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Local AIG Plan, 2010-2013 of 726/30/2011

Burke County SchoolsLocal Academically or Intellectually Gifted (AIG) Plan

Effective 2010-2013

Approved by local Board of Education on: 16-AUG-10LEA Superintendent's Name: Dr Arthur StellarLEA AIG Contact Name: Deborah L. CarpenterSubmitted to NC Department of Public Instruction on: AUGUST 17, 2010, 23:59:22Revision Submitted to NC Department of Public Instruction on: FEBRUARY 28, 2011, 16:59:16

Burke County Schools has developed this local AIG plan based on the NC AIG Program Standards (adopted by SBE, July 2009). These Standards serve as a statewide framework and guide LEAs to develop, coordinate and implement thoughtful and comprehensive AIG programs.

The NC AIG Program Standards encompass six principle standards with accompanying practices. These standards articulate the expectations for quality, comprehensive, and effective local AIG programs and relate to the categories related to NC's AIG legislation, Article 9B (N. C. G. S. 115C-150.5). These best practices help to clarify the standard, describe what an LEA should have in place, and guide LEAs to improve their programs.

As LEAs transition to the new AIG Program Standards, every LEA participated in a self-assessment process of their local AIG program, which involved multiple stakeholders. The data gathered during this process guided LEAs in their development of this local AIG plan for 2010-2013. This local AIG plan has been approved by the LEA's board of Education and sent to NC DPI for comment.

For 2010-2013, Burke County Schools local AIG plan is as follows:

Burke County Schools Vision for local AIG program: The Burke County Public Schools Gifted Education Program, a model of exemplary education, inspiring gifted students to reach and exceed their academic and intellectual potential and contribute to their global community as productive citizens.

Sources of funding for local AIG program (as of 2010)State Funding Local Funding Grant Funding Other Funding

$650277.00 $0.00 $0.00 $0.00

Standard 1: Student IdentificationThe LEA's student identification procedures for AIG are clear, equitable, and comprehensive and leadtowards appropriate educational services.

Practice AArticulates and disseminates clear, comprehensive, and equitable screening, referral, and

Local AIG Plan, 2010-2013 of 726/30/2011 identification processes for all grade levels to school personnel, parents/families, students, and the community-at-large.

This practice is a Focused Practice for 2010-2013.

Rationale: Information has been presented to schools (administrators, teachers, support personnel)and parents. Even though some citizens may not have children in the school system, they need the info.Citizens without children in the school systems are stakeholders as well as those families with children in the school system.

Goals: 1. Increase knowledge and understanding of the gifted child and the programs/opportunities available to students in Burke County2. Increase ownership of all stakeholders.

Description: Update district and school websitesUpdate AIG Information Stations at each schoolProvide identification process written in native languages served in Burke CountyProvide identification process in native languages in Burke County in an auditory format for those who speak but do not read in their native language Screening Pool1. EOG Nomination in Reading and or Math: 93%+ on previous year's EOG Test2. Teacher Nomination: Based on characteristics of the gifted child (Bright Child/Gifted Child)3. Parent Nomination: Based on characteristics of the gifted child (Bright Child/Gifted Child)

Teacher nomination also includes the Exceptional Children and ESL/ELL teachersThree Pathways for consideration/nominationIDENTIFICATION CRITERIAStudents qualify by meeting one of three pathways (Teachers and Parents collaboratively determine the best pathway for students):

Pathway 1: Aptitude- 97% NPA (Total Verbal for ELA or Total Nonverbal for Math

Pathway 2: Multiple Criteria (4 out of 5)1.Achievement-93%+ (Total Reading or Total Math)2.Aptitude- 90%+ NPA (Total Verbal or Total Nonverbal)3.GRS- Cumulative 90% (covers ELA and Math)4.Motivation- T-score 65+ (covers ELA and Math)5.Parent Inventory (PIP)- 150+ (covers ELA and Math)

Pathway 3: Performance Based Assessment - Students must score 3.3+ out of 4 in content - Students will not be scored on language mechanics

Planned Sources of Evidence: District and school websites, brochure, presentations at faculty meetings and parent information nights

Local AIG Plan, 2010-2013 of 726/30/2011

Other Comments:

Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice. Standard 1: Student IdentificationThe LEA's student identification procedures for AIG are clear, equitable, and comprehensive and leadtowards appropriate educational services.

Practice BEmploys multiple criteria for student identification, including measures that reveal student aptitude, student achievement, or potential to achieve in order to develop a comprehensive profile for each student.

This practice is a Maintained Practice for 2010-2013.

Rationale: The implementation of pathway 2 has resulted in comptehensove profile for each student. Pathway 2 uses the following criteria:

Gifted Rating ScaleMotivation ScaleParent Inventory for Finding PotentialAptitudeAchievement

The Gifted Rating Scale provides information about each student in the following areas:Intellect, Achievement, Creativity, Leadership, and Motivation

Goals: This section does not need to be completed based on the chosen category of the practice.

Description: IdentificationEach school district in NC has its own plan with different criteria for identification. The BCPS plan for identification of students as AIG requires that students qualify by meeting one of three pathways. Students being considered will attempt only one pathway.Nomination of Students-Previous school year's EOG scores-Aptitude scores-Teacher recommendation-Parent nomination

Pathway 1: Intellectually Gifted Aptitude- 97% NPA Pathway Total Verbal for ELA or Total Nonverbal for Math)

Pathway 2: Multiple Criteria (4 out of 5)1.Achievement*-93%+ (Total Reading or Total Math)

Local AIG Plan, 2010-2013 of 726/30/2011 2.Aptitude- 90%+ NPA (Total Verbal or Total Nonverbal)3.GRS- Cumulative 90% (ELA/ Math)4.Motivation- T-score 65+ ELA/Math)5.Parent Inventory (PIP)- (ELA/ Math) * Nationally normed standardized achievement tests.

Pathway 3: Performance Based Assessment

Planned Sources of Evidence: Screening Pools for Pathway 2Individual AIG filesSchool Based Committee minutes

Other Comments:


Practice CAdministers both non-traditional and traditional standardized measures that are based on current theory and research.


Rationale: Assessments used by the BCPS AIG Department are based on the 2010 NC Governor's School and Duke TIP lists of approved assessments. Non-traditional assessments require an alternative assessment form to be completed before any non-traditional tests are administered or approved for private administration.


Description: Achievement and Aptitude Testingfor the BCPS AIG Program

Some testing may be necessary for AIG consideration. The BCPS Gifted Education Department will administer tests at no charge to parents. Only one administered test will be accepted. If a parent chooses to have private testing done instead of testing through BCPS Gifted Education Department, one of the aptitude and/or one of the achievement tests listed below will be accepted. The following list of approved tests/instruments are also listed for 2010 NC Governor's School and Duke Talent Identification Program..

Aptitude (IQ) _______________________________________________________________

Local AIG Plan, 2010-2013 of 726/30/2011 Cognitive Abilities Test *Ravens' Progressive MatricesCulture Fair Series 1, 2, 3 Reynolds Intellectual Assessment Scales (RIAS)Differential Ability Scales (DAS) Scholastic Abilities TestHenmon- Nelson Test of Mental Ability Scholastic Aptitude ScaleInView SOI Learning Abilities Test: Screen for Atypical Gifted Kaufman Intelligence Test Stanford –BinetKaufman Assessment Battery for Children Test of Cognitive Skills(KABC II)Kuhlman-Anderson Test Test of Non-Verbal Intelligence TestMatrix Analogies Test Universal Non-Verbal Intelligence Test (UNIT)*Naglieri Nonverbal Ability Test (NNAT) Wechsler Scales (WISC IV, WAIS IV)*Otis Lennon School Ability Test (OLSAT) Woodcock Johnson Tests of Cognitive Ability

Achievement ________________________________________________________________

California Achievement Test (2005 Norms) SRA Achievement Series, Forms 1 and 2Comprehensive Test of Basic Skills *Stanford Achievement Test Comprehensive Testing Program (ERB) Stanford Test of Academic Skills Iowa Test of Basic Skills TerraNovaIowa Tests of Educational Development Test of Achievement and ProficiencyNational Educational Development Test *Wechsler Individual Achievement Test- II (WIAT-II)Metropolitan Achievement Test Woodcock-Johnson Psycho-Educational BatteryScholastic Assessment Test (WJ III)

Traditional Group Tests Administered: Achievement- Stanford Achievement Test, SAT, grades 2-10Aptitude- Otis Lennon School Ability Test, OLSAT, grades 2-10

Pre-K-1st Grade -- Individual TestingPre-K: Test of Early Reading Abilities (TERA), Test of Early Mathematics Abilities (TEMA), and RIAS1st Grade: WIAT-II (Reading/Math) and RIAS

Non-traditional Tests Administered (Requires Alternative Assessment Approval with documentation).Naglieri Nonverbal Ability Test (NNAT Ravens' Progressive MatricesReynolds Intellectual Assessment Scales (RIAS) Wechsler Individual Achievement Test- II (WIAT-II)

* Tests available through the BCPS Gifted Education DepartmentNote: The latest editions of these tests should be used.

ALTERNATIVE EVALUATION SELECTION FORM

Student's Name____________________________School__________________________Date____________

Local AIG Plan, 2010-2013 of 726/30/2011 _

The purpose of this form is to assist the AIG referral team in determining if a student is a candidate for an evaluation other than the traditional evaluation. Students from different cultural or language backgrounds, the economically disadvantaged, and students with sensory impairments or other physical disabilities are often underrepresented in programs for the gifted. Research suggests that this may be due to test bias. To ensure that the abilities of students from underrepresented groups are accurately assessed, they should be evaluated with an instrument that is sensitive to cultural/linguistic/economic differences or is intended for students with sensory or physical disabilities.Available records, interviews with parents, etc., may be used to obtain data. The alternative evaluations include individual achievement and nonverbal aptitude tests.

If a disabling condition is marked below, that will automatically indicate a need for an alternative assessment.To indicate a need for other alternative assessments, three areas must be checked.If none of the factors apply, check the appropriate blank at the bottom of this form.

_____Disabling condition which adversely affects testing performance (e.g., physical or sensory disability or Test Anxiety which may interfere with educational performance). Documentation (504 IEP) required.¬¬-------------------------------------------------------------------------------------------------------------------------------------_____Limited developmental experiences (ex: cultural, social, and travel experiences)._____Irregular attendance (23% of the time during a grading period)._____Transiency in elementary school (at least 3 moves)._____Home responsibilities/necessary pupil employment interferes with learning activities._____Residence in a depressed economic area._____Low family income at a subsistence level (one example: free or reduced lunch)._____Nonstandard English constituting a barrier to learning (only a foreign language or nonstandard English spoken at home, the language of the home exhibits strong dialectical differences)._____Limited opportunity to acquire depth in English (English not spoken in home, transiency due to migrant employment of family, dialectical differences acting as a barrier to learning)._____Other (list specific examples)____________________________________________________________ ________________________________________________________________________________________NONE OF THE ABOVE FACTORS APPLY.

Are the above checked items compelling enough to indicate that this student needs an alternative assessment?AIG Team Decision: Signature: Position:

Local AIG Plan, 2010-2013 of 726/30/2011 Date:

_____Yes, this student needs __________________________Principal/Des.____ (Ach) ______________________ __________________________ GE- SBC Chair (IQ) ______________________ __________________________Classroom Teacher alternative assessment (s). __________________________Counselor

_____No, this student does not COUNTY LEVEL REVIEW need an alternative assessment. __________________________AIG Coordinator _____

Burke County Schools 08/09

Planned Sources of Evidence: Alternative Evaluation Forms- approval for non-traditional assessmentsList of all BCPS approved Achievement and Aptitude Testing InstrumentsIndividual AIG files with completed Alternative Evaluation forms

Other Comments:


Practice DInitiates screening, referral, and identification procedures that respond to traditionally under-represented populations of the gifted and are responsive to LEA demographics. These populations include students who are culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional.


