General Information regarding the Gifted Program in Suffolk...

Revised February 2012

Suffolk Public Schools

Local Plan for the Education of the Gifted

2011-2016

LEA# 127Superintendent Deran R. Whitney, Ed.D.Mailing Address 100 N. Main Street, Suffolk, VA 23434Gifted Education Coordinator/ Designee

Carol A. Kennedy-Dickens

[email protected]

TitleAddressTelephoneE-mail

Supervisor, Advanced Instruction100 N. Main Street, Suffolk, VA 23434 (757) 925-6750

Local School Board Chairperson

Michael J. Debranski, Ed.D.

Date Approved by School Board

February 2012

mailto:[email protected]

mailto:[email protected]

Suffolk Public Schools REVISED 2/13/12

Local Plan for the Education of the Gifted

Each school board must review and approve a comprehensive plan for the education of the gifted. That plan must provide specific explanations of the school division’s implementation of the Regulations Governing Educational Services for Gifted Students. School divisions, working in conjunction with their school boards, should determine the appropriate timeframe of applicability for their division’s gifted plan. Historically, division plans span five years. For the technical review, the DOE will request a division to send their most current, approved plan at the time of the review. The applicable timeframe for the division’s plan does not need to correspond to the collection year of their technical review. Information on the DOE technical review schedule can be found at the gifted education homepage at the Virginia Department of Education’s Web site http://www.doe.virginia.gov/instruction/gifted_ed/index.shtml

Section 8VAC20-40-60A of the Regulations states that, “Each school board shall submit a comprehensive plan for the education of gifted students to the Department of Education (DOE) for technical review on a schedule determined by the Department. Each school board shall approve a comprehensive plan for the education of gifted students that includes the components identified in these regulations.” To assist school divisions and school boards in complying with section 8VAC20-40-60A, the Virginia Department of Education has created this template for developing Local Plans for the Education of the Gifted (revised January 2011). This public document addresses all aspects of local services for gifted students, including, but not limited to, the area(s) of giftedness the school division will serve, an operational definition of giftedness in the division and its supporting identification procedures, program services, professional development, curriculum development, and parent and community involvement.

Each section of the plan should address specific procedures and information for each area of giftedness identified by the school division. If a school division identifies students in general intellectual aptitude (GIA) and specific academic aptitude-mathematics (SAA-M), then the section for referral procedures, for example, should reflect the specific referral procedures for GIA and SAA-M. Throughout the local plan template, school divisions may need to copy and paste the drop down boxes, the insert text form fields, and any pertinent information for each area of giftedness identified by the division. In order to be able to ‘choose an item’ from a drop down box, simply right click on the highlighted ‘choose an item’ wording and the drop down arrow should appear on the right. Right clicking on the arrow will then allow the drop down box choices to appear. If certain procedures or policies apply to more than one area of giftedness, simply copy and paste the drop down selection box to reflect all areas of giftedness that are applicable to the procedures or policy.

Once the completed comprehensive local plan for the education of gifted students has been approved by the local school board, the plan shall be accessible to the public through the division’s Web site. The division shall ensure that printed copies of the plan are available to citizens who do not have online access.

For more information, contact the Virginia Department of Education specialist for Governor’s Schools and Gifted Education at 804-225-2884.

Local Plan for the Education of the Gifted2

http://www.doe.virginia.gov/instruction/gifted_ed/index.shtml


General Information regarding the Gifted Program in Suffolk Public Schools

In section 8VAC20-40-40A of the Regulations, divisions are required to screen, refer, identify, and serve gifted students in at least general intellectual aptitude or specific academic aptitude. School divisions may identify and serve gifted students in career and technical aptitude or visual or performing arts aptitude, or both, at their discretion. On the chart below, please indicate all areas of giftedness that are identified and served within the division. Please copy and paste any additional rows as might be needed to address all areas in Specific Academic Aptitude and/or Visual and/or Performing Arts that are identified by the school division.

