New AIG Coordinators’ · The “AIG bucket” Academically or Intellectually Gifted –to advocate for the needs of AIG students in public schools by providing leadership, guidance

New AIG Coordinators’

Orientation

Fall 2018

Division of Advanced Learning & Gifted Education

Stephanie Cyrus and Beth Cross

State Consultants, AIG and Advanced Programs

[email protected]; [email protected]

Sneha Shah-Coltrane

Director, Gifted Education and Advanced Programs

[email protected]

Introductions

Goals for today:

Perspective & Personal Connection

Division of Advanced Learning

The other buckets!

• Advanced Placement (AP), International Baccalaureate (IB), Cambridge International Exams (CIE)

• Career and College Promise (CCP)/ Cooperative Innovative High Schools (CIHS)

• Credit by Demonstrated Mastery (CDM)

• Honors

• Adult High School

• Diploma Endorsements

• Other related policies…

The “AIG bucket”

Academically or

Intellectually Gifted– to advocate for the needs of AIG

students in public schools by providing

leadership, guidance and technical

assistance regarding AIG issues,

policies and practices to multiple

stakeholders, including LEAs, families,

IHEs, DPI, and other related

organizations.

AIG: ALL DAY,

EVERY DAY!

Getting to know you…

• Candy QuestionsBrown/Purple: Favorite foods and/or drinks

Green: Places you would like to travel

Red: Guilty pleasures

Blue: Favorite ways to de-stress

Yellow: Favorite parts of work day

Orange: Personal goals for this year

WHY ARE WE HERE?

#purpose

Why we are here…• The General Assembly believes that public schools

should challenge all students to aim for academic excellence. Article 9B AIG mandate.

• The State Board of Education’s (SBE) vision is that “every public school student will graduate ready for postsecondary education and work, prepared to be a globally engaged and productive citizen.”

• How will our work ensure that gifted learners are challenged and we move closer towards the SBE vision?

Our Roles…

• State

• LEA

• School

Quiz Time!

2018-19

DPI – AIG Areas

Led by Volunteers from

LEAs

Western Area

• Caroline Patterson –

Henderson County

Schools

• Caroline Davis –

Madison County

Schools

Charter Schools

• Cameron Brantley –

Evergreen Community

Charter School

Northwest Area

• Angie Lamb – Wilkes

County Schools

• Cheryl Rhea –

Newton Conover City

Schools

Piedmont-Triad Area

• Dibrelle Tourret –

Guilford County Schools

• Stephanie Ward –

Davidson County

Schools

North Central Area

• Angela Becton – Johnston

County Schools

• Laura Parrott– Durham Public

Schools

Northeast Area

• Tim DeCresie – Pitt

County Schools

• Dianne McDowell –

Elizabeth City/

Pasquotank County

Schools

Southwest Area

• Sara Newell –

Kannapolis City

Schools

• Nikki Sandor –

Cabarrus County

Schools

Sandhills Area

• Diane Fey – Moore County Schools

Southeast Area

• Donna Sloan – New Hanover County

Schools

• Amy Williams – Wayne County

Schools

Regional Support Network

WHAT IS OUR CHARGE?

Article 9B & NC AIG Program Standards

Gifted Education in North CarolinaLed by…

• Article 9B, 1996, N.C.G.S. § 115C-150.5-.8

– State Definition

– State mandate to identify and serve

– Local plan guidance (outline of development,

required components, review procedure, time

in effect)

– Local plan is in effect for three years

– Review of disagreements

State Definition of AIG StudentsArticle 9B (N.C.G.S. § 115C-150.5)

• Academically or intellectually gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. (Article 9B, 1996, N.C.G.S. § 115C-150.05).

Unpacking the legislation

• Group review –

components of

Article 9B

• Share out – “twitter

style”…

Article 9B: In a nutshell

• Our mandate:

– Identify

– Serve

– Write local plans• What are the non-negotiables of a local plan?

• How often do we write a local plan?

WRITING A LOCAL PLAN

The mandate…

Audit of 2008

• Purpose

• Findings

• Resulting action:

The NC AIG Program Standards help to…

• Guide LEAs to develop, coordinate, and implement thoughtful and comprehensive AIG programs.

