POSSIBLE SERVICE OPTIONS
Elementary School Level
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Cluster within Regular Classroom
AIG Enrichment Classes
Subject Grouping
Flexible Skill Grouping
AIG Co-Teaching
Middle School Level
 Advanced Coursework in Math and/or
Language Arts
 Grade Acceleration for Math
 AIG Co-Teaching
 AIG Enrichment Classes for Accelerated
Students
In compliance with federal laws, the AlamanceBurlington School System administers all
educational programs, employment activities
and admissions without discrimination because
of race, religion, national or ethnic origin,
color, age, military service, disability, or
gender, except where exemption is appropriate
and allowed by law. Inquiries or complaints
should be directed to:
Dr. Angela Bost
Assistant Superintendent, School Improvement
Alamance-Burlington School System
1712 Vaughn Road
Burlington, North Carolina 27217
336.570.6060
An Overview
Academically/Intellectually
Gifted Program
High School Level
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Honors and Advanced Classes
Dual Enrollment
Special Summer Programs
Credit by Demonstrated Mastery
POSSIBLE MODIFICATIONS
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Curriculum Compacting
Differentiated Lessons and Units
Independent Study
Integration of Technology/21st Century Skills
Academic Competitions
Problem-Based Learning
Project-Based Learning
Tiered Assignments
Seminars
Emphasis on Critical and Creative Thinking
Transfer Students
Any student who transfers into ABSS with proper
documentation of participation in a program for
academically gifted students will automatically be
enrolled in the Alamance-Burlington AIG program for
the current school year. The student will be
reevaluated for continued instructional placement
during the next ABSS AIG testing window.
For more information, contact
the AIG specialist at your
child’s school or the ABSS AIG
Department.
ABSS AI G Services
Alamance-Burlington
School System
Christy Doby, AIG Coordinator
[email protected]
R ev i se d J u l y 2 0 1 6
INTRODUCTI ON
Academically/Intellectually Gifted (AIG) students
perform or show the potential to perform at
substantially higher levels of accomplishment
when compared with others of their age,
experience, or environment.
In order to meet the educational needs of gifted
students, the Alamance-Burlington School System
provides differentiated education services beyond
those ordinarily provided by the district’s regular
education program.
In response to state legislation, Article 9-B, ABSS
completed the latest three year AIG plan in the
spring of 2016. The plan, under guidelines set by
the State Board of Education, is designed to
identify and establish criteria for providing
educational services to AIG students at all levels,
K-12.
PROGRAM GOALS
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To provide fair access to all students ensuring
representation of students from varied ethnic
groups and socio-economic backgrounds
To nurture academic and intellectual potential
of students from underrepresented
populations in our Title I schools
To allow multiple pathways of entry into the
AIG program
To provide an array of services to meet the
diverse needs of students recognized as
gifted
To provide continuing staff development to
enable teachers to appropriately serve
advanced learners
To communicate advanced learning
opportunities to parents and students through
a variety of formats
To increase district awareness of learning
characteristics and best practices in gifted
education
To annually review program goals and
objectives
in K-3 students through creative and critical
.AIG IDENTIFICATION
-Licensed AIG teachers work with K-3 teachers on a consultative
basis to provide enrichment opportunities for students exhibiting a
need for differentiation. K-2 students who develop cognitive
abilities more rapidly than their same-age peers and demonstrate
a need for differentiated instruction through informal classroom
observation may be referred to the AIG committee for further
screening.
-All 3rd grade students are administered the Cognitive Abilities Test
in the fall as a screener for AIG services. Students scoring at or
above the 85th percentile on portions of the test may receive AIG
enrichment services during their 3rd grade year to nurture their
potential. These students may receive additional testing in the
spring in order to be formally identified for the AIG program.
-Students identified for the AIG program in grades K-2 are
reevaluated in 3rd grade based on their Cognitive Abilities Test
results. This may result in a change of services and/or additional
testing for continued placement.
-Parents, teachers, and administrators may refer students for an
AIG evaluation. Requests for an AIG evaluation must be made in
the fall prior to Thanksgiving break. A referral for an AIG
evaluation does not guarantee AIG testing. The AIG committee at
each school considers all indicators, in addition to the social,
emotional, and developmental needs of each student referred for
an AIG evaluation to determine if further assessment is needed.
-Differentiated services for K-12 students who meet the
requirements for AIG services are documented through a
Differentiated Education Plan (DEP). The regular classroom
teacher, in collaboration with the AIG specialist, provides services
to these students.
ELIGIBILITY
Students may qualify for services within the AIG program if they
meet the criteria in one of multiple pathways. Students may qualify
as academically gifted (based on high achievement scores),
intellectually gifted (based on high aptitude scores), or
academically and intellectually gifted (based on high achievement
and aptitude scores.) To qualify for accelerated services in math
and/or reading, students must score in the 97-99th percentile on
BOTH the Cognitive Abilities Test and the Iowa Test of Basic Skills
in math and/or reading (aptitude and achievement).
Grade K-2 Identification Criteria
K-2 students may qualify for gifted services in reading and/or math
in one of the following ways:
AIG PATHWAY (Accelerated AIG Services)
Verbal/Quantitative Aptitude Score (CogAT) of 97th-99th percentile
AND
Achievement Test Score (ITBS) of 97th-99th percentile
AG PATHWAY (Academically Gifted)
Achievement Test Score (ITBS) of 97th-99th percentile
IG PATHWAY (Intellectually Gifted)
Verbal, Quantitative, V/NV, or Q/NV Aptitude Score of 97th-99th percentile
Grade 3-8 Identification Criteria
Students in grades 3-8 may qualify for gifted services in reading
and/or math in one of the following ways:
AIG PATHWAY 1 (Accelerated AIG Services)
Verbal/Quantitative Aptitude Score (CogAT) of 97th-99th percentile
AND
Achievement Test Score (ITBS) of 97th-99th percentile
AIG PATHWAY 2
Achievement Test Score (ITBS, or EOG/BOG) of 90th-99th percentile
AND
Verbal/Quantitative Aptitude Score (CogAT) of 90th-99th percentile
OR
Verbal/NV or Quantitative/NV Aptitude Score (CogAT) of 90th-99th percentile
(Partial Composite)
AG PATHWAY 1 (Academically Gifted)
Achievement Test Score (ITBS) of 90th-99th percentile
AG PATHWAY 2 (Academically Gifted)
Achievement Test Score (ITBS) of 85th-89th percentile
AND
Minimum EOG or BOG (3rd Reading Only) of 90th percentile
IG PATHWAY (Intellectually Gifted):
Verbal, Quantitative, V/NV, or Q/NV Aptitude Score of 97th-99th percentile
Grade 9-12 Identification
Although most students have been identified for the AIG program
prior to high school, students may continue to be referred for an
AIG evaluation through grade 12. Existing achievement and
aptitude test data may be reviewed, and additional testing may be
administered to students referred for the AIG program in grades 912.
For more information on AIG eligibility criteria and/or to view the
complete 2016-2019 ABSS AIG Plan, visit the ABSS AIG Website
at http://www.abss.k12.nc.us/Page/2234.