Post on 06-Oct-2020
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Table of Contents Montgomery County Schools Academically Intellectually Gifted (AIG) Guide
Page Chapter
Overview of Academically Intellectually Gifted
4 Link to Local AIG Plan 2019-2022
5 AIG Fact Sheet
6 AIG Advisory Board
Qualification Process
8 K-3 Nurture Student Qualification
9 K-3 Nurture Initial Student Eligibility and Placement Record
10 K-3 Nurture Parent/Guardian Consent Form
11 AIG Qualification for Grades 4-12
13 4th Grade Parent Notification Letter for CogAT Testing
14 8th Grade Parent Notification Letter for CogAT Testing
15 Grades 4-12 AIG Initial Students Eligibility and Placement Record
17 Grades 4-12 AIG Parent/Guardian Consent Form
18 Slocomb and Payne Teacher Perception Inventory
Differentiation Services
20 Differentiated Education Plans for Elementary School K-5
22 Differentiated Education Plan for Middle School 6-8
23 Differentiated Education Plan for High School 9-12
Events and Opportunities
25 Battle of the Books and Spelling Bee
26 Science Fair and Math Competition
27 Duke TIP and Governor’s School
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LOCAL AIG PLAN
2019-2022
Montgomery County School’s Local AIG Plan is located on the district website. Click on
Departments, then Learning Division, then Academically and Intellectually Gifted. The link to
the plan is located on this webpage.
You can also access the plan with the following link:
https://drive.google.com/file/d/1nSCC0KrTIIR4CNsjySuXTMsQ_l4_ekD_/view?usp=sharing
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AIG FACT SHEET
MONTGOMERY COUNTY SCHOOLS
Students may qualify for AIG Nurture Program in grades K-3.
Students in Grades 4-12 may qualify for AIG in 5 different areas:
Intellectually Gifted
Academically Gifted
Academically and Intellectually Gifted
Academically Gifted Math
Academically Gifted Reading
Students are evaluated in the 4th and 8th grade in Montgomery County Schools for formal
placement into the program.
As of September 2019, Montgomery County Schools serves approximately 200 AIG
students in Grades 4-12.
STATE DEFINITION OF AIG STUDENTS, 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.
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The needs of AIG learners are best met when all stakeholders are included in the planning,
implementation, and monitoring of services provided. The Differentiation Coordinator
recruits parent/family leaders from each segment of the community to serve on an AIG
Advisory Board capacity and/or to support gathering input regarding AIG programming. The
Differentiation Coordinator works with the schools’ administration and AIG teachers/specialist
to invite parents of AIG students from across the grade spans. The Differentiation Coordinator
also includes student representatives when creating the AIG Advisory Board. Intentional
efforts are made to be inclusive of many stakeholder groups and the representation strives to
be balanced across the district’s diverse population on the Advisory Board. The
Differentiation Coordinator provides opportunities for stakeholders at the school level when
needed by providing parent forum sessions to gather feedback.
This group meets twice a year, one time each semester.
Montgomery County Schools
AIG ADVISORY BOARD
Administration
Jessalyn Spell-Differentiation Coordinator
Carla Miller-Principal Green Ridge Elementary School
Instructional Support
Nora Beasley-West Digital Learning Coach
Ella Kern-Instructional Facilitator West Middle School
Teachers
Pearle Pratt-ELA Early College
Amanda Henley-Third Grade Star Elementary School
Terry Maness-Kindergarten Green Ridge Elementary School
Parents/Students
If you are interested in serving on the board, please contact Jessalyn Spell,
Jessalyn.spell@montgomery.k12.nc.us, Differentiation Coordinator
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Grades K-3
NUTURE STUDENT QUALIFICATION
Pathway 1– K-3 AIG Placement
2 years above grade level expectations in iReady scale scores
Average of 90% or greater on Gifted Portfolio in BOTH Reading and Math
Pathway 2– K-3 AIG Nurture
1 year above grade level expectations in iReady scale scores
Average of 90% or greater on Gifted Portfolio in BOTH Reading and Math
The Differentiation Coordinator works with the Director of Elementary Education to create a
list of potential K-3 AIG students after the beginning of year diagnostics using the following
criteria listed below. Parents will be notified of their student’s eligibility through a Parent/
Guardian Consent for Placement letter that will be sent home after Beginning of Year (BOY)
testing is completed and data is analyzed. Parents may then choose if they would like their
child to participate in the program.
