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1 SBE Meeting 07/2009 Attachment GCS1 EXECUTIVE SUMMARY Title: Academic Scholars Program Type of Executive Summary: Action Action on First Reading Discussion Information Policy Implications: Constitution General Statute # SBE Policy #HSP-L-003 SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other Presenter(s): Ms. Angela H. Quick (Deputy Chief Academic Officer, Curriculum, Instruction, Technology and Accountability Services) and Dr. Cindy Williamson (Director, Division of K-12 Curriculum, Instruction, and Technology) Description: The Academic Scholars Program is a rigorous program of courses that exceed SBE graduation requirements. The last revision of the Academic Scholars program was in The Future-Ready Core Graduation Requirements, including the North Carolina Graduation Project, were approved in September This will go into effect with the rising class of eighth graders who will enter high school in Fall The Academic Scholars Program must be revised to align with the Future-Ready Core Graduation Requirements and current legislation regarding the North Carolina Graduation Project. These changes will go into effect for students entering ninth grade for the first time in or after The Academic Scholars Program revision includes additional required credits for Health and Physical Education, Career and Technical Education and Arts Education (Dance, Music, Theatre Arts, or Visual Arts) plus the requirements for Future-Ready Core Graduation Requirements. This revised option is presented based on SBE input and a review of national and international honor society criteria. Resources: NCDPI Website SBE Policy Manual Input Process: The Future-Ready Core Graduation Requirements and the requirements for the Academic Scholars Program were reviewed by the sections chiefs and consultants for English Language Arts, Science, Math, Social Studies, K-12 Program Areas and Special Projects. Recommendations for revision are attached. Stakeholders: Students, teachers, principals, parents, central office supervisors Timeline For Action: This item was presented for Discussion at the May and June State Board meetings. It is presented for Action at the State Board meeting in July. Recommendations: State Board members are requested to approve the attached information Audiovisual equipment requested for the presentation: Data Projector/Video (Videotape/DVD and/or Computer Data, Internet, Presentations-PowerPoint preferred) Specify:

2 Audio Requirements (computer or other, except for PA system which is provided) Specify: Document Camera (for transparencies or paper documents white paper preferred) Motion By: Seconded By: Vote: Yes No Abstain Approved Disapproved Postponed Revised *Person responsible for SBE agenda materials and SBE policy updates: Amy Betsill Bain,

3 NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: High Student Performance Category: Miscellaneous Graduation Policies Policy ID Number: HSP-L-003 Policy Title: Policy adopting the NC Academic Scholars Program Current Policy Date: 11/05/1998 Other Historical Information: Previous board date: 03/08/1990 Statutory Reference: Administrative Procedures Act (APA) Reference Number and Category: *** Begin Policy *** (Do not tamper with this line) Students who successfully complete the requirements of an academically challenging high school program will be named North Carolina Academic Scholars and receive special recognition. These criteria will be in effect for the ninth graders entering high school in the fall of This policy is a part of the North Carolina Standard Course of Study. Questions regarding the North Carolina Academic Scholars Program requirements should be directed to: NC Department of Public Instruction K-12 Curriculum, Instruction and Technology 6341 Mail Service Center Raleigh, NC Cindy Williamson (919) or Teresa Parker (919) The North Carolina Academic Scholars Program requirements are available from the following link: NCDPI/ASIS/CITA/AB/July 1,

