Road to Gifted Stop #4ECU AIG Licensure Program

Your superintendent, Dr. Purple Gold, is being questioned by parents and the local PAGE group about your countys local AIG plan and its
alignment to current research. He asks you to design a subpage for the district website that includes information about 3 specific components
addressed in the local plan: identification, placement, and services. First, he requests that you write research-based paragraphs introducing each
component below and justify the importance of the component with peer-reviewed literature (sections titled Research Based Information on ).
These paragraphs will build background knowledge for the gifted advocates and stakeholders in your county. Second, he wants you to assess
what is currently included in your local AIG plan in regards to identification, placement, and services. Third, he asks that you offer the county a
rating and recommendation(s) for each of the three components in the local AIG plan.

CONTENT

LOCAL PLAN APPLICATION

Component

Items specific to the local plan

1 Identification Highlight all of the following indicators that are evident in the local plan:

The identification process is clear and comprehensive.

Identification process is defensible as evidenced by most current research and

recommendations in the field of gifted education.

Assessments in the area of intellectual and academic fields, K-12, use a

minimum of three (3) appropriate criteria that include both qualitative and
quantitative measures with adequate reliability and validity.

Assessment instruments for identification reflect sensitivity to economic

conditions, gender, developmental differences, learning difference and diversity

Brenda Saunders-Moultrie
July 31, 2015

Assessing the county

Highlight one

Strong Evidence of proper identification

Some Evidence of proper identification
Limited/No Evidence of proper
identification

Road to Gifted Stop #4ECU AIG Licensure Program

of students so that equal opportunity for consideration is provided to all students.

When appropriate, professional personnel administer individualized assessments

in the language in which the student is most fluent.

When appropriate individual assessments are designated to assess strengthbased areas of gifted students and are administered by professional personnel.

An inter-rater reliability process is clearly articulated that ensures a child in

School A identified as gifted using a minimum of three (3) appropriate criteria that
include both qualitative and quantitative measures with adequate reliability and
validity would also be identified as gifted using the same criteria in School B.
The identification process is designed to organize multiple kinds of data free of
weighing and cut-off scores.

Based on your content knowledge

and current research, write your
recommendations to the
superintendent:

1. Assess students based on their

strengths

2. Provide assessments that are

sensitive to the needs of the students
ethnic, social, and/or economic
background

Additional Notes:
The School-based Gifted Team at each school completes a Gifted Education Student
3. Assess in a variety of settings and
Eligibility Record (AG2) on each student referred for evaluation. The record is based on
ways various times throughout the
the Multiple Indicators of Giftedness by Coleman, Gallagher, Harrison, and Robinson,
school year
and the Joseph S. Renzulli Systems and Models for Developing Programs for the Gifted
and Talented. The six criteria include:
1. Student achievement as demonstrated by a standardized achievement test (Iowa Test
of Basic Skills for placement)
2. Student aptitude as demonstrated by a standardized test (Cognitive Abilities)
3. Student performance as demonstrated by yearly grade averages

Brenda Saunders-Moultrie
July 31, 2015

Road to Gifted Stop #4ECU AIG Licensure Program

4. Student interest (adapted from the Joseph S. Renzulli Scale)

5. Student behavioral characteristics (adapted from the Renzulli Scale)
6. Observation of student checklist by parent (adapted from Linda K. Silverman, Ph.D)

7. Interest inventory (The Gifted Education Planner, Karen B. Rogers)

No single criterion can eliminate a student from consideration. The social, emotional and
developmental needs of the student will be considered as well as the six multiple
indicators.

