Rowan-Salisbury School System
Academically and Intellectually
Gifted Program
Frequently Asked Questions
If I have a question about AIG, who do I contact?
1. Contact the AIG facilitator at your child’s school.
2. Wanda Kluttz, AIG Lead Teacher at 704-639-3004
3. Kelly Feimster, AIG Director, at 704-639-3013
How does RSS determine eligibility for AIG?
There are several pathways of entry into AIG.
1. Sum of percentiles for aptitude and achievement scores is 183
2. Aptitude 90%ile OR Achievement 93%ile AND teacher recommendation,
including four performance indicators
3. Gifted Rating Scale T Score 60 in 3 of 5 areas (based on information from two
teachers) AND Aptitude 88%
What performance indicators are necessary to accompany teacher
recommendation?
In reading:
1. An unassisted writing sample(s), demonstrating student writing ability beyond
others his/her age, experience, or environment (mandatory)
Because good writers are usually good readers, two different samples may be
use to count as two different indicators.
2. STAR Reading Report, showing student performance at least two levels above
grade level
3. Reading Counts Lexile Reports, showing student performance at least two
levels above grade level
4. Reading Records, showing the student independently and consistently reads
books at least one level above grade level
5. Demonstrated accelerated mastery of reading using classroom grades of “A” in
reading, student created (unassisted) portfolio OR student created
(unassisted) project
In math:
1. Work samples, demonstrating student ability to problem solve at a level
beyond others his/her age, experience or environment (mandatory).
Because strong problem solving is an effective indicator of high math
performance, two different samples may be used to count as two different
indicators.
2. STAR Math Reports, showing student performance consistently successful
when working on mathematical concepts normally taught in a higher grade
3. Accelerated Math Reports, showing student performance is consistently
successful when working on mathematical concepts normally taught in a higher
grade
4. Demonstrated accelerated mastery of math using classroom grades of “A” in
math, student created (unassisted) math portfolio, OR student created
(unassisted) math project
What if my child has been receiving gifted services and is transferring to Rowan
- Salisbury from another school system that is in-state, outside-state, home
school or private school? Will he/she still be able to receive gifted services in
this district?
If an AIG student transfers from another school district within the state, outside the
state, home school or private school, the AIG Needs Determination Team at the
school site is obligated to consider the child nominated and the AIG facilitator at the
school site will collect the necessary data. An Individual Student Referral (AIG-1) will
be completed, excluding the checklist. The nomination is by “student transfer.” A
parent/guardian must sign the Permission to Evaluate Form (AIG-2) and a Student
Profile (AIG-3) must be completed. Every effort will be made to continue the child’s
AIG services; however, he/she must meet the AIG standards set by the school district.
Until the placement decisions are made, the parent may be given the Temporary
Placement Letter (Letter 7) and the student may be clustered into the AIG classroom.
What if my child is not performing in the gifted classroom?
A gifted student is under the same rules and restrictions as all students in regards to
the RSS Code of Conduct. As with other students, identified AIG students may have
behavioral or attendance problems. A personal or family crisis or issues with
responsibility and motivation may hinder a student’s success in the gifted program. It
is not the intent of the program to “ungift” children. However, if an AIG child is not
performing successfully over a period of time and if, after going through standard
interventions such as parent/student conferences, the student may need a service
delivery change. A student may then be served consultatively. An Individual
Differentiated Education Plan (IDEP) will be completed and the student placed in a
general education classroom. The AIG facilitator would then work with the general
education teacher(s) to determine the type of differentiation needed to help the
student be successful.
If my child withdraws from the AIG Program, what are the regulations for
re-entry?
A child withdrawn by parents from the program will not be eligible to re-enter the AIG
program until the next academic school year. However, reinstatement into the
program must occur at the beginning or end of a school year. For a child to re-enter,
the entire nomination process must begin again, and the most current student data
(test scores, behavior checklist) will be used to determine eligibility. The final decision
will be at the discretion of the AIG Needs Determination Team at the school.
How does AIG Program change from elementary to middle to high school?
In elementary, formal identification/placement begins in third grade. Each year,
general education teachers and AIG facilitators examine data on each child to
determine if any child needs to be screened for the AIG Program. The service
delivery and service delivery amounts of time vary from grade to grade.
1) Third grade: at least one hour a week
2) Fourth grade: at least five hours a week, combined for reading and math
3) Fifth grade: at least ten hours a week, combined for reading and math
4) Sixth-Eight grade: Reading and/or Math Block, service delivery and time
determined at each school
5) High School: Open Enrollment (A student may take as many or few honors/AP
classes as offered within the schedule restraints.)
Are there any AIG Program services for K-2 students?
Each elementary school has a K-2 Nurturing Program. Each school site determines
the schedule and program for the Nurturing Program, so there will be differences
among the schools. The objective of the K-2 Nurturing Program is to offer enrichment
opportunities focusing on creative, logical and critical thinking for all students. AIG
Facilitators work with the general education teachers and/or facilitate instruction within
the individual classrooms.
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