The goal of the Harnett County Schools Nurturing Program is to provide students with advanced and enriched learning experiences before a formal AIG identification process begins. The Nurturing program will promote higher-level thinking in students who demonstrate the potential to benefit from more in-depth instruction. Each school provides enriched learning experiences that encourage higher level thinking, creativity, and leadership growth. The need for participation in the Nurturing Program is determined in each school using a K-3 Nurturing Program Behavior Scale. Teachers complete the scale during the first couple of months of school. Parents will receive information and permission for their child to participate in the Nurturing Program if the Behavior Scale indicates a need for enhanced instruction. Instruction may be conducted independently and in an individual, small group and/or large group setting. Participation in the Nurturing Program will look differently at each site, but might include any of the following:

• Independent Projects

• Investigations of areas of interest

• Math Superstars

• Book Studies or Literature Circles

• Leadership Roles 

• Problem-solving Activities

• School Clubs

The goal of Harnett County Schools at the elementary level is to provide challenging, rigorous, and relevant instruction to all identified AIG students in grades 3-5 through a collaborative model. Once identified as AIG, students receive enhanced instruction within the regular classroom. Ideally, students are placed in cluster groups with other AIG students at their grade level. 

Students may receive enrichment through independent, small/large group, or technology activities. Various instructional practices and resources may be employed to differentiate the instruction for these students. Examples may include:

• Independent/Group Projects

• Academic Competitions (i.e. Battle of the Books, FIRST LEGO League, Science Olympiad, Science Fair, Spelling Bee, etc.)

• Problem-solving Challenges (Math Superstars)

• Technology Projects

• Leadership Roles (i.e. The Leader in Me)

• Young Authors

• Service Projects

• School Clubs

Harnett County Schools continues to serve middle grades students using the same collaborative model used at the elementary level-- with a little variation. In grades 6-8, students are cluster grouped according to their area of identification (Reading, Math, or Both Areas). In addition to being served in their cluster groups, the middle schools provide at least one advanced class where students receive AIG services that are specifically designed to challenge them and stretch their learning experiences. The work is more rigorous. The pace a little faster, the expectations higher.

The opportunities for middle grades students to grow intellectually, socially, and emotionally may include the following (Check with your child's school for specific opportunities at their site):

• Literature Circles

• Academic Competitions (ex. Battle of the Books, FIRST LEGO League, Mathcounts, Science Olympiad, Science Fair, Writing Contests, etc.)

• Service Learning Projects

• Independent Projects

• On-line Foreign Language Courses (Ask school counselor when planning schedules.)

• Leadership Organizations

• National Honor Society

• Duke Pre-College Program

• School Clubs

Harnett County Schools delivers AIG services at the High School Level in the Honors and Advanced Placement (AP) courses it offers. AIG students should select these courses to ensure they are College and Career Ready. In addition, students are encouraged to take advantage of the various Career and Technical Education (CTE) courses available to broaden their educational experience and provide them with skills post-high school. 

Students may also choose an acceleration option called Credit my Demonstrated Mastery, CDM. This is a multi-phase process where the student can earn course credit without a classroom, seat time learning experience.

Click on the following links for more information and the form to apply for CDM.

CDM Process

Application for CDM

Various extra-curricular activities are also available at the high school level to help increase social and emotional skills of the gifted student:

• Clubs and Organizations (both school and community)

• Service Projects (both school and community)

• Leadership Organizations 

• Mentoring/Job Shadowing

• Peer Tutoring

• NC Governor's School

• Academic Competitions (ie. Science Olympiad, History Bowl, Battle of the Books, etc.)

• National Honor Society

• Duke Pre-College Programs

• School Clubs

Harnett County Schools is committed to identifying and serving students with high academic or intellectual potential through multiple, research-based measures. Identification procedures ensure equity, flexibility, and access to gifted services for all students, regardless of background or grade level. No single criterion excludes a student from identification; the process is designed to capture a range of abilities, aptitudes, and indicators of giftedness. To provide a comprehensive and responsive identification system, Harnett County Schools has developed four identification pathways:

Pathway 1: Dual-Score Identification (Grades K–12)
Students who score at or above the 90th percentile on a nationally normed aptitude assessment AND at or above the 85th percentile on a nationally normed achievement assessment will automatically qualify for AIG identification. Both criteria—aptitude and achievement—must be met; one score alone does not qualify a student.

