AIG Resources & Information
This page is a central resource for families, students, and educators looking to learn more about AIG services in our district.
AIG Parent & Teacher Resources
- AIG Standards
- NC Gifted Law (Article 9B)
- AIG Identification, Placement, & Referral Process
- CogAT
- Common Myths About AIG Students
- Resources
AIG Standards
The NC AIG Program Standards were approved by the State Board of Education on July 9, 2009. Revised program standards were approved as State Board of Education Policy in June 2018. The NC AIG Program Standards have been developed to serve as a statewide framework and guide LEAs to develop, coordinate, and implement thoughtful and comprehensive AIG programs. These standards reflect Article 9B (N.C.G.S. § 115C-150.5-.08) and nationally-accepted best practices in gifted education.
Furthermore, the AIG Program Standards help ensure that the needs of AIG students are met and the potential of AIG students is optimally developed. The Program Standards serve as the official guidelines for the development of local AIG plans.
AIG Program Standards
NC Gifted Law (Article 9B)
For twenty-five years North Carolina has been a leader in advocacy and legislation for providing an appropriate education for academically gifted students. In August 1996, the General Assembly passed new legislation that changed gifted education in the state.
The law, Article 9B, created a multi-tiered system of responsibility and accountability for building a foundation for North Carolina's gifted children. All parts of the foundation — the State Board of Education, the Department of Public Instruction, the local board of education and its system's administration, teachers, parents, and the community — must work together to support the state's high-potential children. The students themselves have also been given responsibility for using the options and support available to them and for working to demonstrate successful performance. (NCAGT website - www.ncagt.org )
Article 9B Academically or Intellectually Gifted Students
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State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)
Academically or intellectually gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment. Academically or intellectually gifted students exhibit high-performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.
AIG Identification, Placement, & Referral Process
The AIG identification process begins in the second semester of the third grade when all students complete a universal screener, the Cognitive Abilities Test (CogAT). Students who achieve a score of 90% on the CogAT, those who are recommended for screening by a parent, teacher, or administrator, and those who may have identification from another school system will be placed in a talent pool for screening by the AIG Specialist assigned to each school. This screening consists of test evaluation, teacher input, and student performance and motivation.
Students can continue to be nominated for screening in grades 4-12 during the testing cycle if the student has a subject area NC EOG, NC EOC, or universal screener score of 90% or higher, score in the top 10% for each school site in one of the previously mentioned assssments, strong teacher or administrator recommendation, identification from a previous school system, or a recommendation from a parent. The screening process usually takes a few weeks to complete and consists of test evaluation, teacher input, and student performance and motivation.
AIG identification decisions are made by each school’s Gifted Collaboration Team. The team is comprised of the AIG Specialists, school counselor(s), school administration, social worker(s), teacher(s), and other support staff. The Gifted Collaboration Team at each school evaluates student data to identify students for the AIG program. K-8 students identified after October 31st may not be placed until the following school year.
Any person who is associated with the student may refer that student for gifted services at any time during the school year.
Referrals
When a student is referred for gifted services—whether by a parent/guardian or a teacher—the AIG referral form should be completed and returned to the AIG Specialist assigned to that school. After the referral is received and student records are reviewed, parents/guardians will be contacted to obtain permission for testing.
9-12 Student Referrals
High school students in grades 9–12 may refer themselves for consideration for gifted services by completing the Student Referral Form. Once completed, the form should be submitted to the AIG Specialist at the school. After reviewing your academic records, the AIG Specialist will contact your parent or guardian to request permission for further evaluation, if needed.
CogAT
The CogAT (Cognitive Abilities Test) measures a child's ability to reason and apply previous knowledge to new situations. The CogAT measures learned reasoning and problem-solving skills in three different areas in grades K-12. In Duplin County Schools, the CogAT is administered to all students in Grade 3 to determine students' eligibility for the AIG program. However, the CogAT can be administered to any K-2 student when a student has been referred to the AIG department.
In Grades K-2, the teacher reads all the sample and test items to the students. All of the questions are multiple-choice with four pictorial answer choices; therefore, no reading skills are necessary. Students mark their answers directly in their test booklets under the picture they have chosen for the correct answer. The CogAT is not a timed test in Grades K-2.
For Grade 3, the teacher reads the directions, leads students through the sample problems, then the students work through the test independently, recording answers on "bubble sheets." The test is timed in Grade 3. The student is given ten minutes to complete each section within each battery.
