Our federal government recognizes that there are students in classrooms all over our country who display unique skills, talents, and intelligences. The No Child Left Behind Act gave individual districts and states the responsibility to determine how to best meet the needs of gifted students. This means there is not a federal mandate in place with regards to gifted education. However, our state does have legislation in place regarding gifted education.
North Carolina Policy
North Carolina law requires that gifted students must have a specific plan in place that provides them with appropriate educational services and opportunities. This information is found in Chapter 115C - Article 9B. The General Assembly recognizes the need to challenge our academically and intellectually gifted students with the goal of achieving academic excellence at the forefront. As stated, these students are expected to perform significantly higher than their peers, show a capability to exceed, and require a differentiated curriculum to ensure this performance takes place.
The State Board of Education is responsible for providing guidelines for developing local plans. These guidelines include information regarding identification procedures, differentiated curriculums, staff development, etc. The State Board is also responsible for providing ongoing support to local administrative units throughout the development, implementation, and evaluation of the local plans.
Each local board of education is in charge of developing a local plan designed to identify gifted learners and serve them accordingly. Parents and representatives from the schools and communities are to be included when developing this plan. Each plan is to include the following components:
1. Screening, identification, and placement procedures.
2. A clear statement of the program and how services meet the needs of a diverse group of learners.
3. Objectives that can be measured that align with the core curriculum and an evaluation that focuses on improved student performance.
4. Professional development for the staff who serves the gifted students.
5. A plan to involve local stakeholders (parents, the community, etc.) in the implementation of the local plan. This will aid accountability and should include a public information component.
6. Inclusion of the name and role description of the individual responsible for implementation of the plan.
7. A procedure to resolve disagreements between parents/guardians and the local school administration when a child is not identified as gifted or if appropriate services are not being provided.
8. Any further information the local school boards considers important to improve the educational performance of the gifted population.
Once the local plan is approved it must be submitted to the State Board of Education for review. Any local plan cannot remain in use for longer than three years, at which time it will be reviewed and updated. However, a local plan can be changed when required or necessary during the three year time period. It should be noted, as stated in the legislation, that a parent or guardian can file a petition if they feel a child was improperly not identified or the plan has been implemented inappropriately.
For a more in depth analysis, please take a look at the North Carolina AIG Program Standards.
North Carolina Policy
North Carolina law requires that gifted students must have a specific plan in place that provides them with appropriate educational services and opportunities. This information is found in Chapter 115C - Article 9B. The General Assembly recognizes the need to challenge our academically and intellectually gifted students with the goal of achieving academic excellence at the forefront. As stated, these students are expected to perform significantly higher than their peers, show a capability to exceed, and require a differentiated curriculum to ensure this performance takes place.
The State Board of Education is responsible for providing guidelines for developing local plans. These guidelines include information regarding identification procedures, differentiated curriculums, staff development, etc. The State Board is also responsible for providing ongoing support to local administrative units throughout the development, implementation, and evaluation of the local plans.
Each local board of education is in charge of developing a local plan designed to identify gifted learners and serve them accordingly. Parents and representatives from the schools and communities are to be included when developing this plan. Each plan is to include the following components:
1. Screening, identification, and placement procedures.
2. A clear statement of the program and how services meet the needs of a diverse group of learners.
3. Objectives that can be measured that align with the core curriculum and an evaluation that focuses on improved student performance.
4. Professional development for the staff who serves the gifted students.
5. A plan to involve local stakeholders (parents, the community, etc.) in the implementation of the local plan. This will aid accountability and should include a public information component.
6. Inclusion of the name and role description of the individual responsible for implementation of the plan.
7. A procedure to resolve disagreements between parents/guardians and the local school administration when a child is not identified as gifted or if appropriate services are not being provided.
8. Any further information the local school boards considers important to improve the educational performance of the gifted population.
Once the local plan is approved it must be submitted to the State Board of Education for review. Any local plan cannot remain in use for longer than three years, at which time it will be reviewed and updated. However, a local plan can be changed when required or necessary during the three year time period. It should be noted, as stated in the legislation, that a parent or guardian can file a petition if they feel a child was improperly not identified or the plan has been implemented inappropriately.
For a more in depth analysis, please take a look at the North Carolina AIG Program Standards.