Scotland County Schools Local Academically or Intellectually Gifted

Scotland County Schools

Local Academically or Intellectually Gied (AIG) Plan

Eﬀecve 2022 - 2025

Approved by local Board of Educaon on: July 11, 2022

LEA Superintendent's Name: Takeda LeGrand

LEA AIG Contact Name: Mildred Bankhead-Smith

Submied to NC Department of Public Instrucon on: July 14, 2022

Scotland County Schools has developed this local AIG plan based on the NC AIG Program

Standards (adopted by SBE, 2009, 2012, 2015, 2018 and revised 2021 ). These Standards serve

as a statewide framework and guide LEAs to develop, coordinate and implement thoughul

and comprehensive AIG programs.

The NC AIG Program Standards encompass six principle standards with accompanying

pracces. These standards arculate the expectaons for quality, comprehensive, and

eﬀecve local AIG programs and relate to the categories related to NC's AIG legislaon, Arcle

9B (N. C. G. S. 115C 150.5). These best pracces help to clarify the standard, describe what an

LEA should have in place, and guide LEAs to improve their programs.

As LEAs connue to transform their AIG Programs and align to the AIG Program Standards,

LEAs parcipated in a self-assessment process of their local AIG program, which involved

mulple stakeholders. The data gathered during this process guided LEAs in their development

of this local AIG plan for 2022-2025. This local AIG plan has been approved by the LEA's board

of Educaon and sent to NC DPI for comment.

For 2022-2025, Scotland County Schools local AIG plan is as follows:

As required by NC General Statutes, Arcle 9B, North Carolina Academically or Intellectually

Gied Program (AIG), Scotland County Schools has developed a plan for the provision of

services to academically or intellectually gied students. Scotland County Schools' vision for

AIG students reﬂects the commitment to help all students reach their full potenal regardless

of family background, socioeconomic level, disabilies, or gender. The AIG program is built on a

strong foundaon of collaboraon among parents, students, teachers, administrators, and

community members to implement and achieve a strong program.

Scotland County Schools' goals for AIG students reﬂect the commitment to help ALL students

reach their full potenal. The AIG Program is built on a strong foundaon of collaboraon

among parents, students, teachers, administraon, and community members working

together to implement and achieve the following program and student goals.

Scotland County Schools Vision & Mission for local AIG program:

Vision Statement: Scotland County School AIG Program vision, reﬂects the commitment to help

all students reach their full potenal regardless of family background, socioeconomic level,

disabilies, or gender. The AIG program is built on a strong foundaon of collaboraon among

parents, students, teachers, administrators, and community members to implement and

achieve success. Our purpose is to prepare students to be producve cizens in a global society.

Mission Statement: Scotland County Schools AIG Program, idenﬁes giedness, nurtures

students' talents, and inspires students to seek new knowledge. Through challenging programs

students are provided opportunies to collaborate with peers, to ask profound quesons about

the past, current and future innovaons and to be creave. We support the parcipaon of all

gied learners of all backgrounds in the Scotland County Schools AIG program, to build and

sustain a strong community.

Program Goals:

● Ulize a range of assessment instruments to recognize the students who are AIG within

the Scotland County School System.

● Provide opportunies for enrichment for AIG learners.

● Provide an array of service opons to meet the diverse needs of the students who are

recognized as AIG in the Scotland County School System.

● Provide opportunies for talent development of high achieving students

● Provide on-going professional development opportunies to all Scotland County

educators of AIG students.

● Prepare educaonal personnel to meet the diversity of AIG learners for the

21st Century, i.e. diﬀerenaon, problem-based learning and

social-emoonal needs.

● Create and extend opportunies for parents and community involvement

with AIG learners. Monitor the success of services for AIG learners in

meeng idenﬁed student needs. Evaluate the various components of the

AIG program to facilitate connuous improvement. Collaborate with regular

educators to improve the learning experience for all students.

Sources of funding for local AIG program (as of 2022 )

State Funding

Local Funding

Grant Funding

Other Funding

$307,914.00

$0.00

Table of Content

Standard 1: Student Idenﬁcaon………………………………………………………..….4

Standard 2: Service Delivery within the Total School Community……………12

Standard 3: Diﬀerenated Curriculum and Instrucon……………………………21

Standard 4: Personnel and Professional Development…………………………….26

Standard 5: Partnerships………………………………………………………………………….30

Standard 6: Program Accountability…………………………………………………………32

Standard 1: Student Idenﬁcaon

The LEA’s student idenﬁcaon procedures for AIG are clear, equitable, and comprehensive and

lead towards appropriate educaonal services.

Pracce A

Develops both screening and referral processes that lead to AIG idenﬁcaon at all grade levels.

Provides opportunies for every student to show their strengths and talents.

District Response: As required by NC General Statutes, Arcle 9B. Academically or Intellectually

Gied Students, Scotland County Schools has developed a plan for the provisions of services to

academically or intellectually gied students. Scotland County Schools' AIG program’s purpose

reﬂects the commitment to help all students reach their full potenal regardless of family

background, socioeconomic level, disabilies, or gender. The standards presented in Arcle 9B

serve as a statewide framework and guide, to support LEA’s with the development and

implementaon of a comprehensive AIG program.

The Scotland County School AIG Program employs mulple criteria for student idenﬁcaon

that are eﬀecve in developing a comprehensive proﬁle of each student. The AIG Assessment

Commiee indicates that there is evidence that the AIG idenﬁcaon procedures are equitable

and mul-facet, providing several criteria to reveal the student's potenal and giedness. Each

year the idenﬁcaon process is reviewed to determine if revisions need to occur in order to

connue to provide equity in our program.

The screening and referral process is open for the enre school year as well as the summer,

as needed. Students can be referred for AIG screening by teachers, principals, school

counselors and parents.

The following steps outline the screening process for a student:

Students can be referred to the AIG lead facilitator for AIG screening through several avenues.

The child's referral can come from a teacher, a principal, a school counselor, or a parent.

● All second grade students are tested using the CogAT screener, the spring of their second

grade year. Based on the results, second grade students are referred for AIG screening,

for potenal placement

● Students who meet at least one of these parameters of the broad sweep are referred to

the AIG District Oﬃce for tesng in the areas of aptude and achievement.

**(repeated from Pracce B to include IDENTIFICATION)

● Referrals are automacally generated based on the prior year's (EOG) End of Grade

score(s) during the Fall EOG sweep.

● Students with EOG state percenles of 85% or higher are referred for AIG screening.

● Students with 98% or higher on any qualifying test are automacally placed in AIG and

classiﬁed as IG (Intellectually Gied).

● All students are tested with the CogAT in the spring of their second grade year. Based on

results, second grade students are referred for AIG screening and potenal placement.

The lead AIG facilitator convenes a meeng with the school's AIG commiee and the

student’s parents/guardians to discuss the student's school performance and signs of

giedness. If the parent agrees to proceed with further analysis of the student's giedness, the

parent will sign the permission to test form, in case further tesng is needed.

The GRS (Gied Rang Scale) and TAB (Traits, Aptude, and Behavior) are completed by

the student’s teacher(s). These documents rate certain observable behaviors that show support

of gied idenﬁcaon. It is recommended, if the teacher has not known the student for six

months or longer, the GRS should be completed by the teacher who taught the student the

previous school year. The purpose is to ensure the observaons are completed without any

biases and a true representaon of what the students’ academic abilies and giedness are.

Observaon

- Rang

Referral

form

GRS

TAB

Observable

Behaviors

● Intellectual

● Academic

● Creavity

● Arsc*

● Leadership

● Motovaon

*not included in the

observaon

● Movaon

● Interests

● Communicaon skills

● Problem Solving ability

● Memory

● inquiry

● Insight

● Reasoning

● Imaginaon/Creavity

● Humor

If tesng scores in the student's ﬁle do not support AIG placement, then addional tesng is

needed. The AIG Coordinator's oﬃce schedules addional tesng in the form of the CogAT

(Cognive Abilies test) and/or the ITBS (Iowa Test of Basic Skills).

The AIG Coordinator's oﬃce compiles the data from the GRS, TAB, and tesng and returns

a completed FTAP (Frasier Talent Assessment Proﬁle), to the school indicang if the student

qualiﬁes as gied. To qualify for services in the academically gied program, a student must

meet the criteria in 3 of the 4 areas (Observaon/Interest, Creavity/Movaon, Aptude, and

Achievement) on the FTAP.

Aer receiving completed FTAP, the school's AIG commiee convenes another meeng with

the parent to discuss the results of the screening and determine:

1. If AIG placement is needed: If a student is placed in AIG at the meeng, a

Diﬀerenated Educaon Plan (DEP) will be completed for the student.

2. If further tesng should be conducted: If further tesng is to be conducted, the

child is referred to the school system's psychologist for an addional aptude test

(WISC-V) and/or an addional achievement test (Woodcock Johnson IV). The team

then meets at a later date to review the addional tesng results to determine

if placement is needed.

3. If the student(s) will not be placed in AIG and no further tesng is needed/nor

requested.

Pracce B

Establishes a process and criteria for AIG student idenﬁcaon at all grade levels that provides

mulple opportunies to reveal a student’s aptude, achievement, or potenal to achieve. The

criteria may include both qualitave and quantave data in order to develop a comprehensive

learner proﬁle.

District Response Scotland County Schools will conduct an annual broad based sweep of the

general populaon of K-12 students at the beginning of the year (BOY), through the use of EOG

test scores, aptude and achievement assessments as well as the K-2 Math assessment

(students scoring 95% correct or higher). Students who meet at least one of these parameters

of the broad sweep are then referred to the AIG District Oﬃce for tesng. These students are

then provided advanced diﬀerenaon in small groups to meet their extended learning needs,

in addion to extension opportunies through the Primary Educaon Thinking Skills (P.E.T.S)

program.

