AIG Plan

Create a detailed flow chart that shows the processes at each level (elementary, middle, high school). Be sure to include any documents, differentiation of instruction, tests and/or meetings pertinent to these processes. Your flow chart should be VERY SPECIFIC and should outline each step in the AIG identification process and the three grade spans!

Specific document names should be provided along with specific steps in the process of identification and nomination. Services provided for the student, once identified, should also be included

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
a) Articulates and disseminates clear, comprehensive and equitable screening, referral, and identification processes for all grade levels to school personnel, parents/families, students, and the community-at-large.
• Brochures and pamphlets
• Due process information
• Information sent home about special programs for AIG students
• Newsletters
• Participation in curriculum nights
• AIG staff development at schools by facilitator
• Sign in sheets, agendas, and minutes

• Develop an AIG website with links for each school
• Surveys
PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
b) 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 of each student.
• GIT meeting minutes
• Student AIG folders
• LEA AIG Plan
• PD for teachers and administrators about the ID process

• Surveys (end of first and second semesters)
• Student interviews
• Provide document about ID process to administrators
MAINTAINED:
c) Administers both non-traditional and traditional standardized measures that are based on current theory and research.
• Teacher recommendations for referral
• AIG folders
• Testing calendars
• LEA AIG Plan
• Documentation of evaluation
• Funding for evaluative measures
• Slocumb Payne Teacher Perception Inventory
• Karen Rogers Teacher Inventory of Learning Strengths
• Parent inventory of learning strengths
• Interview students about attitudes towards learning
• Explore different options for ID of ESL students consult with ESL department
• LEA AIG surveys

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
MAINTAINED:
d) Initiates 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.

• Referral forms
• AIG count for district
• Parent referrals
• PETS program for K-2 referral
• Testing accommodations
• Nontraditional screening methods to increase referrals of diverse students
• Develop a letter to explain the importance of AIG identification to encourage parents to consent for testing
• Develop a packet to give out to parents with brochure, reading list, Duke TIP information, local resources available(camps, museums, field trips), reliable websites, characteristics of gifted students, contact information.
• Testing students with modifications
• Add modifications to referral forms
PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
e) Ensures consistency in implementation of screening, referral, and identification processes.

• PETS referral program for K-2
• Compiled EOG/EOC data
• Staff development rosters
• Comprehensive list of tests used for ID
• Cognitive abilities test scores
• GIT minutes
• District calendar for AIG ID procedures
• Meeting agendas
• DEPs/IDEPs
• LEA AIG Plan
• Checklist for portfolio work(work should be more than bubble in tests): writing activities, journals, projects, higher level math activities, STAR reports, foldable, book reports, common assessments)
• List of tests used for identification of underrepresented students
• LEA AIG surveys

FOCUSED:
f) Established 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.

• Parent communication
• LEA AIG Plan
• Student transfer documents
• Student folders containing written consent
• AIG forms in appendix of plan
• Process for resolving disagreements
• Parent surveys
• All forms in Spanish
• Include checklist for AIG folders in each red folder (last page of AIG plan

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
MAINTAINED:
g) Maintains documentation that explains the identification process and service options for individual AIG students, which is reviewed annually with parents/families.

• Student folders containing DEP/IDEP
• LEA’s AIG plan
• Meeting agenda and minutes
• Forms found in appendix of AIG plan
• Parent surveys
• Newsletters
Standard 2: Differentiated Curriculum and Instruction
The 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.

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
a) Adapts the NC standard Course of Study (SCOS) according to identified abilities, readiness, interests, and learning profiles, K-12.

