Appendix
Fairfax County Public Schools
Proposed Scope of Study
Introduction
This proposal outlines the process for reviewing Fairfax County Public School’s Advanced
Academic Program in order to assist the School Board in future program planning. Three
key beliefs drive the development of this proposal and the review suggested: 1) the
fundamental role of the program review is to provide information that can be used to
improve and enhance FCPS’ Advanced Academic Programs, 2) the use of multiple data
sources helps to illuminate the complexity and salience of program issues that need to be
considered, and 3) the program review should be a collaborative enterprise among various
stakeholders in the district and gifted education experts.
Board Requests
At the February 11, 2013 Work Session, the Board requested the following issues be
addressed in the AAP review:
•
Request #1: Historical account of the identification practices (including
assessments) that encompasses the significant increases in AAP eligibility
• Request #2: Full spectrum of all levels of services, not just centers
• Request #3: Recommendations for examining consistency of implementation across
all schools
• Request #4: Examine AAP delivery and its connection with IBMYP and middle
school honors
• Request #5: Critical mass analysis and connection to delivery methodology and
quality of staffing
• Request #6: Information on AAP teacher certifications, both FCPS and best
practices, and number of staff certified
• Request #7: Information on AAP services in neighborhood schools, including
transportation costs
• Request #8: Impact of Young Scholars program on eligibility, implementation of
advanced math across county, use of external assessments for eligibility and
successful programs used in other jurisdictions
• Request #9: Determination of alternative certification approaches
• Request #10: Use of surveys of stakeholders to help ground study
Guiding Questions
The following guiding questions will provide a framework for the program review:
•
To what extent is FCPS practice in the identified focus area aligned with best
practices in the field of gifted education and comparable districts?
Investigation of this question will focus on assessing the congruence of FCPS
practices with National Association for Gifted Children (NAGC) program standards.
•
To what extent is FCPS practice in the identified focus area perceived to be
effective by relevant stakeholders?
Investigation of this question will focus on assessing the perceptions of
administrators, parents, students, and teachers on benefits and liabilities of FCPS
practices in the identified focus area.
•
What are the FCPS strengths and areas for improvement in the identified focus
area? What are the recommendations for improvement and potential
expansion?
Investigation of this question will focus on the results of a discrepancy analysis and
multiple data that is collected and analyzed.
These questions will be addressed for each of the Focus Areas identified below:
Focus Area #1: FCPS Identification Procedures
To what extent are FCPS identification practices aligned with best practices in the field of gifted
education and comparable districts?
1. Report on the identification procedures used for student eligibility in FCPS Advanced
Academic Programs including:
i.
ii.
Definition of Virginia criteria for identification practices and area(s) of student aptitude
served
Historical description of identification practices used in FCPS, changes in FCPS
practices over time, test selection and customization, and rationale for changes
(Board request 1)
2. Report on the composition of current FCPS-AAP student population (Board request 2; Board
Request 8) including:
i.
Disaggregated data by federal ethnicity reporting categories, level of services (level
1-4), age, and enrollment in Centers and Local Level IV programs
ii.
Analysis of FCPS enrollment in comparison to a national sample
iii.
Analysis of factors contributing to increased enrollment, including: Young Scholars
program, test preparation industry, private testing, and out-of-district, private school,
and home school student transfers into FCPS for AAP services
Report on results of discrepancy analysis of FCPS student identification practice alignment with
NAGC best practice standards
To what extent are the identification procedures perceived to be effective by relevant
stakeholders?
1. Report on stakeholder survey results
What are the strengths and areas for improvement in the area of identification? What are the
recommendations for improvement and expansion?
1. Investigation of this question will focus on the discrepancy analysis and data that is collected
and analyzed
Focus Area #2: Quality of Program Services
To what extent are the FCPS Advanced Academic Program services aligned with best practices
in the field of gifted education?
1. Description of the FCPS Continuum of Services (Board request 2)
2. Review of Center program fidelity of implementation including (Board request 3):
i.
Curriculum offerings, extra-curricular activities (Board request 3)
ii.
Qualifications of staff and teacher certification (Board request 5)
iii.
Grouping practices and critical mass (Board request 5)
3. Comparison of the FCPS continuum of advanced academic services with comparable
districts by examining (Board request 8):
i.
District demographics
ii.
District service delivery model
iii.
District identification process
iv.
District’s student population receiving AAP/gifted services
4. Report on results of discrepancy analysis of FCPS program services alignment with NAGC
best practice standards and comparable districts
To what extent are the FCPS Advanced Academic Program services perceived to be effective
by relevant stakeholders?
1. Report on stakeholder survey results
What are the strengths and areas for improvement in the area of Advanced Academic Program
services? What are the recommendations for improvement and potential expansion?
1. Investigation of this question will focus on the discrepancy analysis and data that is collected
and analyzed
Focus Area #3: Curriculum and Instruction
To what extent is the FCPS Advanced Academic Program Curriculum and Instruction aligned
with best practices in the field of gifted education?
1. Report on the FCPS-AAP Curriculum and Instruction model including:
i.
Description of FCPS Advanced Academic Curriculum Framework (Board request 2)
ii.
Description of Cluster 1 initiative with focus on teacher training
iii.
Description of IBMYP (International Baccalaureate Middle Years Program) and
alignment with the Level IV curriculum (Board request 4)
iv.
Comparison of Middle School Honors curriculum and Level IV center curriculum
(Board request 4)
v.
Develop methodology to evaluate the delivery of expected curriculum and instruction
in Level IV AAP centers?
To what extent is the FCPS Advanced Academic Program Curriculum and Instruction perceived
to be effective by relevant stakeholders?
1. Report on survey results
What are the strengths and areas for improvement in the FCPS Advanced Academic Program
Curriculum and Instruction? What are the recommendations for improvement and expansion?
1. Investigation of this question will focus on the discrepancy analysis and data that is collected
and analyzed
Focus Area #4: Teacher Certification and Professional Development
To what extent is FCPS Advanced Academic teacher certification and professional development
aligned with best practices in the field of gifted education?
1. Report on the FCPS-AAP teacher certification and professional development process
including:
i.
Data on the number of staff certified that teach in a Center or Local Level 4 program
(Board request 6)
ii.
Description of paths to gifted and advanced academic endorsement
iii.
Explanation of alternative certification approaches (Board request 9)
iv.
Description of training opportunities available to teachers
To what extent is the FCPS Advanced Academic teacher certification and professional
development perceived to be effective by relevant stakeholders?
1. Report on survey results
What are the strengths and areas for improvement in the FCPS Advanced Academic Program
Curriculum, Planning, and Instruction? What are the recommendations for improvement and
expansion?
1. Investigation of this question will focus on the discrepancy analysis and data that is collected
and analyzed
Methodology
Sampling
The sampling plan for the program review will focus on data collection efforts in grades
Kindergarten through eight within selected elementary and middle school sites in Fairfax
County Public Schools. A random selection of surveys will be conducted in these schools
at selected levels of instruction. In order to assess the differences between students
receiving Local Level 4 services and Center services, non-center schools with Local Level 4
services will be included in the study. Schools will be selected from different geographic
areas of the county. The identity of the schools will be protected through a coding process.
Instrumentation
Data collected to address Guiding Question #1 will involve conducting a discrepancy
analysis between the NAGC gifted program standards and FCPS Advanced Academic
Programs to determine the alignment of best practices in the four areas of interest:
Identification/Assessment, Curriculum and Instruction, Programming, and Professional
Development/Certification. Areas of strength as well as areas in need of improvement will
be determined by this analysis. FCPS will also be compared with other districts with similar
demographics at the state and national levels.
Data used to address Guiding Question #2 will result from a random sample survey of
parents, students, teachers, and administrators.
Data collected to investigate Guiding Questions #3 would involve both empirical and
perceptual sources. Onsite visits to a sample of schools designated in the review plan
would be conducted that would include: 1) classroom observations and 2) review of
program materials that describe and define the current model of operation, including the
identification system, and the curriculum used.
Finally, a triangulation of all data sources will be used to make valid inferences about the
nature and scope of program strengths and weaknesses and recommendations to be
suggested for an action plan.
In order to conduct the program review described, the evaluation will require the following
instruments and protocols:
NAGC/CEC Standards Comparison
An analysis will determine whether or not the NAGC standards are being met by the FCPS
Advanced Academic program. Areas of focus are identification/assessment, curriculum and
instruction, certification/professional development, and programming.
Survey Questionnaire
A survey will be sent to a random sample of students and parents in grades K – 8 receiving
AAP services. A survey will also be sent to a random sample of teachers and
administrators.
Classroom Observation Scale
The program review will pilot the use of an instrument to assess the extent to which
teachers are employing practices that differentiate instruction for advanced learners in their
teaching.
Data Analysis and Interpretation
Both quantitative and qualitative analysis will be used in the analysis. Descriptive statistics
such as means, standard deviations, frequencies, and percentages will be used to present
the classroom observation data. Data will be aggregated across school sites and
classrooms. Content analysis and identification of patterns or themes will be used to report
findings. Discrepancy analysis will be employed to assess alignment with the national
program standards.
The findings will be reported by research question as well as by data source. Conclusions
drawn regarding these questions will be based on the support available across data
sources. The review will also attempt to develop a plan of action to accompany the
recommendations, suggesting annual goals across three years to upgrade/expand the
program successfully.
