Is there a definition of “gifted”?
Yes. The original 1972 definition has been refined many times with the most current National definition as:
Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities. (Note: States and districts are not required to use the federal definition, although many states base their definitions on the federal definition.)
Who makes the decisions about gifted students classes in school?
State and local guidelines influence the decisions about classes and programs on the school level. Local funding also plays a part of the way services are delivered. Each school within DPS has some level of autonomy on service delivery. Much of the decision process lies in the total school enrollment and those identified as gifted.
What does service delivery look like for AIG students?
There really is no one method of service delivery for AIG students. School resources, district allocations, and the number of students in the program are all factors on program services. To comply with state and local guidelines, a “continuum of services” must be offered that are respectful of individual student needs. These may be in the form of pull-out programs, advanced classes, varied grouping, acceleration, differentiation of curriculum and instruction, or self-contained schools (IE: high schools for performing arts).
In addition, service deliver may take the form of:
· Accommodations in the regular classroom
· Part-time assignment to both regular and special classes
· Full-time grouping with students of similar abilities
· Acceleration or grade advancement
What kind of training does a teacher need to work with gifted students?
Durham Public Schools recognizes certification from an accredited university or college offering add on licensure for AIG certification. Locally, Duke University partners with Durham Public Schools to offer licensure for teachers in the DPS system.
Teacher training requirements for working with gifted students are determined at the state and local levels. Although gifted and talented students are in every school and classroom, few districts require that all classroom teachers receive training to address the educational needs of advanced learners.
Do The Common Core State Standards address the needs of gifted students?
The Common Core Standards, adopted by North Carolina in June 2010, were done so to uphold high standards for all students. The standards were adopted as a benchmark for all learners. As such, they do not specifically cover the educational needs of the gifted learner. No standards were written for AIG programs – each students is required to show proficiency on the core standards first and AIG content second.
AIG program curriculum varies upon the needs of the learner and the school wide program. For example, a magnet school may have a different method of instruction versus the typical school setting. Course requirements as students move throughout the grade levels will serve as the basis for the enhanced curriculum gifted students desire.
Whom do I contact in North Carolina about state specific information?
In North Carolina, the Department of Public Instruction serves as the clearinghouse for all things related to public education. To access this webpage, use this link: