Transcript AIG Standards

Wilkes County Schools
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AIG students perform or show the potential to
perform at substantially high levels of
accomplishment when compared with others
of their age, experience, or environment
AIG students REQUIRE differentiated
educational services beyond those ordinarily
provided by the regular educational program
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January 2008: AIG program received a
performance audit
Initiated by parent/family concerns that the
AIG funds were being used for purposes other
than AIG and those students were left
unserved
One of the recommendations was to develop
performance standards in order to monitor
program implementation, support quality
programs, and protects the rights of AIG
students
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GL’s have a variety of academic, intellectual,
social, and emotional needs different from
students their own age
GL’s possess the ability to think with more
complexity and abstraction and learn at faster
rates
GL’s have different learning needs
GL’s have unique social and emotional needs
and they require access to appropriate support
systems
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GL’s require teachers involved in their
education who have the necessary knowledge,
skills, and understandings to meet those needs
GL’s need access to challenging and engaging
education early in their schooling to ensure
their potential is developed
GL’s from under-represented populations need
to be identified
GL’s do not thrive in school when
differentiated education is not provided
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Convey expectations for quality local AIG
programs and services
Guide the development, revision, and monitoring
of local AIG programs
Articulate best practices
Provide a guide for AIG personnel and
professional development
Promote strong partnerships and communication
Serve as a vehicle for continuous program
improvement and accountability
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The LEA’s student identification procedures
for AIG are clear, equitable, and
comprehensive and lead towards appropriate
educational services
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Multiple criteria
Parent communication
Consistency
Written policies protecting the rights of students
Documentation
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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
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Enriches, extends, and accelerates the curriculum
Diverse instructional practices
On-going assessments
Critical thinking, problem solving, and leadership
skills
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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
AIG-licensed teachers
 Teachers plan tasks that address the needs of the
student
 Professional development opportunities
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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
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Encourages extra-curricular programs
Collaboration between regular ed teachers, EC
teachers, parents/families, administrators
Delivers programs that are integral and connected to
the total instructional program
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The LEA ensures on-going and meaningful
participation of stakeholders in the planning
and implementation of the local AIG program
to develop strong partnerships
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Partners with parents/families to ensure appropriate
services and to gain support for the program
Informs parents/families of opportunities
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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
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Develop written AIG plan
Uses and monitors state funds
Maintains current data
Protects the rights of all AIG students
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Rigor is an expectation that requires students to
apply new learning to other disciplines and to
predictable and unpredictable real-world
situations (International Center for Leadership in Education)
Rigor is the goal of helping students develop
the capacity to understand content that is
complex, ambiguous, provocative, and
personally or emotionally challenging (Teaching What
Matters Most: Standards and Strategies for Raising Student Achievement)
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The teacher must provide the tools necessary
for students to accomplish the task
For example: If the task is to reach a high
place, a rigorous teacher is the ladder. The
ladder in itself holds an expectation to climb
and also a way to achieve it
Rigorous Instruction Is:
 For every student
 Challenging
 More effort
 Related to quality
 Messy and free-ranging
 Possible in all levels of
learning
Rigorous Instruction Is
Not:
 Only for select students
 Difficult
 More work
 Related to quantity
 Algorithmic, scripted
learning
 Reserved for the upper
levels of Bloom’s
taxonomy
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Rigor means more work
Rigor means the work is harder
If you have rigorous standards, you
automatically have a rigorous course
Rigor is a matter of content
Younger students cannot engage in rigorous
learning
Rigor is only possible after students have
mastered the basics
Rigor is for the elite
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Students need to be challenged to understand
and work with difficult concepts
Make their own discoveries and expand their
understanding about how the world works
When teachers take the time to examine their
curriculum and target lessons for rigorous
learning activities, they empower their
students to learn how to learn
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Are the activities inquiry or project based,
requiring students to form their own answers
Do students use the results of their answers to
explore ways they can make a difference in the
world around them?
Do lessons contain elements from different
disciplines, encouraging students to make
connections with previous knowledge?
Are students asked to examine their own
emotions concerning dilemmas or to take a
position on a controversial topic?