4 Suggested Revision for Academic Scholars Program The following revised plan is effective for students who enter the ninth grade for the first time in or after Students must: Begin planning for the program before entering ninth grade to ensure they obtain the most flexibility in their courses. Complete all the requirements of this North Carolina Academic Scholars Program. Have an overall four-year un-weighted grade point average of Complete all requirements for a North Carolina high school diploma. Proposed Option Future-Ready Core Course of Study Changes Credits The following designated number of credits per subject area listed below must be taken in grades Credits Omits 9-12 Requirement (HSP-M-001) 4 English I, II, III, IV 4 English I, II, III, IV None 4 Mathematics (Algebra I, Algebra II, Geometry, and a higher level math course with Algebra II as prerequisite OR Integrated Mathematics I, II, III, and a higher level mathematics course with Integrated Mathematics III as prerequisite) 3 Science (a Physics or Chemistry course, Biology, and an Earth/Environmental Science course) 4 Mathematics (should include Algebra I, Algebra II, Geometry, and a higher level math course with Algebra II as prerequisite OR Integrated Mathematics I, II, III, and a higher level mathematics course with Integrated Mathematics III as prerequisite) 3 Science (Physics or Chemistry course, Biology, and an Earth/Environmental Science course) Aligned to the Future- Ready Core requirements. The fourth math credit will be required to be a higher level math that meets MAR (Minimum Admission Requirements) for UNC system. None 3 Social Studies (World History, Civics/Economics, and U.S. History) 3 Social Studies (World History, Civics/Economics, and U.S. History) None 1 Healthful Living 1 Health and Physical Education None 2 Languages other than English ( two credits of the same language) 1 Career and Technical Education 1 Arts Education (Dance, Music, Theatre Arts or Visual Arts) 5 Elective credits to include at least two second-level or advanced courses (examples of electives include JROTC and other courses that are of interest to the student) 6 Two (2) elective credits in a second language required for the UNC System Four (4) elective credits constituting a concentration recommended from one of the following: Career and Technical Education (CTE), JROTC, Arts Education, Second Languages, any other subject area Aligned to the Future- Ready Core requirements focus on concentration and including the UNC system requirement of two second language credits. Reduces elective requirements by three NCDPI/ASIS/AB/

5 Suggested Revision for Academic Scholars Program 3 Higher level courses taken during junior and/or senior years which carry 5 or 6 quality points such as: -AP -IB -Dual or college equivalent course -Advanced CTE/CTE credentialing courses -On-line courses -Other honors or above designated courses Includes 3 additional credits in more rigorous courses but allows LEAs the flexibility of accessing those courses or NCGP OR Higher level courses taken during junior and/or senior years which carry 5 or 6 quality points such as: -AP -IB -Dual or college equivalent course -Advanced CTE/CTE credentialing courses -On-line courses -Other honors or above designated courses And Completion of The North Carolina Graduation Project Includes 2 additional credits in more rigorous courses but allows LEAs the flexibility of accessing those courses. Includes The North Carolina Graduation Project. Same number of credits required as original policy but obtainment of credits is more rigorous Revisions made: 1. Cumulative GPA to (un-weighted) 2. 3 additional credits of higher level courses (courses carrying 5 or 6 quality points) taken during junior and/or senior years OR 2 additional credits of higher level courses (courses carrying 5 or 6 quality points) taken during junior and/or senior years and completion of The NC Graduation Project NCDPI/ASIS/AB/

6 SBE Meeting 07/2009 Attachment GCS2 EXECUTIVE SUMMARY Title: Academically or Intellectually Gifted (AIG) Program Standards Type of Executive Summary: Action Action on First Reading Discussion Information Policy Implications: Constitution General Statute #Article 9B, 115C SBE Policy # SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other Presenter(s): Ms. Angela H. Quick (Deputy Chief Academic Officer, Curriculum, Instruction, Technology and Academic Services) and Ms. Sneha Shah-Coltrane (AIG Consultant, Curriculum, Instruction, Technology and Accountability Services) Description: In January 2008, the North Carolina AIG program, under the auspices of the Exceptional Children Division of DPI, received a performance audit through the Office of the State Auditor. The purpose of the audit was to identify weaknesses and make recommendations for the monitoring and evaluation of the AIG program in order for DPI, guided by the State Board of Education, to take appropriate corrective action. One of the recommendations of the audit was to develop state performance standards for AIG programs in order to provide a statewide vehicle for monitoring program implementation, to support quality and effective local AIG programs, and to safeguard the rights of AIG students. The auditor s findings and DPI s responses were presented to the SBE in May The AIG consultant now reports directly to the Deputy Chief Academic Officer, Angela Hinson Quick. The AIG Program Standards have been developed to serve as a statewide framework for local AIG programs and will guide LEAs to develop, coordinate, and implement thoughtful and comprehensive AIG programs. These standards will convey expectations for quality local AIG programs and services, guide the development, revision and monitoring of local AIG programs, articulate best practices for local AIG programs, provide a guide for personnel and professional development, promote strong partnerships and communication between and among home, school, and community, and serve as a vehicle for continuous program improvement and accountability. Resources: NC Office of the State Auditor s Performance Audit of AIG Program; Article 9B, Academically or Intellectually Gifted Students (N.C.G.S. 115C ); AIG Program Standards Committee; literature review Input Process: Development task force comprised of AIG leaders from LEAs and community members, including institutes of higher education, professional organizations, and parents/families. Statewide feedback was solicited from all LEAs and related community members and compiled Fall Stakeholders: LEAs, AIG students (~11% of ADM), and their parents/families. Timeline For Action: This item was presented for Discussion at the June 2009 SBE meeting and is returning for Action in July.

