and Performing Arts Center (VPAC): SHS • Students have the opportunity to complete a challenging five-year program that includes a fine arts endorsement on the high school diploma, as well as an associate’s degree • Collaborative College for Technology & Leadership (CCTL) • Provides technology-enriched curriculum for students who simultaneously earn a high school degree & an associate’s degree • James Iredell AP Academy (SHS): • Students complete a rigorous course of study that requires them to take a minimum of seven Advanced Placement classes • NC School of Science and Math virtual courses

20. What can I tell parents about the processes for what services are offered? • Advanced: All Middle Schools • Advanced level courses that offer students a deeper curriculum at a faster pace • Honors: All High Schools • Advanced level courses that offer students a deeper curriculum at a faster pace • Advanced Placement (AP): All High Schools • Curriculum sponsored by College Board that offers high school students undergraduate courses • International Baccalaureate(IB): MMIB, NVIB, & SIHS • Programmes committed to a high quality, challenging, international education for all students • North Carolina Virtual Public School (NCVPS): BMS, LMS, NIMS, TMS & All High Schools • Provides students with expanded academic options through online courses

21. Spelling Bee - Goodin Robotics- Weddington Battle of the Books-Hepler NC School of Science and Math NC Governor’s School NC Summer Ventures ISS Summer Enrichment Camps Local university sponsored opportunities Additional competitions through individual schools NCASA Scholastic Cup competitions (Quiz Bowl, Twelve, The Quill, Art Showcase, Show Choir; Mathcounts) Enrichment Opportunities

22. On the Horizon…. • International Baccalaureate Career-related Certificate (IBCC) 2014–2015 • Credit by Demonstrated Mastery 2014–2015 • The process by which LEAs shall, based upon a body-of-evidence, award a student credit for a particular course without requiring the student to complete classroom instruction for a certain amount of seat time • NCDPI is developing implementation guidelines for this NC State Board of Education policy • Mastery will be demonstrated through a multi-phase assessment including a standard examination and an artifact • CDM will be available to students in grades 6-12

23. What do I do once I have AIG-identified students in my classroom? All teachers working with gifted students should: • have state licensure in gifted education, • be actively pursuing state licensure in gifted education, • have completed the four local AIG Professional Achievement Courses (PAC), ~ or ~ • be actively working toward completion of the local AIG PAC classes The ISS-AIG Department can help teachers financially who are interested in pursuing a state license in gifted education.

24. Institutes of Higher Education offering AIG Licensure and/or Graduate Programs in Gifted Education • Appalachian State • Barton College • Campbell University • Duke University • East Carolina University • Elon University • High Point University • Mars Hill College • Meredith College • Methodist College • NC Central University • UNC-Charlotte • UNC-Pembroke (online) • UNC-Wilmington • Western Carolina University • Wingate University

25. General Questions??

26. Thank You! Thank you for attending. Please add plus/delta/issue bin items on the chart. This presentation will be available on the District AIG Website www.iss.k12.nc.us (click on departments, curriculum, AIG) Have a great school year!