Rationale: We have been very successful with the identification criteria. The use of the alternative assessment form and alternative tests and assessments that respond to traditionally under-represented populations of the gifted allowed us to increase the number of students screened and/or identified from the under-represented populations.

Before screening begins, the characterictics of the under-represented populations are shared,

Local AIG Plan, 2010-2013 of 726/30/2011 discussed and disseminated. 20-30 Copies of the underrepresented populations packet are given to each chair to share. Adminsitrators are asked to allow the cchairpersons to present at a faculty meeting (end of November or early Dececmebr annually).


Description: Continue process with under-represented population information, screening pools and accountability

Before screening begins, the characterictics of the under-represented populations are shared, discussed and disseminated. 20-30 Copies of the underrepresented populations packet are given to each chair to share. Adminsitrators are asked to allow the cchairpersons to present at a faculty meeting (end of November or early Dececmebr annually).

Planned Sources of Evidence: AIG Child CountScreening Pools: EOG, teacher, and parent referralsParent Nomination forms in individual AIG filesAlternative Evaluation forms in individual AIG filesAgenda: School Based Committee Chair meeting November annuallyReviews and discussions the characterictics of under-represented populationsMaterials disseminated for informing all educators at each schoolList of alternative tests and assessments that respond to traditionally under-represented populations of the gifted Information includes the following:

Accountability Sheet for each school:-Identifies current demographics-Identifies current demographocs of current AIG population-Identifies the number nominated from each demographic category-Identifies the number from each demographic category-Identifies the Intellectually Gifted and areas of giftedness

Other Comments:


Practice EEnsures consistency in implementation of screening, referral, and identification processes within the LEA.


Local AIG Plan, 2010-2013 of 726/30/2011 Rationale: Copies of Initial and final Screening Pools are kept at each school and are reviewed by the AIG staff before any testing begins. Any concerns or discrepancies are identified and addressed before testing. Conferences with the principal and school based committee to address issues and/or concerns with the implementation of the process are initiated and conducted by the coordinator.


Description: After initial review/training for implementation of procedures, AIG staff visits schools to make sure implementation is being followed. AIG department is on the alert now list to hear calls from principals about the AIG nomination process occurring.All GRS forms and Parent Inventories are reviewed by the AIG department. All screening pools are sent to the AIG office for review and analysis before any testing is scheduled.

Planned Sources of Evidence: Screening PoolsSchool Based Committee minutesAgendas and presentations at meetings (Administrators' and faculty meetings)DEP meetingsSchool and district websitesAlert-Now calls from Principals about processNewsletters about process

Other Comments:


Practice FEstablishes written policies that safeguard the rights of AIG students and their parents/families, including informed consent regarding identification and placement, reassessment procedures, transfers from other LEAs, and procedures for resolving disagreements.


Rationale: The BCPS AIG Parent's Handbook of Rights are given to all families whose children are considered and/or identified. A consent for evaluation is given to parents and signed (placed in AIG student file). Better info needs to be provided to families who may be transferring


Description: Develop questions that parents/families should ask of new LEAs to which their children are transferring.Parents/families receive and keep copies of the handbook of rights.

Local AIG Plan, 2010-2013 of 726/30/2011 Disagreements: documents of decisions should be sent to families for their records. Develop document for parents/families.The BCPS AIG Parent's Handbook of Rights is given to all families whose children are considered and/or identified. 1. The parent/guardian has the right to be involved in the nomination process for considering his/her child for AIG identification. Parents collaborate with the child's teacher(s) to determine which pathwaywill be the most appropriate for their child. Sometimes this includes reviewing the child's an inactive AIG folder as well as the child's cumulative folder.2. If a child is not identified as AIG, the School-Based Committee Chairperson is required to send information to the parent/guardian indicating no differentiation is needed or no further assessments are needed within two weeks of receiving scored scales from the BCPS Gifted Education Office.3. The parent has the right to request, appeal, and petition the decision(s). 4. The parent/guardian has the right to review and discuss all documents: Gifted Rating and Motivation Scales with teacher(s) who completed them, Parent Inventory for Finding Potential, Aptitude, and Achievement results. 5. When testing is not necessary due to not meeting initial criteria that would lead to aptitude and achievement assessments, the parent/guardian may request to review and discuss documents: Gifted Rating and Motivation Scales with teacher(s) who completed them, and Parent Inventory for Finding Potential.6. When a child has been identified as AIG, but encounters some difficulties that result in grades below a C, the parent/guardian has the right to request a conference with the teacher(s) and the School-Based Committee to determine if interventions are needed to help the child become more successful, identify appropriate interventions, and to exit the program, if necessary.

Steps are in place indicating timelines for each procedure.Due Process ProceduresI.Parent/guardian requests a conference with the School- Based Committee for Gifted Children.II.The parent/guardian requests a conference with the school principal, if the principal is able to attend the initial School-Based committee meeting.III.The parent/guardian appeals the principal's decision to the Burke County Public Schools AIG LeadTeacher.IV.The parent/guardian appeals to the Associate or Superintendent of the Burke County Public Schools.V.The parent/guardian appeals the Burke County Public Schools Board of Education.VI.The parent/guardian petitions the administrative law judge for a contested case hearing.

Students are nominated for consideration via three methods:1. EOG nomination (97 percentile +) 2. Teacher nomination 3. Parent nomination

A Consent for Evaluation is given to the parent/guardian indicating necessary assessments for identification as well as the opportunity to obtain private assessments instead of LEA administered assessments. If private assessments are selected, the parent/guardian receives a copy of the acceptable assessments for BCPS AIG identification.

Students may be reassessed annually, if AIG identification is not made.

Local AIG Plan, 2010-2013 of 726/30/2011 When an identified student transfers to the Burke County Public Schools (August – December of a school-year), his or her AIG folder/data will be reviewed within 30 days to determine if he/she qualifies under the BCPS guidelines for identification. Additional assessments, if necessary, will be completed within two weeks of the review. If the child does not meet the BCPS criteria for identification, the parent/guardian has the right to appeal. The student will be considered for identification during the spring process (January – May of a school-year).

If a parent/guardian plans to move to another LEA from the Burke County Public Schools, the parent/guardian is informed of differences in the identification criteria of other LEAs. The parent/guardian is given the name of the AIG contact for the new LEA so that he/she may inquire about the differences. When the BCPS school is informed of withdrawal copies of the documents in the child's AIG folder will be sent to the school in the new LEA within two weeks of the withdrawal. The BCPS AIG Lead Teacher will inform the AIG Coordinator/Director of the new LEA of the transfer.

Planned Sources of Evidence: Handbook of RightsWebsites (School and district)Individual AIG filesDocumentation of resolutions or Due Process actions

Other Comments:


Practice GMaintains documentation that explains the identification process and service options for individual AIG students, which is reviewed annually with parents/families.


Rationale: Each school has an information station about the AIG program and the identification process. It is also on the websites (district and schools)Annual DEP meetings (September - October)Meetings with parents are held after identification before the next school year (April-June annually


Description: Continue process of DEP meetingsMaintain and update websites (district and schools)Place DEP meeting Power point on websites

Planned Sources of Evidence: Annual DEP MeetingsIndividual AIG files

Local AIG Plan, 2010-2013 of 726/30/2011

Other Comments:

Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice. Standard 2: Differentiated Curriculum and InstructionThe 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.

Practice AAdapts the NC Standard Course of Study (SCOS) according to identified abilities, readiness, interests, and learning profiles, K-12.


Rationale: ELA--Previous adaptation of curriculum addressed specific components of the SCOS: vocabulary, research paper, literary analysis, analogies, and advanced literature

Specific components of the DEP required Curriculum Compacting practices to identify readiness in reference to reading, critical reading, and grammar skills. Because no exact document existed inconsistencies occurred in grades K-8. Readiness, interest, and learning profiles were created and addressed only by the three Elementary (grades K-5) Gifted Specialists.

With no middle school (grades 6-8) Gifted Specialist Readiness, interest, and learning profiles were inconsistently addressed and in some cases not addressed.

MATH--Previous adaptation of curriculum attempted to align on-grade level content with the next grade level's content.

(K- Kinder and related 1st grade content and so on.7th grade- 7th grade content and related 8th grade content to prepare students for taking Algebra 1 as 8th graders)

Some BCPS school use the adopted text Math Envision and others use Accelerated Math

Humanities English/Social Studies (Grades 9-12)This is the only AIG program that we have at the high school. It is vertically aligned to prepare students for AP English and Social Studies courses (very rigorous)

Currently some community members and administrators want to eliminate the Humanities English/Social Studies program, while others do not want to eliminate it.

Math (Grades 9-12)There is no AIG Math program at the high school. All Math courses are open enrollment.

Local AIG Plan, 2010-2013 of 726/30/2011 Currently some community members and administrators want to create a Humanities Math Science program, while others do not want this.

Goals: Create a document that specifies a menu of options to be implemented for AIG students in terms of readiness, interest, and leaning profiles. Create interest inventories for K-5, 6-8, and 9-12Create learning profiles

Create a document or electronic file of Pre-Assessment documents using resources and on-line resources from Math Envisions and Accelerated Math componentsReview teacher made pre-assessmentsDevelop additional pre-assessments components, if needed, using teacher made pre-assessments

Continue the Humanities English/Social Studies programObtain input from stakeholders to determine the need to continue or eliminate the Humanities English/Social Studies program

Determine the need for an AIG high Math/Science program

Description: Readiness- Develop district pre-assessments for reading, vocabulary, and grammar grades K-8

Review current models of interest inventories from published articles/materials and develop for BCPSAIG studentsEvaluate and analyze effectivenessReview Dunn & Dunn student learning profiles and Multiple Intelligences student profiles and developfor BCPS AIG studentsEvaluate and analyze effectivenessSurvey teachers, parents, and students (effectiveness)

Obtain copies of pre-assessments from Math Envisions, teachers, and if possible Accelerated MathEvaluate and analyze componentsSurvey teachers, parents, and students (effectiveness)

ELA and Math 9Grades 9-12Survey/interview. teachers, parents, students, and administratorsConduct surveys and interviews of parents, teachers, students, and administratorsBCPS AIG Curriculum Document Plan, 2010-2013 Purpose: To address Standard 2, Practices a, b, and g

This will be a K-8 document. A plan for Humanities English/Social Studies for grades 9-12 will be developed after the survey has been completed and analyzed to determine continuation or termination of the Humanities program.

The document (hardcopy and electronic) to be developed will be in the form of a matrix. Because of the potential size of the document, the final format has not yet been determined. The goal is to createa concise and user friendly document that will serve as a guide for teachers to provide appropriate

Local AIG Plan, 2010-2013 of 726/30/2011 curriculum for AIG students. AIG teachers will be able to document implementation of its componentsand begin the development of AIG student portfolios.The document will include the following for each grade level:

English Language Arts: Reading, Vocabulary Development (Word Etymology) Writing, and Grammar•Grade level NC SCOS•Next grade level NC SCOS•NC Essential Standards (not yet completed)•National Core Curriculum•Menu of activities for teacher/student selection to demonstrate skills•BCPS purchased/created curriculum materials: Vocabulary books, novels, analogies, critical thinking (Bloom/Marzano/Paul), Building Thinking Skills series (verbal), document based activities, CBL and PBL units (Kendall-Hunt), research and

analytical essay rubrics, and Jacob's Ladder materials•Concepts and Concept Development •Socratic Inquiry (Seminars)•Reading Detectives•Novels list: Support curriculum content and concepts•Novels/Articles (Based on Some of My Best Friends are Books, 1st/2nd ed., and articles for affective and social/emotional needs of gifted children): Support peer and family relationships, coping with stress, depression, perfectionism, expectations, risk-taking, introversion, giftedness/identity, multi-potentiality, gifted girls, diversity, and tolerance

Mathematics•Grade level NC SCOS•Next grade level NC SCOS•NC Essential Standards •National Core Curriculum•NCTM Standards•Project M3 (Mentoring Mathematical Minds•Math Detectives•Building Thinking Skills series (nonverbal)•Menu of activities for teacher/student selection to demonstrate skills•BCPS purchased/created curriculum materials: SuperStar Math, Challenge Math, Hands-on-Equations, Extreme Math•Document based activities (Mathematical concept development/Theories, ex. Fibonacci)

Planned Sources of Evidence: Reading Pre-Assessment

Data from evaluation and analysis of documentBCPS AIG Interest Inventory

Local AIG Plan, 2010-2013 of 726/30/2011 BCPS AIG Learning ProfileResults of surveysSurvey and interview results

Math Pre-Assessment

Data from evaluation and analysis of document

Other Comments:


Practice BEnriches, extends, and accelerates the curriculum to address a range of ability levels in language arts, math, and other content areas as appropriate.