- Is the CogAT an IQ test?
- Is the CogAT a measure of achievement?
- What are the areas in the CogAT?
- When is the CogAT given?
- How is the CogAT used?
Is the CogAT an IQ test?
Is the CogAT a measure of achievement?
What are the areas in the CogAT?
Grades K-2
VERBAL Battery
- Oral Vocabulary
- Verbal Reasoning
QUANTITATIVE Battery
- Relational Concepts
- Quantitative Concepts
NONVERBAL Battery
- Figure Classification
- Matrices
Grade 3
VERBAL Battery
- Verbal Analogies
- Sentence Completion
- Verbal Classification
QUANTITATIVE Battery
- Number Analogies
- Number Puzzles
- Number Series
NONVERBAL Battery
- Figure Matrices
- Paper Folding
- Figure Classification
When is the CogAT given?
How is the CogAT used?
The CogAT is used to determine eligibility for the gifted identification and placement and identifying students whose predicted levels of achievement differ markedly from their observed levels of achievement (grades, benchmark tests, etc.).
Reasoning abilities have substantial correlations with learning and problem-solving. CogAT's measurement of three different content domains ensures educators receive a balanced view of the child, especially when coupled with measures of school achievement.
The CogAT is a measure of each student's level of cognitive development.
In the Duplin County Schools' AIG Plan, CogAt scores are included as criteria for gifted identification and placement. The Gifted Identification Team utilizes the student's CogAT score when considering placement for the gifted program as follows:
Grades K-3
Intellectually Gifted (IG)
- >98th percentile composite score on aptitude test and achievement
Grades 4-12
Academically and Intellectually Gifted (AI)
- >90th percentile composite score on aptitude test and achievement test
Intellectually Gifted (IG)
- >96th percentile composite score on aptitude test
OR
- >90th percentile composite score on aptitude test AND
>90th percentile score on non-verbal aptitude subtest
Academically Gifted in both Reading and Math, Reading, or Math (AG, AR, AM)
- >90th percentile in a subtest area on aptitude test or achievement test AND
>93 yearly/course average in matching subtest
Common Myths About AIG Students
There are many misconceptions about Academically or Intellectually Gifted (AIG) students that can impact how they are supported both at home and in the classroom. Some believe gifted students will succeed on their own, are gifted in all areas, or don't need additional services. In reality, AIG students have unique academic and social-emotional needs that require intentional support. Understanding the truth behind these myths can help parents and teachers better advocate for appropriate challenges and opportunities. Explore the myths below to learn more and support your gifted learner effectively.
- Myth: Gifted Students Don’t Need Help; They’ll Do Fine On Their Own.
- Myth: Teachers Challenge All The Students, So Gifted Kids Will Be Fine In The Regular Classroom
- Myth: Gifted Students Make Everyone Else In The Class Smarter By Providing A Role Model Or A Challenge
- Myth: All Children Are Gifted
- Myth: Acceleration Placement Options Are Socially Harmful For Gifted Students
- Myth: Gifted Education Programs Are Elitist
- Myth: That Student Can't Be Gifted, He Is Receiving Poor Grades
- Myth: Gifted Students Are Happy, Popular, And Well Adjusted In School
- Myth: This Child Can't Be Gifted, He Has A Disability
- Myth: Our District Has A Gifted And Talented Program: We Have AP Courses
- Myth: Gifted Education Requires An Abundance Of Resources
Myth: Gifted Students Don’t Need Help; They’ll Do Fine On Their Own.
Truth: Would you send a star athlete to train for the Olympics without a coach? Gifted students need guidance from well-trained teachers who challenge and support them in order to fully develop their abilities. Many gifted students may be so far ahead of their same-age peers that they know more than half of the grade-level curriculum before the school year begins. Their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work habits. The role of the teacher is crucial for spotting and nurturing talents in school.
Myth: Teachers Challenge All The Students, So Gifted Kids Will Be Fine In The Regular Classroom
Truth: Although teachers try to challenge all students, they are frequently unfamiliar with the needs of gifted children and do not know how to best serve them in the classroom. A national study conducted by the Fordham Institute found that 58% of teachers have received no professional development focused on teaching academically advanced students in the past few years, and 73% of teachers agreed that “Too often, the brightest students are bored and under-challenged in school – we’re not giving them a sufficient chance to thrive. This report confirms what many families have known: not all teachers are able to recognize and support gifted learners.1
Myth: Gifted Students Make Everyone Else In The Class Smarter By Providing A Role Model Or A Challenge
Average or below-average students do not look to the gifted students in the class as role models. Watching or relying on someone who is expected to succeed does little to increase a struggling student’s sense of self-confidence.2 Similarly, gifted students benefit from classroom interactions with peers at similar performance levels and become bored, frustrated, and unmotivated when placed in classrooms with low or average-ability students.
