NRMPS AIG Plan

Nash-Rocky Mount Schools – 2010-2013 AIG Plan
Created, Researched, and Presented by:
Pamela Mould
Christie Harding
SPED 6104; SSII 2010
July 13, 2010

A Few Terms to know. . .there are many, many more
Gifted - persons between the ages of five and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Gifted students include gifted students with disabilities (i.e., twice-exceptional) and students with exceptional abilities or potential from all socio-economic and ethnic, cultural populations.
Twice-exceptional - Students who are identified as gifted and talented in one or more areas of exceptionality and also identified with a disability defined by Federal/State eligibility criteria.
Accelerated – A strategy of progressing through education at rates faster or ages younger than the norm.
Differentiated –Modifying curriculum and instruction according to content, pacing, and/or product to meet unique student needs in the classroom.
Intelligence - The ability to learn, reason, and problem solve. Debate revolves around the nature of intelligence as to whether it is an innate quality or something that is developed as a result of interacting with the environment.
Cognitive Abilities Test (CogAT) - a test of reasoning skills. It is a norm-referenced test and the national average is 50th percentile. To identify students for AIG programs, Nash-Rocky Mount Public School District administers advanced versions of the CogAT to all students in grade 2 and to selected students in grades 3-5.There are three parts to the CogAT: Verbal Battery, Quantitative Battery, and Non-Verbal Battery.
NAGC Glossary of “Gifted” terms

A Few Acronyms to know. . .there are many, many more
AIG (Academically Intellectually Gifted): category for students who consistently demonstrate evidence of mastery of the curriculum that is well above grade level in reading/language arts and/or mathematics.
LEA (Local Education Agency): a school district or county office of education
DPI (Department of Public Instruction): The North Carolina Department of Public Instruction is the agency charged with implementing the State’s public school laws and the State Board of Education’s policies and procedures governing pre-kindergarten through 12th grade public education. The elected State Superintendent of Public Instruction heads the Department and functions under the policy direction of the State Board of Education.
AP (Advanced Placement): – Advanced Placement - A program developed by the College Board where high schools offer courses that meet criteria established by institutions of higher education. In many instances, college credit may be earned with the successful completion of an AP exam in specific content areas.
IQ (Intelligence Quotient): – Intelligence Quotient - A numerical representation of intelligence. IQ is derived from dividing mental age (result from an intelligence test) by the chronological age times 100. Traditionally, an average IQ is considered to be 100.
DEP (Differentiated Education Plan): outlines the instructional setting where delivery of DEP services will occur, the way curriculum content will be modified, and the specific differentiated instructional strategies that will be used.
IEP (Individualized Education Plan): A written plan and legal document that states a child’s present level of functioning; specific areas that need special services; annual goals; short term objectives; services to be provided; and the method of evaluation to be implemented for children 3 to 21 years of age who have been determined eligible for special education.
NRMPS (Nash-Rocky Mount Public Schools): school district located in North Carolina
NCSCOS (North Carolina Standard Course of Study): identifies the minimum competencies for each grade level for the state of North Carolina
NAGC (National Association for Gifted Children): an association that provides support to gifted children and their supporters.
NAGC Glossary of “Gifted” terms

Legal Guidelines and Provisions
Nash-Rocky Mount Schools adheres to the Legal Guidelines and Provisions of the State of North Carolina.
Article 9B, Academically or Intellectually Gifted Students [N.C.G.S. § 115C-150.5-.8 (Article 9B)]provides a state definition for Academically or Intellectually Gifted (AIG) students and requires local education agencies (LEA) to develop three year AIG local plans with specific components, to be approved by local school boards and subsequently sent to the State Board of Education and Department of Public Instruction (DPI) for review and comment. Article 9B is the current legislation mandating identification and services for gifted education K-12.
Each LEA determines how to identify and serve its own AIG student population. This honors local context and supports each LEA to do what is best for its own AIG student population. LEAs must adhere to state legislation, which guides LEAs and defines academically or intellectually gifted students (see below), and will also use the NC AIG Program.
NRMPS submitted its new AIG Plan to the state for 2010-2013 on June 22. This plan must be aligned with the NC AIG Program Standards.
2010-2013 Plan

