Wake County Schools Local Academically or Intellectually Gifted ...

Local AIG Plan, 2010-2013 Page 1 of 67 

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Wake County Schools 

Local Academically or Intellectually Gifted (AIG) Plan 

Effective 2010-2013 

Approved by local Board of Education on: 

LEA Superintendent’s Name: Donna Hargens 

LEA AIG Contact Name: Joyce Gardner 

Submitted to NC Department of Public Instruction on: 

Wake County Schools has developed this local AIG plan based on the NC AIG Program Standards 

(adopted by SBE, July 2009). These Standards serve as a statewide framework and guide LEAs to 

develop, coordinate and implement thoughtful and comprehensive AIG programs. 

The NC AIG Program Standards encompass six principle standards with accompanying practices. 

These standards articulate the expectations for quality, comprehensive, and effective local AIG 

programs and relate to the categories related to NC’s AIG legislation, Article 9B (N. C. G. S. 115C- 

150.5). These best practices help to clarify the standard, describe what an LEA should have in place, 

and guide LEAs to improve their programs. 

As LEAs transition to the new AIG Program Standards, every LEA participated in a self-assessment 

process of their local AIG program, which involved multiple stakeholders. The data gathered during 

this process guided LEAs in their development of this local AIG plan for 2010-2013. This local AIG 

plan has been approved by the LEA’s board of Education and sent to NC DPI for comment. 

For 2010-2013, Wake County Schools local AIG plan is as follows: 

Wake County Schools Vision for local AIG program: The Academically Intellectually Gifted (AIG) 

Program provides an appropriately challenging education for students who perform, or show potential 

for performing at remarkably high levels of accomplishment when compared to others of their age, 

experience, or environment. 

Classroom teachers and AIG teachers collaborate to provide learning opportunities that engage, 

challenge, interest, stimulate and motivate students. Curricula and instructional practices are 

modified to provide consistent opportunities that are rich and rigorous for gifted students in all 

classes. Every effort is made to match appropriate opportunities for challenge with the needs of 

students. There is the expectation of excellence, equity, and focus on learning and teaching. 

Research based models of service delivery are available for gifted learners in each school. Students 

experience differentiated instructional opportunities rich with rigor and complexity, thus creating 

challenging opportunities for optimal student growth. 

Sources of funding for local AIG program (as of 2010) 

State Funding Local Funding Grant Funding Other Funding 

$6911923.00 $1087922.00 $.00 $.00


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Standard 1: Student Identification 

The LEA's student identification procedures for AIG are clear, equitable, and comprehensive and lead 

towards appropriate educational services. 

Practice A 

Articulates and disseminates clear, comprehensive, and equitable screening, referral, and 

identification processes for all grade levels to school personnel, parents/families, students, and the 

community-at-large. 

This practice is a Focused Practice for 2010-2013. 

Rationale: Nomination, referral, screening and identification of students with needs for gifted program 

services are detailed in the current plan. However, feedback from parents, administrators and other 

stakeholders indicate a need for greater clarity and less technical terminology in the description of 

these procedures. 

Goals: Improve clarity and ease of access to clear information regarding the identification processes. 

Description: 

• WCPSS AIG Web Page, video link on web page 

• Listserv for Parents of Academically Intellectually Gifted children for updates and communication 

• AIG Program Brochure 

• AIG Parent Guide 

• AIG School Service Delivery Plan 

• Parent Presentations 

Planned Sources of Evidence: 

• Redesigned AIG Program Brochure and Parent Guide (paper and on website) 

• Links to AIG Program website and information posted on each school's website 

• Listserv for parents used by AIG Program central services staff to disseminate information directly to 

parents 

• AIG Resource Teachers' schedule of parents meeting sessions submitted to AIG Program Director 

with dates for beginning of school year 

• AIG program video posted online for parent information and use by AIG teachers in parent meeting 

presentations 

Other Comments: 

Ideas of Strengthening: This section does not need to be completed based on the chosen category 

of the practice. 



towards appropriate educational services.


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Practice B 

Employs multiple criteria for student identification, including measures that reveal student aptitude, 

student achievement, or potential to achieve in order to develop a comprehensive profile for each 

student. 


Rationale: Multiple criteria ensure that gifted behaviors are recognized in the identification process. 

Goals: To research and explore options in identification criteria over a one year period. 

Description: Gifted education is provided for students who consistently perform above grade level 

and demonstrate need for additional rigorous academic differentiation in kindergarten through grade 

twelve. 

Multiple criteria include both formal indicators and informal indicators. 

Formal identification criteria include: norm referenced assessments in aptitude, reading/language 

arts, and mathematics. 

Informal identification criteria may include: teacher and parent checklists, academic grades in 

reading/language arts and mathematics, writing samples, North Carolina End-of-Grade and North 

Carolina End-of-Course tests, Literacy Profiles, Math Profiles, portfolios, work samples, and projects, 

plus any other available anecdotal information. 

STEP 1 - Nomination: 

• Students in kindergarten through grade three (first semester) may be nominated for early 

identification. 

• There must be documented evidence of need for differentiated curricula and instruction that is 

consistently two or more grade levels above the current grade. 

• The SBC-GE will submit the performance data to AIG Central Services Committee for review and 

approval. 

Students in grades four through twelve may be nominated by parent, teachers or other school 

personnel for referral to the School Based Committee for Gifted Education at any time with 

demonstrated above grade level performance. Students may self-nominate. 

STEP 1a - Screening (Grade 3 second semester): 

The Cognitive Abilities Test (CogAT), a measure of aptitude, is administered to all third graders 

during the second semester. Students who attain a composite or subtest score at or above the 75th 

percentile will be eligible to take the Iowa Test of Basic Skills (ITBS), a measure of achievement. 

Students who score at the 90th percentile on either the CogAT or ITBS will be considered for 

nomination to the School Based Committee for Gifted Education. 

STEP 2 - Referral: 

The School Based Committee for Gifted Education (SBCGE) considers all nominations. The 

committee reviews available student data and documentation based on formal and informal indicators 

and determines which of the nominated students will be referred.


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Grades K-2 and Grade 3 (first semester): 

The SBC-GE will review a portfolio which includes above grade level math and literacy profile cards 

with evidence of performance two to three grade levels above age level peers. Evidence could 

include dated anecdotal notes to support the profile card scoring, writing samples, and math and 

science learning logs. If the SBC-GE determines the portfolio demonstrates the student's 

performance 2-3 grade levels above age level peers, the portfolio and supporting documentation are 

submitted to the Administrative Review Committee for review to determine if the referral is 

appropriate. 

Referred students are scheduled for a psychological evaluation including cognitive and achievement 

assessments. Students are scheduled by the AIG psychologist in the order that the referrals are 

received. 

Grades 4-12 and grade 3 (second semester): 

Referred students are scheduled for formal assessment in aptitude (Cognitive Abilities Test-CogAT) 

and achievement (Iowa Test of Basic Skills-ITBS) during established testing windows. 

The School Based Committee for Gifted Education collects student data, which may include teacher 

and parent checklists, academic grades in reading/language arts and mathematics, writing samples, 

End-of-Grade and End-of-Course tests, literacy and mathematics profiles, work samples, projects and 

additional information contained in the portfolio. The SBCGE will review all portfolios for 

demonstrated above grade level performance. The data is recorded on the Individual Student Profile. 

Required Formal Indicators for Identification: 

1. Percentile score of 90 or higher on norm referenced aptitude or ability tests AND 

2. Percentile score of 90 or higher on norm referenced achievement tests in reading and/or 

mathematics. 

Required Informal Indicators for Identification: 

1. Teacher Checklist(s) that indicate gifted characteristics in academic areas. 

2. Parent Checklist(s) that indicate gifted characteristics in academic areas. 

3. Portfolios that demonstrate multiple above grade level work products, rubrics, and reflections within 

one or more specific academic areas at the student’s highest level of performance. 

The SBCGE may recommend the administration of one individual standardized test when: 

• One formal indicator is at or above 90% but the other formal indicator is below 90% AND 

• Student portfolio demonstrates performance that is a minimum of one year above grade level. The 

student portfolio must include math and/or literacy profile cards and above grade level work samples. 

The individual test will be chosen to assess the formal area that is less than 90%. 

STEP 3 - Identification: 

The Academically Intellectually Gifted Program identifies students in kindergarten through grade 

twelve. 

Students in kindergarten through grade 3 (first semester) may be identified as academically 

intellectually gifted if the following criteria are met: 

• Clear demonstration of need for differentiated service from the AIG Program that is two or more


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grade levels above the current grade level AND 

• Cognitive/aptitude: total score in the 98th percentile or higher AND 

• Achievement: total reading and/or mathematics score in the 98th percentile or higher. 

Students in grades three (second semester) through grade twelve may be identified as academically 

intellectually gifted if the following criteria are met: 

• Cognitive/aptitude: total score in the 90th percentile or higher AND 

• Achievement: total reading and/or mathematics score in the 90th percentile or higher AND 

• Portfolio supported performance that is one or more grade levels above the current grade level 

The formal identification criteria include norm referenced assessments in aptitude, 

reading/language arts, and mathematics, and the informal identification criteria include, but are not 

limited to, teacher and parent checklists, academic grades in reading/language arts and mathematics, 

writing samples, North Carolina End-of-Grade and North Carolina End-of-Course tests, Literacy 

Profiles, Math Profiles, portfolios, work samples, and projects plus any other available information. 

Matching Formal and Informal Indicators for Identification and Service Delivery: 

The SBCGE will use the following criteria to identify service levels using portfolio evidence in 

conjunction with formal test data: 

Students with scores at the 98/99th percentile in BOTH cognitive and achievement measures with 

supporting work two or more grade levels above may be identified with a need for VERY STRONG or 

STRONG level of service. Performance should be two to three years above the student's current 

grade level for VERY STRONG and one to two years above for STRONG. 

Students with scores at the 98/99th percentile in a COGNITIVE measure, and between the 95-97th 

percentile in the achievement measure, may be identified with a need for VERY STRONG or 

STRONG level of service based on analysis of portfolio evidence. Performance should be two to 

three years above the student's current grade level for VERY STRONG and one to two years above 

for STRONG. 

Students with scores at the 98/99th percentile in an ACHIEVEMENT measure, and between the 95- 

97th percentile in the aptitude measure, may be identified with a need for VERY STRONG or 

STRONG level of service based on analysis of portfolio evidence. Performance should be two to 

three years above the student's current grade level for VERY STRONG and one to two years above 

for STRONG. 


percentile in the achievement measure, may be identified with a need for STRONG or MODERATE 

level of service based on analysis of portfolio evidence. Performance should be one to two years 

above the student's current grade level for STRONG and one year above for MODERATE. 


94th percentile in the aptitude measure, may be identified with a need for STRONG or MODERATE 


above the student's current grade level for STRONG and one year above for MODERATE.


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Students with scores at the 95-97th percentile on BOTH cognitive and achievement measures may 

be identified with a need for STRONG or MODERATE level of service based on an analysis of 

student portfolio and evidence of performance. Performance should be one to two years above the 

student's current grade level for STRONG and one year above for MODERATE. 


percentile in the achievement measure, may be identified with a need for STRONG or MODERATE 




94th percentile in the aptitude measure, may be identified with a need for STRONG or MODERATE 



Students with scores at the 90-94th percentile on BOTH cognitive and achievement measures may 

be identified with a need for MODERATE level of service based on an analysis of student portfolio 

and evidence of performance. Performance should be one year above for MODERATE. 

Very Strong Service Level: Profile of a Very Strong Need for Differentiation 

Cognitive Demands of a Very Strong Program Level 

• Consistently generates and applies abstract reasoning ability 

• Earns Level 4 or A on report cards and above grade level classroom assignments 

• Demonstrates mastery of the NC Standard Course of Study 2-3 years beyond age peers 

• Routinely produces independent work consistent with above indicators 

• Allows for rapid pace of instruction 

• Includes very difficult learning materials and tasks 

• Emphasizes flexibility and fluency in problem solving and problem generation 

• Builds on a student's acquired knowledge to transfer previous experience to accomplish complex 

cognitive tasks and develop higher order thinking skills 

• Allows opportunity for student's rapid comprehension of abstract concepts 

• Pursues independent learning 

Strong Service Level: Profile of a Strong Need for Differentiation 

Cognitive Demands of a Strong Program Level 

• Consistently applies familiar abstract reasoning skills to problem solving 

• Earns Level 4 or A on report cards and grade level classroom assignments 

• Earns Level 3*/4 or A/B on report cards and above grade level classroom assignments 

• Demonstrates mastery of standard course of study 1-2 years beyond his/her age peers 

• Occasionally initiates independent activities 

• Allows for fast pace of instruction 

• Includes difficult learning materials and tasks 

• Allows opportunity for flexibility and fluency in problem solving and problem generation 

• Builds on transfer of previous experience to develop higher order thinking skills 

• Guides students to use acquired knowledge and accomplish complex cognitive tasks


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Moderate Service Level: Profile of a Moderate Need for Differentiation 

Cognitive Demands of a Moderate Program Level 

• Applies familiar abstract strategies, sometimes with support 

• Earns Level 3* or 4 or A/B on report cards and grade level classroom assignments 

• Allows for fast paced instruction, as needed 

• Includes opportunities for extensions to the standard course of study 

• Develops higher order thinking skills 

• General Education setting is appropriate for majority of instruction 

• Option for attending selected AG units in strength area 


• School Based Committee for Gifted Education Meeting Minutes 

• Student AIG folders with identification documentation 

• Wake County Public School System AIG Plan 

• Individual Student Profile 

• AIG Program Parent Guide 


Other Comments: Research and data collection for one year to investigate the following: 

• increasing the percentile scores required for identification in the Formal Indicators (cognitive and 

achievement) 

• reducing or eliminating moderate identifications 






Practice C 

Administers both non-traditional and traditional standardized measures that are based on current 

theory and research. 

