RCS AIG Program
If you have questions or concerns about the AIG program or your child's AIG services, please contact Mrs. Lisa Miller, AIG Lead Teacher for Rockingham County Schools at 634-3209, extension 49221.
Rockingham County’s AIG Advisory Board oversees the revision process and makes recommendations to be included in our AIG plan. This board is composed of administrators, AIG teachers, classroom teachers, parents, at least one guidance counselor, and a school board member. The teachers come from elementary, middle and high schools and many are parents as well. Minority representation is present. Members share input from parents, students, and community as recommendations for revisions are made. Members of the board serve two-year terms on a rotating basis and evaluate the effectiveness of the plan yearly. If you are interested in serving on the AIG Advisory Board, please contact Lisa Miller, AIG Lead Teacher at 336-634-3209, ext. 49221 or through email at email@example.com.
Each elementary, middle, and high school has an AIG Advisory Council made of a cross-section of stakeholders. Recommendations from these groups are referred to the county advisory group.
Each spring, the identification/placement teams at the elementary and middle schools review multiple sources of data to determine the best placement for current AIG students the next year and to consider new AIG placements for the upcoming school year. No student is exited from the program unless it is requested by the parent. Any parent, teacher, student, or community member who has academic knowledge of a student can submit a student's name to the school's Instructional Coach for possible consideration as placement in the AIG Program. In order for a student to be placed in the Rockingham County Schools' Academically and/or Intellectually Gifted Program, the placement criteria must be met.
The vision and mission of Rockingham County Schools' AIG program are in alignment with the district's vision and mission.
Vision 2020 Statement
The Rockingham County Schools' Academically and/or Intellectually Gifted (AIG) program will empower each child to be a life-long learner, equipped to contribute in a changing, complex society.
Through effective relationships with family and community partners, the Academically and/or Intellectually Gifted (AIG) program of the Rockingham County School district will provide a safe, dynamic, nurturing, and innovative learning environment in which each child has the opportunity to reach his/her highest potential. To do this effectively, elementary, middle, and high schools will strive to identify and meet the unique educational needs of gifted students who come from all ethnic, cultural, and socio-economic groups. The cultivation of potential in this population must be enhanced through an appropriate match of differentiated services to individual needs as we strive to prepare the students for success in the 21st century. The program encourages critical thinking, creative thinking, and problem solving, while also addressing the social and emotional needs of the students.
Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. (From Article 9-B)
Definición - Estudiantes con talentos académicos e intelectuales desempeñan o demuestran su potencial para realizar niveles muy avanzados de logros cuando se comparan con los de otros estudiantes que son de la misma edad, o que tienen la misma experiencia y medio de desarrollo. Estudiantes con talentos académicos e intelectuales demuestran habilidades de alto rendimiento en áreas intelectuales, campos académicos específicos o en ambos campos académicos y áreas intelectuales. Estudiantes con talentos intelectuales y académicos necesitan servicios educativos más avanzados y diferentes a los programas de educación regular. Se hacen presentes habilidades extraordinarias en estudiantes de todo tipo de grupos culturales, niveles económicos y en todo tipo de áreas que el ser humano sea capaz de desarrollar. (Del articulo 9-B)
North Carolina Gifted Law (Article 9B)
For twenty-five years North Carolina has been a leader in advocacy and legislation for providing an appropriate education for academically gifted students. In August 1996, the General Assembly passed new legislation which changed gifted education in the state. The law, Article 9B, created a multi-tiered system of responsibility and accountability for building a foundation for North Carolina's gifted children. All parts of the foundation — the State Board of Education, the Department of Public Instruction, the local board of education and its system's administration, teachers, parents, and the community — must work together to support the state's high-potential children. The students themselves have also been given responsibility for using the options and support available to them and for working to demonstrate successful performance. (NCAGT website - www.ncagt.org )
State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)
Academically or intellectually gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.
As the AIG Department continues to meet our students' needs, we welcome suggestions and comments. Please contact Mrs. Lisa Miller - firstname.lastname@example.org.
AIG 2019-2022 Plan
School districts in North Carolina are required to create a new AIG Plan and submit it to the State Board of Education every three years. All AIG plans have to be reviewed and approved by the local school board before they are submitted to the state. The AIG Program Standards provide guidance to districts on what should be addressed in the AIG plans, and it is expected that a variety of stakeholders are involved in this process.
During the fall of 2018, data was collected from parents, students, teachers, community members, and administrators to determine our AIG program strengths and areas that are in need of improvement. The district's AIG Advisory Board and AIG Plan Review Team met in early 2019 to review the data and make goals for the 2019-2022 AIG Plan. The AIG department worked with stakeholders in these advisory groups to make necessary changes to the district's criteria for AIG identification and placement and how services are delivered to AIG students. The aim is to ensure that all students get an appropriately challenging curriculum, all day, every day. Other changes in the new plan include AIG identification and placement at the high school level and the identification of intellectually gifted students.
