Douglass Elementary AIG

How does a student qualify for the AIG program?

Students can be formally identified for the first time at the beginning of 4th grade. In order to be considered, a child must have a minimum score of 90th percentile on either the End of Grade test (EOG), given annually in grades 3 through 8, or on the Cognitive Abilities Test (CogAT), given in 3rd grade. Students can also qualify for AIG services by scoring between the 85th and 89th percentile on BOTH the CogAT and the EOG. Alternative assessments (performance tasks and/or portfolios) may be considered.

What services does a gifted student receive at Douglass?

AIG students in 4th and 5th grade receive differentiation in a small group setting with the Instructional Coach about twice a week. Enrichment activities are planned that incorporate the North Carolina Curriculum Standards and integrate the skills that are being taught in the regular classrooms. Activities are centered around the upper levels of the Revised Bloom's Taxonomy to encourage critical & creative thinking. Differentiated resources are shared with classroom teachers as needed and differentiation may also be accomplished in 4th and 5th grade via push-in and/or other methods of co-teaching.

Are there AIG services available for students in grades K-3?

Students in Rockingham County Schools are not formally AIG identified until the end of 3rd grade. However, Instructional Coaches work closely with K-3 classroom teachers to ensure that students receive appropriate differentiation in the regular classroom. Differentiated resources are shared with teachers, and small flexible groups may be an option for students in K-3 who show gifted characteristics.

Where can I go to learn more about gifted education?

Rockingham County Schools' website has an AIG page that is full of information and resources for parents and students. Go to the RCS homepage at www.rock.k12.nc.us, click on "Curriculum", then "AIG", or use the following link... RCS AIG Information

Characteristics of Gifted Learners

Gifted learners are often no different from their peers; however, in many situations they can be very different and may not fit the perceived idea of a typical student. Gifted students often show characteristics of their giftedness in one or more areas. Some common characteristics of gifted learners in the categories of intellectual & academics, creativity, and social-emotional are shared below. It is important to note that not all gifted students think alike. It is also important to note that there can be both positive and negative aspects. Noting these characteristics of giftedness may help parents, students, and educators address the needs of the learner.

Intellectual and Academic Characteristics:

Superior comprehension, high level thinking skill
Long attention span, can become fixated on idea or topic
Curiosity, asks how and why to a variety of topics
Multiple interests, is highly capable in several areas
Insightful, applies knowledge to new and different situations
Difficulty making age appropriate friends
Unequal mental development; advanced / gifted in only a specific area

Creative Characteristics:

Solves problems creatively; out of the box thinking and reasoning
Developed sense of humor, understands sarcasm
Curiosity, not afraid to take risks when trying new approaches to thinking
Enjoys alone time, likes to complete tasks without interruption
Impulsive, needs answers immediately
Careless, hurries through work to get to more interesting task

Social & Emotional Characteristics:

Honesty, concern for justice and what is right
Compassion, sensitive toward others, empathy
High motivation, likes to be active in and out of school, displays perseverance
Independent, high self-concept, self-starter, often works alone
Personal reflection, actions imitate beliefs, evaluates thoughts and decisions
Frustation, when not successful at first attempt
Self-Criticism, takes things personally
Prefers adults, difficulty identifying with same-age peers