AIG Program Standards
Standard 1: Student Identification: LEA’s student identification procedures for AIG are clear, equitable, and comprehensive and lead towards appropriate educational services.
Standard 2: Differentiated Curriculum and Instruction: 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.
Standard 3: Personnel and Professional Development: LEA recruits and retains highly qualified professionals and provides relevant effective professional development concerning the needs of gifted learners that is ongoing and comprehensive.
Standard 4: Comprehensive Programming within 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.
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.
Standard 6:Program Accountability: The LEA implements, monitors, and evaluates 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.
AIG Program Standards
(as approved by the State Board of Education on July 9, 2009)

Nash-Rocky Mount Public Schools
Overview of Plans to meet requirements of Standard 1: Student Identification
Nash-Rocky Mount Public School website:
Screening procedures and referral procedures for the AIG program, including transfer students, and identification procedures at the school and district level are on the website.
Each school's AIG Site Team has an intentional process of disseminating information to their school personnel, students, and parents/guardians. Actions may include, but are not limited to, linking information from the school website to the AIG Department on the district website, presenting information at Open House about the AIG program and its components, providing an AIG information brochure to all parents, and having a handbook available.

Overview of Plans to meet requirements of Standard 2: Differentiated Curriculum and Instruction:
The North Carolina Standard Course of Study is enriched and extended by classroom teachers and AIG Facilitators in a variety of ways, such as:
Elementary:
use data from pre and on-going assessments
compacting
independent study
choice boards
learning stations and centers
task cards
flexible
Middle and secondary
ability grouped classes
dual-enrollment with local community college
access to North Carolina Virtual Public School
grade or course acceleration
on-line college-based courses

Overview of Plans to meet requirements of Standard 3: Personnel and Professional Development:
The AIG Department will provide professional learning that align with each of the four broad areas of the North Carolina Professional Teaching Standards:
Standard 1: Teachers Demonstrate Leadership. Professional Learning Opportunities will include, but are not limited, to the following:
AIG Facilitators will participate in implementing professional growth opportunities at assigned schools that improve educational programming
Standard 2: Teachers Establish a Respectful Environment for a Diverse Population of Students. Professional Learning Opportunities will include, but are not limited, to the following:
Differentiation using Thinking Maps" with a focus on incorporating different points of view to provide greater attention to diversity
Standard 3: Teachers Know the Content They Teach. Professional Learning Opportunities will include, but are not limited, to:
"Professional Learning Communities" and "Smaller Learning Communities" for AIG Facilitators will provide time to broaden curriculum content and develop ways to interconnect areas/disciplines with 21st Century Skills
Standard 4: Teachers Facilitate Learning for the Students. Professional Learning Opportunities will include, but are not limited, to the following:
"Project Based Learning" with a strong emphasis on employing a wide range of techniques (technology, learning styles, differentiated instruction
Standard 5: Teachers Reflect on their Practice. Professional Learning Opportunities will include, but are not limited, to the following:
Training on how to analyze student performance data to improve classroom effectiveness

Overview of Plans to meet requirements of Standard 4: Comprehensive programming within total school community:
Through the use of Differentiated Education Plans (DEPs) and/or Individual Differentiated Education Plans (IEPs), communication among and between teachers and schools has been successful.
To ensure continuation of services, NRMPS uses a consistent form for all 5th graders transitioning into middle school that includes quantitative and qualitative data about each student. Students with an AIG identification are clearly marked on the form, along with the statement that the child has a Differentiated Education Plan (DEP) and/or Individual Differentiated Education Plans (IEP). This form of communication, as well as the Differentiated Education Plan (DEP) and/or Individual Differentiated Education Plan (IEP), has been key in successful transitioning and continuation of services.
Students transitioning from 8th grade to high school work with their parents, teachers, and a guidance counselor to complete a plan for their four-year course of study with consideration given to Pre-IB and/or Honor Courses. Differentiated Education Plans (DEPs) and/or Individual Differentiated Education Plans (IEPs)for secondary students allow for self-selected courses based on student's strengths. Parent input and a signature is required for each.