Major Tasks and Timeline for the Work
The major tasks in the program review include the following, along with a relevant timeline:
1. Review all relevant program
material………...……………………………………………March 18, 2013
2. Survey relevant stakeholders (e.g., AAP students, parents, teachers)………March
22, 2013
3. Conduct classroom observations at targeted
schools….……………………………..April 15, 2013
4. Determine the extent to which best practices are being employed in the program,
using the NAGC Program
Standards……………………………………………………………………….May 5, 2013
5. Develop an overall program review report that considers multiple data sources
(surveys, classroom observations, and program documents) to ascertain strengths
and weaknesses of the
program………………………………………………………………………….June 7,
2013
6. Develop a set of recommendations for next steps in program development and
action
planning………………………………………………………………………………………
……………..June 7, 2013
7. Present findings to the Board of Education/relevant groups…………………….June
10, 2013
Personnel
In order to carry out the scope of the program review within the time frame outlined in this
proposal, FCPS staff will require technical assistance from external consultants with
expertise in the field of gifted education.
Description of Benchmark School District Programs
Loudoun County Public Schools
Program:
The Gifted Education Program goals are:
To become divergent creative thinkers who recognize problems and solve them.
To construct personal meaning and understanding of others and of the world around them.
To develop the capacity for self assessment (ownership of the learning).
Philosophy:
All students benefit from instruction that challenges them to reach meaningful academic
goals. Loudoun County Public Schools is dedicated to providing the educational opportunity
for each student to reach his/her full potential. Our mission is to identify students who are
intellectually gifted and need academic challenge, and to provide advanced and challenging
learning experiences to meet their academic and emotional needs. Through our continuum
of gifted education services from K-12 we promote and facilitate continuous academic
growth, self- esteem, self-discipline, and critical and creative thinking skills.
Loudoun
County Public Schools are committed to the use of multiple criteria for identifying eligible
students from all cultural and socio-economic backgrounds for gifted services.
Definition:
LCPS defines gifted students as those with exceptional performance in general intellectual
aptitude. Such students demonstrate or have the potential to demonstrate superior
reasoning; persistent intellectual curiosity; advanced use of language; exceptional problem
solving; rapid acquisition and mastery of facts, concepts, and principles,; and creative and
imaginative expression across a broad range of intellectual disciplines beyond their agelevel peers.
Identification:
Students in grades K-5, are screened by local school Identification/Placement committees
which determine the need for differentiated classroom instruction, school based gifted
education services. For program level gifted education services, FUTURA and
SPECTRUM, students in grades 3-8 are screened and selected by a division level
Identification/Placement committee to insure equity. Middle school and high school students
self select Honors and Advanced Placement courses. The regional academic year
governor‘s school, Thomas Jefferson High School for Science and Technology and the
LCPS Academy of Science administer separate screening and selection processes.
Curriculum & Instruction:
The LCPS Gifted Education Program curriculum spans grades K-12. The pace of the
curriculum is flexible, allowing for accelerated learning as appropriate, while providing a
continuum of curricular options, instructional approaches, and resources to meet the unique
needs of individual gifted learners. These units are aligned with the Virginia Standards of
Learning, and are applied as increasingly challenging work for gifted children providing
sophistication, depth and breadth.
The areas of focus include:
Main Skills
Complex Thinking Skills
Research Skills
Independent Learning Skill
Interactive Skills
Additional Skills
Creative Expression
Affective Education and Leadership
These strands are interdependent and they have been woven through the Gifted Education
Program units of study. These strands focus on the student, provide choices, and assist
students to advance to higher levels of knowledge and skills.
Teacher Preparation:
All teachers have access local in-service training and staff development. On-going,
research supported training opportunities that address the foundations of gifted education,
characteristics of students with gifts and talents, assessment, curriculum planning and
instruction, learning environments, and social and emotional needs of students eligible for
gifted services may be made available through building level in-service, division-wide inservice, study groups, online or electronic communities, as well as opportunities to attend
workshops and seminars conducted by experts in the field of gifted education.
Administrators provide resources needed for professional development in gifted education
such as release time, funding for continuing education, substitute support, webinars, or
mentors. Gifted resource teachers provide in-service training to classroom teachers by
consultation, collaboration, co-planning, shadowing, and team teaching in every school.
Gifted resource teachers also provide assistance to classroom teachers by promoting the
awareness of professional organizations and publications relevant to gifted education.
Graduate-level coursework toward the gifted endorsement is also encouraged.
Sources:
http://www.lcps.org/page/623
Prince William County Public Schools
Program:
Mission:
A continuum of services will be available to support the requirements of the range of
aptitudes and needs of students who receive gifted education services.
A student who has been identified for services through the Gifted Education Program of
Prince William County Public Schools will receive appropriate differentiated services to
develop into a reflective thinker who can analyze and combine materials and ideas to
integrate and transform such materials and ideas into exemplary solutions or products.
The curriculum framework will support both enrichment and acceleration. Instruction will
match appropriate service options to student instructional needs.
The professional development program provided for teachers will reflect the instructional
program designed for students.
To support program assessment, information will be gathered from students, parents,
teachers, and administrators as well as disseminated to them. Program services will be
evaluated in terms of implementation and in terms of effectiveness
Philosophy:
In Prince William County Public Schools, our vision centers on the concept that “all students
will learn to their fullest potential.” Our School Division philosophy of gifted education
reflects this vision. Gifted education services are designed to foster the academic development of advanced learners.
Definition: No definition provided.
Identification:
Students are identified for services in Specific Academic Aptitude.
Students are identified for services in English (language) and mathematics from
kindergarten through grade twelve. Identification for services in history and social
science and in science begins in grade four and continues through grade twelve.
Equitable access of diverse learners to gifted education services remains a critical Gifted
Education Program and Strategic Plan Goal. A multiple criteria process with balanced
consideration given to student work, parent and professional reports, student
achievement, and aptitude testing results remains the process for identification for gifted
education services. The plan requires continuing analysis and improvement of the tools
used to collect information for the identification process.
Curriculum & Instruction:
Continuing classroom models for curriculum and instruction based upon School Division,
Virginia, national, and international research-based best practices provide the plan’s
structure for describing classroom services.
Models for curriculum and instruction support the plan's structure of learner outcomes for
gifted education services.
Integrated Curriculum Model (Center for Gifted Education at the College of William and
Mary)
Parallel Curriculum Model (National Association for Gifted Children)
Florida's Frameworks for K-12 Gifted Learners (Florida Department of Education)
Resource services learner outcomes are established in content, process, and product
with support for learner collaboration and reflection.
Resource program curriculum and instruction form an integrated interwoven design.
The vertical alignment from kindergarten through grade twelve is based upon the multidisciplinary concept of systems.
The horizontal alignment is based upon standards for content, process, and product in
each subject area or discipline.
The completed design becomes a learning environment to support learner collaboration
and reflection.
Teacher Preparation:
For the first time, this plan aligns professional development opportunities with specific
teacher competencies required in Virginia Regulation.
This plan continues the requirement that gifted education resource teachers complete
the Virginia endorsement in gifted education within three years of accepting a position
as a resource teacher.
This plan continues the requirement that classroom teachers working with identified
gifted education learners in English (language), history and social science, mathematics,
and science complete a School Division accreditation requirement based upon the
Virginia Standards of Accreditation.
Source:
http://gifteded.departments.pwcs.edu
Arlington Public Schools
Program:
Arlington Public Schools is dedicated to maximizing the strengths and potential of all
students so they may become self-confident, well-rounded, responsible, and productive
citizens. Arlington Public Schools believes that each and every individual has merit. This
vision is itemized in the five goals of the APS 6-Year Strategic Plan, 2011-2017, adopted in
July 2011.
1. Goal One: Ensure a challenging and engaging education for all students.
2. Goal Two: Eliminate achievement gaps.
3. Goal Three: Recruit, retain, and develop exemplary staff.
4. Goal Four: Provide optimal learning environments.
5. Goal Five: Strengthen support services to meet the needs of the whole child.
Philosophy:
With our mission in mind, the Gifted Services Office of the Arlington Public Schools
recognizes and identifies certain learners within the school population who have unique
abilities, interests, strengths, and potential for achievement. These students have needs
which necessitate systematic, continuous services through appropriately differentiated
curricula responsive to the individual student‘s learning readiness, interest and learning
style. Gifted Services staff seek to identify and serve the diverse population of Arlington
Public Schools. To provide services to children of all socioeconomic, language, and unique
cognitive and artistic needs, Arlington staff will identify students‘ individual characteristics,
unique learning styles, and affective needs through the use of multiple criteria. It is our
belief that each student‘s educational needs must be addressed as an integral part of the
regular school curriculum. Therefore, the Gifted Services Office is committed to providing
educators with ongoing professional development to assure a quality differentiated program
for identified gifted students. Reflecting this philosophy and complying with the Virginia
Commonwealth Regulations Governing Educational Services for Gifted Students, APS
Gifted Services are based on the following concepts:
• Giftedness is developmental; it is potential which must be nourished
• Gifted students share some characteristics with all other children
• There is variability among the gifted
Definition:
Gifted students are considered to be those with abilities and instructional needs that differ
from their peers to a degree that differentiated educational opportunities and experiences
must be provided to further develop their potential. Through a broad-based curriculum in
Grades K-12, the gifted services program strives to address the unique needs,
performance, strengths, and learning styles of each identified student.
