Wake County Schools Local Academically or Intellectually Gifted ...

Local AIG Plan, 2010-2013 Page 18 of 67
7/12/2010
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.
This practice is a Maintained Practice for 2010-2013.
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.
Goals: This section does not need to be completed based on the chosen category of the practice.
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.
Planned Sources of Evidence:
• 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