This practice is a Maintained Practice for 2010-2013. 

Rationale: Valid and reliable assessment instruments are used to identify students for AIG Program 

services. Both group and individual measures are utilized. 

Goals: This section does not need to be completed based on the chosen category of the practice. 

Description: 

TRADITIONAL MEASURES 

• Cognitive Abilities Test (CogAT) 

• Iowa Test of Basic Skills (ITBS)


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NON-TRADITIONAL MEASURES 

Individualized assessments administered by trained AIG Resource Teachers: 

• Reynolds Intellectual Screening Test (RIST) 

• Raven Standard Progressive Matrices 

• Raven Advanced Progressive Matrices 

• Woodcock Johnson III Normative Update, Tests of Achievements (WJIII NU) 

Individualized assessments administered by the psychologist for the AIG Program: 

• Wechsler Intelligence Scale for Children, Fourth Edition: WISC-IV 

• Wechsler Nonverbal Scale of Ability (WNV) 

• Stanford-Binet Intelligence Scale, Fourth Edition: SB: IV 

• Reynolds Intellectual Assessment Scales (RIAS) 

• Universal Nonverbal Intelligence Test (UNIT) 

• Woodcock Johnson III Normative Update, Tests of Achievement (WJ III NU) 

• Kaufman Tests of Educational Achievement, Second Edition (KTEA-II) 

• Wechsler Individual Achievement Test–II (WIAT-II) 

Planned Sources of Evidence: • Individual Student Profile (ISP) documenting assessments 

• List of administered assessments 

• Student AIG folder 

• Testing Calendars 







Practice D 

Initiates screening, referral, and identification procedures that respond to traditionally underrepresented 

populations of the gifted and are responsive to LEA demographics. These populations 

include students who are culturally/ethnically diverse, economically disadvantaged, English language 

learners, highly gifted, and twice-exceptional. 


Rationale: There is gap between the number of students identified as academically intellectually 

gifted from under-represented populations and the total school population. 

The Wake County Public School System is committed to identifying the academic needs of highfunctioning 

and high-potential students from all populations. The AIG Program seeks ways to identify


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and implement programming and specific nurturing initiatives to improve the representation, 

participation, and performance of under-represented populations. 

Goals: The AIG Program will increase the number of students from under-represented populations 

identified as AIG by 2% by 2013. 

Description: Strategies to increase the successful identification and participation of underrepresented 

student populations include: 

• The Third Grade Explorers Model provides opportunities for students to demonstrate gifted 

behaviors. 

• Nomination by any school personnel, parents, and community members to increase the screening 

pool. 

• Opportunities in the regular classroom that meet individual and cultural learning needs to 

demonstrate gifted behaviors. 

• Use of Gifted Rating Scales for additional evidence for under-represented populations. 

• Portfolios of work samples, projects, videos, higher order thinking, and problem solving 

• Interventions to support unique learning styles, multiple intelligences, and differentiated content and 

instruction. 

• Alternative norm referenced assessments. 

• Use of Individual Differentiated Education Plans (IDEPs) to provide an alternate identification 

pathway. 

• Professional development provided for AIG Resource and other teachers to support the learning 

characteristics and gifted behaviors of students from under-represented populations 

• Collaboration with school counselors in identifying academic offerings aligned with student interest 

and motivation. 

• AIG Program essential documents available in Spanish. 

• Encouragement of parent participation in annual course selection. 

• Continuous monitoring and review of nominations and referrals for AIG services. 

• Links between content and real-world applications in core instruction. 

• AIG Program initiatives: Project Bright IDEA, Bright Horizons (Building Thinking Skills) and Project 

Bright Tomorrow. 

• Collaboration with Title I for funds to expand Bright IDEA model in Title I schools 

The AIG Program uses individual assessment instruments (standardized tests) for referral and 

identification of under-represented populations which may include non-verbal intelligence tests. 

Professional personnel are available to provide assessments in the language in which the student is 

most fluent. Individual aptitude and achievement assessments are administered to identify highpotential 

students from special populations. Circumstances under which individually administered 

tests are appropriate may include: 

• The student has a documented medical condition or disability that may interfere with his/her ability 

to perform optimally in a group situation (i.e. ADD, ADHD, chronic asthma, etc.) 

• The student has cultural differences, which may interfere with language usage (i.e. LEP, ESL, etc.). 

• The student is from a culturally, linguistically, and/or ethnically diverse background. 

• The existing group data (current within twelve months) on the student does not provide sufficient 

information to make the decision about the need for services.


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ALTERNATIVE PATHWAYS for Identification of Students from Under-represented Populations: 

- One score at 90% or above in either aptitude OR achievement may be paired with the following 

additional indicators to qualify for AIG identification: 

-Gifted Rating Scales 

-Performance/portfolio work samples 

An Individual Differentiated Education Plan (IDEP) will be written for any student from underrepresented 

populations identified through this alternative pathway 

The SBCGE is responsible for verifying that: 

• Students with an Individual Education Plan (IEP) will be provided with appropriate accommodations 

and modifications as directed by the IEP, in accordance with Programs for Exceptional Children 

• Students with a 504 Plan are tested as directed by the 504 Plan with appropriate accommodations 

and modifications in accordance with Section 504 of the Rehabilitation Act and the Americans With 

Disabilities Act. 

An Individual Differentiated Education Plan-IDEP provides an alternate identification pathway using 

multiple criteria for identification for under-represented populations. 

The SBCGE and the IEP team meet to determine appropriate services for the twice exceptional 

student. Twice exceptional students are identified as academically intellectually gifted and meet 

criteria for exceptional children services such as autism, learning disabled, visually impaired and 

other health impaired (attention deficit hyperactivity disorder, etc). 

The SBCGE, school personnel, AIG Program Staff and Central Office staff collaborate to determine 

appropriate services for highly gifted students. 


• Increased numbers of students identified from under-represented populations 

• Individual Student Profiles 

• Results from Gifted Rating Scales 

• Third Grade Explorers Program 

• Bright IDEA/Bright Horizons/Bright Tomorrow initiatives 

• Nonverbal and alternative assessment measures 

• IDEP identifications 

• Professional development agendas and rosters 





The LEA's student identification procedures for AIG are clear, equitable, and comprehensive and lead


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Practice E 

Ensures consistency in implementation of screening, referral, and identification processes within the 

LEA. 


Rationale: AIG Program screening, referral and identification should be equitable across the district. 


Description: • Students are screened across all schools based on student performance and 

characteristics of gifted learners. 

• All referrals are reviewed by the SBCGE to ensure consistency of the referral and identification 

process. 

• All SBCGE decisions are submitted for administrative review and approval based on identification 

procedures. 

• The Services for Academically Intellectually Gifted Education (SAGE) software application 

developed for Wake County Public Schools AIG Program will provide a consistent structure for 

organizing and reporting identification data. This tool allows direct data entry by AIG teachers, import 

of CogAT and ITBS test data and other formal and informal indicators. 

• Identification Procedures are documented and communicated in AIG Program Plan. 

• AIG Teacher training in test administration and interpretation is provided by AIG psychologist. 

• Central Service staff review all recommended identifications to ensure appropriate, equitable 

application of approved procedures and established criteria. 


• Individual Student Profiles 

• Parent presentations 

• SAGE website data 

• AIG website 

• SAGE Administrative Approvals 

• eSchools courses 

• SBCGE minutes and notes 






towards appropriate educational services.


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Practice F 

Establishes written policies that safeguard the rights of AIG students and their parents/families, 

including informed consent regarding identification and placement, reassessment procedures, 

transfers from other LEAs, and procedures for resolving disagreements. 


Rationale: In accordance with state law, the Wake County Public School System has developed a 

procedure for resolving disagreements between parents and the school system when a child is not 

identified as an AIG student or concerning the appropriateness of services offered to the AIG student. 

These procedures relate to the processes of student nomination, referral, evaluation, identification, 

and the availability of approved service options. 


Description: Parents have an opportunity for input about their child's specific needs and are informed 

of the recommendations made by the School Based Committee for Gifted Education (SBCGE).There 

are several stages during the decision-making process in which parent permission is obtained and 

documentation is provided for parent review. At each stage parents are informed about the 

recommendations for the student's need for differentiated educational services: 

*If the student was NOMINATED, but NOT REFERRED for further evaluation, the following 

documents serve to inform the parent of this decision: 

1. Parent Guide to the Academically Intellectually Gifted Program 

2. Notice to Parents – Results of Nomination 

3. Individual Student Profile (ISP) 

*If the student was REFERRED, but NOT IDENTIFIED as needing differentiated services, then the 

following documents serve to inform the parent of this decision: 

1. Parent Guide to Academically Intellectually Gifted Program (received at the nomination stage) 

2. Prior Notice and Parent Consent for Evaluation 


4. Notice to Parents – Results of Nomination 

*If the student was IDENTIFIED for differentiated services and a Differentiated Education Plan (DEP) 

or Individual Differentiated Education Plan (IDEP) was recommended, then the following documents 

serve to inform the parent of this decision: 

1. Parent Guide to Academically Intellectually Gifted Program 

2. Prior Notice and Parent Consent for Evaluation 


4. Differentiated Education Plan (DEP) and/or Individual Differentiated Education Plan (IDEP) 

5. Prior Notice and Initial Consent for Services


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Parents have the right to disagree with the recommendations made at any of these stages: 

NOMININATON, REFERRAL, and IDENTIFICATION. Parents also have the right to disagree with the 

differentiated services provided through the AIG Program for identified students. The following steps 

to resolve problems at the school level should be followed: 

*If a parent has a dispute with the gifted services within the regular classroom OR within the AIG 

Resource Teacher's classroom, the following steps should be taken: 

1. The parent should meet with the classroom teacher and/or the AIG resource teacher to seek a 

resolution. 

2. If this meeting does not resolve the problem, the parent should document the issues and the 

parent's perspective of the situation should be outlined in a letter to the teacher, requesting a written 

response from the teacher within ten working days. 

3. If resolution is not reached, the School Based Committee for Gifted Education (SBC-GE) should 

schedule a meeting to review the problem and conference with school administration. 

4. After the parent receives the teacher's written response, the parent may then request to meet with 

the school administration. 

5. If a resolution is not reached at the school level, parents may contact the following Central Services 

personnel for review of concerns in the following order: 

• Director of Academically Intellectually Gifted Program 

• Area Superintendent 

• Superintendent 

• Board of Education 

6. Upon exhausting these channels of communication, parents may elect to pursue the grievance 

process as outlined below in Procedures to Resolve Disagreements Regarding Academically 

Intellectually Gifted Decisions. 

*Procedures to Resolve Disagreements Regarding AIG Decisions 

Parent have the right to disagree with the recommendations made at any of these stages. The 

following procedures for resolution of such disagreements have been established in Article 3 of 

Chapter 150B of the NC General Statutes and by Wake County Public School System Board Policy 

6520 on student grievances. 

1. The parent may make a written request for a conference with the School Based Committee for 

Gifted Education (SBCGE) to discuss concerns about the recommendation for identification or 

services. 

At a School Based Committee for Gifted Education meeting: 

a. Parents may provide additional documentation for consideration by the SBCGE. 

b. The SBCGE will share documentation used to support the committee decision and review 

additional documentation.


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2. If the disagreement is not resolved at the SBCGE conference, then the parent may make a written 

request within thirty days for a conference with the principal. The principal will: 

a. Review the recommendation with the SBCGE chairperson. 

b. Grant the conference within five school days of the request. 

c. State their position in writing within five school days of the conference. 

3. If the grievance is not resolved through the conference with the principal, the parent may appeal in 

writing to the AIG Program Director. The AIG Program Director will: 

a. Review all documentation concerning the unresolved issue. 

b. Review the grievance within five days of the appeal. 

c. Respond in writing within ten days following the review. 

4. If the grievance is not resolved through the conference with the AIG Program Director, then the 

parent may appeal in writing to the Area Superintendent. The Area Superintendent will: 



c. Inform the Chief Academic Officer of the grievance. 

d. Respond in writing within ten days following the review. 

