Article 9B.
Academically or Intellectually Gifted Students.
115C-150.5. Academically or intellectually gifted students.
The General Assembly believes the public schools should challenge all students to
aim for academic excellence and that academically or intellectually gifted students
perform or show the potential to perform at substantially high levels of accomplishment
when compared with others of their age, experience, or environment. Academically or
intellectually gifted students exhibit high performance capability in intellectual areas,
specific academic fields, or in both 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. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)
115C-150.6. State Board of Education responsibilities.
In order to implement this Article, the State Board of Education shall:
(1)
Develop and disseminate guidelines for developing local plans under
G.S. 115C-150.7(a). These guidelines should address identification
procedures, differentiated curriculum, integrated services, staff
development, program evaluation methods, and any other information
the State Board considers necessary or appropriate.
(2)
Provide ongoing technical assistance to the local school administrative
units in the development, implementation, and evaluation of their local
plans under G.S. 115C-150.7. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)
115C-150.7. Local plans.
(a)
Each local board of education shall develop a local plan designed to identify
and establish a procedure for providing appropriate educational services to each
academically or intellectually gifted student. The board shall include parents, the school
community, representatives of the community, and others in the development of this plan.
The plan may be developed by or in conjunction with other committees.
(b)
Each plan shall include the following components:
(1)
Screening, identification, and placement procedures that allow for the
identification of specific educational needs and for the assignment of
academically or intellectually gifted students to appropriate services.
(2)
A clear statement of the program to be offered that includes different
types of services provided in a variety of settings to meet the diversity
of identified academically or intellectually gifted students.
(3)
Measurable objectives for the various services that align with core
curriculum and a method to evaluate the plan and the services offered.
The evaluation shall focus on improved student performance.
NC General Statutes - Chapter 115C Article 9B
(4)
Professional development clearly matched to the goals and objectives of
the plan, the needs of the staff providing services to academically or
intellectually gifted students, the services offered, and the curricular
modifications.
(5)
A plan to involve the school community, parents, and representatives of
the local community in the ongoing implementation of the local plan,
monitoring of the local plan, and integration of educational services for
academically or intellectually gifted students into the total school
program. This should include a public information component.
(6)
The name and role description of the person responsible for
implementation of the plan.
(7)
A procedure to resolve disagreements between parents or guardians and
the local school administrative unit when a child is not identified as an
academically or intellectually gifted student or concerning the
appropriateness of services offered to the academically or intellectually
gifted student.
(8)
Any other information the local board considers necessary or
appropriate to implement this Article or to improve the educational
performance of academically or intellectually gifted students.
(c)
Upon its approval of the plan developed under this section, the local board
shall submit the plan to the State Board of Education for its review and comments. The
local board shall consider the comments it receives from the State Board before it
implements the plan.
(d)
A plan shall remain in effect for no more than three years; however, the local
board may amend the plan as often as it considers necessary or appropriate. Any changes
to a plan shall be submitted to the State Board of Education for its review and comments.
The local board shall consider the State Board's comments before it implements the
changes. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)
115C-150.8. Review of Disagreements.
In the event that the procedure developed under G.S. 115C-150.7(b)(7) fails to resolve
a disagreement, the parent or guardian may file a petition for a contested case hearing
under Article 3 of Chapter 150B of the General Statutes. The scope of review shall be
limited to (i) whether the local school administrative unit improperly failed to identify the
child as an academically or intellectually gifted student, or (ii) whether the local plan
developed under G.S. 115C-150.7 has been implemented appropriately with regard to the
child. 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 the parties, and is not subject to further review under Article
4 of Chapter 150B of the General Statutes. (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)
NC General Statutes - Chapter 115C Article 9B
