Gifted Learner Parent Guide 1
Table of Contents Purpose of this Guide......2 I-SS AIG Department Vision and Mission......2 National Association for Gifted Children (NAGC) and NC General Statutes Article 9B.....3 How Students are Identified.... 4 Identification Point System......5 I-SS Gifted services and levels of services (Transfer Students)...6 Learner Profiles and Portfolios....7-8 Differentiated Education Plan (DEP)....10 Questions and Concerns Flowchart/GPS Team......12 Procedure to file a Grievance....13 Choice Programs sponsored by I-SS... 14-15 Enrichment Opportunities....16-17 Gifted Resources.....18-19 Glossary, List of Acronyms, Location of entire local AIG Plan....20-22 AIG Department Contact Information Kelly Hinson, Director of Gifted Learning, IB and Online Programs Andrea Galliher, AIG Administrative Assistant/Resource Room Manager Carol Millsaps, Differentiation Specialist Erin Robertson, Differentiation Specialist Lauren Shipley, Differentiation Specialist ADR Education Center 410 Garfield Street Statesville, NC 28677 (704) 832-2529 khinson@iss.k12.nc.us andrea_galliher@iss.k12.nc.us cbmillsaps@iss.k12.nc.us erin_robertson@iss.k12.nc.us lshipley@iss.k12.nc.us 2
Purpose of this Gifted Learner Parent Guide The purpose of this guide is to provide information about the following: Iredell-Statesville Schools District Gifted Education Program Process for determining students who receive gifted services for the 2016-2019 school year Gifted services available through Iredell-Statesville Schools Rights of parents of AIG students Iredell-Statesville Schools Vision for the Academically or Intellectually Gifted Program The vision of the Iredell-Statesville Schools Academically or Intellectually Gifted Program is to support the current North Carolina definition of giftedness as stated in Article 9B by identifying gifted learners, nurturing and addressing the needs of gifted learners, providing academic rigor with high expectations for gifted learners, and by providing training, support, and resources to promote teaching excellence that will enable gifted learners to achieve their potential and be successful in a globally competitive world. Iredell-Statesville School s Mission for the Academically or Intellectually Gifted Program The mission of the Academically or Intellectually Gifted Program is to rigorously challenge students by recognizing, cultivating, nurturing, and offering opportunities for continued growth by providing differentiated educational services beyond the regular education program. Iredell-Statesville Schools embraces the current North Carolina definition of giftedness to identify students in need of differentiated services as academically or intellectually gifted learners. 3
National Association of Gifted Children s (NAGC) Definition of Giftedness Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). - See more at: http://www.nagc.org North Carolina Department of Public Instruction s (NCDPI) Definition of Giftedness Article 9B (N.C.G.S. 115C-150.5) Academically or Intellectually Gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences, 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. 4
How Students are Identified in Iredell-Statesville Schools Nurturing Programs Schools have accessible to them K-2 nurturing programs that can be implemented with specific types of learners to help nurture gifted characteristics. These programs can be implemented by specific teachers at schools at these grade levels and/of Differentiation Specialist. In Kindergarten through Second Grade: Teachers collect work samples and assessment data GPS Team reviews the submitted samples and data to determine IF further testing is needed. 5
In grades K-2, a total of 40 points must be obtained through use of two criteria required for AIG identification. In grades 3-12, a total of 30 points must be obtained through use of three to five criteria required for AIG identification. The CogAT is administered to students in third grade throughout the district as a Universal Screener. In fourth grade and beyond, the CogAT may be given to students who have 16-29 points based on the criteria for AIG identification, and lack a qualifying aptitude test score. Students obtain their points through their performance on aptitude, achievement, and grades. These points are outlined below. K-2 nd grade students must score 40 or more points to qualify for gifted services and scores must solely come from aptitude and achievement. 