Rationale: K-8 ELAPrevious adaptation of curriculum addressed specific components of the SCOS: vocabulary, researchpaper, literary analysis, analogies, and advanced literature

Local AIG Plan, 2010-2013 of 726/30/2011 Specific components of the DEP include Concept Based Units, student driven research, but often were addressed only by the three Elementary (grades K-5) Gifted Specialists.

With no middle school (grades 6-8) Gifted Specialist Concept Based units and student-driven research were inconsistently addressed and in some cases not addressed.

K-8 MathSpecific components of the DEP include Concept Based Units, student driven research, Superstar Math, Math Detectives, Challenge Math, Real-World Math Problems, Hands-on-Equations, Extreme Math, and document based activities, but were inconsistently addressed AIG teachers and in some cases not addressed

9-12 ELAHumanities English/Social Studies

This is the only AIG program that we have at the high school. It is vertically aligned to prepare students for AP English and Social Studies courses (very rigorous)

Currently some community members and administrators want to eliminate the Humanities English/Social Studies program, while others do not want to eliminate it.Inconsistency in implementation across district

9-12 MathThere is no AIG Math program at the high school. All Math courses are open enrollment.

Currently some community members and administrators want to create a Humanities Math Science program, while others do not want this.

Goals: K-8 ELAFor each grade level, create a document that specifies a menu of options to be implemented for AIG students that infuse breadth/depth and complexity using the following:-District purchased and teacher created -Concept based units-Problem Based Units- Socratic Inquiry activities/questions- Document based activities/questions-Student-driven research with rubrics

Obtain Renzulli Learning System for use with grades 3-5 initially

K-8 MathCreate a document or electronic file of documents using resources and on-line resources from Math

Local AIG Plan, 2010-2013 of 726/30/2011 Envisions and Accelerated Math components

Create a document and/or electronic file of resources appropriate for each grade level

9-12 ELAAfter survey, determine effectiveness of Humanities curriculum

Continue concept based and concept driven units

Continue use of novels listed for AP English Literature and Composition infused at 9th grade rather than waiting until AP English Literature and Composition course is taken

Continue use of skills and tools associated with AP English Literature and Composition course

9-12 MathAfter survey, determine the needs of a Humanities style Math/Science program

Curriculum and Instruction Needs

Professional Development Needs

Description: K-8 ELAIdentify appropriate district purchased concept based units, problem based units, Socratic inquiry activities/questions, primary documents with activities and questions

Identify appropriate teacher made concept based units, problem based units, Socratic inquiry activities/questions, primary documents with activities and questions

Provide documents in hard copy and electronic formats

K-8 MathIdentify appropriate district purchased materials

Identify appropriate teacher materials

Provide documents in hard copy and electronic formats

9-12 ELAAfter survey, provide hard copies and electronic copies of units and lessons used

Disseminate district-wide

9-12 MathDevelop and disseminate survey to teachers, students and parents

Identify curriculum needsAlign with AP Math courses

Local AIG Plan, 2010-2013 of 726/30/2011 BCPS AIG Curriculum Document Plan, 2010-2013 Purpose: To address Standard 2, Practices a, b, and g

This will be a K-8 document. A plan for Humanities English/Social Studies for grades 9-12 will be developed after the survey has been completed and analyzed to determine continuation or termination of the Humanities program.

The document (hardcopy and electronic) to be developed will be in the form of a matrix. Because of the potential size of the document, the final format has not yet been determined. The goal is to createa concise and user friendly document that will serve as a guide for teachers to provide appropriate curriculum for AIG students. AIG teachers will be able to document implementation of its componentsand begin the development of AIG student portfolios.The document will include the following for each grade level:

English Language Arts: Reading, Vocabulary Development (Word Etymology) Writing, and Grammar•Grade level NC SCOS•Next grade level NC SCOS•NC Essential Standards (not yet completed)•National Core Curriculum•Menu of activities for teacher/student selection to demonstrate skills•BCPS purchased/created curriculum materials: Vocabulary books, novels, analogies, critical thinking (Bloom/Marzano/Paul), Building Thinking Skills series (verbal), document based activities, CBL and PBL units (Kendall-Hunt), research and

analytical essay rubrics, and Jacob's Ladder materials•Concepts and Concept Development •Socratic Inquiry (Seminars)•Reading Detectives•Novels list: Support curriculum content and concepts•Novels/Articles (Based on Some of My Best Friends are Books, 1st/2nd ed., and articles for affective and social/emotional needs of gifted children): Support peer and family relationships, coping with stress, depression, perfectionism, expectations, risk-taking, introversion, giftedness/identity, multi-potentiality, gifted girls, diversity, and tolerance

Mathematics•Grade level NC SCOS•Next grade level NC SCOS•NC Essential Standards •National Core Curriculum•NCTM Standards•Project M3 (Mentoring Mathematical Minds•Math Detectives•Building Thinking Skills series (nonverbal)

Local AIG Plan, 2010-2013 of 726/30/2011 •Menu of activities for teacher/student selection to demonstrate skills•BCPS purchased/created curriculum materials: SuperStar Math, Challenge Math, Hands-on-Equations, Extreme Math•Document based activities (Mathematical concept development/Theories, ex. Fibonacci)

Planned Sources of Evidence: K-8 ELASample units, lessons, activities, student products, resource document (hard copy and electronic)Teacher made and district purchased documents (resource document)List of novels for AIG students

K-8 MathSample units, lessons, activities, student products, resource document (hard copy and electronic)Teacher made and district purchased documents (resource document)

9-12 ELAConcept based units of studyConcept driven units

9-12 MathSurvey, data, and analysis

Other Comments:


Practice CEmploys diverse and effective instructional practices to address a range of learning needs.

This practice is a Future Practice (2013-2016) for 2010-2013.

Rationale: Some teachers implement Concept Based and Problem Based learning activities. The use is inconsistent in the district. Some teachers also implement Socratic Inquiry, but it is inconsistently used. Many do not feel confident with the implementation of Socratic Inquiry.

We have several units (CBL and PBL) from Kendal Hunt for ELA, Social Studies, and Science.Project M3: Mentoring Mathematical Minds.

Several outstanding resources are in our possession, but organized and district-wide implementationis needed.The Burke County Public Schools has experienced a great deal of teacher turnover and transfers to other LEAs in the past five years. This has led to additional and new training for teachers. The inconsistencies have interrupted district-wide services for the children. The new BCPS AIG

Local AIG Plan, 2010-2013 of 726/30/2011 Professional Development Plan requires a survey for current and potential AIG teachers as well as obtaining data to determine proficiency in implementing diverse and effective instructional practices. The professional development offered will be based on the needs of the teachers. (See BCPS AIG Professional Development Plan, 2010-2013.)


Description: This section does not need to be completed based on the chosen category of the practice.This section does not need to be completed based on the chosen category of the practice.This section does not need to be completed based on the chosen category of the practice.

Planned Sources of Evidence: This section does not need to be completed based on the chosen category of the practice.

Other Comments:

Ideas of Strengthening: Purchase of the Renzulli Learning System- 9-2010 for grades K-5Select AIG students (representing diversity/under-represented populations) in BCPS at the middle and high schools to determine use for the secondary level. Evaluate effectiveness at K-5 levels.

Purchase general materials for Jacob's Ladder and develop dictrict materialsProvide training on the implementation and infusion of Drs. Richard Paul and Linda Elder's International Critical Thinking Skills. Evaluate Effectiveness.

Research other instructional practices. When appropriate, identify pilot schools and grade levels for implementation, evaluate and report effectiveness. Survey student, teachers, and parents. Standard 2: Differentiated Curriculum and InstructionThe 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.

Practice DSelects and uses a variety of research-based supplemental resources that augment curriculum and instruction.


Rationale: We have several units (CBL and PBL) from Kendal Hunt for ELA, Social Studies, and Science.

Project M3: Mentoring Mathematical Minds.

Several outstanding resources are in our possession, but organized and district-wide implementationis needed.


Local AIG Plan, 2010-2013 of 726/30/2011

Description: Identify the most appropriate and most effective materialsSurvey students, teachers, and parents/familiesIdentify concepts for each grade level's concepts based unitsIdentify the best instructional practice for use of materials

Planned Sources of Evidence: List of resourcesExamples of resources usedSample units, BCPS created

Other Comments:


Practice EFosters the development of 21st century content and skills by infusing the following at an advanced level: high-level content for global awareness, civic and economic literacies, and health awareness; critical thinking and problem solving; high-level communication and collaboration; applied information and media literacy, including concepts, systems, and operations in challenging research contexts; creativity and innovation; real-world learning in local, regional, and global contexts; and applied life skills for leadership, ethics, accountability, adaptability, productivity, responsibility, people skills, self-direction, and social responsibility.


Rationale: Some components of 21st century content and skills are currently infused in the curriculum used, but not consistently used in schools county-wide.The following needs to be researched to address the skills and content for each grade levelglobal awareness, civic and economic literacies, health awareness

Materials will be evaluated for potential effectiveness and rigorFor content and skills not listed, we have materials that have already been evaluated for effectivenessand rigor



Planned Sources of Evidence: This section does not need to be completed based on the chosen

Local AIG Plan, 2010-2013 of 726/30/2011 category of the practice.

Other Comments:

Ideas of Strengthening: Sample materials from a variety of vendorsGet feedback from teachersGet feedback from students and parents about materialsEvaluate materials and content available via Renzulli Learning System Standard 2: Differentiated Curriculum and InstructionThe 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.

Practice FUses on-going assessment to differentiate classroom curriculum and instruction.


Rationale: ELADifferent pre and post assessments are used (some from textbooks and some teacher-made.

Elementary Gifted Specialists created and consistently used and analyzed these pre and post assessments and shared with the teachers

No consistent pre and post assessments are used by middle and high schools.

Math

Different pre and post assessments are used (some from textbooks, some teacher-made, and others from Accelerated Math

Elementary Gifted Specialists created and consistently used and analyzed pre and post assessmentsand shared with the teachers

No consistent pre and post assessments are used by Middle and high schools.

Goals: Develop on-going pre and post assessments to be used consistently throughout the district

Determine effectiveness of assessments

For ELA and Math

Description: ELA

Local AIG Plan, 2010-2013 of 726/30/2011 Review textbook Resources (Pre and Post Assessments)Vocabulary, reading skills, and grammar

Teacher made Pre and Post Assessments

Determine effectiveness (teacher feedback)

Create district pre and post assessments for ELA skills

MathReview Envisions Math, Accelerated Math Resources (Pre and Post Assessments

Teacher made Pre and Post Assessments

Determine effectiveness

Create district pre-post assessments for Math skills and strandsPre and post assessments (English Language Arts and/or Math skills and concepts) are used by the AIG teachers and Facilitators to determine student needs for instruction and curriculum. The data from the interest and learning profiles are also used to determine the appropriate learning environment for each child. This data is obtained from the student learning profile via the Renzulli Learning System.Pre-Assessments are used to determine student's goals/starting points for instruction of various concepts and skills. The results determine appropriate instruction: remediation or advanced instruction and/or content.

