AIG Forum Survey Data for Review
October 20, 2008

Name		________________________________		Date 	_____________________
District		________________________________		Position	_____________________

Part 1: Each item has a 4-point scale. Please select the response that represents your best estimate or judgment of the situation addressed in each item. Below each item, please include information to clarify or elaborate on your choice of response. 

1.	N = 11 / M = 3 
Rate the overall "health" of AIG in your district on the following scale: 
1: 4) healthy as a horse; doesn’t need to see a doctor
9: 3) well enough but will keep next doctor’s appointment 
1: 2) needs to go to the emergency room
0: 1) on its deathbed

Clarification/Elaboration: N = 8
*We need a 2.5 option. We have determined what is wrong and are working to fix it, but we need some advice regarding best practices for decision-making.

*Would like to have more materials. Creating a solid foundation for the roles of individual AIG teachers within the school is needed.

*There are lots of issues with our service delivery model at grades 3-5.  Part of the problem is teacher attitude, but there are bigger issues like social isolation, school within a school, etc.

*Our portfolio assessment and requirements are somewhat cumbersome to the program. Too many avenues to get into the program.

*Our program is finally receiving funding for materials, conferences and etc.

*There is too much inconsistency with classifying the Talent Pool and admittance of students into AIG classes although there is an AIG County Plan that was approved by our Board of Education.

*Needs more staff development activities

*Clinton City Schools has a healthy AIG program.  Students participate K-2 in a resource program.  3-8 AIG students are served in separate language arts and math classes.

2.	N = 11 / M = 3 
Rate the overall quality of instruction in your district on the following scale: 
0:   4) highly successful; no improvement possible
11: 3) successful; but clear opportunities for improvement
0:   2) marginal to occasional success; improvement clearly needed
0:   1) consistently unsuccessful; significant modification needed

Clarification/Elaboration: N = 8
*Aren't there always ways to improve?

*The quality of instruction, in my opinion, depends on the teacher.  This is my first year so I'm still learning about “what” my role is and “how” to enrich the students AND the teachers.

*We have three schools in school improvement, even though our test scores have been good, we are not making growth, particularly in the EC population and AIG population.

*Our district offers opportunities if teachers take advantage of them.  More teachers should be 'encouraged' to attend more.

*Everyone works extremely hard - however, there is always room for improvement.

*AIG schedules and numbers of teachers clearly differ from school to school in the elementary and middle school grades.  This often is reflected in the resources available.  There needs to be higher expectations.  Portfolios need a total revamping of rubrics, etc.

*AYP results

*We have had success in the state ABC program, earning expected or high growth in most schools for years.  However, we are not meeting all our subgroups in the NCLB program.

3.	N = 11 / M = 2.9 
Rate the overall quality of non-instructional service delivery in your district on the following scale: 
0:   4) highly successful; no improvement possible
10: 3) successful; but clear opportunities for improvement
1:   2) marginal to occasional success; improvement clearly needed
0:   1) consistently unsuccessful; significant modification needed

Clarification/Elaboration: N = 6
*I don't fully understand what this question is asking.

*Same as that for instructional service delivery.

*Some teachers provide higher order thinking opportunities and some teachers give 'another worksheet'.

*Same as previous: Everyone works extremely hard - however, there is always room for improvement.

*Some resources need professional development for better clarification of use.  We desperately need a testing diagnostician to assist with AIG testing during the school year separate from the mass grade 3 testing using CogAT at the end of the 3rd grade.  As Curriculum Coordinator, AIG is only one facet of my responsibility so my time is pulled in many other directions.  I want to devote as much time as possible observing and working with AIG teachers and students.

*School performance

4.	N = 11 /  M = 3.3
Rate the overall relationship between AIG program/schools and AIG homes/caregivers in your district on the following scale: 
3:   4) highly positive/productive; no improvement possible
8:   3) positive/productive; but clear opportunities for improvement
0:   2) marginally to occasionally positive/productive; improvement clearly needed
0:   1) consistently negative or unproductive; significant modification needed

Clarification/Elaboration:  N = 7
*This would be based on perception. I do not believe we have data to support this rating.

*The caregivers in our AIG program have given me so much insight into the AIG program and have helped me to be successful at my schools.  In my opinion, the teachers and AIG specialists work well together despite a few misunderstandings about what the AIG program is all about.

*Unclear about this question.

*At first AIG is a social stigma.  Once students are in the program parents become aware that students have to work to make an A, it's not a freebie because they are in AIG.  Students realize they were once the 'smartest student in the class' and now they are a part of a group of the smartest in the school.  The work ethic has to improve.

*I am referring to my school - Penderlea.  It is a very close community that totally supports the school and all programs.

*In general, the relationship is positive; however, there are too many parents who “insist” that their children be placed in AIG classes or receive special testing when the indicators do not agree with that assessment.  Grading practices as well as probation or eventual reassignment can be difficult at times.

*I am new to the system. I think it is positive

5.	Rate the overall degree of administrative support for the AIG program in your district on the following scale for each level of administration identified: 
School/classroom: N = 11 / M = 3
1:   4) highly positive/productive; no improvement possible
9:   3) positive/productive; but clear opportunities for improvement
1:   2) marginally to occasionally positive/productive; improvement clearly needed
0:   1) consistently negative or unproductive; significant modification needed

Clarification/Elaboration:  N = 7
*When I am asked questions about what lessons/projects are created and being delivered to the AIG students, then I feel needed and important in the schools.  I would like for my principal to 68ask more questions68 and get involved with the AIG services.

