District Academically and/or Intellectually Gifted (AIG) Program- Classroom Teacher Survey

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School Name:

*

Grade Level:

k-2

3-5

6-8

9-12

Other demographic questions:

Select any of the following statements that are true for you:

I currently teach cluster groups of AIG students

I currently teach an honors or advanced level course with AIG students enrolled

I have earned AIG add-on licensure

I have completed our district’s AIG professional development requirements to serve AIG students

I have served on an AIG Advisory Board/Group in the past at the school or district level

I am interested in serving on an AIG Advisory Board/Group as we revise the Local AIG Plan for the 2025-2028 plan cycle

Required

1. I am aware of the procedures for AIG student identification, including the screening, referral, and identification processes for my grade span. (S1)

Strongly Disagree

Strongly Agree

2. The district employs screening, referral, and identification procedures to respond to under-represented populations (including culturally/ethnically diverse, economically disadvantaged, multilingual learners, highly gifted, and twice-exceptional). (S1)

Yes

I am unsure

3. The documentation (i.e. Differentiated Education Plan) regarding the identification process and service options for individual AIG students is reviewed annually with parents/guardians. (S1)

Yes

I am unsure

4. What suggestions or ideas do you have to improve the AIG screening, referral, and/or identification process? (S1)

5. The district takes steps to ensure equitable representation of various student groups through the screening, referral, and identification processes.

*

Strongly Disagree

Strongly Agree

6. The district provides a range of services to meet the academic, intellectual, and social and emotional needs of AIG students.

Strongly Disagree

Strongly Agree

Clear selection

7. How often are you encouraged to use ongoing assessment in your classroom to inform grouping practices? (S2)

*

Never

Rarely

Occasionally

Frequently

Always

8. . There is effective communication among and between teachers and schools to promote continuity of gifted services from K through 12. (S2)

*

Strongly Disagree

Strongly Agree

9. The district supports collaboration among stakeholders (including school counseling personnel, regular education teachers, AIG specialists, and families) to address the social and emotional needs of AIG students. (S2)

*

Strongly Disagree

Strongly Agree

10. The district provides appropriate gifted support and services for under-represented populations (including culturally/ethnically diverse, economically disadvantaged, multilingual learners, highly gifted, and twice-exceptional). (S2)

*

Strongly Disagree

Strongly Agree

11. The district enhances and further develops the talents and interests of AIG students through extra curricular programming. (S2)

*

Strongly Disagree

Strongly Agree

12. What additional extra-curricular programs and events are you familiar with or would you like to see offered for enhancing and developing the talents and interests of AIG students?

13. The district uses challenging, rigorous, and relevant curriculum and instruction to accommodate the differing academic, intellectual, and social and emotional needs of gifted learners in language arts and mathematics, as well as other content areas when appropriate. (S3)

*

Strongly Disagree

Strongly Agree

14. The district supports teachers in adapting the NCSCOS to accommodate advanced ability levels in all content areas. (S3)

*

Strongly Disagree

Strongly Agree

15. The district encourages teachers to use diverse and effective instructional practices according to students' identified abilities, readiness, and interests to address a range of learning needs at my grade level(s). (S3)

*

Strongly Disagree

Strongly Agree

16. What evidence-based supplemental resources are available for your use, and what additional resources would you like to see used in the district? (S3)

17. . The district fosters the development of durable skills and mindsets, including adaptability, collaboration, communication, critical and creative thinking, empathy, learner’s mindset, and personal responsibility. (S3)

*

Strongly Disagree

Strongly Agree

18. How often do you receive support for using ongoing assessments in your classroom to drive curriculum differentiation and instruction decisions? (S3)

*

Never

Rarely

Occasionally

Frequently

Always

19. The district provides collaboration opportunities for regular education teachers, AIG personnel, and other related instructional staff to implement differentiated curriculum. (S3)

*

Strongly Disagree

Strongly Agree

20. Professional development requirements for classroom teachers involved in delivering AIG services are specific and appropriate. (S4)

*

Strongly Disagree

Strongly Agree

21. The district (and my school) provides opportunities for AIG specialists and classroom teachers to work together to apply what they learn in professional development opportunities. (S4)

*

Strongly Disagree

Strongly Agree

22. What professional development opportunities would you like the district to offer to better support AIG students? (S4)

*

23. The district intentionally forms partnerships with parents/guardians and the community to meet the needs of AIG students and to enhance and support the AIG program and services. (S5)

*

Strongly Disagree

Strongly Agree

24. What are other ways the district can share information about the Local AIG Plan, local AIG program services, and policies and procedures related to gifted education? (S5)

*

25. The district shares local AIG program evaluation data with the public.. (S6)

*

Yes

I am unsure

What do you believe to be the overall strengths of the Local AIG program and plan?

What suggestions and/or ideas do you have for program improvement?

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