Overview of Plans to meet requirements of Standard 5: Partnerships
NRMPS's AIG department ensures that parents/guardians are involved in all stages, from nomination to identification, as applicable.
Information regarding the local AIG plan, program, and policies will continue to be shared through the departmental website, AIG Parent Handbook, and AIG Brochures.
An Advisory Committee involving stakeholders from all aspects of AIG programming meet to discuss, review, and refine the local AIG program and plan. Members of the committee share the common goal of advocating for the needs of gifted students from all populations at all grade levels.

Overview of Plan to meet requirements of Standard 6: Program Accountability
The Academically or Intellectually Gifted Coordinator and AIG Department members will conduct ongoing program evaluation in many ways, including but not limited to:
• Monitoring of student referrals and identification to ensure equity
• Opportunities for professional development in the area of differentiated curriculum and instruction for AIG Facilitators and classroom teachers of AIG students
• Monitoring of service delivery options at each school to ensure that the academic and instructional needs of AIG learners are being met
• Placement of students in classrooms of AIG licensed teachers or teachers who have met the LEA's local requirements for teaching AIG students
• Data reflecting growth of AIG students on End of Grade Tests

Nomination Process
Kindergarten through Second Grade:
May be formally identified for AIG services if student clearly demonstrates an extreme need for differentiated service that is two or more grade levels above current grade level.
Third through Twelfth Grades
Students are formally identified in these grades
Consistently demonstrates mastery of curriculum well above grade level in language arts and/or math
Formal and informal data is used
Nash-Rocky Mount Public Schools Criteria – Process: Nomination and Identification Flow Chart
With parent permission, additional testing may be conducted if necessary
Teacher & AIG facilitator collect qualitative & quantitative documentation showing outstanding academic and/or intellectual potential.
Teacher Recommendation
School-based AIG team reviews all documentation and makes a recommendation to the District Level Compliance Review Team for:
AIG Identification services in Language Arts and/or Math
Nurturing Services
No Services
District Level Compliance Review Team and AIG Coordinator review all documents and make the final decision.

Assessment Process for Identification for Elementary, Middle, and High Schools
The AIG department of the Nash-Rocky Mount Public Schools System administers both non-traditional and traditional standardized measures that are based on current theory and research when screening for identification in the AIG program. Assessment instruments that are sensitive to the traditionally under-represented AIG populations such as culturally/ethnically diverse, economically disadvantaged, English Language Learners, highly gifted, and twice exceptional are provided to ensure equal opportunity for consideration for all students.

AIG Facilitators will support teachers in the early recognition of outstanding potential in children from all populations and share opportunities for nurturing these students. Through this program, a systematic approach for collecting data (qualitative and quantitative) will be utilized to track students for formal identification.
At the third-grade level, all students are assessed using the Cognitive Abilities Test (CogAT) and a district wide effort is made to review available scores to identify students who show clear evidence of needing AIG services or who show the potential for needing AIG services. As a deeper awareness of the characteristics of gifted children beyond standardized test scores is developed within all school personnel, there should be an increase in referrals from the traditionally under- represented populations.

Students are assessed by the LEA or a licensed psychologist using a combination of the following quantitative assessments:
Cognitive Abilities Test (CogAT)
Iowa Test of Basic Skills (ITBS)
Otis Lennon School Ability Test (OLSAT)
Naglieri Nonverbal Ability Test (NNAT)
North Carolina End of Grade Tests
North Carolina End of Course Tests
Woodcock-Johnson III, Tests of Achievements
Wechsler Intelligence Scale for Children — Fourth Edition (WISC-IV)
Other nationally norm-standardized tests as approved by the Testing and Accountability Office