Post Assessments are used to evaluate learning and instruction: goals met or more intensive instruction needed. Interventions are determined and implemented based on the post assessments.

Planned Sources of Evidence: Resource of pre and post assessments (hard copy and electronic format)

Flexible grouping documentation

Other Comments:


Practice GCreates affective curricular and instructional practices which support the social and emotional needs of AIG students.

Local AIG Plan, 2010-2013 of 726/30/2011 This practice is a Focused Practice for 2010-2013.

Rationale: Most units used addressed academic content

Most novels addressed academic content

Several areas /issues have been addressed individually across the LEA. Need to be more proactive than reactive

Goals: To nurture the potential and increase the young (K-3) AIG Population

To nurture the potential and increase the underrepresented AIG Population

To build knowledge and skills that may lead to future identification

To provide guidance and support in their development (K-12)

To encourage enrollment in rigorous classes

To address their academic and intellectual abilities

To provide assistance with weaknesses to develop coping/problem solving skills

To provide guidance and support for their social and emotional development K-12

Description: Review and revise K-3 plans that were created May 2008Survey/Interview teachersSchool-Based Chair meeting discussions (feedback from K-3 teachers, administrators, and parents)

Teachers identify students who possess or demonstrate introverted or extroverted tendencies during the nomination and identification processes. This information is shared with the principal or school personnel responsible for placement: affects grouping and placement of the AIG students for large and/or small group instruction. The data from the Renzulli Learning System provides more data within the first 30 days of each school-year. When changes are noted by the teacher, the Gifted Education School-Based Chairperson, AIG Facilitator, and BCPS AIG Lead teacher are notified. Changes are made, if necessary, based on a meeting with the teacher(s) and parent/guardian.

BCPS AIG novel selection is based on information from Some of My Best friends are Books, which provides an appropriate list of books that address the intellectual and emotional minds of the gifted child. The books are reviewed annually.BCPS AIG PROGRAM: BITS (Bright Ideas and Thinking Strategies)NURTURING the YOUNG and the UNDERREPRESENTED POPULATIONS: K-3 CULTURALLY and/or ECONOMICALLY DISADVANTAGED

Purpose: To nurture the potential and increase the young (K-3) AIG Population To nurture the potential and increase the underrepresented AIG Population To build knowledge and skills that may lead to future identification

Local AIG Plan, 2010-2013 of 726/30/2011 To provide guidance and support in their development (K-12) To encourage enrollment in rigorous classes

The nomination process for young and underrepresented populations of potentially gifted students begins with the sharing of characteristics of the populations with teachers. BCPS currently identifies and serves AIG students in grades K-12, but the number of identified K-3 AIG students is low compared to other grades. The BCPS ELL and Twice Exceptional AIG populations continue to grow. Alternative assessments for identification are available based on grade levels and need.

Background Underrepresented Population:On the national, state, and local levels, the minority populations have been underrepresented in the gifted programs. Currently the BCPS enrollment report shows 24% minorities.BCPS AIG dataPrevious years and Original Pilot Program-(1996-1998) = 3-5% minoritiesFirst Generation: (1998-2001) = Averaged 5.7 % minoritiesSecond Generation: (2001-2004) = Averaged 7 % minoritiesThird Generation: (2004-2007) = Averaged 8 % minoritiesFourth Generation: (2007-2010) = Averaged 9-11% minorities (2007-2008 & 2008-2009) 09-2010 began with 15.245% minority AIG students April 1, 2010 12.3% minority AIG students Fifth Generation: (2010-2013) = 13%+ minoritiesProcedureSeptember 2010 Elementary Gifted Education Needs Assessment Team Chairpersons: Identify the students (K-3 and culturally and/or economically disadvantaged) for nurturing by reviewing the list of K-3 students on screening pool from Pathway II.Criteria: Met two-three out of five of the criteria via Pathway II Culturally Disadvantaged: Ethnicity provided Economically Disadvantaged Used the Alternative Assessment form Plans: Pilot at four elementary schools (Chesterfield, George Hildebrand, Mountain Crest, and Icard Elementary Schools) selected based on high number minority and high number Low SES and school interest in the potential of K-3, ELL, and EC populations. GNAT- Chair: September 20010Use 2009-2010 AIG Screening Pool: 1. Identify students by grade level. Inquire about any students new to the schools2. Submit names. Elementary Gifted Specialists will compile names and share with principal. Additional data to be collected: Nurturing K-3 Students Academic Behaviors Checklist (to be completed by the child's previous school year's teacher. The school's Gifted Needs Assessment Team along with the Elementary Gifted Specialists will determine which students will be involved in the nurturing program and begin reviewing grouping and scheduling. Meeting with Parents: Parents will be notified of the selection, informed of the purpose and plans, and will give approval or disapproval for participation.Program (October 2010-April 2011); BITSInstructors: Elementary Gifted Specialists meet with students 45-60 minutes weeklyMaterials: Primary Education Thinking Skills series, K-3—Focus: Encouraging and developing divergent/creative thinking, convergent/analytical thinking, visual/spatial thinking, and evaluative/critical thinking. The program uses Blooms Taxonomy and Gardner's Multiple

Local AIG Plan, 2010-2013 of 726/30/2011 Intelligences.Kindergarten- Concept Development: Patterns1st Grade- Concept Development: Choices2nd Grade- Concept Development: One and Many3rd Grade- Concept Development: ReasoningBuilding Thinking Skills – Verbal and nonverbal reasoning activities to improve students' vocabulary, reading, writing, math, logic, and figural-spatial skills, as well as visual and auditory processing (Skills:observe, recognize, and describe characteristics; distinguish similarities and differences; identify and complete sequences, classifications, and analogies)K-1 -- Beginning Building Thinking Skills 2- 3 -- Building Thinking Skills, Book 14-6 -- Building Thinking Skills, Book 2, if needed

BCPS AIG PROGRAMSERVING THE UNDER-REPRESENTED POPULATIONS: THE INTELLECTUALLY GIFTEDFour special problems of general conduct which highly gifted children face, which beset them in early years and may lead to habits subversive of fine leadership: (1) to find enough hard and interesting work at school; (2) to keep from becoming negativistic toward authority; (3) to keep from becoming hermits; (4) to avoid the formation of habits of trickery or deception Purpose: To increase the under-represented AIG Population To address their academic and intellectual abilities To provide assistance with weaknesses to develop coping/problem solving skills To provide guidance and support for their social and emotional development K-12

Background:On the national, state, and local levels, the highly gifted populations have been under-represented in the gifted programs. They are often overlooked because of nonconformist attitudes and idiosyncrasies; even with a high IQ, the other behaviors may mask the ability.

IdentificationPathway I: Intellectually Gifted; IQ- Verbal or Nonverbal (97 percentile)ProcedureJune 2010 Gifted Education Needs Assessment Team Chairpersons' submitted the names of students and their areas (ELA (Verbal) and/or Math (Nonverbal) of identification via Pathway I, Intellectually Gifted (IQ verbal and/or nonverbal- 97 percentile)

Plans (K-5 Pilot)

Planned Sources of Evidence: Child countscreening, referrals, and identification trends

Alternative assessments

K-3 Nurturing plan

Local AIG Plan, 2010-2013 of 726/30/2011 Intellectually gifted plan

Other Comments:


Practice HCultivates and develops the potential of young (K-3) students through purposeful and intentional strategies and differentiated curriculum and instruction.


Rationale: BCPS currently identifies and serves AIG students in grades K-12, but the number of identified K-3 AIG students is low compared to other grades. The BCPS ELL and Twice Exceptional AIG populations continue to grow. With the implementation of Pathway I (identification of highly or intellectually gifted), we are now responsive to this population Previous 2007-2010 plan review cited this need and omission.

Local AIG Plan, 2010-2013 of 726/30/2011

Goals: To nurture the potential and increase the young (K-3) AIG PopulationTo nurture the potential and increase the underrepresented AIG PopulationTo build knowledge and skills that may lead to future identificationTo provide guidance and support in their development (K-12)To encourage enrollment in rigorous classesTo address their academic and intellectual abilitiesTo provide assistance with weaknesses to develop coping/problem solving skillsTo provide guidance and support for their social and emotional development K-12

Description: Review and revise K-3 plans that were created May 2008Survey/Interview teachersSchool-Based Chair meeting discussions (feedback from K-3 teachers, administrators, and parents)

BCPS AIG PROGRAM: BITS (Bright Ideas and Thinking Strategies)NURTURING the YOUNG and the UNDERREPRESENTED POPULATIONS: K-3 CULTURALLY and/or ECONOMICALLY DISADVANTAGEDPurpose: To nurture the potential and increase the young (K-3) AIG Population To nurture the potential and increase the underrepresented AIG Population To build knowledge and skills that may lead to future identification To provide guidance and support in their development (K-12) To encourage enrollment in rigorous classesThe nomination process for young and underrepresented populations of potentially gifted students begins with the sharing of characteristics of the populations with teachers. BCPS currently identifies and serves AIG students in grades K-12, but the number of identified K-3 AIG students is low compared to other grades. The BCPS ELL and Twice Exceptional AIG populations continue to grow. Alternative assessments for identification are available based on grade levels and need.Background Underrepresented Population:On the national, state, and local levels, the minority populations have been underrepresented in the gifted programs.Currently the BCPS enrollment report shows 24% minorities.BCPS AIG dataPrevious years and Original Pilot Program-(1996-1998) = 3-5% minoritiesFirst Generation: (1998-2001) = Averaged 5.7 % minoritiesSecond Generation: (2001-2004) = Averaged 7 % minoritiesThird Generation: (2004-2007) = Averaged 8 % minoritiesFourth Generation: (2007-2010) = Averaged 9-11% minorities (2007-2008 & 2008-2009)

Local AIG Plan, 2010-2013 of 726/30/2011 2009-2010 began with 15.245% minority AIG students April 1, 2010 12.3% minority AIG students Fifth Generation: (2010-2013) = 13%+ minoritiesProcedureSeptember 2010 Elementary Gifted Education Needs Assessment Team Chairpersons: Identify the students (K-3 and culturally and/or economically disadvantaged) for nurturing by reviewing the list of K-3 students on screening pool from Pathway II.Criteria: Met two-three out of five of the criteria via Pathway II Culturally Disadvantaged: Ethnicity provided Economically Disadvantaged Used the Alternative Assessment form Plans: Pilot at four elementary schools (Chesterfield, George Hildebrand, Mountain Crest, and Icard Elementary Schools) selected based on high number minority and high number Low SES and school interest in the potential of K-3, ELL, and EC populations. GNAT- Chair: September 20010Use 2009-2010 AIG Screening Pool: 1. Identify students by grade level. Inquire about any students new to the schools2. Submit names. Elementary Gifted Specialists will compile names and share with principal. Additional data to be collected: Nurturing K-3 Students Academic Behaviors Checklist (to be completed by the child's previous school year's teacher. The school's Gifted Needs Assessment Team along with the Elementary Gifted Specialists will determine which students will be involved in the nurturing program and begin reviewing grouping and scheduling. Meeting with Parents: Parents will be notified of the selection, informed of the purpose and plans, and will give approval or disapproval for participation.Program (October 2010-April 2011); BITSInstructors: Elementary Gifted Specialists meet with students 45-60 minutes weeklyMaterials: Primary Education Thinking Skills series, K-3—Focus: Encouraging and developing divergent/creative thinking, convergent/analytical thinking, visual/spatial thinking, and evaluative/critical thinking. The program uses Blooms Taxonomy and Gardner's Multiple Intelligences.Kindergarten- Concept Development: Patterns1st Grade- Concept Development: Choices2nd Grade- Concept Development: One and Many3rd Grade- Concept Development: ReasoningBuilding Thinking Skills – Verbal and nonverbal reasoning activities to improve students' vocabulary, reading, writing, math, logic, and figural-spatial skills, as well as visual and auditory processing (Skills:observe, recognize, and describe characteristics; distinguish similarities and differences; identify and complete sequences, classifications, and analogies)K-1 -- Beginning Building Thinking Skills 2- 3 -- Building Thinking Skills, Book 14-6 -- Building Thinking Skills, Book 2, if needed

Planned Sources of Evidence: Child countscreening, referrals, and identification trendsAlternative assessments

Local AIG Plan, 2010-2013 of 726/30/2011 K-3 Nurturing plan

Other Comments:


Practice IEnsures collaboration among AIG personnel and other professional staff, including exceptional children's personnel and others related to AIG students, to develop and implement differentiated curriculum and instruction.


