FAQ

TESTING AND IDENTIFICATION FAQ...

​How do students get nominated for the AIG program?

Second graders will automatically receive universal screening using the CogAT test.  A teacher or parent may nominate third, fourth, and fifth-grade students during the Fall or Spring nomination windows. 

What happens after my student is nominated? 

Ms. Garcia will work alongside your child's classroom teacher to collect data, including grades, standardized test scores, work samples, and parent and teacher checklists. This information is taken to our School-Based Committee for Gifted Education (SBCGE), which meets to discuss each nominated student.  At that time, a decision is made using WCPSS protocols to determine whether the child is a good candidate for the program. If the committee decides to proceed, the nomination becomes a referral, and the child will undergo further AIG evaluation. Nomination does not guarantee that your student will be tested. Students who are referred for further testing will receive paperwork granting parental permission to administer tests at school. If the data supports the need for possible AIG identification, the student will be referred for the AIG identification process.  If the data does not support the need, the student will not be referred. 

Who is the SBCGE, and what is the committee's purpose?

The SBCGE is made up of the AIG teacher, administrators, and other school representatives.  This committee reviews nominations made for the AIG program, determines which students will be referred for testing, and reviews the results of testing to evaluate student need for differentiated services.

What tests are used for AIG testing?

The Cognitive Abilities Test (CogAT) and the Iowa Assessments (formerly called the ITBS).  The CogAT measures aptitude (potential) and the ITBS measures achievement (performance).  Both tests are nationally normed, which means they have their scoring percentiles set based on a large nationwide sample of students. 

How often can students be tested for AIG identification? 

Students can only be tested once during a full calendar year.   If your student is tested in the Fall of 2025,  they cannot be tested again until the Fall of 2026.

What should my child do at home to prepare for CogAT testing?

That is a great question! It is perfectly natural for you to want to prepare your child for the test, given the common practice to “study before a test.” 

HOWEVER, a cognitive evaluation is very different from any test your child has taken, as it measures underlying ability and does not assess for a skill set, such as math, writing, or reading skills. 

Practicing for the test on websites may inadvertently make the child more nervous about the test and may be detrimental to the process.

A truly gifted child does not require preparation to pass a gifted test. The assessment is designed to assess an innate ability already present within your child. Ensure they get a good night's sleep, eat a good breakfast, and know that they should try their best on all tasks, even if it means guessing if they are unsure of answers.   

What kind of scores does the SBCGE usually look for?

In accordance with guidelines set up by Wake County's AIG Department, students generally need to score at or above the 95th percentile on the CogAT and/or the Iowa to be identified as gifted. NC EOG scores will be taken into consideration, as well as class assessments, report card grades, STAR math scores, and other data.

Are the test scores the only thing the SBCGE uses to determine placement?

No.  As part of the identification process, teachers and parents provide feedback on the student's strengths.  This data is referred to as the "informal indicators."  Student work samples and other indicators of achievement are also considered.

When will I find out whether my student has qualified for the AIG Program?

Results are usually sent home near the end of the semester in which students are tested.  This usually means December/January for first-semester identifications and May/June for second-semester identifications.

Why does it take so long to find out my students' results?

The identification process is made up of many steps. After the nomination window closes, the SBCGE meets to make referrals.  Consent forms, teacher feedback, and parent feedback must be collected.  Students may receive testing, which is scored off-site over the course of several weeks.  After test scores are returned to schools, the SBCGE reviews testing data and informal indicators for each student.  Once school-level decisions are made, all paperwork must go through the Academically and Intellectually Gifted Department's record review before results become official.  This record review is held near the end of the semester.  Once the record review is over, documentation and information about decisions are prepared for parents and sent home on a date determined by the AIG Department.

What if my child is not placed in the AIG Program?

If you still have questions about your child's placement results after reviewing the paperwork sent home, you can email Ms. Garcia.  Many times, questions can be answered over email.  You may also request a conference.  It is important to remember that being academically gifted is not the same thing as being "smart" or "bright."  The AIG program looks to identify students in the top 5th percentile of students nationwide, and this is a tough benchmark to meet.  Please keep this in mind when discussing your child's results with him or her.  It is very important that your student knows that you are still proud of his or her achievements, regardless of their placement in the AIG Program.  If the SCBGE finds enough data to suggest that a child may qualify for AIG in the future, they may place a child in the Talent Development program to provide differentiation.

What if my child IS placed in the AIG program? Aren't classes during the day? Won't they miss their normal class and fall behind?

Identified students are pulled out of their regular classes once per week for 45 minutes in each subject area of identification in order to receive challenging and rigorous content that is differentiated specifically for your child's gifted needs. Research shows that gifted education is critical to a child's future success and eagerness to learn, even if they are currently underperforming. However, consideration is taken to pull students out of class during times with the least overall impact whenever possible.