Transcript Academically and Intellectually Gifted Education Parent Forum

AIG: ALL DAY, EVERY DAY!
Academically & Intellectually Gifted (AIG) Education
Parent Forum
Tuesday, February 12, 2013
Heide Trask High School
Tuesday, February 19, 2013
Topsail High School
Angela Jeffrey, Director
Michelle Garrett, AIG Coach
Jennifer Gayford, AIG Coach
Shauna Lennon, AIG Coach
Brandy Townsend, AIG Coach
Purpose
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Parents will receive information on the
purposed revisions of the 2013-2016 Local AIG
Plan.
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Parents will have an opportunity to provide
feedback on the revisions.
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All questions will be recorded and answers
will be posted on the AIG website.
AIG Parent Advisory Board
• Angela Szakasits – TMS
• Mary Tobin – TMS, THS
• Mary Strong - MCE
• Dr. Barbara Heath – CFE, CFM
• Jan Brodmerkel - HTHS
• Edelmira Segovia – MCE, WPMS
• Lori Townsend - CFE
AIG Local Plan Revision
Timeline
Funding
• The AIG program is funded by the state.
• We receive no local funds.
• The program is funded at 4% of PCS’s Average
Daily Membership (ADM), not the number of
identified AIG students
• Currently, we serve 12% of our ADM
Budget
55% Salary (4 AIG Coaches)
30% Program resources and curriculum
materials for teachers and students
(Project USTARS-PLUS, SpringBoard, etc.)
15% Professional Development
Standard 1: Student Identification
The LEA's student identification procedures for AIG
are clear, equitable, and comprehensive and lead
towards appropriate educational services.
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Create AIG Handbook that outlines AIG Identification process
Conduct additional parents meetings (4th and 9th grades)
Advertise parent meetings (websites, newspapers, etc.)
Explore methods of identifying underrepresented student
populations
• Create Quick Reference Guides (QRG) and Frequently Asked
Questions (FAQ) document for all stakeholders and post on
website
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.
• District wide implementation of SpringBoard (ELA and math)
in middle and high schools
• Credit by Mastery
• Revised Honors portfolios for high school
• Gifted Education Instructional Framework (GEIF)
• Enrichment resources for nonverbally and Academically
gifted students
• Professional Development for teachers, principals, and school
counselors
• District wide implementation of Project USTARS-PLUS for K-3
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.
• Cluster group defined (4-10 AIG Identified students in one
class)
• Teachers of AIG Cluster, Accelerated, Honors, and AP courses
shall receive AIG Local Credentials or state AIG Licensure
(funded by AIG)
• Collaborative planning days with AIG Coaches
• Additional AIG Coach (1)
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 learner
• Implement annual school based AIG program
assessments with principals
• AIG Coaches as academic and career advisors in high
school 4 year planning
• Acceleration plans for gifted students
• Clarify and document specific program services by
grade level
• Revise Differentiated Education Plans (DEP)
• Additional Enrichment programs
Standard 5: Partnerships
Pender County Schools ensures on-going and
meaningful participation of stakeholders in the
planning and implementation of the local AIG
program to develop strong partnerships.
• Partner with UNCW to provide parent advocacy
program
• Implement PCS Gifted Education Symposium
• Expand AIG Parent Advisory Board
• Implement additional parent 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.
• Annual school program review
• Annual district program review
• Fidelity audits/classroom observations
• Model gifted classrooms
• Post the names of AIG credential and licensed
teachers on the website