Moss Street AIG
Join our DEP Meeting on Thursday, September 29th at 4:30.
DUKE TIP ~
RCS: AIG INFORMATION
AIG Plan 2016-2019
School districts in North Carolina are required to create a new AIG Plan and submit it to the State Board of Education every three years. All AIG plans have to be reviewed and approved by the local school board before they are submitted to the state. The AIG Program Standards provide guidance to districts on what should be addressed in the AIG plans, and it is expected that a variety of stakeholders are involved in this process.
During the fall of 2015, data was collected from parents, students, teachers, community members, and administrators to determine our AIG program strengths and areas that are in need of improvement. The district's AIG Advisory Board and AIG Plan Review Team met in early 2016 to review the data and make goals for the 2016-2019 AIG Plan. The AIG department worked with stakeholders in these advisory groups to make necessary changes to the district's criteria for AIG identification and placement and how services are delivered to AIG students. The aim is to ensure that all students get an appropriately challenging curriculum, all day, every day. Other changes in the new plan include AIG identification and placement at the high school level and the identification of intellectually gifted students. The new AIG plan for 2016-2019 can be found through the link below:
AIG Program Standards
The NC AIG Program Standards were approved by the State Board of Education on July 9, 2009. Revised program standards were approved as State Board of Education Policy in October 2015. The NC AIG Program Standards have been developed to serve as a statewide framework and guide LEAs to develop, coordinate, and implement thoughtful and comprehensive AIG programs. These standards reflect Article 9B (N.C.G.S. § 115C-150.5-.08) and nationally-accepted best practices in gifted education. Furthermore, the AIG Program Standards help ensure that the needs of AIG students are met and the potential of AIG students is optimally developed. The Program Standards serve as the official guidelines for the development of local AIG plans. The most recent adopted AIG Program Standards can be accessed through the link below.
AIG Program Standards October 2015
If you have questions or concerns about the AIG program or your child's AIG services, please contact Mrs. Susan Price-Cole, AIG Lead Teacher for Rockingham County Schools at 634-3209, extension 49221.
Each spring, the identification/placement teams at the elementary and middle schools review multiple sources of data to determine the best placement for current AIG students the next year and to consider new AIG placements for the upcoming school year. No student is exited from the program unless it is requested by the parent. Any parent, teacher, student, or community member who has academic knowledge of a student can submit a student's name to the school's Instructional Coach for possible consideration as placement in the AIG Program. In order for a student to be placed in the Rockingham County Schools' Academically and/or Intellectually Gifted Program, the placement criteria must be met.
The vision and mission of Rockingham County Schools' AIG program are in alignment with the district's vision and mission.
Vision 2020 Statement
The Rockingham County Schools' Academically and/or Intellectually Gifted (AIG) program will empower each child to be a life-long learner, equipped to contribute in a changing, complex society.
Through effective relationships with family and community partners, the Academically and/or Intellectually Gifted (AIG) program of the Rockingham County School district will provide a safe, dynamic, nurturing, and innovative learning environment in which each child has the opportunity to reach his/her highest potential. To do this effectively, elementary, middle, and high schools will strive to identify and meet the unique educational needs of gifted students who come from all ethnic, cultural, and socio-economic groups. The cultivation of potential in this population must be enhanced through an appropriate match of differentiated services to individual needs as we strive to prepare the students for success in the 21st century. The program encourages critical thinking, creative thinking, and problem solving, while also addressing the social and emotional needs of the students.
Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. (From Article 9-B)
Definición - Estudiantes con talentos académicos e intelectuales desempeñan o demuestran su potencial para realizar niveles muy avanzados de logros cuando se comparan con los de otros estudiantes que son de la misma edad, o que tienen la misma experiencia y medio de desarrollo. Estudiantes con talentos académicos e intelectuales demuestran habilidades de alto rendimiento en áreas intelectuales, campos académicos específicos o en ambos campos académicos y áreas intelectuales. Estudiantes con talentos intelectuales y académicos necesitan servicios educativos más avanzados y diferentes a los programas de educación regular. Se hacen presentes habilidades extraordinarias en estudiantes de todo tipo de grupos culturales, niveles económicos y en todo tipo de áreas que el ser humano sea capaz de desarrollar. (Del articulo 9-B)
North Carolina Gifted Law (Article 9B)
For twenty-five years North Carolina has been a leader in advocacy and legislation for providing an appropriate education for academically gifted students. In August 1996, the General Assembly passed new legislation which changed gifted education in the state. The law, Article 9B, created a multi-tiered system of responsibility and accountability for building a foundation for North Carolina's gifted children. All parts of the foundation — the State Board of Education, the Department of Public Instruction, the local board of education and its system's administration, teachers, parents, and the community — must work together to support the state's high-potential children. The students themselves have also been given responsibility for using the options and support available to them and for working to demonstrate successful performance. (NCAGT website - www.ncagt.org )
State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)
Academically or intellectually gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.
As the AIG Department continues to meet our students' needs, we welcome suggestions and comments. Please contact Susan Price-Cole @ firstname.lastname@example.org.
Meet Mrs. Flynt
A little about me...
- Welcome! I am very excited to be working with you and your student this school year! My passion is educating children and helping them become the best person they can be. I am thankful that I am able to share my love for teaching every day with children!
- Prior to becoming an AIG Specialist, I was a classroom teacher. I taught 4th grade for twenty-one years (three years in Atlanta, four years at Reidsville Intermediate, and fourteen years at Bethany Elementary). My undergraduate degree is from Appalachian State in Elementary Education. I received my Masters in Education from West Georgia in Reading. I worked with gifted students during my years as a classroom teacher which sparked a love for working with AIG students.
- During my time outside of the school system, I enjoy spending time with my family, gardening, walking my dogs, and spending time on the golf course.
- I hope you enjoyed learning about me. If you have any questions, concerns, or praises, please feel free to contact me at any time within the school year.