*None

*Some principals are extremely supportive of the AIG program, while others think that 68anyone can teach AIG, or they will get it anyway. Those are the principals that scare me the most; they have no real connection to the AIG students or the program it provides the higher level student.  We are losing too many higher level students to mediocre programming.

*Excellent - my principal has a background in Gifted ed. However - always room for improvement.

*At times principals insist that certain students be tested or allowed to be in AIG classes due to parent insistence.  The scheduling of AIG pullouts or resource among the schools varies too much.

*need more time to evaluate

*Clinton City Schools financially supports the success of the AIG program.

District/Central Office:  N = 11 / M = 3.1
1:   4) highly positive/productive; no improvement possible
10: 3) positive/productive; but clear opportunities for improvement
0:   2) marginally to occasionally positive/productive; improvement clearly needed
0:   1) consistently negative or unproductive; significant modification needed

Clarification/Elaboration: N = 6
*no elaboration for this question

*Our central office has concerns about our program and understands that things must change, particularly at the 3-5 level.

*Lead Teacher is highly supportive, beyond that it varies to a lesser degree.

*I have been the program on and off since the 90's and I have more support now than any previous year.

*Coordinating AIG is very time-consuming but rewarding.  My major concern is that I have other responsibilities besides AIG to oversee in curriculum.  As a result, I cannot be in the AIG classes with students and teachers as much as I would like or hold professional development sessions.

*Clinton City Schools is a small school district, so district administrators have to wear many hats.  District administrators are spread thin, therefore most programs could utilize more support.

Part 2:  Please respond to each of the following item with your best estimate or judgment of the situation addressed in each item. Please include information to clarify or elaborate on your response as needed. 
1)	Staffing: 

Current staffing numbers:  N = 8
*8 people- at least a part time specialist in each elementary and middle school; one 9-12 Specialist

*9 members I believe

*.5 K-2 teachers (certified) 1.5 3-5 teachers (certified) 2 6-8 teachers (certified) Other teachers teach the second level of AIG.  These teachers are not AIG certified, in most cases.

*Our district has 34 positions in 17 schools.  I am not familiar with the high school level of AP and Honors classes but the elementary schools seem to be serving the students well.

*50% at each elementary and middle school.  One person for high school.

*We have 34 AIG teachers in elementary and middle school.  However, only a few of those are paid out of state funding for AIG.

*do not know

*6 Fulltime and 1 part time

Anticipated staffing needs: N = 6
*It would be wonderful to have at least one more person working at the high schools.

*Don't know

*With two possible retirements, it is anticipated that the district will need 2 teachers.

*An additional elementary school will need an additional AIG teacher.

*We really need AIG teaching slots for possibly 4-8 more.  Next year a new elementary and middle school will open in our county. We also need a diagnostician for testing purposes primarily.

*unsure

*0

2)	Develop & maintain DPI attention & awareness of LEA needs/concerns: 

Identify strategies (potential &/or actual) for directing DPI attention to LEA local needs/issues:  N = 8 

*online forums or surveys

*This is my first year as an AIG teacher, so I don't know what strategies need to be directed to DPI.  I'm still learning everything right now.

*Our district needs help with selecting good AIG service delivery models that meet the needs of the school, staff, parents and students.  Most parents want students in AIG for social reasons and there is a lot of push to test and test to get students in a program so that they can be with their friends or students of status.  The way that we deliver our programs, particularly at the 3-5 level, encourages social isolation.

*Too much money goes to the NCLB which caters more to the lower level student than the higher level student.  More technology dollars are needed to prepare AIG students for the competitive world they will be entering.  Too much focus is on the lower level student and the higher level student gets what/if any is left over.  We are losing the higher level thinker by providing them with mediocre educational opportunities.

*I have no idea - as we have never managed to get their attention before.

*Efforts to raise the achievement levels of our top students are stressed at times due to lack of personnel.  In addition, an AIG diagnostician would speed up the testing and identification purposes.  That would be a positive public relations situation.  With more funding, more research-based resources could be purchased and respected presenters for professional development opportunities could be scheduled.  Extended classroom field trips to enhance critical thinking and learning objectives need extra funding since that has been virtually eliminated in our school district.

*Offer more AIG staff development opportunities.

3)	Teacher perspectives: 

Describe systematic efforts to acquire/include teacher perspectives on AIG in your district: N = 7 

*The Specialists work closely with the teachers of AIG students.

*I try to include my teachers as much as possible with memos, newsletters, maintaining a webpage, consistent correspondence in the classroom and out.  I'm planning on sending a survey out to the teachers at my school so I can credit their opinions on AIG services.

*Teachers serve on the district needs identification team, on the committee that develops the district plan, are involved in frequent meetings with central office staff, and have opportunities to share thoughts and concerns with the superintendent.

*Minimal effort is made to acquire AIG perspectives.

*We have a recruiter and we (AIG teachers) network at conferences.

*At the beginning of the 2008-2009 school year, there was an AIG professional development concerning William and Mary resources for English in the elementary school.  There are plans to have another AIG meeting for all teachers in elementary and middle school later this school year.  Emails are sent out often with questions for AIG teachers to respond to.  I have made personal visits and conferred with AIG teachers to garner suggestions, needs, etc.  Each elementary and middle school has a lead AIG teacher who will represent their school at quarterly meetings at Central Office to discuss issues, procedures, problems, etc.

*System wide AIG Committee meets twice yearly composed of AIG teachers and parents.