3 rd -12 th grade students must score 30 or more points to qualify for gifted services. If a 3 rd -12 th grade student obtains 25-29 points, first complete a learner profile to see if qualifications can be obtained. If a 3rd-12 th grade student s learner profile does not qualify him/her for services, the student may then complete an AIG portfolio instead. Aptitude Achievement Final Grades Alternative Pathway (only use points from one) Total Points 96-99 = 30 pts. 93-95 = 20 pts. 89-92 = 10 pts. Reading 93-99 = 10 pts. 85-92 = 5 pts. 80-84 = 3 pts. Reading 97-100 = 10 pts. 93-96 = 5 pts. 90-92 = 3 pts. Reading SIGS Slocumb-Payne > 130 =5 pts. 70-76 = 5 pts. 120-129 =4 pts. 57-69 = 3 pts. AIG Portfolio 90-100 = 5 pts. 85-89 = 3 pts. Reading Reading Math Math Math Math Math Levels of Service and Services offered by I-SS Gifted Learning Department Level I Level II Level III Level IV Regular education classroom Flexible grouping Differentiated services Differentiated Specialist consultation _All Level I options and _Cluster classroom _Classroom teacher trained in gifted practices & strategies _Differentiation Specialist direct and indirect support All Level II options and Subject advancement Dual enrollment All Level II options and Grade advancement Level I students are students who transfer into Iredell-Statesville Schools with AIG identification from a previous school district. We accept that identification and provide Level I services until further testing is warranted. Most I-SS AIG-identified learners are Level II students. Some qualify for more advanced options provided via Level III and Level IV services. 6
Alternative Pathways Learner Profiles and Portfolios If students do not obtain enough qualifying points with aptitude, achievement, and final grades to be identified, they have two other options to obtain the additional points needed. Learner Profile First, students are provided the option of a learner profile, completed by the student s teacher to obtain missing points. These learner profiles are research-based and are entitled Slocomb-Payne Teacher Perception Inventory and the Scales for Identifying Gifted Students (SIGS). If the learner profile does not receive enough points for identification, the student may choose to complete an AIG portfolio to obtain missing points if in 5th, 7th, or 10th grade. Only the learner profile points or the AIG portfolio points may be used to make up for missing points from ability, achievement, or final grades, not both. Portfolio The portfolio process is an alternative pathway for identification for students who do not obtain enough qualifying points with aptitude, achievement, and final grades to be identified. Parents are notified and sign permission for the portfolio process to begin. Portfolios should include five exemplary work samples completed at school in the area of consideration. Students and teachers reflect on each sample, and a teacher recommendation is included. Portfolios are evaluated by the portfolio screening committee using a rubric for scoring. Passing portfolio scores take the place of missing points for identification. 7
Differentiated Education Plans (DEPs) Elementary DEPs are individual plans for students that serve as communication between students, teachers, and parents about goals for students throughout the year. Middle school and high school students complete their DEPs via Canvas so that parents, teachers, and students can easily access and update them online. DEPs are written/updates four times per year for elementary students, three times per year for middle school students, and twice per year for high school students. Elementary DEP 8
Chain of Inquiry Regarding Gifted Services For questions or concerns, please follow this chain as to whom to contact when. Classroom Teacher School AIG Coordinator Differentiation Specialist Director of Gifted Learning Procedures to Resolve Disagreements The Procedures to Resolve Disagreements can be located on the form you received when your child was identified. If you are unable to locate your copy or have further questions, you may contact the Director of Gifted Learning/IB/Online Programs. School Gifted Processes Support Team (GPS Team): This team consists of teachers and administrators who complete paperwork, analyze data and make decisions about the gifted processes, gifted students and potential identified students. One of the team members holds the title of Coordinator. This person attends quarterly meetings that are led by the Gifted Learning Department. At these meeting the coordinators are given updated information about the Gifted Processes. 9
Choice Programs Sponsored by Iredell-Statesville Schools: International Baccalaureate (IB) A+ School Dual Immersion (DI) Advanced Placement (AP) Honors Courses Crossroads Arts & Science Early College (CASE) Collaborative College of Technology and Leadership (CCTL) Early College of Agriculture Online Learning (I-SS Virtual School) iacademy Career Academy and Technical School (CATS) More detailed information about these programs can be found on the Iredell-Statesville Schools webpage. Other learning opportunities: Leader in Me Blended Learning North Carolina Virtual Public Schools (NCVPS) Credit by Demonstrated Mastery (CDM) Science, Technology, Engineering, and Mathematics (STEM) Science, Technology, Engineering, Arts, and Mathematics (STEAM) North Carolina s Governor s School (NCGS) North Carolina School Science and Math (NCSSM) Summer Ventures Duke TIP Crosby Scholars 10
