Wake County Schools Local Academically or Intellectually Gifted ...

Local AIG Plan, 2010-2013 Page 27 of 67
7/12/2010
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.
Goals: This section does not need to be completed based on the chosen category of the practice.
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.