7 Recommendations: The Department of Public Instruction recommends that the State Board Education: - adopt the North Carolina AIG Program Standards; - directs DPI to develop a review process of local AIG programs, which supports continuous program improvement of local AIG programs and plans based on a body-of-evidence; and - directs DPI to ensure that the State Auditor s recommendations are being integrated into state practices and policies Audiovisual equipment requested for the presentation: Data Projector/Video (Videotape/DVD and/or Computer Data, Internet, Presentations-PowerPoint preferred) Specify: Audio Requirements (computer or other, except for PA system which is provided) Specify: Document Camera (for transparencies or paper documents white paper preferred) Motion By: Seconded By: Vote: Yes No Abstain Approved Disapproved Postponed Revised *Person responsible for SBE agenda materials and SBE policy updates: Rick Klein,

8 North Carolina Academically or Intellectually Gifted Program Standards DRAFT As Approved by the State Board of Education on XXXXXXXX Historical Overview of Academically or Intellectually Gifted (AIG) in NC North Carolina has had legislation governing gifted education since 1961, exemplifying the state s strong commitment to gifted education for nearly fifty years. In 1974, legislation identified gifted and handicapped children as children with special needs. In 1977, Chapter 927 in the NC Session Laws brought into compliance a system of educational opportunities for all children requiring special education. In 1983, Chapter 247 in the NC Session Laws revised the program title to Academically Gifted to emphasize North Carolina s commitment to academic programs and legislated that a student s gifted education program may be described with an Individual Education Plan (IEP) or a Group Education Plan (GEP). In 1993, Chapter 321, Section 134(c) in NC Session Laws, required that the State Board of Education reexamine the State s laws, rules, and policies concerning the education of academically gifted children. As a result, new legislation for gifted education was passed in 1996, resulting in Article 9B, Academically or Intellectually Gifted Students [N.C.G.S. 115C (Article 9B)]. Article 9B provides a state definition for Academically or Intellectually Gifted (AIG) students and requires local education agencies (LEA) to develop threeyear AIG local plans with specific components, to be approved by local school boards and subsequently sent to the State Board of Education and Department of Public Instruction (DPI) for review and comment. Article 9B is the current legislation mandating identification and services for gifted education K-12. State Definition of AIG Students, Article 9B (N.C.G.S. 115C-150.5) Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. Rationale for the AIG Program Standards The General Assembly believes that public schools should challenge all students to aim for academic excellence (Article 9B). The State Board of Education s (SBE) mission is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century (adopted August 2006). Therefore, quality and comprehensive AIG programs are essential in supporting these goals and the needs of gifted learners across North Carolina. In January 2008, the North Carolina AIG program, under the auspices of the Exceptional Children Division of DPI, received a performance audit through the Office of the State Auditor. The audit was initiated in response to parent/family concerns that state allocated AIG budget funds were being used for purposes other than AIG programming, while AIG students were left underserved. The purpose of the audit was to identify weaknesses and make recommendations for the monitoring and evaluation of the AIG program in order for DPI, guided by the State Board of Education, to take appropriate corrective action. The State Auditor gathered relevant information from DPI, district personnel, and parents/ families. One of the recommendations of the audit was to develop state performance standards for local AIG programs in order to provide a statewide vehicle for monitoring program implementation, to support quality and effective local AIG programs, and to safeguard the rights of AIG students. The structure that holds gifted programs together is nested in the policies, statutes, and guidelines that states have enacted (Brown, Avery, VanTassel- Baska, Worley & Stambaugh, 2006). Local gifted programs, and subsequently the growth of gifted learners, are heavily influenced by the strength of the initiatives emanating from the state level. Moreover, the federal No Child Left Behind Act of 2001 (PL ) neither excludes nor includes gifted learners,

