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2022-2025 AIG Parent Handbook

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Academically and or Intellectually Gifted Program 2022 2025 Parent Handbook

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1 PROGRAM VISION The Alleghany County School System s Academically or Intellectually Gifted Education Program is part of a continuum of services that promotes and supports the academic achievement of all students while emphasizing appropriate educational opportunities for the academically intellectually gifted child The AIG program believes that students from all cultural and socioeconomic populations can exhibit exceptional abilities and is committed to providing an appropriately differentiated instructional program responsive to the abilities and needs of all gifted learners to prepare them to be future ready in a globally competitive world Alleghany County Schools focus is on leveraging a high functioning instructional team that includes an AIG Coordinator to build teacher capacity in terms of pedagogy and best practices for gifted learners We believe that every teacher should have the tools strategies and support necessary to advance learning opportunities for our AIG student population STATE DEFINITION OF AIG STUDENTS ARTICLE 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 IDENTIFICATION AND PLACEMENT Alleghany County Schools AIG screening and referral processes rely on multiple indicators of giftedness Through the process of using multiple indicators Alleghany County Schools ensures that identification is equitable and that all students are included GRADES K 3 Based on observation during talent development opportunities as well as the following qualitative and quantitative data points students whose results indicate two or more years above grade level will be assessed with the CogAt and gifted rating scales for identification If identified they receive acceleration through nurturing pull out groups Kindergarten Entry Assessments KEA iReady CogAt

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2 Cross grade level work samples Teacher recommendation MTSS Team recommendation GRADES 4 12 Multiple criteria are taken into consideration when identifying students for possible giftedness In addition to the CogAt scores the AIG Coordinator along with the MTSS Team utilize the following criteria during the identification process If a student is not clearly identified using the following criteria a rubric is used by the team that provides an additional pathway that could lead to identification Academically Gifted in Reading Students must meet the following minimum requirements 90th percentile or greater composite score on a Standardized Aptitude Test CogAT 90th percentile or higher in reading on the NC EOG test or End of Course EOC subject area tests PreACT ACT subtests Grade A or B in reading the most recently completed semester or year Teacher recommendation Academically Gifted in Math Students must meet the following minimum requirements 90th percentile or greater composite score on a Standardized Aptitude Test CogAT 90th percentile or higher in math on the NC EOG test or End of Course EOC subject area tests PreACT ACT subtests Grade of A or B in math the most recently completed semester or year Teacher recommendation Academically Gifted in Reading and Math Students must meet the following minimum requirements 90th percentile or greater composite score on a Standardized Aptitude Test CogAT 90th percentile or higher in reading and math on the NC EOG test or End of Course EOC subject area tests PreACT ACT subtests Grade of A or B in reading and math the most recently completed semester or year Teacher recommendation Intellectually Gifted Students must meet the following minimum requirement 97th percentile or greater composite score on a Standardized Aptitude Test CogAT

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3 Average or below average subject area achievement as shown by course grades and EOG EOC or PreACT ACT scores Academically and Intellectually Gifted Students must meet the following minimum requirements 97th percentile or greater composite score on a Standardized Aptitude Test CogAT 95th percentile or higher in reading and math on the NC EOG test or End of Course EOC subject area tests or PreACT ACT subtests Grade of A in reading and math the most recently completed semester or year Teacher recommendation COMPREHENSIVE PROGRAMMING PRACTICES Alleghany County Schools provides a comprehensive service delivery system that addresses the academic and intellectual needs of gifted learners The outline of the plan includes three segments primary K 3 elementary 4 8 and secondary 9 12 A service delivery plan that is divided into two major sections academic development and talent development is established within our LEA It addresses the academic intellectual and social emotional needs of gifted learners across all grade levels and settings When students are identified as AIG the service delivery plan is matched to the student s advanced learning needs to include their identification area AM AR AG IG or AIG and documented within the DEP Services within the plan are aligned to students advanced learning needs and the area in which the student is identified Through collaboration with all stakeholders including the AIG Coordinator classroom teachers and counselors services are tailored to meet the specific academic and intellectual needs of our gifted learners in the total school environment Direct service delivery provided by the AIG Coordinator includes settings within the general education classroom or services in the AIG Coordinator s classroom during intervention FLEX time as part of Alleghany County Schools Multi Tiered System of Support MTSS Services across all identification areas include a focus on problem solving creative thinking and interest based projects GRADES K 3 Through collaboration with the AIG Coordinator all students in K 3 receive talent development services through their general education classroom These services foster the development of gifted characteristics and allow the AIG Coordinator the opportunity to observe students who may be gifted Primary K 3 services rely on a strong partnership with the AIG Coordinator teachers and Instructional Coaches The AIG Coordinator and Instructional Coaches work closely with K 3 teachers to develop and implement classroom differentiation strategies used within the general education setting In addition to services within the classroom students who are deemed as potentially gifted receive pull out services through talent development centers GRADES 4 8 A continuum of services is provided in Alleghany to meet the varied needs of each school and