When we rely on the use of a single criterion such as an IQ score to act as a gatekeeper or rely on theories with little empirical
grounding,
our identification practices do not reflect this understanding of intelligence (Coleman, 2000; Perkins, 1995).
Research
Intelligence is multifaceted and students should be assessed based on strengths. We should strive to identify students based on
Based
Information on what they know, what they can do, and the motivation they possess. I agree with this these statements. Intelligence comes in
IDENTIFICATI many forms and should be assessed to reflect that. Howard Gardner identifies many forms or ways that people can be intelligent.
ON
The National Report on Identification recommendation has a list of over 60 assessment that students can be used to be identified
by based on categories of giftedness, appropriateness for advantaged/ disadvantaged children, suitable age range, and
appropriate stage for use. This listing could prevent some of the issues or concerns surrounding current identification practices
and the disparity among certain groups of students.
An over reliance on IQ assessments cause a disproportionate representation of students due to culture, linguistics, or economic

Brenda Saunders-Moultrie
July 31, 2015

Road to Gifted Stop #4ECU AIG Licensure Program

disadvantages. Intelligence has many dimensions and an IQ score cannot single-handedly assess those dimensions. Students
should also be assessed using portfolios, performance-based assessments, and or projects that allowed the student to
collaborate with a peer or peers. To find students who have historically been overlooked and underserved by gifted education we
must be proactive in searching for abilities that can be masked or hidden (National Research Council, 2002).
There is no ideal way to measure intelligence.

2 Placement

Highlight all of the following indicators that are evident in the local plan:

Highlight one

Assessment instruments selected are deemed to be of equal importance in

making placement decisions.

Understandable procedures for developing Differentiated Education Plan (DEP)

and Individual Differentiated Education Plans (IDEP) are articulated and in place
for all K-12 identified gifted students.

Some Evidence
of proper placement decisions

Processes are articulated and in place to assure that K-12 DEPs and IDEPs are
accessible to students, parents, administrators, classroom teachers and teachers
of gifted students.

Limited/No Evidence
of proper placement decisions

Clearly articulated procedures exist in the plan for instructional placement of

identified gifted students who may need changes in their K-12 DEPs or IDEPs
to address possible furloughs, transfers (inside or outside school district) or other
possible instructional changes in gifted services.

Procedures are clearly communicated for annual and midterm reviews of K-12

Brenda Saunders-Moultrie
July 31, 2015

Strong Evidence
of proper placement decisions

Based on your content knowledge

and current research, write your
recommendations to the
superintendent

Road to Gifted Stop #4ECU AIG Licensure Program

DEPs and/or IDEPs that reflect data-driven decisions specific to the unique
needs of the gifted.

1. Assessment instruments should be

aligned with services.

Additional Notes: Documentation that explains the identification process and service
options with stakeholders (parents/families, students, teachers) are in the AIG Plan. The
DEP explains the learning environment, the content modification and other programs
designed to meet the needs of the student. A DEP meeting is held at each K-8) school at 2. More data driven decisions
the beginning of the year to fully explain the DEP (Differentiated Education Plan) and to
give the parent and/or guardian an invitation to have input. The DEP documents the
service options for an individual AIG student, and a copy of the DEP is provided for the
parents/families. At the beginning of the year meeting, the expectations for grades 3- 8
are shared with the parents for reading and/or math, and a copy of these are shared as 3. Appropriately measure quality and
well. Documentation of the success of the expectations is sent home each nine weeks in level of work samples.
the report card. A conference with the parent is held if services are changed. If the
teacher feels the student no longer needs differentiated services, the gifted team will reevaluate the student. If the Gifted Team recommends that the student should be served
in the regular classroom, an IDEP is developed and support is provided to the student in
order to re-enter gifted service options at a later date. A parent conference is required. If
a parent requests that a student be removed from gifted services, a written request must
be submitted to the AIG teacher stating the following: Name of student, Name of Parent
and/or guardian, Date, A form letter is found with the forms under Standard 6.
Teachers in K-8 will share the expectations for reading and math at the meeting in the
beginning of the year and it will become a part of the yearly review.
At the end of the year the DEP/IDEP will be reviewed and service will be continued or
modified according to the checklists, performance, and objectives in the DEP/IDEP. In K12, portfolios will be used as evidence to support such decisions as well as student
participation in competitions. Currently, the teacher verifies the review of the DEP by
his/her initials, date, and a check by continue services or change services. The
DEP/IDEP is kept in the student's AIG folder, and a copy of the DEP/IDEP that has been
reviewed is sent home to the parent. The parent is invited to a conference if services are

Brenda Saunders-Moultrie
July 31, 2015

Road to Gifted Stop #4ECU AIG Licensure Program

changed or modified or if requested by parent.