• Build a statewide framework for quality and comprehensive local AIG programs, while honoring local context and flexibility.

• Better meet the academic, intellectual, social, and emotional needs of gifted learners.

• Optimally develop AIG students’ potential.

NC AIG Program Standards

Developing Local AIG Programs:

2010 - 13

• NEW standards

– What does it all mean?

– How do we begin to build programs based

on standards?

• Practices designated as :

– Focused – Maintained - Future

• Plans based on LEA self-assessment

• Plans approved by LBE and submitted via

APEX to DPI for feedback! (July 2010)

Transforming Local AIG

Programs and Plans: 2013-16

• Standards are revised for clarity

• Making meaningful and intentional changes

• Practices designated as:

– Maintained – Focused

• Plans based on LEA Self-Assessment

• Plans approved by LBEs and submitted via

APEX to DPI for feedback! (July 2013)

HQ Program & Plan Development:

2016 – 19

• Standards are revised for further clarity

• Focus on developing HQ programs!

• ALL practices are expected to be EVIDENT in plan

• Plans based on LEA self-assessment

• Plans approved by LBEs and submitted via APEX to DPI for feedback! (July 2016)

Local AIG Program and Plan

Development: 2019-2022

• Focus Program Improvement to Address Challenges

– Address issues of access and

opportunity

– Address issues of achievement and

growth

Local AIG Program and Plan

Development: 2019-2022 (continued)

• Analyze Data Further

• Scale-Up Effective Programs

• Personalize Learning through Talent

Development Programs and Profiles

• Plans approved by LBEs and submitted via

APEX to DPI for feedback (July 2019)

Responses to State Audit 2008

Where are we now?

• Program Development

• Capacity Building

• Meaningful Data

• Monitoring for Growth

AIG Local Plans: A 3-year cycle

2018-19

• 2018-2019 – Implementation Year 3 AND Plan Revision Year

July 2019

• July 2019 – submit locally adopted plan to DPI/SBE for review & comment

2019-20• 2019-2020 – Implementation Year 1

2020-21• 2020-2021 Implementation Year 2

2021-22

• 2021-2022 Implementation Year 3 and Plan Revision Year for 2022-2025 Plans

Local AIG plans –

Writing

Implementing

What to consider during plan

implementation years?

• What are you doing – ON PURPOSE?

• Is it working?

• How do you know?

• What will you do to respond?

IDENTIFY GIFTED CHILDREN

The mandate…

How will YOUR district identify

gifted children?

• Multiple criteria:

– Aptitude

– Achievement

– Potential to achieve

*In order to develop a comprehensive

profile for each student!

• Identification Resource Guide

Identification across NC…

• Over 178,000 students identified (12.44%)

• Current child count numbers &

reporting

AIG Child Count in PowerSchool

PowerSchool is the authoritative source for AIG data.

• Exciting time!

• Phase 1 – basic data converted and reports available for your use

• Phase 2 – program and ID information screens!

• HEADCOUNT:– Two times this year. November and April

SERVING GIFTED LEARNERS

The mandate

A Recipe for Success

What’s the recipe?

Serving gifted learners

• What approach will your district use?

• How will you utilize data to match the

needs of students with services provided?

• How will you involve others in serving

gifted learners?

• How will you document your services to

gifted learners?

Serving gifted learners: K-12

Comprehensive

Programming

• Consider the continuum

of services

• Who will be the service

providers?

• Carefully consider the

“dosage” of

– Enrichment

– Extension

– Acceleration

Differentiated Curriculum

& Instruction

• What is happening in the

classroom setting for the

student?

• How is data utilized to

facilitate student growth?

• Consider:

– Resources

– Rigor

– Instructional practices

3 – 2 – 1 Talk to me…

• What are 3 things you

are doing in your district

to effectively serve

gifted students?

• What are 2 challenges

that you face in serving

gifted learners?

• What is 1 area that you

would like to learn more

about when it comes to

serving gifted learners?

HOW IS ARTICLE 9B FUNDED?

Show me the $$$

AIG State Funding (PRC 034 funds)

• The General Assembly funds all LEAs for AIG programming. All LEAs receive PRC 034 funds regardless of the number of identified AIG students. LEAs receive funds based on 4% of ADM, if at least 4% is identified. These funds are allocated as part of the general student allocation from DPI.– Legislation no longer allows LEAs to transfer funds out of AIG. (SL2017-

57 effective July 1, 2018)

– This does not mean that LEAs are expected to ID 4%. In fact we have 12% identified in our state.