Identification:
Following screening, identification procedures begin with a formal referral for consideration
for services which may be initiated by the parent, teacher, Resource Teacher for the Gifted,
principal, community member, or student. A parent is notified of the referral and
acknowledgement of notification and written permission to gather data and assess student
eligibility for gifted services are gained from the parent/guardian. Once a referral is made
and the signed parent Acknowledgement of Notification form is received, the resource
teacher for gifted conducts the gifted identification process, including the collection of all
eligibility information about each referred student.
The following responsibilities for gathering and/or administering evaluation tools and data
are assigned to parents and school staff:
The RTG enters all appropriate information on the Gifted Services Identification Profile form
to be examined by the committee. The Identification Committee considers the data
collected for each student. The Identification Committee reviews and discusses the profile
of the child‘s multiple criteria holistically in order to determine a need for services. Students
do not need to score at a prescribed level on any test to be eligible for services; however, a
trend of consistent demonstrated strengths within an academic or arts area is expected.
Arlington Public Schools does not allow any one single criterion to deny or guarantee
access to gifted services. The total profile is reviewed to determine whether the majority of
the criteria demonstrates a need for services. If the evidence is inconclusive and the
committee feels it would be helpful for the student to be placed in services for one year to
determine appropriate need, students may be
labeled for and receive gifted services provisionally for one year. The student would then be
reevaluated for services in the next school year.
Curriculum & Instruction:
In grades K-5, identified students are clustered in heterogeneous classes with teachers who
have been trained in characteristics of, identification of, and curriculum differentiation for
gifted students. (See Professional Development portion of this document for details)
Interdisciplinary thematic units are available at each grade level with accompanying
literature units, which complement the grade level theme and content. System-wide gradelevel themes include:
Cooperation – Kindergarten Environment – First Grade
Patterns – Second Grade Change – Third Grade
Exploration – Fourth Grade Systems – Fifth Grade
Resource teachers for the gifted are supplied with supplemental curriculum resource kits in
the areas of English/reading, mathematics, science, social studies, and creative/critical
thinking skills to support classroom extension and enrichment of the APS county curriculum
for gifted learners. Supplemental social studies and science curriculum materials developed
by the College of William and Mary Gifted Education Center are provided to all resource
teachers for the gifted.
Differentiation of instruction occurs using a variety of methods including, but not limited to,
pre-assessment;
tiered
assignments/centers/products;
problem-based
learning;
differentiated reading and text content; independent study; advanced content; flexible
grouping; compacting curriculum; and student choice. Students are cluster grouped based
on their readiness level with teachers who are trained in differentiation and gifted
educational strategies according to county training policies. Students receive differentiation
in their areas of identification (K-5 English, math, science, or social studies) on a daily basis
from their primary instructors, the classroom teachers.
All K-5 students identified for gifted services in math (K-5) and science (K-5) engage in a
weekly pull-out lesson from a prescribed curriculum taught by the Resource Teacher for the
Gifted (RTG). A prescribed curriculum is used for students in Grades 2-5. Kindergarten and
grade one students receive enrichment and extension from other supplemental materials
utilized by the resources teachers for the gifted.
GIFTED SERVICES SUPPLEMENTAL MATHEMATICS FOR GRADES 2 – 5
Small Group – Gifted Identified
The Gifted Services Office has determined that the following math instructional materials
can be used to provide enrichment for small groups of students identified for gifted services
in the area of mathematics, Grades 2-5. The selected support materials have been
researched, developed, and validated through the University of Connecticut Gifted
Education Center and supported by the Federal Jacob K. Javits Gifted and Talented
Students Education Program.
These materials are supplemental to the APS mathematics curriculum provided by the
classroom teacher and may only be instructed by resource teachers for the gifted trained in
the enrichment of students identified gifted for the content area of mathematics, Grades 2-5,
and science, Grades 2-5. These materials are not authorized for use by the general
education program. Virginia Standards of Learning objectives in the following charts were
last updated in 2009.
GIFTED SERVICES SUPPLEMENTAL ENGLISH FOR
GRADES 1 – 5
Small Group – Gifted Identified
Elementary schools that have a half-time (.5) RTG, may provide a weekly English lesson to
identified students through a pull-out resource room or push-in lesson.
In schools with a full time (1.0) RTG, all K-5 students identified for gifted services in English
engage in a weekly pull-out lesson from a prescribed curriculum using William and Mary
Curriculum or from the APS Gifted Services K-8 Novel Reading List taught by the RTG. The
prescribed William and Mary curriculum may only be instructed by resource teachers for the
gifted trained in the enrichment of students identified gifted for the content area of English in
Grades 1-5; these materials are not authorized for use by the general education program.
Virginia Standards of Learning objectives in the following charts were last updated in 2009.
GIFTED SERVICES SUPPLEMENTAL ENGLISH FOR
GRADES K – 8
Gifted Identified and Advanced Readers
The APS Gifted Services K-8 Novel Reading List for the Gifted is a list of suggested novels
from which general education classroom teachers, reading teachers, and resource teachers
for the gifted may select novels for instruction. These novels may be instructed with small
reading groups of gifted and advanced readers. In order to provide differentiated reading
instruction for advanced readers, the novels are selected to connect to the K-8 curricular
grade level themes as well as the social studies or science curriculum for that grade. At the
elementary level, the author study and focus on fantasy, mystery, and science fiction list is
provided to accommodate the gifted reader‘s need to engage in active learning about
literature. The recommended K - 8 novels are appropriate for gifted readers because they:
•
•
•
•
•
•
Foster critical and creative thinking
Enhance growth of metacognitive awareness
Heighten students‘ awareness and appreciation of cultural diversity
Explore interdisciplinary applications by connecting literature to art, music, social
studies, science, and other relevant areas of study
Encourage the exploration of themes and issues of significance
Provide opportunities for instruction in a variety of research techniques and
development of authentic performance assessments
6-8 Gifted Services: SAA & VPA
In middle school, students of varying achievement and ability levels are assigned to teams
for instruction in the core academic subjects. Identified students are clustered on
heterogeneous student teams with teachers trained in differentiation and in providing
educational services to gifted students. The Program of Studies is the basis for instruction
in each subject, and the curriculum is differentiated to meet students‘ needs through
content, process, product, and learning environment. Technology is used to enrich the
curriculum. Teachers in mathematics and English are encouraged to use flexible grouping
to meet the needs of identified gifted and highly able students. Supplemental social studies
and science curriculum materials developed by the College of William and Mary Gifted
Education Center are provided to all resource teachers for the gifted for use in collaboration
with content area teachers. Teachers provide lessons that require multiple responses with
opportunities for creating diverse products that challenge existing ideas and thoughts. Art
and music teachers work directly with the students to provide appropriate differentiation for
their most highly-able students.
Conceptual themes are employed at each grade level to provide for interdisciplinary
connections and facilitate literature study. The grade level themes are Survival (grade 6),
Adaptation (grade 7), and Interactions (grade 8).
Teacher Preparation:
According to Arlington Public Schools PIP 35-3.09 – Teacher Qualifications – Education of
Gifted Students, all elementary classroom teachers (K-5), middle school core teachers (68), reading teachers (K-12), music teachers (K-12), art teachers (K-12), and secondary (612) mathematics, social studies, science, and English teachers specifically designated to
instruct gifted students in courses designated as intensified, advanced, gifted, Advanced
Placement or International Baccalaureate are required to meet specific training
qualifications: 40 in-service hours or 3 graduate credit hours in gifted education. All
resource teachers for the gifted are required to have a Virginia Endorsement in Gifted
Education.
Professional Development offered by APS Gifted Services Office for APS K-12 Academic
and Arts Teachers to earn required 40 hours of training as per PIP 35.3-09:
Expected workshop series for K-5 Teachers to earn required 40 points:
1. Characteristics of Gifted Students, 10 points
2. Developing Gifted Students‘ Creative/Critical Thinking, Part I, 10 points
3. Developing Gifted Students‘ Creative/Critical Thinking, Part II, 10 points
4. Strategies for the Differentiated Classroom, Part I, 10 points
5. Strategies for the Differentiated Classroom, Part II, 10 points
Expected workshop series for 6-12 Teachers to earn required 40 points:
1. Characteristics of Gifted Students, 10 points
2. Strategies for the Differentiated Classroom, Part I, 10 points
3. Strategies for the Differentiated Classroom, Part II, 10 points
4. Paideia: Socratic Seminar Teaching, 15 points
Alternate Path for K-12 Teachers to earn required 40 points: (offered alternate years)
1. Blackboard Course: Introduction to Gifted Education, 60 points
2. Blackboard Course: Differentiated Instruction, 60 points
Gifted Endorsement Cohort for classroom teachers interested in earning Gifted Education
Endorsement in order to be APS Resource Teachers for the Gifted, four 3-graduate credit
courses at the Northern Virginia Campus of the University of Virginia:
1. Introduction to the Gifted
2. Models and Strategies for Teaching the Gifted
3. Differentiating Instruction
4. Introduction to the Curriculum for the Gifted
Source:
http://www.arlington.k12.va.us/page/1838
Chesterfield Public Schools
Program:
Chesterfield County Public Schools provides a continuum of services in specific areas of
aptitude for gifted students from kindergarten through 12th grade. Students in grades K-2,
who are eligible for services in English and/or mathematics, receive in-class differentiation
in the area(s) identified. An instructional consultant provides resource materials and
collaborative services to the classroom teacher to enhance student learning.
