Article 9B
Article 9B
Our state has taken the initiative to address the needs of gifted students through its own legislation, despite the absence of a federal mandate. This allows your state to have more control and flexibility in determining how to best serve gifted students in your educational system.
By having legislation in place, North Carolina outlines specific guidelines, policies, and resources to support gifted education. These measures include identification procedures to identify gifted students, specialized programs or services tailored to their needs, professional development opportunities for teachers, and strategies for monitoring and evaluating the effectiveness of gifted education initiatives.
North Carolina law requires that gifted students must have a specific plan in place that provides them with appropriate educational services and opportunities.
In 1996, NCGS Article 9B was passed by the North Carolina legislature. Article 9B protects the rights of gifted students in North Carolina. All public schools are mandated to identify and serve academically/intellectually gifted students or those with potential from grades K-12.
State Board of Education is actively involved in supporting gifted education and providing guidelines for local districts to develop their own plans. By providing clear guidelines and ongoing support, the State Board plays a crucial role in ensuring that districts have the necessary resources and direction to effectively meet the needs of gifted students.
Below are key areas where the State Board's guidelines have an impact:
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 an array of K-12 programs and services by the total school community to meet the diverse academic, intellectual, social, and emotional needs of gifted learners.
Standard 3: Differentiated Curriculum and Instruction:
The LEA employs challenging, rigorous, and relevant curriculum and instruction K-12 to accommodate a range of academic, intellectual, social, and emotional needs of 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 needs of gifted learners that is on-going and comprehensive.
Standard 5: Partnerships:
The LEA ensures on-going 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 academic, intellectual, social, and emotional needs of gifted learners.