● At 2nd grade, all students across the district parcipate in the CogAT assessment. This

assessment serves as a universal screener to help idenfy students who are showing

higher ability levels. These students are referred for gied services or talent

development eﬀorts.

● In grades 3-12, Scotland County Schools will use the following indicators in various

combinaons to determine those students who are AG, IG, AI, and AM or AR and in

need of diﬀerenated educaonal services. To qualify for services in the academically

gied program, a student must meet the criteria in 3 of the 4 areas on the Frasier

Talent Assessment Proﬁle (FTAP)

AIG Labels

Academically Gied in Reading and

Math (88 %ile)

Intellectually Gied (98 %ile) in

reading and math

Academically/Intellectually Gied in

Reading or Math (98 %ile & 88 %ile

or above on either)

Academically Gied in Math -

88 %ile or above

Academically Gied in Reading -

88 %ile or above

Student Achievement; to be eligible in this area, a student must have at least one of the two

areas (reading or math) at or above 88%ile:

1. Student achievement assessments used are the Iowa Test of Basic Skills, The Woodcock

Johnson IV, and the North Carolina End of Grade/End of Course exam. Students who have

qualifying scores in either Reading or Math will be idenﬁed as AR or AM. A student with a

qualifying score in both areas will be idenﬁed as AG.

2. Student Aptude; to be eligible in this area, a student must have at least one of the three

areas (verbal, quantave, or Full Scale) scores at or above the 88 %ile. Student aptude

assessments used are the Cognive Abilies test and the WISC-V. Students who have

qualifying score in either Reading or Math will be idenﬁed as AR or AM. A student with a

qualifying score in both areas or in full scale will be idenﬁed as AG. Students who score in

the 98%ile or above (verbal, quantave, or Full Scale) will be idenﬁed as Intellectually

Gied (IG) and will be automacally provided gied services. These students will

sll receive the full baery of tests to determine if the student is academically and

intellectually gied, (AI). A student will receive a designaon of AI, if he/she is 98% or

higher in one area of the assessment (Math/Reading/Full Scale) and between 88%-97% in

another area of the assessment (Math/Reading/Full Scale).

3. TAB (Traits, Aptudes and Behaviors); to be eligible in this area, a student must have at

least 3 of the 10 TAB observaons, with a stanine score of 8-10.

4. GRS (Gied Rang Scale); to be eligible for this area, a student must have at least 3 of

the 5 areas of giedness at or above the

88 %ile

Pracce C

Ensures AIG screening, referral, and idenﬁcaon procedures respond to under-represented

populaons of the gied and are responsive to LEA demographics. These populaons include

students who are culturally/ethnically diverse, economically disadvantaged, English learners,

highly gied, and twice-exceponal.

Ensures AIG screening, referral, and idenﬁcaon procedures respond to under-represented

populaons of the gied and are responsive to LEA demographics. These populaons include

students who are culturally/ethnically diverse, economically disadvantaged, English learners,

highly gied, and twice-exceponal.

District Response: Between the 2015-16 school year and the 2018-2019 school year,

SCS increased minority enrollment in AIG by 3%. Despite this increase over the duraon of the

2016-2019 AIG plan, Scotland County Schools connues to seek opportunies for expansion

and ways to increase minority representaon even further to narrow the AIG idenﬁcaon gap

between white and minority students. During the 2019 school year, Scotland County's student

populaon was 46% African American, yet, AIG African American representaon was 19.2%.

Although not as large a discrepancy, Scotland Counes Nave American populaon was 16%;

however, Nave American students made up 11.4% of SCS’s AIG populaon. It was the goal of

the 2019-2022 AIG plan for Scotland County's minority enrollment in the AIG program to mirror

the district's overall minority enrollment. The current total number of students idenﬁed as

AIG is 474, represenng 9.1% of the student populaon.

AIG Populaon by Racial Group

2021-2022 School Year

Race

Number of

populaons

Idenﬁed

*Percent of total

School District

Populaon in the AIG

Program

American

Indian/Alaskan Nave

1.03%

Asian

.31%

Black or African

American

101

1.93%

Hispanic

0.34%

Nave

Hawaiian/Paciﬁc

Islander

.02%

Two or More

.67%

White

249

4.77%

Total

474

9.1%

*Scotland County Schools District student populaon - 5222

Source: NC School Report Card 2021-2022

During the 2020-2021 school year growth of the AIG student populaon was hampered due to

the COVID19 pandemic. Some students were tested individually upon teacher and parent

request, however there was no mass screening during the 2020-2021 school year. As a result of

this data, Scotland County Schools connues to expand the search for under-represented

students in innovave ways as a means of increasing/expanding diverse representaon across

subgroups. Scotland County Schools uses a variety of mass screening and referral procedures

throughout the school year to assist in the idenﬁcaon of gied students from diverse

backgrounds.

Data is collected regarding student achievement, student aptude as well as observaons. The

data comes from various sources and through various district wide screenings with the goal of

increasing representaon across diverse populaons of students. Following research that

achievement tesng provides more opportunies for AIG idenﬁcaon within minority

subgroups versus solely using ability tesng for AIG placement, an addional

achievement placement opon, the use of EOG scores, was added to the 2016-2019 AIG plan.

SCS now employs two ability test opons and three achievement test opons for placement.

Due to all 3rd-10th grade students taking the EOG/EOC at the end of each school year, the

addion of the EOG/EOC serves as another universal screener opon, much like the use of the

CogAT test for all 2nd grade students. Examples of SCS's broad spectrum screeners are bulleted

below:

● CogAT - Cognive Abilies Test

● IOWA/ITBS - Test of Basic Skills

● EOG / EOC Scores - End of Grade / End of Course

An annual aptude universal screening of all second grade students occurs during the spring of

each school year. This screening should take place at the end of students' 2nd grade year using

the Cognive Abilies Test as the screening tool (This stage of screening will connue as funding

permits.) Each school's AIG Facilitator will be responsible for charng the scores of each second

grade student on the appropriate form. These scores will be examined for potenal AIG referral

nominaons.

An annual broad-based sweep of the general populaon grades 3-12 (e.g. a review of EOG and

EOC test scores at the 85%ile or above). By October 31 of each year the lead AIG Facilitator at

each school should complete the SCS Tally Sheet, recording the names and scores of those

students who scored at or above the 85th percenle on the EOG/EOC tests the previous year.

As a result of the broad sweeps and data review processes outlined above, the lead

school-based AIG facilitator begins a referral-seeking process to request input from teachers,

parents and others who may have knowledge of the student's learning needs. At this point,

the lead AIG facilitator follows the referral and screening process cited in Standard I Secon A

and B.

To help expand understanding of giedness and counter potenal misconcepons about

various subgroups, teachers are provided professional development in the areas of underserved

gied populaons and idenﬁcaon of these students. The goal is to increase referrals of

underserved students beyond the broad sweeps in 2nd grade and annually with the EOG/EOC.

This professional development is delivered by the AIG coordinator or AIG facilitator school

leads.

Scotland County School will connue to use the current referral and idenﬁcaon process to

place the students in the AIG program for the 2022-2025. School year. Scotland County Schools

will rely upon educaonal research as it relates to AIG and best pracces.

Pracce D

Monitors the screening, referral, and idenﬁcaon processes for consistent implementaon

across the LEA.

District Response: The AIG referral process is outlined in ﬂowcharts available to all schools.

These ﬂowcharts are linked to the AIG department page on the SCS website. The AIG facilitators

use the ﬂowcharts consistently to guide their work. All charts and forms needed for the AIG

referral process are provided to lead facilitators. In addion, they are available to them on the

AIG department website.

Lead AIG Facilitators at each school are required to present an overview of the AIG referral and

screening process to all teachers as part of their opening school year meengs by October 31st.

Lead AIG facilitators in each building will receive a presentaon with presentaon notes from

the AIG coordinator. The presentaon will highlight the district's AIG plan and the

comprehensive AIG services oﬀered throughout the district. The presentaon will also review

the processes for AIG referrals. An AIG FAQ document for teachers and administrators will be

distributed at the training by the school's Lead AIG facilitator.

The AIG Coordinator shares the screening, referral, and idenﬁcaon process with all

administrators at the principal and assistant principal leadership meeng at the start of the

school year.

The SCS AIG department maintains a database that outlines each student's place in the

referral process, the progress of their referral in the system at both the district and school

level, as well as whether the student was idenﬁed as AIG or not.

For all students referred for AIG screening, a folder is created at the district level that holds all of

their AIG referral paperwork. This paperwork is monitored for compliance at each step in the

referral process. If a student is placed in AIG, an AIG placement folder is created for the student

to be placed in their cumulave folder. If a student does not place in AIG, an inacve ﬁle is

created that holds their referral and screening paperwork within their cumulave ﬁle.

Pracce E

Disseminates informaon regarding the screening, referral, and idenﬁcaon processes to

school personnel, parents/ guardians, students, and the community-at-large.

District Response: Scotland County Schools AIG Program has a very clear and precise screening,

referral and idenﬁcaon process that is been communicated to teachers, administraon,

parents and students through brochures, meengs and websites. AIG brochures are available in

English and Spanish. Other languages will be translated as needed.

The AIG brochures are updated and available at each school. These brochures are also

distributed through the Scotland County Schools Central oﬃce to community locaons.