5. If the grievance is not resolved through the conference with the Area Superintendent, the parent 

may appeal in writing to the Superintendent. The Superintendent will: 



c. Respond in writing within ten days following the review. 

6. If the grievance is not resolved through the review of the Superintendent, then the parent may 

appeal in writing to the Wake County Public School System Board of Education within ten school 

days following the written response from the Superintendent. The Board of Education will: 

a. Review all documentation concerning the unresolved issue within ten days. 

b. Offer a final written decision within thirty days after review. 

7. In the event that the local grievance procedure fails to resolve the disagreement the parent may file 

a petition for a contested case hearing (Article 3 Chapter 150B of the General Statutes). The purpose 

of the review is to determine if: 

• The local school administrative unit improperly failed to identify the student as an 

academically/intellectually gifted student, or 

• The local plan has been implemented inappropriately with regard to the student. 

Following the hearing the administrative law judge shall make a decision that contains findings of fact 

and conclusion of law. Notwithstanding the provision of Chapter 150B of the General Statutes, the 

decision of the administrative law judge becomes final, is binding on the parties, and is not subject to 

further review under Article 4 of Chapter 150B of the General Statutes.


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TRANSFER STUDENT PROCEDURES 

• Students who transfer from other districts or schools with no prior gifted (AIG) identification must be 

enrolled and actively attending a Wake County Public School before the student may be nominated. 

The nomination/ referral procedures will then be followed. 

• Students who transfer from other districts where they were identified as gifted (AIG) must meet 

Wake County's AIG identification criteria. 

• Identification in another school system does not transfer as automatic AIG identification in Wake 

County. The AIG Program in Wake County identifies students in reading/language arts and/or 

mathematics. 

• Transfer students who have been previously identified and served in gifted programs in other 

districts are only guaranteed a referral to the AIG Program in Wake County. 

• Students may be nominated once enrolled and actively attending a Wake County Public School. 

Temporary AIG placement occurs when: 

• All prior identification data (test scores) from the previous district meets Wake County's AIG 

identification criteria. The student may be placed temporarily in the AIG program while informal 

indicators and performance data are collected in order to complete the identification process. 

OR 

• Prior identification data does not meet Wake County's AIG identification criteria, and the 

recommendation is for the student to be referred to determine AIG eligibility, BUT 

• after thorough explanation with the parent that the student may or may not be identified, AND 

• the parent still chooses for the student to receive services on a temporary basis, THEN 

• the student may be placed temporarily as a MODERATE level of service pending the completion 

of the referral/ identification process. 

AIG students transferring to WCPSS from other school districts: 

• SBC-GE must review all records to determine if there is enough data available to meet Wake 

County's identification criteria. 

• If current test data and student performance data are available to make a decision 

regarding identification, a recommendation will be made. 

• Parent signs the Temporary Placement form, if needed 

• If there is not enough data to make a decision, the student will be referred and tested in the 

next Testing Window. Teachers will gather student work samples and other evidences of need for 

gifted services during this process. This will take a minimum of 4-6 weeks. 

• The SBCGE will make a recommendation in accordance with the identification criteria.


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REEVALUATION PROCEDURES 

• K-3 identified students will take the CogAT/ITBS along with all 3rd graders; if they qualify, that will 

count as their reevaluation. If they do NOT meet the identification standards, they will exit the AIG 

program. They do not need to continue with an IDEP. 

• Any elementary student with an IDEP will need to be reevaluated by the end of their 5th grade year 

to determine if they need continued differentiated services through the AIG program. The SBCGE will 

meet to review the reassessment data and student portfolio to determine eligibility. 

• Middle School reevaluation may occur if requested by SBCGE. This may occur when: 

1. Student performance indicates no need for service at the Annual Performance Review. 

2. Student performance indicates a need to gather data for education planning in consideration for 

acceleration. 

EXITING PROCEDURES from AIG Program at SBCGE request: 

• Parent conference to review student performance data and concerns 

• SBCGE recommendation for service no longer needed; temporary inactive status or remain active 

during reevaluation process 

• Instructional Support Plan implemented for one full semester 

• Documentation of implemented strategies reviewed 

• Request for updated evaluation data 

• SBCGE determines need for differentiated services 

EXITING PROCEDURES from AIG Program at parent request: 

A parent may request student exit from the AIG Program without a reevaluation. 


• AIG Parent Guide 


• AIG Plan 

• Consent for Evaluation form 

• Consent for Service form 

• Temporary Placement form 







Practice G 

Maintains documentation that explains the identification process and service options for individual 

AIG students, which is reviewed annually with parents/families.


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Rationale: Although the identification process and service options are documented and shared with 

parents each year, more thorough clarification is needed according to feedback collected during our 

evaluation. Additionally, some identification procedures have been clarified and documents will need 

to be updated. 

Goals: Update with new guidelines and publish: 

Student Search and Identification flow chart 

AIG Parent Guide 

AIG Program Brochure 

Individual Student Profile (ISP) Explanation Document 

Annual Performance Review process 

AIG School Service Delivery Plan 

AIG Program Parent Presentations 

AIG Webpage 

DCP- Differentiated Course Plan for students 

DEP- Differentiated Education Plan for students 

Description: The following documents will be updated to reflect changes in identification procedures: 

• AIG program Student Search and Identification flow chart 

• AIG Parent Guide and AIG Parent Brochure 

• ISP Explanation Document 

• Annual Performance Review process 

• AIG Service Delivery Plan for school 

• AIG Program Parent Presentation and Explorers Power Point 

• AIG Information Webpage 

• DCP 

• DEP 


ALL Revised documents and webpages for WCPSS AIG Program: 

• AIG Parent Guide and AIG Program Brochure 

• AIG Identification Flowchart 

• Individual Student Profile (ISP) Explanation 

• AIG Service Delivery Plan for schools 

• Presentations: Explorers, Parent overview 

• AIG Information Web Page 

• DCP 

• DEP 



of the practice.


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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. 

Practice A 

Adapts the NC Standard Course of Study (SCOS) according to identified abilities, readiness, 

interests, and learning profiles, K-12. 


Rationale: Each child has unique strengths and needs and appropriate instruction is designed based 

on a complete learner profile. 

Services for Academically Intellectually Gifted students, as determined by their learning 

characteristics and areas of giftedness, include differentiated curricula and instructional opportunities 

directed toward the unique needs of the gifted learner. These services build upon and extend the 

North Carolina Standard Course of Study and span grades K-12. 

Differentiated curricula and instructional practices outlined in this plan align with the National 

Association for Gifted Children (NAGC) Pre-K through Grade 12 Gifted Program Standards, North 

Carolina AIG Program Standards adopted 2009 by the North Carolina State Board of Education, and 

the goals of the Wake County Instructional Services Division. 


Description: The AIG Program supports the development and implementation of differentiated 

curricula and instruction based on a synthesis of nationally research-based models and theories. 

Students receive differentiated curricula and instruction that is greater in depth and complexity. 

Service delivery options for gifted learners create challenging opportunities for optimal student growth 

as described in Standard 2 Practice B. 

Academically Intellectually Gifted Resource Teachers and regular education teachers develop and 

implement high-quality, comprehensive curricula which include the components of: in-depth content, 

assessments, introduction, grouping strategies, teaching activities, learning activities, products, 

resources, extensions, and differentiation. Differentiated curricula and instruction align with 

Differentiated Education Plans (DEPs) or Individual Differentiated Education Plans (IDEPs) and 

Differentiated Course Plans (DCPs) for students in identified areas of giftedness. The Annual 

Performance Review process determines if the goals have been met. 


• Service Delivery Plan for schools 

• Differentiated Course Plans and Differentiated Education Plans 

• Parent Presentation by the AIG Teacher 

• Student Work Samples and portfolios 

• Curriculum Management Application (C-MAPP) 

• Teacher Toolbox for Planning Rigorous Instruction 

• AIG teacher Curriculum Bank


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Practice B 

Enriches, extends, and accelerates the curriculum to address a range of ability levels in language 

arts, math, and other content areas as appropriate. 


Rationale: Students are placed into an appropriate learning environment with the program option that 

matches the student's cognitive and affective needs and aligns with the individual School AIG Service 

Delivery Plan. 

An identified student may require curriculum modification techniques designed to adjust levels of 

required learning so that all students are challenged, to increase the number of in-depth learning 

experiences, and to introduce various types of enrichment into regular curricular experiences. 


Description: The AIG Resource Teacher and regular education teachers collaborate to provide 

differentiated curriculum and instruction for AIG students in the regular education classroom. The AIG 

Resource teacher provides direct services to students in grades four and five who are identified with a 

strong or very strong service level. The AIG Resource Teacher will either pull-out students and/or 

push-in the classroom to meet student needs. (Cooperative Teaching: Consultation/Collaboration 

Model) 

K-3 

• Consultation among classroom teachers and AIG teacher 

• Early identified students have needed differentiated services as outlined in their Individual 

Differentiated Education Plan (IDEP) 

• Explorers Program for all 3rd grade students 

4-5 

• Cooperative Teaching: Consultation/Collaboration Model; may include team teaching, 

complementary teaching, demonstration teaching and supportive learning activities 

6-8 

• Cluster and flexible grouping in language arts and mathematics 

• Course offerings in mathematics 

• Cooperative Teaching: Collaboration/Consultation Model; may include team teaching, 

complementary teaching, demonstration teaching and supportive learning activities


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The Differentiated Education Plans (DEPs) for elementary and middle school students are developed 

at the beginning of each academic year by the AIG Resource Teacher in collaboration with the 

regular education teachers. The DEP is reviewed and amended as needed during the academic year. 

Differentiated Course Plans (DCPs) are written yearly highlighting AIG program goals, content, and 

evaluation for each student. DCPs are amended as needed during the academic year. Both the DEP 

and the DCP are reviewed during the Annual Performance Review process. Parents can request a 

meeting to discuss any recommended change in service level that is made by the School Based 

Committee for Gifted Education. 

9-12 

• Students self-select courses 

• Honors and AP courses 

• IB courses, if available 

The Differentiated Education Plan (DEP) for high school students indicates areas of service for 

students in grades nine through twelve. A copy of the high school DEP is provided to parents of 

identified students at the end of the eighth grade academic year. Accelerated high school students 

are served through honors and advanced placement classes and the International Baccalaureate 

classes, if available. Differentiated Course Plans are developed to describe the course goals, content 

and evaluation. 

AIG Program Service Options Available for Identified Students with Levels Who Require 

Additional AIG Differentiation 

Out-of-grade grouping for part of the instructional day may be the best available option for the few 

students requiring significantly accelerated instruction. Students who are served 

by the cross-grade grouping may participate for all or part of the academic year, depending on 

individual student needs. 

Differentiated Learning 

Students are provided differentiated curriculum through enrichment of the NC Standard Course of 

Study. 

Recommended forms of Accelerative Practice: 

*Early Entrance to Kindergarten: Available for students who meet NC criteria. 

*Whole Grade Advancement: The need for whole grade advancement is determined on an individual 

basis. Students recommended for whole grade advancement must be identified as academically 

gifted and demonstrate characteristics consistent with the VERY STRONG level of need for 

differentiation. 

The SBCGE will request and review evidence indicating possible need for whole grade advancement 

from regular education teachers, the AIG teacher, the AIG psychologist, and a Central Service AIG 

program administrator.


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*Curriculum Compacting: Students may move rapidly through the curriculum if mastery is 

demonstrated by testing out of skills. Teacher or district created assessments and a portfolio of work 

samples and products can serve as indicators for mastery. 

*Grade Telescoping: Student coursework is reorganized vertically so that middle or high school 

requirements can be completed in less time. Middle and high school teachers and Central Services 

content specialists work collaboratively to design appropriate vertical alignment and organization. 

*Subject Area Acceleration: Students may be accelerated above grade level for specific content area 

and course needs, without whole grade acceleration. Students whose performance and interests 

indicate need for acceleration two or more years beyond grade level peers in specific content areas 

may be referred to the SBCGE. A portfolio of student work that demonstrates a depth of conceptual 

understanding of the NC Standard Course of Study for the current and succeeding grade levels will 

be reviewed. Indicators of advanced performance and achievement in math and literacy profiles, 

reading levels, projects and other exemplary work products are considered by the SBCGE in 

determining need for acceleration. 

*Cross-grade grouping: Students from different grades who are performing at the same level or 

demonstrate the same level of readiness are grouped together regardless of age for instruction. 

*Concurrent Enrollment for Content Area Need: In rare cases, a student may require instruction at a 

different school (elementary to middle, middle to high, high school to university) in a specific content 

area such as math. A recommendation from the SBCGE and the student's assigned school principal 

will be forwarded to the Central Services AIG Program administrators. 

*Advanced Placement: Students complete courses with advanced content. 

*Mentorship: Students may be assigned to a professional or expert in a specific area of interest to 

expand experience and knowledge outside of the classroom. 

