Overview of AIG in NC For Families. A Guide for Parents of Academically or Intellectually Gifted (AIG) Students in NC’s public schools DPI - 2013. Introduction: . Why AIG & Overview
A Guide for Parents
of Academically or Intellectually Gifted (AIG) Students in NC’s public schools
DPI - 2013
The purpose of the Academically and Intellectually Gifted (AIG) Program is to provide challenging educational program for students who perform, or show potential for performing, at high levels of accomplishment.
Here in North Carolina, state law requires all school districts to have their own AIG Plan.
This goal is academic excellence and for all students to grow to their potential. We do not want children to be bored in the classroom!
In the U.S., education decisions and funding occur mainly at the state level. NC is 4th highest in state funding to AIG Programs. Counties or towns may contribute additional funds in some states.
The NC General Assembly authorizes funds designated for AIG Students based on 4% of Average Daily Membership/ ADM* (average number of students) at $ $1163.07 per pupil for 2012-2013. These funds are allocated as 1% of general student allocation from Department of Public Education/DPI to each school district, or Local Education Agency/LEA.
The Local AIG Plan is approved by the local Board of Education and submitted to State Board of Education/DPI for comment. DPI assists LEAs with their local AIG program and plan but does not approve local plans.
AIG plans must be revised every three years by the LEA. Current local AIG plans will be revised and resubmitted in July 2013
Your LEA/Local Education Agency’s AIG plan Is online.
Standard 1: Student Identification is to be clear, equitable, and comprehensive.
Each LEA is to determine their own identification requirements for Academically and/or Intellectually Gifted students using multiple criteria and measurements. In NC, this does not include artistic abilities, leadership, etc. (albeit, those are great traits!)
Documented process includes timelines, required forms/communication, placement, reviews and,
if necessary, grievance policies.
Standard 2: Differentiated Curriculum and Instruction
AIG differentiation includes rigorous instruction and engaging activities adapted for the more advanced learners – so that every child is learning.
How this looks in the classroom may differ based on each LEA, school and other factors. Some LEA’s may have special AIG magnet schools.
Examples of possible options are given on the following pages based on the school/age level of your child.
At the elementary and middle school levels, there might be the following delivery options:
More options for K-8 include:
(Acronyms and Gifted Terminology Guides may help!)
Many options exist for high school AIG courses:
More options for AIG High school students:
Standard 3: Personnel and Professional Development
Establishes specific and appropriate professional development requirements for all personnel involved in AIG programs and services, including classroom teachers, counselors, and school administrators.
All teachers should know how to differentiate and meet the needs of AIG students. Differentiation does not expect all children to be doing the same thing all the time.
Standard 4: Comprehensive Programming within entire school community.
Communication is necessary to ensure:
Gifted children are connected to the whole school!
Standard 5: Partnerships
Standard 6: Program Accountability
Also, many counties have PAGE chapters for parent support and networking.