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4 student Services may include co teaching within the general education classroom and or pull outs Flexible cluster grouping within the regular education classroom allows for co teaching opportunities This helps to ensure that a rigorous and differentiated classroom experience to meet the needs of advanced learners is provided for gifted students Every effort is made to ensure that students who are identified as gifted are clustered with other like gifted students in their identified areas Because we are a small LEA having 3 5 students clustered together is sometimes difficult in our smaller schools Intellectually Gifted IG students are clustered based on their strengths and needs Identified students may also receive pull out services based on identification area during scheduled FLEX time In addition students in 4 8 may also receive Accelerated subject or grade Online coursework NCVPS Interest based clubs Competitions e g Math Olympiad Battle of the Books Odyssey of the Mind etc Advanced courses for students in 8th grade e g Math I Compacted curriculum GRADES 9 12 Special attention will be paid during the 8th grade year to previously identified AIG students as they are getting ready to transition to high school Counselors and AIG staff will help students with choosing classes that meet their needs The AIG Coordinator will assist the counselors with sharing opportunities for gifted students as they transition to high school such as honors and advanced placement classes dual enrollment North Carolina School of Science and Math governor s school Credit by Demonstrated Mastery and NC Public Virtual School Counselors and the AIG Coordinator will also be involved in referring underachieving AIG students for social emotional support and goal setting The Secondary 9 12 service model focuses on students choosing classes that meet their needs for future education Students have the opportunity for job shadowing with internship and apprenticeship experiences In addition the following opportunities are available to align with secondary gifted students advance learning needs Honors Advanced Placement Gifted students and high achievers are grouped together for a curriculum that is rigorous and fast paced Dual Credit The Career and College Promise allows students to be enrolled in two levels of schooling at the same time Students are able to begin earning college credit from a community college at no cost to them or to their families The college credit is transferable to all UNC systems and many of North Carolina s independent colleges and universities The students can also work toward earning credentials certificates or degrees in a technical career Special Schools Students who have specific gifts and talents could qualify to attend content specific public schools These include Governor s School NC School of Science and Math and the NC School of the Arts NCVPS Classes are offered through NC Virtual Public for students who wish to take courses that are not offered at Alleghany High School

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5 CURRICULA AND INSTRUCTIONAL PRACTICES AIG students are provided access to AIG services within the regular classroom as well as in extended learning opportunities at the school and district level This ensures increased access and immersion in applicable and appropriately differentiated curriculum Extended learning opportunities are developed assessed and coordinated by the AIG team members to provide equity across the district Alleghany County Schools Academically or Intellectually Gifted Education Program is purposefully designed to provide learning opportunities that promote the growth of skills knowledge and understanding necessary for gifted students to reach their potential Instructional programs provide a steady challenge without frustration or excessive pressure Content differentiation strategies that may be seen in general education classrooms include the following instructional technology integrated units curriculum compacting differentiated instructional units literature circles learning centers interdisciplinary thematic units Socratic Seminars tiered assignments learning contracts Inherent to the program s content are teaching learning strategies that foster reasoning and problem solving skills Students are expected to represent their thinking and solutions to tasks in speaking and in writing In math students use diagrams models and graphs to communicate reasoning skills In an effort to meet the needs of the gifted learner specific tasks draw attention to deeper and broader concepts of various investigations Content differentiation strategies are used to modify the curriculum for gifted students within each environment and include Content Acceleration the use of advanced materials that match the student s level of performance regardless of their grade placement Content Sophistication the use of complex material presented with a higher level of abstraction from a more complex viewpoint using multidisciplinary material that allows students to see the larger system of ideas and concepts related to the core content Content Novelty the use of completely different materials not necessarily provided in the general curriculum often selected from students interests and involves independent or small group investigations Content delivery is tailored through variations of the following Individual small group learning Enrichment Extension Activities Curriculum compacting Project based learning Internships Alternative course delivery Tiered assignments