9 resulting in compromised services for AIG students in order to focus on specific mandates addressed in the federal legislation. Thus, in the absence of federal legislation, state policies and legislation are the cornerstone of gifted programming. AIG programs in North Carolina are embedded within and responsive to the local context of an LEA and, as a result, give rise to differences among programs across the state. Therefore, the AIG Program Standards are critical in providing a statewide framework for quality programming, while still honoring local flexibility. In an effort to strengthen gifted education in North Carolina, these AIG Program Standards represent the SBE s and DPI s commitment to ensure that the academic, intellectual, social, and emotional needs of AIG students are being met. Foundations of the AIG Program Standards The AIG Program Standards are based on the following principles*: Gifted learners form a diverse group of students with a variety of academic, intellectual, social, and emotional needs different than those of other children of their age, experience, and environment; therefore, they require appropriate identification and a range of service options within a comprehensive program. Gifted learners possess the ability to think with more complexity and abstraction and learn at faster rates; therefore, they require challenging, differentiated curriculum and instruction which are developmentally appropriate and will prepare them for the 21st century. Gifted learners have different learning needs; therefore, they require time with others who are similar to themselves in order to establish cognitive relationships and to facilitate their academic, intellectual, social, and emotional growth. Gifted learners have unique social and emotional needs; therefore, they require access to appropriate support systems and counseling to assure their affective well-being. Gifted learners have needs different than others of their age, experience or environment; therefore, they require teachers and other personnel involved in their education who have the necessary knowledge, skills, and understandings to meet those needs. Gifted learners, including those children with limited educational opportunities, are shaped by their early education experiences which form future learning habits; therefore, they need access to an appropriately challenging and engaging education early in their schooling to ensure that their potential is developed and optimized. Gifted learners from under-represented populations are often overlooked in gifted programming; therefore, they require purposeful and intentional support to ensure that their potential is recognized, developed, and served. Gifted learners who are often left underserved include students who are culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional. When an appropriately differentiated education is not provided, gifted learners do not thrive in school, their potential is diminished, and they may even suffer from cognitive and affective harm; therefore, gifted learners must have their needs addressed in order to become capable, valuable, effective, and successful contributors to our global society. Providing equity and excellence for all students in North Carolina is a priority; therefore, it is critical to meet the academic, intellectual, social, and emotional needs of gifted learners in an overall educational program. * Adapted with permission of the authors. Coleman, M. R. & Gallagher, J. J. (1995). Appropriate Differentiated Services: Guides for best practices in the education of gifted children. Gifted Child Today, 18(5),

10 Purposes of the AIG Program Standards Programs for the gifted differ in response to local needs and resources, but successful program design takes into account a common set of components. According to Reis (2006), a cohesive, thoughtful, and comprehensive gifted program design serves three major functions. First, it communicates which students needs will be met and how. Second, it communicates a plan for implementation and coordination among the design components. Third, it provides a framework for decision-making and continuous program improvement. The North Carolina AIG Program Standards have been developed to serve as a statewide framework and guide LEAs to develop, coordinate, and implement thoughtful and comprehensive AIG programs. These standards reflect Article 9B and nationally-accepted best practices in gifted education. Furthermore, the AIG Program Standards help ensure that the needs of AIG students are met and the potential of AIG students is optimally developed. These AIG Program Standards will: convey expectations for quality local AIG programs and services; guide the development, revision, and monitoring of local AIG programs; articulate best practices for local AIG programs, including those related to student identification, differentiated curriculum and instruction, and comprehensive programming; provide a guide for AIG personnel and professional development; promote strong partnerships and communication between and among home, school, and community; and serve as a vehicle for continuous program improvement and accountability. Organization of the AIG Program Standards Each standard is formatted as follows: Standard: The standard is a defining statement articulating the expectations for quality, comprehensive, and effective local AIG programs and relates to the categories addressed in Article 9B. Practices: The practices clarify the standard, describe what an LEA should have in place, and guide LEAs to improve their programs. These practices will be verified to stakeholders through a variety of sources of evidence. Standard 1: Student Identification The LEA s student identification procedures for AIG are clear, equitable, and comprehensive and lead towards appropriate educational services. PRACTICES a) Articulates and disseminates clear, comprehensive, and equitable screening, referral, and identification processes for all grade levels to school personnel, parents/families, students, and the community-at-large. b) Employs multiple criteria for student identification, including measures that reveal student aptitude, student achievement, or potential to achieve in order to develop a comprehensive profile for each student. c) Administers both non-traditional and traditional standardized measures that are based on current theory and research. d) Initiates screening, referral, and identification procedures that respond to traditionally under-represented populations of the gifted and are responsive to LEA demographics. These populations include students who are culturally/ ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional. e) Ensures consistency in implementation of screening, referral, and identification processes within the LEA. f) Establishes written policies that safeguard the rights of AIG students and their parents/families, including informed consent regarding identification and placement, reassessment procedures, transfers from other LEAs, and procedures for resolving disagreements. g) Maintains documentation that explains the identification process and service options for individual AIG students, which is reviewed annually with parents/families.