The new AIG plan for 2019-2022 can be found through the link below:
AIG Plan Overview Presentation (Coming Soon!)
AIG Program Standards
The NC AIG Program Standards were approved by the State Board of Education on July 9, 2009. Revised program standards were approved as State Board of Education Policy in June 2018. The NC AIG Program Standards have been developed to serve as a statewide framework and guide LEAs to develop, coordinate, and implement thoughtful and comprehensive AIG programs. These standards reflect Article 9B (N.C.G.S. § 115C-150.5-.08) and nationally-accepted best practices in gifted education.
Furthermore, the AIG Program Standards help ensure that the needs of AIG students are met and the potential of AIG students is optimally developed. The Program Standards serve as the official guidelines for the development of local AIG plans.
The most recent adopted AIG Program Standards can be accessed through the link below.
There are many characteristics that help distinguish a bright child from a gifted child. In the following documents, a comparison is made between the bright child and the gifted child. This is not meant to be all inclusive.
“Myths are created and continue to exist because they explain phenomena that are not easily understood or appear to validate ambiguous ideas with ambiguous evidence” (Kaplan, 2009)
For decades, myths related to gifted education have had detrimental effects on providing quality instruction for our nation’s high-ability learners. These myths have affected every facet of the field, and in turn have distorted the perception of not only what gifted students need in the classroom, but also what they can offer the nation now and into the future.
What is the CogAT?
The CogAT (Cognitive Abilities Test) measures a child's ability to reason and apply previous knowledge to new situations. The CogAT measures learned reasoning and problem solving skills in three different areas in grades K-12. In Rockingham County Schools, the CogAT is administered to all students in grade 3 to determine students' eligibility for the AIG program. However, the CogAT can be administered to any K-12 student when a student has been referred to the AIG department. Due to the nature of the test, a student is eligible to take the CogAT every two years if it is requested.
In grades K-2, the teacher reads all the sample and test items to the students. All of the questions are multiple-choice with four pictorial answer choices; therefore, no reading skills are necessary. Students mark their answers directly in their test booklets under the picture they have chosen for the correct answer. The CogAT is not a timed test in grades K - 2.
For grades 3-12, the teacher reads the directions, leads students through the sample problems, then the students work through the test independently, recording answers on "bubble sheets." Although the test is timed in grades 3-12, enough time is allowed for most of the students to complete most of the items.
Is the CogAT an IQ test?
No, it measures reasoning abilities.
Is the CogAT a measure of achievement?
No, it is a measure of reasoning ability in specific aptitude areas.
What are the areas in the CogAT?
Grades K - 2 Grades 3-12
Oral Vocabulary Verbal Classification
Verbal Reasoning Sentence Completion
Grades K - 2 Grades 3-12
Relational Concepts Quantitative Relations
Quantitative Concepts Number Series
Grades K - 2 Grades 3-12
Figure Classification Figure Classification
Matrices Figure Analogies
How do the three batteries of the CogAT in grades K-2 differ?
In grades K-2, the Verbal Battery consists of two subtests which appraise verbal reasoning, problem solving, and verbal comprehension. It is a measure of verbal abilities.
Oral Vocabulary: - measures the size and depth of a student's general vocabulary.
Verbal Reasoning: - measures inductive, deductive, and general verbal reasoning abilities by using situations commonly encountered by young children and require them to make inferences, judgments, or to remember sequences.
The two quantitative subtests appraise general abstract reasoning skills, particularly inductive reasoning and specific mathematical reasoning skills. It is a measure of math abilities.
Relational Concepts: The majority of questions in this subtest require judgments of relative position, size or amount.
Quantitative Concepts: This test requires students to solve simple story problems and to complete mathematical series problems.
The two subtests on the Nonverbal Battery are Figure Classification and Matrices, and they appraise inductive reasoning skills. It assesses a student's ability in spatial and abstract thinking. This reasoning also refers to how well students solve problems using shapes and figures. This battery differs from the Verbal and Quantitative batteries in that it does not require the student to use information gained from other experiences to solve a problem.
Students have to detect the essential similarities among the figures, generate the rule or principle that explains the relationship, and to select the answer picture that goes with the given figures.
Students are given a four-cell matrix with one empty cell. They determine the relationships among the three given elements and select the picture that completes the matrix.
When is the CogAT given?
In Rockingham County, the CogAT is given to in a whole group setting to 3rd grade students in late fall of each school year.