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6 Technology enhanced activities Varied texts Learning contracts Interest based independent study projects SOCIAL EMOTIONAL PRACTICES Alleghany County Schools is committed to providing a system wide approach that addresses the social and emotional needs of gifted students In order for gifted students to reach their full potential social and emotional needs must be purposefully included in programs and services for this population A proactive support structure is established when school systems make provisions for effective services Alleghany County Schools is proactive in approach by utilizing the MTSS framework to guide comprehensive social emotional services and support across the total school environment for all students including those identified as gifted Our district recognizes that the social and emotional needs of gifted students warrant an approach that is supported by a variety of personnel to include counselors general education teachers gifted education specialists and parents families System wide SEL services and supports are addressed through Core instruction 2nd STEP Leader in Me Global Education guidance classes GRIT lessons Supplemental Support Small group intervention e g 2nd STEP social stories character education resiliency mindfulness provided by the school counselor that targets SEL skill deficit s Intensive Support One on one intervention e g individual counseling support Functional Behavior Assessment Functional Behavior Plan provided by school counselors and or psychologists that target SEL skill deficit s School wide differentiated services such as those provided at the supplemental and intensive levels are designed to address particular social emotional needs and provide opportunities for students with common interests abilities and motivation to work together on appropriately challenging tasks These differentiated services are determined through the analysis of data related to students social emotional needs e g observations SEL surveys Stakeholders discuss students needs during their weekly PLC meetings and problem solve to match student need s to appropriate interventions If a student is not responding with core and supplemental instruction the PLC makes a referral to the school based MTSS team administrator instructional coach counselor psychologist general education teacher EC teacher for further problem solving and differentiated services

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7 PROCEDURE TO RESOLVE DISAGREEMENTS According to Article 9B governing the screening identification and placement of students into services for the academically or intellectually gifted a procedure for resolving disagreements between parents or legal custodians and the local school administrative unit shall be developed A disagreement might arise when a child is not identified as an academically or intellectually gifted student If the student was self nominated or nominated by a parent guardian but not identified as needing differentiated services by the Student Success Team inform parents guardian of this decision by providing them the following 1 Copy of Referral Summary of Data Form 2 Copy of Due Process Procedures If the student was identified and the Student Success Team recommends a Differentiated Education Plan inform parents guardian of this decision by providing them the following 1 Copy of Referral Summary of Data Forms 2 Copy of Differentiated Education Plan 3 Copy of Due Process Procedures If parents have disagreements regarding the nomination identification or service options they are guaranteed the following due process procedures DUE PROCESS PROCEDURES STEP I MTSS Team The parent s guardian may make a request for a conference with the MTSS Team to discuss the concerns about the recommendation MTSS Team reviews the student s record and their previous nomination identification and service option decisions The committee may gather additional information about the student from teachers and or parents as needed The Referral Summary of Data Form may be updated MTSS Team grants the conference within five school days of request and responds to parent guardian in writing within five school days of the conference If the disagreement is not resolved at the MTSS Team conference then proceed to Step II Principal Conference unless the principal of the school was in the SST meeting STEP II Principal Conference The parent s may make a written request within 30 days for a conference with the principal Principal reviews the recommendation with the MTSS Team chairperson Principal grants the conference within five school days of request and responds in writing within five school days of the conference If the disagreement is not resolved at the principal conference then proceed to Step III Appeal to the AIG Director

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8 STEP III Appeal to the AIG Program Director Director of Student Services The parent s guardian may appeal the principal s decision in writing to the AIG Director within five days of receiving the response AIG Director reviews the grievance within five days of receipt of the appeal AIG Director responds in writing to the parent and principal concerning the outcome of the review within 10 school days If the grievance is not resolved at STEP III then proceed to STEP IV Appeal to the Superintendent STEP IV Appeal to Superintendent The parent s guardian may appeal the decision of the AIG Director to the Superintendent within five days of receiving the response The superintendent reviews the grievance within five days of receipt of the appeal The Superintendent responds in writing concerning the outcome within ten school days to the parent guardian and principal If the grievance is not resolved at STEP IV then proceed to STEP V Appeal to the Board of Education STEP V Appeal to the Board of Education The parent s guardian may appeal the decision of the Board of Education within five days of receiving the response The Board of Education reviews the grievance within five days of receipt of the appeal The Board of Education responds in writing concerning the outcome within ten school days to the parent guardian and Superintendent In the event that the local grievance procedure fails to resolve the disagreement then the state level grievance procedure would be implemented State Level Grievance Procedure The parent s may file a petition for a contested case hearing under Article 3 of Chapter 150B of the General Statutes The scope of the review shall be limited to whether the local school administrative unit improperly failed to identify the child as an academically or intellectually gifted student or whether the local plan has been implemented appropriately in regard to the child Following the hearing the administrative law judge shall make a decision that contains findings of fact and conclusions of law Notwithstanding the provisions of Chapter 150B of the General Statutes the decision of the administrative law judge becomes final is binding on the parties and is not subject to further review under Article 4 of Chapter 150B of the General Statutes

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9 SUPPORT PERSONNEL If you have any questions about Alleghany County Schools Gifted Education Program or concerns regarding the services that your child is receiving the following people can help you Your child s teacher s Your child s principal K 8 AIG Program Coordinator Kayla Lyall kayla lyall alleghany k12 nc us 336 372 8546 9 12 AIG Program Consultant Jim Brown jim brown alleghany k12 nc us 336 372 4554 Director of Student Support Services Melissa Fitzgerald melissa fitzgerald alleghany k12 nc us 336 372 4345