Eligibility & Identification

Identification Process

A. Screening

  1. Each school will develop a local pool of students who are possibly qualified for and in need of differentiated instruction.
  2. Each school will review the standardized cognitive and/or achievement test scores for individuals scoring at the ninetieth (90th) percentile or above annually.

B. Referral

  1. Gifted specialist distributes forms and receives nominations for the development of the search pool.
  2. Each school will receive referrals from teachers, parents, peers, or others including self-nomination for gifted educational services.
  3. Each school will include a listing of students from diverse cultural and economic groups who show a high interest or performance potential in language and or math. When appropriate, English Language Learners (ELL) students will be tested in their first language to afford them an equal opportunity to be a part of the AIG program.

C. Identification

  1. The Gifted Education Review Committee (GERC) will review information presented on candidates. Their responsibilities include the following:

• reviewing a student’s eligibility

• determining if further assessment is needed

• referring to appropriate program options

• reviewing information on transfer students who have been previously identified . (This review will occur at the end of the semester the students enter Stokes County Schools or as soon as records have been received.)

Based on specific grade level span, the Gifted Education Review Committee may include the following members: grade-level/course-specific teacher, a teacher familiar with the student, a school counselor, the gifted education specialist and an administrator.

  • If further individual assessment is deemed necessary, a formal request will be made by the committee to the AIG District Coordinator. Testing will be completed within 90 days of the request.

D. Placement Process

The following is a summation of the identification and placement process. The summary steps are provided in order for ease of understanding:

  1. Notice of consent to evaluate is sent to the parents
  2. Interest inventory is sent to parents to gather feedback to gather information about the learner
  3. Additional information requested, if necessary; behavior scales are completed by at least 2 appropriate personnel
  4. Invitation to conference sent to parents
  5. Differentiated Education Plan (DEP) developed by GERC and reviewed with parent by AIG specialist, gifted education inclusion teacher or designee before finalizing
  6. Parent signs agreement of options and permission for placement

Criteria for Identification

Stokes County Schools supports the multiple criteria approach for the identification of AIG students. This approach is essential for illuminating student strengths and developing appropriate instruction.

Academically Gifted (AG) - Students who have demonstrated high academic performance.

  • AM (Academically Gifted - in Math)
  • AR (Academically Gifted - in Reading)

Intellectually Gifted (IG) - Students who have demonstrated high intellectual capacity but have not yet demonstrated high academic performance.

Academically and Intellectually Gifted (AIG) - Students who are demonstrating high intellectual capacity and high academic performance.

The following categories provide either quantitative and qualitative data collected relative to criteria for students in order to build a comprehensive learner profile for eligibility for AIG services.

  • Student Performance
  • Student Achievement
  • Student Aptitude
  • Student Interest
  • Student Motivation to Learn
  • Intellectually Gifted

K-3 Talent Development

Stokes County Schools delays the formal identification of students for the Academically or Intellectually Gifted Program until the end of 3rd grade when testing is more appropriate and accurate for predicting the need for advanced curriculum. When warranted, students in kindergarten through 3rd grade receive enriched curriculum in the regular classroom setting. Using a collaborative and consultative approach, the classroom teachers and the AIG specialists work together to meet the needs of these advanced students. The goal of our program, particularly at this level, is to provide opportunities to identify, cultivate, and develop talents and abilities in the whole child and to spark new interests at a level that is appropriate for each student.

ELEMENTARY CRITERIA (GRADES 4 – 5)

STAGE 1- Quality educational experiences available to all students through differentiated core instruction.

STAGE 2 - At least four out of six must be met with one of the four being either the aptitude or End of Grade Test(s). The six categories are:

• Aptitude in the 90th – 99th percentile range

• End of Grade Test(s) in specific subject area(s) (90th -99th percentile range)

• Teacher recommendation with anecdotal documentation attached to the teacher

recommendation form including specific indications of giftedness.

• Student interest with sample documentation

• Task commitment as evidenced by behavior scale (GER-4 Gifted Behavior Scale)

• Academic performance in the subject area of identification within the last school year (“A” preferred with “B” minimum grade of 85 required based on 10 point scale)

STAGE 3 – Five of six must be met - and at least one of the six must be the aptitude or End of Grade Test(s)

• Aptitude in the 95th – 99th percentile range

• End of Grade Test(s) in specific subject area(s) (95th -99th percentile range)

• Teacher recommendation with anecdotal documentation attached to the teacher

recommendation form including specific indications of a high level of giftedness.