11 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. PRACTICES a) Adapts the NC Standard Course of Study (SCOS) according to identified abilities, readiness, interests, and learning profiles, K-12. b) Enriches, extends, and accelerates the curriculum to address a range of ability levels in language arts, math, and other content areas as appropriate. c) Employs diverse and effective instructional practices to address a range of learning needs. d) Selects and uses a variety of research-based supplemental resources that augment curriculum and instruction. e) Fosters the development of 21st century content and skills by infusing the following at an advanced level: high-level content for global awareness, civic and economic literacies, and health awareness, critical thinking and problem solving, high-level communication and collaboration, applied information and media literacy, including concepts, systems, and operations in challenging research contexts, creativity and innovation, real-world learning in local, regional, and global contexts, and applied life skills for leadership, ethics, accountability, adaptability, productivity, responsibility, people skills, self-direction, and social responsibility. f) Uses on-going assessment to differentiate classroom curriculum and instruction. g) Creates affective curricular and instructional practices which support the social and emotional needs of AIG students. h) Cultivates and develops the potential of young (K-3) students through purposeful and intentional strategies and differentiated curriculum and instruction. 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. 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. Standard 3: Personnel and Professional Development The LEA recruits and retains highly qualified professionals and provides relevant and effective professional development concerning the needs of gifted learners that is on-going and comprehensive. PRACTICES a) Employs an AIG-licensed educator(s) to guide, plan, develop, implement, revise, and monitor the local AIG program. b) Ensures that AIG specialists are engaged in tasks which explicitly address the academic, intellectual, social, and emotional needs of gifted learners. c) Establishes specific and appropriate professional development requirements for all personnel involved in AIG programs and services, including classroom teachers, exceptional children s personnel, counselors, and school administrators. d) Places AIG students in classrooms with teachers who have met the LEA s professional development requirements for that position or have earned an AIG add-on license. e) Aligns professional development with local AIG program goals and other district initiatives. f) Aligns professional development opportunities with state and/or national teaching standards, including 21st century skills and content at advanced levels. g) Provides opportunities for AIG specialists and other teachers to plan, implement, and refine applications of their professional development learning.

12 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. PRACTICES 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. b) Aligns AIG programs and services with each area of AIG identification, goals of the program, and resources of the LEA. c) Delivers AIG programs and services that are integral and connected to the total instructional program of the LEA in policy and practice. d) Informs all teachers, school administrators, and support staff about delivery of differentiated services and instruction for AIG students, regulations related to gifted education, and the local AIG program and plan. e) Communicates among and between teachers and schools to ensure an effective continuation of K-12 services, especially at key transition points. f) Ensures collaboration and involvement among regular education teachers, exceptional children s teachers, other specialists, instructional staff, parents/families, and administrators to provide differentiated programming and services. Standard 5: Partnerships The LEA ensures on-going and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships. PRACTICES a) Partners and communicates with parents/families and the community to ensure that the most appropriate services for the academic, intellectual, social, and emotional needs of AIG students are provided. b) Shares with stakeholders, including all students parents/families, information regarding the local AIG program, the local AIG plan, and other policies relating to gifted education. c) Involves stakeholders, reflecting the diversity of AIG parents/families and the community, in the development, implementation, and monitoring of the local AIG program and plan. d) Informs parents/families and the community of opportunities available to AIG students on an ongoing basis and in their native language. e) Implements initiatives to intentionally involve parents/families and the community in meaningful ways to support gifted education. f) Forms partnerships with parents/families, institutions of higher education, local businesses and industry, and other stakeholders within the community to enhance and gain support for AIG programs and services. 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. 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. i) Provides intentional programming for traditionally under-represented AIG populations, including culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional. j) Encourages extra-curricular programs and events that enhance and further develop the needs and interests of AIG students.

