Central Office Staff
Goals for RCSS AIG Program
Goals of the RCSS Academically and Intellectually Gifted Program
RCSS Program Goals include:
*Implement a consistent screening, referral, and identification process to ensure equity and access across all grade levels.
*Utilize multiple sources of data for students, particularly under-represented populations of students, to demonstrate potential giftedness.
*Provide a variety of program services that meet the unique, individual academic and social-emotional learning needs of gifted learners.
*Utilize multiple sources of both summative and formative assessment data to cluster and flexibly group students for instruction.
*Implement evidence-based curriculum strategies, resources, and practices that are rigorous and challenging in order to increase student achievement and growth of gifted learners.
*Build the capacity of all teachers of gifted learners to differentiate instruction in order to accelerate and extend their learning beyond mastery of grade level standards.
*Build the capacity of all personnel working with gifted learners to meet the social-emotional needs of identified students.
*Promote enrichment and extra-curricular opportunities that align with the needs of gifted learners.
*Develop a K-12 Talent Development Continuum for all students.
*Increase opportunities for AIG Specialists to collaborate with regular education teachers.
*Increase the number of certified staff who earn an add-on AIG license.
*Provide intensive professional development through the RCSS AIG Academy for regular education teachers, as well as support teachers, to build their capacity to meet the unique academic and social-emotional learning needs of gifted learners.
*Continue to grow partnerships with institutes of higher education and other community businesses and organizations.
*Implement the RCSS AIG Plan to fidelity, through data-driven decisions and specific strategies to monitor and evaluate the AIG plan.
AIG: All Day, Every Day
Documents and Links
Frequently Asked Questions
1. What does it mean to be “gifted”? Academically or intellectually gifted students perform or show potential to perform at high levels of achievement when compared with others of their age, experience, or environment. Academically gifted students require differentiated education services beyond those ordinarily provided by the regular educational program.
2. At what grade level are most students admitted into the AIG program? Most students enter the program during third grade. Students who demonstrate an extreme need for differentiation can be identified in grades K-12.
3. Is it possible for a child to place out of AIG? It is recommended that in cases where there is evidence that a gifted student’s performance is below expectations, that a team including teachers, counselors, principals, parents and students will meet to determine if a change in service is in the best interest of the student. After reviewing the options available, the team will make changes to the DEP or develop an Individualized Education Plan which addresses the needs of the student and specifies the academic support and/or intervention that will be put into action to help assure success for the student.
4. How are AIG students served in high school? Students self-select Honors and Advanced Placement Courses in high school and these classes are noted on their annual Differentiated Education Plan.
5. If my child was receiving gifted services in another school district, does that mean he/she will automatically continue? Students transferring into RCSS identified as gifted will receive a 30 day temporary placement into the gifted program. During this time student records will be reviewed to determine if the student meetings the RCSS criteria for gifted services.
RCSS Approved Tests
Approved Tests Gifted Education Consideration
American College Testing Program
California Achievement Test
Comprehensive Test of Basic Skills
Comprehensive Testing Program/ERB
End-of-Grade (North Carolina)
End-of-Course (North Carolina)
Iowa Tests of Basic Skills
Iowa Tests of Achievement and Proficiency
Iowa Tests of Educational Development
Kaufman Test of Educational Achievement (KTEA & KTEA II)
National Educational Development Test
Metropolitan Achievement Test
SRA Achievement Series
Scholastic Assessment Test
Stanford Achievement Test
Stanford Test of Academic Skills
Test of Achievement & Proficiency
Test of Reading Comprehension
Wechsler Individual Achievement Test
(W-J Revised & WJ III)
Cognitive Abilities Test
Differential Aptitude Test
Kaufman Adolescent and Adult Intelligence Test
Kaufman Assessment Battery for Children (KABC & KABC II)
Matrix Analogies Test
Naglieri Nonverbal Ability Test
Otis-Lennon School Ability Test
Ravens' Progressive Matrices
Reynolds Intellectual Assessment Scales (RIAS)
Scholastic Abilities Test for Adults
Scholastic Aptitude Scale
Scholastic Aptitude Test
SOI Learning Abilities Test: Screen Form for Atypical Gifted 12
Short Form Test of Academic Aptitude
Test of Cognitive Skills
Test of Non-Verbal Intelligence
Universal Non-Verbal Intelligence Test
Wechsler Scales (WISC III, WISC IV, WAIS-III, WAIS IV)
Woodcock Johnson Tests of Cognitive Ability
Parent and Community Involvement
- AIG Team chairpersons and gifted education teachers will hold informational meetings to help their faculties and parents understand the implementation of the plan at their school.
- A Gifted Education Program brochure will be published for parents in order to provide written, accurate information about the AIG program options.
- An AIG web page on the Randolph County School System website will provide information on the components of the gifted program as well as showcase student enrichment opportunities.
- Individual schools will host parent nights to highlight student achievement and afford parents opportunities to interact with the learning environment.
Community Outreach Efforts
- A parent survey will be conducted annually to identify areas of strength and need in the AIG program design and implementation procedures.
- Parent conferences will be scheduled annually to review students’ Differentiated Education Plans (DEP)/Individual Differentiation Educational Plans (IDEP). Parents are encouraged to provide feedback and to help establish any interventions that need to be implemented.
- School business partners will be informed and encouraged to support program activities and goals.
- The AIG Program Specialist will continue to provide information to AIG teachers for parents about local workshops and opportunities sponsored by other organizations related to gifted issues.
- Forms and other AIG student/parent information will be provided in Spanish and any other language as the need arises.
- The AIG Director and Program Specialist will work with local and state advocacy groups such as the North Carolina Association for the Gifted and Talented (NCAGT) and Parents for the Advancement of Gifted Education (PAGE) to gather and share information about local, state, and national issues in gifted education.
Differentiating/Extending the Learning for AIG Students
What: 2019-20 RCSS AIG Academy
Thursday, September 12, Central Services
Thursday, November 21, Central Services
Monday, February 10, Central Services
Thursday, September 19, Central Services
Friday, November 22, Central Services
Thursday, February 13, Central Services
Time: 8:30 – 5:00 (Elementary and Secondary)
Who: Two participants per school
Substitutes will be provided as needed
** Participants will be expected to attend all three days in order to earn CEUs.
Rationale: Building teacher capacity to differentiate instruction to meet the needs of all learners is critical. Professional development for AIG specialists and regular education teachers is a major focus in the RCSS AIG Plan 2019-22.
Vision: The RCSS AIG Academy will be a collaborative network of professionals committed to providing differentiated instruction practices to meet the unique needs of academically and intellectually gifted students. The AIG Academy will be an opportunity for RCSS teachers to collaboratively network around multiple topics within a comprehensive framework for differentiated instruction.
Sessions will include:
In-depth exploration of gifted learners: definition of gifted, academic and social/emotional needs through the lens of a Growth Mindset.