Rationale: Currently the AIG specialists and other professional staff collaborate to develop differentiated curriculum and instruction. Because the specialists are so limited in time, minimal collaboration is available. This needs to be done more consistently and on a scheduled basis. We do have BCPS materials that specialists and other professional created.

This practice is identified as a future practice because of the limited AIG personnel.The desire is to meet on a regular basis district-wide. Currently, collaboration is done consistently between the AIG Facilitators and AIG teachers within a school. Some information is shared via the Renzulli Learning System, but the face to face collaboration has been difficult due to expanded teacher responsibilities. Collaboration among the AIG teachers, AIG Facilitators, and Exceptional Children personnel on an as needed basis. Expanded district-wide responsibilities of the Exceptional Children personnel and AIG teachers have made collaboration difficult. Professional development activities in BCPS change monthly and somewhat creates time conflicts.


Description: This section does not need to be completed based on the chosen category of the

Local AIG Plan, 2010-2013 of 726/30/2011 practice.This section does not need to be completed based on the chosen category of the practice.This section does not need to be completed based on the chosen category of the practice.


Other Comments:

Ideas of Strengthening: Survey teachers and other professionalsShare collaborative unitsSchedule time for collaborationSchedule sharing time county-wide Standard 2: Differentiated Curriculum and InstructionThe 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.

Practice JDevelops and documents a plan that articulates the differentiated curriculum and instruction services that match the identified needs of the K-12 AIG students. The document is reviewed annually to ensure effective programming, a continuum of services, and school transitions.


Rationale: DEPs and IDEPs are reviewed annually at fall DEP meetingsThe DEP Power Point identifies, defines, and gives examples of various curriculum and services

There is a need to develop the AIG students' potential for creativity and leadershipServives are identified for AIG ELA and AIG Math students


Description: Review Gifted Rating Scales and Parent Inventories to identify needs in terms of creativity and leadership.Review and revise DEP Power Point annually

Planned Sources of Evidence: DEPs and IDEPsIndividual student profilesDEP Power PointSample Gifted Rating Scales and analysisSample Parent Inventory and analysis

Other Comments:

Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice.

Local AIG Plan, 2010-2013 of 726/30/2011 Standard 3: Personnel and Professional DevelopmentThe 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.

Practice AEmploys an AIG-licensed educator(s) to guide, plan, develop, implement, revise, and monitor the local AIG program.


Rationale: BCPS requires that the AIG Lead Teacher/Coordinator possess the following:- Licensure in Gifted Education-Masters Degree in School Administration -Experience teaching AIG students at least seven years


Description: The current AIG Lead Teacher/Coordinator has all of the required criteria.

Planned Sources of Evidence: Job descriptionCredentials in personnel file

Other Comments:

Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice. Standard 3: Personnel and Professional DevelopmentThe 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.

Practice BEnsures that AIG specialists are engaged in tasks which explicitly address the academic, intellectual, social, and emotional needs of gifted learners.


Rationale: Only three elementary AIG Specialists (Elementary Gifted Facilitators) 1. 250 student contacts every two weeks 2. 190 student contacts every two weeks 3. 170 student contacts every two weeks

Difficult to collaborate with so many teachers and students and to address the needs of the AIG students (academic, intellectual, social and emotional).

Local AIG Plan, 2010-2013 of 726/30/2011 Need at least one more Elementary AIG Facilitator.No Middle school AIG Facilitator.Need one for ELA / Math to meet the needs of approx. 700 middle school AIG students


Description: Equity and equality of services (time allotted) for service every week

Equity and equality of collaboration (time allotted) with teachers every week

Increase EOG test performance of AIG students

Ensure continuous progress of AIG students

Equity and equality of services (time allotted) for service every week

Equity and equality of collaboration (time allotted) with teachers every week

Increase EOG test performance of AIG students

Ensure continuous progress of AIG students2010 –16 elementary schools4 schools per facilitator

Instruct students weekly county-wide

Collaborate with teachers weekly county-wide

One day to collaborate togetherEquitably address the needs of students (150-175 each)

Provide access to materials to address student and teacher needs

Demonstrations/Modeling

Team Teaching

2010 –Five middle schoolsApprox. 700 middle school AIG student

Local AIG Plan, 2010-2013 of 726/30/2011 Instruct students weekly county-wide

Collaborate with teachers weekly county-wide

Provide access to materials to address student and teacher needs

Demonstrations/Modeling

Team Teaching

Planned Sources of Evidence: Schedule of service

Log of Student Contacts

Facilitator documentation of collaboration

Facilitator lesson plans

Surveys with related personnel and stakeholders(teachers, students, parents, and community)

Other Comments:

Ideas of Strengthening: This section does not need to be completed based on the chosen category

Local AIG Plan, 2010-2013 of 726/30/2011 of the practice. Standard 3: Personnel and Professional DevelopmentThe 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.

Practice CEstablishes specific and appropriate professional development requirements for all personnel involved in AIG programs and services, including classroom teachers, exceptional children's personnel, counselors, and school administrators.


Rationale: 2007-2010 plan review strongly recommended that some steps be taken at the district level toward teachers becoming licensed.

2007-2010 Majority of AIG funds were used for salaries and benefits and AP training. Classroom teachers salaries and benefits were supplanted with AIG funds.

No professional development funds or local funds were available for AIG.

Services from classroom teachers have been inconsistent, causing equity and equality issues in the district. Extra duties, not related to AIG, of Lead Teacher /Coordinator made monitoring difficult.

Teachers may participate in locally approved BCPS Gifted Education Professional Development which is only for teaching AIG students in Burke County ORObtain state/national license in Gifted Education

Committee recommends using supplanting funds as scholarships for teachers to obtain state/nationallicensure from NC colleges/universities

Goals: Increase knowledge and skills of teachers, counselors, and administrators.

Improve equity and equality of the program district-wide.

Increase the number of teachers trained to teach AIG students

Increase the knowledge of EC personnel to address the needs of twice exceptional students

Increase the knowledge of counselors to provide support to AIG students

Increase knowledge of administrators (AIG student needs and teacher expectations)

Local AIG Plan, 2010-2013 of 726/30/2011 Description: Provide list of expectations for teachers

Survey classroom teachers, counselors, and administrators

Collect documents

Conduct observation, as needed

Determine needs: individual and groupsSchedule Professional development

Principals determine priority of needs for those who will be teaching AIG students

AIG Professional Development Committee to seek partnership with community organizations to provide additional funds for training over the next three years.

Establish a collaboration with IHE to offer satellite AIG courses in Burke CountyPlan, 2010-2013

BCPS ongoing professional development will be offered annually and will include the following:•Characteristics of the gifted learner (offered Fall, 2010)•Critical, creative, and productive thinking (Spring, 2011)•Differentiation for the gifted learner (Workdays: June 2011)•Social and Emotional needs/Special populations (Spring, 2011)•Concept Based and Problem Based Units/Socratic Inquiry/21st Century Skills for the gifted learner (Summer, 2011)Differentiation for the gifted learner, Workdays: June 2011 begins with gathering and establishing baseline data on AIG teacher knowledge and effectiveness that will determine the on-going professional development in differentiation. This would also be a review of teacher expectations. The baseline data would create equity of teachers' knowledge and skills: Standards for the education of the gifted learner in Burke County. The plan for obtaining this data is as follows:•Develop rubrics for teacher knowledge and teacher effectiveness •Obtain dates and times that teachers will be implementing the intervention strategies on DEPs•Survey teachers (Self-assessment), collect data and documentation, and observe as needed •Determine individual and group needs based on subject areas and grade levels •Provide data and professional development annually to establish minimum professional development standards for all personnel involved in AIG program and services. Teachers who demonstrate effectiveness would be coded proficient or exemplary for specific skills and would not need to attend all of the differentiation training. Teachers who exhibit exemplary skills may be asked to be the instructors. It would also identify the teachers who need to attend the sessions, and those teachers would be required to attend. This process begins in the fall of 2010. Teachers and principals would be informed about the need to attend specific sessions and when the session(s) would be offered during workdays, June 2011.All K-12 AIG English Language Arts and K-8 Math teachers will need to attend designated sessions during this two-day training. Teachers with state licensure as well as those who previously earned

Local AIG Plan, 2010-2013 of 726/30/2011 BCPS local endorsement may need to attend some sessions as refresher information on an as needed basis. English Language Arts (K-12) Mathematics (K-8) Jacob's Ladder (Reading) Hands-on-Equations Socratic Inquiry (Seminars) Challenge Math Analytical Essays NCTM- Mentoring Mathematical Minds Research Paper & Technology Math Detectives Vocabulary Development Websites for extension and self-pacing Reading Detectives Primary Documents Primary Documents Renzulli Learning System Renzulli Learning System

Infusing Complexity and DepthAdminisSpecial training will be made available for administrators (Administrators' Retreat or special sessions Implementing Curriculum Compacting and Flexible Grouping Concept Based and Problem Based Learning Units and How the Gifted Brain Works International Critical Thinking Skills The Needs of the Intellectually Gifted Learner Nurturing Underrepresented Populations A professional development file will be kept for each teacher documenting training, needs, and accomplishments for 2010-2013.

Planned Sources of Evidence: Document of Teacher ExpectationsRubricsDocumentation of teachers' AIG Professional Development LogProfessional Develop opportunities listList of classroom teacher expectations

Survey, data, and analysis

Documentation of needs

Schedule of professional development sessions and attendance

Documentation of collaboration with IHE

List of teachers obtaining training from colleges and universities as well as those already having training and licensure.

Local AIG Plan, 2010-2013 of 726/30/2011

Other Comments:


Practice DPlaces AIG students in classrooms with teachers who have met the LEA's professional development requirements for that position or have earned an AIG add-on license.


Rationale: BCPS has several teachers K-12 who have full AIG licensure or local endorsement that was completed before the 2007-2008 school year when field-based licensure and local endorsement was discontinued.

Many of the trained teachers have left the LEA.

Some school have many teachers with AIG training while others have very few; some with no one with training in a grade level/subject.

Some principals had to place AIG students in classes with teachers who had no training.

Goals: Establish a procedure for principals to place students in classes with trained AIG teachers:LicensedLocally EndorsedNo training

The principals must give rational for teachers without training to teach the AIG students as opposed to an available teacher with training.All results in obtaining licensure or local training or retraining of teachers in specific areas/strategies to meet the needs of AIG students.

Description: Administrators review list of current teachers with training

Identify licensed and locally endorsed teachers at each school

Principals prioritize AIG trained teachers at each grade level based on strength (some teachers with licensure and/or local endorsement do not implement strategies and knowledge from training).

Principals recommend teachers for training

Local AIG Plan, 2010-2013 of 726/30/2011

Planned Sources of Evidence: List of teachers currently with training

Principals prioritized list of teachers

Some administrators may request some special training at their schools

class assignments

Other Comments:


Practice EAligns professional development with local AIG program goals and other district initiatives.


Rationale: Data must collected: Teachers strengths and weaknesses based on AIG teacher expectationsDocuments will be collected and observations will be done when necessaryThe Renzulli Learning System Professional Development (AIG only)My Access Professional Development (beginning with 5th grade AIG ELA before moving to other students).Superintendent's request.My Access is currently being used for all middle school students.

