Wake County Schools Local Academically or Intellectually Gifted ...

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Local AIG Plan, 2010-2013 Page 30 of 67 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 • Teacher Toolbox for Planning Rigorous Instruction • 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. Planned Sources of Evidence: • Curriculum Bank • Differentiation Resources • Student Portfolios • Professional Development Resources 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 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. This practice is a Maintained Practice for 2010-2013.
Local AIG Plan, 2010-2013 Page 31 of 67 7/12/2010 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. Goals: This section does not need to be completed based on the chosen category of the practice. 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. Planned Sources of Evidence: • 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 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 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. This practice is a Maintained Practice for 2010-2013. Rationale: The AIG Plan provides structure for the annual review of student performance and
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Wake County Schools Local Academically or Intellectually Gifted ...

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