Frequently Asked Questions (FAQ)
Standard 1: Student Identification
1. Are the students tested for this program? When?
Yes, Pender County Schools conducts a Universal Screening using the CogAT for all 3rd graders. After 3rd grade, students who show a need for differentiated services may be tested at the end of first semester of each grade level.
2. When are the parents notified of testing?
Parents are notified by letter of testing prior to the student taking the test.
3. Is there a reason for services waiting until 4th grade?
Nurturing services are provided for high level learners at the levels of K-3rd grade. Pender County Schools believes that the identification of giftedness is a dynamic concept; therefore, it should be given the time and opportunity to develop with nurturing throughout the K-3rd grade years. Pender County Schools does not believe that any 1 indicator should determine identification but instead, a culmination of formative and summative assessments/data that reflect a consistent picture of the whole child.
4. What is Project USTARs? How is it related to identification? Who is implementing it?
Project USTARs is a program that offers support to teachers for the early recognition and nurturing of potential in children from economically disadvantaged and/or culturally diverse families and children with disabilities in order to improve their academic achievement and to provide them with access to advanced educational opportunities. Although it does not specifically identify students for the gifted program, it does provide teachers with a checklist to recognize students’ strengths and provides ideas/strategies for nurturing their abilities. Using Project USTARs, teachers are able to form a nurturing pool of students who may need to be identified to receive gifted services. Currently, there are two elementary schools that are in the beginning stages of implementation of Project USTARs: Burgaw Elementary and Topsail Elementary.
5. Why are the students not grouped in a specific class?
Cluster grouping is defined as a group of like- ability students within a larger class (group) of students. Ability grouping is a class of only like-ability students. According to the Pender County Schools AIG Plan for 2013-2016, students will be cluster grouped (four to ten students identified as gifted students) in a mixed-ability classroom. Pender County Schools Board Policy is as follows:
3130 Grouping For Instruction
All students are expected to meet state and local academic performance standards. The board acknowledges that heterogeneous grouping usually is the best means of meeting the educational goals of the board. However, the board recognizes that students may differ in the amount of time needed or in the instructional methodology that will best assist them in learning the curriculum. If homogeneous grouping is used, students should be returned to the heterogeneous environment once their needs are met.
If grouping practices are used, the following factors must be considered:
1. the individual student’s best opportunity for achievement;
2. the skill level of the student;
3. the most effective instructional climate for the student;
4. the ages and maturity levels of the students in the group;
5. the most effective instructional climate for the group; and
6. the most effective social climate for the group and the student.
Race or sex discrimination will not be tolerated. If homogeneous grouping materially affects diversity, the person proposing such grouping must demonstrate that the benefits of homogenous grouping clearly outweigh the benefits of meeting the board’s educational goals of diversity.
The principal has the authority to assign students to classes (see policy 4155, Assignment to Classes), including the authority to group students for instruction in accordance with this policy. However, the principal should include others in this decision-making process. Thus, the principal may solicit recommendations from teachers and review requests by parents considering homogenous grouping. The principal also may evaluate whether the factors that indicated the need for homogenous grouping still exist.
This policy is not intended to alter teachers’ discretion to group for instruction within classes. Such ad hoc grouping also may be considered as an intervention strategy to improve student performance. However, ad hoc grouping for daily instruction should not result in a student’s being isolated for a major portion of the school day.
Legal References:
G.S. 115C-47, -81, -276, -288
Cross References:
Goals and Objectives of the Educational Program (policy 3000), Student Promotion and Accountability (policy 3420), Assignment to Classes (policy 4155)
Adopted:
April 11, 2011
With the Pender County Schools Board of Education Policy and the Pender County Schools AIG Plan in place, the principals have the final decision on grouping of students in their schools.
6. What is the high school program? What is done to help with the transition from middle school to high school?
AIG Coaches support the 8th grade counselors with student registration of classes for the upcoming 9th grade year and the creation of a 4 year plan for high school. At the high school level, the Board policy is that of "open registration." Students may select courses from an array that is graduated in complexity within a subject area. Students must meet the entrance requirements, including course prerequisites and teacher recommendations, to enroll in higher-level courses. Qualifying students may take classes in their home school at the Advanced Placement level, and options to participate in other college-level courses are available. AIG Coaches are available to provide course counseling, assess academic placement and review academic progress. Coaches are responsible for collecting data, notifying candidates and facilitating the Governor’s School application process.
7. If my child is coming from a private school, what do I need to do to concerning AIG identification?
Make contact with the school’s AIG Coach upon registering to discuss your child’s academic records and the best way to meet his/her academic needs.
8. What are the specific services that my child is receiving?
Specific differentiated services such as lessons, activities and projects are implemented by the classroom teacher with consultation by the AIG coach. The AIG Coach will work collaboratively with classroom teachers to plan differentiated instruction and critical thinking activities. These opportunities will provide students with curriculum-based activities that engage students in higher order thinking skills and promote problem solving in a 21st Century environment. There are many strategies for differentiating instruction, which include compacting, tiered assignments, and independent contracts. The AIG Coach will assist classroom teachers with determining which activities best meet the student’s needs and assist with implementing these strategies.
Standard 2: Curriculum & Instruction
1. More information on Credit by Demonstrated Mastery. Is it only for AIG? What grade levels?
Credit by Demonstrated Mastery is open to all students 6th through 12th grade regardless of identification. Requirements will include the End-of-Course test for that subject area and a project-based product that provides evidence of mastery. More information will come from the Department of Instruction and Pender County Schools as decisions are made concerning this policy at the state and county level.
2. What materials have been purchased only for the AIG?
AIG funds have been used to purchase the following materials: Ipods, Ipads, laptops, SpringBoard, and USTARs.. These materials are to be used with identified AIG students and high-performing students in the classroom setting.
