During the 1996 General Assembly Session the Academically or Intellectually Gifted
Students law was updated and enacted. The law outlines the goals for providing our
intellectually gifted students in the public schools of North Carolina. Within the law
it outlines the responsibilities of the North Carolina State Board of Education and all
the local boards of education for developing AIG plans for the gifted students in each
of our schools.
The General Assembly believes that all students who possess stronger academic
acumen should be challenged during their public school experience until graduation.
The state expects all those students who are intellectually gifted and students with
the potential to be identified regardless of race, ethnicity, socio-economic status, and all
other “human endeavors”. The North Carolina State Board of Education is charged
with developing guidelines and expectations for school districts to implement their
AIG plans.
The State Board will set all the parameters for school systems to develop an AIG
plan. In doing so, the system must outline the methods for identifying students,
provide a challenging curriculum, on-going program evaluation, and other matters
related to the plan. In addition, the State Board will provide technical assistance and
professional development for each local school district. The State Board will review
each plan to ensure compliance with the goals set forth by the Article 9B.
Each local board of education is responsible for developing a local plan for students
who are academically or intellectually gifted. The plan will outline measures for
identifying students and how the services will be delivered. Input for the plan will
include, parents, community members, board members, teachers, and other
identified stakeholders. The advisor board will ensure the following components are
included in the local AIG Plan:
a) Create screening, identification, and procedures for placing students into an
appropriate assignment and matching educational program for their
individual needs.
b) State clearly how the program provides for individual services for the students needs.
c) Ensure there are measurable objectives that align with the curriculum and
delivery system which can be evaluated to measure student improvements.
d) A professional development plan will match the goals and objectives of the
local plan.
e) A plan to involve parents, the community and others to monitor the
implementation of the local plan.
f) Identify the person and their role who is responsible for the implementation
and monitoring of the local plan.
g) A procedure for resolving disagreements between the school system and the
parents/guardians when there is an issue when a student is not identified for
the AIG program.
The local plan is presented to the local board of education and once approved
will be forwarded to the State Board for review and feedback. Those
comments will be discussed by the local board and implement any changes.
After meeting the above requirements the local plan is in effect for three years for
the date of implementation. However, during the same three year period, the plan
may be amended the meet the needs of the local system. Those changes will be
forwarded to the State Board.
Article 9B outlines the Review of Disagreements in the event there is a failure of the
local district to resolve the disagreement.
Students law was updated and enacted. The law outlines the goals for providing our
intellectually gifted students in the public schools of North Carolina. Within the law
it outlines the responsibilities of the North Carolina State Board of Education and all
the local boards of education for developing AIG plans for the gifted students in each
of our schools.
The General Assembly believes that all students who possess stronger academic
acumen should be challenged during their public school experience until graduation.
The state expects all those students who are intellectually gifted and students with
the potential to be identified regardless of race, ethnicity, socio-economic status, and all
other “human endeavors”. The North Carolina State Board of Education is charged
with developing guidelines and expectations for school districts to implement their
AIG plans.
The State Board will set all the parameters for school systems to develop an AIG
plan. In doing so, the system must outline the methods for identifying students,
provide a challenging curriculum, on-going program evaluation, and other matters
related to the plan. In addition, the State Board will provide technical assistance and
professional development for each local school district. The State Board will review
each plan to ensure compliance with the goals set forth by the Article 9B.
Each local board of education is responsible for developing a local plan for students
who are academically or intellectually gifted. The plan will outline measures for
identifying students and how the services will be delivered. Input for the plan will
include, parents, community members, board members, teachers, and other
identified stakeholders. The advisor board will ensure the following components are
included in the local AIG Plan:
a) Create screening, identification, and procedures for placing students into an
appropriate assignment and matching educational program for their
individual needs.
b) State clearly how the program provides for individual services for the students needs.
c) Ensure there are measurable objectives that align with the curriculum and
delivery system which can be evaluated to measure student improvements.
d) A professional development plan will match the goals and objectives of the
local plan.
e) A plan to involve parents, the community and others to monitor the
implementation of the local plan.
f) Identify the person and their role who is responsible for the implementation
and monitoring of the local plan.
g) A procedure for resolving disagreements between the school system and the
parents/guardians when there is an issue when a student is not identified for
the AIG program.
The local plan is presented to the local board of education and once approved
will be forwarded to the State Board for review and feedback. Those
comments will be discussed by the local board and implement any changes.
After meeting the above requirements the local plan is in effect for three years for
the date of implementation. However, during the same three year period, the plan
may be amended the meet the needs of the local system. Those changes will be
forwarded to the State Board.
Article 9B outlines the Review of Disagreements in the event there is a failure of the
local district to resolve the disagreement.
