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DPS AIG Local Plan 2013-2016

Download AIG 2013-2016 Plan

 

Standard 1: Student Identification: The LEA’s student identification procedures for AIG are clear, equitable, and comprehensive and lead towards appropriate educational services.

  • DPS makes AIG identification procedures available to all stakeholders through :
    • Frequently Asked Questions (FAQ) on the Advanced Academics website
    • Links on the Advanced Academics website
    • Presentations by AIG facilitators in schools.
  • DPS uses multiple criteria for identification of AIG students including aptitude and achievement.
  • DPS conducts a “sweep screen” of students in third and sixth grades.
  • Nomination by teacher, parent, or student can also result in screening.
  • DPS endorsed achievement tests:
    • Woodcock Johnson III Achievement Battery
    • Iowa Test of Basic Skills
  • DPS endorsed aptitude tests:
    • Naglieri Nonverbal Abilities Test (NNAT, Version II)
    • Otis-Lennon School Ability Test (OLSAT) (Eighth Edition)
    • Kaufman Brief Intelligence Test (K-BIT-2, Second Edition)
    • Cognitive Abilities Test (CogAT®, Form 6, 2001)
  • Other data used in identification:
  • All testing is administered by qualified personnel, adhering to any modifications as outlined in an IEP or 504 plan.
  • DPS is committed to initiating screening to the diverse population of the district in a consistent manner.
  • DPS has policies in place to safeguard the rights of AIG students and parents as well as procedures for resolving disagreements.
  • DPS documents all identification of and services for AIG students through Differentiated Education Plans (DEP).
    • Grades
    • Work samples/portfolios
    • Student behavior
    • Teacher observations
    • Student interests/activities

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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.

 

  • DPS adapts the current Common Core Standards to differentiate for the needs of the gifted students.  Resources such as alternative curriculum, vocabulary and interactive sites are provided through the system.
    • College of William and Mary Center for Gifted Education
    • ES: Building Language, MS: Word Within the Word, HS: Word Skill
    • Mentoring Mathematical Minds units
    • Math Superstars
  • DPS will show growth opportunities and data through a variety of resources including, but not limited to:
    • Lesson plans
    • Growth data
    • PLC agendas
  • DPS will foster the abilities of the gifted students becoming 21st century learners through the use of technology in the classroom and beyond.  Uses of technology include:
    • Wikis
    • Skype
    • Blogs
    • The Big 3 and Super 6 for research skills
  • Teachers are encouraged to enroll and earn AIG licensure through local university programs.
  • DPS will nurture the needs, both emotionally and academically, of AIG students through the use of school guidance counselors serving on the AIG committee
  • Teachers provide differentiated lessons and opportunities for young students who have not been identified (K-3).  Focus will be on problem solving skills and thinking skills.
  • Each student who is identified AIG, AG, or IG will have a Differentiated Education Plan (DEP) that will be provided to each teacher and reviewed annually with parents.

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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.

 

  • DPS has an Advanced Academics Director who oversees the K-12 AIG program.
  • AIG-licensed Facilitators support implementation of AIG programs.
  • AIG-licensed teachers work with students in classrooms.
  • DPS partners with local universities to increase the number of AIG-licensed teachers in DPS schools.
  • DPS has an AIG Advisory Council that monitors the implementation of AIG programming.
  • AIG Facilitators participate in monthly Professional Learning Communities to ensure schools are meeting the needs of AIG students.
  • DPS believes in professional development and add-on licensure for any employee interested in working with the AIG program.
  • DPS provides AIG services that are determined by the number of qualified staff in a given school.
  • DPS provides professional development in AIG programs, strategies, and methods for teachers who work with AIG students.

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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.

 

  • Students identified as AIG are provided a Differentiated Education Plan (DEP) to outline instruction for them and their teachers.
    • Differentiation in the classroom can be modeled through specific curriculum written for gifted learners and supported through professional development offered through AIG Facilitators.
    • Success of differentiation will be modeled through common assessments, data improvement and DEPs.
    • Print materials will be provided, such as the Advanced Academics brochure, but will also be electronic on the website: http://dpsnc.net/advancedacademics
    • Parent nights will be hosted at each elementary and middle school for teachers and parents to discuss needs of the students.
  • DPS aims to have the AIG population reflect the population of the system. Nurturing efforts specifically in Kindergarten through grade 2 occur through a framework which includes high-end learning opportunities, differentiation, hands-on activities, and family involvement.
  • Extra-curricular opportunities are provided such as:
    • Scripps National Spelling Bee
    • Odyssey of the Mind
    • Duke TIP
    • Durham PAGE
    • Governor’s School

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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.

  • DPS believes in strengthening partnerships with the parents/families and community to support AIG students.
  • DPS communicates regularly through websites, emails, and connect-ed messages to keep all stakeholders informed.
  • Parents of AIG students are surveyed annually about the district’s AIG plan and programs.
  • DPS works to foster partnerships with parents, businesses, educational institutions, and community agencies to enhance and enrich services for gifted learners.  Some of these partnerships include (but are not limited to):
    • Duke University's Office of Durham and Regional Affairs
    • Duke TIP Program
    • Durham PAGE
    • AIG Licensure programs at Duke and NCCU
    • Emily K Center
    • NCSSM
    • Museum of Life & Science

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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.

  • DPS provides the AIG plan in its entirety and in a quick reference guide to schools and parents
  • Goals of the plan are monitored by the Director of Advanced Academics through school-based checklists
  • Parental surveys will be given at the end of each year to monitor successes and involvements.
  • The budget will monitored for effective use of AIG funds.
  • Data will be disaggregated on the EOG/EOC/AP to provide evidence of proficiency and growth for AIG students
    • The Director of Advanced Academics will work with R and A to disseminate data to schools
  • Data will be disaggregated on the EOG/EOC/AP to provide evidence of population representation and growth for subgroups.
  • DPS will maintain records for licensed AIG teachers

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