13 Standard 6: Program Accountability The LEA implements, monitors, and evaluates the local AIG program and plan to ensure that all programs and services are effective in meeting the academic, intellectual, social, and emotional needs of gifted learners. PRACTICES a) Develops a written AIG plan describing the local AIG program in accordance with state legislation and policy, which has been approved by the LEA s school board and sent to SBE/DPI for review and comment. b) Monitors the implementation of the local AIG program and plan in accordance with current legislation and state policies to ensure fidelity of implementation for all AIG program components. c) Uses and monitors state funds allotted for the local AIG program according to state policy. g) Forms an advisory group of community members, parents/families of AIG students representative of diverse populations in the program, teachers of the gifted, and other professional staff who meet regularly to review all aspects of the local AIG program and make recommendations for program improvement. h) Elicits regular feedback from students, parents/ families, teachers, and other stakeholders regarding the quality and effectiveness of the local AIG program. i) Reviews and revises the local AIG program and plan based on multiple sources of data for continuous program improvement. j) Disseminates all data from evaluation of the local AIG program to the public. k) Protects the rights of all AIG students through policies, procedures, and practices. d) Maintains, analyzes, and shares student performance growth and annual drop-out data for AIG students. e) Monitors the representation and retention of under-represented populations in the local AIG program, including students who are culturally/ ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional. f) Maintains current data regarding the credentials of personnel serving AIG students. References Brown, E., Avery, L., VanTassel-Baska, J., Worley, B. & Stambaugh, T. (2006). A five-state analysis of gifted education policies, Roeper Review, 29(1), Coleman, M. R. & Gallagher, J. J. (1995). Appropriate Differentiated Services: Guides for best practices in the education of gifted children. Gifted Child Today, 18(5), National Association for Gifted Children (2000). NAGC Standards: Pre-K-Grade12 Gifted Program Standards, Washington, DC: NAGC. North Carolina General Statutes, Article 9B, 115C Academically or Intellectually Gifted Students, Reis, S. (2006). Program evaluation in gifted education. Essential Readings in Gifted Education, vol. 11, Thousand Oaks, CA: Corwin Press.

14 Future-Ready Students: Goals for the 21st Century The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century. NC Public Schools Will Produce Globally Competitive Students. Every student excels in rigorous and relevant core curriculum that reflects what students need to know and demonstrate in a global 21st Century environment, including a mastery of languages, an appreciation of the arts and competencies in the use of technology. Every student s achievement is measured with an assessment system that informs instruction and evaluates knowledge, skills, performance and dispositions needed in the 21st Century. Every student will be enrolled in a course of study designed to prepare them to stay ahead of international competition. Every student uses technology to access and demonstrate new knowledge and skills that will be needed as a life-long learner to be competitive in a constantly changing international environment. Every student has the opportunity to graduate from high school with an Associate s Degree or college transfer credit. NC Public Schools Will Be Led By 21st Century Professionals. Every teacher will have the skills to deliver 21st Century content in a 21st Century context with 21st Century tools and technology that guarantees student learning. Every teacher and administrator will use a 21st Century assessment system to inform instruction and measure 21st Century knowledge, skills, performance and dispositions. Every education professional will receive preparation in the interconnectedness of the world with knowledge and skills, including language study. Every education professional will have 21st Century preparation and access to ongoing, high quality professional development aligned with State Board of Education priorities. Every educational professional uses data to inform decisions. NC Public School Students Will Be Healthy and Responsible. Every learning environment will be inviting, respectful, supportive, inclusive and flexible for student success. Every school provides an environment in which each child has positive, nurturing relationships with caring adults. Every school promotes a healthy, active lifestyle where students are encouraged to make responsible choices. Every school focuses on developing strong student character, personal responsibility and community/ world involvement. Every school reflects a culture of learning that empowers and prepares students to be life-long learners. Leadership Will Guide Innovation in NC Public Schools. School professionals will collaborate with national and international partners to discover innovative transformational strategies that will facilitate change, remove barriers for 21st Century learning and understand global connections. School leaders will create a culture that embraces change and promotes dynamic, continuous improvement. Educational professionals will make decisions in collaboration with parents, students, businesses, education institutions, and faith-based and other community and civic organizations to impact student success. Public school professionals will collaborate with community colleges and public and private universities and colleges to provide enhanced educational opportunities for students. NC Public Schools Will Be Governed and Supported By 21st Century Systems. Processes are in place for financial planning and budgeting that focus on resource attainment and alignment with priorities to maximize student achievement. Twenty-first century technology and learning tools are available and are supported by school facilities that have the capacity for 21st Century learning. Information and fiscal accountability systems are capable of collecting relevant data and reporting strategic and operational results. Procedures are in place to support and sanction schools that are not meeting state standards for student achievement.

