“Education is what remains after one has forgotten what one has learned in school.”
Which children need the differentiated services provided by AIG?
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 meets 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.
How is a child recommended for AIG services?
A parent, teacher or other school personnel can recommend a child. 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.
If a student is currently identified and is receiving services, will the student continue in the program?
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.
Who makes the decision about which services a student needs?
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.
What types of information does the AIG Match Team use to make a decision?
Student Achievement – documented by scores on a nationally-normed achievement test
Student Aptitude – documented by scores on a nationally-normed aptitude test
Observation of student – documented by use of teacher and parent surveys/checklists
Student Performance – documented by work samples, portfolios, grades, or other authentic assessment strategies
Student interest – documented by interview, formal interest surveys, or other evidence of interest
Motivation to learn – documented by participation in school activities, evidence of desire to pursue learning experiences
4 out of the 5 above criteria must be met to qualify for the AIG program.
How is the decision about the services documented?
A Differentiated Education Plan (DEP) is proposed for those students who access differentiated services. Parents are sent a copy of the DEP.
As a parent, where do I fit into the decision making process?
Parents are invited meet with the classroom teacher and the Gifted Education Specialist to review the data and the proposed plan for differentiated services. Student performance is reviewed annually.
How does AIG help gifted education and regular education to collaborate more effectively?
AIG Match Teams identify students needing services and implement services in their schools. Staff development opportunities are provided to train teachers in differentiation strategies as well as other areas related to gifted education. Classroom teachers and the Gifted Education Specialist work together to ensure appropriate services are provided all day every day.
Whom do I ask when I have a question about my child’s participation in AIG?
The principal is the appropriate person to contact. Successful home-school relationships develop when parents and school personnel work collaboratively to meet the child’s needs.
How is the plan’s effectiveness evaluated?
The evaluation is linked to student performance and program performance improvement targets. Testing data and surveys inform this evaluation.
How are gifted children in grades K-3 served by the AIG program?
The K-3 Nurturing Program is offered at each elementary school.
How are gifted children in grades 9-12 served by the AIG program?
Currently, students in grades 9-12 can access the Honors and AP advanced curriculum. DEPs for grades 9-12 will be implemented during the 2012-2013 school year. High School AIG will continue to expand in the coming years.
How are ESL students evaluated for AIG services?
English-Second Language students may be evaluated through an alternative route. Because of the language barrier, traditional standardized tests are not an accurate measure of these students' abilities. The alternative route for ESL students includes evidence of need in the areas of student performance, observable behaviors, and interest/motivation. In addition, the gifted education specialist and classroom teacher may collect documentation of need through non-traditional forms of assessment.
How is consistency ensured for AIG students, across schools in our county?
Frameworks for AIG services were introduced in the summer of 2011 to ensure consistency across schools in regards to the AIG program. These documents outline basic services that should be implemented at each school. In addition, the school programs will be monitored by the Supervisor of AIG using a walk through evaluation tool.
How do I find out the implementation plan for AIG services at my child's school?
Each fall, the gifted education specialist will host a meeting for families, outlining the specific implementation plans for that school. Information from that meeting will be posted on the school's AIG webpage along with the specialist's schedule, curriculum updates, and extra-curricular opportunities for advanced students.
K-2 Survey 2013 Results
1) How can my child be involved with AIG at the K-2 level?
All students receive 15 sessions of whole-class instruction starting in the fall of each school year. The AIG Program for the county has purchased materials for the specialists to use for the K-2 Curriculum such as Primary Education Thinking Skills, Junior Great Books, Jacob's Ladder, Interact Units, and more. Often times, additional lessons and resources are designed based on interest and ability by the AIG Specialist. Small groups are created in the spring, and pulled based on readiness and interest. Students are selected for these groups based on a number of criteria - performance, teacher assessments, readiness, and interest.
2) Do you have recommendations to keep my child on track through the summer, other than exercises that maintain grade-level knowledge?
Math - If you want to explore beyond the grade level, the ALEKS online program is wonderful!
Summer Reading Challenge -
http://www.scholastic.com/ups/campaigns/src-2013
There are also many workbooks at Barnes and Noble that you can purchase. I would suggest requiring your child to do a couple of pages each morning during the summer. You can choose various study workbooks that you would like to challenge your child with - social studies, math, science, etc. Be sure to check to see if the workbook mentions the Common Core - this is the new curriculum for education.
4) When do parents find out if their children are selected?
Students are formally identified into the program in 3rd grade.
5) It is my understanding that your child is really not considered for involvement until 2nd grade??
The AIG Program involves the entire school. The AIG Specialist collaborates with all regular classroom teachers, and provides enrichment learning opportunities to be incorporated into the regular classroom. Also, the AIG Specialist provides each class with nurturing lessons starting in the fall. In the spring, small groups are formed at the K-2 level and pulled-out for more enrichment opportunities.