Bellamy Elementary School's AIG program policies reflect New Hanover County School's AIG Plan and the State of North Carolina's AIG Program Standards.
Identification
Children who demonstrate above grade level ability or who think with more complexity and abstraction may require differentiated services. The differentiated services offered through AIG are not “one size fits all.” A variety of services meet the unique needs of these diverse learners and are available for children of all races and all economic backgrounds. The Gifted Education Specialist facilitates the services provided school-wide, within the regular classrooms, and/or in separate settings.
A parent, teacher or other school personnel can recommend a child for the AIG program. A student may also nominated him/herself. If you think your child requires differentiated services, contact the classroom teacher, Gifted Education Specialist, or school principal. Your child will be evaluated and the results will be explained to you. For more information on nomination and identification, please visit the AIG Nomination and Identification page.
The AIG Match Team, which is composed of the Gifted Education Specialist, the principal or designee, and various classroom teachers, will review all available data and will determine if differentiation is required and what service the student will access. A copy of the AIG Match Team Record, documenting the team's decision, will provided to parents.
Students qualifying for AIG services will maintain an updated DEP for their school career in New Hanover County Schools. At times, there is evidence that a child's service level or options need to be adjusted. Re-evaluation may occur if there is documentation to support need for a different level of service. In the case of re-evaluation, the Gifted Education Specialist and the AIG Match Team will review the data and documentation and recommend a change in service level. Students will only exit the program at parent request.
The AIG Match Team assesses multiple criteria to make the decision to identify a student for the AIG Program.
Student Achievement – documented by scores on a nationally-normed achievement test (ITBS).
Student Aptitude – documented by scores on a nationally-normed aptitude test (CogAT).
Observation of Student – documented by teacher using the TOPS (Teacher Observations of Potential in Student) tool, as well as parent surveys/checklists.
Student Performance – documented by work samples, portfolios, grades, or other authentic assessment strategies
Student Interest and Motivation to Learn - documented by interview, formal interest surveys, or other evidence of interest. Motivation is documented by participation in school activities, evidence of desire to pursue learning experiences
Four out of the five above criteria must be met to qualify for the AIG program.
Acceleration Guidelines
North Carolina and NHCS give administrators the right to grade and place students. Seeing a need for guidance in making these decisions, the AIG program adopted the Iowa Acceleration Scale and created a Subject Acceleration Checklist to assist schools.
Whole Grade Acceleration is typically used at the primary level, or grades K-5. In NHCS we use the Iowa Acceleration Scale to guide decisions about whole grade acceleration. This research-based scale considers a child's ability, aptitude, achievement, interpersonal and intrapersonal skills, social and emotional needs, and a number of other factors. In addition, there is a planning tool to assist schools in monitoring the progress of accelerated students.
Subject Acceleration is typically used at secondary level, or grades 6-12. In NHCS we use the NHCS Subject Acceleration Checklist to guide decisions about subject acceleration. Like the Iowa Acceleration Scale, many factors, including assessment data, student performance, and social/emotional skills are considered. Schools are encouraged to develop a monitoring plan for students during their first year of acceleration.