*NC Virtual Public School: Students may enroll in eLearning taught by NC-certified teachers. Grade 

will transfer to their local school and become part of their academic record. 

*High School Credit: Students complete course for high school credit while in middle school. 

*Dual Enrollment: Students complete high school courses toward graduation while concurrently taking 

university courses. 

*Early High School graduation and admission to college: students complete required and additional 

available coursework on an accelerated schedule at the high school level, graduate early, and then 

apply to early admission to college.


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• AIG Service Delivery Plan 

• DCP 

• DEP 

• WCPSS web site 

• AIG web site 

• Curriculum Units 

• Student portfolios 







Practice C 

Employs diverse and effective instructional practices to address a range of learning needs. 


Rationale: The Wake County Public School System Academically Intellectually Gifted Program 

provides a wide variety of services for identified AIG students from kindergarten through twelfth 

grade. AIG students receive services through a variety of settings; the services are designed to 

modify, supplement, and build on the academic skills and knowledge attained at all grade levels. 

Equitable access is assured by the consistent, system wide, application of the identification process. 


Description: A variety of differentiated instructional strategies and methods are utilized within 

program options to offer modifications that develop high levels of thinking and accommodate 

individual interests, achievement levels, and learning styles. 

Cluster Grouping for Instruction 

Elementary and middle school principals, in consultation with the SBCGE, elementary teachers and 

middle school teams, assign AIG students to regular education classrooms in clusters for the majority 

of gifted education services. Students are assigned to clusters based on similar needs. Students are 

placed in cluster groups based on their need in language arts and/or mathematics. Differentiated 

curriculum and instruction is provided in the clusters to AIG students. The classroom teacher and the 

AIG teacher work together to align appropriate instruction for the AIG students. Cluster grouping is an 

instructional strategy that is documented on individual AIG Service Delivery Plans and on 

Differentiated Education Plans (DEP) for identified students. 

In middle school the AIG Resource Teachers meet regularly with teachers to collaborate and to plan 

for differentiated curricula that will meet the needs of identified students.


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In elementary school the AIG Resource Teachers provide direct and indirect services to students 

through the implementation of the Cooperative Teaching: Consultation/Collaboration Model. 

Cluster grouping in both elementary and middle schools significantly increases the effectiveness of 

the AIG Resource Teacher. Elementary AIG Teachers provide consultative service to teachers and 

direct service to students with a strong or very strong service level. Middle School AIG Resource 

Teachers provide consultative services to regular education teachers. Flexible grouping within the 

clusters should remain fluid and occur as appropriate. 

Flexible Grouping for Instruction 

Flexible grouping is an instructional strategy that is documented on each school's Academically 

Intellectually Gifted Service Delivery Plan and on Differentiated Education Plans (DEPs) for identified 

students. Grouping is used to facilitate appropriate instruction. Flexible groups allow for modification 

of curricula and instruction according to common ability, readiness levels, learning styles, and/or 

interest of students. Identified students will have opportunities to be grouped flexibly without being 

separated from the rest of their classmates. This may include flexible in-class or across-class 

groupings for differentiated activities or units. Students may be pre-assessed to form groups based 

upon common and specific needs in specific curricular areas. Groups are formed as needed to assist 

differentiated curricula and instruction. Teachers meet regularly with the AIG Teacher to plan for 

flexible grouping instruction. 

High School Honors and Advanced Placement Courses 

Advanced classes are open to all students. Prerequisite courses are required for enrollment in some 

honors or advanced placement courses. The high school administration, teachers, guidance 

counselors, and parents/guardians provide guidance to students in choosing appropriately 

challenging courses. During the course selection process, all school personnel recognize students 

having the potential to succeed. 

Essential Elements of Differentiated Instruction 

• Differentiation of Content, Process, and Product 

• Nurturing Learning Environment 

• Development of Critical and Creative Thinking Skills 

• Focus on Rigor 

Through the ongoing implementation of the Cooperative Teaching: Consultation and Collaboration 

Model Academically Gifted Resource Teachers facilitate differentiated learning through direct and/or 

indirect services for gifted and high ability learners. Academically Gifted Resource Teachers work in 

collaboration with regular education teachers to develop and implement resources, procedures, 

processes and strategies that provide challenge and enhance the quality of curriculum for gifted and 

high ability students. Teachers differentiate, replace, supplement and/or modify curricula to facilitate 

higher-level learning goals by building upon and extending the North Carolina Standard Course of 

Study. 

Independent Study: Identified students in grades four through twelve may participate in an 

independent study within an academic area of need for exploring and advancing a specific academic 

interest or proficiency that cannot be provided in the regular education setting. The AIG Resource


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Teacher in collaboration with the classroom teacher directs this option. 

Differentiated Learning Centers: Students who have mastered the basic curriculum and require 

additional enrichment may work in a classroom learning center for specific units of study. 

Learning Contracts with Management Plans: Students may participate in a specific learning 

contract within an academic area of need for exploring and advancing a specific academic interest or 

proficiency that cannot be provided in the regular education setting. The AIG Resource Teacher in 

collaboration with the classroom teacher assists with formulating the contract and determining how it 

will be managed. Learning contracts are agreements between the classroom teacher and AIG 

Resource Teacher and student. Learning contracts allow the student to work independently on 

materials related to an identified unit of study extending and enriching the North Carolina Standard 

Course of Study. The regular education teacher generally determines contract assignments, although 

students should be able to make choices within or modifications to these assignments. To be 

effective, it is important that contract goals be realistic and that teachers meet regularly with the 

student to provide instruction and to monitor progress. Learning contracts have clear goals, essential 

questions, content, and evaluation. 

Individualized Learning Plan: Students may participate in an individualized learning plan. The 

regular classroom teacher and AIG Resource Teacher in conjunction with the School Based 

Committee for Gifted Education collaboratively develop an individualized differentiated learning plan. 

The plan for individualized instruction is tailored to the unique educational requirements of the 

student; the plan is recorded on the Individualized Differentiated Education Plan (IDEP). 


• AIG Service Delivery Plan for each school 


• Curriculum Management Application (C-MAPP) 

• Instructional Resources 

• AIG Plan 

• Curriculum Units, lessons and activities 

• Student work samples 

• DCP 

• DEP 






accommodate a range of academic, intellectual, social, and emotional needs of gifted learners.


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Practice D 

Selects and uses a variety of research-based supplemental resources that augment curriculum and 

instruction. 


Rationale: Gifted students require differentiated curriculum and instruction based on the 

characteristics of gifted learners. 


Description: There are a variety of differentiated curricular, instructional, and resource materials 

available to Academically Intellectually Gifted Resource Teachers and regular education teachers that 

incorporate research-based models and methods. 

• WCPSS Curriculum Management Application (C-MAPP) 

• AIG Wiki site for differentiated instruction and curricula 

• Kids Into Thinking (KIT) differentiation training modules and resources - Grades K-3 

• Enrichment activities aligned with the instructional calendars that enhance and extend the North 

Carolina Standard Course of Study- Grades 4-8 

• Explorers Model Lessons - Grade 3 

• Writing resources focused on developing Level 4 writers - Grades 4 and 7 

• Sharpen Your Thinking! mathematics supportive learning activities - Grades 3-8 

• Differentiated curricula examples at individual elementary, middle and high schools as an integral 

part of the on-site differentiation training 

• Student Engagement Strategies Resource 


• Differentiation: Building Teacher Skills: Differentiation training modules and resources - Grades K-12 

• Instructional Differentiation From Preparation to Implementation: Differentiation training modules 

and resources - Grades K-12 

• Cooking Up Excellence: Three levels of differentiation training modules and resources - Grades K-5. 

• Cruise to Excellence: Three levels of differentiation training modules and resources - Grades 6-8. 

• Communities of Excellence: Differentiation training modules and resources - Grades 9-12. 

• Light Bites, Day Trips, and A Walk in the Park: A collection of short staff development modules 

focusing on individual differentiation strategies – Grades K-12 

• Variety of Resource books aligned with AIG Program initiatives, ISD initiatives, and current research 

in gifted education 


• Curriculum Bank 

• Differentiation Resources 

• Professional Development Resources 

• Portfolios of student work 


Ideas of Strengthening: This section does not need to be completed based on the chosen category


7/12/2010 





Practice E 

Fosters the development of 21st century content and skills by infusing the following at an advanced 

level: high-level content for global awareness, civic and economic literacies, and health awareness; 

critical thinking and problem solving; high-level communication and collaboration; applied information 

and media literacy, including concepts, systems, and operations in challenging research contexts; 

creativity and innovation; real-world learning in local, regional, and global contexts; and applied life 

skills for leadership, ethics, accountability, adaptability, productivity, responsibility, people skills, selfdirection, 

and social responsibility. 

This practice is a Future Practice (2013-2016) for 2010-2013. 

Rationale: AIG Resource Teachers work with Professional Learning Teams and collaborate with 

content specialists in their schools to support the integration of 21st century skills. AIG Resource 

Teachers are engaged in the ongoing research, development and piloting of conceptual based units 

of study that integrate challenging content and global thinking. These efforts will culminate in 

additions of integrated units of study in the C-MAPP. 


Description: This section does not need to be completed based on the chosen category of the 

practice. 

This section does not need to be completed based on the chosen category of the practice. 


Planned Sources of Evidence: This section does not need to be completed based on the chosen 

category of the practice. 


Ideas of Strengthening: 




Practice F 

Uses on-going assessment to differentiate classroom curriculum and instruction. 

This practice is a Maintained Practice for 2010-2013.


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Rationale: Data regarding student readiness and interests, classroom performance and 

achievement, learning preferences are analyzed for planning appropriate differentiated instruction by 

AIG Resource Teachers. However, walkthrough observations and analysis of student work samples 

from regular education classrooms indicate a need for additional support and professional 

development for classroom teachers in the use of assessment for planning differentiated instruction. 


Description: AIG Resource Teachers work with Professional Learning Teams in schools to support 

the analysis of ongoing student assessment data. Blue Diamond assessments are used regularly in 

addition to other classroom assessments, tests, projects and student grades and performance. 

Formative assessments are used for planning differentiated learning opportunities that reinforce, 

challenge and develop students' thinking. Assessment should be meaningful and have application in 

other areas of learning and life. Assessment should reflect what students know about content 

outcomes and standards. The results should be used to improve student performance and 

knowledge. 

EVAAS attempts to estimate the effectiveness of schools, teachers, and even districts in raising 

student test scores by analyzing longitudinal databases that contain multiple measures of student 

performance across years. This online database has recently been made available to all NC schools 

free of charge through the NC Department of Public Instruction. EVAAS produces estimates of the 

extent to which students score better (or more poorly) than would otherwise be expected on 

achievement test outcomes. This specific analysis is labeled a “School Value Added Report”. 

Teachers continuously use formative and summative assessments and district-adopted tools to 

evaluate the effectiveness of implemented curricula and its impact on student achievement and 

growth. Professional learning teams of AIG Resource Teachers meet during scheduled planning 

times for job-embedded learning and the development and implementation of differentiated curricula 

and instructional strategies. Short-term and annual goals are established to monitor student 

achievement and growth. AIG Teachers create action plans through team-based action research to 

achieve goals and to clarify the evidence they will gather to assess the impact of their plans. This 

guides the work of teams as part of the process of continuous improvement of differentiated curricula 

and instructional practices. 

Effective assessment requires students to use higher levels of thinking to develop their own 

responses to questions, topics and issues. Assessment is tailored to the needs, strengths and 

weaknesses of the learner. Learning logs, anecdotal records, portfolios, performance-based tasks, 

essays, journal entries, open-ended questions, discussions, peer response sessions and interviews 

are some forms of assessment that allow for an open student response. 

Effective assessments require students to solve problems and think critically. They indicate to what 

extent students are able to use ideas, theories, methods, concepts or principles in situations 

encountered in daily life. Worthwhile products and performances generally apply in real life settings 

and connect to the world outside of the classroom. These types of assessments let us know how well 

students can use what they have learned, not just how well they can memorize and put something on 

paper.


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Valid assessments base scoring on a set of specific standard criteria. Assessments should be 

consistent in expectations, criteria and scoring. Effective assessments are based on competencies, 

criteria, and a set of predetermined outcomes. 

Ongoing evaluation of implemented differentiated curricula and instruction occurs through 

the following process: 

1. Analyze student data. 

2. Align with instructional strategy. 

3. Identify and/or develop and implement supportive learning activities. 

4. Evaluate the effectiveness of strategies and/or activities. 

5. Analyze the results of formative and summative assessments. 

6. Repeat the cycle with further inquiry. 


• PLT discussions 

• Math and Literacy Profiles 

• Blue Diamond results 

• Writing Assessments 

• Math predictor-EVAAS 

• WCPSS C-MAPP 

• EOG high growth data for AIG students 

• Formative and summative assessments, classroom & AIG teacher created 







Practice G 

Creates affective curricular and instructional practices which support the social and emotional needs 

of AIG students. 