In grades 3-5, gifted students are identified in the areas of English and/or mathematics. The
option for school-based or center-based placement is determined by an assessment of the
student’s needs as demonstrated on the Student Profile. Gifted students in the schoolbased program are cluster grouped and receive in-class differentiation in the area(s)
identified. The center-based program provides comprehensive services for students who
demonstrate exceptional ability and performance.
Gifted students in grades 6-8 are identified in the areas of English, mathematics, science,
and/or history and social studies. The option for school-based or center-based placement is
determined by an assessment of the student’s needs as demonstrated on the Student
Profile. School-based programs provide curriculum differentiation to cluster groups of
students within the Honors program in each identified area. The center-based program
provides comprehensive services for students who demonstrate exceptional ability and
performance in multiple academic areas.
The high school Honors program in English, mathematics, science, and history/social
sciences provides rigorous curriculum experiences for gifted students in grades 9-12.
Additional offerings include Advanced Placement courses and dual enrollment
opportunities. Regional programs and specialty centers provide comprehensive services for
students with high ability and interest in specific areas.
Philosophy:
As part of the vision and mission of Chesterfield County Public Schools, the Gifted
Education Program recognizes and identifies diverse gifted learners and provides a
comprehensive program that provides an appropriately differentiated instructional program
responsive to student ability and learning needs; assists students in achieving maximum
use of potential to achieve personal success; provides a continuum of program service
options; addresses the social and emotional needs of diverse gifted students; supports an
educational environment that challenges gifted learners and enables students to perform at
levels of excellence; and facilitates the development of self-directed learners.
In accordance with the guidelines established by the Virginia Department of Education,
exemplary program standards for gifted learners will be achieved through the collaborative
efforts of the school division, students, parents and community.
Definition:
Gifted learners are “children or youth with outstanding talent who perform or show the
potential for performing at remarkably high levels of accomplishment when compared with
others of their age, experience or environment,” according to the U.S. Department of
Education in 1993.
Identification:
Identification and placement of gifted students begins with a student being nominated to the
Gifted Education Identification and Placement Committee at the student’s school. Students
may be nominated by a parent, guardian, staff member, community member or student.
Nomination forms are available at all schools.
A student profile is compiled for each student recommended for assessment. Data may
include student products, observations of in-class behaviors, student interview, rating
scales, aptitude measure, achievement measures and grades.
Curriculum & Instruction:
No information provided.
Teacher Preparation:
No information provided.
Source: http://mychesterfieldschools.com
Montgomery County, MD
Program:
Montgomery County Public Schools is committed to providing rigorous instructional
programs that encourage all students to realize their full potential as learners. A continuum
of programs and services are provided.
Students’ learning may be enriched and accelerated; and, students may participate in
advanced-level coursework at their local schools. Instruction is differentiated to provide all
students appropriate pacing and support necessary for advanced-level learning.
Students may also attend special programs such as centers for the highly gifted, magnet
programs, or specialized programs, based on their interest and talent.
Philosophy:
Our vision is that all schools will provide dynamic learning environments which challenge
students to develop their intellectual power, creativity, and sense of self. All teachers will be
knowledgeable about how able students learn effectively and will draw on a rich repertoire
of innovative instructional strategies to support their students' achievements. There will be a
climate of mutual caring and respect among stakeholders: teachers, parents, students,
administrators, and community.
Definition:
Gifted and Talented Students are defined as follows:
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Children and youth with outstanding talent who perform or show the potential for
performing at high levels of accomplishment when compared with others of their age,
experience or environment. (These talents are present in children and youth from all
cultural groups, across economic strata and in all areas of human endeavor.)
Children and youth who exhibit high performance capability in intellectual, creative
and/or artistic areas, possess an unusual leadership capacity or excel in specific
academic fields. (They require services or activities that go beyond those ordinarily
provided by the schools.)
Identification:
All Grade 2 students are screened for gifted and talented identification during the second
semester of the school year. Students in grades 3, 4 and 5 who are new to Montgomery
County Public Schools (MCPS) or who have been recommended for re-screening (by
parents and/or school staff) are also screened during the second semester of each school
year. Gifted and talented screening occurs at the student's school. The data gathered on
each student through the screening process is used to make instructional recommendations
for the following school year and for GT identification.
All students have an equal opportunity to be considered for identification regardless of
special needs, linguistic, or cultural differences. Advocacy is a vital component of the
professional decision making process.
Grade 3,4 and 5 students can be re-assessed on any of the InView Level 1 (Grade 3) or In
View Level 2 (Grades 4 and 5) subtests on which they did not meet benchmark previously.
Specific data sources include parent input form/survey; teacher survey; staff advocacy;
classroom performance data in reading and mathematics; and InView cognitive
assessment.
Each school convenes a diverse committee of professional school staff members to review
all data gathered for each student. Committee members note strengths that have been
demonstrated and make instructional recommendations for the next school year
accordingly. Next, the committee reviews the data to make a gifted and talented
designation for each student. Students not identified gifted and talented can be rescreened
at least one year after their initial screening when requested by parents or school staff.
Curriculum & Instruction:
The MCPS curriculum offers enriched and accelerated instruction in all contents—at all
elementary schools, and students can receive advanced-level instruction in a variety of
settings at the local school. MCPS Curriculum 2.0 also offers an integrated approach to
curriculum which has been shown to be beneficial to gifted students. In addition, critical and
creative thinking as well as academic success skills, which in the past were part of the
Program of Assessment Diagnosis and Instruction (PADI) enrichment program, are now
available to all schools. All elementary schools provide the following advanced-level
instruction to students with the ability, potential, or motivation to perform at high levels.
Reading Language Arts:
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New internationally driven standards in reading and writing in Kindergarten and
Grades 1 and 2 (coming soon to grades 3-5)
William and Mary units of instruction
Junior Great Books lessons
Jacob’s Ladder Program (not required but helpful for preparing students with potential
to participate in William and Mary instruction)
Above grade level texts for small group reading instruction
Differentiated literacy centers and independent work in K-5 literacy blocks
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Mathematics:
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New internationally driven standards in mathematics in Kindergarten and Grades 1
and 2 (coming soon to grades 3-5)
Mathematics instruction is provided at the appropriate advanced level
Students who consistently demonstrate proficiency of a mathematics concept are
able to enrich their understanding of a grade-level topic or accelerate to a higherlevel topic
Science and Social Studies:
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Substantial instruction in science and social studies that includes extensions
All middle schools offer an array of advanced-level courses, with some courses allowing
students to earn high school credit while in middle school. All students with the ability,
motivation, or potential to perform at high levels are encouraged to enroll in advanced-level
courses offered at every MCPS middle school. Students who participate in such challenging
coursework deepen and enrich their understanding of content and collaborate with peers on
rigorous tasks.
All MCPS high schools (HS) offer a wide range of honors and Advanced Placement (AP)
level courses from which students may select. Honors and AP courses are open to all
students who demonstrate the ability, motivation, or potential to perform at high levels in
multiple content areas. Students who participate in rigorous coursework in high school are
better prepared for post secondary education and careers.
Teacher Preparation:
Courses led by Accelerated and Enriched Instruction staff provide professional
development around the instructional needs of able students.
Teachers and principals are of central importance to successful education for gifted
students. Comprehensive training in the nature and needs of gifted students including the
importance of using appropriate instructional strategies and program practices as well as
the characteristics, identification, and programming strategies and accommodations for
gifted learning disabled students, is essential. Staff development activities ranging from
awareness to advanced skill level training will be provided on a continuous basis.
Source:
http://montgomeryschoolsmd.org
Wake County, NC
Program:
The Academically and Intellectually Gifted Program provides a challenging educational
program for students who perform, or show potential for performing, at remarkably high
levels of accomplishment when compared to others of their age, experience or
environment. Academically and intellectually gifted students receive differentiated education
services beyond those ordinarily provided by the regular educational program. The AIG
Program provides ongoing Professional Development for K–8 teachers and staff, which
incorporates appropriate instructional strategies to maximize student growth. Outstanding
abilities are present in students from all cultural groups, across all economic strata and in all
areas of human endeavor. The goal for gifted education is to provide opportunities for the
fullest development of each learner’s potential.
Philosophy:
Gifted education is provided for students who consistently perform above grade level and
demonstrate need for additional rigorous academic differentiation in kindergarten through
grade twelve.
Definition:
Academically Intellectually Gifted students perform, or show potential for performing at
remarkably high levels of accomplishment when compared to others of their age,
experience, or environment.
Identification:
Multiple criteria are used for identification and include both formal and informal indicators.
Formal indicators include: Norm-referenced assessments in aptitude, i.e. Cognitive Abilities
Test and achievement, i.e. Iowa test of Basic Skills.
Informal indicators may include: teacher and parent checklist and performance indicators,
i.e. academic grades in reading/language arts and mathematics, writing samples, North
Carolina End-of-Grade and North Carolina End of Course tests, Literacy Profiles, Math
Profiles, portfolios, work samples, and projects, plus any other available anecdotal
information.
Prior to the 3rd Grade, students may be AIG identified if the following criteria are met:
• Clear demonstration of need for differentiated service from the AIG Program that is
two or more grade levels above the current grade level and
• Cognitive/aptitude: total score* at the 98th percentile or higher and
• Achievement: total reading and/or mathematics score at the 98th percentile or
higher.
