every child. every day.

Academically and Intellectually Gifted

The Mooresville Graded School District offers various levels of advanced instruction to meet the individual academic needs of our students.  Teachers differentiate instruction beginning in our elementary classrooms and continue through high school.  In our school system, students are formally identified at the end of third grade.  Students are served in AIG Math and/or AIG Reading in grades 4 - 6 in our Intermediate Schools.  Mooresville Middle School offers Honors classes using a blended model for both AIG and non-AIG students.  At Mooresville High School, students have the flexibility to enroll in courses such as Honors, AP, and Career & College Promise, as well as courses offered through NC Virtual Public Schools.

Vision:  To become a flexible and inclusive student-centered program that develops the potential of gifted students representative of the total student population.

Mission:  To effectively and comprehensively address the interests and develop the potential and skills of every AIG child, every day, so that each student reaches his or her fullest potential.

To learn more about the Mooresville Graded School District's Academically and Intellectually Gifted program, download and read our 2016 - 2019 AIG Plan.

AIG Resources

AIG Rights and Procedures

Your Rights as a Parent

Academically and intellectually gifted students are provided a free appropriate public education. This means that differentiated services are provided for the academically and intellectually gifted student (1) at no expense to the parent, (2) according to guidelines of the North Carolina Department of Public Instruction and the district’s Academically and Intellectually Gifted Program, and (3) according to the student’s Differentiated Education Plan (DEP).

Referral:  When any person believes that a child is academically or intellectually gifted and may need differentiated educational services, that person should inform school personnel in writing the reason(s) for referring the child and complete the appropriate student checklist. The referral should include information about the student’s characteristics and strengths that require differentiated services. A student must be enrolled in public school, and the referral should be given to the student’s teacher or a school administer.

Screening and Evaluation:  After a child has been referred and in order to determine his/her need for differentiated services in the academically and intellectually gifted program, a screening process must be followed:

  1. The parent must give written permission before any individual screening may be done.
  2. A school-site team must review all referrals and make a recommendation for further evaluation.
  3. Student eligibility for differentiated services will be determined by a school-site team trained to make appropriate recommendations for the individual student.

If the parent does not agree with the system’s decision concerning eligibility, he/she has the right to obtain and submit results of an independent educational and/or intellectual evaluation. This evaluation must be given by a qualified examiner who is not employed by the education agency responsible for the student’s education. Measures of intellectual aptitude and achievement are two of the criteria used in determining eligibility, and additional measures do not necessarily guarantee placement in the academically gifted program, although those results are considered. The school system is not responsible for paying for independent evaluations to determine student eligibility. The parent has the right to ask to meet with the school-site team to review the committee decision.

For students identified as academically and intellectually gifted, a differentiated education plan or program is written. Such a plan will include student strengths and the options considered by the school-site team as appropriate to the student’s educational needs.

Placement is the end result of referral, evaluation, consideration of all criteria involved in giftedness, and the development of the DEP. The school system must ensure that placement is based on multiple indicators of giftedness and that options chosen are based on the needs of the student.

If a parent disagrees with any decision(s) of the school-site committee regarding referral, identification, or services, the following procedure will be followed:

  1. The parent may request in writing a conference with the AIG School Review Team.
  2. If the parent still disagrees with the committee decision, he/she may appeal the decision by making a written request to the Executive Director of Instruction within 30 days of the conference with the AIG School Review Team. The Executive Director of Instruction will review the decision of the team and grant a conference within ten (10) school days of the parental request and respond in writing within five (5) days of that conference.
  3.  If the disagreement is not resolved with the Executive Director of Instruction’s decision, the parent may request to have the decision reviewed by mediation. The parent may ask the school system to contact the Department of Public Instruction for a mediator, a person knowledgeable about the area of gifted education. The mediator selected will review the decision made by the school system and will render a decision within 30 days.
  4. If mediation fails to resolve the disagreement satisfactorily, the parent may file a petition for a contested case hearing under the NC General Statutes. The hearing will be limited to consideration of (1) whether the local school unit improperly failed to identify the student as an academically gifted student and (2) whether the local plan has been implemented appropriately.

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 becomes final, is binding on all parties, and is not subject to further review under the NC General Statues. Attorney fees are the responsibility of the parent.

Early Learners (K - 2 Services)

The classroom teacher is vital to instruction for young children and provides appropriate differentiated instruction to meet their diverse academic, intellectual, social, and emotional needs.  MGSD utilizes multiple measures to identify potentially gifted students in Kindergarten through second grade.  We offer flexible ability groups during core instruction and/or enrichment pull-out activities to facilitate differentiation. Additionally, we provide regular opportunities for project-based, inquiry-based, and/or problem-based learning differentiated to challenge all students.

MGSD AIG Plan

2016 - 2019 AIG Plan

AIG Identification Process

AIG Identification Flow Chart
AIG Identification Flow Chart

Flow chart showing the process for identifying a student as academically and intellectually gifted.

NCDPI AIG Information

Article 9B - State Definition of AIG Student

NCDPI AIG Standards

Related Organizations

CEC-TAG
Council for Exceptional Children-The Association for the Gifted
http://cectag.com/
Duke Tip
Duke University Talent Identification Program
https://tip.duke.edu/
NAGC
National Association for Gifted Children
http://giftedandtalentedresourcesdirectory.com/Listing/Listings/7815/30?pageSize=10&pageNo=1
NCAGT
NC Association for the Gifted and Talented
http://www.ncagt.org/
SENG
Supporting Emotional Needs of the Gifted
http://www.sengifted.org/

Returning to MGSD?

A student who qualifies for the AIG Program continues to be eligible for services in that program for the entire time s/he remains in the Mooresville Graded School District. However, if a student leaves MGSD for more than one year in a new public school system, a new private/independent/charter school, or for home schooling, the student must re-qualify and meet the MGSD AIG Program eligibility criteria based on current test data.

New to MGSD?

Students transferring into MGSD who were previously placed in a gifted/talented program elsewhere may be screened and placed into MGSD AIG services if at the time of placement in the other school district the test scores used for placement show that the student would have been eligible for MGSD AIG Program services.  Once the criteria are met that the student would have been eligible for MGSD AIG services under current procedures, the student may be placed and served in the MGSD program with no additional testing required.  If the student's scores from the previous district do not qualify him/her for placement in the MGSD AIG program, the student may be screened to collect additional data.