![Why Rural Matters in NC ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The Rural School & Community Trust, 2009 North Carolina has the largest rural student enrollment in the US](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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- 1. CHALLENGES AND OPPORTUNITIES Rural Schools and the New AIG Program Standards Emily Goglin, Lauren Miller, and Kristen R. Stephens, Ph.D . Duke University
- 6. Meeting the New AIG Program Standards: Your Most Pressing Challenges
- 8. STANDARD 2: DIFFERENTIATED CURRICULUM & INSTRUCTION Your Needs “ Time and resources for teaching regular classroom teachers how to use formative assessment and accelerate and challenge AIG students” In Your Words…
- 9. STANDARD 2: DIFFERENTIATED CURRICULUM & INSTRUCTION Discussion How can your district access and disseminate the RESOURCES your teachers need to engage in differentiation and acceleration? How can your district build in TIME for professional development and collaboration? What PROFESSIONAL DEVELOPMENT could your district use to enhance teachers’ understanding of differentiated curriculum and instruction?
- 12. STANDARD 3: PERSONNEL & PROFESSIONAL DEVELOPMENT Your Needs In Your Words… “ As fewer teachers are financially able to…get their AIG certification, we are struggling with the number of certified AIG teachers in our system”
- 16. STANDARD 4: COMPREHENSIVE PLANNING WITHIN A TOTAL SCHOOL COMMUNITY Your Needs In Your Words… “ Specific programming for underserved populations suffers due to lack of personnel to implement program”
- 17. STANDARD 4: COMPREHENSIVE PLANNING WITHIN A TOTAL SCHOOL COMMUNITY Discussion How can we get MORE AIG-CERTIFIED TEACHERS in our schools? Where can we find EXAMPLES FROM OTHER SCHOOL DISTRICTS of comprehensive planning within a total school community? Where can we get FUNDING for staff, extra-curricular programming, professional development, and training on social-emotional and other needs of AIG students?
- 20. STANDARD 5: PARTNERSHIPS Your Needs In Your Words… “ Local support for parents to donate time from their job(s) to support the school system”
- 21. STANDARD 5: PARTNERSHIPS Discussion How can you communicate with other schools and/or districts to get new IDEAS AND SUGGESTIONS? What individuals in your community could provide INTERPRETATION AND TRANSLATION SERVICES? What pre-existing connections (with families, businesses, etc.) can you take advantage of to access different AREAS OF EXPERTISE?
Notas del editor
- Our project began when we saw the latest issue of “Rural Matters.” We were surprised by much of this data, as most people don’t typically consider NC very rural. In fact, statistics show…
- After reviewing the data about NC’s ruralness, we did some research on rural gifted programming. In general, rural school systems face several basic challenges in serving their gifted population.
- Our work is also motivated by the new AIG program standards, which, as many of you know, were released by the state in July 2009. The 6 standards address identification, curriculum and instruction, professional development, comprehensive programming, community partnerships, and accountability. For each standard, the state has indentified several practices, which outline, in detail, what districts need to consider and address when developing updated local AIG plans. I’m sure that you’re all aware that these plans are due this summer. We are interested in helping rural districts in NC respond to these standards and so we developed a survey to get more information about specific challenges that rural districts are facing, as they write new local plans.
- The state has outlined a 5-step planning process that districts should follow as they write new local plans. Our first task was to uncover where most districts are in the planning process. Step 1: 100% Step 2: 91% Step 3: 89% Step 4: 77% Step 5: 54%
- Our survey asked districts to identify the standards that they felt would present the most challenges. Standards 3 & 4 are clearly the most problematic for our rural respondents. Nearly 2/3rds of respondents from rural districts indicated that both of these standards, which address Comprehensive Programming and Professional Development, would be difficult to meet. Additionally, respondents felt they might have trouble addressing Standards 2 & 5, which focus on Differentiated Curriculum & Instruction and Community Partnerships. For the remainder of our time, we are going to focus on these 4 targeted standards. Based on our preliminary survey data, we will identify specific challenges and needs for each standard. We are also going to allow time for discussion in small groups so you can begin to brainstorm ideas and strategies. Our hope is that these discussions will kick-start more extensive conversation and collaboration focused on AIG programming in our state. We will also present a few ideas that we hope will address your challenges and needs.
- So far, most people have chosen practice 2b, followed by 2e and 2h.
- You mentioned that regular education and AIG teachers need resources they can use to enhance their instruction. Teachers also need time to collaborate and make collective plans for their AIG learners. Professional development about differentiation could help teachers in this process.
- Turn to your group and take 5 minutes to discuss these questions. How can your districts tackle these challenges?
- Standard 3 addresses personnel & professional development, a topic that is one of your most pressing concerns. More specifically, respondents have indicated so far that practices C and D are present the biggest challenges. Practice g is also an area of concern.
- Respondents shared that funding is the biggest hurdle to providing and accessing high-quality professional development as well as supporting more AIG-certified teachers. Respondents felt that they need more professional development opportunities, for AIG teachers and general education teachers.
- Turn to your group and take 5 minutes to discuss these questions. How can your districts tackle these challenges?
- Webinars on Wednesdays: Topics include classroom strategies, critical issues/policy, and expert perspectives registration fee: $39 member/$59 nonmember per session - discounted rates for purchasing 3 or more at once – some webinars are free to NAGC members. Archived presentations are also available. www.nagc.org
- Many of you expressed that standard 4 poses a significant challenge as you develop your local plans. Specifically, you chose these five practices pretty equally.
- In general, you expressed that you simply need more AIG teachers to teach your students. You wish you had examples of intentional programming for underrepresented groups. You mentioned that secondary programming is particularly challenging. Several folks expressed that funding is needed for extra curricular programming, professional development, and training on social-emotional eneds.
- Turn to your group and take 5 minutes to discuss these questions. How can your districts tackle these challenges?
- Meeting Standard 5, which addresses family and community partnerships, is a challenge for about a quarter of rural survey respondents. Specifically, respondents are concerned about the best ways to get families and community members involved and then maintain these partnerships.
- Respondents need ideas and examples from other districts on where to begin. Reaching out to non-English-speaking families through interpretation and translating services is an expressed need. Additionally, respondents need more information from parents & families about what resources and expertise they can offer.
- Turn to your group and take 5 minutes to discuss these questions. How can your districts tackle these challenges?