After all documents and data have been collected, professional development will be offerred over a two year period to improve strengths and weaknesses.

Recent district initiatives: AchievementTechnology: Renaissance Place, My Access grades 5th grade AIG ELA students and all studnets in grades 6-8 (Support for Renzulli Learning System for AIG students)

Increased rigor to prepare students for more advanced classesVocabulary Development

Local AIG Plan, 2010-2013 of 726/30/2011 Goals: This section does not need to be completed based on the chosen category of the practice.



Other Comments:

Ideas of Strengthening: Standard 3: Personnel and Professional DevelopmentThe 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.

Practice FAligns professional development opportunities with state and/or national teaching standards, including 21st century skills and content at advanced levels.


Rationale: Review NC Teaching Standards (New Evaluation Instrument)Review national standards NAGCIdentify strengths and weaknesses as a district and for individual teachers in reference to 21st century skills.Review content for rigor and develop if necessary.

Alignment has already begun for this practice. Our efforts include national gifted standards as well. The goal is to have a complete document by April 2011. At that time we will be able to address issues identified by the principals for teachers at the various stages identified on the instrument. Special emphasis is being placed on 21st Century skills. We are taking one step at a time on this because of so many components. Novels and materials are being reviewed for cultural diversity and content appropriateness. Informational technology is an area where our school system appears weak. An additional goal is to address the strengths and weaknesses of AIG teachers during the summer 2011 BCPS AIG Professional Development sessions based on the first wave of the use of the new teacher evaluation instrument. We will then be able to have baseline data to assess our effectiveness in this endeavor.


Description: This section does not need to be completed based on the chosen category of the practice.This section does not need to be completed based on the chosen category of the practice.

Local AIG Plan, 2010-2013 of 726/30/2011 This section does not need to be completed based on the chosen category of the practice.


Other Comments:

Ideas of Strengthening: Research "Best Practices" for 21st Century Skills for students and teachersEvaluate practices to determine a prioritized list Standard 3: Personnel and Professional DevelopmentThe 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.

Practice GProvides opportunities for AIG specialists and other teachers to plan, implement, and refine applications of their professional development learning.


Rationale: Teachers and specialists have produced units that have been shared.Other teacers have modified units created by others and modified them to meet the needs of their students.

Some teachers have taken purchased units and modified them for use with their students


Description: With Share Point we will be able to update the novel moodles as well as post units for perusal by BCPS teachers

We are in the process of refining the use of the Renzulli Learning System that allows our teachers to share ideas, information, and activities that are appropriate grade levels. The Renzulli Learning System allows this to occur much more easily that using the moodle which we had begun a few yearsago (we used the moodle for students writing as well as for teacher collaboration and sharing of information). Recent changes in our technology department, the system website changes, and so fewTechnology Instructional Facilitators have caused us to make this a future practice BCPS purchaseda lot of technology but did not obtain the appropriate manpower to keep it up and running without interruptions.

Planned Sources of Evidence: Documentation of meetings and agendasSamples of resources produced: Technology applications and hard copy documents

Other Comments:


Local AIG Plan, 2010-2013 of 726/30/2011 of the practice. Standard 4: Comprehensive Programming within a Total School CommunityThe 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.

Practice ADelivers AIG programs and services which are comprehensive of the academic, intellectual, social, and emotional needs of gifted learners across all grade levels and settings.


Rationale: Review and analyze student profilesReview DEPs and IDEPsIdentify andy trends (positive and negative)by grade level and by subjectAddress trendsIdentify appropriate curriculuma and instruction for various content and for students Develop any necessary units, implement, improve, and shareReview and collect data for various program in ELA and Math

This practice is identified as a future practice because we want to identify all trends as well as collect all data so that a complete document can be created. More thorough research needs to be completed to produce programs and services that address the needs of our changing BCPS population which also affects our AIG population. Our academic and intellectual programs and services are in place even though we do not have all of the personnel that needed to fully implement the programs and services. The intellectually gifted population continues to grow and the needs vary.More information is being gathered to meet the twice exceptional population, especially in the areas of the Autism Spectrum, where our numbers appear to be growing.




Other Comments:

Ideas of Strengthening: Standard 4: Comprehensive Programming within a Total School CommunityThe 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.

Local AIG Plan, 2010-2013 of 726/30/2011

Practice BAligns AIG programs and services with each area of AIG identification, goals of the program, and resources of the LEA.


Rationale: Programs and services are aligned to either English Language Arts or MathSpecific materials list exists for each areaA list of materials for loan is available. Specialists regularly suggest materials to teachers and principals for use and/or purchase based on student, teacher, and school needs


Description: Continue to evaluate effectiveness of materialsDesignate materials for specific grade levels, subjects, and student interests as well as any cross-grade level content

Planned Sources of Evidence: Array of servicesMaterials purchased with state AIG funds (Code 034 budget)List of resources available and used by teachers and specialistsList of technology components used

Teacher expectations list of curriculum and strategies

Other Comments:

Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice. Standard 4: Comprehensive Programming within a Total School CommunityThe 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.

Practice CDelivers AIG programs and services that are integral and connected to the total instructional program of the LEA in policy and practice.


Rationale: Many programs used in BCPS are modified for individual AIG students (Rennaisance Place: Accelerated Math and Accelerated Reader), My Access, Study Island, and as well as on-line courses.

Jacob's Ladder was shared with all BCPS educators. It is being used with AIG students as well asothers.Concept Based and Problem Based learning was shared with all BCPS educators.

Local AIG Plan, 2010-2013 of 726/30/2011


Description: Continue to evaluate effectiveness of use with AIG studentsDetermine which units are more successfulDetermine focused concepts for each grade level

This practice is in a constant state of change and has required us to update knowledge and training. The instructional practices and tools listed above are used district-wide and are part of the AIG program in an effort to be connected to total program. Teachers have stated that several they are notable to provide all of the instructional that BCPS requires because of the time constraints. We have assisted them in implementing them with the AIG students when they do not have the time to do so.

Planned Sources of Evidence: DEPs and IDEPsAIG student profilesCross-grade level contentGrouping practicesCollaboration across grade levelsTeacher expectations for curriculum and instructionMaterials list

Other Comments:


Practice DInforms all teachers, school administrators, and support staff about delivery of differentiated services and instruction for AIG students, regulations related to gifted education, and the local AIG program and plan.


Rationale: Lead Teacher/Coordiniator presents information at all administrators' meetingsSchool-Based Chairpersons for Gifted Education present AIG information at every other monthly faculty meeting or as neccessary when new information is sharedLead Teacher/Coordinator collaborates monthly with districts' directors of curriculum and instruction


Description: Continue delivery of informationSurvey for additional information needed or issues

Local AIG Plan, 2010-2013 of 726/30/2011 Planned Sources of Evidence: Agenda for meetings (faculty, AIG teachers, support staff, and administratorsSurveys of all stakeholdersWebsites: district and school

Other Comments:


Practice ECommunicates among and between teachers and schools to ensure an effective continuation of K-12services, especially at key transition points.


Rationale: Lead Teacher/Coordiniator presents information at all administrators' meetingsSchool-Based Chairpersons for Gifted Education present AIG information at every other monthly faculty meeting or as neccessary when new information is sharedLead Teacher/Coordinator collaborates monthly with districts' directors of curriculum and instruction


Description: Continue sharing of infoSurvey needsWill begin better sharing of info via Share Point

Planned Sources of Evidence: DEPs- consistent service across districtAgendasDEP meeting informationDEP meeting information for transition from K-3 to grades 4-5 to grades 6-8 and to grades 9-12Survey results

Other Comments:


Local AIG Plan, 2010-2013 of 726/30/2011 Practice FEnsures collaboration and involvement among regular education teachers, exceptional children's teachers, other specialists, instructional staff, parents/families, and administrators to provide differentiated programming and services.


Rationale: Time is already provided for this collaborationMore consistency of meetings are neededMost collaboration occurs at the individual schools based on needEvaluation of this collaboration has indicated some across district needs, but most are school needs driven


Description: More consistency of collaboration: Monthly or bi-monthlyImproved sharing of topics and issues is needed: SurveyUse of Share Point will provide a more consistent avenue for collaborationSurvey of needs for collaboration

Planned Sources of Evidence: Survey results and actionsAgendasWebsites: district and schoolsSign-in sheets from meetings

Other Comments:


Practice GEnsures that school counseling personnel, regular education teachers, AIG specialists, parents/families, and others collaborate to address the social and emotional needs of AIG students.


Rationale: Currently, these stakeholders only collaborate as needed, and is more school driven than LEA driven

Repeated sessions indicate a need for district-wide sessions

Local AIG Plan, 2010-2013 of 726/30/2011

Goals: Identify social and emotional needs to be addressed

Establish informational and sharing sessions for counselors, classroom teachers, AIG specialists, parents/families, and other stakeholders as separate groups.

Establish informational sessions for groups to meet together:

Consider student groups:K-5, 6-8, 9-12

Description: Survey needs of students and each stakeholder group

Establish priority of topics

Schedule sessions: WorkdaysAfternoonsEveningsWeekends

Planned Sources of Evidence: Surveys, data, and analysis

Topics

Meetings and agendas

Feedback

Local AIG Plan, 2010-2013 of 726/30/2011 Topics and issues for sessions 2011-2012

Topics, agendas, and summaries as well as links for more info on district and school websites

Other Comments:


Practice HArticulates and implements a process for accelerative instructional and placement options when an appropriate body-of-evidence indicates that such a practice is warranted for an individual gifted learner.


Rationale: Currently there is no written policy for acceleration and placement.

For Early Entrance to Kindergarten, administrators follow the state policy, but rarely follow up with mefor consideration of AIG identification.

Goals: Develop district policies for the following: Subject acceleration within the classroom

Subject acceleration in the school

Dual enrollment (elementary/middle school and middle school/high school)

Dual enrollment (high school/IHE)

Whole Grade acceleration

Description: Survey administrators, teachers, parents, and students

Local AIG Plan, 2010-2013 of 726/30/2011 Determine needs

Interview administrators, teachers, parents, and students involved in previous acceleration

Determine additional needs from interviews/experiences

Develop and disseminate written policy (hard copy, district and school websites)

Planned Sources of Evidence: Surveys, data, and analysis

Written policies

Documentation of implementation

Documentation of info gathered from interviews

Other Comments:


Practice IProvides intentional services for traditionally under-represented AIG populations, including culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional.


Rationale: BCPS currently identifies and serves AIG students in grades K-12, but the number of identified K-3 AIG students is low compared to other grades. The BCPS ELL and Twice Exceptional AIG populations continue to grow.

With the implementation of Pathway I (identification of highly or intellectually gifted), we are now responsive to this population

Previous 2007-2010 plan review cited this need and omission.

Local AIG Plan, 2010-2013 of 726/30/2011

Local AIG Plan, 2010-2013 of 726/30/2011

Goals: To nurture the potential and increase the young (K-3) AIG Population

To nurture the potential and increase the underrepresented AIG Population

To build knowledge and skills that may lead to future identification

To provide guidance and support in their development (K-12)

To encourage enrollment in rigorous classes

To address their academic and intellectual abilities

To provide assistance with weaknesses to develop coping/problem solving skills

Local AIG Plan, 2010-2013 of 726/30/2011 To provide guidance and support for their social and emotional development K-12

Description: Review and revise K-3 plans that were created May 2008

Survey/Interview teachers

School-Based Chair meeting discussions (feedback from K-3 teachers, administrators, and parents)

BCPS AIG PROGRAM: BITS (Bright Ideas and Thinking Strategies)NURTURING the YOUNG and the UNDERREPRESENTED POPULATIONS: K-3 CULTURALLY and/or ECONOMICALLY DISADVANTAGED

Purpose: To nurture the potential and increase the young (K-3) AIG Population To nurture the potential and increase the underrepresented AIG Population To build knowledge and skills that may lead to future identification To provide guidance and support in their development (K-12) To encourage enrollment in rigorous classes

The nomination process for young and underrepresented populations of potentially gifted students begins with the sharing of characteristics of the populations with teachers. BCPS currently identifies and serves AIG students in grades K-12, but the number of identified K-3 AIG students is low compared to other grades. The BCPS ELL and Twice Exceptional AIG populations continue to grow. Alternative assessments for identification are available based on grade levels and need.

