2. What is the process for AIG identification?
 A referral is made by a parent, a teacher, other school
personnel, or by the student him or herself.
 Permission forms to evaluate are sent home.
 Data is gathered. This may include the administration of
tests. (See “How do students qualify?” for specific data.)
 The Needs Determination Team meets to determine what
services are best for the student at that time.
 Parents or guardians are notified of the results of the
process with two forms: Individual Student Identification
Profile (often referred to as an AIG 2) and a permission to
serve form or a notification that services are not
recommended at this time.

3. Why does this process take so long??
 Information must be gathered from a variety of sources.
Research into cumulative folders, contacting
teachers, and even getting permission forms all take
time.
 Testing for students who must take the CogAt in grades
4 and above takes about 4 hours total across 4 different
days. One hour of the time is spent helping students
understand the test. The test must be scored and
interpreted by our specialists.
 Our specialists are in classrooms during most of this
process. It’s quite likely they are serving your child in a
nurturing role during this time.

4. How does my child qualify? Three or more…
 90% or higher on standardized aptitude testing
 90% or higher on standardized achievement testing
 93% or higher in reading, language arts, or math
 Portfolio of work two years above grade level
 Research-based observations of students
 Gifted qualification from another school system
 Teacher recommendations
 We have research-based alternative pathways available
for students who present as non-traditional gifted
students.

5. Suppose my child qualifies…
 Generally services begin immediately. We must have your
permission in writing to serve your child.
 Services may be given by the classroom teacher, the AIG
specialist, or another specialist. (For example: a Media
Specialist may be part of a student’s service.)
 A DEP (Differentiated Education Plan) is developed. This
plan is created across a grade level. In some cases an IDEP
(Individualized Education Plan) is needed.
 When you receive the DEP, note the tremendous variety of
service options we have. Remember there are profound
differences among gifted students. Not all children receive
the same service. We plan for your child.

6. Suppose my child doesn’t qualify…
 Please contact your school’s AIG specialist if you have
questions about the results.
 Often, a student who doesn’t qualify demonstrates some
of the needed criteria but not a preponderance of
evidence. There is no single criteria that keeps a
student from qualifying.
 Students who don’t qualify are frequently placed on an
AIG Nurture List. This means that classroom teachers
and the AIG specialist follow the child’s progress. These
students may be included in some AIG services to
nurture/develop their gifts.
 Your child can be re-evaluated one year from the initial
evaluation. Students qualify at many different ages and
grade levels.

7. AIG Vocabulary
 Inclusion = Specialist goes in to classroom to either work
with entire class or with a small group.
 Pull-out = Students come to the AIG Specialist.
 Tiered Lessons = Lessons divided into appropriate
challenge levels for students’ abilities. Different
expectations for different abilities.
 Flexible grouping = Students come in to groups as their
needs fit. Remember that every child hasn’t learned the
basics of everything.
 Clustering = Placing a group of 5-8 high ability students
within a classroom.

8. More Vocabulary
 Consultation = AIG Specialist consults with classroom
teacher about the needed services for a student.
 Best Service Option = The best fit for the student’s current
needs determined by classroom teacher and AIG
specialist.
 DEP = Differentiated Education Plan, a plan of what is
being done across the grade level to best serve your
student.
 IDEP = Individualized Differentiated Education Plan, a plan
that covers necessary additional service options for a
student.
 Differentiation = different work designed for different
students using either ability or learning modalities or both.

9. How is my child served?
 Services are tailored to student need.
 Your child may be served in the classroom by the
classroom teacher, an integration of the AIG specialist in
the classroom, pulling students out to an AIG
group, curriculum developed by the AIG specialist for the
classroom, clustering small groups of AIG students
within classrooms, or some combination of these
methods.
 Advanced materials should be used for your AIG student
in his or her given area of identification when needed.
 The intention of the program is never to simply give more
work to an AIG student. AIG work is meant to challenge
your child in different ways.

10. New to AIG this Year from NC
Department of Public Instruction
 AIG students are now a sub-group in EOG Testing!
 That means:
The academic growth of AIG students will be tracked
now.
Students will be monitored more closely for growth
from year to year.
 Everyone will be working toward growth for AIG
students.

11. Growth: a short guide
 When you receive your child’s EOG scores, look for
a percentage growth from last year.
 Even students scoring a 99% two years in a row will
show growth because the curriculum grows every
year.
 You can help by making sure your child sleeps and
eats before the test. Truly.

12. www.chatham.k12.nc.us and search AIG.
Contact your school’s AIG specialist.
Contact your child’s teacher.
Look for printed materials in your school
office or from your AIG specialist as soon
as they are available.