1. WCPSS 3rd Grade Explorers
Add school name and AIG teacher name befoer the presentation begins.
Welcome to the Wake County Public School System Academically or Intellectually Gifted Program 3rd Grade Explorers meeting. This model is uniquely designed to recognize, nurture, and develop gifted behaviors in students.
Jones Dairy Elementary
Mike Gifford

2. The purpose of the Academically or Intellectually Gifted (AIG) Program is to provide an appropriately challenging educational program for students who perform, or show potential for performing, at remarkably high levels of accomplishment… ~from WCPSS AIG Plan, page 1
As defined in our AIG Plan, the purpose of the Academically or Intellectually Gifted Program is to provide an appropriately challenging educational program for students who perform, or show potential for performing, at remarkably high levels of accomplishment.
Nurturing gifted behaviors in students is an integral part of the mission of the K-12 AIG Program.

3. AIG Program Service Delivery
Grades K-2: Consultation/Collaboration for IDEP students
Grade 3: 3rd Grade Explorers Nurturing
Grades 4-5: Differentiated Curriculum and Instruction may include:
Resource class for strong and very strong students
Team teaching
Consultation/Collaboration
School-based enrichment
AIG Basics
Elective classes
Grades 6-8: Differentiated Curriculum and Instruction may include:
Small group enrichment
Grades 9-12
Advanced course selection
The AIG Program provides a wide variety of services for identified AIG students from kindergarten through twelfth grade. AIG students receive services through a variety of settings; the services are designed to modify, supplement, and build on the academic skills and knowledge attained at all grade levels.
Third grade students benefit from the 3rd Grade Explorers nurturing lessons provided by the AIG teacher.
In grades 4 through 8, the AIG teacher consults and collaborates with classroom teachers. Identified students receive services within the regular classroom setting through appropriate content differentiation. Additionally, some students receive services through resource classes, elective classes, and team teaching as indicated on the AIG School Plan.
In high school the student needs are met through challenging courses and various forms of content differentiation.

4. 3rd Grade Explorers Classes
The AIG teacher works in partnership with 3rd grade classroom teachers to provide a variety of in-class experiences designed to elicit high academic performance.
Students who demonstrate potential in the activities will receive enrichment/extension activities in language arts and/or math under the guidance of the AIG teacher.
Throughout the academic year the AIG Teacher works in partnership with all 3rd grade teachers to provide a variety of in-class experiences in language arts, mathematics, and writing designed to elicit high academic performance.
Students who demonstrate potential during these in-class experiences receive advanced and enriched learning opportunities in language arts and/or mathematics under the guidance of the AIG Teacher and in collaboration with the classroom teachers.
Students in magnet schools participate in elective opportunities. (Discuss options available at your particular magnet school.)
Whole group experiences
Small group experiences

5. Team Effort Students 3rd Grade Teachers AIG Teacher
Student groups remain flexible and fluid throughout the school year. Student data collected during the implementation of 3rd Grade Explorers are an integral part of the identification process for 3rd grade students.
When we work together to enrich and enhance learning, students thrive.
AIG Teacher

6. Explorers Classes
Whole class introductory lessons in the 3rd grade classroom
Assessment of student performance and products
Small group enrichment activities facilitated by the AIG teacher
Units of study may include reading/language arts, math, and writing
There are several components of 3rd Grade Explorers.
The AIG Teacher leads whole class demonstration lessons within the 3rd grade classroom for all students. Both the AIG and the classroom teacher are present at this time to note student responses and to observe student performance.
The AIG and the classroom teacher collaborate to assess individual student performance. Assessments may include rubrics, checklists, teacher conferences, etc. Observational checklists are used to identify students whose responses reflect characteristics of high achieving students for further enrichment.
Following the demonstration lessons, the AIG teacher works with small groups of students to provide enrichment activities, offering opportunities for students to develop and demonstrate gifted behaviors. Performance products are collected and used in the AIG nomination and referral process in the spring semester.

7. Criteria for Small Group Participation
Observational checklists by the AIG and classroom teachers
Rubrics for the products
Student communication skills
Student interest
Student motivation
The AIG and the classroom teacher use various criteria for participation in small group instruction. Note that these groups are flexible as units of study change.
Groups are flexible as the units of study change.

8. Student Participation
Participation in a small group experience does not mean that a student has been or will be identified for future AIG services.
PLEASE Remember:
Your child’s participation in a small group experience does NOT mean that the student has been, or will be, identified for future AIG services.
Student work may be part of their portfolio used in the spring referral and identification process.

9. 3rd Grade Explorers Portfolios
Student work samples
Products
Rubrics
Journals
Teacher checklists
Portfolios may be a part of the spring AIG identification process for 3rd grade students.
Evidence from 3rd Grade Explorers may be considered along with formal and informal indicators for possible AIG nomination and/or referral during the second semester of the third grade year.

10. AIG Identification Process
Informal Indicators
Student Learning Behaviors
Student Performance
Language Arts and Math Grades
Profile Cards
Student Portfolios and work samples
Student Interest
Student Motivation
Formal Indicators
Cognitive Abilities Test (CogAT)
Iowa Assessments (IOWA)
At the 3rd grade level, a district-wide effort is made to search out and identify students who qualify for AIG services using both informal and formal data.
Teachers collect informal evidence for 3rd grade students as part district-wide nurturing and enrichment efforts.
Evidence from 3rd Grade Explorers may be considered with the informal indicators including student learning behaviors, student performance, student interest, and student motivation.
Formal indicators such as aptitude and achievement scores from norm referenced tests are also considered for possible AIG nomination during the spring identification window.

11. Keeping You Informed….. AIG Program Brochure
Parent informational meetings
School newsletters
School/ AIG teacher website
for questions and answers
The Academically or Intellectually Gifted Program uses many avenues to inform parents and the community. Please feel free to contact me if you have any questions or concerns.

12. Our goal is to support classrooms with educators working together
to help each student grow and develop as fully as possible.
~ AIG Plan Goal for Explorers
Thank you for attending this information session on 3rd Grade Explorers.