The Academically or Intellectually Gifted Program formally identifies students for AIG services in grades three through twelve. To be identified for receiving AIG services, a student must consistently demonstrate evidence of mastery of the curriculum that is well above grade level in reading/language arts and/or mathematics. Both formal data and informal data are considered in the identification process. 

The following criteria are considered for identification and eligibility to receive gifted services in reading/language arts and/or mathematics:

1. 90th percentile or higher on norm-referenced aptitude or ability test(s), including both verbal and/or nonverbal assessment(s).

2. 90th percentile or higher on norm-referenced achievement tests in reading/language arts and/or mathematics.

3. Teacher rating scales that indicate gifted characteristics in learning, creativity, leadership, and adaptability.

4. Portfolios that demonstrate multiple above-grade-level work products, rubrics,and reflections within one or more specific academic areas at the student's highest level of performance.

5. Documented evidence of identification for gifted services from another school district.

It is preferred that both aptitude and achievement scores are at or above the 90th percentile on nationally-normed assessments. If only one area (aptitude or achievement) is at or above the 90th percentile on a nationally normed-assessment, all other identification criteria must provide strong evidence of need for AIG services.

Students in kindergarten through second grade may be formally identified for academically or intellectually gifted services only if there is clear demonstration of extreme need for differentiated service that is two or more grade levels above the current grade level.

• AIG Nomination Flow Chart

• AIG Appeals Procedures

Differentiated Educational Plan (DEP) or Individual Differentiated Education Plan (IDEP) developed by AIG Facilitator and classroom teachers.

Student documentation will be resubmitted to School Based AIG Leadership Team.

Parent/family signs Eligibility and Documentation Forms giving consent for services

Parent/family notification. Information from student assessments will continue to be monitored 

Parent/family notification.

AIG Facilitator and/or classroom teacher collect requested information and/or administer additional testing

Parent/family notification. AIG Facilitator and classroom teacher ensure that nurturing services are received within the appropriate setting

Parent/family notification and conference with AIG Facilitator to review evaluation results and identification decision

Nomination and Identification Flow Chart

Student is recommended to the school’s AIG Facilitator as showing outstanding academic and/or intellectual potential.

Teachers and AIG Facilitator collect qualitative and quantitative documentation showing outstanding academic and/or intellectual potential. If additional aptitude and/or achievement testing is necessary, parent/family permission will be obtained before testing is administered.

The School Based AIG Leadership Team reviews all documentation and makes a recommendation to the District Level Compliance Review Team (CRT). The student’s name should not be presented upon initial presentation.

All student nominations and recommendations of the School Based AIG Site Team are presented to the District Level Compliance Review Team and AIG Coordinator.
After reviewing all documentation, members of the District CRT Committee make a final decision.

State AIG Identification and Differentiated
Services in Math and/or Reading; Identification as Intellectually Gifted
Nurturing Services in Math
and/or Reading
Further information requested before reevaluation
Continue to observe student

Annual Review
of DEP or IDEP with parent/family.

Nash County Public Schools

Academically or Intellectually Gifted Program

APPEALS PROCEDURES for the NASH COUNTY PUBLIC SCHOOLS' ACADEMICALLY OR INTELLECTUALLY GIFTED PROGRAM

Parents, guardians, and teachers of Academically or Intellectually Gifted students should work together as partners to nurture the growth and progress of children. Frequent conferences and open communication are encouraged in order to maximize the potential of the student.

The important relationship between the school, AIG students and their families usually begins when the school's AIG Site Team and the District Level Compliance Review Team identifies the student for services. The AIG Facilitator, with input from the classroom teacher, will develop the recommended Differentiated Education Plan (DEP), which outlines the service options available to match the strengths of the student. The parents/guardians will sign the DEP, along with the AIG Facilitator, classroom teacher, and other personnel as needed.

Step I – The parents/guardians may request a conference with the School-

Based Committee for Gifted Education, known as the AIG Site Team.

Step II – The parents/guardians may appeal the AIG Team’s decision to the Nash

County Public School’s Academically or Intellectually Gifted Coordinator.

Step III – If agreement is not reached, the parent/guardian may then appeal to the

Superintendent of the Nash County Public Schools or his/her designee.

Step IV – In the event that the local grievance procedure fails to resolve the disagreement,

then the state level grievance procedure would be implemented.

If parents/guardians have disagreements regarding the nomination, placement, or service options outlined in the student's DEP, they are guaranteed the due process procedures following:

Step I – AIG Site Team Conference

1. Parent/guardian may make a request for a conference with the AIG Site Team to discuss concerns. (A written request is required and should be filed for documentation.)

2. AIG Site Team reviews the student’s record and their previous nomination, identification, and service option decisions. The committee may gather additional information about the student from the teachers and/or parents as needed. The individual Student Profile may be updated.

3. The AIG Site Team grants the conference within 10 school days of request and responds to the parent/guardian in writing within 10 school days after conference is held.

   If the disagreement is not resolved at the AIG Site Team conference, then an appeal to the Coordinator of Academically or Intellectually Gifted Programming may be made.

    

   Step II – Appeal to the Coordinator of Academically and/or Intellectually Gifted Programming

    

   1. The parent/guardian may appeal the AIG Site Team’s decision in writing to the AIG Coordinator within 10 school days of receiving written response from the AIG Site Team.

   2. AIG Coordinator reviews the grievance within 10 school days of receipt of appeal.

   3. AIG Coordinator responds in writing to the parent/guardian and principal concerning the outcome of the review within 10 school days.

If the disagreement is not resolved, then an appeal to the Superintendent may be made.

Step III – Appeal to the Superintendent

1. The parent/guardian may appeal the AIG Coordinator’s decision in writing to the Superintendent or his/her designee within 10 school days of receiving written response from the AIG Coordinator.

2. Superintendent reviews the grievance within 10 school days of receipt of appeal.

3. Superintendent responds in writing to the parent/guardian, principal, and AIG Coordinator concerning the outcome of the review within 10 school days.

   In the event that the local grievance procedure fails to resolve the disagreement, then the state level grievance procedure would be implemented.

    

   Step IV – State Level Grievance Procedure

   The 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

Following the hearing, the administrative law judge shall make a decision that contains fact and conclusions of law. Notwithstanding the provisions of Chapter150B 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.