Following the 3rd Grade CogAT and ITBS, students may be AIG identified if the following
criteria are met:
• Cognitive/aptitude: total score* at the 92nd percentile or higher and
• Achievement: total reading and/or mathematics score at the 92nd percentile or
higher and
• Portfolio supported performance that is one or more grade levels above the current
grade level
Students identified for AIG services will begin receiving service in the first semester of their
4th grade year.
Students in 4th-12th grade may be AIG identified if the following criteria are met:
• Cognitive/aptitude: total score* at the 92nd percentile or higher and
• Achievement: total reading and/or mathematics score at the 92nd percentile or
higher and
• Portfolio supported performance that is one or more grade levels above the current
grade level
• Students identified for AIG services will begin receiving service at the beginning of
the semester following their identification.
*total score = score used based on individual student profile analysis.
Curriculum & Instruction:
Magnet programs follow the North Carolina Standard Course of Study and offer
enhancements to the curriculum based on a theme or an approach to learning. For
additional information about Magnet Schools please contact the Magnet Resource Center.
Each school develops an AIG plan outlining service delivery, based upon WCPSS local AIG
plan. Information on individual school plans is available for review in consultation with the
school’s AIG teacher.
Teacher Preparation: n/a
Source: http://www.wcpss.net
Charlotte-Mecklenburg, NC
Program:
CMS will provide opportunities and resources for these learners to:
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Understand their unique social and emotional needs.
Strive for self-actualization.
Foster creative, critical, and innovative thinking.
Practice self-directed learning and independent problem-solving.
Engage in collaborative experiences.
Develop a capacity to see interconnections among the disciplines.
Apply life skills for leadership, accountability, adaptability, productivity, and social
responsibility.
Philosophy:
The goal of the Talent Development and Advanced Studies Program in the CharlotteMecklenburg Schools is to provide rigorous curriculum and academic opportunities so each
student may reach a classroom performance level consistent with his/her intellectual ability.
Definition:
Students who are gifted and students who have high academic potential require purposeful
and intentional support to ensure that their unique needs are recognized, developed, and
served. The vision of the Talent Development and Advanced Studies program is for
students from all cultural and socioeconomic backgrounds who are gifted or have high
academic potential to have a rigorous and relevant educational experience.
Identification:
Multiple criteria are used for identification and include both formal and informal indicators.
Formal indicators include: Norm-referenced assessments in aptitude, i.e. Cognitive Abilities
Test and achievement, i.e. Iowa test of Basic Skills.
Informal indicators may include: teacher and parent checklist and performance indicators,
i.e. academic grades in reading/language arts and mathematics, writing samples, North
Carolina End-of-Grade and North Carolina End of Course tests, Literacy Profiles, Math
Profiles, portfolios, work samples, and projects, plus any other available anecdotal
information.
Curriculum & Instruction:
Catalyst:
The Common Core and Essential State Standards are the basic curriculum used in every
elementary school. The TD teacher helps the classroom teacher differentiate the basic
curriculum by providing more in-depth, complex and/or accelerated activities for students
working at a higher level.
William and Mary Language Arts Units are used with high ability readers. This nationally
recognized language arts program was developed by the Center for Gifted Education at the
College of William and Mary.
Teacher Preparation:
Elementary Schools:
The best professional support combines training, master-peer coaching, and classroom
implementation.
Professional development programs are a comprehensive set of activities that build on one
another in order to meet the staff’s varied professional development needs and existing
knowledge base. Ongoing staff development in best practices for gifted students must be
provided for all school staff working with gifted and potentially gifted learners.
All Talent Development Catalysts must hold or be pursuing gifted licensure. Once
certification is obtained, they should continue to be actively engaged in the study of the
nature and needs of the gifted learner. Required monthly staff development opportunities on
appropriate implementation of instructional strategies will be provided. In addition, an
ongoing mentoring of new catalysts by experienced catalysts is arranged by the TD
Elementary Specialist to ensure a smooth transition, preserve past training, and assist the
new teacher with questions and concerns.
Talent Development Catalysts will provide ongoing professional development at each of the
elementary schools. The content of staff development activities reflects the most up-to-date
knowledge and practice; it addresses the social-emotional needs of gifted students, as well
as their academic/intellectual needs.
Middle Schools:
Professional Development opportunities will be available for teachers of gifted students via
state and national conferences, AIG licensure classes, and a train-the-trainer model for
CMS initiatives. Academic Facilitators will attend bi-monthly district-level meetings
facilitated by the Advanced Studies Specialist to receive training on best practices in gifted
instruction, as well as collaboration and monitoring strategies. In addition, a mentor program
will be developed between experienced and new Academic Facilitators to ensure a smooth
transition, preserve past training, and assist new teachers with questions and concerns.
The content of staff development activities will reflect the most up-to-date knowledge and
practice and address students’ social-emotional and academic/intellectual needs. This
support will be differentiated based on the needs of each school.
AIG Licensure:
It is highly recommended that Academic Facilitators hold or pursue AIG licensure.
Academic Facilitators will continue to be actively engaged in the study of the nature and
needs of the gifted learner and implement appropriate instructional strategies related to
differentiation and rigorous instruction.
API’s will attend monthly district-level meetings which will include updates from the
Advanced Studies Specialist on best practices in gifted instruction as well as other pertinent
programs.
Source:
http://www.cms.k12.nc.us/Pages/Default.aspx
Gwinnett County, GA
Program:
Gifted education programs provide academic challenges by extending GCPS’ AKS. The
gifted program is called FOCUS at the elementary school level, PROBE at the middle
school level, and is referred to as gifted education and QUEST in high school. Students
participating in the program in grades K-5 may receive instruction in resource, cluster
and/or accelerated-content classes. Middle and high school students receive instruction in
advance-content classes. Students are identified and placed in gifted education based on
criteria established by the Georgia General Assembly and the Georgia Board of Education.
Students who transfer from gifted education programs within the state will be placed into the
Gwinnett program, providing the original placement was completed correctly. Students who
transfer from out of state must meet Georgia requirements. Parents should notify the school
of their interest in the gifted education program at the time of registration. The gifted
program teacher at the local school will review the student’s educational records and
discuss the records with the parents. For more information, contact the local school or call
the Gifted Program office at (678) 301-7020.
The gifted education program stresses five areas:
1. AKS extensions
2. accelerated learning
3. research and reference skills
4. communication skills
5. metacognition/cognitive strategy development
Philosophy:
n/a
Definition:
n/a
Identification:
An eligibility team composed of at least three people (a local school administrator, a
teacher, a counselor and/or the gifted program teacher) reviews the evaluation information
about the referred student. The team follows guidelines set by the State Department of
Education when making a decision about the student's placement in the gifted program.
The local school notifies parents as to the team's decision.
A student must qualify in the following areas to be placed in the gifted program:
Mental Ability 96th %ile
Achievement 90th %ile
Creativity 90th %ile or 90%
Motivation 90% (K-5) / 92% (6-12)
Gifted education students are responsible for mastery of GCPS’ Academic Knowledge and
Skills. However, due to the unique nature of the elementary gifted resource program and
the additional workload the students are expected to carry, they will, in most cases, be
excused from daily and related homework assignments given while attending classes.
Curriculum & Instruction:
Fundamental to GCPS’ curriculum for gifted students are learning experiences that develop
the use of thinking strategies and processes. Instruction that develops thinking strategies
enables students to make informed decisions, to understand and apply concepts, to make
reasonable judgments and to define, create and implement problem solving skills.
Elementary Curriculum topics for gifted education resource classes include chemistry,
zoology, Shakespearean studies, algebra, and persuasive writing. A complete listing is
available through local school gifted education programs.
Teacher Preparation: No information provided.
Source: http://www.gwinnett.k12.ga.us
Chapel-Hill-Carrboro, NC
Program:
The Chapel Hill-Carrboro City Schools’ Academically and Intellectually Gifted (AIG)
Program seeks to inspire and develop inquisitiveness, the love of learning and the individual
interests of gifted learners who “show or have the potential for showing an exceptional level
of performance in one or more areas of expression” in academic and intellectual areas of
learning. (National Association of Gifted Children) A variety of settings, service options, and
instructional models and strategies combine to create programming to meet the diverse
needs of our gifted learners. Gifted education services are integrated into the regular
curriculum and occur in the classroom when possible. This approach requires collaboration
between general and gifted educators, which supports the district’s mission for equity,
excellence and focus on student learning.
Philosophy:
Chapel Hill-Carrboro City Schools and the North Carolina Department of Public Instruction
describe academically or intellectually gifted students as students who perform, or show the
potential to perform, at substantially high levels of accomplishment when compared with
their peers. These students exhibit high performance capability in intellectual areas and/or
specific academic fields. They require differentiated education 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. (Article 9B, The North Carolina State Constitution)
Definition:
The Chapel Hill-Carrboro City Schools and the North Carolina Department of Public
Instruction define “gifted students” in the following way: “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
education 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.”
Identification:
Screening:
The identification process for each service option begins with screening and nomination. In
grades K through 8, there are several universal-screening processes that serve as a basis
for the nomination and identification requirements at each level of service. These screening
processes are available to all students and may serve as initial nomination and identification
criteria for each program option. Both quantitative (expressed as number) and qualitative
(expressed as words) measures from diverse sources are included. A variety of
standardized and research-based data are combined with non-traditional information
gathered through alternate pathways to create a broad-based pool of students for further
assessment for identification. These multiple screening sources ensure flexibility in
providing equitable access to all students. Universal screens include:
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Completion of math profiles in grades K through 5;
Administration of diagnostic benchmarks for reading, math, and science in grades Kthrough 8;
Collection of observational, qualitative evidence through the use of Teacher
Observation of Potential Students (TOPS) a district-wide, research-based nurturing
and enrichment identification tool in grades K through 3
Administration of the Naglieri Non-verbal Ability Test (NNAT or NNAT2) in grade 3
and
Administration of the North Carolina End-of-Grade Tests (EOG) in reading, math and
science in grades 3-8.
