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.

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