3. Are there plans for an International Baccalaureate Program?
The International Baccalaureate Program has been discussed at the high school level in Pender County, but no specific decision or date for implementation has been set.
4. Are qualified teachers working with the AIG students?
All Pender County teachers are Highly Qualified to teach in their subject area. At present, Pender County Schools has 19 teachers with AIG certification in the schools and 14 teachers participating in the Pender County AIG Cohort working towards local credentials. The Pender County Schools AIG Team is actively seeking ways to fund and motivate classroom teachers to obtain their AIG certification.
5. How are we going to get every teacher AIG licensure with our funding?
The Pender County Schools AIG Team will set aside funds to support teachers who are willing to obtain their AIG licensure at the college level. The Pender County Schools AIG Cohort will continue each year to offer professional development in the gifted area to provide teachers with a local AIG credential.
6. Why was the grouping changed at TMS?
Grouping was changed at some schools in order to adhere to the school board policy 3130 on Grouping Students for Instruction. Principals make final decisions for grouping of students per the policy.
7. How can parents have a voice about their concerns?
Parents may speak to teachers, school principals, AIG Coaches, and Angela Jeffrey, Director of Secondary Education. If they feel their needs still are not met, parents can voice their opinions, concerns and praise by creating a local PAGE chapter, signing up to speak at a Pender County Schools Board of Education Meetings or attending a Pender County Schools AIG Parent Advisory Board meeting.
8. What is the Credit by Demonstrated Mastery timeline?
Credit by Demonstrated Mastery, according to the state will be implemented in the Spring of the 2014-2015 school year.
9. If they test out of a class with Credit by Demonstrated Mastery, what happens next?
Students will be given an acceleration plan that maps out the next steps in the specific academic subject.
10. If a child is in Algebra now in 7th grade, what will he/she do next year?
The pathway for math, as indicated by the North Carolina Department of Public Instruction, is Algebra I, Geometry, Algebra II. Therefore, students will take geometry in their 8th grade year.
Standard 3: Personnel & PD
1. How are local funds used for other identified groups in PCS?
Local professional development funds are used to support professional development in all areas of need. Local funds are also used for athletics.
2. What are the requirements to teach AP classes?
http://professionals.collegeboard.com/k-12/assessment/ap/plan/training
There are no rigidly defined selection criteria for who can serve as an AP teacher. The College Board recommends that AP teachers have undertaken some form of professional development prior to teaching AP for the first time. Most teachers will welcome the opportunity to:
· Improve the quality of the curriculum
· Teach challenging content to motivated students
· Receive feedback on students' AP Exam results
3. What will it take to get teachers in every school AIG licensed? Local funds?
Approximately $1,600 per teacher would be needed to pay for the four-course certification offered at a university.
Standard 4: Programming
1. What does the DEP look like for 4th and 5th graders? What are the services for elementary AIG students?
The DEP for 4th and 5th grade students both reflect services with the collaborative coaching model as outlined below.
Collaborative services / Students are cluster grouped , which is defined as four to ten students identified as gifted students in a mixed- ability classroom. The AIG Coach will work collaboratively with classroom teachers to plan differentiated instruction and critical thinking activities. These opportunities will provide students with curriculum-based activities that engage students in higher order thinking skills and promote problem solving in a 21st Century environment. There are many strategies for differentiating instruction, which include compacting, tiered assignments, and independent contracts. The AIG Coach will assist classroom teachers with determining which activities best meet the student’s needs and assist with implementing these strategies.2. Could 4-year planning be done with AIG students at the high school level?
Yes, AIG Coaches will work with AIG students on creating a 4 year plan for their high school career.
3. Can the public have access to information from the school evaluation of their AIG program?
A summary review will be posted on the county website.
4. Are we looking at more critical thinking programs?
The Pender County Schools continues to seek critical thinking programs and activities for enrichment with our AIG and high achieving learners. We look forward to implementing a new program from the Lego Company that requires students to use and practice their critical thinking and problem solving skills.
Standard 5: Partnerships
No Questions were asked for this standard.
Standard 6: Accountability
1. Will the fidelity audits be announced?
Announced and unannounced opportunities will be used for fidelity audits.
2. Where can I find sub-group data?
http://accrpt.ncpublicschools.org/app/2012/disag/
3. Does the model gifted classroom mean that we are moving toward an ability-grouping classroom?
No, it does not. It means that Pender County Schools AIG Team will be looking for teachers who effectively meet the needs of the AIG and high-achieving cluster-grouped learners through differentiated instruction and strategies.
4. How can principals make these decisions about cluster grouping?
Principals have the final decision on academic grouping at their school as outlined by State Board Education Policy.
5. Cluster v. ability grouping?
Cluster grouping is defined as a group of like-ability students within a larger class (group) of heterogeneous grouped students. Ability grouping is a class of only like-ability or homogeneously grouped students.
6. What evidence will be looked at for “model” classrooms?
The Pender County Schools AIG Team will be looking for teachers who effectively meet the needs of the AIG and high-achieving cluster-grouped learners through differentiated instruction and strategies. This will be evidenced by AIG and/or high ability students’ growth data.
7. What is the growth model for AIG students?
The growth model for AIG students is the same as the growth model for all students. IT may be found at: http://www.ncpublicschools.org/newsroom/news/2012-13/20120802-01
8. What are we looking into for accountability for teachers with AIG students?
All teachers are held accountable for student growth and proficiency data which is Standard 6 on their North Carolina Teacher Evaluation.
9. Will AIG students run out of courses after their junior year of high school?
No, this is not an issue at the Pender County Schools high schools because we have a variety of honors, AP and College and Career Promise courses offered along with the North Carolina Virtual Public School’s course lists.
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