Currently, in the high school, the student and the counselor review the DEP each year
along with the four year or career plan after the initial signature of the parent. A plan will
be developed to involve the parents in the review yearly. In the Early College, an
Individual Education Plan (IDEP) has been developed with the current schedule
attached. The plan will be reviewed annually by the student, counselor, and parent.
The county matches program availability and resources with each area of AIG in order to
meet the academic needs of AIG students. Each K-8 school has an AIG specialist who
serves as the contact person or specialist. In addition to teaching AIG students directly,
that person works closely with the classroom teachers to provide appropriate services for
each area of identification. All identified students are cluster grouped in reading and/or
math according to the DEP or IDEP. In K-2, the AIG teacher provides support to the
classroom teacher by helping to find the appropriate classroom resources, or to provide
enrichment opportunities. In grades 3-5, students are formally identified, and they are
served in reading and math classes with a certified AIG teacher or flexibly grouped with
the gifted according to the DEP or IDEP. In middle school, identified students are subject
grouped or cluster grouped and served in language arts and/or math according to the
DEP or IDEP. In high school, identified students are served through honors, AP or IB
classes in the core curriculum. There is a contact person at each high school who will
work with the AIG Coordinator and Secondary Coordinator in developing a plan for
professional development for teachers and service options for students.
The use of pre and post assessments in the classroom to determine flexible groups will
be continued and implemented as needed. Formative assessments will be ongoing, and
student portfolios and data notebooks will be kept to monitor progress.

Brenda Saunders-Moultrie
July 31, 2015

Road to Gifted Stop #4ECU AIG Licensure Program

A student that is placed in the gifted program should include value-added assessments. The students progress should
be monitored using both qualitative and quantitative evaluations. Evaluations that are ongoing are essential for
continuity and improvement of the gifted plan. Proper ongoing evaluations can ensure proper placement for services
Research Based
Information on
PLACEMENT

Services

Some examples of qualitative evaluations are journals, work samples, portfolios, activity records, and student interest
surveys. Some Quantitative evaluations include checklists, achievement tests, report cards, creativity test, critical
thinking test, and leadership tests.

Highlight all of the following indicators that are evident in the local plan:

The plan offers a range of Program Service Options to address the unique needs
of identified gifted students.

Program Service Options exist for K-5 identified gifted students.

Program Service Options exist for 6-8 identified gifted students.

Highlight one
Strong Evidence
of gifted services
Some Evidence
of gifted services
Limited/No Evidence
of gifted services

Brenda Saunders-Moultrie
July 31, 2015

Road to Gifted Stop #4ECU AIG Licensure Program

Program Service Options exist for 9-12 identified gifted students.

Program Service Options are described K-5 (primary/elementary).

Program Service Options are described for 6-8 (middle school).

Program Service Options descriptions are described for 9-12 (high school).

Based on your content knowledge

and current research, write your
recommendations to the
superintendent
1. Ensure that the plan addresses the
needs of all gifted students

Additional Notes:
Students can be recommended for levels of differentiation or pathways for identification
and placement:

2. Address grades 9-12 for services

rendered more comprehensively

Pathway 1 (level of differentiation), Cluster Group; Pathway 2, Resource Group; Pathway

III, individual; and Pathway IV for enrichment (nurture group). The students must obtain 4 3. More explicit services for grades 9-12
out of the 5 criteria with 2 out of the 5 being either achievement, aptitude, or
and include more parent
performance.
communication.
The following criteria have been established:
Cluster : Aptitude Composite score of 85%-89%; Iowa Test Achievement score in reading
and/or math of 85% - 89%; Yearly average of 85% in reading and/or math; parent
checklist; teacher observation checklist; student interest and recognitions.
Resource: Aptitude composite score of 90% or higher; Achievement score in reading
and/or math of 90% or higher; Yearly average of 90% of higher in reading and/or math;
Parent checklist; Teacher observation checklist; Student interest and recognitions.
Individual: Aptitude composite score of 98% or higher (on individual test given by
psychologist); Achievement score of 98% or higher (on individual test); Yearly average of
98% in core subjects; parent checklist; teacher observation checklist; student interest
and recognitions. *Iowa Acceleration Scale is used as a guide for whole-grade

