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AIG Identification

Criteria and Process

The Academically or Intellectually Gifted Program formally identifies students for AIG services in grades three through twelve. To be identified for receiving AIG services, a student must consistently demonstrate evidence of mastery of the curriculum that is well above grade level in reading/language arts and/or mathematics. Both formal data and informal data are considered in the identification process. 

The following criteria are considered for identification and eligibility to receive gifted services in reading/language arts and/or mathematics:

  1. 90th percentile or higher on norm-referenced aptitude or ability test(s), including both verbal and/or nonverbal assessment(s).

  2. 90th percentile or higher on norm-referenced achievement tests in reading/language arts and/or mathematics.

  3. Teacher rating scales that indicate gifted characteristics in learning, creativity, leadership, and adaptability.

  4. Portfolios that demonstrate multiple above-grade-level work products, rubrics,and reflections within one or more specific academic areas at the student's highest level of performance.

  5. Documented evidence of identification for gifted services from another school district.

It is preferred that both aptitude and achievement scores are at or above the 90th percentile on nationally-normed assessments. If only one area (aptitude or achievement) is at or above the 90th percentile on a nationally normed-assessment, all other identification criteria must provide strong evidence of need for AIG services.

Students in kindergarten through second grade may be formally identified for academically or intellectually gifted services only if there is clear demonstration of extreme need for differentiated service that is two or more grade levels above the current grade level.