Enrichment Opportunities: Spelling Bee Science Fair Math Expo Chess Robotics Odyssey of the Mind Battle of the Books Summer Enrichment Camps 11
Gifted Resources National Association for Gifted Children (NAGC): http://www.nagc.org/resources-publications/resources/definitions-giftedness https://www.nagc.org/resources-publications/resources-parents Davidson Gifted: http://www.davidsongifted.org/db/browse_articles_233.aspx Hoagies Gifted: http://www.hoagiesgifted.org Duke TIP: https://tip.duke.edu Social and Emotional Needs of the Gifted (SENG): http://sengifted.org Iredell Crosby Scholars: http://www.crosbyscholarsiredell.org Iredell-Statesville Schools Local AIG Plan 2016-2019: http://www.iss.k12.nc.us/page/267 12
Glossary Modified Learning Environment Terms Area of Identification Classroom Teacher Training Cluster Classroom Differentiated Services Differentiation Specialist Support Dual Enrollment Flexible Grouping Grade Advancement Regular Education Classroom Subject Advancement Area in which a student is identified for gifted services, in I-SS that includes reading and/or math Specialized professional development for classroom teachers in strategies supporting gifted learners Six or more gifted students grouped together within a heterogeneous classroom Modification of instructional strategies, content complexity, and assignments to meet the individual needs of students AIG certified teacher who supports classroom teachers and students on a regular basis to help modify curriculum to meet needs of AIG students through planning, teaching, and professional development High school students taking college courses, middle grade students taking high school courses, or elementary students taking middle grade courses Groups within the classroom that change regularly based on pre-assessment data Students who advance to the next grade level for the school day in all subject areas once criteria is met A classroom with mixed ability learners Students who advance to the next grade level for a subject once criteria is met 13
Curriculum Modifications Terms Affective Learning Applied Technology Choice Option Assignments Computer-Based Instruction Convergent and Divergent Thinking Creativity Curriculum Compacting Depth and Complexity Enrichment/Extensions Foreign Language Study Goal Measurements Independent Research Project Interest-Based Activities Learning Contract Leadership Development Pacing/Acceleration Personalized Assignments Project-/Problem-Based Learning Social/Emotional Needs Socratic Seminar/Shared Inquiry Specific Curriculum Units Student-Directed Modifications Teacher-Directed Modifications Telecommunication Tiered Assignments Curriculum focusing on personal/social awareness and includes the study of values, attitudes, and self Use of technology in addition to computers to solve real-world problems Allowing students choice in some assignments through content, process, or product differentiation Online enrichment instruction based on student need Thinking which results in conventional solutions and answers or conformity and thinking which results in novel, unique, or creative solutions The process of developing new, uncommon, or unique ideas Adaptation of the regular curriculum to meet the needs of gifted students by eliminating objects that the student has already mastered or condensing work that may be mastered at a faster pace Activities that encourage deeper thinking and allow students to draw connections across curriculum Activities that add or go beyond the existing curriculum Opportunity to learn an additional language Goals need to be specific, measureable, and data-driven. Goal measurements may include rubrics, timelines, checklists, journals, notes, etc. Student-selected research project based on an area of interest, strength, or needed improvement Activities based on student interest Agreement between student and teacher that outlines content to be learned with presentation options Opportunity to explore leadership qualities within and beyond the classroom Content presented at a faster pace and in an earlier sequence than what is traditional Assignments tailored specifically to the child s needs Enrichment/extension units focused on a project/problem involving research skills and problem solving Needs related to affective learning for gifted students (perfectionism, underachievement, etc.) Literary methods for discussing and investigating a work of literature Research-based curriculum units available for teachers to support gifted learners Modifications for gifted services initiated by the student based on interest Modifications for gifted services initiated and provided by the classroom teacher Communicating and collaborating with other classes/individuals to enhance instruction A differentiated instructional strategy in which students all work toward the same goal, but where activities are geared toward each student s level 14