Academically or Intellectually Gifted In North Carolina, state legislation mandates that public schools identify and serve academically or intellectually gifted (AIG) K-12 students. Each LEA determines how to identify and serve its own AIG student population. This honors local context and supports each LEA to do what is best for its own AIG student population. LEAs must adhere to state legislation, which guides LEAs and defines academically or intellectually gifted students (see below), and also use the NC AIG Program Standards, revised in 2018, as a guide in the development of local AIG plans and programs. The State Board of Education approved NC AIG Program Standards provide a statewide framework for quality programming while supporting local context. State Definition of AIG Students 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. Article 9B (N.C.G.S. § 115C-150.5) A Call to Action Critical Actions to Realize Equity and Excellence in Gifted Education: Changing Mindsets, Policies, and Practices Increase access and opportunities to increase achievement and growth for all To set the foundation for realizing both equity and excellence, we must approach it from the shared perspective that both can be realized. Both are integral to a successful educational environment. This comitment toward equity and excellence is urgent and requires intentional and sustained actions. No single action will change mindsets, policies, and practices; we must synergize efforts to increase achievement and growth for all. Call to Action: Equity and Excellence Brief
Academically or Intellectually Gifted In North Carolina, state legislation mandates that public schools identify and serve academically or intellectually gifted (AIG) K-12 students. Each LEA determines how to identify and serve its own AIG student population. This honors local context and supports each LEA to do what is best for its own AIG student population. LEAs must adhere to state legislation, which guides LEAs and defines academically or intellectually gifted students (see below), and also use the NC AIG Program Standards, revised in 2018, as a guide in the development of local AIG plans and programs. The State Board of Education approved NC AIG Program Standards provide a statewide framework for quality programming while supporting local context. State Definition of AIG Students 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. Article 9B (N.C.G.S. § 115C-150.5) A Call to Action Critical Actions to Realize Equity and Excellence in Gifted Education: Changing Mindsets, Policies, and Practices Increase access and opportunities to increase achievement and growth for all To set the foundation for realizing both equity and excellence, we must approach it from the shared perspective that both can be realized. Both are integral to a successful educational environment. This comitment toward equity and excellence is urgent and requires intentional and sustained actions. No single action will change mindsets, policies, and practices; we must synergize efforts to increase achievement and growth for all. Call to Action: Equity and Excellence Brief