Area of Giftedness Identified by the Division Grades ServedGeneral Intellectual Aptitude (GIA)

Enrichment (K-2) Gifted (3-12)

K-12

Visual and/or Performing Arts Aptitude (VPA) 4-12

(Please highlight, copy, and insert SAA and/or VPA rows as necessary to reflect all areas of giftedness served by the school division.)



Part I: Statement of Philosophy and Local Operational Definition of Giftedness for the School Division (8VAC20-40-60A.1)

A. Division Statement of Philosophy for the Education of Gifted Students

Suffolk Public Schools Board is committed to excellence in education, equality of educational opportunity, and the recognition of each student’s individuality. As students differ in their rate of physical, mental, emotional and social growth and vary in their needs and abilities, learning opportunities shall be provided which are consistent with personal development and potential. Programs shall emphasize diagnostic and prescriptive instruction, allowing an individual approach to each student’s learning style and educational needs.

The educational program shall introduce each student to a variety of interests and subject areas that offer exposure to the range of opportunities available in later years. These experiences produce the basis for further education and further employment. As students demonstrate increased maturity, they assume more responsibility for their decisions regarding education.

The school environment should be responsive and conducive to learning. The physical environment facilitates and enhances the learning experiences available to each student. A responsive environment includes competent, dedicated teachers using a variety of techniques and a classroom atmosphere where students can function and develop according to their abilities. Safety, physical comfort, and appearance also are vital environmental components.

The School Board accepts the overall goals of public education as expressed by the Standards of Quality legislated by the Virginia General Assembly and regulations promulgated by the State Board of Education. Education seeks to aid each student consistent with his/her abilities to do the following:

(1) Develop competence in the basic skills;(2) Develop the intellectual skills of rational thought and creativity;(3) Acquire knowledge and process skills of science and technology;(4) Progress as the basis of achievement;(5) Qualify for further education and/or employment;(6) Develop personal standards of ethical behavior and moral choice;(7) Participate in society as a responsible family member and citizen;(8) Develop a positive and realistic concept of self and others;(9) Practice sound habits of personal health and physical fitness;

(10) Develop skills, knowledge, and attitudes regarding the arts;(11) Enhance the quality of the environment;(12) Acquire a basic understanding and appreciation of democracy and the free enterprise system.



Suffolk Public Schools recognizes that certain students possess abilities, interests and talents, which are complex and advanced. These students have specific advanced aptitudes and talents that require differentiated instruction and enrichment to facilitate the fullest development of their potential during their school years.

Their education is enhanced not only by participation in activities especially designed for gifted students, but also by interaction with their intellectual peers. We believe their learning experiences should reflect teaching techniques and curricula that emphasize the development of creativity and skills in higher level thinking, research, and communication.

Suffolk Public Schools recognize that there may be students identified as twice-exceptional and is committed to providing appropriate services.

The gifted education program is an integral part of developing each child’s fullest potential as stated in the philosophy of Suffolk Public Schools. Suffolk Public Schools serves students in two areas of gifted education: intellectual aptitude and performing arts.

B. Division Operational Definition of GiftednessThis section should include an operational definition for each area of giftedness (general intellectual aptitude, specific academic aptitude, visual and/or performing arts aptitude, or career and technical aptitude) identified and served by the division. An operational definition provides the concrete, observable, and/or measurable criteria for ‘giftedness’ used by the division in the identification process. Such a definition might include a listing of the evidence of student readiness for gifted educational services, e.g. evidence of gifted behaviors as determined by a valid and reliable teacher checklist or evidence of superior academic performance based on a norm-referenced assessment of aptitude.

General Intellectual Aptitude: Academically or intellectually gifted students (which include twice-exceptional 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 the intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.

Visual and/or Performing Arts Aptitude:Aptitude is defined as a natural talent or ability for something, especially an ability that is not yet fully developed. When applied to visual and/or performing arts, this refers to a student’s innate facility for creative expression through the mediums of



visual or performing. Individual aptitude is promoted through his or her personal interaction while creating, critically analyzing, and performing art. Artistic perception, creative expression, historical and cultural context, and aesthetic valuing are the dimensions through which a student’s aptitude is advanced.