• Lesson plans/notes
• DEPs/IDEPs
• Supplementary instructional resources
• Common curriculum based on SCOS
• Curriculum units, lessons, and activities, plans or evidence of delivery
• LEA AIG plan
• Scores from benchmark tests EOG/EOC scores
• Staff development roster
• Develop interest surveys to be administered at all schools
• Collate information from all schools
• Mentor program
• Include county PD in differentiation
• Stamp and barcode AIG materials and store together or in the library
• Facilitators and coordinator observe AIG cluster teachers annually

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
MAINTAINED:
b) Enriches, extends, and accelerates the curriculum to address a range of ability levels in language arts, math, and other content areas as appropriate.

• NCSOS
• HC pacing guide
• DEP
• IDEP
• GIT meeting minutes
• AIG students’ growth on standardized tests
• AP teachers’ workshop agendas
• Lesson plans (differentiation)

• Include differentiation in pacing guides

FOCUSED:
c) Employs diverse and effective instructional practices to address a range of learning needs.
• Learning contracts, RAFTS, tiered assignments
• Think Tac Toes based on NCSOS
• Student work product and projects
• Unit plans indicated in lesson plans
• Scheduled staff development
• Periodicals
• Technology projects
• Develop Speakers Bureau of community experts – compile list of speakers and area of specialty

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
MAINTAINED:
d) Selects and uses a variety of research-based supplemental resources that augment curriculum and instruction.

• Inventory list of resources at schools and district
• Written requests for AIG materials
• Updated materials and resources at schools
• Instructional units and student projects
• AIG EOG/EOC growth data
• DEPs/IDEPs

MAINTAINED:
f) Uses on-going assessment to differentiate classroom curriculum and instruction.

• Benchmark results
• Common assessments with modified lesson plans
• Compacted units with student work products
• EOG/EOC aggregated data
• EOG/EOC scores with cluster placements and flexible grouping

• AIG periodicals for teachers

FOCUSED:
h) Cultivates and develops the potential of young (K-3) students through purposeful and intentional strategies and differentiated curriculum and instruction.

• Lesson plans and students work
• Lesson plans based on PETS
• Programs and lesson plans for science and math
• NCSOS
• HCS pacing guides
• K-2 assessments
• Advanced technologies for K-2 students

• PETS for kindergarten
• Data books on K-2 students participating in the enrichment programs

FOCUSED:
i) Ensures collaboration among AIG personnel and other professional staff, including exceptional children’s personnel for the further development and implementation of differentiated instruction.
• Calendar, agendas, minutes
• Syllabi, materials, and resources
• Newsletters
• Student work
• AIG page on echalk or Google

Standard 3: Personnel and Professional Development
The 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.

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
a) Employs an AIG-licensed educator(s) to guide, plan, develop, implement, revise, and monitor the local AIG program.
• Documentation of current state AIG licensure for AIG coordinator/local endorsement or certification for AIG facilitators or teachers
• AIG plan
• Staff development rosters
• Minutes of meetings in which AIG practices were shared or discussed
• Documentation of continued funding of AIG coordinator and facilitator’s positions

• Google forum

FOCUSED:
b) Ensures that AIG specialists are engaged in tasks which explicitly address the academic, intellectual, social, and emotional needs of gifted learners.
• Documentation of AIG specialists local endorsement
• Meeting minutes and agenda of AIG plan introduction
• Notes from collaborations among AIG specials and key parties
• LEA’s AIG plan
• List rotational cycle of state conferences attendees
• List of local, state, and national professional development opportunities
• DEPs and student conference sheets
• AIG portfolios of student work samples and yearly documentation of DEP/IDEP reviews

FOCUSED:
c) Establishes 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.
• Documentation of certified or locally endorsed personnel
• Faculty meeting minutes at the beginning of the school year to review AIG plan
• Minutes of meetings in which AIG student data was evaluated
• Documentation of funding allocations

• Documentation of training of AIG specialists on social and emotional needs of the gifted
• Surveys
• Facilitators disseminate AIG articles monthly to administrators and counselors

FOCUSED:
d) Places 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.

