In Cabarrus County Schools, we follow a three-step process to identify students who may benefit from gifted education services:

1. Student Search, Nomination, and Data Collection: Teachers, parents, or other adults may nominate a student. During this time, we gather various data points to help us understand the student’s learning needs.

2. AIG Program Team Review: A team carefully reviews each student’s nomination, data, and learning profile to determine the most appropriate next steps.

3. Placement Decision: Based on the review, one of the following decisions will be made:

   • Nonplacement: At this time, the student does not need AIG services based on the information collected.

   • Further Evaluation Needed: We may request additional assessments. If so, we’ll contact you for permission before moving forward.

   • Placement: The student qualifies for AIG services based on the data and will receive support tailored to their area(s) of need.

If a student is not placed, they can be nominated again in the future when new evidence suggests a need for gifted services.

Cabarrus County Schools Academically/Intellectually Gifted Differentiation Program goals, objectives, and service delivery options should be clearly communicated to parents. Parents who have questions or concerns should first talk with the Regular Education Teacher, and/or the AIG Differentiation Program Teacher, the high school Honors or Advanced Placement Teacher, or with the school Principal.

In the event that parents/guardians disagree with a decision, it is hoped that the concerns may be resolved at the local level. The following procedures should be followed to resolve any disagreements.

Level 1. School Site Review

If parents have a disagreement concerning search and nomination, identification, or services, they may request in writing a meeting with the Principal to discuss their concerns. The Principal may convene the Academically/Intellectually Gifted Differentiation Team to review referral and
placement records and the student’s current performance.

Level 2. Coordinator of Academically/Intellectually Gifted Differentiation Program Review

If the disagreement is not resolved at the school site, the parents may request an administrative review at the system level. This request should be made in writing within 10 days of the school site decision and sent to the Director of Academically/Intellectually Gifted Education.

Level 3. Assistant Superintendent for Curriculum and Instruction Review

If the disagreement cannot be resolved at the above level, the parents may appeal to the Assistant Superintendent for Curriculum and Instruction and/or to the Superintendent.

Level 4. Superintendent Review

If the disagreement cannot be resolved at the above level, the parents may appeal to the Superintendent.

Level 5. Administrative Law Hearing

If the above procedure fails to resolve the disagreement satisfactorily, the parents may file a petition for a contested case hearing under Article 3 of Chapter 150B of the North Carolina General Statutes. According to the law, “The scope of the hearing 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 will make a decision based on the findings of fact and conclusions of law. The decision of the administrative law judge is final, is binding on all parties, and is not subject to further review under Article 4 of Chapter 150B of the General Statutes. Legal fees are the responsibility of the parents.