AIG | Academically or Intellectually Gifted Education

The AIG program has been serving the needs of students at Evergreen since 2008.  It is overseen by the AIG Coordinator and is staffed by a full-time teacher (4th-8th) and a part-time teacher (K-3rd) with experience and training in serving academically gifted (AM—math, AR-reading, and AG-math and reading) and intellectually gifted (IG) students. 

Because the teaching and learning methods of EL Education, which underpins our curriculum for all students, closely parallel the academic approach that research describes as best meeting the needs of advanced learners, many of the components of AIG take place in the regular classroom. All Evergreen students are engaged in projects, literature-based reading, and inquiry-based math and science. Teachers regularly differentiate instruction or employ flexible grouping to address the needs of diverse ability levels.  Notwithstanding these opportunities, the faculty and administration recognize that some students need additional challenge in the classroom.  AIG exists to meet the needs of these students.

AIG is not a traditional academically gifted program in which students are only pulled out of their regular classrooms for a specified period each week or placed in academically gifted classes from one year to the next.  AIG will provide teachers, students, and families with the resources, rationale, and support to serve the special academic and intellectual needs of students who are especially motivated, intelligent, and high performing.  These services will be provided in the regular classroom through differentiation, the AIG teacher, or a community member.  The goal is to match AIG to students rather than the students to AIG.

NCDPI initiatives that Evergreen is integrating into our program.

Equity and Excellence Call to Action Guidebook

AIG and Multilingual Learners Brief

Contact

Cameron Brantley
AIG Coordinator
(828) 298 2173 x1238

Evergreen AIG Identification Criteria Summary 2025-28

Evergreen Community Charter School has three criteria for identification: aptitude, achievement, and observable behaviors. Students must meet the criteria in one of the Pathways listed below to qualify for formal identification as Academically Gifted Reading (AR), Academically Gifted Mathematics (AM), Academically Gifted Reading and Math (AG), Intellectually Gifted (IG), or Academically and Intellectually Gifted (AI). Students who have partially met the criteria for identification are identified for Talent Development.

You can review the full AIG plan approved by the Board here.

Academically Gifted Reading (AR)

AR Pathway 1: 93rd percentile or above in 2 of 3: aptitude or reading achievement or observable  behaviors (If aptitude and observable behaviors, indicators of above average reading ability - assessments or Evergreen student portfolio artifacts.)

AR Pathway 2: 99th percentile in reading achievement 

AR Pathway 3: 93rd percentile or above for 3 consecutive reading achievement assessments

Academically Gifted Mathematics (AM)

AM Pathway 1: 93rd percentile or above in 2 of 3: aptitude or mathematics achievement or  observable behaviors  (If aptitude and observable behaviors, indicators of above average mathematics ability - assessments or Evergreen student portfolio artifacts.) 

AM Pathway 2: 99th percentile in mathematics achievement  

AM Pathway 3: 93rd percentile or above for 3 consecutive mathematics achievement assessments

Academically Gifted Reading and Math (AG)

AG Pathway: one AR Pathway and one AM Pathway 

Intellectually Gifted (IG)

IG Pathway 1: 97th percentile or above in aptitude 

Academically and Intellectually Gifted (AI)

AI Pathway: one AG pathway and the IG pathway 

Aptitude Criteria 

• An aptitude assessment (SAGES-3 Non-verbal and Verbal Reasoning) will be administered to all 

• students in 2nd grade as well as students new to Evergreen who have not already been identified 

• at their previous school and have met identification criteria in another area. 

• Ability testing (IQ such as Wechsler) done by an outside source or for EC services are considered 

• as a valid criterion for aptitude. 

• The identification benchmark for AR, AM, and AG is the 93rd percentile or above. The identification benchmark for IG is the 97th percentile.

Achievement Criteria 

• An achievement screening assessment for reading (Read to Achieve (RtA)  approved assessment) is administered to all K-3 students three times per year and will be used for Talent Development identification. For the RtA approved assessment, the screening benchmark is 2 or more grade levels above the grade level benchmark for the End-of-Year assessment period. 

• Student achievement measures including BOG (3rd reading), EOG (3-8 mathematics and reading), and EOC (Math 1) assessments are compiled, analyzed, and documented annually.  Scores from the most current three year period will be considered for formal identification. 

• The identification benchmark for AR, AM, and AG is the 93rd percentile or above. The identification benchmark for IG and AI is the 97th percentile or above.

Observable Behaviors Criteria 

• At the beginning of the school year (September - October) in grades K-8, a qualitative measure of 

• student aptitude using the recognized and research-based Kingore Observation Inventory (KOI) 

  (http://www.bertiekingore.com/koi.htm) is conducted by lead teachers. The KOI is a tool for classroom 

  teachers to observe their class for an extended period (4-6 weeks)  looking for gifted behaviors in 

  advanced language, analytical thinking, meaning motivation, perspective, sense of humor, sensitivity, 

  and accelerated learning. The results are locally normed for the  school's population.  

• The identification benchmark for AR, AM, and AG is the 93rd percentile or above in the KOI. The identification benchmark for IG is the 97th percentile.

• Scores meeting or exceeding the benchmark for two consecutive KOI are required for identification.

Evergreen AIG Services Summary 2025-2028

The EL Education model emphasizes “curricula that allows students to grapple with demanding standards-based content and meaningful tasks and produce high-quality work” (EL Core Practices: A Vision for Improving Schools, p 1).  The model “promotes instruction that is alive with discovery, inquiry, critical thinking, problem solving, and collaboration” (EL Core Practices: A Vision for Improving Schools, p 21). This framework ensures that there are ample opportunities for all students, including advanced learners, to enrich and extend their learning within core instruction.

Level 1: all students (core) - EL Education model Dimensions of Student Achievement (Mastery of Knowledge and Skills,Character, High Quality Work), differentiated instruction and content, ability and interest grouping, enrichment 

Level 2: many students (93rd - ~95th percentile) - Level 1 + cluster grouping, extensions  

Services in Levels 1 & 2 are delivered by classroom teachers with indirect support from the AIG teacher and AIG coordinator.  Services for Kindergarten and 1st grade are primarily, but not exclusively, at these levels.

Level 3: some students (~95th - ~97th percentile) - Level 2 + subject acceleration, pull-out and push in groups

Level 4: few students (~97th - ~99th percentile) - Level 3 + independent study, grade acceleration  

Services in Levels 3 & 4 are delivered by classroom teachers and directly by the AIG teacher.  Services for 2-8 are primarily, but not exclusively, at these levels.

The levels of services are further matched to student identification. Specific services for each student will be determined as part of developing the student’s Differentiated Education Plan.   

Talent Development is populated by students who have partially met the qualifying criteria for  identification. Students in Talent Development are eligible for the same AIG services as those formally  identified. Families will be notified when their student has entered Talent Development and will be provided information about AIG at Evergreen. Talent Development placement will also be considered in class  placement decisions for cluster grouping. 

Evergreen’s 2025-28 AIG Plan was approved by the Board of Directors on May 15, 2025.   For questions about the plan or identification, contact Cameron Brantley using the form below, or call 828.298.2173 x1238.