Wake County Schools Local Academically or Intellectually Gifted ...

Local AIG Plan, 2010-2013 Page 28 of 67
7/12/2010
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.
Planned Sources of Evidence:
• 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
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 G
Creates affective curricular and instructional practices which support the social and emotional needs
of AIG students.
This practice is a Future Practice (2013-2016) for 2010-2013.
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.