Nomination:
A parent, teacher, or community member may nominate a child to receive services provided
the criteria required for the desired option is evident. Students in grades 6 through 12 may
self-nominate. There are two different nomination periods called “windows” during each
school year. The main period, Window #2, occurs in the middle of the school year and is
open to all in-district students who are seeking placement in either of the four program
options. One other window is available for special circumstances as defined below.
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Window #1, in early fall of each school year, is available only to those students who
are new to the district since the close of the previous window and who are seeking
placement in the Nurturing and Enrichment, Gifted Education or Highly Gifted
Education options.
Window #2, mid-year, the main nomination period, is available to all district students
who are seeking placement in Nurturing and Enrichment, Gifted Education, Highly
Gifted Education or LEAP.
Students may be nominated once per school year based on qualifying information from the
listed grade level screening criteria above. Parents may also submit testing data for
nomination purposes provided the testing has been done within 24 months of the
nomination due date.
Curriculum & Instruction:
Teachers and Gifted specialists have a smorgasbord of advanced, research-based
curriculum and program models available to them to apply in part or in whole for the
creation of differentiated curriculum and instruction.
Samplings of the models they may choose from are described briefly here:
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Consultation and Collaboration in Gifted Education Model (Landrum): Teachers and
Gifted specialists combine their areas of expertise to collaboratively and regularly
design and deliver curriculum and instruction that are modified for high ability
learners.
William and Mary’s Integrated Curriculum Model (VanTassel-Baska): Concept-based
instruction includes high-level literary analysis and interpretation, persuasive writing,
and linguistic competency. Interdisciplinary issues and higher order processing are
features that combine advanced content with overarching themes.
The School-wide Enrichment Triad Model (Renzulli): Different types of enrichment
are offered to students in increasing amounts of differentiation according to a child’s
needs. All three types are utilized:
o Type I - general enrichment for all students,
o Type II - interest-based enrichment clusters and
o Type III - inquiry-based learning with self-selected topics and authentic
products of learning.
The Parallel Curriculum Model (Tomlinson): Four parallel approaches to curriculum
development are based on “ascending levels of intellectual demand” to ensure rich
curriculum for all learners. Design of curriculum is differentiated around the
“parallels” of the core curriculum, connections, practice, and student identity.
The Autonomous Learner Model (Betts): A framework for leading students through
explorations, investigations, and in-depth studies on curricular topics of interest and
passion for the learner is theorized.
Junior Great Books Program: Complex, rigorous texts invite numerous
interpretations with focus on higher level questioning, meaning-making, and
supporting ideas with evidence from the reading.
Creative Thinking Skills and Creative Problem Solving. (The work of various
theorists, such as Treffinger, Winner, Tannenbaum, Torrance, Renzulli, and Parnes,
supports a variety of programs and models for learning.): Strategy lessons and
applications are used to help students recognize and clarify problems and new ideas.
They also support the reorganization of knowledge, seeking of alternatives,
evaluation of ideas and solutions, and monitoring of their own thinking activity. Focus
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skills are applied to discussions or independent studies on topics of interest. Many
schools also sponsor Odyssey of the Mind, designed to teach creative thinking
through solution of challenging problems.
The Literacy-Collaborative Model (Fountas and Pinnell) and Reading-Writing
Workshop (Atwell): Reading and writing instruction is focused on holistic process
rather than skill components. Methods are student-centered, language-based, and
process-oriented.
U-STARS~PLUS Program (Using Science, Talents, and Abilities to Recognize
Students - Coleman): Second grade students engage in high quality literature
connected to science concepts. Hands-on investigations and inquiry in science
develop students’ problem-solving abilities and allow teachers to observe
nontraditional characteristics of giftedness. The goal for 2010-2013 is to expand the
use of this program to K-3 as originally intended.
Problem-based Learning (Gallagher): Complex, open-ended problems based on real
world issues and dilemmas require systematic analysis of problems and generation
of possible solutions.
The Triarchic Componential Model (Sternberg): Curriculum is developed to tap
analytical, practical, and creative thinking and problem-solving skills.
Theory of Multiple Intelligences (Gardner): Nine different types of “intelligence”
provide entry points for learning curricular content across the disciplines. Types of
intelligences in this theory include musical, bodily-kinesthetic, linguistic, logicalmathematical, spatial, intrapersonal, interpersonal, naturalist and existential.
Various models for talent identification and acceleration (Stanley and others):
Students in grades K-12 may be accelerated by an entire grade level, such as Early
Admission to Kindergarten and grade-skipping; grade-skipping within a subject area;
self-contained, fast-paced classes; or within a course when evidence of need is
established. Qualifying students participate in the Duke Talent Search and related
programs that offer opportunity for accelerated study.
Instructional Strategies:
In addition to the curricular models, a wide variety of instructional strategies and methods
will be used in the creation and delivery of advanced, differentiated curriculum and
instruction. Many of the following methods are effective tools for learning with students at all
ability levels.
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Concept-based Instruction: Learning is based around a key concept, such as
“change” or “interdependence,” to develop connections among many interdisciplinary
ideas for extension and relevance.
Collaborative Learning: Students are a part of small, dynamic communities for social
construction of knowledge through group learning and problem-solving.
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Socratic Search and Paideia Seminars: Students engage in discussion of a shared
text, work of art, or experience that is open to in-depth analysis, high-level
interpretation, and transformation through synthesis of multiple ideas, contexts, and
perspectives.
Inquiry Learning (individual and group investigations): Complex, real-world situations
and problems provide opportunities for students to analyze and bring to the surface
underlying understandings that can be applied to new contexts for learning.
Flexible Grouping (Kulik, Slavin, Robinson, Tomlinson, and Rogers): Within-class
and across-grade groupings of students in mixed ability; K-8 classrooms
accommodate students needing similar interventions for learning. Groupings are
flexible by topic or unit of study based on pre-assessment of student needs.
Cooperative learning, in which a group of students works toward a common goal or
product of learning, is one method. (Johnson and Slavin) Flexible grouping is
accompanied by adaptation of curriculum and instruction to student needs.
Cluster Grouping (Gentry and Owen): Four to nine high potential and/or high ability
students identified to receive Nurturing and Enrichment and Gifted Education
Services are placed in a regular elementary classroom or middle school language
arts or math classroom with a teacher who differentiates curriculum to meet their
needs.
Taxonomies of Higher Level and Metacognitive Thinking (Bloom/Marzano/Costa):
Frameworks that go beyond basic knowledge or factual levels of thought are used to
develop questions and learning activities to create a hierarchy of higher levels of
thinking, e.g. students are asked to analyze, apply, evaluate, and synthesize
information.
Thematic and Interdisciplinary/Integrated Curriculum: Thematic units of study
connect various disciplines authentically to provide real world contexts and
applications for learning.
Project–based Learning: Students gain deeper understanding of a subject area
through exploration of real-world problems and challenges.
Curriculum Compacting: Students are allowed to test out of work they have already
mastered through pre-assessment and, instead of regular classroom work, they work
on alternate, more challenging studies.
Tiered Lessons and Units: Students of varied abilities or readiness work on the same
content at varied levels of challenge. Advanced resources and more complex
learning activities provide higher levels of challenge.
Independent Study: The student completes an in-depth study of a particular topic
under the direction and guidance of the teacher or Gifted specialist.
Mentorship: An individual student is assigned a mentor who works with the student to
answer questions and guide him/her through a research project or independent
study. Mentors are often professionals from the community.
Advanced Placement Program (College Board): A secondary programming option for
high-level courses in which students who earn the required score on the AP exam at
the end of the course may earn college credit.
Curricula Support of Socio-Emotional Needs:
Social and emotional wellbeing is critical to the development of the whole child. Curricular
content and instructional practices can be targeted to address the healthy and holistic
development of self-concept, and can help gifted learners build coping skills through
appropriate interventions. Curricular features of this 2010-2013 Plan for the Education of
Gifted Students to support all gifted learners in the socio-emotional area include the
following:
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Appreciation for and embracing of diversity through curricular content and
instructional strategies.
Cluster and flexible groupings to accommodate the need for developmental and
intellectual peers.
Primary Nurturing and Enrichment Program in K-3 to identify and develop capacity
for rigorous study and intellectual potential.
A range of program options to meet a variety of intellectual needs of students.
Interest-based curriculum and projects to develop strengths and self-efficacy.
Needs assessments that are matched to academic and socio-emotional
accommodations with access to guidance and counseling as needed.
Integrated affective curriculum and resources, such as bibliotherapy, metacognitive
and reflective approaches.
Curricular entry points based on individual strengths, such as those accommodated
in the Multiple and Successful Intelligences Models.
Development of self-advocacy and strategies for coping with challenge.
Extra-curricular activities and outside courses to promote social and emotional wellbeing.
Counseling services to provide for students’ academic and emotional support as well
as guidance for accomplishment of long-term goals.