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https://docs.google.com/document/d/1bdx1nVsCsyR3z6aTJAf3VQ_pWDzY5Ue1RRFz1NjTxnw/edit?usp=sharing
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https://docs.google.com/document/d/1gJ5YoeVSexl1h5cfLdt6O6dnUmALIHT912f_XvCrZ90/edit?usp=sharing
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Grades 4-12
AIG QUALIFICATION
Pathway 3– Academically Gifted (AG)
Must meet one of the two criteria below:
CogAT Composite score equal to or greater than 88%
Average of 90% on Gifted Portfolio in both subject areas
AND
Must meet two of the three criteria below:
EOG Percentile score equal or greater to 88% in BOTH Reading and Math
Average of 90% or greater on Gifted Portfolio in BOTH Reading and Math
Average grade of 90% or greater in BOTH Reading and Math
Pathway 1– Intellectually Gifted (IG)
CogAT Composite score equal to or greater than 97%
Pathway 2– Academically and Intellectually Gifted (AI)
MUST HAVE BOTH
CogAT Composite score equal to or greater than 97%
EOG Percentile score equal to or greater than 97% in Reading and Math
The Differentiation Coordinator works with the Director of Elementary Education and Instructional
Facilitators to create a list of 4th grade students whom scored 75% or higher on the Reading or Math
EOG at the end of 3rd Grade and 8th graders whom are not already identified who scored 88th
percentile or higher on 7th Grade EOG Reading or Math to participate in the CogAT test. Parents will
be notified of their student’s eligibility for AIG placement through a Parent/Guardian Consent for
Placement letter that will be sent home after CogAT testing is completed. On the notification letter,
parents may then choose if they would like their child to participate in the program.
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Grades 4-12
AIG QUALIFICATION
Pathway 4– Academically Gifted in Math (AM)
Must meet one of the two criteria below:
CogAT Composite score equal to or greater than 88%
Average of 90% on Gifted Portfolio in Math
AND
Must meet three of the four criteria below:
EOG Percentile score equal or greater to 88% in Math
Average of 90% or greater on Gifted Portfolio in Math
Average grade of 90% or greater in Math
Slocomb Payne Teacher Perception Inventory Score of 46 or greater
Pathway 5– Academically Gifted in Reading (AR)
Must meet one of the two criteria below:
CogAT Composite score equal to or greater than 88%
Average of 90% on Gifted Portfolio in Reading
AND
Must meet three of the four criteria below:
EOG Percentile score equal or greater to 88% in Reading
Average of 90% or greater on Gifted Portfolio in Reading
Average grade of 90% or greater in Reading
Slocomb Payne Teacher Perception Inventory Score of 46 or greater
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https://docs.google.com/document/d/1FxhlTGEZz5AQY7EX7t8FVJkarGoZZ8P07HbhBXdInSU/edit?usp=sharing
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https://docs.google.com/document/d/1rf-dnWNm6TAjSp1H3pN9x008ce55wSk65K7TAvH_-ys/edit?usp=sharing
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https://docs.google.com/document/d/14lrUoSmDN2CL75NgyeGeQjgEB_24ZGORmIFO9mZ10X0/edit?usp=sharing
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https://docs.google.com/document/d/1MXOPLfW_3zVGLb0S3XkQDi2D10_gyenY3ppzHlJ_el0/edit?usp=sharing
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Slocomb and Payne Teacher Perception Inventory https://drive.google.com/open?id=1nZoRkAC6VDwYSj13bKTtTG23_GBNGvcW
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Elementary School K-5
DIFFERENTIATED EDUCATION PLAN
Grades K-2
Tiered levels of support
In-class flexible grouping for math
Cluster grouping within class or grade level for students needing advanced instruction in
math
Differentiated instruction through a variety of means, such as compacting, STEM activities,
independent study, project and problem-base d learning, and choice boards
Content enrichment, extensions, and acceleration in math during designated enrichment
block
Pre-assessments and frequent formative assessments are used to determine each child’s
needs
Grades 3-5
In-class flexible grouping for math
Cluster grouping within class or grade level for students needing advanced instruction in math
Differentiated instruction through a variety of means, such as compacting, STEM activities,
independent study, project and problem-base d learning, and choice boards
Content enrichment, extensions, and acceleration in math during designated enrichment block
Grades 4-5 participate in a District Math Tournament each spring
Advanced Math Offerings-
All students who score a level 5 on the End of Grade (EOG) test will be provided
advanced math. An AIG student identified in math continues to receive services
as outlined in each student’s Differentiated Education Plan (DEP).
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Elementary School K-5
DIFFERENTIATED EDUCATION PLAN
Grades 4-5
Students in Grades 4-5 will complete a Differentiated Education Plan (DEP) Project yearly
that will be shared at the DEP Night in the spring.