• Documentation of AIG students’ class placement
• District level list of AIG licensed personnel
• Minutes of school level professional development
• AIG student class assignments/class rosters/schedules/transcripts
• EOG/EOC and benchmark data proving differentiation by AIG student growth
• DEPs/IDEPs
• Documented professional development participation

• Include AIG brochure and overview for New Teacher Induction

FOCUSED:
e) Aligns professional development with local AIG program goals and other district initiatives.

• List/calendar of annual professional development opportunities
• Schedule, agenda, participation logs of professional development opportunities aligned with AIG program goals

• Needs of gifted learners surveys
Ms. Ussery
Ms. Corella
FOCUSED:
f) Aligns professional development opportunities with state and/or national teaching standards, including 21st century skills and content at advanced levels.

• Lists of professional development that aligns state/national standards including 21st century skills
• List/agendas of AIG related local, state, and national conferences attended by Hoke County Schools’ AIG specialist
• Individual growth plans
• AP and Honors syllabi

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
g) Provides opportunities for AIG specialists and other teachers to plan, implement, and refine applications of their professional development learning.

• Documentation of vertical alignment
• Documentation of district wide training
• Documented meeting notes and agendas
• Meeting and professional development rosters

Standard 4: Comprehensive Programming within a Total School Community
The 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.

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
a) Delivers AIG programs and services which are comprehensive of the academic, intellectual, social, and emotional needs of gifted learners across all grade levels and settings.

• Align the AIG plan with the total instructional program of the LEA
• DEPs and IDEP’s
• PAGE program
• Consultative models K-2
• Surveys
Ms. Whittington
Mr. Cummings
MAINTAINED:
b) Aligns AIG programs and services with each area of AIG identification, goals of the program, and resources of the LEA.
• AIG student folder
• Hoke County Schools’ AIG referral and identification policies and procedures
• DEPs/IDEPs developed and kept current
• Local AIG plan

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
MAINTAINED:
c) Delivers AIG programs and services that are integral and connected to the total instructional program of the LEA on policy and practice.

• AIG plan
• School and district meeting minutes
• Staff development rosters and agendas
• District and school websites
• AIG newsletters and brochures
• Documentation of funding for AIG

FOCUSED:
d) Informs 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.

• AIG plan
• School and district meeting minutes
• Staff development rosters and agendas
• District and school websites
• AIG newsletters and brochures
• Documentation of funding for AIG
PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
e) Communicates among and between teachers and schools to ensure an effective continuation of K-12 services, especially at key transition points.

• AIG plan
• AIG link on website
• Parent night agendas
• AIG brochure
• PD rosters
• AIG student class schedules

• ESL newsletters
• County wide AIG showcase
• Summer program

MAINTAINED:
f) Ensures 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.
• Documentation of meetings and parent conferences
• Sign-in sheets
• Workshop agendas
• AIG plan
• School websites

FOCUSED:
g) Ensures that school counseling personnel, regular education teachers, AIG specialists, parents/families, and others collaborate to address the social and emotional needs of AIG students.
• Documentation of all AIG related meetings
• All AIG websites
• Workshop agendas
• Sign in sheets
Ms. Whittington
PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
MAINTAINED:
h) Articulates 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.

• lesson plans reflect differentiation
• agendas from AIG workshops
• documentation of AIG endorsement
• AIG student folders
• Documentation of extracurricular activities for AIG student population
• Curricular activities for accelerated instruction
• Technology enhances 21st century skills
• Documentation of acceleration procedures established and followed

• Documentation of meetings and activities held to connect AIG students with one another

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
j) Encourages extra-curricular programs and events that enhance and further develop the needs and interests of AIG students.
• Schedules
• Agendas
• Resources
• Math Olympiad
• Spelling bee
• Geography Bee
• Science Olympiad at the early college
• Debate team at the middle schools
• Chess clubs have district competition
Standard 5: Partnerships
The LEA ensures on-going and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships.

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
a) Partners 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.

