Academically and/or Intellectually Gifted (AIG) Update Strengthening North Carolina’s AIG Programs
New AIG Coordinators’ · The “AIG bucket” Academically or Intellectually Gifted –to...
Transcript of New AIG Coordinators’ · The “AIG bucket” Academically or Intellectually Gifted –to...
New AIG Coordinators’
Orientation
Fall 2018
Division of Advanced Learning & Gifted Education
Stephanie Cyrus and Beth Cross
State Consultants, AIG and Advanced Programs
[email protected]; [email protected]
Sneha Shah-Coltrane
Director, Gifted Education and Advanced Programs
Introductions
Goals for today:
Perspective & Personal Connection
Division of Advanced Learning
The other buckets!
• Advanced Placement (AP), International Baccalaureate (IB), Cambridge International Exams (CIE)
• Career and College Promise (CCP)/ Cooperative Innovative High Schools (CIHS)
• Credit by Demonstrated Mastery (CDM)
• Honors
• Adult High School
• Diploma Endorsements
• Other related policies…
The “AIG bucket”
Academically or
Intellectually Gifted– to advocate for the needs of AIG
students in public schools by providing
leadership, guidance and technical
assistance regarding AIG issues,
policies and practices to multiple
stakeholders, including LEAs, families,
IHEs, DPI, and other related
organizations.
AIG: ALL DAY,
EVERY DAY!
Getting to know you…
• Candy QuestionsBrown/Purple: Favorite foods and/or drinks
Green: Places you would like to travel
Red: Guilty pleasures
Blue: Favorite ways to de-stress
Yellow: Favorite parts of work day
Orange: Personal goals for this year
WHY ARE WE HERE?
#purpose
Why we are here…• The General Assembly believes that public schools
should challenge all students to aim for academic excellence. Article 9B AIG mandate.
• The State Board of Education’s (SBE) vision is that “every public school student will graduate ready for postsecondary education and work, prepared to be a globally engaged and productive citizen.”
• How will our work ensure that gifted learners are challenged and we move closer towards the SBE vision?
Our Roles…
• State
• LEA
• School
Quiz Time!
2018-19
DPI – AIG Areas
Led by Volunteers from
LEAs
Western Area
• Caroline Patterson –
Henderson County
Schools
• Caroline Davis –
Madison County
Schools
Charter Schools
• Cameron Brantley –
Evergreen Community
Charter School
Northwest Area
• Angie Lamb – Wilkes
County Schools
• Cheryl Rhea –
Newton Conover City
Schools
Piedmont-Triad Area
• Dibrelle Tourret –
Guilford County Schools
• Stephanie Ward –
Davidson County
Schools
North Central Area
• Angela Becton – Johnston
County Schools
• Laura Parrott– Durham Public
Schools
Northeast Area
• Tim DeCresie – Pitt
County Schools
• Dianne McDowell –
Elizabeth City/
Pasquotank County
Schools
Southwest Area
• Sara Newell –
Kannapolis City
Schools
• Nikki Sandor –
Cabarrus County
Schools
Sandhills Area
• Diane Fey – Moore County Schools
Southeast Area
• Donna Sloan – New Hanover County
Schools
• Amy Williams – Wayne County
Schools
Regional Support Network
WHAT IS OUR CHARGE?
Article 9B & NC AIG Program Standards
Gifted Education in North CarolinaLed by…
• Article 9B, 1996, N.C.G.S. § 115C-150.5-.8
– State Definition
– State mandate to identify and serve
– Local plan guidance (outline of development,
required components, review procedure, time
in effect)
– Local plan is in effect for three years
– Review of disagreements
State Definition of AIG StudentsArticle 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. (Article 9B, 1996, N.C.G.S. § 115C-150.05).
Unpacking the legislation
• Group review –
components of
Article 9B
• Share out – “twitter
style”…
Article 9B: In a nutshell
• Our mandate:
– Identify
– Serve
– Write local plans• What are the non-negotiables of a local plan?
• How often do we write a local plan?
WRITING A LOCAL PLAN
The mandate…
Audit of 2008
• Purpose
• Findings
• Resulting action:
The NC AIG Program Standards help to…
• Guide LEAs to develop, coordinate, and implement thoughtful and comprehensive AIG programs.