Rationale: The AIG Program acknowledges that gifted students may have distinctive social and 

emotional needs. The AIG Program staff has worked with Dr. James DeLisle, an expert in this field, 

during the last 4 years. However, there is a need for further work and collaborative, focused planning 

to support parents and teachers in recognizing and meeting these needs.


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practice. 










Practice H 

Cultivates and develops the potential of young (K-3) students through purposeful and intentional 

strategies and differentiated curriculum and instruction. 


Rationale: The development of gifted behaviors at a young age is critical for achievement and 

development of full potential. The AIG Program provides opportunities and resources that nurture the 

gifted behaviors of young students at the K-3 level. 


Description: Summary of AIG Program Nurturing Initiatives 

K-2 Model: 

• Consultation and collaboration with regular education teachers 

• Differentiated curriculum and instruction resources provided to regular education teachers 

• Professional development modules 

Nurturing Initiatives in Select Schools (Referenced in Standard 4, Practice I): 

• Project Bright IDEA 

• Project Bright Horizons 

• Project Bright Tomorrow (Beginning 2011) 

Third Grade: Explorers Model 

The Wake County Public School System AIG Program includes a unique nurturing component for all 

third grade students. Throughout the academic year, the AIG resource teacher works in partnership 

with all third grade teachers to provide a variety of in-class experiences in language arts and


7/12/2010 

mathematics designed to elicit high academic performance. All third grade students participate in 

whole class experiences. As the year progresses, students who demonstrate potential in these inclass 

experiences receive advanced and enriched learning opportunities. Student groups remain 

flexible and fluid throughout the school year. 

Student data collected during the implementation of Explorers Program are an integral part of the 

identification process for third grade students. Selected work samples are designated for inclusion in 

the third grade student portfolio. 

There are a variety of differentiated curricular, instructional, and resource materials available to AIG 

Resource Teachers and regular education teachers that incorporate research-based models and 

methods. 

• Kids Into Thinking (KIT) differentiation training modules and resources - Grades K-3. 

• Explorers Model Lessons - Grade 3 

• Cooking Up Excellence: Three levels of differentiation training modules and resources-Grades K-5 

• Differentiation: Building Teacher Skills 

• Instructional Differentiation from Preparation to Implementation 


• Student Engagement Strategies Resource 

• Light Bites, Day Trips, and A Walk in the Park: A collection of short staff development modules 

focusing on individual differentiation strategies – Grades K-12. 

• Variety of Resource books aligned with AIG Program initiatives, ISD initiatives, and current research 

in gifted education. 



• Differentiation Resources 

• Student Portfolios 

• Professional Development Resources 







Practice I 

Ensures collaboration among AIG personnel and other professional staff, including exceptional 

children's personnel and others related to AIG students, to develop and implement differentiated 

curriculum and instruction. 



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Rationale: The knowledge and expertise of professional staff is critical to the development of 

comprehensive differentiated curricula that is aligned appropriately with the NC Standard Course of 

Study and provides necessary rigor and challenge. 


Description: The WCPSS Instructional Services Division maintains C-MAPP that outlines the NC 

Standard Course of Study for teachers. This guide incorporates pacing guides and instructional 

calendars, benchmark Blue Diamond assessments, unit plans with cognitive emphasis, differentiation 

and enrichment options, and technology connections. Content area specialists collaborate with AIG 

staff and AIG teachers to develop Differentiated Course Plans, lessons, and units of study found in C- 

MAPP. Content area specialists ensure that content is accurate and instructional practices are highly 

effective. 

AIG Program staff support ongoing Intervention Alignment efforts to support the success of all 

students. Students who are dually identified may be academically intellectually gifted and have 

intellectual, behavioral, or physical needs that may interfere with educational performance. 

Each School Based Committee for Gifted Education works closely with the Student Support Team to 

prescribe appropriate strategies and targeted interventions to address individual needs and foster 

increased success. 


• Professional Learning Team efforts and notes 

• Collaboration with Dropout Prevention Committee 

• School Based Committee/Student Support Services meeting notes 

• Individual Education Plans (IEPs) 

• Individual Differentiated Education Plans (IDEPs) 

• Differentiated Education Plan (DEPs) 

• WCPSS C-MAPP 







Practice J 

Develops and documents a plan that articulates the differentiated curriculum and instruction services 

that match the identified needs of the K-12 AIG students. The document is reviewed annually to 

ensure effective programming, a continuum of services, and school transitions. 


Rationale: The AIG Plan provides structure for the annual review of student performance and


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achievement to ensure appropriate service to meet student needs. 


Description: Annual Reviews of each AIG identified student are conducted by the School Based 

Committee for Gifted Education to determine possible needs for change in service levels. Service 

levels may be increased, reduced, or remain the same based on collected evidence. Any students 

experiencing academic difficulty in K-12 may be provided with an Instructional Support Plan in an 

effort to encourage, assist, and promote their success in the academic setting. 

The Differentiated Education Plans (DEP) for elementary and middle school students are developed 

at the beginning of each academic year by regular education teachers and the AIG Resource 

Teacher. The DEP is reviewed and amended as needed during the academic year. Differentiated 

Course Plans(DCPs) are written yearly highlighting AIG program goals, content, and evaluation for 

each student. DCPs are amended as needed during the academic year. Both the DEP and the DCP 

are reviewed during the Annual Performance Review process. Parents can request a meeting to 

discuss any recommended change in service level that is made by the School Based Committee. 

The High School Differentiated Education Plan (HS-DEP) indicates areas of service for students in 

grades nine through twelve. A copy of the high school DEP is provided to parents of identified 

students at the end of the eighth grade academic year. Accelerated high school students are served 

through honors and advanced placement classes and International Baccalaureate classes, if 

available. Differentiated Course Plans are highly developed and describe the course goals, content, 

and evaluation. 


• Differentiated Education Plans (DEPs) 

• Differentiated Course Plans (DCPs) 

• Annual Review Documentation 




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. 

Practice A 

Employs an AIG-licensed educator(s) to guide, plan, develop, implement, revise, and monitor the 

local AIG program. 



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Rationale: AIG Coordinating Teachers are AIG certified and it is recommended that the Director also 

be AIG certified. 


Description: The AIG certified coordinating teachers and resource teachers work with the director to 

develop and monitor the AIG Plan with ongoing feedback from the Gifted Education Leadership 

Team, administrators, teachers and parents. 


AIG Director and Coordinating Teacher job descriptions 








Practice B 

Ensures that AIG specialists are engaged in tasks which explicitly address the academic, intellectual, 

social, and emotional needs of gifted learners. 


Rationale: AIG Teachers attend professional development each year that addresses their roles and 

responsibilities for differentiated curriculum and instruction to meet the needs of gifted learners. 


Description: 

AIG Resource teachers have opportunities for professional development of differentiated curriculum 

and instruction. Quarterly reports of roles and responsibilities reflect their activities and tasks related 

to the needs of gifted learners. 


• Quarter by Quarter Reports 

• Daily Schedule 

• Professional development 

• AIG Teacher meeting attendance rosters 

Other Comments:


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Practice C 

Establishes specific and appropriate professional development requirements for all personnel 

involved in AIG programs and services, including classroom teachers, exceptional children's 

personnel, counselors, and school administrators. 


Rationale: Requirements for professional development should be established so that all teachers 

and other personnel who work with AIG students can recognize and address the needs of gifted 

students. 

Strategic and focused professional development is needed to maximize student achievement and 

growth of AIG students. 



practice. 











Practice D 

Places AIG students in classrooms with teachers who have met the LEA's professional development 

requirements for that position or have earned an AIG add-on license. 


Rationale: All teachers who serve AIG identified students need professional development to prepare


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them to provide appropriate differentiated instruction on a daily basis. 



practice. 











Practice E 

Aligns professional development with local AIG program goals and other district initiatives. 


Rationale: The AIG Program professional development is aligned with the WCPSS strategic 

directives and initiatives to support and promote optimal student learning and teacher and principal 

efectiveness. 


Description: Professional development is a collaborative effort of the Instructional Services Division 

and Curriculum and Instruction, the Office of Professional Development, and the AIG Program. The 

professional development plan aligns with the National Association for Gifted Children (NAGC) 

Standards, PreK-Grade 12 Gifted Program Standards, North Carolina AIG Program Standards 

established by the Department of Public Instruction Exceptional Children Division, and the 

recommendations from the Curriculum Management Audit. 

AIG Resource Teachers 

The AIG Program Central Services personnel and other educators develop and implement academic 

programs and rigorous, relevant curricula that equip students with the knowledge, skills, and 

dispositions needed for success in meeting 21st century challenges. The AIG Program designs and 

implements ongoing professional development for AIG teachers to increase expertise by providing: 

• appropriate differentiated curricula and instruction for gifted and highly able learners 

• consultation services to all classroom (general education) teachers; 

• professional development to school personnel


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Regular Education Teachers 

The AIG Program provides regular education teachers learning opportunities specific to the potential, 

characteristics, and needs of gifted learners from kindergarten through eighth grade. The AIG 

Program also provides opportunities for ongoing differentiation training through the Consultation and 

Collaboration model to teachers of kindergarten through eighth grade students. The AIG Program 

collaborates with the high school team to support high school regular education teachers with 

differentiation. 

This professional development in differentiation strategies is a three-year progression of training with 

different levels of entry points and application for school staffs. It is aligned with the No Child Left 

Behind (NCLB) High Quality Professional Development, the National Standards for Quality 

Professional Development, and Southeastern Regional Vision for Education (SERVE) research. AIG 

Resource Teachers support regular education teachers as they review, reflect upon, and refine their 

use of differentiation in managing curricula, instruction, and assessment to promote optimal student 

growth and achievement. 

Staff development modules (such as, Light Bites, Day Trips, and A Walk in the Park) can be offered 

independently at a staff meeting or grouped for a longer professional development session. Each 

module focuses on a single differentiation concept or strategy and can be presented in 10-15 

minutes. A special section includes sessions on reading comprehension and student engagement. 

Optional activities and samples enable each module to be expanded to a longer session. The close 

interrelation of the topics facilitates grouping of several modules into one unit. 

Elementary and middle school AIG Resource Teachers focus on teaching and learning in their 

schools. They facilitate multiple forms of job-embedded, learner-centered professional development. 

They share knowledge and best practices, develop rigorous and relevant core 

curriculum, and contribute to the development of collaborative learning cultures to support student 

success through positive nurturing relationships. AIG Resource Teachers also meet with groups of 

parents/guardians in order to educate, inform, and prepare them to assist with Kids Into Thinking 

(KIT) as part of the AG Program initiatives. 


• Professional development training modules 

• Professional development schedules 

• Agendas aligned with AIG program goals 







comprehensive.


7/12/2010 

Practice F 

Aligns professional development opportunities with state and/or national teaching standards, 

including 21st century skills and content at advanced levels. 


Rationale: AIG professional development is aligned with state and national standards with a focus on 

21st century skills. 


Description: Professional development focuses on helping teachers understand advanced learner 

needs and strategies for differentiation of content, processes and products in daily instruction. 

The priority of the NC State Board of Education is that every public school student will graduate from 

high school, globally competitive for work and postsecondary education and prepared for life in the 

21st Century. AIG Program goals support this vision of preparing future ready and globally 

competitive students. AIG Program resources, units of study, assessment and professional 

development opportunities align with this vision and are evidenced in C-MAPP. 


• Professional development agendas 

• State and national standards 

• C-MAPP 

• AIG Professional Development training modules 








Practice G 

Provides opportunities for AIG specialists and other teachers to plan, implement, and refine 

applications of their professional development learning. 


Rationale: Professional development that is ongoing and job-embedded is available and offered 

several times each year. It encourages collaborative planning and teaching among elementary and 

middle school AIG Resource Teachers and regular education teachers.


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Description: In a consultation and collaborative cooperative teaching model, the AIG Resource 

teacher works with classroom teachers to plan and deliver appropriately differentiated curricula and 

instruction that include the in-depth study of complex and sophisticated content thus encouraging 

students to develop products that reflect their abilities and apply complex thinking and questioning. 

Teachers apply strategies and refine units of study to the benefit of the learner. 


• Professional development agendas and rosters 

• Collaborative teaching data 




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. 

Practice 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. 


Rationale: Services for Gifted students with very strong need for differentiated instruction need 

expansion. Highly and profoundly gifted students require time and appropriate structures for working 

with their intellectual peers. Stakeholder feedback suggests a need for more direct service at the 

middle school level. 

Goals: Develop/design appropriate instructional support for highly gifted students, such as: 

• Focused planning for differentiated instruction, problem based learning, long- and short-term 

projects, independent study, learning contracts, and more direct contact and support from middle 

school AIG teachers. 

• Classes taught by highly qualified, AIG certified math and language arts teachers, in collaboration 

with the school's AIG Resource teacher 

•Students with a very strong level of need for differentiation, acceleration, and enrichment receive 

direct consultation and support from the AIG Resource teacher. 

