Wake County Schools Local Academically or Intellectually Gifted ...

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Local AIG Plan, 2010-2013 Page 38 of 67 7/12/2010 Goals: This section does not need to be completed based on the chosen category of the practice. Description: In a consultation and collaborative cooperative teaching model, the AIG Resource teacher works with classroom teachers to plan and deliver appropriately differentiated curricula and instruction that include the in-depth study of complex and sophisticated content thus encouraging students to develop products that reflect their abilities and apply complex thinking and questioning. Teachers apply strategies and refine units of study to the benefit of the learner. Planned Sources of Evidence: • Professional development agendas and rosters • Collaborative teaching data Other Comments: Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice. Standard 4: Comprehensive Programming within a Total School Community The LEA provides an array of K-12 programs and services by the total school community to meet the diverse academic, intellectual, social, and emotional needs of gifted learners. Practice A Delivers AIG programs and services which are comprehensive of the academic, intellectual, social, and emotional needs of gifted learners across all grade levels and settings. This practice is a Focused Practice for 2010-2013. Rationale: Services for Gifted students with very strong need for differentiated instruction need expansion. Highly and profoundly gifted students require time and appropriate structures for working with their intellectual peers. Stakeholder feedback suggests a need for more direct service at the middle school level. Goals: Develop/design appropriate instructional support for highly gifted students, such as: • Focused planning for differentiated instruction, problem based learning, long- and short-term projects, independent study, learning contracts, and more direct contact and support from middle school AIG teachers. • Classes taught by highly qualified, AIG certified math and language arts teachers, in collaboration with the school's AIG Resource teacher •Students with a very strong level of need for differentiation, acceleration, and enrichment receive direct consultation and support from the AIG Resource teacher. Description: The AIG Program School Delivery Plan offers a comprehensive list of appropriate grouping strategies, content differentiation and accelerative options for schools to meet the needs of gifted learners. Highly gifted students have diverse academic needs and their services need to be expanded in elementary and middle school.
Local AIG Plan, 2010-2013 Page 39 of 67 7/12/2010 Planned Sources of Evidence: • Differentiated Education Plans • Differentiated Course Plans • Individual Differentiated Education Plans • Professional Learning Team Meeting Minutes • Professional Development products • Acceleration and Enrichment opportunities noted on DEPs and Progress Reports • AIG Program School Delivery Plan Other Comments: Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice. Standard 4: Comprehensive Programming within a Total School Community The LEA provides an array of K-12 programs and services by the total school community to meet the diverse academic, intellectual, social, and emotional needs of gifted learners. Practice B Aligns AIG programs and services with each area of AIG identification, goals of the program, and resources of the LEA. This practice is a Maintained Practice for 2010-2013. Rationale: The AIG Program alignment is a collaborative effort of the Instructional Services Division staff in reading and mathematics. Goals: This section does not need to be completed based on the chosen category of the practice. Description: Development of AIG resources, lessons and units of study are aligned with critical areas in reading and mathematics. Recommendations of the Curriculum Management Audit related to the need for increasing the cognitive challenge of learning tasks and opportunities as measured by Bloom's Taxonomy are implemented in professional development provided for AIG and regular education teachers. Planned Sources of Evidence: • Lessons and units of study • AIG Curriculum Bank • Professional Development Agendas Other Comments: Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice.
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