Part II: Program Goals and Objectives (8VAC20-40-60A.2)This section should include goals and objectives for the school division’s gifted education program. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated.

A. Identification: To research procedures and instruments to aid in the identification of gifted students from all segments of the population. Students in kindergarten through second grade will be served through teacher collaboration with gifted resource teachers who will also “push-in” to classes to enhance instruction. Evaluations for the gifted program are given in the spring of grade 2.

B. Delivery of Services: To provide instructional programs and services that are school-based that includes differentiating instruction during scheduled classes, as well as supplemental sessions with their peers and to provide more intense guidance services in college/career counseling for the General Intellectual Aptitude (GIA) and Visual and Performing Arts programs.

To provide a continuous program for the talented art and music students at elementary schools and provide opportunities through visual and performing arts experiences at the middle and high schools.

C. Curriculum and Instruction: To increase the availability and utilization of technology; to allocate more time for the revision and development of curriculum; to develop curricula with more emphasis on the higher level thinking skills and creativity; to increase and expand program offerings.

D. Professional Development: To provide opportunities for gifted teachers to observe instructional strategies and exchange ideas with neighboring gifted education programs and teachers; to attend local, state, and national gifted education conferences; to provide staff development activities; to foster more innovative and pedagogical skills for teachers. To provide opportunities for high school instructors to receive training on techniques to enhance the instruction of the gifted students. To provide professional development opportunities for all teachers to foster the understanding of giftedness and twice-exceptional students.

E. Equitable Representation of Students: A variety of assessments such as CogAT and NNAT2 are used to ensure fair and equitable representation. Analysis of subgroup representation is conducted and further research is done to acquire appropriate assessment measures and instruments as the need arises.



F. Parent and Community Involvement: To foster and maintain a strong relationship among the gifted programs, the schools, and the community; a gifted advisory board meets several times annually.

Part III: Screening, Referral, Identification, and Service Procedures

A. Screening Procedures (8VAC20-40-60A.3)This section should provide screening procedures for each area of giftedness identified and served by the division. These procedures should include the annual review of student data used to create a pool of potential candidates for further assessment. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated.

Suffolk Public Schools implements the following screening procedures:

Screening procedures for General Intellectual Aptitude

Referral forms are made available in all schools, through resource teachers or through the Office of Gifted Services.

Teacher training is conducted annually to insure awareness of the process for identification and behavioral characteristics of gifted students. Teachers are expected to complete a researched-based behavioral characteristics checklist for potential candidates.

The community is informed of the gifted services opportunities, the referral process and the screening process via newsletters, flyers, website information, and the PTA.

An aptitude assessment is given to all second grade students. An identification/placement committee is formed to review the referrals and

assessment data and make recommendations for placement. The supervisor of gifted services reviews the recommendations and

notification letters are sent to the parents.

Screening procedures for Visual and Performing Arts

Referral forms are made available in all schools, through resource teachers or through the Office of Gifted Services.

Teacher training is conducted annually to insure awareness of the process for identification and awareness of characteristics of gifted students for the Visual and Performing Arts. Teachers are expected to complete a researched-based checklist for potential candidates to refer them for further evaluation.

The community is informed of the gifted services opportunities, the referral process and the screening process via newsletters, flyers, website information, and the PTA.



All third grade students are screened for talented art and talented music. An identification/placement committee for talented visual and performing arts

candidates is formed to review the referrals and auditions (where appropriate) and make recommendations for placement.

The supervisor of gifted services reviews the recommendations and notification letters are sent to the parents.

B. Referral Procedures (8VAC20-40-60A.3)This section provides referral procedures for each area of giftedness identified and served by the division. These procedures shall permit referrals from parents or legal guardians, teachers, professionals, students, peers, self, or others. These procedures should include to whom referrals are submitted and the timeline for the division to provide parents/guardians with the results of the eligibility process. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated.