Delivery of High Quality Curricula and Instruction:
To facilitate implementation of differentiated curriculum and instruction, the district has and
will continue to coordinate the creation of differentiated curriculum resources to utilize the
curricular and instructional models and methods that have been described. Elementary and
middle school teachers and Gifted specialists will have ready access to resources that will
address components of the Differentiated Education Plan (DEP). These curriculum
resources will build on the North Carolina Standard Course of Study and the new Essential
Standards frameworks to provide enrichment, extension, and accelerated activities and
resources for gifted learners in grades K-8. In addition the Coordinator of Gifted Programs
will investigate the feasibility of employing electronic differentiation resources like Renzulli
Learning System, an on-line program based on The School-Wide Enrichment Triad Model
described in this section, that would greatly enhance our ability to provide interest-based
enrichment, extension across ability levels K-12.
The impact of differentiated curricula and instruction on student achievement will be
continuously assessed through a variety of means. Throughout the school year, teachers of
all students will use formative and summative assessments with district-adopted tools to
assess results of past learning. These diagnostic methods will lend themselves to
measurement of growth and learning of students at all levels of achievement. The DEP
portfolios provide another measure of learning and will be reviewed periodically by parents,
teachers and gifted specialists. The portfolio will provide one measure of growth and
progress. In the spring Annual Reviews will be held by Gifted Program Teams to assess
student growth and learning. All results will provide information about students’ needs and
the next phase of instruction. Each summer, the District Coordinator will conduct a targeted
analysis of growth for identified gifted students in each school using summative results from
state End-of-Grade Tests for reading and math to determine the impact of school and
district efforts in the differentiation of curriculum and instruction.
For this model for integration of general and gifted education to work most effectively, three
things are essential:
•
•
•
A wide range of administrative support from district to the school levels for sustained
and consistent collaboration time,
Provision of differentiated curriculum and resources, and
Opportunities for professional development in the practice of differentiation.
Elementary and middle school principals must create regular times in the school schedules
for common planning and collaboration among grade level teachers and the Gifted
specialists. High school principals have created regular times for same-subject teachers to
collaborate about curriculum and instruction, however, explicit attention must be given to
differentiating within leveled classes for student learning needs. Common meeting times in
PLC groups can provide some of the necessary time for collaboration to create high quality,
differentiated curriculum and assessments of learning when time is intentionally designated.
The district and schools have worked together to provide an abundance of instructional
resources for high quality differentiation of curriculum and instruction and will continue to do
so.
Other ways to ensure creation and delivery of high quality differentiated curricula and
instruction include the monitoring of Differentiated Education Plans (DEPs) and student
learning. Each fall, the elementary and middle school Gifted Program Teams and principals
review all DEPs to ensure that the required components are included for the upcoming
year. Principals or teachers may request inclusion of a goal for professional development in
gifted education on their annual Professional Growth Plans. Classroom observations may
focus on differentiated instruction for all students as well as for gifted learners.
Teacher Preparation:
Personnel and Professional Development:
Professional development at the intermediate and advanced level to support instruction of
Academic Nurturing, Gifted and Highly Gifted learners is needed. Additionally, a need for
introductory level PD in understanding and meeting the needs of twice-exceptional learners
is evident. Much more consistent and deliberate professional development is needed for
teachers and GES to collaborate to differentiate curriculum and instruction effectively, and a
better way to achieve this within the current Professional Learning Communities PD model
must be designed. Minimum district PD requirements for differentiating curriculum and
instruction should be established for all teachers.
Gifted licensure is recommended and encouraged for teachers of gifted cluster groups and
required for Gifted Education Specialists and teachers in the self-contained program for
highly gifted students (LEAP). The District Coordinator for Gifted Programs can provide
information about institutions of higher learning that offer gifted certification for state
licensure. We will seek outside funding sources and partnerships with local and distance
learning licensure programs to support teachers who wish to pursue on-line or on-site
college/university courses toward AIG Licensure.
Currently staff development related to gifted students’ needs is recommended but not
required. Gifted is part of the pyramid of Intervention, and focused time is needed to offer
critical staff development. The PLC can be an effective setting for some embedded followup PD but these meetings are often overloaded with multiple and sometimes conflicting
student needs. A way to achieve needed PD beyond the current PLC PD model must be
designed to effectively deliver differentiated instruction. In light of the district’s move toward
RTI, minimum LEA PD requirements for differentiating curriculum and instruction, and
working with diverse high ability and high potential populations should be established for all
teachers. A specified length of time and a variety of ways by which this can be
accomplished and minimum levels of requirement based on the staff member’s role in the
school should be established. These sessions should be differentiated according to
staff/faculty experience. On-going PD is needed for GES and teachers of AIG clusters for
effective delivery of the many teaching models and strategies outlined in this plan. In
addition, GES will receive resources and training-of-trainers PD to help them be more
effective in supporting other teachers.
Professional Development Goals for the Gifted Education Specialist:
•
Possess a comprehensive, current knowledge base and competency in gifted
education to offer in-house expertise.
•
Possess knowledge of the nature and needs of gifted learners and competency in
knowledge and application of curriculum differentiation best practices.
Obtain collaboration and coaching skill to support classroom teachers in working with
high ability and high potential learners.
Seek the expertise of general educators and other specialists regarding their content
and curricular knowledge.
Communicate professional development opportunities to teachers.
Provide instruction, modeling and coaching for teachers who need training.
•
•
•
•
Professional Development Goals for the Classroom Teacher:
•
•
•
•
•
Develop expertise in curriculum modifications for gifted learners as described in this
plan.
Possess diverse knowledge of application of instructional practices that benefit gifted
learners.
Possess knowledge about the nature and needs of gifted learners and respond with
development and implementation of appropriate curriculum.
Seek the expertise of Gifted Education Specialists regarding their knowledge of best
practices associated with differentiated curriculum and instruction for gifted learners.
Provide modeling and coaching for other teachers when appropriate.
Source:
http://www.chccs.k12.nc.us/
Benchmark
Median Household
Income, 2007-2011
Total Students 2012-13
Hispanic
Am. Indian
Asian
Black/African
RACE
American
Native Haw.
White
Two or More
Male
GENDER
Female
ESOL/LEP ESOL/LEP
FRL/FARM FRL/FARM
Gifted Identified 2011-12
Any
Hispanic
Program
Am. Indian
Asian
Black/African
American
Native Haw.
White
Two or More
Male
Female
ESOL/LEP
FRL/FARM
Source:
Median Household
Income:
Total Students
demographics:
Gifted Students
demographics:
Comparison to Virginia Districts and State
School Systems
Prince
Fairfax Loudoun
Arlington Chesterfield State of
William
County County
County
County
Virginia
County
$99,300 $120,096 $95,531
$99,651
$72,886
180,616
22.62%
0.21%
19.40%
68,205
15.36%
0.59%
16.25%
83,865
29.50%
0.34%
7.58%
22,543
28.56%
0.43%
9.43%
58,859 1,264,764
10.76%
12.47%
0.27%
0.32%
3.55%
6.17%
10.36%
6.92%
20.55%
10.93%
26.31%
23.45%
0.14%
42.51%
4.76%
51.90%
48.10%
26.80%
21.50%
77,006
0.10%
55.96%
4.82%
51.20%
48.80%
10.20%
15.10%
6,554
0.19%
35.11%
6.72%
51.70%
48.30%
21.60%
35.90%
11,859
0.09%
45.80%
4.75%
51.20%
48.80%
27.90%
29.80%
3,655
0.13%
55.16%
3.82%
51.50%
48.50%
5.00%
29.70%
7,995
0.14%
52.91%
4.54%
51.50%
48.50%
9.60%
38.10%
206,663
12.30%
6.56%
13.96%
15.9%
3.56%
8.28%
0.17%
24.05%
17.96%
0.22%
12.21%
.1%
8.4%
0.15%
6.25%
0.22%
12.70%
7.28%
2.17%
11.75%
6.2%
9.14%
11.28%
68.32%
4.78%
49.40%
50.60%
0.13%
53.28%
8.43%
49.90%
50.10%
.1%
62.3%
6.9%
0.00%
76.71%
4.13%
52.20%
47.80%
0.13%
62.37%
5.02%
48.86%
51.14%
0.12%
51.09%
5.00%
$63,302
5.16%
14.94%
U. S. Census Bureau, American Community Survey, 5-Year Estimates
State Department of Education Fall Membership reports, 2012-13
Gifted Annual Reports, 2011-12
Comparison to Select National Districts
School Systems
Benchmark
Median Household Income
2007-11
Demographics Total
Hispanic
American
Indian
Asian
Black/African
RACE
American
Native
Hawaiian
White
Two or More
Male
GENDER
Female
ESOL/LEP
ESOL/LEP
FRL/FARM
FRL/FARM
Gifted Identified 2011-12
Hispanic
American
Indian
Asian
Black/African
American
Native
Any Service
Hawaiian
White
Two or More
Male
Female
ESOL/LEP
FRL/FARM
Median Household Income:
Total Students demographics:
Chapel
CharlotteMontgomery Hill Gwinnett, Wake,
Mecklenburg,
County, MD Carrboro, GA
NC
NC
NC
$53,146 (C),
$58,415/
$99,300
$95,660
$63,076
$65,289
$55,994 (M)
$43,276
180,616
141,171
146,459
12,124
165,000 148, 508
22.62%
18.43%
26.00%
14.27%
12%
15.4%
Fairfax
County
0.21%
0.47%
0.17%
0.52%
0%
.3%
19.40%
5.18%
14.33%
15.13%
3%
6.5%
10.36%
41.68%
21.23%
11.84%
37%
24.4%
0.14%
0.08%
0.06%
0.04%
0%
.1%
42.51%
4.76%
51.86%
48.14%
26.83%
21.51%
77,006
12.30%
31.61%
2.52%
51.53%
6.66%
51.60%
48.40%
44%
3%
49.1%
4.2%
10.98%
53.4%
14,119
4.3%
33.75%
4.45%
51.30%
48.70%
15.60%
33.90%
45,958
.17%
.2%
.3%
.2%
24.05%
7.3%
16.9%
10.2%
7.28%
15.5%
4.3%
8%
69.3%
3.4%
69%
5.7%
74.6%
3.8%
0%
57%
3,608 23,445
3.8%
7.5%
33.7%
26,889
3.2%
.12%
51.09%
5%
5.16%
14.94%
U. S. Census Bureau, American Community Survey, 5-Year Estimates
State Department of Education Fall Membership reports, 2012-13
Demographic s for Virginia Districts and State
100%
90%
80%
70%
Two or More
60%
White
50%
Native Haw.