• Brochures
• Copies of AIG newsletters
• Lesson plans reflecting differentiation
• Parent Night Evaluations/flyers
• Articles in local newspaper

• AIG website
• Surveys/survey data
• Support high school students in college entrance preparation

MAINTAINED:
b) Shares with stakeholder, including all students’ parents/families, information regarding the local AIG program, the local AIG plan, and other policies relating to gifted education.

• Brochures
• Lesson plans reflecting differentiation
• AIG website
• Faculty surveys
Standard 5: Partnerships
The LEA ensures on-going and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships.

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
c) Involves stakeholders, reflecting the diversity of AIG parents/families and the community, in the development, implementation, and monitoring of the local AIG program and plan.

• AIG plan
• Self-assessment data
• AIG planning team
• AIG advisory board/minutes

FOCUSED:
d) Informs parents/families and the community of opportunities available to AIG students on an ongoing basis and in their native language.

• Samples of brochures, forms, and newsletters in languages other than English
• AIG website
• All forms translated
• Parent evaluations/surveys
• Connect ed report
• Collaborate with transition center

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
e) Implements initiatives to intentionally involve parents/families and the community in meaningful ways to support gifted education.

• Photos
• Articles
• Evaluations
• Lesson plans
• Sign-in sheets/agendas/minutes of meetings
• invitations
• surveys

FOCUSED:
f) Forms 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 programs and services.
• Student portfolios
• Student presentations
• Brochures and pamphlets from institutions of higher level learning
• AIG student transcripts
• Mentor/mentee journals and/or logs
• Programs and agendas from social events and ceremonies
• Build partnerships with community
• Yearly social event
• Service projects Ms. Long
Standard 6: Program Accountability
The 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.

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
MAINTAINED:
a) Develops a written AIG plan describing the local AIG program in accordance with state legislation and policy, which has been approved by LEA’s school board and sent to SBE/DPI for review and comment.

• Agenda and minutes from local board meetings
• LEA’s AIG plan, as approved
• Attendance records from meetings
Ms. Smallwood
Mr. Bridges
MAINTAINED:
b) Monitors 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.

• Annual report of the AIG plan
• Agendas of annual review meetings
• Minutes of annual review meetings
Standard 6: Program Accountability
The 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.
PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
MAINTAINED:
c) Uses and monitors state funds allotted for the local AIG program according to state policy.

• AIG budget spending spreadsheets
• Purchase orders

FOCUSED:
d) Maintains, analyzes, and shares student performance growth and annual drop-out data for AIG students.
• Disaggregated testing data
• IDEPs
• Minutes of parent conferences
• Drop-out of AIG students
• Documentation of interventions
• Annual review of AIG students

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
e) Monitors 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.
• All documents and forms translated
• AIG facilitators access to NCWise
• AIG progress reports
• Communication with ESL parents
• Resources for all populations

MAINTAINED:
f) Maintains current data regarding the credentials of personnel serving AIG students.

• AIG school headcount
• List of Hoke County Schools AIG certified/locally endorsed teachers
• AIG plan
• Class rosters indicating clustering
• Student schedules
• Focus on having qualified teachers in the honor’s classes (high schools)

PRACTICES
MAINTAINED & FOCUS PRACTICES MET/EVIDENCE NOT MET/HOW WILL THEY BE MET THIS YEAR PERSONS RESPONSIBLE
FOCUSED:
h) Elicits regular feedback from students, parents/families, teachers, and other stakeholders regarding the quality and effectiveness of the local AIG program.

• Minutes of AIG facilitators meetings
• Minutes of meetings with parents and AIG students
• AIG plan
• surveys
Ms. Smallwood
Mr. Bridges
MAINTAINED:
i) Reviews and revises the local AIG program and plan based on multiple sources of data for continuous program improvement.

• Agendas of annual review meetings
• Minutes of annual review meetings
• Sign-in sheets of meetings

• surveys

MAINTAINED:
k) Protects the rights of all AIG students through policies, procedures, and practices.
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