Program Service Options and Instructional Strategies

The Orange County Schools AIG program uses a talent development framework to guide the creation and implementation of services for gifted learners. Programming is organized by grade span, with each grade span having a specific purpose. The purpose and scope of each grade span are outlined below:

Program Service Options by Grade Span

K-2: Experiences and Exposures

The purpose of programming in Kindergarten-2nd grade is to expose all students in those grades to activities and tasks that require various kinds of higher-order thinking, such as divergent and inventive thinking. All Kindergarten, 1st, and 2nd grade students will participate in these activities. In 2nd grade, all students participate in readiness activities, such as verbal analogies and pattern completion, in preparation for the Cognitive Abilities Test (CogAT.) Classroom teachers provide differentiated instruction for students who demonstrate advanced learning needs in specific academic areas. The AIG specialist may consult with the teachers to provide support in planning. Sometimes, depending on scheduling and student need, the AIG specialist may work with small groups of Kindergarten-2nd grade students on specific skills or tasks. Student performance data will be used to make grouping decisions, and these groups are fluid, flexible, and rotate throughout the year.

While very few students in Kindergarten-2nd grade are formally identified as AIG, classroom teachers provide differentiation for budding advanced learners based on demonstrated needs. This can include leading guided reading groups with above-grade-level texts, providing challenge center activities in math, and offering inquiry-based activities in science. Sometimes, based on availability and student need, AIG specialists may work with small groups of students inside or outside the classroom. These groups are fluid, flexible, and rotate throughout the year.

3-5: Talent Development

The purpose of programming in grades 3-5 is to provide AIG students with learning opportunities to develop their talents in their area or areas of identification. To align with the district multi-tiered system of support (MTSS) framework, there are three tiers of services in reading, math, and intellectually gifted. Tier 1 services are provided through differentiation in core instruction. Tier 2 services are provided through supplemental instruction using materials designed for gifted learners. This can occur in the regular classroom or outside the regular classroom. Tier 3 services are provided for students who have intensive learning needs and need a more individualized plan of study. Each tier of service is aligned with students' area or areas of identification and demonstrated learning needs and are outlined below.

For students identified in the area of reading:

Tier 1 (differentiation in core instruction)
- Above-grade level reading materials
- Ability-based small group work
Tier 2 (targeted supplemental curriculum and instruction)
- Integrated content projects or units
- Socratic Seminars
Tier 3 (intensive individualized learning plans)
- Independent learning contracts in reading
- Single-subject acceleration

For students identified in the area of math:

Tier 1 (differentiation in core instruction)
- Pre-assessment and accelerated pacing
- Challenge tasks, stations, or games
Tier 2 (targeted supplemental curriculum and instruction)
- Curriculum compacting
- Math tasks or units designed for gifted learners
Tier 3 (intensive individualized learning plans)
- Content replacement
- Independent learning contracts in math
- Single-subject acceleration

For students identified as intellectually gifted:

Tier 1 (differentiation in core instruction)
- Classroom-based science tasks or projects
Tier 2 (targeted supplemental curriculum and instruction)
- Science, technology, and math (STEM) challenges or competitions
- Passion projects (ie Genius Hour) or extracurricular activities
Tier 3 (intensive individualized learning plans)
- Independent learning contracts
- Mentorship

Service locations and delivery models for 3rd-5th grade AIG students include:

Consultation/collaboration (the AIG specialist and classroom teacher work together to plan instruction; the classroom teacher delivers the instruction)
Cluster grouping (groups of AIG students are placed together in a class)
Push-in/co-teaching (the AIG specialist goes into the regular classroom and teaches with the regular classroom teacher)
Pull-out/resource (the AIG specialist works with students outside the regular classroom)

6-8: Independence and Agency

The purpose of programming in grades 6-8 is to continue to provide opportunities for AIG students to develop their talents in their area or areas of identification while providing them with a greater opportunity to make choices about their learning. As with 3rd-5th grade programming, services for students grades 6-8 are organized into Tier 1, 2, and 3 in each area of identification.

The descriptions for each tier match those provided in the 3rd-5th grade span, with some new opportunities to take high school courses for credit while still middle school, including:

Math I
Math II (via North Carolina Virtual Public School)
English I
Spanish I
French I (not offered all years)

Service locations and delivery models for 6th-8th grade AIG students include:

Consultation/collaboration
Cluster grouping
Push-in/co-teaching
Pull-out/resource
Advanced courses
Online learning

Elective classes in the arts and career/technical education as well as extracurricular activities also support middle school student talent development, and AIG students can choose to participate in these activities based on their interests.

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. NCVPS is used for tier 3 services.

Each tier of service is aligned with students' area or areas of identification and demonstrated learning needs and are outlined below.

For students identified in the area of reading:

Tier 1 (differentiation in core instruction)
- Above-grade level reading materials
- Ability-based small group work
Tier 2 (targeted supplemental curriculum and instruction)
- Integrated content projects or units
- Socratic Seminars
Tier 3 (intensive individualized learning plans)
- Independent learning contracts in reading
- Single-subject acceleration

For students identified in the area of math:

Tier 1 (differentiation in core instruction)
- Pre-assessment and accelerated pacing
- Challenge tasks, stations, or games
Tier 2 (targeted supplemental curriculum and instruction)
- Curriculum compacting
- Math tasks or units designed for gifted learners
Tier 3 (intensive individualized learning plans)
- Content replacement
- Independent learning contracts in math
- Single-subject acceleration

For students identified as intellectually gifted:

Tier 1 (differentiation in core instruction)
- Classroom-based science tasks or projects
Tier 2 (targeted supplemental curriculum and instruction)
- Science, technology, and math (STEM) challenges or competitions
- Passion projects (ie Genius Hour) or extracurricular activities
Tier 3 (intensive individualized learning plans)
- Independent learning contracts
- Mentorship

9-12: Planning for the Future

The purpose of programming in high school is to provide opportunities for students to develop deep knowledge and skills in their area or areas of identification, and to begin to think about their futures beyond high school. Opportunities for high school AIG students are provided within the high school course and extracurricular offerings. These include:

Honors, Advanced Placement (AP,) International Baccalaureate (IB) Courses: High school AIG students, with the support of their guidance counselors, may select appropriately challenging courses in academic subjects, performing/visual arts, and career and technical education. Transcripts are monitored periodically by the assistant principal or guidance counselor with AIG responsibilities to ensure that students enroll in rigorous courses.

North Carolina Virtual Public School (NCVPS): The NCVPS provides AIG students with access to courses that are otherwise not available in OCS. Students receive credit for courses completed through NCVPS.

Dual Enrollment: Gifted students wanting to pursue advanced coursework may enroll in courses at an institution of higher education through the Middle College program or the College and Career Pathways (CCP) program.

Governor’s School: Gifted high school students may apply to attend the North Carolina Governor’s School, a summer program that provides students with highly advanced coursework in humanities, social sciences, mathematics, sciences, and visual/performing arts.

Instructional Strategies K-12

Learning Environment/Process Definitions

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.

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.

Advanced Courses (Secondary Only): 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.

Content/Product Modifications Definitions

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.

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.

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.