Wake County Schools Local Academically or Intellectually Gifted ...

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Local AIG Plan, 2010-2013 Page 44 of 67 7/12/2010 • DCP • DEP • AIG Teacher Quarterly Responsibilities 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 G Ensures that school counseling personnel, regular education teachers, AIG specialists, parents/families, and others collaborate to address the social and emotional needs of AIG students. This practice is a Future Practice (2013-2016) for 2010-2013. Rationale: The unique social-emotional needs of gifted students require dedicated attention from educators and parents. The AIG Program recognizes these needs and has provided opportunities for teachers to learn more about addressing these needs. Additional time, professional development and collaboration with other agencies and personnel are required to strengthen this area. Goals: This section does not need to be completed based on the chosen category of the practice. Description: This section does not need to be completed based on the chosen category of the practice. This section does not need to be completed based on the chosen category of the practice. This section does not need to be completed based on the chosen category of the practice. Planned Sources of Evidence: This section does not need to be completed based on the chosen category of the practice. Other Comments: Ideas of Strengthening: 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 H Articulates and implements a process for accelerative instructional and placement options when an appropriate body-of-evidence indicates that such a practice is warranted for an individual gifted learner.
Local AIG Plan, 2010-2013 Page 45 of 67 7/12/2010 This practice is a Maintained Practice for 2010-2013. Rationale: Gifted students have a need and a right to advance through courses of study at a pace that accommodates and accelerates their learning appropriate to their interests and capability. Schools have a charge to meet these needs by offering options for accelerated study. Goals: This section does not need to be completed based on the chosen category of the practice. Description: Staff will insure that students with demonstrated and documented need for acceleration receive academic opportunities to proceed more rapidly through the usual progression of required skills and objectives for a given grade level or course of study, to work above the assigned grade level and complete studies at an earlier age when deemed appropriate. Differentiated Learning Opportunities Teachers work to meet the varied needs and learning styles of students. Teachers consult with Academically Intellectually Gifted Resource Teachers and the School Based Committee for Gifted Education (SBCGE) for support with gifted learners. Needs assessment practices include: a. Identification for Academically Intellectually Gifted (AIG) Program services b. Review of student’s portfolio of advanced work samples, grades, products and performances c. Recommendations by teachers, administrators and parents d. Review of all documentation by the SBCGE. Members of the SBCGE include a school administrator (Principal or Assistant Principal), regular education teachers, AIG Resource Teacher, counselors, psychologists, and other professionals who work with the students recommended for acceleration. Recommended Forms of Accelerative Practice 1. Early Entrance to Kindergarten: (see School Admissions Policy 6201.1) 2. Whole Grade Advancement: The need for Whole Grade Advancement is determined on an individual basis. Students recommended for Whole Grade Advancement must be identified as Academically Intellectually Gifted and demonstrate characteristics consistent with the very strong level of need for differentiation. The School Based Committee for Gifted Education (SBCGE) will request and review evidence indicating possible need for whole grade advancement from regular education teachers, the AIG Resource Teacher, the psychologist serving the AIG Program, and a Central Service AIG Program administrator. A student whose needs can be met by going to the next grade level for instruction in reading/English language arts and/or mathematics is not necessarily a candidate for whole grade advancement. The AIG Program identifies highly gifted students who are functioning at a minimum of 2 years or more above age peers. 3. Curriculum Compacting: Students may move rapidly through the curriculum if mastery is demonstrated by testing out of skills. Teacher or district created assessments and a portfolio of work samples and products can serve as indicators for mastery. However, End-of- Grade and End-of- Course Tests may not be used for placement decisions.
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Wake County Schools Local Academically or Intellectually Gifted ...

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