Description: The AIG Program School Delivery Plan offers a comprehensive list of appropriate 

grouping strategies, content differentiation and accelerative options for schools to meet the needs of 

gifted learners. Highly gifted students have diverse academic needs and their services need to be 

expanded in elementary and middle school.


7/12/2010 


• Differentiated Education Plans 

• Differentiated Course Plans 

• Individual Differentiated Education Plans 

• Professional Learning Team Meeting Minutes 

• Professional Development products 

• Acceleration and Enrichment opportunities noted on DEPs and Progress Reports 

• AIG Program School Delivery Plan 







Practice B 

Aligns AIG programs and services with each area of AIG identification, goals of the program, and 

resources of the LEA. 


Rationale: The AIG Program alignment is a collaborative effort of the Instructional Services Division 

staff in reading and mathematics. 


Description: Development of AIG resources, lessons and units of study are aligned with critical 

areas in reading and mathematics. Recommendations of the Curriculum Management Audit related 

to the need for increasing the cognitive challenge of learning tasks and opportunities as measured by 

Bloom's Taxonomy are implemented in professional development provided for AIG and regular 

education teachers. 


• Lessons and units of study 

• AIG Curriculum Bank 

• Professional Development Agendas 



of the practice.


7/12/2010 




Practice C 

Delivers AIG programs and services that are integral and connected to the total instructional program 

of the LEA in policy and practice. 


Rationale: The AIG Program aligns services with the goals of the NC Standard Course of Study and 

responds to the recommendations of the Curriculum Management Audit. 


Description: The AIG Program staff collaborates with the Instructional Services Division in the 

development of C-MAPP to provide integrated enrichment and extension lessons and opportunities. 

The AIG Program supports the appropriate use of accelerative and grouping practices and 

differentiated curriculum and instruction. 

Extra-curricular activities such as Duke TIP, PAGE Super Saturday, Odyssey of the Mind, and Math 

Olympiad are supported by the AIG Program to foster the needs of gifted learners. 


•WCPSS C-MAPP 

•School Service Delivery Plans 

•Differentiated Education Plans 

•Differentiated Course Plans 

•WCPSS AIG Website 







Practice 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. 

This practice is a Focused Practice for 2010-2013.


7/12/2010 

Rationale: Communication with school and district personnel occurs through several venues. AIG 

program information is available in schools and on the WCPSS website. 

Goals: Update the WCPSS AIG website and develop identification documents. Revise the school 

staff AIG presentation. AIG director will present the updated AIG Plan to school administrators and 

AIG teachers. 

Description: The AIG Program staff participates in principals' meetings, Area Superintendents' 

meetings, and IRT meetings to provide information about goals and service delivery expectations 

outlined in the district's AIG Program Plan. AIG resource teachers at each school provide sessions 

each year to inform school administrators and staff about the AIG program, share strategies for 

differentiating instruction, and lead related staff development. AIG teachers post information on their 

individual school websites and school newsletters. 


• AIG Teachers' Quarterly Responsibilities Reports 

• Individual School Websites 

• AIG School Newsletters 

• School Staff AIG Presentation 

• Meeting Agendas 

• Surveys to stakeholders 







Practice E 

Communicates among and between teachers and schools to ensure an effective continuation of K-12 

services, especially at key transition points. 


Rationale: The AIG Program provides easily accessible information to describe and maintain 

effective services across grades K-12. 

Goals: Quarterly updates will be provided to AIG teachers to post electronically. Update K-12 service 

descriptions in AIG Parent Guide, AIG Program Brochure, school staff presentations and on the 

WCPSS website. 

Description: The AIG Program informs teachers and schools in the following ways:


7/12/2010 

Parent letters that explain the difference in service delivery in elementary school and middle school 

are sent home at the end of 5th grade. 

AIG teachers facilitate informational sessions and presentations for parents. 

A high school transition letter is sent home to rising ninth graders describing the course selection 

process, Advanced Placement and Honors Courses. 

School Based Committees for Gifted education review options for accelerative practices such as dual 

enrollment that may be approved for students who demonstrate advanced performance two or more 

grade levels above their age peers or have a need for courses not offered at their base school. 

The AIG Program provides quarterly updates for schools to post on their websites or send home in 

school newsletters to inform parents of upcoming nomination and testing windows, identification 

procedures and current service delivery components. 


• Parent AIG presentations 

• School Based Committee Meeting Minutes 

• Power Point Presentations 

• Teacher planning sessions for selection of service delivery options 

• WCPSS AIG Website updates 

• AIG Program Guide 

• AIG Parent Brochure 







Practice 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. 


Rationale: The AIG Program staff collaborates and plans regularly with other professionals and 

parents to ensure appropriate services for students. 


Description: Through the ongoing implementation of the Cooperative Teaching: Consultation and


7/12/2010 

Collaboration Model the AIG Resource Teachers facilitate differentiated curricula through direct 

and/or indirect services for gifted and high ability learners. AIG Resource Teachers work in 

collaboration with regular education teachers to develop and implement resources, procedures, 

processes and strategies that provide challenge and enhance the quality of curriculum for gifted and 

high ability students. Teachers differentiate, replace, supplement and/or modify curricula to facilitate 

higher-level learning goals by building upon and extending the North Carolina Standard Course of 

Study. 

The Cooperative Teaching Consultation and Collaboration Model is the primary structure for 

delivering AIG services to students. The model may include: 

• Team Teaching- regular classroom teachers and AIG Resource teachers plan and deliver 

differentiated instruction to identified students 

• Complementary Teaching- AIG Resource Teacher enriches the NC Standard Course of Study 

delivered in the regular classroom 

• Demonstration Teaching- AIG Resource Teacher models instruction on how to differentiate 

instruction to meet the diverse learning needs of students 

• Supportive Learning Activities- AIG Resource Teacher enriches or accelerates instruction through 

cluster grouping and learning stations within the regular classroom 

Regular education teachers, AIG Resource Teachers, administrators, and support staff work together 

for the common goal of providing students' educational experiences that extend students’ abilities, 

achievements, and interests. This collaborative effort evokes intrinsic motivation for students to rise to 

the challenges they are capable of meeting, and to become the 21st century learners they have the 

potential to be. 

School Based Committee for Gifted Education (SBCGE) 

Members of the SBCGE review and monitor the needs of identified AIG students. A school based 

administrator (principal or assistant principal), the AIG Resource teacher, classroom teachers, school 

counselors, and instructional specialists serve on the SBCGE. 

The Gifted Education Leadership Team 

Parents, principals, teachers, community members, central staff and others form the Gifted Education 

Leadership Team. This team meets 3-4 times each year to review the status of the AIG Program, 

contribute to continuous improvement, and assist with the development of the local AIG Plan. 

Instructional Services Division/ Curriculum and Instruction Department 

The AIG Program collaborates with ISD/C&I professional staff to align the North Carolina Standard 

Course of Study objectives, recommended best practices, assessment tools and build C-MAPP. AIG 

Program staff serves on learning teams to support Goal 2014, strategic directives, and LEA 

directives. 


• School Based Committee for Gifted Education meeting notes 

• Gifted Education Leadership Team agendas and notes 

• Parent Meeting agendas and notes 

• AIG School Delivery Plan 

• C-MAPP


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• DCP 

• DEP 

• AIG Teacher Quarterly Responsibilities 







Practice 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. 


Rationale: The unique social-emotional needs of gifted students require dedicated attention from 

educators and parents. The AIG Program recognizes these needs and has provided opportunities for 

teachers to learn more about addressing these needs. Additional time, professional development and 

collaboration with other agencies and personnel are required to strengthen this area. 



practice. 










Practice 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.


7/12/2010 


Rationale: Gifted students have a need and a right to advance through courses of study at a pace 

that accommodates and accelerates their learning appropriate to their interests and capability. 

Schools have a charge to meet these needs by offering options for accelerated study. 


Description: Staff will insure that students with demonstrated and documented need for acceleration 

receive academic opportunities to proceed more rapidly through the usual progression of required 

skills and objectives for a given grade level or course of study, to work above the assigned grade 

level and complete studies at an earlier age when deemed appropriate. 

Differentiated Learning Opportunities 

Teachers work to meet the varied needs and learning styles of students. Teachers consult with 

Academically Intellectually Gifted Resource Teachers and the School Based Committee for Gifted 

Education (SBCGE) for support with gifted learners. 

Needs assessment practices include: 

a. Identification for Academically Intellectually Gifted (AIG) Program services 

b. Review of student’s portfolio of advanced work samples, grades, products and performances 

c. Recommendations by teachers, administrators and parents 

d. Review of all documentation by the SBCGE. Members of the SBCGE include a school 

administrator (Principal or Assistant Principal), regular education teachers, AIG Resource Teacher, 

counselors, psychologists, and other professionals who work with the students recommended for 

acceleration. 

Recommended Forms of Accelerative Practice 

1. Early Entrance to Kindergarten: (see School Admissions Policy 6201.1) 

2. Whole Grade Advancement: The need for Whole Grade Advancement is determined on an 

individual basis. Students recommended for Whole Grade Advancement must be identified as 

Academically Intellectually Gifted and demonstrate characteristics consistent with the very strong 

level of need for differentiation. The School Based Committee for Gifted Education (SBCGE) will 

request and review evidence indicating possible need for whole grade advancement from regular 

education teachers, the AIG Resource Teacher, the psychologist serving the AIG Program, and a 

Central Service AIG Program administrator. A student whose needs can be met by going to the next 

grade level for instruction in reading/English language arts and/or mathematics is not necessarily a 

candidate for whole grade advancement. The AIG Program identifies highly gifted students who are 

functioning at a minimum of 2 years or more above age peers. 

3. Curriculum Compacting: Students may move rapidly through the curriculum if mastery is 

demonstrated by testing out of skills. Teacher or district created assessments and a portfolio of work 

samples and products can serve as indicators for mastery. However, End-of- Grade and End-of- 

Course Tests may not be used for placement decisions.


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4. Grade Telescoping: Student coursework is reorganized vertically so that middle or high school 

requirements can be completed in less time. Middle and high school teachers and central services 

content specialists work collaboratively to design appropriate vertical alignment and reorganization. 

5. Subject Area Acceleration: Students may be accelerated above grade level for specific content 

area and course needs, without whole grade acceleration. Students whose performance and interests 

indicate need for acceleration two or more years beyond age level peers in specific content areas 

may be referred to the SBCGE. A portfolio of student work that demonstrates a depth of conceptual 

understanding of the NC Standard Course of Study for the current and succeeding grade levels will 

be reviewed. Indicators of advanced performance and achievement in math and literacy profiles, 

reading levels, projects and other exemplary work products are considered by the SBCGE in 

determining need for acceleration. 

6. Cross-Grade Grouping: Students from different grades who are performing at the same level or 

demonstrate the same level of readiness are grouped together regardless of age for instruction. 

7. Concurrent Enrollment for Content Area Needs: In rare cases, a student may require instruction at 

a different school (elementary to middle, middle to high school, high school to university) in a specific 

content area such as math. A recommendation from the School Based Committee for Gifted 

Education and the student's assigned school principal will be forwarded to the Central Services AIG 

program administrators for review. 

8. Advanced Placement: Students complete courses with advanced content 

9. Mentorship: Students may be assigned to a professional or expert in a specific area of interest to 

expand experience and knowledge outside of the classroom 

10. NC Virtual Public School: Students may enroll in eLearning taught by NC-certified teachers. 

Grades will transfer to their local school and become part of their academic record. 

11. High School Credit: Students complete courses for high school credit while in middle school. 

12. Dual Enrollment: Students complete high schools courses toward graduation while concurrently 

taking university courses. 

13. Early high school graduation and admission to college: Students complete required and additional 

available coursework on an accelerated schedule at the high school level, graduate early, and then 

apply for early admission to college. 


• Board Policy 5532 and R&P 5532 Acceleration and Academic Advancement 

• Documentation from Early Entry Applications 

• Whole Grade Advancement Recommendations 

• Advanced Placement Student Participation count 

Other Comments:


7/12/2010 






Practice I 

Provides intentional services for traditionally under-represented AIG populations, including 

culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, 

and twice-exceptional. 


Rationale: The Wake County Public School System is committed to identifying the academic needs 

of high-functioning and high-potential students from all populations. The AIG Program offers 

academic nurturing and enrichment opportunities before, during, and after formal identification for 

gifted education services. Nurturing efforts increase the development of academic and intellectual 

behaviors for possible future identification as gifted for all students in reading/language arts and/or 

mathematics. 

