AIG Identification Process
STEP 1 - Nomination:Students in grades four through twelve may be nominated by parent, teachers or other school personnel for referral to the School Based Committee for Gifted Education at any time with demonstrated above grade level performance. Students may self-nominate. STEP 2 - Referral:The School Based Committee for Gifted Education (SBCGE) considers all nominations. The committee reviews available student data and documentation based on formal and informal indicators and determines which of the nominated students will be referred. Grades 4-12 ; Referred students are scheduled for formal assessment in aptitude (Cognitive Abilities Test-CogAT) and achievement (Iowa Test of Basic Skills-ITBS) during established testing windows. The School Based Committee for Gifted Education collects student data, which may include teacher and parent checklists, academic grades in reading/language arts and mathematics, writing samples, End-of-Grade and End-of-Course tests, literacy and mathematics profiles, work samples, projects and additional information contained in the portfolio. The SBCGE will review all portfolios for demonstrated above grade level performance. The data is recorded on the Individual Student Profile. STEP 3: - Identification See the AIG Gateways |
Differentiated Educational Plans & Annual Reviews
Students who meet the criteria for specified service options receive a Differentiated Education Plan [DEP]. The Differentiated Education Plans (DEPs) for middle school students are developed at the beginning of each academic year by the AIG Resource Teacher in collaboration with the regular education teachers. The DEP is reviewed and amended as needed during the academic year. Differentiated Course Plans (DCPs) are written yearly highlighting AIG program goals, content, and evaluation for each student. DCPs are amended as needed during the academic year. Both the DEP and the DCP are reviewed during the Annual Performance Review process. Parents can request a meeting to discuss any recommended change in service level that is made by the School Based Committee for Gifted Education. Annual ReviewThe Annual Performance Review process for identified students determines the need for changes in placement to ensure that appropriate program options are matched to current needs. The SBC-GE will convene every spring to review the student's performance status and academic recommendations may be made. The SBC-GE may recommend modifications in the DEP for a more appropriate placement. Identified students who are not performing according to the instructional placement and are not performing to the level of their cognitive ability may be placed on an Individual Differentiated Education Plan (IDEP) for either one semester or for an entire academic year as appropriate. The SBC-GE, AIG contact, counselors, teachers, and parents are involved collectively in this process. The student may also be provided an Instructional Support Plan (ISP-1) as needed. Any students experiencing academic difficulty in K-12 may be provided with an Instructional Support Plan in an effort to encourage, assist, and promote their success in the academic setting. Parents are notified in writing if changes to the Service Delivery Levels are recommended. |