AIG informaon is available to parents during open houses and curriculum nights. Each school

is required to hold an AIG parent informaon night within the ﬁrst 4.5 weeks of school. This

meeng is open to all interested parents. The AIG parent meeng highlights the referral

and screening process as well as the school's AIG programming. Parents are informed about the

diﬀerence between AIG idenﬁcaon vs Cluster Class placement process.

Scotland County Schools establishes Cluster classes for math and reading based upon data,

reviewed annually. AIG students are placed in Cluster Class(es) with students who are mixed

ability high achievers. Students who perform at a high academic level but are not AIG may be

placed in the Cluster class. The Cluster Classes are supported with teachers who are AIG

licensed. The AIG teacher is trained and supported with professional development to meet the

needs of his/her students.

The district AIG plan, general AIG informaon, and AIG FAQs are located on the Scotland

County School website. Each school's lead AIG facilitator presents AIG informaon to the school

staﬀ at the start of each school year, no later than October 31st, to include idenﬁcaon

processes as well as traits of "underserved gied" students. Lead AIG facilitators in each

building will receive a presentaon with presentaon notes from the AIG coordinator. The

purpose of the shared presentaon is to provide a clear consistent message about the Scotland

County School AIG program.

Pracce F

Documents the evidence gathered and analyzed to support an AIG idenﬁcaon decision. This

documentaon is reviewed with parents/ guardians and maintained in student records.

District Response: A student's referral process is monitored at the district level through a

paperwork tracking system to ensure that paperwork and needed tesng is completed in a

mely manner. Student's assessment and AIG referral data are documented on the FTAP form

(Fraser Talent and Assessment Proﬁle).

The AIG facilitator in each building reviews the FTAP with the parents and AIG placement team

during the student's placement/non-placement meeng. All dates for assessments and

meengs are documented on the FTAP as well as in meeng notes. Parents are provided

copies of the students' Diﬀerenated Educaon Plan and Due Process. These materials remain

in the student's cumulave folder. Students who do not place have an inacve ﬁle placed in the

cumulave folder to document tesng data and progression through the referral process.

Standard 2: Service Delivery within the Total School Community

The LEA provides a K-12 AIG program with an array of services by the total school community to

meet the diverse academic, intellectual, social, and emoonal needs of gied learners. These

services will develop students’ strengths through intenonal learning experiences in various

domains that are not dependent on the students’ demographic background or economic

means.

Pracce A

Delivers an AIG program with comprehensive services that address the academic and

intellectual needs of gied learners, across all grade levels and learning environments through

collaboraon with a variety of personnel. Services are aligned to students’ advanced learning

needs and AIG idenﬁcaon.

District Response: Scotland County Schools has an array of AIG services to meet the needs of

the gied learner. When redesigning programming for gied learners, it is important that a

full connuum of services be developed that allows for the development of gied potenal and

addresses the needs of such special populaons as gied students with disabilies,

underachievers, culturally diverse students, and the highly gied.

Enrichment opportunies will be provided for students K-12 that oﬀer crical thinking,

problem solving, and encourage the growth of 21st century skills. Each school will be required

to turn in an AIG plan by September 30th to the AIG Coordinator that outlines the AIG

programming for the school year to include enrichment acvies outside of the classroom. The

plan will address programming that contains the following:

● Talent development for K-2 using the P.E.T.S curriculum

● Cluster class schedule for Math and Reading for those students idenﬁed as AIG

in Math/Reading/Both as well as IG and AIG for grades 3-8.

● Students are placed in cluster classes based on their area of giedness and/or their

potenal for extension and/or growth in the subject area. Students are served in both

reading and math once idenﬁed no maer the area of idenﬁcaon in the Cluster

Class. note* Administrators may elect to serve students according to the needs of the

student in the area of non-placement.

● Services provided to AIG students are extended to all students in the cluster classes.

● Semester PBL (Project Based Learning) plans for grades 3-8 cluster classes

● High School Level Course schedule for grades 6-8 to include Math I and English I Honors,

and AP

● Students who are AIG in both Math and Reading have the opon to parcipate in CCP

(Career and College Promise) courses entering grade 9.

● A budget for curriculum expenditures (novels, textbooks, technology), ﬁeld trips, and

aer-school programs will be allocated if funding is available. As funding permits,

funding will be provided to schools to supplement addional enrichment programs.

Diﬀerenated Educaon Plans (DEP’s) are provided to all AIG idenﬁed students’ teachers,

regardless of content area (Math, ELA, Social Studies or Science) by the lead AIG facilitator. The

DEP’s for each student idenﬁed is reviewed by the grade level teacher each academic year.

Middle school AIG students are asked to pursue a passion project and/or a challenge project

based upon their interest. By requiring students to pursue a passion and/or a challenge project,

Scotland County Schools fosters the development of future ready skills related to problem

solving, creave-abstract thinking, perseverance, and leadership.

With the guidance of their AIG facilitator, students will parcipate in goal seng each semester.

Students will review their semester goals each quarter to determine if they are meeng their

goals or if adjustments need to be considered. Students will reﬂect on their academic and/or

social/emoonal goals. Students monitor their goals throughout the school year, as they work

to reach the goals by the designated date.

Pracce B

Delivers an AIG program with comprehensive services that address the social and emoonal

needs of gied learners, across all grade levels and learning environments through collaboraon

with a variety of personnel based on student needs.

District Response: The students' needs should be addressed through service delivery where

counselors and teachers collaborate in ensuring that students are making a posive adjustment

within the school environment; including their relaonships with teachers, administraon,

peers and self. The school and AIG personnel should work together to ensure support for the

AIG students.

Each AIG student should have the opportunity to learn with others of similar interest and ability.

It should be evident that AIG students are being challenged in the regular classroom as well as

in the AIG program. Students who are twice-exceponal should have appropriate intervenons

in place provided by the AIG and EC teachers. The AIG lead teachers and the school counselors

collaborate to provide appropriate professional development for support in understanding the

emoonal and social needs of AIG idenﬁed students. This professional development will

encourage collaboraon between support staﬀ and classroom teachers in meeng the

intellectual, social, and emoonal needs of gied learners.

In Scotland County Schools, there are several measures that are in place to address the social

and emoonal needs of AIG students . In grades 1-5, Second Step is implemented by the

schools’ counselors. Second Step is an emoonal/social skills development program that

addresses issues surrounding coping skills, controlling impulses, reacons to others, and

understanding personal emoons.

A similar program, Overcoming Obstacles, is implemented at the middle school level.

Overcoming Obstacles addresses the following topics:

● Creang a posive environment

● Acquiring Core Skills

● Developing Related Skills

● Demonstrang Skills

During the 2022 school year, Scotland County Schools implemented the Rhithm (SEL screener).

The program is used daily by grades K -12. Rhithm is a K-12 student and staﬀ wellness check-in

tool.

School counselors pull students for small groups related to determining if students are

experiencing anxiety, bullying, stress, or grief. In addion to school counselors, Scotland County

has school based mental health counselors that work one on one with students to address

emoonal and social stresses stemming from events that take place outside of the academic

seng and within the school environment.

Pracce C

Integrates and connects the AIG program and services with the district’s priories and resources

through policy and pracce.

District Response: Scotland County Schools oﬀers opportunies for classroom teachers to

obtain AIG cerﬁcaon in grades K-12. The premise behind this oﬀering is to ensure that AIG

cluster class services are delivered by AIG cerﬁed teachers as well as increase diﬀerenaon

services in all classrooms and across all content areas beyond reading and math.

Scotland County Schools will maintain the AIG program alignment with Core Curriculum

and instruconal pracces. AIG facilitators will meet three mes per year to develop and adjust

diﬀerenated pacing guides in grades 3-8 in both Math and Reading. These pacing guides are

connected to the Scotland County Schools adopted instruconal pracces and are available

on the Scotland County Schools district website.

Pracce D

Develops procedures for intenonal, ﬂexible grouping pracces to facilitate the achievement

and growth of AIG and other students with advanced learning needs.

District Response:

Grades K-2:

Diﬀerenated services may be delivered to students by modifying the content and/or pace of

the instrucon through the following grouping strategies:

● Diﬀerenated small group instrucon with advanced same-grade level peers

● Grade advancement by subject only

● Full Grade advancement

● P.E.T.S (Primary Educaon Thinking Skills) curriculum through whole group as well as

diﬀerenated small group instrucon

Grades 3-8:

Diﬀerenated services may be delivered to students by modifying the content and/or pace

of instrucon through the following grouping strategies:

● Cluster class placement with an AIG cerﬁed teacher for grades 3-7 ELA and/or Math.

Cluster classes in 8th grade will be served through Math I and English I. In order to provide a

scholascally and emoonally supporve environment where both gied as well as students

with advanced learning needs are met, the following guidelines for student placement should

be followed in the bulleted order as class space permits:

For Rising 3rd Grade:

● Gied idenﬁed students and students who score 88% or higher on AGE percenle

rank on Verbal, Quantave, or Full Scale CoGat

● Students who score 88% on AGE percenle rank on Verbal, Quantave, or Full Scale

CoGat.

● Students who score 80 - 87% percenle on AGE percenle rank on Verbal,

Quantave, or Full Scale CoGat are considered for the cluster placement and/or the

nurturing group.

