AIG REVIEW for Johnston County, NC

POWERPOINT PRESENTATION BY: CHRISTINE MC KEEL & LATONYA PENDER

1. How is a child nominated for the gifted program in elementary, middle and high school in Johnston county?
Steps for nomination, referral, identification and placement are as follows:
y y

y y y y y y y y y y

The AIG program accepts nominations at any time. The Site Review Team (SRT) will review nominations of transfers, along with returning fourth and fifth grade students following the first six weeks. The Central Review Team (CRT) will review third grade students following the receipt of system testing results. Information on candidate is gathered from the following indicators: grades, performance data, teacher and/or parent observation (as specified), and standardized testing history if available. The SRT reviews the information and makes a recommendation to refer or not to refer. The SRT provides information for candidates, referred and not referred, to the Gifted Program Specialists (GPS). If a referred candidate requires testing, the GPS sends home permission to test form and a copy of the parents rights. GPS file information for candidates not referred for one year. GPS gathers remaining information from the indicators on candidates and presents the candidate to the CRT for an identification decision. The CRT makes a decision for identification based on the indicator information. The CRT places Identified candidates into a service option. GPS file Non-identified candidates information for one year. The AIG lead teacher informs parents and teachers of CRT decisions for all candidates.

2. What are the legal guidelines and provisions regarding the gifted program in your county?

Johnston County Schools adheres to the Legal Guidelines and Provisions of the State of North Carolina. Article 9B, Academically or Intellectually Gifted Students [N.C.G.S. 115C-150.5.8 (Article 9B)]provides a state definition for Academically or Intellectually Gifted (AIG) students and requires local education agencies (LEA) to develop three year AIG local plans with specific components, to be approved by local school boards and subsequently sent to the State Board of Education and Department of Public Instruction (DPI) for review and comment. Article 9B is the current legislation mandating identification and services for gifted education K-12. Each LEA determines how to identify and serve its own AIG student population. This honors local context and supports each LEA to do what is best for its own AIG student population. LEAs must adhere to state legislation, which guides LEAs and defines academically or intellectually gifted students (see below), and will also use the NC AIG Program.

3. List and describe the assessment process for identification for gifted children at the elementary level.

Present: Johnston County Schools employs 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. While the review teams take motivation and interest into consideration, they will view these criterions in respect to student observation and performance. Johnston County Schools has utilized multiple criteria since Article 9B legislation became legislation. However, the system has examined identification data from across the district and noticed the lack of consistency in the usage of this multiple criteria by several of the school site teams. Current criteria reviewed for placement includes:
y

Observation The classroom teacher must fill out the observation checklist for a nominated candidate. If a parent or other person makes the nomination, they too must fill out an observation.

Performance Classroom performance information includes current grades, previous years grades, 9 weeks assessments, literacy assessments, and portfolio samples of differentiated work. Student aptitude Aptitude refers to the percentile from a nationally normed standardized test.

y y

Student achievement Achievement refers to subject area tests percentile for either a state administered end of year achievement test or a nationally normed standardized test. All third graders are assessed with the Cognitive Abilities Test (CogAT) and the Iowa Test of Basic Skills (ITBS) in order to conduct a broad general screening. The Gifted Program Specialists will analyze the test data. The Central Review Team will examine other multiple criteria to determine placement. The Central Review Team will review a preponderance of evidences of the childs academic and intellectual abilities to determine placement into AIG services.

4. List and describe the assessment process for identification for gifted children at the middle level.

Nomination, Referral, Identification, and Placement for Grades 6-8:

Placement into the middle school advanced language arts and into the top tier of the mathematics sequences requires a review of multiple indicators. The gifted program will identify students who place into these highest-level courses. The AIG program accepts nominations and follows the grades 3-5 process as outlined. The CRT bases identification and placement on service options matches for middle school. Mathematics Placement: Schools will use EVAAS data to determine mathematics placement at the middle school level. This data system projects using trend data of all EOGs taken to determine the probability of a students academic success in Algebra 1. The system will use the following guidelines for mathematics placement during 2010-2011. As the system gathers additional data, the scores or percentages may change to best accommodate the needs of the students and the schools.

List and describe the assessment process for identification for gifted children at the middle level. Continued:

With the implementation of the revised mathematics placement into middle school coursework, the gifted program will monitor those students who qualify for the highest tier of mathematics in order to determine the progress of these students. 6th Grade Placement* Tier 1 - Pre-Algebra (all of 6th & 7th grade math) Tier 2 - Advanced Math 6 Tier 3 - Regular Math 6 7th Grade Placement** Tier 1 - Algebra 1 (plus 8th grade math) Tier 2 - Advanced Math Tier 3 - Regular Math 7 8th Grade Placement Tier 1 - Geometry Tier 2 - Algebra I Tier 3 - Advanced Math or Regular Math

8. How are the gifted children in your county served at the elementary level?

Grades K-2 y Primary Education Thinking Skills (PETS) y Research-based gifted curriculum models (Williams, Parnes, etc.) y Flexible grouping opportunities for students demonstrating potential in certain areas Grades 3-5 y Primary Education Thinking Skills (PETS) (Grade 3) y Identification of AIG potential through CogAT and ITBS (Grade 3) y Jacobs Ladder Higher Level Thinking and Comprehension Skills Program (Grades 3-5) y Advancement via Individual Determination (AVID) Elementary (Grades 4-5) y Cluster grouping for students who demonstrate high potential based upon benchmark assessments, etc. y In-Class/Across Class flexible grouping (student movement based upon current data to encourage development of potential) y Duke Fourth and Fifth Grade Talent Search (nurture highest achieving students GPS monitor)

