Frequently Asked Questions - Academically and Intellectually Gifted

Q: What is the definition of a gifted learner?

A: Clinton City Schools uses the following definition created by The Davidson Institute.  A gifted student:  Children who are gifted are defined as those who demonstrate an advanced ability or potential in one or more specific areas when compared to others of the same age, experience or environment. These gifted individuals excel in their ability to think, reason and judge, making it necessary for them to receive specialized  educational services and support to be able to fully develop their potential and talents.

Q: What is the difference between academically gifted and intellectually gifted?

A: Academically gifted students perform or show the potential to perform at substantially high levels of accomplishment in a specific subject area or areas when compared with others of their age, experience or environment.  Intellectually gifted students are those who perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience or environment; however, their achievements are not tied to a specific content area.

Q: Can I have my child tested for AIG by an outside agency?

A: Families may wish to pursue private testing through a licensed psychologist. Parents who elect to pursue evaluation through the services of a private source do so at their own expense. Parents should consult with their AIG specialist  prior to private testing to determine which tests may be accepted by Clinton City Schools 

Q: Can a student be twice-exceptional?

Yes.  According to the National Association for Gifted Education, “the term “twice-exceptional,” also referred to as “2e,” is used to describe gifted children who have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria.”  Additional information can be found at the NAGC website.

Q: How do EOG scores factor into AIG Placement? 

A: If a student scores a 5 on the EOG, then they are automatically placed into advanced math. If a student scores a 5 or is in the top 10% of local scores, they take the IOWA for math. If the student scores a 90% or above on the IOWA plus the 5 or top 10% of EOG, then they qualify for AIG math placement.  If a student scores 5 or top 10% in reading, they can take the IOWA for reading. If they score 90% or higher on IOWA and have a 5 or top 10% on EOG, they qualify for AIG reading placement.

Q: What is the difference between advanced courses and AIG content replacement? 

A: If a student makes a 5 on EOG math, they are identified as an advanced math student for the next year. Advanced Mathematics Course (AMC) Enrollment Legislation can be viewed:

https://www.dpi.nc.gov/students-families/enhanced-opportunities/advanced-learning-and-gifted-education/advanced-mathematics-course-amc-enrollment-legislation

Content Replacement allows an AIG student to receive services from a licensed AIG specialist to replace the content (pull-out in a separate classroom with other AIG identified students) and provide differentiation at student level. 

Q. Is there a place for the overachieving student?

A: If a student is an overachiever and does not qualify for AIG service, then the student’s needs should be met in the classroom by the teacher with differentiation. Discussion with the AIG specialist can be generated during grade level PLC.

Q: What is the difference between AIG content replacement and a regular classroom?

A: Gifted students grade 3-8: includes pull-out instruction with AIG specialists every day clustered with other AIG identified students of the same subject. AIG specialists plan appropriately challenging instructions for their students including compacting, acceleration, differentiation, enrichment, critical/higher-order thinking, and extended learning opportunities targeted to develop each student’s full potential. 

Q: How do I get into AIG?

A: There are four pathways in the Academically and Intellectual Gifted Program

• Pathway 1 (Intellectually Gifted): Students need an aptitude test to qualify under this pathway.  Composite or aligned subtest score at or above Standard Age Score (SAS) 130/97th percentile on nationally-normed aptitude test is needed. Students identified as IG do not meet achievement and  performance criteria.  

• Pathway 2 (Academically Gifted in Reading, Academically Gifted in Math): Students need a  combination of any 2 criteria (aptitude, achievement, performance) to qualify under this pathway.  88-96th percentile on composite or partial composite of an approved aptitude test OR 88th-96th  percentile on a content subtest of an approved aptitude test OR either 90th percentile or higher on an  approved achievement test in ELA Total and/or Math Total OR 90th percentile on  EOG/EOC/BOG OR achieve in the top 10% of local scores in Math and/or ELA OR a superior rating on an approved Gifted Rating Scale or anecdotal observations with aligned work samples. If an aptitude subtest or partial composite is used then the achievement testing or EOC/EOG/BOG  testing must be a subject-area match.