● Students who score 80% or higher on LOCAL SCORES percenle rank on Verbal,

Quantave, or Full Scale CoGat

For Rising 4th - 7th Grade:

● Gied idenﬁed Students and/or students with Level 5 on Math/ELA EOG

● Students with EOG scores that show state percenle of 80% or higher

● Students with an EVAAS projected state percenle of 80% or higher on the following

year's EOG in Math and/or Reading

● Students with EOG scores that show state percenle of 75% or higher

● Students with an EVAAS projected state percenle of 75% or higher on the following

year's EOG in Math and/or Reading

For Rising 8th Grade:

● Gied idenﬁed students and/or students with Level 5 on Math 7/ELA 7 EOG

● Students with EOG scores that show state percenle of 88% or higher

● Students with an EVAAS projected state percenle of 80% or higher on the Math I or

English I Exam Students with EOG scores that show state percenle of 75% or higher

● Students with an EVAAS projected state percenle of 75% or higher on the Math I or

English I Exam

Grades 9-12:

Diﬀerenated services may be delivered to students by modifying the content and/or

pace of instrucon through the following grouping strategies:

● Flexible Scheduling

● Sequenal Course Acceleraon Subject Grouping

● Course Skipping (Course Demonstrated Mastery)

● Course Acceleraon Online Courses (NCVPS)

● Independent Study Dual Enrollment

● College and Career Promise Courses

● Early Graduaon

● Early Admission Special Programs

● Early College

● Honors Courses

● Advanced Placement

All K-12 school AIG enrichment acvies, documented in the school's annual AIG plan, will

include all students enrolled in the cluster classes.

Pracce E

Informs all teachers, school administrators, and support staﬀ about delivery of diﬀerenated

services and instrucon for AIG students, regulaons related to gied educaon, and the local

AIG program and plan.

District Response: Scotland County Schools oﬀers staﬀ development regarding the AIG program

to all teachers, school administrators and support staﬀ at the beginning of each school year, no

later than October 31st, which outlines the district's AIG programming. Lead AIG facilitators in

each building will receive a presentaon with presentaon notes from the AIG coordinator.

The presentaon will highlight the district's AIG plan and the comprehensive AIG services

oﬀered throughout the district. The presentaon will also review the processes for AIG referrals.

An AIG FAQ document for teachers and administrators will be distributed at the training by the

school's Lead AIG facilitator. AIG brochures are updated to reﬂect all programming changes in

the current AIG plan.

Diﬀerenated Educaon Plans (DEPS) are provided to all AIG idenﬁed students’ teachers,

regardless of content area (Math, ELA, Social Studies, Science) by the lead AIG facilitator. These

documents provide a quick overview of the student’s area of giedness, the student's interests

from the interest’s survey, and the student’s strengths and areas of needed growth.

The AIG coordinator leads biannual meengs for AIG lead facilitators to review their

idenﬁcaon processes and procedures as well as share best pracces. The AIG Coordinator

provides each lead AIG facilitator with a semester based checklist to ensure compliance with

AIG plan expectaons and deadlines.

The AIG district coordinator provides AIG plan compliance and expectaon training for

school administrators in September and May to ensure adherence to plan mandates and best

pracces with regards to student scheduling, teacher placement, diﬀerenated instrucon, and

school enrichment opportunies.

Professional development sessions on diﬀerenaon, rigor, and the social/emoonal needs of

the gied learner are oﬀered throughout the school year during school based and district

based professional development.

Pracce F

Communicates among and between teachers and schools to ensure an eﬀecve connuaon of

K-12 services, especially at key transion points.

District Response: Scotland County Schools provides opportunies for vercal

communicaon between the AIG teachers at each elementary and middle school. Diﬀerenated

Educaon Plan (DEP) transion meengs are held when students transion from 5th to 6th

grade and when students transion from 8th to 9th grade. The meengs are iniated by the

lead AIG facilitator at each school. The facilitator reaches out to parents to discuss each AIG

student's strengths and needs. The forms are completed in the enrety once the students

transion from elementary to middle school and from middle school to high school. All

transion meengs should occur at the new home school by Oct 15 of each school year.

Prior to a student's transion to the new school, elementary or middle school AIG facilitators

will document the 5th or 8th grade child’s strengths and needs on the Transion year DEP

(DEP-M for Elementary and DEP-H for Middle School). At the start of the following school year,

the Middle School or High School AIG facilitator should meet with the 6th or 9th grade parents

to review the prior school’s comments and review the AIG services that will be oﬀered during

the new grade span (6-8 or 9-12). Students in 5th grade and students in 8th grade will be

oﬀered the opportunity to visit their respecve middle school and high school as they transion

to the next grade span.

For non-transion years, students' DEPs should be reviewed annually during the spring,

parent/teacher conferences to note any changes that might need to occur in the DEP based

on the students’ performance during the school year.

Diﬀerenated Educaon Plans (DEP’s) are provided to all AIG idenﬁed students' teachers,

regardless of content area (Math, ELA, Social Studies, Science) by the lead AIG facilitator.

Pracce G

Develops policies and procedures for a variety of acceleraon opportunies, including

compacted content, Credit by Demonstrated Mastery, dual enrollment, subject and/or grade

acceleraon.

District Response: For early entry into kindergarten, students are eligible for placement

under the following combinaons of condions:

Student Aptude : The student is advanced in academic and social development and scores at

the 98th percenle on a standard individual test of intelligence such as the Stanford-Binet,

the Wechsler Preschool and Primary Scale of Intelligence, the Kaufman Anderson, or any

other comparable test administered by a licensed psychologist.

Achievement : The student is funconing two to three years beyond the child's peers.

The student scores at the 98th percenle on either reading or mathemacs on a standard test

of achievement such as the Metropolitan Readiness Test, the Stanford Early School Achievement

Test, the Mini Baery of Achievement, the Woodcock-Johnson, the Test of Early Mathemacs

Ability (TEMA), the Test of Early Reading Ability (TERA), or any other comparable test

administered by a licensed psychologist. A member of the psychologist's professional staﬀ, or a

professional educator who is trained in the use of the instrument and who has no conﬂict of

interest in the outcome of the assessment may assess the student to determine placement.

Performance: The student is able to perform tasks well above age peers as evidenced

by behaviors in one or more areas such as independent reading, problem solving skills,

advanced vocabulary, and some wring ﬂuency. The parent shall submit a sample of the child's

work that shows outstanding examples of ability in any area including, but not limited to, art,

mathemacs, wring, dramac play, creave producons, science, or social interacons. The

principal may also require a teacher to complete an informal reading assessment of the

student.

Observable Student Behavior/Student Interest: The student demonstrates social and

developmental maturity suﬃcient to parcipate in a structured seng for a full school day. The

student is capable of following verbal instrucons and funconing independently within a

group. The parent shall provide two recommendaon leers with speciﬁc documentaon of

physical and social maturity from preschool teachers, child care workers, pediatricians, or others

who have direct knowledge of the child. Useful documentaon checklists include the California

Preschool Competency Scale, the Harrison Scale, or any other comparable scale of early social

development.

Movaon/Student Interest: The principal or principal's designee shall conduct an informal

interview with the student and a more structured interview with the parent to determine if the

students displays a thirst for knowledge and seeks new and challenging learning situaons.

For grades 1-8, subject acceleraon or full grade advancement is used as a service opon

for students who require this diﬀerenaon. The decision to implement either full or paral

acceleraon is a school based decision. Students are eligible for acceleraon based on the

following factors:

● Teacher leer of recommendaon with the endorsement of the principal nong social

and emoonal maturity.

● Advanced performance in core areas documented by EOG scores at 95%ile or above in

all test core areas. (Grades 3-8 only)

● Aptude of at least two standard deviaons above the mean.

Achievement in all core content areas at 95%ile or above using an individual standardized

assessment current within the year.

Resources and support are provided to administrators, teachers, and families to beer

understand acceleraon opons. When applicable and available, opportunies for distance

or virtual learning oﬀ grade level will be oﬀered to students who qualify for acceleraon.

Compacng of both Math and English Language Arts is oﬀered at the middle school level

through the compacng of standards across grades 6-7. In order to oﬀer high school courses,

Math I and English I to is oﬀered to 8th grade students.

For High School Credit Courses:

Credit by demonstrated mastery (CDM) is another opon for students who can show that they

have mastery of a course's content prior to actually taking the course. Credit by Demonstrated

Mastery is the process by which Scotland County Schools, based upon a body-of-evidence,

award a student credit in a parcular course without requiring the student to complete

classroom instrucon for a certain amount of seat me. "Mastery" is deﬁned as a student's

command of course material at a level that demonstrates a deep understanding of the content

standards and applicaon of knowledge. Students shall demonstrate mastery through a

mul-phase assessment, consisng of (1) a standard examinaon, which shall be the EOC/EOG

where applicable, or a ﬁnal exam developed locally and (2) an arfact which requires the

student to apply knowledge and skills relevant to the content standards. (3) Scotland County

Schools may request addional requirements, such as performance tasks. This mul-phase

assessment process builds a body-of-evidence that allows a commiee to determine if the

student has a deep understanding of the standards for the course or subject area, as deﬁned by

the North Carolina Standard Course of Study, thereby earning credit for the course without

experiencing it in the school seng.

Pracce H

Develops mindsets, policies, and pracces to promote equity and excellence by broadening

access to advanced learning opportunies through a variety of intenonal eﬀorts, including

talent development, at all grade levels.

District Response: Mindset development and implementaon among administrators, teachers

and students will require Scotland County schools to oﬀer professional development that

addresses the importance of the implementaon of mindset strategies, beliefs and how posive

beliefs lead to success.

● Scotland County Schools will develop mindset policies and pracces.

● Scotland County Schools will present posive mindset training that will promote equity

and broaden access to advanced learning opportunies for teachers and students. Some

of the topics of discussion may include:

o How Foster a Growth Mindset in the Classroom

o Growth Mindset and the Student Achievement connecon

o Building a Growth Mindset for Teachers

o The Importance of Including Growth Mindset in Lesson Delivery

o Growth Mindset in teaching Math and Science

Pracce I

Enhances and further develops the needs, talents, and interests of AIG students through

extra-curricular programming.

