Wake County Schools Local Academically or Intellectually Gifted ...

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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
Local AIG Plan, 2010-2013 Page 19 of 67 7/12/2010 Other Comments: Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice. 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 B Enriches, extends, and accelerates the curriculum to address a range of ability levels in language arts, math, and other content areas as appropriate. This practice is a Maintained Practice for 2010-2013. 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. Goals: This section does not need to be completed based on the chosen category of the practice. 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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Wake County Schools Local Academically or Intellectually Gifted ...

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