Pathway 2: Multiple Measures Identification (Grades 3–12)
Students in Grades 3–12 may qualify through a multiple-criteria points system. Students must accumulate a minimum of 75 points out of 100 to qualify. This process allows for flexibility and acknowledges strengths in multiple areas.

The points system includes the following indicators:

- Achievement Measures (BOG, EOG, EOC, ITBS, NCFE, or other nationally normed standardized tests approved by Harnett County Schools)

- Aptitude Measures (CogAT, Otis-Lennon, NNAT, or other nationally normed standardized tests approved by Harnett County Schools)

- Academic Performance (class grades)

- Observable Behaviors (Gifted Behavior Scale)

Pathway 3: Portfolio and Rubric-Based Identification (Grades K–2)
To identify young learners whose potential may not yet be fully evident through standardized testing, Harnett County Schools uses a rubric-based points system and portfolio review. This pathway ensures early access to gifted services for students with advanced learning potential in the primary grades. The rubric assesses:

- Achievement Measures (nationally normed standardized tests approved by Harnett County Schools)

- Aptitude Measures (CogAT, Otis-Lennon, NNAT, or other nationally normed standardized tests approved by Harnett County Schools)

- Academic Performance (class grades/proficiency levels)

- Observable Behaviors (Gifted Behavior Scale)

- Work Samples, Performance Tasks, and/or Other Artifacts

Pathway 4: Transfer Students Identification (Grades K-12)
Students who have been previously identified as gifted in another district or state may be considered for continued AIG services upon enrollment in Harnett County Schools. The school’s Gifted Identification Team (GIT) will review the student’s documentation to determine alignment with Harnett County’s identification criteria. If existing records meet local standards, services will continue without interruption. When needed, additional data may be collected to support identification decisions and ensure consistent, equitable application of the district’s AIG pathways. This process honors prior identifications while maintaining the integrity of local procedures.

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 commitment 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.

Click the button below for more information.

Equity & Excellence Brief

Each quarter, we email a "Gifted & Talented Family Newsletter" to parents/guardians of gifted and talented students in Grades K-12. Topics vary and may include information about gifted identification, characteristics of gifted students, social and emotional needs, educational resources, upcoming parent events, and/or student events.

You can click HERE to view past and present newsletters. There is an English and Spanish version of each document. If you have any questions about any of the information in the newsletters, please reach out to your child's teacher.

What are some indicators of academic giftedness?
A child shows academic giftedness when he/she demonstrates learning potential significantly, at least two years, beyond the expected level of his/her age group. This advanced learning potential can be discovered in many ways and can be hidden by unfavorable life circumstances. Indicators often include achievement, aptitude, performance, teacher observation, interest, and motivation to learn.

In what content areas can students be identified as AIG in this district?
- Academically Gifted in Reading (AR)
- Academically Gifted in Math (AM)
- Academically Gifted (AG) students are identified as those students having met the requirements of both AR and AM.

How can I refer a student for screening?
Referrals for gifted identification can be made to the Gifted Identification Team by teachers, parents/guardians, students, or other stakeholders.

How can a student be placed in the AIG Program (or receive services)?
In Harnett County Schools, the identification of a K-12 student needing gifted education services is a four step process that includes referral, screening, assessment of needs, and identification of appropriate modifications, accommodations, and/or services. Information from all the steps guides decisions regarding the differentiation needed to meet the gifted student’s needs. The AIG identification process is communicated to stakeholders at the LEA and school levels.

Parents/Guardians whose child is involved in the AIG student identification process are kept abreast of each step in the process, from referral, assessment, identification, or placement on a watch list (pre-assessment and post-assessment). The Gifted Identification Team (GIT) at each school is then responsible for determining how to best meet the needs of its identified AIG student population.

Our district looks at multiple criteria to make a gifted determination. Criteria used in the decision-making include EOG scores, aptitude scores, achievement scores, grades, outstanding work samples, and strong teacher referrals. Click the "Identification" button above for specifics. The GIT reviews all of the results and determines which students exhibit a need for differentiation beyond the regular classroom setting. A plan for student services is developed through a Differentiated Education Plan (DEP).

What is the Gifted Identification Team?
The Gifted Identification Team (GIT) is comprised of the school's Lead AIG teacher and other educators. The GIT looks at all the identifying criteria to make a determination of gifted and what modifications and accommodations each student will receive.

What is a Differentiated Education Plan?
A Differentiated Education Plan (DEP) is an academic plan for each student needing differentiated services.

When will parents/guardians know about the DEP for their child?
At the GIT meeting, input is gathered to complete a DEP. The lead AIG teacher, in collaboration with the classroom teacher(s), will complete the DEP. Annual reviews will be held with parents/guardians to present the DEP as well as receive further input for services.