Students will select a project topic of their choosing on their DEP, which is signed by the
Parent/Guardian, teacher, and Differentiation Coordinator.
Students will be provided with a guide to help facilitate the student’s project completion.
DEP Project Guide:
Grades 4-5 students will be provided a DEP Project Guide by their teacher. This guide will
include important timing and pacing information for completion of the project in time for
the DEP Project Presentation Night held each Spring.
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Middle School 6-8
DIFFERENTIATED EDUCATION PLAN
Grades 6-8
In-class flexible grouping for math
Cluster grouping within class or grade level for students needing advanced instruction in
math
Differentiated instruction through a variety of means, such as compacting, STEM
activities, independent study, project and problem-base d learning, and choice boards
Content enrichment, extensions, and acceleration in math during designated enrichment
block
6th Grade Math is taught with compacted 7th grade standards
7th Grade Math is taught with compacted 8th grade standards
Math I is taught in 8th Grade, with compacted content is the previous grades
6th Grade Math Tournament each spring
Advanced Math Offerings-
All students who score a level 5 on the End of Grade (EOG) test will be provided
advanced math. An AIG student identified in math continues to receive services
as outlined in each student’s Differentiated Education Plan (DEP).
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High School 9-12
DIFFERENTIATED EDUCATION PLAN
Grades 9-12
Self-selection of Advanced and Honors math courses, as listed in the Montgomery County
School’s High School Registration Guide
Credit by Demonstrated Mastery (CDM)
Advanced Placement (AP) Classes
Dual enrollment opportunities through community college partners with the Career and
College Promise
Early College Enrollment and course options
Online courses through North Carolina Virtual Public Schools and the North Carolina
School of Science and Math
Students need to be focused on the CTE CCP courses to open the Associate level math
options as soon as possible
Advanced Math Offerings-
All students who score a level 5 on the 8th Grade Math EOG or Math I must be
placed in an advanced math course in 9th grade. Foundations of Math I is not
considered an advanced math course.
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Montgomery County Schools AIG Program
BATTLE OF THE BOOKS
Montgomery County Schools AIG Program
SPELLING BEE
The purpose of the Battle of the Books program is to encourage reading by all students. Students, are exposed to quality literature representing a variety of literary styles and viewpoints by prominent authors in the area of young adult literature. The game format creates interest and excitement in reading. Through the fun and excitement of the competition, students improve reading skills, mature in their choices of reading materials, and acquire a broader knowledge base. Even during the height of the competition, students and coaches should remember that the goal is to READ, not necessarily to win!
https://ncslma.wildapricot.org/EBOB/
https://www.journalnow.com/spellingbee/
For nearly 80 years, approximately three-dozen students from Northwest North Carolina compete in the Winston-Salem Journal Regional Spelling Bee. The students earn the right to compete in the Winston-Salem Journal Regional Spelling Bee by winning their county or district bees. The winner of the Winston-Salem Journal Regional Spelling Bee receives an all-expenses-paid trip to Washington, D.C. to compete against champion spellers from across the country in the Scripps National Spelling Bee. The Winston-Salem Journal is proud to sponsor Journal Regional Spelling Bee for the past 78 years.
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Montgomery County Schools AIG Program
SCIENCE FAIR
Montgomery County Schools AIG Program
MATH COMPETITION
https://www.uncp.edu/departments/chemistry-physics/north-carolina-region-4-science-engineering-fair
Science Fairs provide an opportunity for students, 3rd through 12th grades, who are interested in science and technology to pursue their personal areas of interest and to display their research as a presentation in a public competitive forum. The NC Science and Engineering Fair works to create enthusiasm in science and technology while encouraging project-based inquiry.
http://www.ncsciencefair.org/
https://kcawarriors.com/wp-content/uploads/2018/02/math-olympics.png
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Montgomery County Schools AIG Program
DUKE TIP PROGRAM
Montgomery County Schools AIG Program
GOVERNOR’S SCHOOL
The Duke University Talent Identification Program is a nonprofit organization that supports academically talented students in grades four through twelve. We offer above-grade-level testing, enrichment resources, year-round learning options, residential summer programs, online courses, and original research to supplement what students receive in school.
https://tip.duke.edu/
The Governor's School of North Carolina is a 5½-week summer residential program for gifted and talented high school students, integrating academic disciplines, the arts, and unique courses on each of two campuses. The curriculum focuses on the exploration of the most recent ideas and concepts in each discipline, and it does not involve credit, tests, or grades. Students are selected to attend through a competitive process after being nominated by their public school unit or non-public school.
http://www.ncgovschool.org/