• Build a statewide framework for quality and comprehensive local AIG programs, while honoring local context and flexibility.
• Better meet the academic, intellectual, social, and emotional needs of gifted learners.
• Optimally develop AIG students’ potential.
NC AIG Program Standards
Developing Local AIG Programs:
2010 - 13
• NEW standards
– What does it all mean?
– How do we begin to build programs based
on standards?
• Practices designated as :
– Focused – Maintained - Future
• Plans based on LEA self-assessment
• Plans approved by LBE and submitted via
APEX to DPI for feedback! (July 2010)
Transforming Local AIG
Programs and Plans: 2013-16
• Standards are revised for clarity
• Making meaningful and intentional changes
• Practices designated as:
– Maintained – Focused
• Plans based on LEA Self-Assessment
• Plans approved by LBEs and submitted via
APEX to DPI for feedback! (July 2013)
HQ Program & Plan Development:
2016 – 19
• Standards are revised for further clarity
• Focus on developing HQ programs!
• ALL practices are expected to be EVIDENT in plan
• Plans based on LEA self-assessment
• Plans approved by LBEs and submitted via APEX to DPI for feedback! (July 2016)
Local AIG Program and Plan
Development: 2019-2022
• Focus Program Improvement to Address Challenges
– Address issues of access and
opportunity
– Address issues of achievement and
growth
Local AIG Program and Plan
Development: 2019-2022 (continued)
• Analyze Data Further
• Scale-Up Effective Programs
• Personalize Learning through Talent
Development Programs and Profiles
• Plans approved by LBEs and submitted via
APEX to DPI for feedback (July 2019)
Responses to State Audit 2008
Where are we now?
• Program Development
• Capacity Building
• Meaningful Data
• Monitoring for Growth
AIG Local Plans: A 3-year cycle
2018-19
• 2018-2019 – Implementation Year 3 AND Plan Revision Year
July 2019
• July 2019 – submit locally adopted plan to DPI/SBE for review & comment
2019-20• 2019-2020 – Implementation Year 1
2020-21• 2020-2021 Implementation Year 2
2021-22
• 2021-2022 Implementation Year 3 and Plan Revision Year for 2022-2025 Plans
Local AIG plans –
Writing
Implementing
What to consider during plan
implementation years?
• What are you doing – ON PURPOSE?
• Is it working?
• How do you know?
• What will you do to respond?
IDENTIFY GIFTED CHILDREN
The mandate…
How will YOUR district identify
gifted children?
• Multiple criteria:
– Aptitude
– Achievement
– Potential to achieve
*In order to develop a comprehensive
profile for each student!
• Identification Resource Guide
Identification across NC…
• Over 178,000 students identified (12.44%)
• Current child count numbers &
reporting
AIG Child Count in PowerSchool
PowerSchool is the authoritative source for AIG data.
• Exciting time!
• Phase 1 – basic data converted and reports available for your use
• Phase 2 – program and ID information screens!
• HEADCOUNT:– Two times this year. November and April
SERVING GIFTED LEARNERS
The mandate
A Recipe for Success
What’s the recipe?
Serving gifted learners
• What approach will your district use?
• How will you utilize data to match the
needs of students with services provided?
• How will you involve others in serving
gifted learners?
• How will you document your services to
gifted learners?
Serving gifted learners: K-12
Comprehensive
Programming
• Consider the continuum
of services
• Who will be the service
providers?
• Carefully consider the
“dosage” of
– Enrichment
– Extension
– Acceleration
Differentiated Curriculum
& Instruction
• What is happening in the
classroom setting for the
student?
• How is data utilized to
facilitate student growth?
• Consider:
– Resources
– Rigor
– Instructional practices
3 – 2 – 1 Talk to me…
• What are 3 things you
are doing in your district
to effectively serve
gifted students?
• What are 2 challenges
that you face in serving
gifted learners?
• What is 1 area that you
would like to learn more
about when it comes to
serving gifted learners?
HOW IS ARTICLE 9B FUNDED?