Background Underrepresented Population:On the national, state, and local levels, the minority populations have been underrepresented in the gifted programs.Currently the BCPS enrollment report shows 24% minorities.BCPS AIG dataPrevious years and Original Pilot Program-(1996-1998) = 3-5% minoritiesFirst Generation: (1998-2001) = Averaged 5.7 % minoritiesSecond Generation: (2001-2004) = Averaged 7 % minoritiesThird Generation: (2004-2007) = Averaged 8 % minoritiesFourth Generation: (2007-2010) = Averaged 9-11% minorities (2007-2008 & 2008-2009) 2009-2010 began with 15.245% minority AIG students April 1, 2010 12.3% minority AIG students Fifth Generation: (2010-2013) = 13%+ minorities

ProcedureSeptember 2010 Elementary Gifted Education Needs Assessment Team Chairpersons: Identify the students (K-3 and culturally and/or economically disadvantaged) for nurturing by reviewing the list of K-3 students on screening pool from Pathway II.Criteria: Met two-three out of five of the criteria via Pathway II Culturally Disadvantaged: Ethnicity provided Economically Disadvantaged Used the Alternative Assessment form

Local AIG Plan, 2010-2013 of 726/30/2011 Plans: Pilot at four elementary schools (Chesterfield, George Hildebrand, Mountain Crest, and Icard Elementary Schools) selected based on high number minority and high number Low SES and school interest in the potential of K-3, ELL, and EC populations. GNAT- Chair: September 20010Use 2009-2010 AIG Screening Pool: 1. Identify students by grade level. Inquire about any students new to the schools2. Submit names. Elementary Gifted Specialists will compile names and share with principal. Additional data to be collected: Nurturing K-3 Students Academic Behaviors Checklist (to be completed by the child's previous school year's teacher. The school's Gifted Needs Assessment Team along with the Elementary Gifted Specialists will determine which students will be involved in the nurturing program and begin reviewing grouping and scheduling. Meeting with Parents: Parents will be notified of the selection, informed of the purpose and plans, and will give approval or disapproval for participation.Program (October 2010-April 2011); BITSInstructors: Elementary Gifted Specialists meet with students 45-60 minutes weeklyMaterials: Primary Education Thinking Skills series, K-3—Focus: Encouraging and developing divergent/creative thinking, convergent/analytical thinking, visual/spatial thinking, and evaluative/critical thinking. The program uses Blooms Taxonomy and Gardner's Multiple Intelligences.Kindergarten- Concept Development: Patterns1st Grade- Concept Development: Choices2nd Grade- Concept Development: One and Many3rd Grade- Concept Development: Reasoning

Building Thinking Skills – Verbal and nonverbal reasoning activities to improve students' vocabulary, reading, writing, math, logic, and figural-spatial skills, as well as visual and auditory processing (Skills:observe, recognize, and describe characteristics; distinguish similarities and differences; identify and complete sequences, classifications, and analogies)K-1 -- Beginning Building Thinking Skills 2- 3 -- Building Thinking Skills, Book 14-6 -- Building Thinking Skills, Book 2, if needed

A profile of each student and a product portfolio will be kept for each student. Each skill or concept will be pre-assessed to determine readiness levels and needs. Teachers willbe informed of the planned lessons prior to the nurturing sessions for the purpose of collaboration. After instruction, practice, and application a post-assessment will be administered to determine growth and effectiveness. A student's self assessment pre-and post will be administered. Formal useof the materials will continue through the 3rd grade.Teachers will complete an evaluation form to document increased/improved thinking skills addressed by the program. Success of the nurturing program will be evaluated by the number and percentage of

Local AIG Plan, 2010-2013 of 726/30/2011 these students who are identified as AIG in ELA and/or Math as well as the number and percentage who continue receiving AIG services through grades 3-12. Data will also be kept on those who do notqualify for services. All students involved will be monitored to determine successful group and individual practices as well as to determine needs and changes.Data will be provided June 30, 2011. The results will determine implementation plans for 2011-2013.At that time the checklist will be completed annually in June. Information will be shared with teachers,parents, guidance counselors, administrators, and the community that will assist in the students' continuing success and endeavors.

Planned Sources of Evidence: Child countscreening, referrals, and identification trends

Alternative assessments

K-3 Nurturing plan

Intellectually gifted plan

Other Comments:


Practice JEncourages extra-curricular programs and events that enhance and further develop the needs and interests of AIG students.


Rationale: BCPS offers a variety of ectra-curricular activities: Spelling Bee, Speech Contests, Essay contests, Science Olympiad, OM, Science Fair, Math Counts for elementary (BCPS developed) and middle school competition)as well as many other activities


Description: Survey stakeholders about needed activities/interestsContinue offerring activitiesCollect data on all extra-curricular activities available

Local AIG Plan, 2010-2013 of 726/30/2011 Planned Sources of Evidence: DEPs- activities available and offerred at each schoolStudent participationSurvey of stakeholders

Other Comments:

Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice. Standard 5: PartnershipsThe LEA ensures on-going and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships.

Practice APartners and communicates with parents/families and the community to ensure that the most appropriate services for the academic, intellectual, social, and emotional needs of AIG students are provided.


Rationale: Currently, communication is between schools, parents, and families.Continue this communication.Most discussion and collabopration is to individual student and school needs.Data shows that there are some services that need district and community discussion.Information from parents indicates that diversity of needs is not always visible. A few parents only see the similarities among their AIG child's friends and not the diversity and needsof other AIG students not in their children's circles.Surveys are needed specifically to address social and emotional needs.

With the newly established Gifted Advisory group, we have been able to share information and have some dialogue electronically. A few PSA have been made available via the local cable station. A more effective practice has been to send information to the schools, and the info has been sent to parents via email and the websites. More community involvement has occurred as a result of discussion of the twice exceptional children, more specifically the Autism Spectrum. Local psychologists have volunteered to provide info about the Autism Spectrum to parents and teachers asa proactive step rather than a reactive step. Pediatricians have also become more involved and are providing info about ADD/ADHD along with the psychologists.

This is a future practice because it is still in the informal stages. We partner and communicate on as with parents/families, and we have begun to pull in other community members. It is not fully at the stage for it to be maintained. We have more goals to set via our strategic plan and more people to get involved before it can be fully implemented


Description: This section does not need to be completed based on the chosen category of the

Local AIG Plan, 2010-2013 of 726/30/2011 practice.This section does not need to be completed based on the chosen category of the practice.This section does not need to be completed based on the chosen category of the practice.


Other Comments:

Ideas of Strengthening: Survey community for informationProvide information to drive discussionsProduce PSA to generate discussionsRejuvenation of PAGEPartnerships with community organizations and businesses Standard 5: PartnershipsThe LEA ensures on-going and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships.

Practice BShares with stakeholders, including all students' parents/families, information regarding the local AIG program, the local AIG plan, and other policies relating to gifted education.


Rationale: Currently information is shared with educators, students, and parents/families. Information needs to be shared with the community


Description: Survey stakeholdersCreate PSAs (Public Service Announcements): radio, television (cable), and news articles

Planned Sources of Evidence: Websites: District and SchoolsBrochures and other documentsSurveysPSAs

Other Comments:


Local AIG Plan, 2010-2013 of 726/30/2011

Practice CInvolves stakeholders, reflecting the diversity of AIG parents/families and the community, in the development, implementation, and monitoring of the local AIG program and plan.


Rationale: DevelopmentPrevious involvement reflected diversity of AIG students and community

2010-2013 Planning committee reflects the diversity of theAIG students, their families, and the community

ImplementationPrevious involvement for implementation only included educators

MonitoringPrevious involvement for monitoring only included the Gifted Education and Exceptional Children Dept.

Goals: Increase knowledge, awareness, and understanding of AIG students, the BCPS AIG program (all components), and needs of AIG students at all levels

Increase participation and ownership of all stakeholders

Description: Establish committees

Determine purpose and goals of committees

Establish timelines for completion of tasks

Establish meeting dates for committees

Establish mechanisms to obtain and share information

Committees-Communication-Technology-Professional Development-Implementation and Monitoring-Curriculum/Instruction-Acceleration -Affective/Social and emotional needs

Local AIG Plan, 2010-2013 of 726/30/2011 -Partnerships-Diversity -Extra-curricular events

Planned Sources of Evidence: Invitations to serve on committees

Committee members: names, affiliations, and ethnicities

Meeting Agendas

Surveys: Students, parents, educators, and community

Documentation of goals, tasks, and accomplishments for each committee

Other Comments:


Practice DInforms parents/families and the community of opportunities available to AIG students on an ongoing basis and in their native language.


Rationale: Previous communication of opportunities only occurred at fall DEP meetings with parents and students

As information became available, opportunities were only shared with AIG students and their parents

Information was only provided in English. Translators provided as needed

Goals: Inform all stakeholders of opportunities

Make all communication available in native languages

Local AIG Plan, 2010-2013 of 726/30/2011 Description: Update district and school websites to include sections for news and events

Obtain or create brochures in native languages

Obtain or create PSA

Create district and school newsletters

Planned Sources of Evidence: District and school websites

Brochures

Emails

Translated documents into native languages

PSA (Public Service Announcements)

Quarterly district and school newsletters

Other Comments:


Practice EImplements initiatives to intentionally involve parents/families and the community in meaningful ways to support gifted education.


Rationale: Parent and family involvement is strong. The involvement with the community is weak, but there is strong support from the community. Very little collaboration with community agencies exists.Partnership Committee to be established for more and better collaboration with community agencies and businesses.



Local AIG Plan, 2010-2013 of 726/30/2011


Other Comments:

Ideas of Strengthening: SurveysGuest speakersPublicize new programs like Renzulli Learning System and Jacob's LadderCommittee goals, tasks, and actions Standard 5: PartnershipsThe LEA ensures on-going and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships.

Practice FForms partnerships with parents/families, institutions of higher education, local businesses and industry, and other stakeholders within the community to enhance and gain support for AIG programsand services.


Rationale: Currently, no partnerships exist with IHE and local businesses.Partnership committee established to develop these partnerships




Other Comments:

Ideas of Strengthening: Partnership Committee has already identified some businesses and IHE to address thisA list will be provided of partnerships or potential partnershipsSurvey businesses for support Standard 6: Program AccountabilityThe 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.

Local AIG Plan, 2010-2013 of 726/30/2011

Practice ADevelops a written AIG plan describing the local AIG program in accordance with state legislation andpolicy, which has been approved by the LEA's school board and sent to SBE/DPI for review and comment.


Rationale: The plan has been developed, reviewed, improved, and approved by the BCPS Board of Education.A variety of stakeholders were involved:represented the diversity of the BCPS schools and the community of Burke County.


Description: It addresses all of the components of the new NC AIG standards

Planned Sources of Evidence: BCPS AIG Plan and review

Other Comments:

Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice. Standard 6: Program AccountabilityThe 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.

Practice BMonitors the implementation of the local AIG program and plan in accordance with current legislation and state policies to ensure fidelity of implementation for all AIG program components.


Rationale: Lead Teacher/Coordinator monitors the program and planCurrently stretched so thin with other responsibilities not related to AIG

Rarely had the opportunity to visit all classes to the point that only the problem areas could be addressed.

