This document summarizes the Academically Intellectually Gifted (AIG) Program in the Wake County Public School System (WCPSS). The AIG Program aims to provide appropriately challenging education for high-achieving students through differentiated curriculum and instruction. Services are determined by each school's AIG Plan and can include options like resource classes, team teaching, and electives. Students are identified for the AIG Program through screening, nominations, and evaluations of cognitive abilities and achievement test scores. If identified, students receive differentiated instruction through their Differentiated Education Plan.

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Wake County
Public School System
Academically Intellectually Gifted
Program
Underwood Elementary School
Heather Callahan

2. Wake County Public School System
Vision for local AIG Program:
The Academically Intellectually Gifted (AIG) Program
provides an appropriately challenging education for
students who perform, or show potential for performing
at remarkably high levels of accomplishment when
compared to others of their age, experience, or
environment. Services for AIG students include
differentiated curriculum and instruction that extends and
enriches the Common Core and Essential Standards.
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3. The Academically Intellectually Gifted
Program seeks to:
 Foster high achievement and high growth
 Support needs and interests of gifted students
 Inspire the love of learning
 Nurture highly able learners
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4. WCPSS AIG Updates 2012-2013
 AIG Plan 2010-2013
 Year 3 Revision year
 Based on NC AIG Program Standards
 Reported to NC Department Public Instruction
 Approved by local Board of Education, August 2010
 AIG student population ~27,000
 17.88% of total WCPSS student population
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5. AIG Service Delivery
 Students identified as AIG receive differentiated
services at all Wake County schools.
 Each school develops their AIG Plan outlining service
delivery.
 Schools choose from a variety of service options.
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6. AIG School Based Committee
for Gifted Education
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 provides a team framework for evaluating data and
recommending the most appropriate service for individual
students who demonstrate a need for differentiation within the
WCPSS Academically Intellectually Gifted Program.
 includes administrator, AIG teacher, and staff members
representative of core content areas and/or grade levels at
each school.
 makes recommendations regarding: AIG
identification, AIG services, and AIG annual review.

7. AIG Program Service Options
 K-3: Consultation/Collaboration for Early Identified students
 Grade 2 (Q4)/Grade 3 (Q1): Explorers & Elective classes
 Grades 4-5: Differentiated Curriculum and Instruction
 Resource class for strong and very strong students
 Team teaching
 Consultation/Collaboration
 School-based enrichment
 AIG Basics
 Elective classes
 Grades 6-8: Differentiated Curriculum and Instruction
 Small group enrichment
 Team teaching
 Consultation/Collaboration
 School-based enrichment
 AIG Basics
 Elective classes
 Grades 9-12
 Advanced course selection
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8. Identification Process may begin from:
 Screening of all WCPSS 3rd grade students
 Parent nominations, grade 4-8
 Teacher nominations, grade 4-8
 Student nominations
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9. Nomination Windows
 Nominations are accepted at any time.
 Nominations are reviewed each semester by the
SBCGE before the semester testing dates.
 The SBCGE determines if nominated students will be
referred for evaluation based on current data.
 Testing dates are scheduled:
 First Semester: in week 6 of the 1st quarter
 Second Semester: in week 4 of the 3rd quarter
 Nominations received after the testing deadline will be
considered during the next semester.
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10. AIG Referral
 Referred students are administered the Cognitive Abilities
Test and the Iowa Assessments.
 Data is complied on an Individual Student Profile (ISP).
 Formal Indicators (Norm referenced assessments)
-Current aptitude scores
-Current achievement scores
-Current scores are scores within one calendar year of each other and
obtained after 2nd grade.
 Informal Indicators
-Learning behaviors
-Classroom performance
-Interests
-Motivation
 SBCGE reviews the complete student profile to make a
recommendation.
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11. Formal Indicators -Norm Referenced Assessments
 Aptitude test scores
 Cognitive Abilities Test (CogAT)
 Individual tests administered as necessary
 Achievement test scores
 Iowa Assessments (IA)
 Individual tests administered as necessary
 AIG identification criteria is >92% in both
aptitude and achievement
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12. Informal Indicators
 Learning Behaviors
 Parent and teacher checklists
 Student Performance
 Parent and teacher checklists
 Current academic grades in ELA and Math
 Current portfolio work samples in ELA and Math
 Student Interest
 Parent and teacher checklists
 Student motivation
 Parent and teacher checklists
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13. SBCGE Decision
 Not Recommended for AIG Differentiation
 Recommended for AIG Differentiation in Language
Arts and/or Mathematics
 Moderate service level
 Strong service level
 Very Strong service level
 SBCGE reviews service levels annually.
 Service level changes are based on demonstrated
student classroom performance.
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Student Service Information
 Moderate Service level: differentiation in the
regular education classroom
 Strong or Very Strong Service level: differentiation
in the regular education classroom and with the
AIG teacher for students in 4th and 5th grades

15. Differentiated Education Plan
Differentiated Course Plan
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Differentiated Education Plan (DEP)
Differentiated Course Plan (DCP)
 Describes the AIG Program services
 Indicates level of need in identified area/s
 Reflects appropriate service delivery options
 Outlines AIG Progress Report for Grades 4 and 5
 Documents the results of the annual review process

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18. Differentiated Curriculum and Instruction
Practices for gifted learners may include:
 Cluster grouping
 Flexible grouping
 Curriculum compacting
 Differentiated instructional units/centers
 Increased complexity and challenge
 Tiered activities and assignments
 Varied texts and materials
 Projects and investigations
 Technology applications
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Parents
Student
Stakeholders for AIG Student Success
Central Services AIG
Administrators
Classroom Teachers
AIG Teacher
School Counselors and
other professional staff

20. Additional Information is Available From:
 AIG Teacher/email
Heather Callahan/hcallahan@wcpss.net
 School websites and newsletters
www.mrshcallahan.pbworks.com
 WCPSS website
http://www.wcpss.net/curriculum-instruction/ag/
http://www.wcpss.net/faqs/departments/ag.html
 AIG Brochure (provided to all 3rd grade families with Explorers information)
http://www.wcpss.net/curriculum-instruction/ag/aig-brochure-2011.pdf
 AIG Parent Guide
http://www.wcpss.net/curriculum-instruction/ag/parent-guide.pdf
 AIG Program Plan 2010-2013
 PAGE, Partners for Advancement of Gifted Education
www.pagepage.org 20