Academically and/or Intellectually Gifted Program
Powell Center for Play and Ingenuity Magnet Elementary School
The AIG Program at Powell
At Powell, the needs of gifted and highly capable students are met in a variety of ways, including:
Domains that emphasize curricular integration, higher level thinking, and creativity.
Electives that are taught by specialists on a variety of topics and types of creative expressions.
In Kindergarten through Second grade, the AIG teacher regularly consults with grade level teachers to facilitate enrichment and differentiated learning experiences in the regular classroom. Students in K-2 are not usually formally identified, but students may be screened based on their characteristics of giftedness.
In Third grade, the WCPSS gifted program plan includes a unique component for the third grade called the Explorers Program. The AIG teacher partners with third grade teachers to provide a variety of in-class experiences designed to elicit high academic performance. Students who demonstrate potential in these activities will receive extension activities in mathematics and language arts under the guidance of the AIG teacher. All third graders are screened for AIG in the fall, and teachers collect data to support identification throughout the year. Students who qualify for AIG identification will begin a weekly AIG class during the fourth quarter.
In Fourth and Fifth grades, services for identified fourth and fifth grade students include a weekly AIG class and differentiation within the general education setting. Appropriate options, such as curriculum compacting and/or a variety of extension activities, may be offered to match individual student needs for differentiation.
All grade-level teams collaborate regularly with the AIG teacher on enrichment opportunities that are aligned with curriculum standards.
The Wake County Public School System believes that:
Gifted and highly capable students learn at a faster rate and are able to think with more complexity than their peers.
Gifted and highly capable students are found across a diverse student population.
Gifted and highly capable students need a more rigorous and differentiated curriculum.
Ongoing research-based professional development for all stakeholders is necessary to sustain an effective gifted program.
Collaborative partnerships with parents and community are essential to build and maintain an effective gifted program.