North Carolina Gifted Law (Article 9B)
Article 9B passed by the NC General Assembly in 1996 provides the state's definition of AIG students (see quote below). This law also establishes a multi-layered system of accountability that directs how educational services for gifted learners are delivered. The law includes responsibilities of the State Board of Education (BOE), the local Board of Education and public schools in developing, implementing, and evaluating AIG plans. Specifically, the state BOE oversees and assists the local district to ensure that all the required components are clearly defined in the local plan, including among other requirements, procedures for screening, identifying, and placing students in the AIG program. The local BOE creates the local plan in accordance with state guidelines. Open communication and cooperation with the community is inherent in the law, which states that the local BOE and the schools must involve parents and other community stakeholders in implementing and monitoring all components of the district and school AIG plans. The local and school plans spell out the roles and responsibilities of staff members in adhering to state requirements for AIG educational service delivery.
State Definition of AIG Students, Article 9B (N.C.G.S. § 115C-150.5)
Academically or intellectually gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences 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.
Definición - Estudiantes con talentos académicos e intelectuales desempeñan o demuestran su potencial para realizar niveles muy avanzados de logros cuando se comparan con los de otros estudiantes que son de la misma edad, o que tienen la misma experiencia y medio de desarrollo. Estudiantes con talentos académicos e intelectuales demuestran habilidades de alto rendimiento en áreas intelectuales, campos académicos específicos o en ambos campos académicos y áreas intelectuales. Estudiantes con talentos intelectuales y académicos necesitan servicios educativos más avanzados y diferentes a los programas de educación regular. Se hacen presentes habilidades extraordinarias en estudiantes de todo tipo de grupos culturales, niveles económicos y en todo tipo de áreas que el ser humano sea capaz de desarrollar. (Del articulo 9-B)