AIG Identification Appeal Procedure
Step 1: Needs Determination Team Conference
Parent/guardian may make a request for a conference with the Needs Determination Team to discuss the concerns. (A written request is required. The AIG Supporter keeps the written request for documentation.)
Needs Determination Team reviews the student’s record and all previous nomination, identification, and service option decisions. The committee may gather additional information about the student from teachers and/or parents as needed. The Individual Student Profile may be updated.
The Needs Determination Team grants the conference within 10 school days of request and responds to parent/guardian in writing within 10 school days of conference. IF THE DISAGREEMENT IS NOT RESOLVED AT THE NEEDS DETERMINATION TEAM CONFERENCE, THEN PROCEED TO STEP 2: APPEAL TO AIG COORDINATOR/ASSISTANT SUPERINTENDENT OF CURRICULUM, INSTRUCTION, & ACCOUNTABILITY.
Step 2: Appeal to AIG Coordinator/Assistant Superintendent of Curriculum, Instruction, & Accountability
Parent/guardian may appeal the Needs Determination Team’s decision in writing to the AIG Coordinator/Asst. Superintendent of CIA within 10 days of receiving the response.
AIG Coordinator/Asst. Superintendent of CIA review(s) the grievance within 10 days of receipt of appeal.
AIG Coordinator/Asst. Superintendent of CIA respond(s) in writing to the parent/guardian and principal concerning the outcome of the review within 10 school days. IF GRIEVANCE IS NOT RESOLVED IN STEP 2, THEN PROCEED TO STEP 3: APPEAL TO THE SUPERINTENDENT.
Step 3: Appeal to the Superintendent
Parent/guardian may appeal in writing the decision of the AIG Coordinator/Asst. Superintendent of CIA to the Superintendent or his designee within 10 days of receiving the response.
Superintendent receives the grievance within 10 days of the receipt of the appeal.
Superintendent responds in writing concerning the outcome within 10 school days to the parent/guardian and principal. IN THE EVENT THAT THE LOCAL GRIEVANCE PROCEDURE FAILS TO RESOLVE THE DISAGREEMENT, THEN THE STATE LEVEL GRIEVANCE PROCEDURE WILL BE IMPLEMENTED.
Step 4: State Level Grievance Procedure
Parent/guardian may file a petition for a contested case hearing under Article 3 of Chapter 150B of the General Statutes. The scope of the review shall be limited to:
Whether the local school administrative unit improperly failed to identify the child as an academically or intellectually gifted student
Whether the local plan has been implemented appropriately in regard to the child
B. Following the hearing, the administrative law judge shall make a decision that contains findings of
fact and conclusions of law. Notwithstanding the provisions of Chapter 150B of the General
Statutes, the decision of the administrative law judge becomes final, is binding on all parties, and is
not subject to further review under Article 4 of Chapter 150B of the General Statutes.
Transfers:
Any student moving in to the RRGSD from a North Carolina school who is identified as gifted will be considered gifted in RRGSD. However, the student must be brought to the Needs Determination Committee to determine the level of service needed. The student will receive resource service if in grades 3-5 until the Needs Determination Committee meets to determine service needs. If it is determined that the student does not need resource leveled service, then the student will be served in a cluster group within the classroom.
Transfers from Out of State:
Students entering RRGSD from out of state may provide documentation of gifted services from their previous school to expedite the process. Nationally normed aptitude and nationally normed off-grade level achievement tests are accepted. RRGSD will administer any testing needed to complete a profile for the student. The student profile will be reviewed by the Needs Determination Committee to determine if and what services are needed. If any evaluation is necessary, the parent/guardian will receive documentation of the evaluation, Procedures to Resolve Disagreements, and an invitation to a placement conference.
Reassessment Process
If there are concerns about a student’s performance in an AIG service, a conference with the parent/guardian, AIG teacher, regular education teacher(s), and AIG Coordinator/Executive Director of Instructional Services will be held to determine the best modification of the Differentiated Education Plan. If necessary, an Individual Differentiated Education Plan will be developed to meet the unique affective needs of the gifted student.
Add-on Identification:
If it is deemed that a student requires service in another area, the identification process will be used to screen and identify the student.
Right to Refuse Service:
If a student wishes to discontinue a service that was determined to be needed, documentation is kept in the student’s AIG folder. Services may be re-instituted at a later date after review of needs if desired.