Unpacking the NC AIG Program Standards ~ On-GoingFall 2012
STANDARD 4: COMPREHENSIVE PROGRAMMING WITHIN A TOTAL SCHOOL COMMUNITY
NC AIG Program PracticesRelated to Standard4 / CLARIFYING DESCRIPTION / BASIC IMPLEMENTATION / INNOVATIVE IDEAS
Also see Pockets of Excellence Resources
a) Delivers AIG programs and services which are comprehensive of the academic, intellectual, social, and emotional needs of gifted learners across all grade levels and settings. / Ensure all programs and services are in place across all grade levels K-12.
Include settings for service for twice exceptional and ELL students. / Provide clear and comprehensive descriptions of programs and services available for each grade level or setting.
Develop a system for delivery of services
Create a systematic way to ensure all aspects of program are addressed
. / Provide all teachers, specialists, and guidance counselors with student DEPs
Ensure all teams/personal are aware of full range of offerings
b) Aligns AIG programs and services with each area of AIG identification, goals of the program, and resources of the LEA. / Match programs and services with student identification area(s)
Establish program goals based on identification need.
Match available resources with program and student needs. / Develop DEPs to show program alignment for Reading, Math, Intellectually Gifted services, and other areas, such as science, social studies, etc.
Share physical and electronic resources across the LEA
Establish a method to ensure all schools in the system have access to all resources, programs, and services. / Collaborate within the LEA to ensure programs are aligned and resources are available.
Make visuals and other materials to show clear alignment.
c) Delivers AIG programs and services that are integral and connected to the total instructional program of the LEA in policy and practice. / AIG is connected with other areas in LEA, such professional development, funding, course development.
AIG is considered as decisions are made; AIG is not forgotten. / Communicate and collaborate with instructional departments to ensure AIG services are integrated with the total instructional program.
Work with administrative teams to make sure AIG is addressed at all levels. / AIG is part of leadership teams.
AIG is part of standing meeting agendas
Review all LBE policies that relate to AIG and ensure effective
d) Informs 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. / Provide teachers, administrators, and support staff with DEPs, the local AIG program and plan, Article 9b, and other regulations related to gifted education. / Integrate program standards, regulations and Article 9b into PD, administrative meetings, and site team meetings.
Discuss instructional services and programs during grade level, team, and on site staff meetings. / Utilize system and school websites to disseminate information about the local AIG program.
Create a “group” of AIG stakeholders to electronically send information.
e) Communicates among and between teachers and schools to ensure an effective continuation of K-12 services, especially at key transition points. / Ensure all teachers and schools are aware of student identification and service needs at each grade level and between transitions between elementary, middle and high school. / Provide yearly notification of services to teachers and schools.
Invite teachers across grade levels/schools to review program and student goals and services.
Provide transition visits from feeder schools to the middle school and high school level where changes in services are discussed / Facilitate transition meetings to develop DEPs
Offer quarterly site team meetings to discuss services within the school.
Create an online system to develop, maintain and share AIG student documentation.
f) Ensures 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. / Provide opportunities for stakeholders to attend DEP and programming meetings. / Establish DEP and/or AIG program meetings
Invite stakeholders to meetings / Issue invitations to all departments for DEP service development
Include programming and services during C&I meetings/discussions
g) Ensures that school counseling personnel, regular education teachers, AIG specialists, parents/families, and others collaborate to address the social and emotional needs of AIG students. / Develop a plan to address the social and emotional needs of AIG students system wide. / Provide tools and resources for teachers and families to support the social/emotional needs of AIG students.
Match counselors with AIG students with crucial needs. / Establish an AIG support team within the system/school.
Match area professionals with guidance to promote on-going learning or PD.
h) Articulates 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.
Once SBE policy is approved regarding Credit by Demonstrated Mastery, integrate this into existing policies and procedures, in partnership with other curriculum and instruction groups. / Develop a plan to address the needs of highly gifted students and/or students who need to be accelerated
Have offerings to support grade and subject acceleration for K-12 students, when needed. / Match service needs with evidence based student needs.
Ensure student options are available to the student
Provide resources and support for teachers and family
Use mastery based acceleration
Clear guidelines and policies so that all LEA are on same page
Remove barriers within LEA that make keep students back. / Create an IDEP based on student service needs
Ensure opportunities for outside learning, mentoring/shadowing or one on one time with a specialist.
Create opportunities for distance learning off grade level.
i) Provides services for traditionally under-represented AIG populations, including culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional. / Ensure that traditionally under-represented populations have the same opportunities and service options available system wide.
Make sure programing is responsive to all populations. / Differentiate the curriculum to meet the needs of varied levels of learning within the service options.
Provide PD on recognizing and providing services that respond to the traditionally under-represented populations.
Communicate service options to ELL, EC teachers, Title 1 and other teachers who have a specialized student focus.
Partner with these teachers for effective programming and to synergize efforts. / Establish site teams that incorporate teachers of all areas without regard to academic services.
Create an opportunity for teachers and students of under-rep. populations to discuss service options outside traditional academic tracks.
Create an IDEP based on student service needs, if warranted.
j) Encourages extra-curricular programs and events that enhance and further develop the needs and interests of AIG students. / Provide an opportunity for AIG students to be involved in extra-curricular programs that match their intellectual or academic needs. / Establish or communicate appropriate extra-curricular activities to parents, teachers and students.
Nurture academic and intellectual activities that are of interest or need to enhance the needs of AIG students.
Offer programs both in and out of school hours; ensure all students have access. / Provide a resource guide for extra-curricular programs within your LEA, community, and/or state.
Provide service projects and/or clubs at the elementary and middle school level.
NC Department of Public Instruction ~ 11.2012
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