Referral procedures for General Intellectual Aptitude

The gifted referral process begins when students who exhibit characteristics of giftedness are evaluated for the General Intellectual Aptitude (GIA) program. Written parental permission is obtained, and a student profile is developed using multiple criteria; which may include creativity test, teacher checklist for rating behavioral characteristics, scholastic performance, ability testing, previous placement, and finished product from student. The ability test may include the Naglieri Nonverbal Ability Test (NNAT2), the Screening Assessment for Gifted Elementary Students (SAGES 2), the Otis-Lennon School Ability Test (OLSAT), or the Cognitive Abilities Test (Cog AT). Eligibility is determined by the gifted placement committee, which may consist of the building principal, classroom teachers, guidance counselor, resource teacher and gifted personnel. Eligibility decisions are based on a point system using a matrix reviewed at the placement committee. This process is completed within 90 days of the initial referral or when students enter the candidate pool through the general screening process. All students who are referred are screened. Referred students may be reviewed annually for eligibility.

The search for and the identification of gifted students is a continuous process which begins with enrichment in kindergarten and continues with the second grade screening. The referral process continues each spring with announcements on television, in newspapers, and in school newsletters. Referrals can be made by teachers, school administrators, parents, community members, peers, and self. Referral forms can be obtained from school guidance offices, teachers, and administrators. Forms can be returned to school guidance offices, teachers and administrators. Gifted resource teachers conduct workshops in the schools emphasizing the characteristics of gifted students. Special emphasis is placed on the recognition of potentially gifted students in underserved populations.



Referral procedures for Visual and Performing Arts

The search for and the identification of gifted and talented visual and performing arts students is a continuous process. All third grade students and fourth/fifth grade transfer students are screened for talented art and music. Stakeholders may request screening for students in grades 6-12.

The referral process begins with announcements on television, in newspapers, and in school newsletters. Referral forms can be obtained from school guidance offices, teachers, and/or administrators. Forms can be returned to school guidance offices, teachers and administrators.

C. Identification Procedures (8VAC20-40-60A.3)This section provides identification procedures for each area of giftedness identified and served by the division. Identification in GIA programs shall be K-12 and must include a nationally norm-referenced aptitude test. Identification in SAA programs shall be K-12 or as assessment instruments exist to support identification, and must include either a nationally norm-referenced aptitude or achievement test. Identification in CTA and VPA programs shall be at the discretion of the school division. Specific references pertaining to each area of giftedness identified by the division should be clearly indicated.

1. Multiple Criteria Listing (8 VAC 20-40-40D.3)This section includes the three or more criteria that are used by the division to develop a profile or composite for each student being considered. This listing of criteria should be repeated for each area of giftedness identified by the division. Please copy and paste the section below to support all identified areas of giftedness. NOTE: No single instrument, score, or criterion may be used to exclude or include a child for eligibility. Selection of either item 5a or 5b or both counts as a single criterion.

General Intellectual Aptitude

1. Assessment of appropriate student products, performance, or portfolio

2. Record of observation of in-class behavior

3. Appropriate rating scales, checklists, or questionnaires

4. Individual interview

5a. Individual or group-administered, nationally norm-referenced aptitude test(s) (must be included for GIA)

and/or 5b. Individual or group-administered, nationally norm-referenced

achievement test(s) Local Plan for the Education of the Gifted

9


6. Record of previous achievements (awards, honors, grades, etc.)

7. Additional valid and reliable measures or procedures

Specify: Previous ability testing

Visual and Performing Arts

1. Assessment of appropriate student products, performance, or portfolio

2. Record of observation of in-class behavior

3. Appropriate rating scales, checklists, or questionnaires

4. Individual interview

5a. Individual or group-administered, nationally norm-referenced aptitude test(s) (must be included for GIA)

and/or 5b. Individual or group-administered, nationally norm-referenced

achievement test(s)

6. Record of previous achievements (awards, honors, grades, etc.)

7. Additional valid and reliable measures or procedures

Specify: Auditions

Students are screened for Talented Music using a formal approved listening screening instrument. Students who pass the initial screening with a 90% passing score will be given the opportunity to perform an audition. If they are able to sing a simple song, play a simple melody on a musical instrument, or perform basic rhythms, they are found eligible to participate in the Talented Music program for the next school year.