As demographics in Wake County Public School System continue to change, educators must learn 

how to better identify, serve, and sustain gifted students, including those who have previously gone 

undiscovered. The AIG Program seeks ways to identify and implement programming and specific 

nurturing initiatives to improve the representation, participation, and performance of underrepresented 

populations such as: 

•Culturally, linguistically, and ethnically diverse (CLED) 

•Second Language Learners 

•African American Students 

•Latino Students 

•Native American Students 

•Asian American Students 

•High potential gifted students with special needs 

•Learning disabilities 

•Attention Deficit Hyperactivity Disorder 

•Behavioral/Emotional disabilities 

•Autism Spectrum Disorder 

•Hearing impairments 

•Speech/Language impairments 

•Visual impairments 

•Other health impairments (i.e. diagnosed medical disorder that impacts educational performance- 

cerebral palsy, diabetes, sickle cell anemia)


7/12/2010 

Goals: To increase the use of differentiated curriculum and instructional practices that nurture gifted 

intelligent behaviors in traditionally underrepresented populations. 

Description: The AIG Program Nurturing Initiatives: 

• Explorers Third Grade Model 

• Project Bright IDEA Expansion (Grades K-8) focuses on new research-based approaches to 

nurturing and teaching children using an integrated concept-based curriculum and best practices for 

early identification and cultivation of high level potential in children. 

• Collaboration with Intervention Alignment and SIOP initiatives 

• Differentiated Curriculum and Instruction Professional development offerings 

• Student Engagement Strategies professional development offerings 

• Cooperative Teaching Model 


• Curriculum units for Explorers 


• Professional Learning Team work 

• Third Grade Explorers 

• AIG Teachers' agendas for professional development offerings 

• Project Bright IDEA 2 – Aversboro Elementary School 

• Project Bright IDEA 2 – Harris Creek and Wakelon Elementary Schools 

• Bright Horizons - Building Better Thinking Skills Program - Forestville, Swift Creek, Brentwood and 

Lake Myra Elementary Schools 

• Building Thinking Skills® provides highly effective verbal and nonverbal reasoning activities to 

improve students' vocabulary, reading, writing, math, logic, and figural-spatial skills, as well as their 

visual and auditory processing. This program provides a solid foundation for academic excellence 

and nurtures gifted behaviors. Teachers at Bright Horizons schools receive extensive training to 

impact instructional effectiveness. 







Practice J 

Encourages extra-curricular programs and events that enhance and further develop the needs and 

interests of AIG students. 



7/12/2010 

Rationale: Additional opportunities for enrichment exist outside of the classroom and the school. 

Gifted students benefit from innovative, challenging experiences. 

Goals: The AIG Program will promote and share information that may be of interest to students, 

parents and schools regarding opportunities for enrichment and interest. 

Description: 

• Duke TIP 

• Wake PAGE 

• Battle of the Books 

• Math Olympiad 

• Odyssey of the Mind 

• Ferrum College 

• University Academic Summer Camps 

• Camp Broadstone 

• Other information can be found at: http://www.nagc.org/resourcedirectory.aspx 


• AIG website Listings 

• Programs and events updates to schools 




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. 

Practice A 

Partners and communicates with parents/families and the community to ensure that the most 

appropriate services for the academic, intellectual, social, and emotional needs of AIG students are 

provided. 


Rationale: The AIG Program Director and staff value feedback and suggestions from parents, 

administrators, teachers, students and other stakeholders for evaluation and improvement of the AIG 

Program. These perspectives provide direction for program improvement. 


Description: The Director of the Academically Intellectually Gifted Program establishes the Gifted 

Education Leadership Team. The director invites participants representative of the local education


7/12/2010 

agency (LEA) and community. The leadership team conducts the Academically Intellectually Gifted 

Program review of the local Plan for Gifted Education and assesses the present program. The team 

assesses the representation of cultural and socio-economic groups in the program and makes 

recommendations to address inequities. 

Annual surveys, focus groups, interviews, and questionnaires may be included to reveal 

strengths and opportunities for growth of the existing program. Data from these sources 

provide valuable direction in setting goals, writing objectives, and making 

recommendations for the gifted program within the context of the total school program. 

The Gifted Leadership Team meets at least three times yearly to review goals, objectives, 

and initiatives and makes recommendations for review by the AIG Program. 

The Gifted Leadership Team Members include: 

• Director, AIG Program 

• Psychologist for the AIG Program, Wake County Schools 

• AIG Coordinating Teachers 

• Principals 

• Elementary and Middle School AIG Resource Teachers 

• Regular Education Teachers 

• Agency representatives from interested groups: Partners for the Advancement of Gifted Education 

(PAGE), Coalition of Concerned Citizens for African American Children (CCCAAC) and others 

• Parent and Community Members (reflecting diversity of community) 

School Based Committee for Gifted Education(SBCGE) 

The SBCGE reviews nominations and referrals, makes identification recommendations, matches 

students' levels of service to student need, and coordinates the Annual Performance Review process. 

Parents may provide documentation to the SBCGE that demonstrates student academic strengths 

and request to meet with the SBCGE concerning the identification process. The SBCGE collaborates 

with the Student Support Team when students have other special needs. Likewise, the Student 

Support Team (SST) work with the SBCGE when evidence is suggests that gifted services may be 

needed. 

Additional Community Outreach efforts: 

North Carolina State University, Duke University, St. Augustine College, Shaw University and other 

area institutions of higher learning provide student and professional mentors and tutors for students in 

need of advanced instruction as appropriate and as schedules permit. 

The Director of the Academically Intellectually Gifted Program and members of the Gifted Education 

Leadership Team meet with community members for a variety of events and community meetings as 

appropriate.


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• Meeting agendas 

• Survey data 

• School Based Committee Meeting Minutes 

• Focus Group Feedback 

• AIG website 

• AIG Program Guide 

• AIG Parent Brochure 







Practice B 

Shares with stakeholders, including all students' parents/families, information regarding the local AIG 

program, the local AIG plan, and other policies relating to gifted education. 


Rationale: The AIG Program staff provides frequent, ongoing communication about Wake County's 

AIG Program to stakeholders. Opportunities to learn about the AIG Program are readily available at 

the school and district level. 

Goals: Update the WCPSS AIG website to reflect 2010-2013 AIG Plan. Share updated information 

with stakeholders through AIG Parent Guide and AIG Program Brochure. Update web-based 

technology to increase parent access to AIG information. 

Description: The AIG Program Plan is posted on the Wake County Public School System website 

along with links to the following documents and resources: 

• Early Entry to Kindergarten Procedures 

• Whole Grade Advancement Procedures 

• The NC Standard Course of Study 


• Eligibility for Service 

• Identification Procedures 

• Chain of Inquiry About Gifted Services 

• Information for Incoming Transfer Students 

• Parent/Staff Presentation PowerPoint 

• Model Overview PowerPoint 

• Third Grade Explorers PowerPoint 

• AIG Program Overview on Full Circle TV


7/12/2010 

AIG Resource Teachers at each school provide parent information sessions covering the following 

topics: 

• K-2 Service for Early Identified Students 

• K-2 Parent Overview of the AIG Program 

• Third Grade Explorers Model 

• Third Grade Identification and Testing information 

• Fourth and Fifth Grade AIG service 

• Sixth Grade Middle School AIG service 

• Seventh and Eighth Grade AIG service 

AIG Director and Program Staff share information with community groups upon request. 


• AIG Program Webpage 

• AIG Program Brochures 

• AIG Parent Guides 

• Agendas and attendance from information sessions 

• Presentations, Podcasts, Television video segments 







Practice C 

Involves stakeholders, reflecting the diversity of AIG parents/families and the community, in the 

development, implementation, and monitoring of the local AIG program and plan. 


Rationale: Stakeholder involvement is critical in the development of the AIG Program Plan and the 

success of the AIG Program implementation. Feedback from all perspectives is valuable in the 

evaluation of the AIG program. 


Description: AIG Program Staff and AIG Resource teachers encourage and recruit parents, teachers 

and community members representative of the diversity, to participate in the development and 

monitoring of programs and service. The following opportunities exist for participation: 

• AIG Focus Group Sessions 

• Gifted Education Leadership Team meetings three times each year 

• AIG Staff Participation at PAGE sessions


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School Based Committee for Gifted Education (SBCGE) 

The School Based Committee reviews nominations and referrals, makes identification 

recommendations, matches students' levels of service to student need, and coordinates the Annual 

Performance Review process. The SBCGE monitors the application of the guidelines described in the 

AIG Program Plan and seeks to identify gifted students from under-represented populations without 

bias and with the use of alternate assessments and other evidences of gifted performance. 

Central Services Gifted Leadership Team 

The Director of the Academically Intellectually Gifted Program establishes the Gifted Leadership 

Team. The director selects participants for the at-large Gifted Leadership Team that is 

representative of the local education agency (LEA) and community. The leadership team 

reviews the Academically Intellectually Gifted Program Review of LEA Plan for Gifted Education and 

assesses the present program. The team assesses the representation of cultural and socio- 

economic groups in the program and makes recommendations to address inequities. 

Annual surveys, focus groups, and interviews and questionnaires may be included to reveal 

strengths and opportunities for growth of the existing program. Data from these sources 

provide valuable direction in setting goals, writing objectives, and making 

recommendations for the gifted program within the context of the total school program. 

The Gifted Leadership Team meets at least three times yearly to review goals, objectives, 

and initiatives and makes recommendations for review by the AIG Program. 

The Gifted Leadership Team Members: 

• Director, AIG Program 

• Administrator, AIG Program 

• Psychologist for the AIG Program, Wake County Schools 

• Principals 

• Elementary and Middle School AIG Resource Teachers 

• Parent and Community Members (reflecting diversity of community) 


• AIG Focus Group Sessions 

• Gifted Education Leadership Team meetings three times each year 

• AIG Staff Participation at PAGE sessions 

• Survey Results 






implementation of the local AIG program to develop strong partnerships.


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Practice D 

Informs parents/families and the community of opportunities available to AIG students on an ongoing 

basis and in their native language. 


Rationale: Information about the AIG program is readily available on the WCPSS website and in 

brochures and documents in English. Some documents are available in Spanish, but there is a need 

for translation into other languages represented by the student population. The AIG Program Office 

collaborates with the ESL staff to translate parent letters and forms. 



practice. 





Other Comments: The Wake County Public School System contracts with Via Language to translate 

documents as needed into the top seven languages (Spanish, Arabic, Chinese, French, Korean, 

Japanese, and Hindi). AIG Parent Brochures will be distributed to parents of limited English proficient 

(LEP) via WCPSS' Center for International Enrollment located at the WCPSS Administration Building. 

WCPSS contracts with a team of seven interpreters who may help explain AIG Services to parents of 

LEP students. 





Practice E 

Implements initiatives to intentionally involve parents/families and the community in meaningful ways 

to support gifted education. 


Rationale: In Wake County the AIG Resource Teacher is primarily responsible for communicating 

with and supporting families of AIG students. Linking AIG students and families with community 

resources will provide additional support and information. 

Goals: This section does not need to be completed based on the chosen category of the practice.


7/12/2010 


practice. 






Ideas of Strengthening: Providing information about resources available to AIG students and their 

families will help meet the diverse interests and needs of our students. The Wake Partners for the 

Advancement of Gifted Education (PAGE) offers many opportunities for parents and students to be 

actively engaged in gifted education. 




Practice F 

Forms partnerships with parents/families, institutions of higher education, local businesses and 

industry, and other stakeholders within the community to enhance and gain support for AIG programs 

and services. 


Rationale: Community agencies and business partnerships can offer critical support for gifted 

education and opportunities for gifted learners. Collaboration with colleges and universities will 

increase availability of accelerated learning pathways for gifted students. 



practice. 





Other Comments: The Director of AIG Program provides community outreach efforts in the following 

ways: 

• Meets yearly with the Parents for the Advancement of Gifted Education (PAGE) and Parent, 

Teacher, Student Association Councils (PTSA) upon request. 

• Meets with community members representing underserved/underrepresented/ at risk populations for


7/12/2010 

a variety of events and community meetings as necessary. 

• Provides information about extra-curricular opportunities available to AIG students during the 

summer. 

• Provides information about the Duke Talent Identification Program (TIP) to the community and 

schools. 

• Partners with local colleges, universities, and businesses to provide professional mentors and 

resources for very strong AIG students as needed. 

• Provides essential nomination, referral, and identification documents and norm referenced test 

information in English and Spanish as needed. 

• Facilitates meetings of the Gifted Education Leadership Team (GELT). 

Additional Community Outreach efforts: 

• North Carolina State University, Duke University, St. Augustine College, Shaw University and other 

area institutions of higher learning provide student and professional mentors and tutors for students in 

need of advanced instruction as appropriate and as schedules permit. 

• The Director of the Academically Intellectually Gifted Program and members of the Gifted Education 

Leadership Team (GELT) meet with community members for a variety of events and community 

meetings as appropriate. 

Communication to Parents: 

• School and PTSA/PTA newsletters provide information to parents/guardians about the AIG Program 

and events, program options, and nomination information. Wake County School System AIG Program 

website events, nomination forms, AIG Parent Guide, AIG Program Brochure, and information for 

various program options. Essential documents are provided in English and Spanish. 

• The AIG Program Brochure is distributed to every school in the district and mailed to interested 

parents upon request. 

