Wake County Schools Local Academically or Intellectually Gifted ...

More documents

Recommendations

Info

Local AIG Plan, 2010-2013 Page 6 of 67 7/12/2010 Students with scores at the 95-97th percentile on BOTH cognitive and achievement measures may be identified with a need for STRONG or MODERATE level of service based on an analysis of student portfolio and evidence of performance. Performance should be one to two years above the student's current grade level for STRONG and one year above for MODERATE. Students with scores at the 95/97th percentile in a COGNITIVE measure, and between the 90-94th percentile in the achievement measure, may be identified with a need for STRONG or MODERATE level of service based on analysis of portfolio evidence. Performance should be one to two years above the student's current grade level for STRONG and one year above for MODERATE. Students with scores at the 95/97th percentile in an ACHIEVEMENT measure, and between the 90- 94th percentile in the aptitude measure, may be identified with a need for STRONG or MODERATE level of service based on analysis of portfolio evidence. Performance should be one to two years above the student's current grade level for STRONG and one year above for MODERATE. Students with scores at the 90-94th percentile on BOTH cognitive and achievement measures may be identified with a need for MODERATE level of service based on an analysis of student portfolio and evidence of performance. Performance should be one year above for MODERATE. Very Strong Service Level: Profile of a Very Strong Need for Differentiation Cognitive Demands of a Very Strong Program Level • Consistently generates and applies abstract reasoning ability • Earns Level 4 or A on report cards and above grade level classroom assignments • Demonstrates mastery of the NC Standard Course of Study 2-3 years beyond age peers • Routinely produces independent work consistent with above indicators • Allows for rapid pace of instruction • Includes very difficult learning materials and tasks • Emphasizes flexibility and fluency in problem solving and problem generation • Builds on a student's acquired knowledge to transfer previous experience to accomplish complex cognitive tasks and develop higher order thinking skills • Allows opportunity for student's rapid comprehension of abstract concepts • Pursues independent learning Strong Service Level: Profile of a Strong Need for Differentiation Cognitive Demands of a Strong Program Level • Consistently applies familiar abstract reasoning skills to problem solving • Earns Level 4 or A on report cards and grade level classroom assignments • Earns Level 3*/4 or A/B on report cards and above grade level classroom assignments • Demonstrates mastery of standard course of study 1-2 years beyond his/her age peers • Occasionally initiates independent activities • Allows for fast pace of instruction • Includes difficult learning materials and tasks • Allows opportunity for flexibility and fluency in problem solving and problem generation • Builds on transfer of previous experience to develop higher order thinking skills • Guides students to use acquired knowledge and accomplish complex cognitive tasks
Local AIG Plan, 2010-2013 Page 7 of 67 7/12/2010 Moderate Service Level: Profile of a Moderate Need for Differentiation Cognitive Demands of a Moderate Program Level • Applies familiar abstract strategies, sometimes with support • Earns Level 3* or 4 or A/B on report cards and grade level classroom assignments • Allows for fast paced instruction, as needed • Includes opportunities for extensions to the standard course of study • Develops higher order thinking skills • General Education setting is appropriate for majority of instruction • Option for attending selected AG units in strength area Planned Sources of Evidence: • School Based Committee for Gifted Education Meeting Minutes • Student AIG folders with identification documentation • Wake County Public School System AIG Plan • Individual Student Profile • AIG Program Parent Guide • AIG Program Brochure Other Comments: Research and data collection for one year to investigate the following: • increasing the percentile scores required for identification in the Formal Indicators (cognitive and achievement) • reducing or eliminating moderate identifications Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice. Standard 1: Student Identification The LEA's student identification procedures for AIG are clear, equitable, and comprehensive and lead towards appropriate educational services. Practice C Administers both non-traditional and traditional standardized measures that are based on current theory and research. This practice is a Maintained Practice for 2010-2013. Rationale: Valid and reliable assessment instruments are used to identify students for AIG Program services. Both group and individual measures are utilized. Goals: This section does not need to be completed based on the chosen category of the practice. Description: TRADITIONAL MEASURES • Cognitive Abilities Test (CogAT) • Iowa Test of Basic Skills (ITBS)
Page 1 and 2: Local AIG Plan, 2010-2013 Page 1 of
Page 5: Local AIG Plan, 2010-2013 Page 5 of
Page 11 and 12: Local AIG Plan, 2010-2013 Page 11 o
Page 57 and 58:
Local AIG Plan, 2010-2013 Page 57 o
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67:
show all

Wake County Schools Local Academically or Intellectually Gifted ...

Create successful ePaper yourself

Delete template?

Save as template?