Students are screened for Talented Art using a formal approved screening instrument. Students are found eligible to participate in the Talented Art program for the next school year.



D. Placement Procedures (8VAC20-40-60A.3)This section provides procedures for the placement of gifted students in each area of giftedness identified and served by the division. These procedures include information about the identification and placement committee.

1. Identification/Placement Committee (8VAC 20-40-40D)a. This section includes the number of persons comprising the

Identification/Placement Committee by category.


Classroom Teacher(s)

Gifted Education Resource Teacher(s)

Counselor(s)

School Psychologist(s)

Assessment Specialist(s)

Principal(s) or Designee(s)

Gifted Education Coordinator

Other(s) Specify: Additional Classroom Teacher, Additional Gifted Resource Teacher or Guidance Counselor

b. Type of Identification/Placement CommitteeThis section indicates the type of Identification/Placement Committee the division uses.

School-level Division-level 4-12 Visual and Performing Arts: School-based program

Art or Music Teacher(s)

Gifted Education Resource Teacher(s)

Counselor(s)

School Psychologist(s)

Assessment Specialist(s)

Principal(s) or Designee(s)



Gifted Education Coordinator

Other(s) Specify: c. Type of Identification/Placement Committee

This section indicates the type of Identification/Placement Committee the division uses.

School-level Division-level



2. Eligibility (8VAC20-40-60A.3)This section includes a chart detailing all criteria that could be considered in the identification process for a specific area of giftedness identified by the division. A description of the eligibility process used by the committee to make decisions regarding eligibility for services shall follow the chart. It includes a timeline for making eligibility decisions within 90 instructional days of the school division’s receipt of the parent’s(s’) or legal guardian’s(s’) consent for assessment.


Measure Administered/Completed by Scored by Provided to the

committee byRenzulli Behavioral Characteristic Checklist

Current Classroom Teacher

Gifted Resource Teacher

Classroom Teacher

ScholasticData



Classroom Teacher

Torrance Test of Creativity




Naglieri Non-verbal Ability Test (NNAT2), Screening Assessment for Gifted Elementary and Middle School Students (SAGES-2), Otis Lennon School Ability Test (OLSAT), Cognitive Achievement Test (Cog AT)




Product Current Classroom Teacher



Previous Gifted Placement Guidance Counselor Gifted Resource Teacher

Guidance Counselor, Coordinator ofGifted Education

The eligibility process begins when parental permission is obtained. Gifted Resource and/or gifted contacts gather and review data including behavioral characteristics checklist, scholastic data, previous placement, ability testing, creativity sample, and product.

Gifted Resource teachers administer the norm-referenced ability assessment. Eligibility is determined within 90 instructional days of the consent for assessment.



Following the referral or nomination process, data is collected on all students including products, portfolios, screening tests, classroom performance, awards and grades. Once all information has been compiled and completed, the identification placement committee examines all of the information and deliberates on each student to determine if the student meets the established criteria for participation in the program. Eligibility is determined within 90 working days of consent. The recommendations of the identification and placement committee are then forwarded to the Supervisor of Advanced Instruction who informs the parents as to the eligibility status of students.

Grades 4-12 Visual and Performing Arts

Measure Administered/Completed by Scored by Provided to the

committee byTonal Assessment

Music Teacher Music Teacher Music Teacher

Art Screening Art Teacher Art Teacher Art Teacher

All third grade students are screened for the program. Music and art teachers administer tonal and rhythmic assessment (Primary Measures of Music Audiation, Edwin Gordon) and/or art screening assessment for students in grades 4-12 who are referred for the program.

Determination of Services (8VAC20-40-60A.3)This section describes the process of determining appropriate educational services for identified K-12 students.