District Response: Many enrichment opportunies exist for academically or intellectually

gied learners, both within the school environment and through outside agencies. All schools,

K-12, are required to turn in an enrichment plan by October 31st to the AIG Coordinator. This

plan will describe the enrichment opportunies that will be oﬀered to AIG students during the

school year. These enrichment opportunies are interdisciplinary and meaningful. Furthermore,

the opportunies provide venues and experiences that help grow the social and emoonal

needs of AIG students by providing appropriate challenges within an environment where

students feel supported and safe to excel. These enrichment opportunies may include, but are

not limited to:

● Beta Club

● Duke Talent Idenﬁcaon Program

● Governor's School*

● Math counts Team

● Odyssey of the Mind

● Oban Exchange Program

● Quiz Bowl Team

● Robocs

● Science Olympiad

● STEM

● Summer Ventures

● Enrichment Field Trips

● Learning Excursions

● Seminars

● College Visits

● Book Clubs

● Bale of the Books

New opportunies are connuously added that beneﬁt the gied student as well as the

high achievers.

Standard 3: Diﬀerenated Curriculum and Instrucon

The LEA employs challenging, rigorous, and relevant curriculum and instrucon to

accommodate a range of academic, intellectual, social, and emoonal needs of K-12 gied

learners.

Pracce A

Adapts the NC Standard Course of Study (SCOS) K-12 to address a range of advanced ability

levels in language arts, mathemacs, and other content areas as appropriate through the use of

diﬀerenaon strategies, including enrichment, extension, and acceleraon.

District Response: Scotland County Schools will connue to support the Core Curriculum in the

AIG curriculum and extend the content to provide in-depth studies, rigor and challenging

content. Currently, the cluster programs at the elementary and middle school level have

clearly deﬁned curriculum goals that are aligned with the principles of diﬀerenaon and with

the NC Standard Course of Study. In order to diﬀerenate the NC-SCoS for the needs of AIG

students, AIG cerﬁed teachers will convene each summer to support the district pacing guides,

by adding resources and lesson plans with the needs of AIG students in mind. Each semester of

the school year, AIG students in grades 3-8 will be required to parcipate in at least one Project

Based Learning (PBL) project.

Scotland County Schools is 1:1 in grades 3-12 with all students having computers for school and

personal use. This technology 1:1 iniave provides opportunies for a ﬂipped classroom model

whereby students can advance their understanding of content and curriculum individually and

during their me outside of class. This ﬂipped classroom model opens opportunies for greater

diﬀerenaon during class me through project based learning, compacng of curriculum,

extension projects and advanced instructor led in-class oﬀerings. All K-12 schools will oﬀer

AIG enrichment programs that oﬀer extension and acceleraon opportunies for AIG students.

Each school will be required to turn in an AIG enrichment plan by October 31

. to the district

AIG Coordinator that outlines the AIG enrichment programming for the school year. The

enrichment plan will address programming that begins with talent development and advanced

diﬀerenaon opportunies for K-2, connues with cluster, advanced oﬀerings, and enrichment

services for 3-8, and concludes with AP, CCP, honors, and enrichment 9-12. As funding permits,

funding will be provided to schools to supplement their enrichment programs.

Pracce B

Employs diverse and eﬀecve instruconal pracces according to students’ idenﬁed abilies,

readiness, interests, and learning proﬁles to address a range of learning needs at all grade

levels.

District Response: Scotland County Schools employs many eﬀecve instruconal pracces

to address a range of learning needs. AIG cerﬁed teachers will parcipate in scheduled

district planning sessions at all grade levels each year to create and share diﬀerenated units

and lesson plans. These curriculum units will be diﬀerenated for AIG students with novel

studies, project based learning opportunies, student learning contracts, ered assignments,

assignment choice, computer based learning, and/or compacted/accelerated content.

Monitoring of this diﬀerenated instruconal delivery within the classroom will be performed

by the principal at each individual school across all grade levels. Principals use the district

Walk-Through instrument to monitor in-class diﬀerenaon. As principals use the walkthrough

tool, they are seeking evidence of diﬀerenaon within processes, products, and content.

Students will be given interest surveys at the beginning of the school year by core content

teachers. These interest surveys will help guide classroom acvies and enrichment

opportunies. All schools are required to submit a school based AIG diﬀerenaon plan that

documents course scheduling and enrichment to the District AIG Coordinator.

Pracce C

Incorporates a variety of evidence-based resources that enhance student learning.

District Response: Scotland County Schools provides teachers and students with a variety

of research-based supplemental resources to support instrucon within the gied classroom.

AIG facilitators idenfy research based resources needed to diﬀerenate and extend their

curriculum to meet the needs of their AIG students. With the idenﬁcaon of these resources,

the AIG facilitators will make recommendaons to the district for resource adopon and

purchase. These resources are interwoven into accelerated pacing guides to extend curriculum

opportunies for AIG students. As part of each school's AIG plan, AIG cerﬁed teachers have

selected various research based resources such as William and Mary Units,

Jacob’s Ladder, strategies and resources garnered from the annual state AIG conference,

Primary Educaon Thinking Skills (P.E.T.S) curriculum for K -2, STEM project based learning units,

Socrac seminars, Achieve the Core Units, and at least one PBL Envision Unit per semester.

Pracce D

Fosters the development of future-ready skills including crical thinking, communicaon,

collaboraon, creavity, curiosity, and leadership.

District Response: Scotland County Schools connuously increases the focus on the

development of 21st century content and skills at an advanced level. Digital Integraon

Facilitators (DIF’s) work with teachers to integrate technology with instrucon as well as

crical thinking skills, creavity, and leadership opportunies with project based learning. AIG

students have the opportunity to parcipate in various in-school as well as enrichment

opportunies that help develop 21st century skills. AIG students parcipate in a minimum of

one PBL per semester which incorporates 21st century skills. CANVAS based modules are

incorporated in the middle and high school AIG cluster classes to provide opportunies

for project based learning and research that includes competencies in the areas of global

awareness, crical thinking, ﬁnancial literacy, and health literacy. Scotland County Schools

fosters leadership skills during enrichment acvies such as Beta Club and Student Council.

Students have opportunies to grow their creave skills through STEAM, bi-annual county art

and music shows, and school based art and music programs. Students have the opportunity

for real life experiences during job shadowing, internships, apprenceships, and career

credenal acquision programs.

Students will be given interest surveys at the beginning of the school year by the classroom

teachers. These interest surveys will help guide learning acvies and

enrichment opportunies. Students are asked to pursue a passion project (middle school only)

and/or a challenge project based upon their interest. By requiring students to pursue a passion

and/or a challenge project, Scotland County Schools fosters the development of future ready

skills related to problem solving, creave-abstract thinking, perseverance, and leadership.

With the guidance of their AIG facilitator, students will parcipate in goal seng each semester,

to allow students to reﬂect on their academic and/or social/emoonal goals. The AIG facilitator

will share with students their projected EOG scores, discuss their progress and goal seng. The

AIG facilitator will meet with the AIG students at the beginning of each semester. Students will

monitor their goals during each quarter within the semester, as they work to reach the goals.

Pracce E

Uses on-going assessment, both formave and summave, to diﬀerenate classroom

curriculum and instrucon and inform ﬂexible grouping pracces.

District Response: Following the district's accelerated pacing guides, AIG facilitators idenfy

speciﬁc learning objecves that are to be covered during each quarter, and develop or idenfy

the assessment tools that are appropriate to measure student success. These assessment tools

may include: classroom assessments, and project based learning opportunies. Pacing guides

and curriculum resources may then be adapted and modiﬁed based on the needs of the

students as determined by the formave assessments.

Teachers will be provided professional development on how to create their own formave and

summave assessments. Scotland County Schools will ensure teachers understand the

diﬀerences between formave and summave assessments and how the assessments are used.

Assessment allows both instructor and student to monitor progress and to work towards

achieving learning objecves.

Teachers will also beneﬁt from learning how to implement the use of rubrics for scoring or

assessing learning. The rubric provides students explicit performance expectaons for a given

assignment or project. Scotland County Schools will provide teachers with the needed tools to

understand rubric development, and when it is appropriate to use a rubric when assessing

student work.

Pracce F

Addresses the social and emoonal needs of AIG students through eﬀecve curricular and

instruconal pracces.

District Response: Scotland County Schools will provide training to regular educaon teachers

on the social and emoonal needs of the AIG students. School Counselors, AIG facilitators, and

regular educaon teachers will work collaboravely to ensure AIG students are making a

posive adjustment within their school environments. As needed, school counselors will pull

AIG student support groups to work with AIG students on idenﬁed emoonal needs. School

counselors are available to pull students for small groups related to test anxiety, bullying, stress,

or grief as needed. In addion to school counselors, Scotland County has school based mental

health counselors that work one on one with students to address emoonal and social stresses

stemming from both the home and school environment.

Pracce G

Culvates and develops the potenal of young (K-3) students with early intervenon and talent

development opportunies through purposeful and intenonal diﬀerenated curriculum and

instrucon.

District Response: Scotland County Schools is aware of the need to grow the potenal of our

K-3 populaon. SCS will focus on providing nurturing and developmental enrichment services

to students showing potenal for giedness at an early age. Elementary teachers will receive

professional development on the characteriscs of the AIG student in order to idenfy and

promote the potenal of these students. The implementaon of whole class talent

development at the K-2 grades will address the needs of all SCS students in crical thinking

and problem solving acvies. District pacing guides at K-3 in reading and math will oﬀer

talent development enrichment opportunies based on quarterly standards.

