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AIG Identification Process

Orange County Schools has a district-wide process for identifying students needing AIG services.  There are several pathways to identification to ensure equal access across ethnic, geographic, and socio-economic groups.  All schools have a Needs Determination Team (NDT) that is responsible for reviewing the profiles of students referred for AIG and determining if they meet identification requirements.  The NDT includes an administrator, the AIG specialist or contact, classroom teachers, and other support staff.  Students may be referred to the NDT a maximum of once per calendar year.  Referral forms are  available on the AIG page of the OCS website and in all schools.  Listed below are the steps of the identification process.

Step 1: Complete a Referral Form

Referral Form

This may be completed by a teacher or parent.  In grades 3-12, students may also self-refer.

Step 2: Data Collection

List of District Approved Tests 

The AIG specialist will collect relevant student data for review.  This may include items such as test results, work samples, grades, teacher observations, and/or parent observations.  The AIG specialist may also need to conduct additional testing if needed.

Step 3: NDT Review

The school NDT meets to review the data collected in each student profile and determines if there is evidence that meets at least one of the identification pathways listed on the next page.

Step 4: Identification Results

Guidelines for Independent Evaluation

Once the NDT makes identification decisions, a letter with the results will be mailed home.  Students who are identified as gifted will also receive a DEP that outlines the services they will receive.  

Identification Definitions:

  • Academically Gifted- Academically gifted students perform, or show potential to perform, at substantially high levels of accomplishment, when compared with others of their age, experiences, and/or environment, in the academic areas of reading and/or math.
  • Intellectually Gifted-  Intellectually gifted students perform, or show potential to perform, at substantially high levels of accomplishment, when compared with others of their age, experiences, and/or environment, in reasoning and critical thinking in areas outside of reading and math.
  • Academically/Intellectually Gifted- Academically and intellectually gifted students demonstrate evidence that meets the definitions above of both academically gifted AND intellectually gifted.

Orange County Schools Academically/Intellectually Gifted Identification Pathways Table



Academically Gifted- Reading ONLY

Academically Gifted- Math ONLY

To be identified as academically gifted-reading ONLY, the student must meet the criteria of ONE of the pathways listed below:

Pathway 1: 95th percentile or higher on the verbal portion of a nationally-normed, district-approved aptitude test

Pathway 2: 95th percentile or higher on the reading portion of a nationally-normed, district-approved achievement test AND ONE of the two items listed below:

  • Score of “probable” or higher in at least three areas, one of which must be academic or intellectual, on the Gifted and Talented Evaluation Scales (GATES) from one teacher

  • Score of 12 or higher on the performance rubric

Pathway 3: A portfolio of artifacts indicating a need for gifted services, which may include:

  • Assessment scores (ie EOGs, district benchmark assessments, mClass, etc)

  • Work samples/artifacts

  • Grades

  • Teacher observations (ie GATES)

  • Parent observations

Pathway 4 (Highly Gifted): 98th percentile or higher on the verbal portion of a nationally-normed, district-approved aptitude test AND 98th percentile or higher on the reading portion of a nationally-normed, district-approved achievement test

To be identified as academically gifted-math ONLY, the student must meet the criteria of ONE of the pathways listed below:

Pathway 1: 95th percentile or higher on the quantitative portion, or quantitative-nonverbal partial composite, of a nationally-normed, district-approved aptitude test

Pathway 2: 95th percentile or higher on the mathematics portion of a nationally-normed, district-approved achievement test AND ONE of the two items listed below:

  • Score of “probable” or higher in at least three areas, one of which must be academic or intellectual, on the Gifted and Talented Evaluation Scales (GATES) from one teacher

  • Score of 12 or higher on the performance rubric (3rd grade and below: score of 8 or higher)

Pathway 3: A portfolio of artifacts indicating a need for gifted services, which may include:

  • Assessment scores (ie EOGs, district benchmark assessments, AMC, etc)

  • Work samples/artifacts

  • Grades

  • Teacher observations (ie GATES)

  • Parent observations

Pathway 4 (Highly Gifted): 98th percentile or higher on the quantitative portion, or quantitative-nonverbal partial composite, of a nationally-normed, district-approved aptitude test AND 98th percentile or higher on the mathematics portion of a nationally-normed, district-approved achievement test

Academically Gifted- Reading AND Math

To be identified as academically gifted-reading AND math, the student must meet the criteria of ONE of the pathways listed in the reading column AND ONE of the pathways listed in the math column

Intellectually Gifted

Academically AND Intellectually Gifted

To be identified as intellectually gifted, the student must score at the 95th percentile or higher on the nonverbal portion of a nationally-normed, district-approved aptitude test

To be identified as academically AND intellectually Gifted, the student must meet the criteria of ONE of the pathways listed for academically gifted- reading only, math only, or reading and math, AND the criteria listed for intellectually gifted