Attempted to schedule visits to classes on a regular basis, but other non-AIG responsibilities, interfered. Had to reschedule visits multiple times

Local AIG Plan, 2010-2013 of 726/30/2011

Goals: Conduct regular checks and audits of services, student classroom performance, EOG performance

Gather and disaggregate data

Identify and report patterns/trends

Conduct teacher, parent, and student surveys and interviews

Description: Obtain schedule for AIG classes

Schedule bimonthly visits of all AIG classes

Obtain documentation (timeline) from AIG teachers of when specific components of DEP (strategies/interventions) will be implemented)

Obtain documentation of strategies/interventions implemented (especially pre and post results and analysis)

Collect and disaggregate EOG and EOC scores (previous scores and growth). Analyze data to determine needs (teachers and students)

Local AIG Plan, 2010-2013 of 726/30/2011 Conduct Parent/Teacher/Student surveys and interviews

Collect school population data for screening (population nominated compared to school population)

Planned Sources of Evidence: Reports of checks and audits (visits, timelines, implementation of strategies/interventions)

Data Reports of EOG and EOC growth

Pattern/Trend reports(Population: nominations K-8)

Pattern/Trend reports (surveys/interviews)

Other Comments:


Practice CUses and monitors state funds allotted for the local AIG program according to state policy.


Rationale: State fund allottments for the BCPS AIG program- Funds are used appropriately-Internal Audit conducted May 2010 (use of funds 2005-2006--2009-2010) comparison of expenditures for these years-Documents kept and available in hard copy and via AS 400 financial system-Monthly monitoring takes place


Description: Continue monitoring use of fundsKeep hard copies due use of the AS 400 systemContinue anaylsis of expenditures

Planned Sources of Evidence: Annual Budget

Local AIG Plan, 2010-2013 of 726/30/2011 Use of PRC034 for materials, personnel, and professional developmentB-1 and other purchase orders kept and reviewed annuallyEmails: requests for transfer of funds within the PRC 034 budget

Other Comments:


Practice DMaintains, analyzes, and shares student performance growth and annual drop-out data for AIG students.


Rationale: EOG data is obtained from the statistician (Testing and Accountability Department) annually in July.The data is analyzed for growth, average scores of identified AIG students.Comparison are made between the scores and growth of AIG and non AIG students.

Data is shared with principals-Discussion: scores of special populations (intellectually gifted, twice exceptional, and the under-represented); ways to improve scores; identify trends by schools: grade levels, subjects, and specific populations

Drop-out data is shared occasionally (when ther are more than three drop-outs: Our data has shown that we have had the following drop-out reasons in the last three years:1- due to medical issues1-due to accident that involved students hands (needed surgeries to repair right hand)1-due to pregnancy (occurred during her junior year)1-due to home circumstancesAll graduated during the summer of their senior year with the exception of the one pregnancy. She is currently getting her GED and enrolling at UNC-A.


Description: Continue analysis of EOG scores and trendsInvestigate potential behaviors and issues that might lead to drop-out of AIG studentsInterventions to be attempted prior to senior yearEOG dat

Planned Sources of Evidence: EOG dataDocuments shared with principals

Local AIG Plan, 2010-2013 of 726/30/2011 Drop-out dataList of interventionsInterviews with those who dropped out

Other Comments:


Practice EMonitors the representation and retention of under-represented populations in the local AIG program, including students who are culturally/ethnically diverse, economically disadvantaged, English language learners, highly gifted, and twice-exceptional.


Rationale: Monitoring of the representation and retention of under-representations occurs several times annually:beginning of the school year, mid year, end of year, and between each grading period.Intervention strategies are employeed each grading period for all students who make a c or below in all AIG LA and Math classes

Annually (beginning of school year, mid year, and end of year), an analysis of the under-represented populations of AIG students is done. A focus is on the each school's population, each school's AIG population, and potential candidates for AIG.


Description: Continue all analysis, interventions, and evaluations

Planned Sources of Evidence: Population analysis: numbers and percentages in various categoriesInterventions used and effectivenessScreening pools and identification data

Other Comments:

Ideas of Strengthening: This section does not need to be completed based on the chosen category of the practice. Standard 6: Program AccountabilityThe 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

Local AIG Plan, 2010-2013 of 726/30/2011 needs of gifted learners.

Practice FMaintains current data regarding the credentials of personnel serving AIG students.


Rationale: A list of all BCPS employees with AIG licensure and locally approved professional development is maintained. Lists are broken down by school.


Description: Continue documentationImplement new professional document identifying teachers' strengths and weaknesses that determineneeded professional development

Planned Sources of Evidence: List of employees licensed and locally approved professional developmentBeginning records for those obtaining licensure at IHE since 2008.USE of PRC 034 for licensure

With new plan for professional development new documents are being created to indicate effectiveness using specific strategies as well as using specific materials.

Other Comments:


Practice GForms an advisory group of community members, parents/families of AIG students representative of diverse populations in the program, teachers of the gifted, and other professional staff who meet regularly to review all aspects of the local AIG program and make recommendations for program improvement.


Rationale: Advisory group not formally identified

Not able to meet due to multiple conflicts

Recommendations made only for concerned areas

Local AIG Plan, 2010-2013 of 726/30/2011

Goals: Establish an advisory group representative of community, parents/families of AIG students, AIG teachers, and other professional staff

Description: Invite members to serve/Survey

Identify goals and purpose of committee(Distinguish as an advisory committee not advocacy committee)

Establish bimonthly meetings

Establish mechanism to determine agenda items

Planned Sources of Evidence: Invitation to serve

Member names, affiliations, ethnicities

Meeting Agendas

Documentation of recommendations and actions as a result of recommendations Surveys

Other Comments:


Local AIG Plan, 2010-2013 of 726/30/2011

Practice HElicits regular feedback from students, parents/families, teachers, and other stakeholders regarding the quality and effectiveness of the local AIG program.


Rationale: Currently, feedback has been elicited from students, parents/families, and teachers annually.

Because we have not included all stakeholders, specifically those who have no children or grandchildren in the Burke County Public Schools, in eliciting feedback from them regarding the quality and effectiveness of the BCPS AIG program, we feel that this is a future practice. Baseline data must be gathered from this group. Through several discussions, we have found that this group knows very little about the BCPS AIG program. Many have stated that they need more information and knowledge before they can respond to the quality and effectiveness. Plans are being made to have community members representing this group to visit regular classrooms, AIG classrooms, and AIG Facilitator's classes so that they can see similarities and differences. We are also making efforts to inform them of how their tax dollars are being used for the BCPS AIG program.




Other Comments:

Ideas of Strengthening: Continue surveys of students, parents/families, and teachers .Create surveys for community stakeholders, including those who have no children or grandchildren inthe BCPS. Analyze data and provide information in areas of weakness or areas that need clarification Standard 6: Program AccountabilityThe 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.

Practice IReviews and revises the local AIG program and plan based on multiple sources of data for continuous program improvement.


Local AIG Plan, 2010-2013 of 726/30/2011

Rationale: The plan is annually reviewed at the end of each school year. When potential revision is needed, it is based on survey data from students, parents/families, and teachers. EOG data sometimes indicate needs for revisions when a trend is discovered. Some revisions are made based on the need for additional professional development when implementation of a strategy is the issue.


Description: Continue review and revisions. With the infusion of the Renzulli Learning System and the use of My Access for 5th grade AIG ELA students, new data may emerge that dictates review and revision.

Planned Sources of Evidence: AIG plan reviewsSurvey dataData from Renzulli LearningData from My AccessSpecific revision data and rationale for change

Other Comments:


Practice JDisseminates all data from evaluation of the local AIG program to the public.


Rationale: Continue to report data to BCPS staffsMore information needs to be made to the public not just parents/families, teachers, administrators, and BCPS Board of Education


Description: Develop a news page for websitesPublish info in the local newspapersPublish data via PSA (Cable and radio)

Publish bi-monthly or quarterly

Planned Sources of Evidence: BCPS annual ReportWebsite: district and schools

Local AIG Plan, 2010-2013 of 726/30/2011 News articles

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Practice KProtects the rights of all AIG students through policies, procedures, and practices.


Rationale: Due process documents are given to all parents of identified AIG students and those consideredDocumentation of all complaints are kept and reviewed annually for trends

Follow-up meetings or calls are conducted for all complaints


Description: Publish Parent's Handbook of Rights on websites (district and school)Continue hard copies of handbook of rightsReview process for complaints and due process annually with all faculty and staffRefer to 1FThe BCPS AIG Parent's Handbook of Rights is given to all families whose children are considered and/or identified. 1. The parent/guardian has the right to be involved in the nomination process for considering his/her child for AIG identification. Parents collaborate with the child's teacher(s) to determine which pathwaywill be the most appropriate for their child. Sometimes this includes reviewing the child's an inactive AIG folder as well as the child's cumulative folder.2. If a child is not identified as AIG, the School-Based Committee Chairperson is required to send information to the parent/guardian indicating no differentiation is needed or no further assessments are needed within two weeks of receiving scored scales from the BCPS Gifted Education Office.3. The parent has the right to request, appeal, and petition the decision(s). 4. The parent/guardian has the right to review and discuss all documents: Gifted Rating and Motivation Scales with teacher(s) who completed them, Parent Inventory for Finding Potential, Aptitude, and Achievement results. 5. When testing is not necessary due to not meeting initial criteria that would lead to aptitude and achievement assessments, the parent/guardian may request to review and discuss documents: Gifted Rating and Motivation Scales with teacher(s) who completed them, and Parent Inventory for Finding Potential.6. When a child has been identified as AIG, but encounters some difficulties that result in grades

Local AIG Plan, 2010-2013 of 726/30/2011 below a C, the parent/guardian has the right to request a conference with the teacher(s) and the School-Based Committee to determine if interventions are needed to help the child become more successful, identify appropriate interventions, and to exit the program, if necessary.

Steps are in place indicating timelines for each procedure.Due Process ProceduresVII.Parent/guardian requests a conference with the School- Based Committee for Gifted Children.VIII.The parent/guardian requests a conference with the school principal, if the principal is able to attend the initial School-Based committee meeting.IX.The parent/guardian appeals the principal's decision to the Burke County Public Schools AIG Lead Teacher.X.The parent/guardian appeals to the Associate or Superintendent of the Burke County Public Schools.XI.The parent/guardian appeals the Burke County Public Schools Board of Education.XII.The parent/guardian petitions the administrative law judge for a contested case hearing.

Students are nominated for consideration via three methods:1. EOG nomination (97 percentile +) 2. Teacher nomination 3. Parent nominationA Consent for Evaluation is given to the parent/guardian indicating necessary assessments for identification as well as the opportunity to obtain private assessments instead of LEA administered assessments. If private assessments are selected, the parent/guardian receives a copy of the acceptable assessments for BCPS AIG identification.Students may be reassessed annually, if AIG identification is not made.

When an identified student transfers to the Burke County Public Schools (August – December of a school-year), his or her AIG folder/data will be reviewed within 30 days to determine if he/she qualifies under the BCPS guidelines for identification. Additional assessments, if necessary, will be completed within two weeks of the review. If the child does not meet the BCPS criteria for identification, the parent/guardian has the right to appeal. The student will be considered for identification during the spring process (January – May of a school-year).

If a parent/guardian is plans to move to another LEA from the Burke County Public Schools, the parent/guardian is informed of differences in the identification criteria of other LEAs. The parent/guardian is given the name of the AIG contact for the new LEA so that he/she may inquire about the differences. When the BCPS school is informed of withdrawal copies of the documents in the child's AIG folder will be sent to the school in the new LEA within two weeks of the withdrawal. The BCPS AIG Lead Teacher will inform the AIG Coordinator/Director of the new LEA of the transfer.

Planned Sources of Evidence: Copy of Handbook of RightsWebsite (district and schools)Documentation of complaints and resolutions

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Local AIG Plan, 2010-2013 of 726/30/2011 of the practice. Glossary (optional):

Appendix (optional): AIG Let.doc (Local Board Approval Document)

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