For K-2, diﬀerenated services may be delivered to students by modifying the content and/or

pace of the instrucon through the following grouping strategies:

● Diﬀerenated small group instrucon with advanced same-grade level peers

● Grade advancement by subject only

● Full Grade advancement

● P.E.T.S curriculum through whole group as well as diﬀerenated small group

instrucon

● Jacobs Ladder Curriculum

● All students in grades K-2 are exposed to units in the P.E.T.S curriculum and based on

interest and performance in the units are pulled in small groups for further

enrichment to build skills with talent development at the forefront of the program.

For 3rd grade students, cluster classes are oﬀered in the areas of Math and Reading

where instrucon is delivered by an AIG cerﬁed teacher and diﬀerenated advanced

curriculum units are used for instrucon. These units may include: higher Lexile novel studies,

advanced math content standards, and project based learning opportunies.

Pracce H

Develops and implements diﬀerenated curriculum and instrucon that addresses the

academic and intellectual needs of gied learners, across all grade levels, through collaboraon

with a variety of personnel based on student needs.

District Response: Scotland County AIG teachers meet with other teachers and staﬀ to develop

and implement diﬀerenated instrucon for the gied student. AIG teachers will work each

summer during the district's C&I week on diﬀerenated pacing guides. These diﬀerenated

pacing guides will contain standards based acvies that oﬀer opportunies for extension,

enrichment, compacng, and acceleraon of the curriculum. Best pracces during PLCs

encourage teachers across various disciplines to develop advanced learning opportunies for

AIG students based on current classroom data.

DEP’s are shared with all teachers regardless of content area. These documents highlight

student strengths and areas of growth as well as the student's area of documented giedness.

The lead AIG facilitator of each school shares this informaon with AIG student's teachers to

help bridge diﬀerenaon gaps between regular educaon and AIG cerﬁed teachers.

Diﬀerenated instrucon is evident when teachers:

● Oﬀer students opons to choose from in assignments or lesson plans.

● Provide mulple texts and types of learning materials.

● Ulize a variety of personalized learning methods and student assessments.

● Customize teaching to suit mulple forms of intelligence.

For diﬀerenated instrucon to be successful, teachers will clearly explain the learning goals

and the criteria for success. Diﬀerenated learning thrives in a classroom environment where

students are working toward shared goals with a growth mindset. Teachers will idenfy and be

responsive to student needs, creang a supporve classroom culture where students embrace

diﬀerenaon for themselves and their peers.

Scotland County schools commits to ensuring AIG personnel, and other related instruconal

staﬀ are provided the necessary resources to support student learning.

Pracce I

Develops and documents a student plan that arculates the diﬀerenated curriculum and

instrucon services that match the idenﬁed needs of the K-12 AIG student, such as a

Diﬀerenated Educaon Plan (DEP). This document is reviewed annually with parents/

guardians to ensure eﬀecve programming, provide a connuum of services, and support

school transions.

District Response: All AIG students are inially placed in the AIG program when an inial

DEP meeng is held. The matching of service opons to student's needs should be based on

criteria for placement speciﬁed for each opon and the informaon collected about the

student during the student search and nominaon processes. The school system has the

responsibility of implemenng a variety of student service opons that address the needs of

idenﬁed students. The DEP meeng consists of the parent/guardian, a teacher that works

with the student, the lead AIG facilitator, the student (when appropriate) and a school

administrator and/or school counselor. If a student is twice exceponal, an EC representave

should be part of the DEP meeng with the purpose of aligning the DEP to the student's IEP.

The purpose of the DEP meeng is to discuss the student's strengths and needs as related to

his/her academic performance and social/emoonal needs. The commiee makes placement

decisions based on the discussions surrounding the student's strengths and needs related to

learning environment modiﬁcaons such as: AIG Classes for reading and/or math, grouping

and subject advancement, dual enrollment, and/ or consultaon. The discussions also include

content modiﬁcaon possibilies such as: advanced content, computer-based instrucon,

curriculum compacng, diﬀerenated instruconal units, independent study,

interdisciplinary/themac units, individualized program, problem-based learning, and/or

consultaon. At transion years of 5th to 6th grade and 8th to 9th grade, a full commiee

meeng should be held by October 15th of the new school year at the receiving school. The

full transion year process is highlighted in Standard 2e.

Gied progress reports should be sent home with regular report cards each quarter to reﬂect

the student’s progress towards their goals; whether academic, social/emoonal, or both. All AIG

students are expected to parcipate in goal seng at the start of each quarter.

Standard 4: Personnel and Professional Development

The LEA recruits and retains highly qualiﬁed professionals and provides relevant and eﬀecve

professional development concerning the diverse needs of gied learners that is ongoing and

comprehensive.

Pracce A

Employs an AIG-licensed educator as lead coordinator to guide, plan, develop, implement,

revise, and monitor the local AIG program and plan.

District Response: The AIG Coordinator oversees the AIG program in Scotland County. The

AIG coordinator will hold AIG cerﬁcaon and/or parcipate in AIG ongoing professional

development at the regional, state, and naonal level.

The AIG Coordinator's dues include:

With AIG teacher parcipaon, the AIG Coordinator develops a com-prehensive plan for

delivery of AIG services within the district. The planning incorporates appropriate goals,

implementaon strategies, evaluaon procedures and adequate melines.

● Assists in monitoring DEP implementaon in classrooms

● Observes instrucon to provide diﬀerenaon feedback to school

based administraon Ensures compliance with state laws and rules

● Oversees the screening, referral, and idenﬁcaon processes at the district level.

Communicates eﬀecvely within the school system and community and may serve as

liaison between the school system and local, state and federal agencies and other

related personnel when appropriate.

● Provides input along with the Finance Director in developing the program budget.

Assists in maintaining accurate, up-to-date inventories and preparing records and

reports

● Demonstrates professional ethics, shows evidence of planning and

accomplishing professional growth objecves and applies leadership skills

eﬀecvely

● Parcipates in professional development opportunies, including regional

and other statewide meengs to support gied programs

● Provides professional development and resources to engage AIG specialists in

advanced learning methods and strategies

The AIG coordinator leads biannual meengs for AIG lead facilitators to review their

idenﬁcaon processes and procedures as well as share best pracces. The AIG Coordinator

provides each lead AIG facilitator with a semester based checklist to ensure compliance with

AIG plan expectaons and deadlines.

The AIG coordinator provides AIG plan compliance and expectaon training for school

administrators in September and May to ensure adherence to plan mandates and best pracces

with regards to student scheduling, teacher placement, and school enrichment opportunies

Pracce B

Engages AIG-licensed specialists in tasks that explicitly address the academic, intellectual, social

and emoonal needs of K-12 gied learners.

District Response: SCS will service AIG idenﬁed students with an AIG cerﬁed teacher in

reading and math at each school in grades 3 - 8. These cerﬁed facilitators serve students

through core content areas and through enrichment opportunies outside of the classroom.

Each school has one lead facilitator who, with their school principal, helps to ensure their

building is in compliance with the district AIG plan.

All schools have an AIG facilitator that leads the AIG program in their building. This AIG

facilitator that leads the following:

● The AIG referral process,

● DEP meengs, and

● AIG based professional development at their school site.

He/she may also pull AIG students for extension acvies based on assessment needs and/or

may co-teach with non-AIG cerﬁed teachers.

The high school has teachers cerﬁed as honors and AP teachers. The high school

principal’s designee is responsible for the DEPH's, AG25's and Diﬀerenated Educaon Plan.

Pracce C

Establishes speciﬁc and appropriate professional development requirements for all personnel

involved in AIG programs and services, including classroom teachers, instruconal specialists,

student services personnel , and school administrators.

District Response: Scotland County Schools recognizes the need to give all of our

employees a chance to receive AIG professional development locally. Scotland County

Schools oﬀers to ﬁnancially support teachers who enroll at UNCP to acquire AIG add-on

licensure. The program's focus is designed to provide teachers with the latest knowledge

of theory and pracce and to prepare highly trained teachers to ulize these theories and

pracces in working with AIG students. Furthermore, SCS will cover the cost of one

aempt at the AIG praxis test for any teacher seeking AIG cerﬁcaon without course

enrollment.

At the start of each school year, the AIG lead facilitator conducts beginning of year training on

the AIG learner and the AIG idenﬁcaon process. The training may include, but are not

limited to: idenﬁcaon in underrepresented gied populaons, characteriscs of giedness,

and the social/emoonal needs of the gied. As funding allows, a cohort of 10-20 teachers

across K-12 will aend the state AIG conference each school year. They will be expected to

return to their buildings and oﬀer professional development to their peers regarding best

pracces that they acquired at the conference.

AIG Plan compliance training takes place at the beginning of the school year for administrators

during the principal and assistant principal district meengs.

The AIG coordinator leads biannual meengs for AIG lead facilitators to review their

idenﬁcaon processes and procedures as well as share best pracces. The AIG Coordinator

provides each lead AIG facilitator with a semester based checklist to ensure compliance with

AIG plan expectaons and deadlines.

Pracce D

Provides general educaon services by personnel who have earned an AIG add-on license or

have met the LEA requirements for that posion.

District Response: Scotland County Schools will provide the opportunity for regular

educaon teachers to gain AIG licensure through UNC-P or the AIG Praxis Exam. Either an AIG

cerﬁed teacher or the AIG lead teacher provides AIG core content services through the

district's cluster model in Reading and Math in grades 3-8. Advanced content/High School credit

courses are oﬀered to 8th grade students for Math and Eng 1. Teachers at grades K-2, 9-12 and

non-ELA/Math teachers are encouraged to pursue their AIG add-on licensure at district cost.