• Pathway 3 (Academically Gifted in Reading AND Math): Students need a combination of any 2 criteria (aptitude, achievement, performance) to qualify under this pathway. 88th-96th percentile on  composite or partial composite of an approved aptitude test AND either 90th percentile or higher on  an approved achievement test in ELA Total AND Math Total OR 90th percentile or higher on  EOG/EOC/BOG OR achieve in the top 10% of local scores in Math AND ELA OR a superior rating on a gifted rating scale OR anecdotal observations with aligned work samples in BOTH content areas. If an aptitude subtest or partial composite is used, then the achievement testing or  EOC/EOG/BOG testing must be a subject-area match. If a gifted rating scale or anecdotal  observation instrument is used, then the data collection must be a subject-area match.

•  Pathway 4 (Academically and Intellectually Gifted): Students must meet aptitude criteria AND  achievement OR performance criteria to qualify under this pathway. Composite or aligned subtest  score at or above Standard Age Score (SAS) 130/97th on an approved aptitude test AND either 90th  percentile or higher on an approved achievement test in ELA Total AND Math Total OR 90th  percentile on EOG/EOC/BOG/NCFE OR achieve in the top 10% of local scores in Math AND ELA OR a superior rating on a gifted rating scale or anecdotal observations with aligned work samples in  BOTH content areas. If an aptitude subtest or partial composite is used then the achievement testing  or EOC/EOG/BOG/NCFE testing must be a subject-area match. If a gifted rating scale OR anecdotal  observation instrument is used then the data collection must be a subject-area match.

Q: What are the opportunities for entry after 2nd grade?

A: The pathways above apply to students in any grade level. 

Q: Can I be “ungifted” due to grades or behavior? 

A:  No, a child cannot be “ungifted” due to grades or behavior. If a student is not performing academically to the standard of their honors or content replacement course, then conversations and support should be provided to the student.  A change in course/class placement may be made as a result of poor grades. 

Q: If I am AIG, do I have to take Honors/AP Classes?

A: No, but  all students are encouraged to take Honors/AP classes as well as CCP courses. A conversation with a counselor,  AIG liaison and parent is recommended. 

Q: What are the benefits of the AIG program?

A: Overall, gifted programs play a crucial role in meeting the unique educational needs of gifted learners, empowering them to thrive academically, socially, and emotionally while maximizing their potential.

• Tailored Curriculum: Gifted programs often provide a curriculum that is more challenging and advanced, allowing gifted students to work at a pace and depth appropriate to their abilities. This tailored approach helps prevent boredom and disengagement that can occur when students are not sufficiently challenged in the regular classroom setting.

• Intellectual Stimulation: Gifted programs typically offer intellectually stimulating environments where students can engage with complex concepts, problem-solving tasks, and creative projects. This fosters a love of learning and encourages students to explore their interests in depth.

• Social and Emotional Support: Gifted programs  provide a supportive community where students can interact with peers who share similar interests and abilities. This can help alleviate feelings of isolation and provide a sense of belonging for gifted students who may feel misunderstood or different in a regular classroom setting. Additionally, gifted programs may offer specialized support for the social and emotional needs of gifted learners, helping them navigate issues such as perfectionism, underachievement, and asynchronous development.

• Opportunities for Enrichment and Extension: Gifted programs  offer opportunities for enrichment and extension beyond the standard curriculum. This may include access to advanced coursework, extracurricular activities, competitions, mentorship programs, and partnerships with universities or industry professionals. These experiences can broaden students' horizons, cultivate their talents, and prepare them for future academic and career success.

• Individualized Attention: In gifted programs, teachers often have smaller class sizes and more flexibility to provide individualized attention to each student. This allows teachers to tailor instruction to students' specific needs, interests, and learning styles, fostering deeper understanding and mastery of academic content.

• Higher Achievement Levels: Research suggests that participation in gifted programs is associated with higher levels of academic achievement, including improved grades, standardized test scores, and college readiness. Gifted students who receive appropriate support and resources are more likely to reach their full potential and excel academically.

• Preparation for Leadership Roles: Gifted programs nurture the development of critical thinking skills, creativity, problem-solving abilities, and leadership qualities—all of which are valuable attributes in a variety of fields and professions. By providing opportunities for intellectual growth and self-discovery, gifted programs help prepare students to become future leaders and innovators in their chosen fields.

Q: Are there opportunities for students to take SAT/ACT tests earlier than high school?

A: While there are no opportunities  with Clinton City Schools for students to take the SAT/ACT earlier than high school, students can register for SAT/ACT at collegeboard.com.  The PSAT is also available and recommended for students in grades 8 and 9.