5. List and describe the assessment process for identification for gifted children at the high school level.

Nomination, Referral, Identification, and Placement for Grades 9-12 Johnston County Schools Gifted Education Program has developed the expectation that all high school students must enroll in honors and advanced placement courses consistently at least one per semester. GPS will check schedules at the beginning of the school year to verify enrollment in honors/AP courses. If students identified AIG in middle school enroll in at least one honors course per semester (two per year), they will retain AIG identification and remain on headcount. The Central Review Team will review students who self-select two or more honors/AP courses per year using multiple criteria. Students must enroll in at least one honors/AP class per semester. The Site Review Team will place AIG Identified students who do not maintain this enrollment requirement on probation for one semester with the expectation they enroll in an honors or Advanced Placement course the following semester. If they do not, the program will remove the student from AIG headcount. The program will send notification and parents may contact the GPS for further information. The AIG program will consider gifted identification annually.

6. What are the gifted students rights?

Students/Parents/Guardians Rights:
y All academically or intellectually gifted students must be provided a free

appropriate public education. Differentiated services will be provided for the academically or intellectually gifted student (1) at no expense to the parent, (2) according to the guidelines of the North Carolina Department of Public Instruction and the Johnston County Schools Academically or Intellectually Gifted Program, and (3) according to the students Differentiated Education Plan (DEP).

What are the rights of parents/guardians of gifted students?

Parents have the right to disagree with student nomination, placement, or service options. They must follow the procedures as outlined:

1. The parent may request in writing a conference with the AIG Central Review Team. 2. If the parent still disagrees with the committee decision, he/she may appeal the decision by making a written request to the Chief Academic Officer within 30 days of the conference with the AIG Central Review Team. The Chief Academic Officer and Central Review Team will review the decision of the team and grant a conference within 10 school days of the parental request and will respond in writing within 5 days of that conference. 3. If the disagreement is not resolved with the Chief Academic Officers decision, the parent may request to have the decision reviewed by mediation. The parent may ask the school system to contact the Department of Public Instruction for a mediator, a person knowledgeable about the area of gifted education. The mediator selected will review the decision made by the school system and will render a decision within 30 days. 4. If mediation fails to resolve the disagreement satisfactorily, the parent may file a petition for a contested case hearing under Article 3 of Chapter 150B of the General Statutes. The hearing will be limited to consideration of (1) whether the local school unit improperly failed to identify the student as an academically gifted student or (2) whether the local plan has been implemented appropriately.
y y y y

Informed about AIG referral, screening, identification, and services via letters, brochures, or handbook (Parent guide to AIG program) Informed about the procedures for disagreement Give consent at each stage of the process Option to review documentation as it is available

7. Describe terminology related to gifted programs.

Accelerated A strategy of progressing through education at rates faster or ages younger than the norm. Cognitive Abilities Test (CogAT) - a test of reasoning skills. It is a norm-referenced test and the national average is 50th percentile. There are three parts to the CogAT: Verbal Battery, Quantitative Battery, and Non-Verbal Battery. Differentiated Modifying curriculum and instruction according to content, pacing, and/or product to meet unique student needs in the classroom. Gifted - persons between the ages of five and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Gifted students include gifted students with disabilities (i.e., twice-exceptional) and students with exceptional abilities or potential from all socio-economic and ethnic, cultural populations. Intelligence - The ability to learn, reason, and problem solve. Debate revolves around the nature of intelligence as to whether it is an innate quality or something that is developed as a result of interacting with the environment. Twice-exceptional - Students who are identified as gifted and talented in one or more areas of exceptionality and also identified with a disability defined by Federal/State eligibility criteria.

Acronyms Relating to Gifted Education

AIG (Academically Intellectually Gifted): category for students who consistently demonstrate evidence of mastery of the curriculum that is well above grade level in reading/language arts and/or mathematics. AP (Advanced Placement): Advanced Placement - A program developed by the College Board where high schools offer courses that meet criteria established by institutions of higher education. In many instances, college credit may be earned with the successful completion of an AP exam in specific content areas. DEP (Differentiated Education Plan): outlines the instructional setting where delivery of DEP services will occur, the way curriculum content will be modified, and the specific differentiated instructional strategies that will be used DPI (Department of Public Instruction): The North Carolina Department of Public Instruction is the agency charged with implementing the States public school laws and the State Board of Educations policies and procedures governing pre-kindergarten through 12th grade public education. The elected State Superintendent of Public Instruction heads the Department and functions under the policy direction of the State Board of Education. IEP (Individualized Education Plan): A written plan and legal document that states a childs present level of functioning; specific areas that need special services; annual goals; short term objectives; services to be provided; and the method of evaluation to be implemented for children 3 to 21 years of age who have been determined eligible for special education. IQ (Intelligence Quotient): Intelligence Quotient - A numerical representation of intelligence. IQ is derived from dividing mental age (result from an intelligence test) by the chronological age times 100. Traditionally, an average IQ is considered to be 100. LEA (Local Education Agency): a school district or county office of education NCSCOS (North Carolina Standard Course of Study): identifies the minimum competencies for each grade level for the state of North Carolina NAGC (National Association for Gifted Children): an association that provides support to gifted children and their supporters.

9. How are the gifted children in your county served at the middle school level?

Grades 6-8 y Subject grouping y In-class/Across-class flexible grouping y Academic competitions y Advancement via Individual Determination (AVID) y Duke TIP Seventh Grade Talent Search (nurture highest achieving students - GPS monitor)

10. How are the gifted in your county served at the high school level?

Grades 9-12 y Honors classes y Advanced placement classes y Academic competitions y Advancement via Individual Determination (AVID) y Distance learning y Summer programs offered by colleges and universities y North Carolina Governors School