Nontraditional assessments may include, but not limited to the following:
Checklists
Portfolios
Anecdotal/Case Studies
Observations
Gifted Behavior Scale Checklists
Literacy Assessments
Awards/Achievements
Performance-based assessments
Individual work products with evaluation rubrics

Identification Criteria for Elementary, Middle, and High Schools
90th percentile or higher on norm referenced aptitude or ability test(s), including verbal and/or nonverbal assessment(s).
90th percentile or higher on norm referenced achievement tests in reading/language arts and/or mathematics.
teacher rating scales identifying gifted characteristics in learning, creativity, leadership, and adaptability
portfolios containing multiple grade level work products, rubrics, and reflections within one or more specific academic areas at the student’s highest level of performance.
documented evidence of identification for gifted services from another school district (transfer students).
Scores at or above 90th percentile (nationally) are preferred in both aptitude and achievement.
If only one is at or above 90th percentile (nationally), strong evidence must be provided for need of AIG services.

Services Offered
Elementary: Within the elementary schools throughout the NRMPS district, accommodations for gifted learners in math and language arts are met through cluster groups, tiered assignments, curriculum compacting, flexible grouping, AIG resource rooms, and individual conferencing. All elementary schools are partnered with an AIG Facilitator to assist classroom teachers in enriching, extending, and accelerating the curriculum.
Middle: Curriculum differentiation and acceleration at the middle schools include subject grouping based on ability, flexible classroom grouping, tiered assignments, curriculum compacting, independent studies, and mentorships. For 7th and 8th grade students, accelerated math curriculum is offered leading to Algebra 1 in 8th grade that is equivalent to high school Algebra. Extra curricular activities are provided for gifted students to excel in, such as: art competitions, band (district, regional, state) competitions, Odyssey of the Mind, Community in Service programs, and varied athletics.
High school: Programs devised to meet students’ intellectual as well as social needs are provided and documented in DEPs, structures such as Advanced Placement (AP), honors courses, early entrance to college, dual enrollment with local community college, internet-based college courses, parallel enrollment at college and high school may qualify as formal gifted program options. Extra curricular activities continue to opportune gifted students with choices that enrich, strengthen, and further develop their individual gifts. The high school Needs Determination Team, composed of counselors, administrators and gifted/special/general education teachers, should meet annually (and on-going when appropriate) to continue to screen/identify and recommend/place gifted students in appropriately rigorous and challenging classes.

Gifted Students’ Rights
Equitable screening
Traditional and Non-traditional standardized measures
Accommodations and Modifications are provided per IEPs and 504 plans
Uses multiple criteria to determine eligibility
DEP
Annual review to make sure student is receiving proper services
Adapts the NCSCOS to the needs of student
Receive a challenging, rigorous curriculum
Teacher will use pre and on-going assessments to differentiate instruction
Support social and emotional needs of students
Teachers will have appropriate professional development
School partners with parents/guardians to ensure appropriate services are provided that meet the diverse needs of gifted students
NRMPS Procedures to Resolve Disagreement

Rights of Parents/Guardians of Gifted Students
Parents have the right to disagree with student nomination, placement, or service options. They must follow the procedures as outlined:
Informed about AIG referral, screening, identification, and services via letters, brochures, or handbook (Parent guide to AIG program)
Informed about the procedures for disagreement
Give consent at each stage of the process
Option to review documentation as it is available
Option to be part of the team that creates DEP
NRMPS Procedures to Resolve Disagreement

Resources for those who want to know more
Colorado Department of Education. Twice Exceptional Handbook. www.cde.state.co.us/gt/download/pdf/TwiceExceptionalResourceHandbook.pdf.
Nash-Rocky Mount Public Schools. 2010-2013 Local Academically and Intellectually Gifted Plan. www.nrms.k12.nc.us/departments/aig/
National Association for Gifted Children. www.nagc.org.
Public Schools of North Carolina State Board of Education Department of Public Instruction. www.dpi.state.nc.us/academicservices/gifted/.

NRMPS AIG Plan

by Pamela Mould on Jul 17, 2010

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NRMPS AIG Plan — Presentation Transcript