Brenda Saunders-Moultrie
July 31, 2015

Road to Gifted Stop #4ECU AIG Licensure Program

acceleration.
Nurture Group: Nurture Group students are not identified as gifted The students in this
group are served through an enrichment program within the classroom and are reviewed
yearly. Students from grades K-2 are considered for the Nurturing Program based on
teacher observation of the student's need for enrichment with the goal of enabling the
student to qualify for AIG services at the end of second grade. Students in grades 3-8 are
considered for the Nurturing Program based on teacher recommendations and
evaluation results.

Grouping is the vehicle educators can use to gifted students to access learning at the level and complexity they need (Lawless,
1998; Rogers, 2006; and Tieso, 2003). Grouping is one of the strategies used to service gifted students. There are four
purposes of grouping as a service model: curriculum delivery, educational need, to address the affective needs of the students,
and to allow students with similar abilities to collaborate and learn from one another.
Research
Based
Information
on
SERVICES

Gifted and talented students usually require less academic practice that their peers. Differentiating the curriculum and/or
instruction for them is also a way research indicates would serve as a best practice for rendering services. (Rogers, 2007)
suggest that the need for differentiated curriculum, instruction, and assessment ensures that gifted students have the chance for
continuous learning. However, (Hertburg-Davis, 2009) also point out that though differentiation is necessary, it is not sufficient
alone, and that comprehensive services are still needed.

Brenda Saunders-Moultrie
July 31, 2015

Road to Gifted Stop #4ECU AIG Licensure Program

Coleman, M.R. (2003). The identification of students who are gifted. Retrieved from ERIC database (ED480431)
Reference
List

Davis, G.A., Rimm, S. B., Siegle, D (2011). Education of the gifted and talented.
Upper Saddle River, New Jersey: Pearson Education
www.nagc.org
The Identification of Students Who Are Gifted. ERIC Digest. (The Identification of Students Who Are Gifted. ERIC Digest.)
ericdigests.org/2004-2/gifted.html

Works Cited
Coleman, 2000; Perkins, 1995 The Identification of Students Who Are Gifted. ERIC Digest. (The
Identification of Students Who Are Gifted. ERIC Digest.)
ericdigests.org/2004-2/gifted.html

Davis, G., & Rimm, S. (1985). Identifying gifted and talented students. In Education of the gifted and
talented. Englewood Cliffs, N.J.: Prentice-Hall.

Brenda Saunders-Moultrie
July 31, 2015

Road to Gifted Stop #4ECU AIG Licensure Program

Davis, G., Rimm, S., & Siegle, D. (2011). Identifying gifted and talented students. In Education of the gifted
and talented (Sixth ed., pp. 78-79). Upper Saddle River: Pearson.

Loveless, T. (1998). The tracking and ability debate. Washington, DC: Thomas B. Fordham Foundation.

Rogers, K. B. (2006). A menu of options for grouping gifted students. Waco, Texas. Prufrock Press.

Tieso, C. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26, 29-36.

Brenda Saunders-Moultrie
July 31, 2015

Road to Gifted Stop #4ECU AIG Licensure Program

*This assignment meets standard 3b.1--Teachers know the content appropriate to their teaching specialty. This assignment is just one example of
how the teachers in our AIG program at ECU have a rich and in-depth understanding of the content in gifted education. Specifically, this
assignment focuses on the content of identification, placement, and services with application to a local plan of their choice. Writing
recommendations to the superintendent requires knowledge of content and synthesis of research and local practices.

Brenda Saunders-Moultrie
July 31, 2015