15 DRAFT PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education Department of Public Instruction In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support 6368 Mail Service Center, Raleigh, NC :: Telephone: (919) :: Fax: (919) :: Visit us on the Web ::

16 AIG Program Standards, SBE June Meeting SUMMARY of INPUT In response to the Performance Audit of the AIG Program conducted by the Office of the State Auditor from June 2007 through January 2008, the AIG Program Standards Committee initially met in April 2008 to begin the development of performance standards of local AIG programs, as recommended. This committee included different stakeholders, such as AIG regional leaders, parents, institutes of higher education, school administration, AIG teachers, and professional organization representatives (see membership table on reverse for complete list). This committee developed the format, discussed and suggested the content, and created an initial draft of the AIG Program Standards. Based on a revised draft version of the AIG Program Standards, feedback was solicited from all LEAs in summer See Summary of Feedback below for summary of responses. This feedback informed further revisions to the document during A sub-group of the committee met face-to-face and online several times to provide feedback and revise draft versions of the document from The AIG Program Standards Committee provided final input to the document in May Summary of Feedback, Based on Fall 2008 Draft Responses: 166 respondents included: LEA gifted education specialists and administration, school-level regular classroom and gifted education teachers, parents/families, institutes of higher education, and related organizations/businesses. All SBE regions were represented in the responses. Please note that several of the feedback responses were group responses indicating more input than the number represented here. Overall Themes: All respondents greatly supported the AIG Program Standards. Overall, they appreciated the high quality state-wide framework, which also took into account local needs and context. They felt the document was clear and comprehensive, involved multiple stakeholders, supported personnel, guided professional development, increased the level of accountability, honored the needs of all AIG students, and will be a useful tool for program improvement and plan revision. The major recommendations focused on providing more guidance with strategies and specific best practices, simplifying the document for parents/families, and clarifying the monitoring and evaluation process that will be used by NCDPI. Recommendations were taken into consideration with the final revision of the document and will guide supplemental resources that will be developed after the adoption of the AIG Program Standards. 9

17 AIG Program Standards Committee In sincere appreciation to the following: Name Role Donna Brearley AIG Coordinator, Union County, SW Regional Leader Jim Brooks North Carolina Association for the Gifted and Talented Ann Burr AIG Coordinator, Cabarrus County, SW Regional Leader Jeannie Caviness AIG Coordinator, Ashe County, NW Regional Leader Fran Cook Parent Amy Cooke AIG Teacher, Rutherford County Schools Mary Councill AIG Coordinator, Rutherford County, West. Regional Leader Kelly Craft Charter School/EC Director Candace Englert AIG Coordinator, Avery County, NW Regional Leader Joyce Gardner AIG Coordinator, Wake County Margaret Gayle Javits grant and American Association for Gifted Children Suzanne Hachmeister AIG Teacher, Pitt County Kay Hewitt School Administrator, Johnston County Terri Hollified AIG Coordinator, Jackson County, West. Regional Leader Carol Horne AIG Coordinator, Chapel Hill-Carrboro City Schools Judith Howard Higher Education, Elon University Bill Moore Principal, Edenton-Chowan Schools Katie O Connor Higher Education, East Carolina University Pam Price EC/AIG Director, Perquimans County, NE Regional Leader Linda Robinson Gifted Education Consultant Kristen Stephens Higher Education, Duke University; North Carolina Association for the Gifted and Talented Emily Summey EC Director, Surry County Pat Tunstall AIG Coordinator, Lenoir County, SE Regional Leader Dan Turner AIG Program, Wake County, Central Regional Leader Amy Williams AIG teacher, Wayne County Calla Wright Parent Developed with the leadership of: Elissa Brown Middle/High School Council Director, DPI Previously, State Consultant AIG, DPI, Exceptional Children s Division Sneha Shah-Coltrane State Consultant AIG, DPI, Academic Services and Instruction Support Previously, taskforce member, UNC-CH/Javits grant 10

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