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Click here for virtual enrichment and extension resources for students: https://files.nc.gov/dpi/documents/advancedlearning/ncagt_ncdpi_virtual-enri
NC Definition of Giftedness
NC Definition of Giftedness
Cleveland County Schools Enrichment Program
Students in 1st and 2nd grade who need differentiated instruction are eligible to be referred for Enrichment.
-These groups will be determined by the results of I-Station, CBMs, STAR, and a teacher recommendation.
-Nurturing groups represent roughly 10% of all first and second grade students in Cleveland County Schools.
-Lessons will promote higher order, creative, and divergent thinking.
-Students who are referred for Enrichment have not been identified for the AIG program, see below.
AIG Identification
Students are first considered for placement in the AIG program during their 3rd grade year.
-Multiple criteria are considered when identifying a child as being academically gifted. Quantitative (standardized test scores) and qualitative (observable indicators) of giftedness evidence is needed.
-All third grade students will take the Naglieri Non Verbal Ability Test (NNAT) in the fall. This ability test measures aptitude for verbal and mathematical learning.
-All third graders take the Beginning of Third Grade Test (BOG) in September. Achievement tests like the BOG test knowledge students should have acquired by a certain grade level.
-If students perform well on the BOG and NNAT, we may also administer the CogAT (Cognitive Abilities Test). The CogAT Test measures the level and pattern of cognitive development of a student compared to students who are the same age. There are three components to the CogAT: verbal, quantitative, and non-verbal.
-We also can also use other quantitative assessment percentiles such as Star reading and math, Math CBMs, and iStation reading.
-Students may be considered for AIG services in later grades if not identified in third.
Forms of AIG Services
In-class flexible grouping: when advanced learners are grouped by common ability, readiness levels, learning styles, or student interests to receive modified curriculum and instruction.
Consultation/collaboration with student’s classroom teachers: when the AIG specialist and classroom teacher work together to plan and deliver modified curriculum and instruction to AIG students. The lessons may be delivered by the AIG specialist OR the classroom teacher.
Cluster grouping across a grade level/team: when a small group of AIG students are placed in a class together.
Co-teaching: when the AIG specialist goes into the classroom and works with the classroom teacher to meet the needs of AIG students.
Resource pull-out services: when the AIG specialist works with AIG students outside of the regular classroom on projects that enrich or extend what is being taught in the classroom.
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