• The AIG Program Brochure is distributed to all third grade parents. 

• On-line surveys provide an opportunity for parents and community members to provide feedback 

about the AIG Program; open-ended questions are provided. 

• Surveys are mailed to randomly selected households without access to email. 


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. 

Practice A 

Develops a written AIG plan describing the local AIG program in accordance with state legislation and 

policy, which has been approved by the LEA's school board and sent to SBE/DPI for review and 

comment. 



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Rationale: The AIG Local plan has been reviewed by stakeholders and feedback has been used for 

revisions intended to improve the local program. 


Description: The WCPSS Central Services AIG Program staff has reviewed the program plan in all 

areas outlined in the template for the North Carolina Local Academically Intellectually Gifted Program 

Plan. 

Key stakeholder groups were identified and invited to provide input for the Academically Intellectually 

Gifted Plan 2010-2013 by evaluating the current plan’s strengths and opportunities for growth and 

providing suggestions for revision. 

Stakeholder groups included the following: parents, AIG resource teachers (K-12); principals, regular 

education teachers, and senior district leadership. Representatives from the educational and parent 

community have been invited to review and to provide comments on the revised plan. 

The AIG Program Plan draft will be submitted to the Wake County Public School System Board of 

Education for review and approval. Once approved locally, the Plan will be submitted to the State 

Board of Education and the Department of Public Instruction. 


• AIG Plan 

• Survey results 

• Data collected from Focus Group Sessions 

• Data collected during PAGE Super Saturday session 

• Interview results 








Practice B 

Monitors the implementation of the local AIG program and plan in accordance with current legislation 

and state policies to ensure fidelity of implementation for all AIG program components. 



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Rationale: The Wake County Public School System is the largest school district in North Carolina. 

The AIG program must be closely monitored to ensure that services are delivered equitably and 

effectively in every school. 

Goals: The AIG Program will be carefully monitored at each school to ensure consistency in the 

delivery of AIG Program services from school to school. Principals will receive updates and reminders 

as to how AIG funds and personnel may be used. 

Description: AG Program Staff designs an annual plan for review of each school's AIG student 

records for accuracy of information, complete documentation, ISP, DEPS, and consent forms for 

evaluation and service. 

School Service Delivery Plans are signed by the principal and submitted by each school at the 

beginning of each school year. Implementation of plans are monitored by AIG Resource Teachers 

and AIG Program Staff. 

Elementary School Service Delivery Plans outlines services from the AIG Resource teacher, 

appropriate classroom grouping strategies, and content differentiation: 

-In-class flexible skills grouping 

-Cross class flexible skills grouping 

-Cluster grouping within class 

-Cross or multi-age grouping 

-Cross-grade grouping 

-Curriculum compacting 

-Differentiated instructional units 

-Centers 

-Computer-based instruction 

-Learning contracts with management plans 

-Independent Study 

-Individualized educational program 

-AIG Resource pull-out or team teaching (push-in) with AIG Resource Teacher (Required) 

-Third Grade Explorers (Required) 

Middle School Options provide appropriate classroom grouping strategies, grade level course 

offerings and content differentiation: 

-AIG Basics courses 

-Cluster grouping / Flexible skills grouping 

-Individualized instruction 

-Algebraic Thinking I, II and III 

-6th Grade Math 

-Advanced 6th Grade Math 


-Pre-Algebra 


-8th Grade Math Plus 

-Algebra I 

-Geometry


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-Curriculum compacting 

-Differentiated instructional units/centers 

-Technology applications 

-Learning contracts /independent study 

-Mentorship 

High School Service Options include: 

-Honors and AP English Courses Designated for AIG Service 

-Honors and AP Math Courses Designated for AiG Service 

-Guidance Support 

-Dual enrollment 

-Seminar forums 

-Mentorship 

-Internship 

-Course selection 

-College Planning 

-Motivation 

Quarterly Responsibilities Report: 

AIG Resource Teachers are required to document accomplishment of duties and responsibilities at 

the end of each quarter and submit to the district AIG Director. 

AIG Teacher's Monthly Report to the Principal: 

AIG Teachers meet monthly to inform the principal of work with AIG students, nurturing efforts to 

identify gifted behaviors in students from under-represented populations, parent information sessions, 

and upcoming testing and identification timelines. 


• School File Review Reports 

• Budget Reports 

• AIG Teachers Quarter by Quarter Responsibilities Report 

• Annual Parent Surveys 

• School Service Delivery Plan (signed by principal) 







needs of gifted learners.


7/12/2010 

Practice C 

Uses and monitors state funds allotted for the local AIG program according to state policy. 


Rationale: Funding for AIG from the state is calculated at 4% of ADM, while we serve approximately 

18% of our total student population. Funds are limited and directed towards services for the 

Academically Intellectually Gifted Program only. 


Description: An annual budget plan is developed and monitored to ensure that expenditures are 

used only for Academically Intellectually Gifted Program services. A daily running budget workbook 

is updated with each expenditure and encumbrance. Quarterly reports are generated and submitted 

to the Superintendent for review. Annual business cases are developed and presented to the local 

Board of Education for consideration for increase of local AIG funding to support expansion of AIG 

Program services in the subsequent school year. 


• Quarterly Budget Reports 

• Running Daily Budget Workbook 

• Business Cases 








Practice D 

Maintains, analyzes, and shares student performance growth and annual drop-out data for AIG 

students. 


Rationale: Student achievement data is one measure of the AIG Program's effectiveness. Causes of 

AIG dropout must be monitored so that interventions can be implemented to prevent AIG students 

from leaving school. 


Description: The Evaluation and Research Department of the Wake County Public School System 

provides the AIG Program Office with information related to the academic growth of Academically


7/12/2010 

Intellectually Gifted students across the district. These data are used to inform decisions made by the 

AIG Program staff in the areas of professional development for teachers, budgetary needs for 

resources and personnel, and service delivery for students. 

The AIG Program Director participates in the Dropout Prevention Professional Learning Team's 

efforts to eliminate the causes of student dropout. 


• Student Achievement Data indicating AIG student success in reaching high growth targets 

• Actions steps and recommendations from the Dropout Prevention Professional Learning Team 








Practice E 

Monitors the representation and retention of under-represented populations in the local AIG program, 

including students who are culturally/ethnically diverse, economically disadvantaged, English 

language learners, highly gifted, and twice-exceptional. 


Rationale: The Wake County AIG Program believes that gifted behaviors can be nurtured and that 

we can increase the number of children from under-represented populations identified as gifted. 


Description: The AIG Program collects and reviews data on the number of students from underrepresented 

populations that are identified as Academically Intellectually Gifted. Careful analysis of 

trends in Bright IDEA schools and Bright Horizons schools (Building Better Thinking Skills), is 

conducted to evaluate the impact of these programs in these efforts. 


• Data over time 

• Headcounts of AIG identified students by subgroups 



of the practice.


7/12/2010 





Practice F 

Maintains current data regarding the credentials of personnel serving AIG students. 


Rationale: AIG Resource Teachers are required to hold full or provisional licensure in Academically 

Intellectually Gifted Education in order to be hired with AIG funds. 


Description: The Human Resources Department provides updated licensure records for AIG 

Certified teachers to assist with identification and recruitment of AIG teachers for the upcoming 

school year. 


• List of AIG certified teachers with their allotted months of employment and school assignments 








Practice G 

Forms an advisory group of community members, parents/families of AIG students representative of 

diverse populations in the program, teachers of the gifted, and other professional staff who meet 

regularly to review all aspects of the local AIG program and make recommendations for program 

improvement. 


Rationale: The AIG Program meets regularly with the Gifted Education Leadership Team. 


Description: The AIG Program has established the Gifted Education Leadership Team (GELT) as an 

advisory group. This team includes parents of AG identified students, principals and other


7/12/2010 

administrators, teachers, and AIG Program staff. This team meets a minimum of three times each 

year to provide input and feedback on program effectiveness and needs. The GELT assists in the 

development of survey questions, reviews results and provides feedback for improvement in service 

and development and revision of the local AIG Program Plan. 


• Meeting agendas 

• Attendance records 

• Surveys 








Practice H 

Elicits regular feedback from students, parents/families, teachers, and other stakeholders regarding 

the quality and effectiveness of the local AIG program. 


Rationale: Stakeholder perception and feedback as to effectiveness of the AIG program is vital to 

continuous improvement. Efforts to gather feedback from students will increase. 


Description: Electronic and paper surveys, focus group sessions, interviews, and parent meetings 

are conducted to evaluate the AIG Program in Wake County. 

AIG teachers evaluate professional development provided by the AIG office throughout the year. 

These results are use to refine current offerings and develop more effective opportunities based on 

changing needs of teachers and schools. 

AIG teachers are asked to analyze their job descriptions and compare their day-to-day work with 

those descriptions. AIG teachers also compare the similarities and differences in their work 

responsibilities with other AIG teachers. These data are used to align the AIG Resource teachers’ job 

description roles and responsibilities with AIG Program goals.


7/12/2010 


• Survey results 

• Focus group data 

• Interview notes 

• Parent and community session agendas 








Practice I 

Reviews and revises the local AIG program and plan based on multiple sources of data for 

continuous program improvement. 


Rationale: Data must drive decision making for continuous improvement. Feedback from surveys 

and focus groups, and student achievement growth data is used to measure effectiveness and set 

goals for improving the program. 

Goals: Review and revise the AIG Plan quarterly based on data. 

Description: Opportunities for growth and continued improvement were identified during data 

collection from stakeholders and are addressed in this local plan. These areas are: 

•Improved communication from AIG resource teachers to parents regarding academic progress and 

needs of identified AIG students. 

•Clarity of information contained within the AIG Parent Guide and AIG Program Brochure. 

•Greater opportunities for interaction and communication between the Middle School AIG resource 

teacher and AIG students and parents. 

•Continue to seek and identify gifted learners from under-represented populations. 

•Avoidance of scheduling conflicts with core instruction for AIG students receiving direct service in 

elementary schools. 

*Collaboration with Counseling and Student Services to address the social-emotional needs of gifted 

students. 

•Education of stakeholders regarding limited state funding and the need for support for increased 

funding. (The AIG Program is currently funded by the state at 4% of average daily membership for a 

gifted population of 18% in Wake County Schools.) 

The results of the surveys and feedback from stakeholders impacted the revision of the plan.


7/12/2010 

Information and recommendations from the 2007 Curriculum Management Audit provides additional 

guidance for the revision of the AIG Plan. 


• Executive Summary outlining revisions in the new plan 

• Focus group and survey results 

• AIG student growth data 








Practice J 

Disseminates all data from evaluation of the local AIG program to the public. 


Rationale: Stakeholders have a right to access results of AIG Program evaluation efforts. 



practice. 





Other Comments: During Phase 2, 2013-2016, web links will be posted on the AIG webpage so that 

parents and the community can access current student growth data. 





needs of gifted learners.


7/12/2010 

Practice K 

Protects the rights of all AIG students through policies, procedures, and practices. 


Rationale: The AIG Plan articulates and publishes identification procedures. Board Policies 5532 

Acceleration and Academic Achievement and 6230 Assurance of Appropriate Services for 

Academically Gifted Students provide guidelines for meeting the needs of gifted learners. 


Description: The Wake County Public School System Academically Gifted Program is governed by 

the requirements of N.C. General Statutes Article 9B. The Wake County Public School System 

Academically Intellectually Gifted Program plan addresses identification and service delivery as 

required by law. 

WCPSS Board Policy 

6230.1 

N.C. General Statutes, Article 9B and the Wake County Public School System define gifted students 

as follows: 

Academically or intellectually gifted students perform or show the potential to perform at high levels 

of accomplishments when compared with others their age, experience or environment. Academically 

or intellectual gifted students exhibit high performance capability in intellectual areas, specific 

academic fields, or in both intellectual areas and specific academic fields. Academically or 

intellectually gifted students require differentiated education services beyond those ordinarily provided 

by the regular educational program. Outstanding abilities are present in students from all cultural 

groups, across all economic strata, and in all areas of human behavior. 

6230.2 

The Wake County Public School System Academically Gifted Program assures that all students 

identified as Academically Gifted will be provided appropriate differentiated services according to the 

local plan adopted by the Board of Education. The local plan shall be reviewed and revised, as 

needed, at least every three years. 

6230.3 

The Wake County Public School System Academically Gifted Program identifies and services 

students who qualify for Early Admission to Kindergarten as determined by the North Carolina State 

Board of Education. 

6230.4 

The Wake County Public School System Academically Gifted Program participates in the Governor’s 

School Selection Process as determined by the North Carolina State Board of Education.


7/12/2010 


• Board Policies 5532 and 6230 

• AIG Identification Procedures 




Glossary (optional): 

Appendix (optional): 

Goal alignment_chart.docx (Appendix) 

Research Base for Plan.doc (Appendix) 

Search process.doc (Appendix) 

AIG Acronyms.doc (Appendix)

Wake County Schools Local Academically or Intellectually Gifted ...

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