Academically or Intellectually Gifted (AIG)
Program at Brevard Academy
At Brevard Academy, we are proud to offer an AIG (Academically or Intellectually Gifted) program that supports our mission of helping every student reach their full potential. Our program is designed to engage, challenge, and empower students through enrichment opportunities that nurture their strengths, creativity, and intellectual growth. Brevard Academy launched its AIG program in 2017 after drafting a plan that was submitted to, and approved by, the state. We believe that students whose mental abilities fall outside of the norm (high or low) require a specialized educational plan to support them academically as well as socially. “Gifted” students are “wired differently” and often need support in reaching their academic and intellectual potential. The “gifted” child is different from the “bright” child and may or may not show superior performance in school.
Early Identification: Universal 2nd Grade Screening
As part of our commitment to equitable access and early identification of gifted learners, all students at Brevard Academy are screened for AIG eligibility at the end of 2nd grade. This universal screening uses assessment tools approved by the North Carolina Department of Public Instruction (NCDPI) and is administered much like school benchmarks—no parent consent form is required due to its schoolwide application. This assessment follows two years of PETS (Primary Education Thinking Skills) classes in first and second grades, so students are familiar with the thinking routines and often view the assessment as a natural extension of their learning.
Communication of Results in 2nd Grade
Only parents of students who qualify for AIG services receive their child’s screening results.
● Most families are not notified if their child does not qualify, since the screening is not announced as a high-stakes test and is not typically expected to generate results for review.
● In rare cases where parents inquire (often if they have an older child in the program), individual results can be provided upon request.
While we are not opposed to sharing results with all families, this can sometimes cause confusion or concern—especially if scores are unexpectedly low. To avoid misunderstanding, we recommend that teachers include a note in their classroom newsletters reminding parents that scores are available by request. It's important to clarify the difference between cognitive ability tests (which measure learning potential) and achievement tests (such as EOGs or benchmarks, which measure academic performance).
Referrals Beyond 2nd Grade
For students who are referred for AIG testing beyond 2nd grade:
● A parental consent form is required before testing can begin.
● These referrals are based on observed needs, teacher recommendations, and other indicators of potential giftedness.
● Testing is more selective beyond the universal 2nd grade screening, allowing us to focus support where it is most needed.
New students in grades 3-8 may be referred for testing in the fall of their first year at BA by teachers and/or parents, subject to review by our AIG eligibility team. If eligible, they will begin services at the start of the second semester.
Students who transfer to BA, having qualified for gifted services elsewhere, must submit AIG records from their previous school. The AIG eligibility team will review the records and make a determination as to whether or not the previous school’s eligibility requirements match ours. If so, the student will begin services immediately. If not, the student will be added to the testing roster for spring of that school year.
Eligibility
Based primarily on CogAT scores, students may qualify for gifted services in one of three ways:
● Pathway 1: score at or above 95% on the CogAT in any one of the three areas tested (verbal, quantitative, nonverbal)
● Pathway 2: score between 90% and 94% on the CogAT AND score at or above 90% in corresponding subject on the iReady achievement test (verbal: reading / quantitative: math)
● Pathway 3: score at or above 85% on the nonverbal portion of the CogAT AND 90% or above on the NNAT-3 (Naglieri Nonverbal Assessment Test). Pathway 3 is also used for special cases that require consensus by the AIG eligibility team.
Students who do not qualify initially are placed on a “watch list” and are monitored regularly by teachers and the AIG Eligibility Team. The CogAT can only be taken every other year.
Services Overview
Elementary AIG: Building Creative Thinking Skills
Our elementary AIG curriculum (grades 3-5) focuses on developing students' creative and critical thinking abilities through engaging, hands-on experiences. Students who receive 2-3 hours per week (usually in one “chunk”) of instruction from an AIG teacher and typically complete 2 units of study per year. These units include an emphasis on Core Knowledge literature (novels and poetry), extensions of Core Knowledge science and social studies units, and metacognitive units on creative thinking, critical thinking / logic, and multiple intelligences.
Students:
● Learn and apply convergent, divergent, visual, and evaluative thinking strategies (an extension of PETS)..
● Work cooperatively in groups to solve problems from multiple perspectives.
● Engage in self-reflection to understand their personal learning processes.
Middle School AIG: Sharpening Academic and Life Skills
In middle school, our AIG program shifts focus to refining academic skills and preparing students for future challenges. Key areas of emphasis include:
● Time Management: Organizing schedules and meeting deadlines.
● Long-Term Planning: Creating and executing complex project plans.
● Community Connections: Linking learning with real-world applications.
● Effective Communication: Developing clear, concise writing and speaking skills.
● Public Speaking: Gaining confidence in presenting ideas to others.
8th grade students complete an independent study on a topic of interest in the spring. Each 8th grade student will be assigned a mentor in that field and will meet with AIG instructors on a weekly basis for assistance. The projects will be presented to a group of faculty and peers in the spring of 8th grade.
Transparency and Support for Families
We strive to ensure that our AIG process is transparent, thoughtful, and family-friendly. If parents ever have questions about the screening, referral, or service process, we encourage them to reach out directly to the AIG Coordinator. We are happy to provide results, answer questions, and explain the distinctions between different types of student assessments.
Websites and links:
● National Association for Gifted Children
● NC Association for Gifted and Talented
● Hoagies Gifted Education Page
● Supporting the Emotional Needs of the Gifted
Resources:
● Resources for parents:
http://www.davidsongifted.org/Search-Database/topic/105114/entryType/1
● Bright Child vs. Gifted Learner