When professional development day agendas allow, lead AIG facilitators oﬀer training sessions

on AIG diﬀerenaon, rigor, and AIG student social and emoonal needs.

The AIG coordinator meets with K-8 principals and K-8 AIG facilitators in the late spring/early

summer to share cluster class placement guiding pracces as well as review teacher class

rosters to ensure that AIG students are appropriately placed. AIG Cluster Class Guiding Pracces

are cited in Standard LLC.

Pracce E

Develops strategies for the recruitment and retenon of AIG-licensed professionals, including

those of diverse backgrounds.

District Response: Scotland County Schools will seek to recruit teachers who are AIG-licensed,

by aending job fairs at local and, state and out of state universies. Scotland County Schools

will highlight all the beneﬁts and perk awards if selected as the school district to begin a

professional career. Scotland County Schools also recruits AIG teachers within the school

district. SCS’s oﬀers support for teachers who show an interest in becoming AIG cerﬁed,

through the partnership with UNC-Pembroke. Teachers are allowed to parcipate in the AIG –

licensure program provided by UNC-P and/or pass the AIG praxis. At the compleon of each

course and/or passing the Praxis, Scotland County Schools will reimburse teachers who

successfully receive the passing grade(s) and/or scores.

Pracce F

Provides focused professional learning opportunies to realize equity and excellence in gied

educaon including changing mindsets, policies, and pracces.

District Response: Scotland County Schools will be intenonal and provide professional

development opportunies that support equity and excellence in the gied educaon program.

Those learning focused opportunies will be presented by the AIG Coordinator, building a

deeper understanding of the growth mindset.

Pracce G

Aligns professional development opportunies with local AIG program goals, other district

iniaves, and best pracces in gied educaon with opportunies to reﬁne applicaons of

professional learning.

District Response: In addion to training for those teachers who provide direct services to

idenﬁed AIG students, Scotland County Schools strives to maintain a cadre of regular

classroom teachers who are knowledgeable about the characteriscs of gied learners and

the strategies for the appropriate instrucon of these students. The district's lesson planning

format requires diﬀerenated lesson acvies as well as a focus on rigor. Teachers across all

content areas parcipate in school based and district wide PLCs where planning lessons with a

focus on rigor is required. Numerous district and school based professional development

sessions are oﬀered on, but not limited to, the following topics/areas:

● Social and Emoonal Needs of the Gied Learner

● Characteriscs of the Underachieving Gied Learner

● Rigor and Diﬀerenaon

● Research Based Lesson Planning Strategies

● Wring across the curriculum

● Data Driven Instrucon

● Small Group Diﬀerenated Instrucon

● Technology Integraon

● Flipped Classrooms

● MTSS and Research Based Intervenons

● Project Based Learning

● Content Standards

● Robocs

Non-ELA and Non-Math teachers of AIG students in grades K-12, who do not hold AIG

cerﬁcaon, are encouraged to become AIG cerﬁed. Advanced Placement teachers receive

addional training through College Board sponsored programs.

Standard 5: Partnerships

The LEA ensures ongoing and meaningful parcipaon of stakeholders in the planning and

implementaon of the local AIG program to develop strong partnerships.

Pracce A

Develops intenonal, two-way partnerships with parents/ guardians to support the following

needs of AIG students:

● Academic and intellectual

● Social and emoonal

District Response: To connue increasing community understanding of the AIG program, the

district will update AIG brochures, post AIG informaon on the district website as well as on

each school website and hold informaonal meengs at each school for students,

parents/guardians, and administrators. Scotland County will seek to form ongoing,

consistent partnerships with community agencies and instutes of higher learning to support

AIG learners and AIG services both inside and outside the classroom seng. Each school will be

required to create an AIG parent advisory commiee and hold at a minimum of one meeng

per year to garner feedback from parents regarding their school's implementaon of the

district's AIG plan. This meeng should take place no later than April 15th . This informaon will

be shared with the district AIG coordinator.

Pracce B

Partners with community stakeholders, such as instuons of higher educaon, local business

and industry partners, and others to enhance and support the local AIG program s and services.

District Response: Scotland County Schools Community Partners include UNCP, RCC, &

Scotland County Health Care.

The AIG plan is located on the SCS district website and on each school's website to ensure that

all stakeholders have the opportunity to have access to the AIG Plan. The AIG brochure is

updated with the current AIG plan programming. A digital version of the AIG brochure along

with a FAQ document is available on the district's website.

It is the responsibility of the school principal, the AIG Facilitator and the classroom teacher to

provide informaon to parents concerning the academically or intellectually gied referral

process for students and the program descripon at each level of schooling.

At the beginning of each year, the AIG elementary school-based facilitator should coordinate

the noﬁcaon of all parents of second through ﬁh graders of the AIG referral process and

program descripons. This noﬁcaon can be done via a leer and a brochure sent to parents

at the beginning of the year and/or an AIG parent informaon night.

Once the tesng cycle is completed for a referred student, the AIG Facilitator and the

student’s classroom teacher will meet with the parent to interpret test results and develop the

educaonal plan for the appropriate services if needed.

The AIG Facilitators from receiving school will coordinate a parent orientaon meeng at the

beginning of sixth and ninth grades. The purpose of this meeng is to inform parents of the

service opons available to students at the next level of their academic journey. In each

building, the AIG lead facilitator will create a monthly newsleer informing parents of

AIG related informaon for their parcular school as well as the district.

Scotland County Schools will form ongoing, consistent partnerships with businesses,

community agencies and instutes of higher learning to support AIG learners and AIG services

both inside and outside of the classroom seng. Our goal is to connect classrooms to

real-world problems and foster cross-sector partnerships for collaborave learning.

SCS will connue to engage in the partnership solidiﬁed with the UNC-Pembroke's AIG

licensure program. SCS will also connue to maximize resources and contacts through CTE

for Career Pathways and Readiness.

Pracce C

Establishes and ulizes an advisory group to develop, implement, monitor, and revise the local

AIG program and plan. This advisory group is representave of the diverse populaons of the

district and is at least composed of community members, AIG parents/guardians, AIG teachers,

and other instruconal and support staﬀ.

District Response: The local AIG plan was developed through an advisory group. Principals,

AIG facilitators, School Board members, parents, and Curriculum and Instrucon staﬀ were

brought together to provide feedback on the district's AIG plan. Members of the AIG

advisory group were chosen based on their representaon of the diverse AIG learners in our

school district. Parent representaon on the commiee included parents from our

underrepresented AIG student body. Principals were chosen based on schools with both

high and low AIG enrollments. The AIG advisory group met to review the AIG standards and

provide feedback on Scotland County's plan to address the standards. This same AIG

advisory group will be called upon by the AIG coordinator to help monitor the

implementaon and eﬀecveness of the district's AIG plan.

The AIG parent advisory commiee will meet to address AIG programming and parent

feedback. This feedback will be shared with the district AIG coordinator. Representaon of

at least one parent per school is sought for the district advisory team which is made up of

parents, AIG facilitators, principals, C&I staﬀ, school board members, and

community partners. The district advisory team will be called to meet, as needed, to

discuss concerns shared from the school level that impact the district as a whole as well as

during AIG plan wring.

A copy of the new AIG plan and updates will be distributed to all schools and

administrators. Administrators and teachers receive training on the AIG plan as part of

opening school year professional development. This training will help expand their

understanding and knowledge of the plan to further grow their school based advisory

board and its eﬀorts.

The lead AIG facilitator in each building will hold an "AIG Council" of all AIG cerﬁed teachers in

the building bi-annually, or as needed, to discuss and reﬂect on AIG programming in their

building. Schools will inform stakeholders about the AIG parent advisory commiee and ask for

volunteer members during open house, parent nights, and in newsleers.

Pracce D

Informs all students, parents/guardians, and the community of the following:

● Local AIG Plan

● Local AIG program services

● Policies relang to advanced learning and gied educaon

● Ways to access opportunies available to AIG students

Communicaon is ongoing and responds to the diverse language needs of the community.

District Response: Scotland County Schools' populaon is becoming more diverse each year.

There is a greater need to provide all forms, leers and informaon in other languages. It will be

a focus for the district to have all the appropriate informaon in nave languages for parents of

ESL students. The AIG brochure will be made available in Spanish for Spanish speaking families.

AIG newsleers, forms, and pernent informaon will be translated, as needed, to nave

languages of ESL students and families who are in the idenﬁcaon process.

Standard 6: Program Accountability

The LEA implements, monitors, and evaluates the local AIG program and plan to ensure that all

programs and services are eﬀecve in meeng the diverse academic, intellectual, social, and

emoonal needs of gied learners.

Pracce A

Develops a wrien AIG plan to describe the local AIG program, in accordance with state

legislaon and SBE policy (N.C.G.S. 115C-150.5-.8 {Arcle 9B}), which has been approved by the

local board of educaon and sent to SBE/DPI for review and comment.

District Response: Scotland County Schools maintains a local AIG plan in accordance with

state legislaon and policy which is reviewed and revised every three years. Using the North

Carolina Academically or Intellectually Gied Program Standards (State Board of Educaon

Policy ACIG-000 – June 2021) and Arcle 9B N.C.G.S. 115C-150.5-.8. Scotland County

Schools has wrien plan that reﬂects the statewide framework for quality AIG programming,

the 2018-2023 DPS Strategic Plan, and the Oﬃce of Advanced Academics Priories, which

include:

● Strengthening equity in academic pursuit that focuses on the individualized need of

the student (idenﬁed and nurtured),

● Providing high-quality professional learning opportunies and implementaon

evidence that focus on supports for student learning and ensures program ﬁdelity,

and

● Increasing program outreach which enhance collaboraon and communicaon with

all stakeholders

The local AIG plan was developed through an advisory group of Principals, AIG facilitators,

parents and Curriculum and Instrucon staﬀ were brought together to provide feedback on

the district's AIG plan. Members of the AIG advisory group were chosen based on

their representaon of the diverse AIG learners in our school district. Parent representaon

on the commiee included parents from our underrepresented AIG student body. Principals

were chosen based on schools with both high and low AIG enrollments. The AIG advisory

group met to review the AIG standards and provide feedback on Scotland County's plan to

address the standards.