General Intellectual Aptitudeand Grades 4-12 Visual and Performing Arts

Determination of appropriate educational services for identified students in grades K-8 is accomplished by our screening process and the placement committee’s decision. Students are placed in the program according to age and grade level. Students who have been identified twice-exceptional are given accommodations to facilitate and provide service. Students in grades 9-12 are provided services in classes and programs in accordance to their future academic and career goals and special areas of interest.

Part IV: Notification Procedures (8VAC20-40-60A.4)

This section includes the procedures used for (a) notifying parents/guardians when the individual identification process is initiated; (b) requesting permission for individual testing and/or collection of additional information; (c) requesting permission for provision of appropriate service options; and, (d) parents/guardians wishing to file an appeal of the identification outcome, change in placement, or exit decision. Any procedural differences pertaining to a specific area of giftedness identified by the division should be clearly indicated.




Following determination of eligibility, parents are notified and written permission is obtained for placement. If a student has been determined ineligible, parents are notified of the committee’s decision and the right to appeal and review all testing data. Parents are informed of timeline in the initial notification. Once the Supervisor of Advanced Instruction receives the nomination form, notification is sent to the parents of students who are in the screening process. Written parental permission is obtained for additional testing and data collection. Eligibility is determined within 90 instructional days of the receipt of parental permission.

Parents are initially notified through school announcements, division newsletter, cable television, and the local newspaper. Once the screening process is completed, the results are forwarded to the Supervisor of Advanced Instruction for his/her review. The coordinator notifies each parent in writing regarding the eligibility of each student. If a student is selected, the parent is requested to complete a parent permission form for their child to be enrolled in the program. From the time a student is referred, the identification/placement committee, within 90 instructional days, processes all available information and tests the student and notifies the parent of the eligibility status of each student.

Part V: Change in Instructional Services (8VAC20-40-60A.5)

This section includes the policy for written notification to parents or legal guardians of identification and placement decisions, including initial changes in placement procedures or exit policy from the program.


Placement of all students is subjected to periodic review. Parents or school personnel may request a change in placement in writing. Parents may use the opt-out method by requesting their child be removed from the program. Students’ current records of performance and products are continuously being reevaluated. If a change in placement is determined to be in the best interest of the student, parental notification is made in writing and verbally. When a student is requested for dismissal from the program, parents are notified of the appeal process.

Students who transfer to Suffolk from a gifted program outside of the division will be placed in the gifted cluster classes pending completion of the evaluation process.



Persons wishing to have the decision of the school Identification and Placement Committee reviewed must first discuss the findings and concerns with the Supervisor of Advanced Instruction. If a resolution is not reached, the parent may appeal the Identification Placement Committee’s decision. The parent shall notify, within 30 days, the Supervisor of Advanced Instruction in writing of the intent to appeal. The appeal shall be heard within 30 school days of the receipt of notification by the parent.

The Appeals Committee shall consist of:

Principal or assistant principal at the same level, but not in the same school as the student in question

Deputy Superintendent or designee Instructional Coordinator not of the same level Two gifted resource/art/music teachers who did not serve on the original

Identification Placement Committee (specific to program) Lead teacher

The Appeals Committee consists of a majority of individuals not on the original Identification Placement Committee. The parent(s) or their designee will present their appeal, but will not vote. The majority vote is needed to change the decision of the Identification Placement Committee. The parent(s) will be notified in writing of the committee’s decision.

Part VI: Evidence of Appropriate Service Options (8VAC20-40-60A.10)

This section provides evidence that gifted education service options from kindergarten through twelfth grade are offered continuously and sequentially, with instructional time during the school day and week to (i) work with their age-level peers, (ii) work with their intellectual and academic peers, (iii) work independently; and (iv) foster intellectual and academic growth of gifted students. Parents and legal guardians shall receive assessment of each gifted student’s academic growth. Career and Technical aptitude programs and Visual and/or Performing Arts programs are offered at the discretion of the school division.

A. Service Options are Continuous and SequentialThis section provides evidence that the division’s program of curricula and instruction for gifted learners is continuous and sequential. GIA programs need to provide evidence from kindergarten through twelfth grade.