• Student interest with sample documentation

• Task commitment as evidenced by behavior scale

• Past academic performance in the subject area of identification within the last school year (“A” preferred with “B” minimum grade of 85 required based on 10 point scale)

STAGE 4 - Six of seven must be met - and at least one of the seven must be the aptitude or End of Grade Test(s) The GERC committee should consider both aptitude and EOG scores for the placement of a student in Stage 4.

• Aptitude in the 98th – 99th percentile range

• End of Grade Test(s) in specific subject area(s) (98th - 99th percentile range)

• Teacher recommendation with anecdotal documentation including specific indications of an

extremely high level of giftedness.

• Student interest with sample documentation

• Task commitment as evidenced by behavior scale and/or teacher interview

• Past academic performance (“A” required based on 10 point scale)

• Off grade testing

MIDDLE SCHOOL CRITERIA (GRADES 6 - 8)

NOTE: Individual case study (including intelligence and/or achievement testing) if GERC committee is undecided about identification.

STAGE 1 - Quality educational experiences available to all students through differentiated core instruction.

STAGE 2 - At least four out of six must be met with one of the four being either the aptitude or End of Grade Test(s). The six categories are:

• Aptitude in the 90th – 99th percentile range NOTE: Upon request by a teacher or parent, a request for a CogAT test may be made to the AIG District Coordinator and the Director of Testing and Accountability. Supporting documentation detailing the need for this test should accompany the request.

• End of Grade Test(s) in specific subject area(s) (90th - 99th percentile range)

• Teacher recommendation with anecdotal documentation including specific indications of

giftedness.

• Student interest with sample documentation

• Task commitment as evidenced by behavior scale and/or teacher interview

• Past academic performance (“A” preferred with “B” minimum grade of 85 required based on 10 point scale)

STAGE 3 - Five out of six must be met with one of the five being either the aptitude or End of Grade Test(s). The six categories are:

• Aptitude in the 95th – 99th percentile range

• End of Grade Test(s) in specific subject area(s) (95th -99th percentile range)

• Teacher recommendation with anecdotal documentation including specific indications of strong

giftedness.

• Student interest with sample documentation

• Task commitment as evidenced by behavior scale and/or teacher interview

• Past academic performance (“A” preferred with “B” minimum grade of 85 required based on 10 point scale)

STAGE 4 - Six out of seven must be met with one of the six being either the aptitude or End of Grade Test(s). The seven categories are:

• Aptitude in the 98th – 99th percentile range

• End of Grade Test(s) in specific subject area(s) (98th - 99th percentile range)

• Teacher recommendation with anecdotal documentation including specific indications of a high

level of giftedness.

• Student interest with sample documentation

• Task commitment as evidenced by behavior scale and/or teacher interview

• Past academic performance (“A” required based on 10 point scale)

• Off grade testing

SECONDARY CRITERIA (GRADES 9 – 12)

NOTE: Individual case study (including intelligence and/or achievement testing) if GERC committee is undecided about identification.

STAGE 1 - Quality educational experiences available to all students through differentiated core instruction.

STAGE 2 - Four out of six of these must be met with one of the four being either the aptitude or End of Grade Test(s). The six categories are:

• Aptitude in the 90th – 99th percentile range

• End of Course Test(s) in specific subject area(s) (90th – 99th percentile range)

• PSAT/SAT minimum score of 600 in either reading or math

• Teacher recommendation with anecdotal documentation including specific indications of

giftedness.

• Task commitment as evidenced by behavior scale and/or teacher interview

• Past academic performance (“A” preferred with “B” minimum grade of 85 required based on 10 point scale)

STAGE 3 - Five out of six of these must be met with one of the six being either the aptitude or End of Grade Test(s). The six categories are:

• Aptitude in the 95th – 99th percentile range

• End of Course Test(s) in specific subject area(s) (95th – 99th percentile range)

• PSAT/SAT minimum score of 700 in either reading or writing

• Teacher recommendation with anecdotal documentation including specific indications of strong

giftedness.

• Task commitment as evidenced by behavior scale and/or teacher interview

• Past academic performance (“A” preferred with “B” minimum grade of 85 required based on 10 point scale)

STAGE 4- Six out of seven of these must be met with one of the eight being either the aptitude or End of Grade Test(s). The seven categories are:

• Aptitude in the 98th – 99th percentile range

• End of Course Test(s) in specific subject area(s) (98th – 99th percentile range)

• PSAT/SAT minimum score of 750 in either reading or math

• Teacher recommendation with anecdotal documentation including specific indications of a high

level of giftedness.

• Task commitment as evidenced by behavior scale and/or teacher interview

• Past academic performance (“A” required based on 10 point scale)

• Student interest with sample documentation