• 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.
    (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.
    NC General Statutes - Chapter 115C Article 9B 2
    (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).)