Academically Intellectually Gifted (AIG) Survey Results

Academically Intellectually Gifted (AIG) Survey Results
Posted on 01/12/2016
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As per the North Carolina Department of Public Instruction’s AIG Services, all LEA’s are required to survey certified teachers, parents of students identified as gifted, and gifted students to determine strengths of the current program as well as specific needs going forward in the next 3-year cycle.

Surveys were sent to parents and teachers December 4th, and were due on the 18th.  50% of teachers responded (18/36) and 33% of parents responded (13/40).  Responses among grade levels were evenly distributed. This report will focus on strengths and needs expressed by the majority of responders (51% and above.) 

Teacher Responses: Strengths

  • 72% are aware that students’ Differentiated Educational Plan (DEP) is reviewed annually.
  • 83% assess in the classroom for the purpose of differentiating instruction and curriculum.
  • 56% are aware that an AIG licensed specialist addresses academic, intellectual, emotional, and social needs.
  • 61% are aware that extra-curricular programs are offered to interest AIG students.

Teacher Responses: Needs

  • 67% are unaware of the grievance process for AIG students.
  • 56% are unaware that an AIG committee meets regularly.
  • 61% are unaware that feedback is elicited from parents, teachers, and students.
  • 83% are unaware that survey data is disseminated to the public.

Teacher Responses: Comments

  • I’d like to see more Professional Development on Differentiation Strategies.
  • I’d like to see a common planning time with AIG staff.
  • I’d like to see more push-in, less pull-out.
  • I’d like to see Quiz Bowl and AP classes.

Parent Responses: Strengths

  • 85% feel that the AIG identification process is clear and equitable.
  • 85% feel that criteria are fair.
  • 69% are aware of the grievance process.
  • 54% feel that the AIG program is challenging and rigorous.
  • 62% are aware of extra-curricular programs.
  • 54% feel that their child’s classroom teacher knows how to support their child’s unique needs.
  • 69% feel that ACS protects the rights of AIG students.
  • 69% feel that school personnel are aware of their child’s social and emotional needs.
  • 77% feel that all personnel collaborate to meet those social and emotional needs.
  • 54% feel that ACS communicates to ensure that the most appropriate services are provided.
  • 54% feel that ACS involves parents in the development and implementation of the AIG plan.
  • 62% agree that their child’s DEP is reviewed annually.
  • 100% agree that ACS provides services for traditionally underrepresented groups.

Parent Responses: Needs

  • 62% are unaware that an AIG committee meets regularly.
  • 54% are unaware that survey data is available to the public.

Parent Responses: Comments

  • I’d like to see more Math and Science.
  • I’d like to see lab experiments, coding, book club, chess club.
  • Students should not be pulled from core classes.
  • Teacher recommendations should be weighted.
  • There should be advanced classes just for AIG and top students.
  • AIG students should take field trips.
  • Students should have a longer AIG time.
  • My daughter’s sense of self-education, presentation skills, awareness of world issues has increased.
  • Currently, not very happy with the services my child receives. I would like more services but children feel punished with make-up work that was missed while in AIG.
  • There should be self-contained classes for tested subjects (ELA and Math).

AIG students in grades 4 through 8 were able to craft their responses in the form of one sentence answers.  Below are some common threads, evenly distributed among grade levels.

Student Responses: Strengths

  • We get to work with other students who think and act like us.
  • We get to choose our projects, partners, and formats.
  • We get to present to other AIG classrooms, not the regular classroom.
  • (Our AIG teacher) understands us. If it’s not perfect, we can get help and try try again.
  • It is challenging, creative, and collaborative.
  • I like having more challenging work, but it is not stressful.
  • I like going off the beaten path, learning completely new things.



Student Responses: Needs

  • I don’t like missing Science. 
  • I don’t like having to make up work we missed.
  • I wish we could go to AIG more than twice a week.
  • I get nervous presenting my work.
  • I wish we could choose to not present.
  • I wish we could go beyond our grade’s curriculum.
  • I don’t like the pressure of having to get the best grades.
  • I wish they would stop mixing classes, and have only-AIG classes for all subjects.
  • I’d like more challenging work when we are done with regular classroom work.
  • I don’t like sharing a class – too noisy.


The committee’s next step will be to look at the six standards relative to our needs, and define strategies for strengthening the standards.  These standards include:  Student Identification, Differentiated Curriculum and Instruction, Personnel and Professional Development, Comprehensive Programming, Partnerships, and Program Accountability.

Ongoing area meetings continue through April for the school AIG coordinator/specialist, and the committee will continue to write the 2016-19 plan for Board approval in May.


Ginny Vogt, AIG Coordinator/ Specialist, Chairman

AIG Professional Leadership Committee:

Dr. Dennis Sawyer, Administration

Hope King, Exceptional Children’s Teacher

Natascha Gaskill, ESL Teacher

Yvonne Hardison, K-5

MaryJo Masters, 6-8

Jill Williamson, 9-12

Sandi Prescott, Parent representative

Jennie Adams, Community representative