Myth: All Children Are Gifted
Truth: All children have strengths and positive attributes, but not all children are gifted in the educational sense of the word. The label “gifted” in a school setting means that when compared to others his or her age or grade, a child has an advanced capacity to learn and apply what is learned in one or more subject areas, or in the performing or fine arts. This advanced capacity requires modifications to the regular curriculum to ensure these children are challenged and learn new material. Gifted does not connote good or better; it is a term that allows students to be identified for services that meet their unique learning needs.
Myth: Acceleration Placement Options Are Socially Harmful For Gifted Students
Truth: Academically gifted students often feel bored or out of place with their age peers and naturally gravitate towards older students who are more similar as “intellectual peers.” Studies have shown that many students are happier with older students who share their interest than they are with children the same age.3 Therefore, acceleration placement options such as early entrance to Kindergarten, grade skipping, or early exit should be considered for these students.
Myth: Gifted Education Programs Are Elitist
Truth: Gifted education programs are meant to help all high-ability students. Gifted learners are found in all cultures, ethnic backgrounds, and socioeconomic groups. However, many of these students are denied the opportunity to maximize their potential because of the way in which programs and services are funded, and/or flawed identification practices. For example, reliance on a single test score for gifted education services may exclude selection of students with different cultural experiences and opportunities. Additionally, with no federal money and few states providing an adequate funding stream, most gifted education programs and services are dependent solely on local funds and parent demand. This means that in spite of the need, often only higher-income school districts are able to provide services, giving the appearance of elitism.
Myth: That Student Can't Be Gifted, He Is Receiving Poor Grades
Truth: Underachievement describes a discrepancy between a student’s performance and his actual ability. The roots of this problem differ, based on each child’s experiences. Gifted students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment. Other students may mask their abilities to try to fit in socially with their same-age peers and still others may have a learning disability that masks their giftedness. No matter the cause, it is imperative that a caring and perceptive adult help gifted learners break the cycle of underachievement in order to achieve their full potential.
Myth: Gifted Students Are Happy, Popular, And Well Adjusted In School
Truth: Many gifted students flourish in their community and school environment. However, some gifted children differ in terms of their emotional and moral intensity, sensitivity to expectations and feelings, perfectionism, and deep concerns about societal problems. Others do not share interests with their classmates, resulting in isolation or being labeled unfavorably as a “nerd.” Because of these difficulties, the school experience is one to be endured rather than celebrated.
Myth: This Child Can't Be Gifted, He Has A Disability
Truth: Some gifted students also have learning or other disabilities. These “twice-exceptional” students often go undetected in regular classrooms because their disability and gifts mask each other, making them appear “average.” Other twice-exceptional students are identified as having a learning disability and as a result, are not considered for gifted services. In both cases, it is important to focus on the students’ abilities and allow them to have challenging curricula in addition to receiving help for their learning disability.4
Myth: Our District Has A Gifted And Talented Program: We Have AP Courses
Truth: While AP classes offer rigorous, advanced coursework, they are not a gifted education program. The AP program is designed as college-level classes taught by high school teachers for students willing to work hard. The program is limited in its service to gifted and talented students in two major areas: First AP is limited by the subjects offered, which in most districts is only a small handful. Second it is limited in that, typically, it is offered only in high school and is generally available only for 11th and 12th grade students. The College Board acknowledges that AP courses are for any student who is academically prepared and motivated to take a college-level course.
Myth: Gifted Education Requires An Abundance Of Resources
Truth: Offering gifted education services does not need to break the bank. A fully developed gifted education program can look overwhelming in its scope and complexity. However, beginning a program requires little more than an acknowledgement by district and community personnel that gifted students need something different, a commitment to provide appropriate curriculum and instruction, and teacher training in identification and gifted education strategies.
Resources
Parent & Family Content Support Guides
NC Department of Public Instruction: Academically and Intellectually Gifted
National Association for Gifted Children
Supporting the Social-Emotional Needs of Gifted
Governor's School of North Carolina
William & Mary School of Education: Center for Gifted Education