How is the CogAT used?
The CogAT provides teachers with information they can use to adapt instruction to the individual needs of the student.
Based on CogAT, it helps identify students whose academic achievement is not where expected, either higher or lower.
It helps in identifying students whose predicted levels of achievement differ markedly from their observed levels of achievement (grades, benchmark tests, etc.).
Reasoning abilities have substantial correlations with learning and problem solving. CogAT's measurement of three different content domains ensures that educators receive a balanced view of the child, especially when coupled with measures of school achievement.
The CogAT is a measure of each student's level of cognitive development.
In the Rockingham County Schools' AIG Plan, it is included as criteria for gifted identification and placement. We look at the verbal CogAT score when considering students for the English Language Arts area of the gifted program. When considering students for the gifted program in the area of math, we look at the quantitative CogAT score. To be placed in the AIG program, students have to be at the 90th percentile or higher in the Verbal or the Quantitative area.
Gifted Associations and Research Centers
North Carolina Association for the Gifted and Talented
National Association for Gifted Children (NAGC)
Advocacy for the Gifted
National Research Center for the Gifted and Talented
Supporting Emotional Needs of the Gifted (SENG)
American Association for Gifted Children at Duke University
Governor's School of North Carolina
http://www.hoagiesgifted.org/brain_teasers.htm - A collection of links from Hoagie's Gifted.
https://code.org/ - You can solve various themed puzzles by creating computer codes.
http://www.setgame.com/ - This is one of my all time favorite games - and it's for all ages. You can purchase it at Barnes and Noble. There are other games on this website that you'll enjoy.
SAT Question of the Day - http://apps.collegeboard.com/qotd/question.do
It's not too early to start practicing for the SAT! This page is provided by the College Board and features a daily practice question to help students prepare for the test. There is a link to a hint for those who are stumped. Students can see how well they stacked up against everyone else who tried this item. In addition, students can sign in to track their own statistics and may print practice questions.
The Smithsonian for Students - http://smithsonianeducation.org/students
If the movie Night at the Museum: Battle of the Smithsonian whetted your appetite to learn more about the Smithsonian Museum collection, then this site will get you even more excited about the museum's 142 million objects, including everything from fossils to tapestries. On this site you will find profiles of our nation's presidents, a "Walking on the Moon" Apollo 11 mission page, and some of the Smithsonian's collections as well as tips for starting your own collection. The Secrets of the Smithsonian features behind-the-scenes secrets such as the history of the Hope Diamond and even spiders in space!
At the high school level, students are able to self-select courses and participate in special activities. This self-selection process is supported through counseling, DEP meetings, and reommendations from teachers, instructional coaches, and school counselors. Studnets have the option to pursue Honors and Advanced Placement classes as well as High School Academics. All students can participate in a Virtual Academy. These online courses are taken in addition to the regular coursework and the majority of the offerings are at an advanced level.
Each student has the option of attending a traditional high school program of one ofthe following academies:
-Reidsville High School - IB Program or Creative Design and Arts Academy
-Rockingham County High School - Public Safety Academy
-Morehead High School - Heath Science Academy
-McMichael High School - STEM Academy
-Rockingham Early College High School
Students may also participate in the following extracurricular activities:
-Battle of the Books
-Academic Challenge Competition
Bethany Elementary: Kim Shotwell email@example.com
Central Elementary: Cher Adkins firstname.lastname@example.org
Dillard Academy: Tina Whitten email@example.com
Douglass Elementary: Tammy Greenawalt firstname.lastname@example.org
Huntsville Elementary: Mary Kirkpatrick email@example.com
Holmes Middle: Brittany Knowles firstname.lastname@example.org
Leaksville-Spray Elementary: Renee Combs email@example.com
Lincoln Elementary: Stephanie Knight
McMichael High: Sherry Barnett firstname.lastname@example.org
Monroeton Elementary: Marcy Piotrowski email@example.com
Morehead High: Kimberly Thompson firstname.lastname@example.org
Reidsville Middle School: Jennifer Walkinshaw email@example.com
Reidsville High School: Jared Williams firstname.lastname@example.org
Rockingham County High: Jennifer Rash email@example.com
Rockingham County Early College High: Stephanie Dickens firstname.lastname@example.org
Rockingham County Middle: Jeanie Clark email@example.com
South End Elementary: Melissa Bailey firstname.lastname@example.org
Stoneville Elementary: Denise Sears email@example.com
Western Rockingham Middle: Michelle Casto firstname.lastname@example.org
Wentworth Elementary: Meredith Hawkins email@example.com
Williamsburg Elementary: Wendy McKinney firstname.lastname@example.org