ACADEMICALLY OR INTELLECTUALLY GIFTED (AIG) 2019-22 PLAN - September 2023 - Data, Research, and Accountability

Oct 15, 2026

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Wake County Public School System’s Academically or Intellectually Gifted (AIG) 2019-22 Plan targets the academic, intellectual, social, and emotional needs of gifted and advanced learners, prioritizing equitable access to AIG programming. A descriptive study using multiple data sources evaluates progress toward plan goals, including district nomination local norming outcomes and participation in talent development programming. Results show promising progress on underrepresented student access, modest academic growth, and mixed implementation of planned instructional supports.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages60

Reading Time2 h 31 min

AccessFree to download

Introduction

Background

Methods

Findings

Discussion & Recommendations

References

Appendices

ACADEMICALLY OR INTELLECTUALLY GIFTED (AIG) 2019-22 PLAN September 2023 DATA, RESEARCH & ACCOUNTABILITY Wake County Public School System | Data, Research, and Accountability Department ABSTRACT The Wake County Public School System’s AIG 2019-22 Plan is designed to meet the academic, intellectual, social, and emotional needs of gifted and advanced learners with a focus on providing equitable access to AIG programming. To examine progress towards achieving the plan’s goals, a descriptive study utilizing a variety of data sources was conducted. Emerging results from the District Nomination Local Norming Process are promising in addressing equitable access to AIG programming. Black/African American and Hispanic/Latino students were among the largest racial/ethnic subgroups nominated through this process. The goal of a 10% increase in underrepresented students identified was mostly achieved, but a similar goal for referred students was not. Related to comprehensive programming, the Talent Development (TD) program was also rolled out with 4th-through 6th-grade students. Specific to differentiated curriculum and instruction, the K-2 Science Nurturing Project lessons were completed and posted; however, teacher-reported usage was low. While Advanced Learning Services (ALS) and Academics staff planned for new math and English Language Arts (ELA) lessons for AIG and TD students in grades 3-8, these lessons were not created. Although the AIG 2019-22 Plan was not fully realized, there was a slight improvement in academic results. Seventy-nine percent of schools with an AIG subgroup met or exceeded expected growth for AIG students in grades 3-8 which represented an improvement from baseline. Demonstrated growth may be credited to the AIG processes and procedures already in place prior to the AIG 2019-22 Plan. Recommendations for improvement include: 1) fully implementing the District Nomination Local Norming Process, 2) consistently tracking the three nomination processes and TD students in a central database, 3) exploring the dissemination of the K-2 Science Nurturing Project lessons, 4) continuing crossdepartmental collaboration to address 3rd-8th grade math and ELA instructional expectations and lessons, and 5) gathering experiential feedback from AIG and TD students and parents. ACADEMICALLY OR INTELLECTUALLY GIFTED (AIG) 2019-22 PLAN 2 Wake County Public School System | Data, Research, and Accountability Department TABLE OF CONTENTS INTRODUCTION 4 BACKGROUND 5 METHODS 11 FINDINGS 13 DISCUSSION & RECOMMENDATIONS 38 REFERENCES 42 APPENDICES 43 ACADEMICALLY OR INTELLECTUALLY GIFTED (AIG) 2019-22 PLAN 3 Wake County Public School System | Data, Research, and Accountability Department INTRODUCTION North Carolina legislation governing gifted education (Article 9B) states that public schools should challenge all students to aim for academic excellence and requires local education agencies (LEA) to develop 3-year local plans to monitor Academically or Intellectually Gifted (AIG) program implementation, support quality and effective programs, and safeguard the rights of AIG students. The Wake County Public School System’s (WCPSS) 2019-22 Board approved AIG Plan (hereinafter referred to as AIG 2019-22 Plan) outlines a comprehensive plan to meet the academic, intellectual, social, and emotional needs of gifted and advanced learners with an intentional focus on providing equitable access. This report examines the implementation and goal outcomes of the AIG 2019-22 Plan. The three years of implementation (2019-20, 2020-21, and 2021-22) were unprecedented due to interruptions caused by the COVID-19 pandemic. In mid-March 2020, schools transitioned to remote learning and students began receiving instruction and services in a virtual environment through the end of the school year. The 2020-21 school year continued to be atypical as students began the year in a virtual learning environment, returned to th

FAQs

What is the purpose of the AIG 2019-22 Plan?

The plan is designed to meet the academic, intellectual, social, and emotional needs of gifted and advanced learners, with a focus on providing equitable access to AIG programming.

How did the evaluation measure progress toward the plan’s goals?

A descriptive study used a variety of data sources to examine progress toward achieving goals related to equitable access, engaging curriculum, and academic growth.

What were the main findings regarding equitable access and student outcomes?

District nomination local norming process results were promising for equitable access, including nomination of large racial/ethnic subgroups, and the 10% increase goal for underrepresented students was mostly achieved. Academic growth showed improvement, with many schools meeting or exceeding expected growth for AIG students.

Oct 15, 2026

Uploaded by Melati