Will a student’s DEP carry over from year to year?
Individual student review is a continuous process. Since the program is based on a student's demonstrated need for differentiated services, it is necessary to review student needs regularly. An annual review of the student's current information such as test scores and grades will determine the appropriate type of services to provide. The parents/guardians of students receiving services will receive a letter of invitation giving them the opportunity to participate in their child's annual review.

What if parents/guardians disagree with the evaluation decision?
In the event a parent/guardian disagrees with the decision of the GIT, the first step is to appeal to the school's GIT. The request must be made in writing giving the GIT ample opportunity (10 days) to convene for this conference. At the conference, the student's data will be reviewed with the parent/guardian. Minutes will be recorded and signatures obtained by all present. Further appeals may be made, if necessary, in the following order: school principal, central services, and superintendent.

Will differentiated education services result in students being given extra work?
All identified students should receive opportunities for differentiation based on the academic/intellectual needs of the students. Teachers should create instructional opportunities that include, but not limited to the following:
• Tiered Assignments
• Curriculum Compacting
• Independent Study

Students should not be provided with "extra work". In the regular classroom, students may be working on the same objective/concept through assignments at multiple levels. Some students work on simpler more basic assignments while others work on assignments with greater depth and complexity.

If my child received gifted services in another school district, does that mean he/she will automatically receive gifted services in Harnett County Schools?
Each school system has developed a plan which provides criteria for screening, identification, and services for their students who exhibit a need for differentiation. Should a student transfer to HCS, parents/guardians should provide documentation from the previous school to verify the gifted placement. This should include all the latest test scores for aptitude and achievement in the areas of reading and math. The GIT will review the data to decide if further screening is necessary. Harnett County Schools honors the Interstate Compact on Educational Opportunity for Military Children. Thus, until a review of records can be completed, or further screening can be conducted, any military child will receive services if he/she states that he/she received services in their previous school.

May a student be referred who does not meet the criteria for services?
Yes, there are students who display outstanding intellectual potential, but who do not meet traditional criteria because of their own uniqueness. The use of alternate assessments may be considered and/or these students should have an individual academic plan developed specifically for them.

Is there something my child must do once he/she has been identified to continue to receive services from year to year?
Each student must take responsibility for his/her own learning. Annually, the GIT reviews the progress and performance of each student receiving AIG services in order to determine the appropriate level of differentiation. The child will remain identified as gifted and services will be identified through the child's Differentiated Education Plan (DEP).

If my child does not qualify for services at the time of testing, can my child be reevaluated?
Yes, if a student does not exhibit a need for differentiation at the time of initial screening, he/she is not excluded from future consideration. It is recommended to wait at least one calendar year before retesting.

If I remove my child from AIG services and decide later that I want him/her to receive those services, what do I do?
You can request a meeting to review service options with your school's GIT.

Who develops the local AIG plan?
A committee of parents, community leaders, teachers, and administrators contribute to the writing of the local AIG plan. Guidelines are established by the North Carolina Department of Public Instruction. AIG plans are written for three-year cycles. The Harnett County Board of Education approves the AIG plan and NC also reviews the plan.

Where can I find a copy of the local AIG plan?
The current AIG Plan is located on the district website under Gifted Education.

Who should I contact if I have questions regarding gifted services?
Parent/guardian inquiries about gifted services should be directed to the child's assigned school. The following sequence is recommended:

1. Homeroom/General Education Teacher(s)

2. School AIG Lead Teacher

3. School Principal

4. HCS AIG Program Office

National Association for Gifted Children (NAGC)
NAGC is the nation's leading organization focused on the needs of gifted and talented children. Dedicated to uplifting and empowering those who support children with advanced abilities, NAGC provides energizing professional learning, impactful research, and inspiring advocacy to ensure all children have equitable opportunities and support to develop their gifts and talents.

NC Association of the Gifted and Talented (NCAGT)
The North Carolina Association for the Gifted and Talented (NCAGT) is a 501 (c) (3) non-profit organization dedicated to supporting the educational and social-emotional needs of academically and/or intellectually gifted students.

NCDPI Division of Advanced Learning and Gifted Education
The Division of Advanced Learning & Gifted Education brings together various advanced programs at the NC Department of Public Instruction to ensure collaboration and partnership. Supporting the advanced learning needs of students across North Carolina is critical as DPI and NC educators work to ensure that all students are career and college ready.