– In this school year LEAs (including charter schools) are allotted $1339.14 per child in state funds.

• GA has maintained the same level of support for the last several years.

• NC is in the top funded states in US** NAGC’s State of the States, 2006-07, 2008-09, 2011-12

Use of State PRC 034 Funds:

Based on the Program Standards and Article 9B, state AIG funds are intended to be used explicitly for:

• AIG students, AIG programs and services, and AIG plan and program implementation, including:

– AIG teachers, who are licensed or are currently enrolled in licensure programs.

– AIG teacher resources and development

– AIG student resources and development

– AIG family resources and development

– AIG teacher and support personnel professional development

– Nurturing Programs to cultivate high potential/AIG

– Referral, screening and identification support

Use of State PRC 034 Funds:

• KNOW YOUR BUDGET– What is your initial budget allotment?

– How are AIG funds utilized?

– How much of budget is being utilized for other areas?

• Develop a strategic plan for your budget– What are your needs – based on your plan?

– What are the funding priorities?

RELATED POLICIES,

LEGISLATION & ISSUES

Legislation/Policies Related to AIG

• Article 9B – AIG Students, N.C.G.S. § 115C-150.5-.8

• Guidelines for Local AIG Programs, SBE, ACIG-000

• Article 25 – Admission of Students, Early Admission, N.C.G.S. § 115C-364(d)

• High School Courses in Middle School, SBE, GCS-M-001

• CCP – Career and College Promise

• Credit by Demonstrated Mastery, SBE, CCRE-001

• Broaden Successful Participation in Advanced Courses, new legislation N.C.G.S.§ 115C-83.4A

AIG Licensure

– 2 pathwaysIn NC, a teacher can

earn an add-on AIG

license through an

accredited Institute

of Higher Education.

Programs are

generally 12

semester hours of

credit; some offer

graduate programs.

Licensure Programs in NC1. Barton College

2. Campbell University

3. Duke University

4. East Carolina University

5. Elon University

6. Gardner-Webb University

7. High Point University

8. Mars Hill University

9. Meredith College

10. Methodist University

11. NC Central University

12. Pfeiffer University

13. Queens University of Charlotte

14. Saint Andrews University

15. Salem College

16. University of North Carolina at Charlotte

17. University of North Carolina at Pembroke

18. University of North Carolina Wilmington

19. Western Carolina University

20. Wingate University

AIG Licensure

• Effective October 1, 2017 AIG add-on

licensure can be attained through passing

PRAXIS score (157).

• Review materials available at www.ets.org

• Consider knowledge, skills, and disposition

of teacher to make good determination

about appropriate licensure route.

Where to turn?

DPI AIG Website http://www.ncpublicschools.org/advan

cedlearning/

DPI AIG Wikihttp://ncaig.ncdpi.wikispaces.net/

Home

NC leading in gifted education…

• National leader in funding,

policies, and legislation

• State AIG Program

Standards

• Governor’s School, NCSSM,

NCS Arts, NCVPS, NC AP

Partnership

• NCAGT, NAGC, PAGE,

Duke TIP, AAGC

• IHE Consortium

• Dedicated and high quality

professionals

• Now you!!!

Questions…

Clarity precedes competence!

Next Steps

• Know your LEA’s Plan and Program

• Know your schools, students, staff

• Understand your LEA’s budget

• Maintain and understand data

• Make your plan come alive!!

• Advocate – LBE, PAGE, Schools, Administration

• Seek out Professional Development – (regional, state & national)

• Participate with your regional network

• Keep in touch

#purpose

Resource “round about”

We must synergize our efforts to

ensure that the potential of all AIG

learners is optimized!

AIG: All Day, Every Day!

State Consultants, Advanced Learning and Gifted Education

Stephanie Cyrus Beth Cross

(919) 807 – 3698 (919) 807 - 3705

[email protected] [email protected]

Sneha Shah-Coltrane

Director of Advanced Learning and Gifted Programs

(919) 807-3849

[email protected]