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State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)
State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)
Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.
Gifted Children's Bill of Rights
Gifted Children's Bill of Rights
You have a right to
You have a right to
know about your giftedness.
learn something new everyday.
be passionate about your talent area without apologies.
have an identity beyond your talent area.
feel good about your accomplishments.
make mistakes.
seek guidance in the development of your talent.
have multiple peer groups and a variety of friends.
choose which of your talent areas you wish to pursue.
not to be gifted at everything.
written by Del Siegle, NAGC President, 2007-2009
NC AIG Program Standards
NC AIG Program Standards
Standard 1: Student Identification
The LEA’s student identification procedures for AIG are clear, equitable, and comprehensive and lead towards appropriate educational services.
Standard 2: Comprehensive Programming within a Total School Community
The LEA provides a K-12 AIG program with an array of services by the total school community to meet the diverse academic, intellectual, social, and emotional needs of gifted learners. These services will develop students’ strengths through intentional learning experiences in various domains that are not dependent on the students’ demographic background or economic means.
Standard 3: Differentiated Curriculum and Instruction
The LEA employs challenging, rigorous, and relevant curriculum and instruction to accommodate a range of academic, intellectual, social, and emotional needs of K-12 gifted learners.
Standard 4: Personnel and Professional Development
The LEA recruits and retains highly qualified professionals and provides relevant and effective professional development concerning the diverse needs of gifted learners that is ongoing and comprehensive.
Standard 5: Partnerships
The LEA ensures ongoing and meaningful participation of stakeholders in the planning and implementation of the local AIG program to develop strong partnerships.
Standard 6: Program Accountability
The LEA implements, monitors, and evaluates the local AIG program and plan to ensure that all programs and services are effective in meeting the diverse academic, intellectual, social, and emotional needs of gifted learners.
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