The AIG advisory group's suggesons for edits to the prior AIG plan, and AIG student enrollment

and assessment data, the AIG coordinator made edits to the prior AIG plan to match the data

needs and stakeholder suggesons (2019 -2022). This new dra of the plan was presented to

the AIG advisory board, the district principals, the curriculum and instrucon department, and

the district leadership cabinet. Based on feedback provided by these various stakeholder

groups, addional ﬁnal edits were made to the AIG plan. Aer all feedback was garnered and

edits were made.

Pracce B

Monitors the implementaon of the local AIG program and plans in accordance with current

legislaon and state policies to ensure ﬁdelity of implementaon for all AIG program

components.

District Response: Scotland County Schools connues to implement the School Board

approved AIG plan as well as monitor for areas that need to be improved. Monitoring of

the plan occurs through the following:

● Beginning of the year meengs with lead AIG facilitators to clarify their dues and

responsibilies

● Annual Approval of district and school site AIG budgets

● School based meengs with all AIG cerﬁed teachers

● Annual review of district AIG diﬀerenaon plans for instrucon

● Annual review of school based AIG plans

● Biannual meengs with school administraon regarding AIG student scheduling,

curriculum, and enrichment opportunies

● Semester AIG plan compliance checklists turned in to AIG coordinator by all lead

school based AIG facilitators and principals

● AIG coordinator's aendance at state AIG meengs to learn policy updates

● Disaggregaon of school walkthrough data for instruconal trends in cluster classrooms

Pracce C

Develops and monitors a budget using alloed state funds, and local funds if applicable, to

address the needs of the local AIG plan in accordance with state policy.

District Response: Scotland County Schools uses the AIG State Funding appropriately

for administraon of the local AIG program. All the funding received is used for the hiring of AIG

teachers to serve the students, providing AIG based professional staﬀ development,

approved enrichment opportunies for students and for purchasing materials for the AIG

program.

To ensure enough funding is provided per school year it is suggested that each school receive

$1000 per cluster class at the elementary and middle schools. The funding will be used for AIG

enrichment, supplies, ﬁeld trips, teacher resources and teacher/student selected projects

(middle school). Our previous plan allocated only $1500. Per School. The funding previously

provided, did not adequately fund AIG program, nor did it equitably support students in the AIG

program as well as non-AIG students included in the cluster grouping.

Scotland High School , SEarCH and Shaw AIG students are not placed in cluster classes,

therefore it is not necessary to provide a dollar amount per class. Scotland County Schools will

ﬁnancially support the AIG high schools students, once the AIG headcount is determined each

school year. The suggested dollar amount per student is $35.00. (Ex. SHS AIG student

headcount for 2021-2022 is 166 students. The dollar amount to support the AIG program at the

SHS would be: 166 x $35 = $5810). The funding source will be used to support AIG acvies

and needs (ﬁeld trips /college visits), guest speakers, support with class projects and curriculum

materials etc.

Pracce D

Maintains and analyzes mulple sources of student achievement and growth data, as well as

annual drop-out data for AIG students. Data is disaggregated to recognize paerns and trends

over me and inform mindsets, policies, and pracces for equity and excellence.

District Response: Scotland County Schools' AIG program has always gathered and

analyzed performance data on AIG students. This informaon will connue to be used to

improve the AIG program at the individual schools as well as in the district. Student data is

analyzed at quarterly school and district based planning sessions to inform changes in

instrucon. AIG cohort performance and growth data is disaggregated by the AIG coordinator

with the assistance of the district’s Accountability department. This data is shared with district

and school leadership teams to help inform curriculum and scheduling decisions. Scotland

County Schools will use student and district data to develop Diﬀerenated Educaon Plans for

each idenﬁed student. Dropout data will be reviewed through quarterly PowerSchool reports.

Trends will be addressed at school sites and across the district if noted.

Pracce E

Maintains and analyzes mulple data sources focused on the referral, idenﬁcaon, services ,

and retenon of students within the local AIG program to ensure that students’ racial, ethnic,

economic, or other demographic factors, including other exceponalies and language

diﬀerences, do not reduce their likelihood of access to and parcipaon in gied educaon.

District Response: Scotland County Schools reviews data from various resources to ensure

students are provided an opportunity to parcipate in the AIG program. Mulple data sources

are required to provide opportunies for all students without any biases.

The data sources considered are:

● BOY

● MOY

● CogAt

● EOG

● GRS*

Scotland County Schools collects data as the students are idenﬁed as academically or

intellectually gied. Referral and placement data by race, ethnicity, and economic status is

collected at each AIG headcount (Fall and Spring). This data is analyzed for trends across schools

to ensure equity in referral and placement. Conversaons are held and acon plans are

developed with school administrators whose schools show inequitable trends. Students who

show potenal for gied idenﬁcaon are idenﬁed throughout the year and monitored by

their classroom teachers and the school’s AIG facilitator for referral.

These processes help to ensure that the district's idenﬁcaon process is inclusive and

encourages diversity. Students who are not idenﬁed as AIG through the referral process, but

are idenﬁed as high performing, will receive nurturing services through our academic cluster

services and talent development enrichment opportunies.

Pracce F

Maintains and ulizes current data regarding the credenals of personnel serving K-12 AIG

students to align with the goals and strategies outlined in the local AIG plan.

District Reponse Scotland County Schools' personnel oﬃce and EC department keep

current licensure and professional development informaon for each employee. All students in

grades 3-8 AIG cluster classes are instructed by an employee that is cerﬁed or enrolled in AIG

licensure classes or is served by the AIG facilitator through inclusion or pull-out groups. Teachers

that teach advanced content courses, honors courses, or AP courses, may not have AIG

cerﬁcaon; however, they have district connuing educaon credits in rigorous instrucon,

diﬀerenaon in the classroom, technology integraon, and data driven instrucon.

Pracce G

Elicits regular feedback from students, parents/guardians, families, teachers, and other

stakeholders regarding the implementaon and eﬀecveness of the local AIG program.

District Response: School based advisory groups composed of teachers, administrators,

parents and community members will meet annually to discuss the progress of the AIG plan.

Input from school based advisory groups will be shared with the AIG Coordinator. As

school-based data and input warrants, the AIG coordinator may call the AIG district advisory

group to meet to discuss ideas, concerns, or suggesons for the district's AIG plan.

Pracce H

Facilitates a comprehensive evaluaon of the local AIG program ulizing mulple sources of

data to revise the local AIG plan every three years.

District Response: The AIG Coordinator annually reviews stakeholder feedback (school

based advisory group feedback and school based surveys), AIG teacher cerﬁcaon numbers,

AIG subgroup assessment data, and subgroup referral/idenﬁcaon data to suggest appropriate

AIG plan changes to the SCS school board. As data analysis warrants, the AIG Coordinator may

call the AIG district advisory group to meet to discuss ideas, concerns, or suggesons for the

district's AIG plan as a precursor to presenng plan changes to the SCS school board.

Referral and placement data by race, ethnicity, and economic status is collected at each AIG

headcount (Fall and Spring). This data is analyzed for trends across schools to ensure equity

in referral and placement. Conversaons are held and acon plans created with school

administrators whose schools show unequitable trends. Special consideraon is given to the DPI

review comments. SCS will connue to review and revise the AIG program throughout the year

or whenever a need is obvious.

Pracce I

Shares all data from local AIG program evaluaon with school and district personnel, students,

parents/guardians, families, and other community stakeholders.

District Response: Scotland County Schools gathers data from the previous evaluaon of the

AIG plan and communicates the informaon to the administraon. Schools conduct surveys and

the results are shared with the AIG Coordinator. All data surrounding the evaluaon of the AIG

plan is shared with the School Board in an open forum.

All schools share updates to the AIG plan during their school's AIG parent informaon session at

the start of the school year.

Pracce J

Safeguards the rights of all AIG students and their parents/guardians through established

wrien policies, procedures, and pracces. The LEA plan includes: informed consent regarding

idenﬁcaon and placement, reassessment procedures, transfers from other LEAs, and

procedures for resolving disagreements.

District Response: The idenﬁcaon process is used to document a student's eligibility for

AIG services based on the informaon collected during the student search and nominaon

process. Within 10 school days of receiving the Summary of Evaluaon results (AIG-S) and the

completed Frasier Talent Assessment Proﬁle, known as the F-TAP (AIG-E), the school site AIG

Facilitator issues an Invitaon to Conference (AIG-I) to the parents / guardian.

The school site AIG commiee (consisng of the AIG Facilitator, the student's classroom

teacher(s), and an administrator), along with the parents / guardian, will examine the F-TAP

to determine eligibility.

● To qualify for services in the gied program, a student must meet the criteria in 3 of

the 4 areas on the FTAP.

TAB (Traits, Aptudes and Behaviors)

● To be eligible in this area, a student must have at least 3 of the 10 traits, aptudes and

behaviors with a stanine score of 8 – 10. GRS (Gied Rang Scale)

● To be eligible in this area, a student must have at least 3 of the 5 areas of giedness at

or above the 88%ile. Aptude

● To be eligible in this area, a student must have at least one of the three areas (verbal,

quantave or Full Scale) scores at or above the 88%ile.