“AGENCY AND INDEPENDENCE”
The goal of AIG services for middle school students is to provide opportunities for them to make choices about what, when, and how they learn. Multiple service options for middle school AIG students allows us to meet students’ unique learning needs. All services an AIG student receives are indicated on his/her Differentiated Education Plan (DEP.)
Advanced Courses: Classes in which the curriculum is extended and enriched beyond the regular curriculum so students may explore more advanced topics with greater depth and complexity. Middle school students may also take some high school courses for credit, most commonly Math I, English I, and French or Spanish I.
Enrichment Choices: AIG students participate in enrichment classes or clubs based on their interests. Offerings vary by school, and may include options such as Genius Hour, Battle of the Books, or Journalism.
Cluster Grouping: A group of AIG students (typically 5-9) with similar abilities are placed in a class together for the purpose of providing differentiated instruction and an intellectual peer group.
Consultation/Collaboration: The AIG specialist and classroom teacher work together to plan modified curriculum and instruction for AIG students. The lessons are usually delivered by the classroom teacher.
Push-in/Co-teaching: The AIG specialist goes into the classroom and teaches with the classroom teacher, embedding acceleration and enrichment into the regular classroom lessons.
Pull-out Resource: The AIG specialist works with AIG students outside of the regular classroom on special projects or units that enrich or extend what is being taught in the classroom.
North Carolina Virtual Public School (NCVPS): The NCVPS provides AIG students with access to courses that are otherwise not available to middle school students in OCS. Students receive credit for courses completed through NCVPS.
INSTRUCTIONAL STRATEGIES K-12
The OCS AIG program uses five core instructional strategies to help students feel challenged in the classroom:
Flexible Grouping: An instructional strategy by which advanced learners are grouped by common ability, readiness levels, learning styles, or student interests to receive modified curriculum and instruction. This may include curriculum compacting, tiered assignments, and/or extension menus. Students are often pre-assessed prior to group formation, and groups are formed and re-formed based on demonstrated needs.
Compacting: For students who have already mastered the material to be learned, teachers may replace content students know with new content, enrichment projects, or other activities.
Tiered Assignments: Rather than assigning all students the same work, teachers offer different levels of activities or assignments based on student readiness or skill sets.
Learning Menus/Contracts: Teachers may provide students with a menu of activities or assignments, from which students may choose how they learn. Teachers may also develop learning contracts with students, which outline what a student will learn, how they will learn it, and how they will be assessed.
Blended Learning: Students extend their learning by learning content and completing activities using digital tools such as Canvas, Google Classroom, and EdPuzzle, in addition to their differentiated curriculum and instruction that they receive during face-to-face interactions with the AIG specialist or classroom teacher.