Show me the $$$
AIG State Funding (PRC 034 funds)
• The General Assembly funds all LEAs for AIG programming. All LEAs receive PRC 034 funds regardless of the number of identified AIG students. LEAs receive funds based on 4% of ADM, if at least 4% is identified. These funds are allocated as part of the general student allocation from DPI.– Legislation no longer allows LEAs to transfer funds out of AIG. (SL2017-
57 effective July 1, 2018)
– This does not mean that LEAs are expected to ID 4%. In fact we have 12% identified in our state.
– In this school year LEAs (including charter schools) are allotted $1339.14 per child in state funds.
• GA has maintained the same level of support for the last several years.
• NC is in the top funded states in US** NAGC’s State of the States, 2006-07, 2008-09, 2011-12
Use of State PRC 034 Funds:
Based on the Program Standards and Article 9B, state AIG funds are intended to be used explicitly for:
• AIG students, AIG programs and services, and AIG plan and program implementation, including:
– AIG teachers, who are licensed or are currently enrolled in licensure programs.
– AIG teacher resources and development
– AIG student resources and development
– AIG family resources and development
– AIG teacher and support personnel professional development
– Nurturing Programs to cultivate high potential/AIG
– Referral, screening and identification support
Use of State PRC 034 Funds:
• KNOW YOUR BUDGET– What is your initial budget allotment?
– How are AIG funds utilized?
– How much of budget is being utilized for other areas?
• Develop a strategic plan for your budget– What are your needs – based on your plan?
– What are the funding priorities?
RELATED POLICIES,
LEGISLATION & ISSUES
Legislation/Policies Related to AIG
• Article 9B – AIG Students, N.C.G.S. § 115C-150.5-.8
• Guidelines for Local AIG Programs, SBE, ACIG-000
• Article 25 – Admission of Students, Early Admission, N.C.G.S. § 115C-364(d)
• High School Courses in Middle School, SBE, GCS-M-001
• CCP – Career and College Promise
• Credit by Demonstrated Mastery, SBE, CCRE-001
• Broaden Successful Participation in Advanced Courses, new legislation N.C.G.S.§ 115C-83.4A
AIG Licensure
– 2 pathwaysIn NC, a teacher can
earn an add-on AIG
license through an
accredited Institute
of Higher Education.
Programs are
generally 12
semester hours of
credit; some offer
graduate programs.
Licensure Programs in NC1. Barton College
2. Campbell University
3. Duke University
4. East Carolina University
5. Elon University
6. Gardner-Webb University
7. High Point University
8. Mars Hill University
9. Meredith College
10. Methodist University
11. NC Central University
12. Pfeiffer University
13. Queens University of Charlotte
14. Saint Andrews University
15. Salem College
16. University of North Carolina at Charlotte
17. University of North Carolina at Pembroke
18. University of North Carolina Wilmington
19. Western Carolina University
20. Wingate University
AIG Licensure
• Effective October 1, 2017 AIG add-on
licensure can be attained through passing
PRAXIS score (157).
• Review materials available at www.ets.org
• Consider knowledge, skills, and disposition
of teacher to make good determination
about appropriate licensure route.
Where to turn?
DPI AIG Website http://www.ncpublicschools.org/advan
cedlearning/
DPI AIG Wikihttp://ncaig.ncdpi.wikispaces.net/
Home
NC leading in gifted education…
• National leader in funding,
policies, and legislation
• State AIG Program
Standards
• Governor’s School, NCSSM,
NCS Arts, NCVPS, NC AP
Partnership
• NCAGT, NAGC, PAGE,
Duke TIP, AAGC
• IHE Consortium
• Dedicated and high quality
professionals
• Now you!!!
Questions…
Clarity precedes competence!
Next Steps
• Know your LEA’s Plan and Program
• Know your schools, students, staff
• Understand your LEA’s budget
• Maintain and understand data
• Make your plan come alive!!
• Advocate – LBE, PAGE, Schools, Administration
• Seek out Professional Development – (regional, state & national)
• Participate with your regional network
• Keep in touch
#purpose
Resource “round about”
We must synergize our efforts to
ensure that the potential of all AIG
learners is optimized!
AIG: All Day, Every Day!
State Consultants, Advanced Learning and Gifted Education
Stephanie Cyrus Beth Cross
(919) 807 – 3698 (919) 807 - 3705
[email protected] [email protected]
Sneha Shah-Coltrane
Director of Advanced Learning and Gifted Programs
(919) 807-3849