40%
Black/African American
30%
Asian
20%
Am. Indian
10%
Hispanic
0%
Fairfax
County
Loudoun
County
Prince
William
County
Arlington
County
Chesterfield
County
State of
Virginia
Demographics for Gifted Program in Virginia Districts and State
100%
90%
80%
Percentages
70%
Two or More
60%
White
50%
Native Haw.
40%
Black/African American
Asian
30%
Am. Indian
20%
Hispanic
10%
0%
Fairfax
County
Loudoun
County
Prince
William
County
Arlington Chesterfield
County
County
State of
Virginia
Deomgraphics for Select National Districts
100%
90%
80%
Percentage
70%
60%
50%
40%
Two or More
White
30%
Native Hawaiian
20%
Black/African American
10%
Asian
0%
American Indian
Hispanic
Demographics for Gifted Programs in Select National Districts
100%
90%
80%
Percentage
70%
60%
50%
40%
30%
20%
10%
0%
Two or More
White
Native Hawaiian
Black/African American
Asian
American Indian
Hispanic
Rubric for Assessment of Best Practices
VDOE Regulations
National Association for Gifted Children Standards
Comparison to Benchmark School Districts
Exceeds: Program extends beyond the minimal requirements for meeting the standard
(regulation or comparative performance). The identified program component includes
multiple examples, types, complexities, or nuances that extend the standard.
Meets: Program meets the minimal requirements for meeting the standard (regulation
or comparative performance). The identified program component includes at illustrates
at least minimal alignment with the standard.
Approaches: Program meets most of the minimal requirements for meeting the
standard (regulation or comparative performance), but not all of them. The identified
program component includes one or more parts that are not aligned with or missing
from the standard, though some parts may be aligned.
Does not Meet: Program is missing the minimal requirements for meeting the standard
(regulation or comparative performance). The identified program component is wholly
missing, missing multiple parts of the standard, or is not aligned with the intention of the
standard.
Student Focus Group Questions
Major Questions:
1. Are you familiar with the AAP program? Can you describe how it is different from
your other school/classes?
2. What do you think works well about the AAP program?
3. What would you change?
4. Overall, does this program work for you, and is it better than what you had
before?
Ask if time permits:
5. Are you glad to be in the AAP program? Why?
6. What are some of the most interesting things that you have learned since you
have been in the AAP program? What was most interesting about it? Do you
think that you would have learned something like this in your old school/class?
7. Does the AAP program consistently challenge you? ? Why or why not?
8. What else do you wish you could learn?
9. Would you change anything that your teacher is doing when he/she teaches
you? What? Why?
Teacher Focus Group Questions
Major Questions:
1.
2.
3.
4.
What are the strengths of the AAP Level IV program?
What would you do to improve the AAP Level IV program?
Overall, how do you feel about the effectiveness of the AAP Level IV program?
What is giftedness to you? How do your beliefs about giftedness influence your
practice in the classroom?
5. Do you think that the placement of students in your classroom is an accurate
representation of their academic potential? Why or why not?
6. What types of professional development would you like to have?
Ask as time permits:
7. How do you differentiate for advanced learners within the context of your
classroom/content?
8. From your point of view, how do the units and resources on the AAP curriculum
framework align with the Program of Studies?
9. How do you flexibly group students? And on what basis do you make those
decisions?
10. How do you assess advanced learners related to readiness, interest, or the
learner profile?
11. How do you collaborate with other AAP teachers in the building? With other
teachers (General, Special Education, LEP)?
12. Do you have common planning time – with which group(s)? In which types of
activities do you generally engage in these groups?
13. What types of professional development have you participated in to date for your
endorsement or to work with AAP curriculum?
Parent Focus Group
Major Questions:
1. What do you think about Level IV AAP program at your child’s school?
2. If child’s home school offered local services ask: Why you did not have your child
attend the local school’s LEVEL IV AAP program?
3. Does your child like being in the program? Why?
4. Does your child have any difficulties in the program? What are typical
examples?
5. What do you think are the strengths of the program?
6. What would you do to improve the program?
Ask as time permits:
7. Has your child developed specific strengths as a result of the program?
8. What are your perceptions of the type of work/projects/products/tests that your
child does in Level IV AAP?
9. Overall, how do you feel about the effectiveness of the program?
Administrator Focus Group Questions
1. What do you see as the strengths of AAP?
2. How can AAP be improved?
3. What are your perceptions of the AAP curriculum, and how it meets the needs of
the students? What are your perceptions about teachers’ needs for professional
development? What kinds of professional development have teachers indicated
that they might want related to AAP? Are you able to place teachers with gifted
education endorsements into AAP positions?
4. What contributions do you think the AAP teachers make at your school? Could
you talk about the conversations that you have with parents/students/teachers
about AAP? Could you talk about feedback that you get from
parents/students/teachers about the program?
5. What kinds of assessments do you use to gather information about your AAP
students? What other kinds of data do you typically use related to students in
AAP? How do you analyze the data? What types of decisions do you make
based on the data?
6. Overall, how do you feel about the effectiveness of the program?
7. How well is the screening/identification system working for your building?
8. How do the AAP teachers collaborate and work within your building – with nonAAP teachers (general education, special education, LEP) in your building? How
do they collaborate and work with each other? What structures have you set-up
for common planning time?
Observation Training Procedures
March 26
Prior to first session, observers were asked to read Chapters 1-2 in The Parallel Curriculum.
Observers introduced to AAP Review Project including FCPS-AAP program, the tiered delivery
system and current identification procedures
Observers were given an overview to the basic structure, philosophy and components of the
parallel curriculum.
Observers assigned to Chapter 3 in The Parallel Curriculum for reading.
March 27
Observers traveled to the Fairfax AAP offices to review the various curricular programs housed
in the AAP curriculum room.
Observers reviewed scope and sequence of the programs and reviewed the planning guides
that each AAP class in FCPS uses as its guiding framework for units of instruction.
March 28
Observers had initial scripting training that focused on capturing student and teacher talk.
Scripting procedures focused on capturing authentic talk rather than summarization of strategies
and practices.
Two lessons were used to practice scripting.
April 5
Observers second scripting practice.
Secondary information that also needed to be included in the scripting observations was
discussed and practiced (practices included collecting the logistics of the observation and
carfting a narrative summary of the lesson observed.)
Two lessons were used to practice and scripts were collected for comparison
April 9
Two lead researchers reviewed the practice scripts for reliability and added two additional
collection items to the observations (types of questions asked and types of groupings used.)
April 10
Observers given guide list to help ensure consistent collection of information (logistics,
classroom set up, script, types of questions and groupings used.)
Data Analysis Templates 1-3
Template 1
Class 1
Prototypical Teacher Talk
Moves
Clarifying and Verifying
Soliciting additional view
viewpoints
Pressing for reasoning,
evidence, or applying one’s
reasoning to someone else’s
Ask for evidence that links
ideas
Challenging someone’s
thinking
Vocabulary
Tier 2 Used
Tier 2 Explained
Tier 3 Used
Tier 3 Explained
Class 2
Class 3
Class 4
Template 2
CODING OF AAP CLASSES BY
ACTIVITY
Scripts of plenary class interactions
Grade/Conte
Codes
nt
Teacher:
Question closed
Question slightly open
Question open-ended
Question for discussion
Question/answered
Affirmation
Description
Explanation
Demonstration
Clarification
Instruction
Classroom management
Behavior management
Ignore student response
Unconnected reference
Student:
One word response
One sentence response
Multi sent response
Written response
Question
Clarification
Comments
Impromptu Discussion
TOTAL RECORDED
Grade/Conte
nt
Grade/Conte
nt
Grade/Conte
nt
PLANNED GROUP ACTIVITY
Activity/Experiment
Duration (minutes)
Teacher interactions
Questions
Affirmations
Clarifications
PLANNED INDIVIDUAL ACTIVITY
Dedicated writing time
Dedicated reading time


Template 3
Coding of AAP Classes: Class Description
Grade
Grade
Grade
Grade
Not used
Not used
Not used
Not used
Not used
Not used
Not used
Not used
Number of Students
Spacing
Engagement
Ready to Learn
Diversity/Gender
Environment
Summary
Grade
Overall
View
Technology
Usage
Hands on
Closure
Grade
Grade
Grade