KIND K-2 Consulting (Gifted Resource Teacher)

Push-in and/or pull-out services

QUEST 3-5 Push-in and pull-out services



QUEST 4-8 Push-in and accelerated class services

HS GIFTED Clustered classes

Differentiated instruction is provided to meet the needs of all students’ classes to include the gifted cluster, honors, and various advanced level courses.

Visual and Performing Arts

Grades 4-5 Pull-out services and /or enrichment opportunities

Grades 6-12 Clustered classes and/or enrichment opportunities

B. Service Options Provide Instructional Time with Age-level PeersThis section includes a description of the instructional strategies or program model that allows gifted students to interact with their age-level peers during the school day and week.

General Intellectual Aptitude and Visual and Performing Arts

K-12 Instruction in general population

C. Service Options Provide Instructional Time with Intellectual and Academic Peers

This section includes a description of the instructional strategies used in the division to accelerate and enrich the content for gifted learners beyond the grade-level or course expectations for all learners. The description should include how these academic needs are met during the school day and week.


K-12 Clustered classes and/or enrichment opportunities

D. Service Options Provide Instructional Time to Work IndependentlyThis section includes a description of the instructional strategies or program model used in the division to allow gifted learners to work independently during the school day and week.


K-12 Project-based learning opportunities



E. Service Options Foster Intellectual and Academic Growth This section includes a description of the instructional strategies used in the division to foster intellectual and academic growth during the school day and week.


K-12 Enrichment, acceleration, and/or independent study

F. Procedures for Assessing Academic Growth in Gifted StudentsThis section includes a description of the procedures used by the division to assess the academic growth for gifted learners.


K-12 Interim reportsReport cardsTeacher observationsStandardized assessments

Part VII: Program of Differentiated Curriculum and Instruction (8VAC20- 40-60A.11)

The Regulations Governing Educational Services for Gifted Students defines appropriately differentiated curriculum and instruction as curriculum and instruction adapted or modified to accommodate the accelerated learning aptitudes of identified students in their areas of strength. Such curriculum and instructional strategies provide accelerated and enrichment opportunities that recognize gifted students’ needs for (i) advanced content and pacing of instruction; (ii) original research or production; (iii) problem finding and solving; (iv) higher level thinking that leads to the generation of products; and (v) a focus on issues, themes, and ideas within and across areas of study. Such curriculum and instruction are offered continuously and sequentially to support the achievement of student outcomes, and provide support necessary for these students to work at increasing levels of complexity that differ significantly from those of their age-level peers. This section provides a description of the school division’s appropriately differentiated curriculum and instruction demonstrating accelerated and advanced content for gifted learners.




Differentiated instruction is tailored to meet the needs of individual students, based on data. Differentiated instruction would require various groups of students interacting with the same content in different ways. Groups would be determined based on readiness, interest, or ability, and the instruction may consist of tiered activities.



Part VIII: Policies and Procedures for Access to Programs and Advanced Courses (8VAC20-40-60A.12)

This section provides the school division’s policies and procedures that allow access to programs of study and advanced courses at a pace and sequence commensurate with the learning needs of the gifted and twice-exceptional student.


Students are recommended for enrollment in honors, advanced placement, dual credit, and Science, Technology, Engineering, and Math (STEM) courses based on pre-requisite grades, recommendations of parents, teachers, and/or counselors, and assessment data. Additional criteria must be met for selection in such programs as the International Baccalaureate program, Project Lead the Way, the regional Governor’s School for the Arts, and various magnet programs.

The scope and sequence pacing guides for the gifted located on the Suffolk Public Schools website are followed to insure that the learning needs of the gifted and twice-exceptional student are met.



Part IX: Personal and Professional Development (8VAC20-40-60A.13)

School divisions must provide evidence of professional development based on the following teacher competencies outlined in 8VAC20-542-310 below.

1. Understanding of principles of the integration of gifted education and general education, including:

a. Strategies to encourage the interaction of the gifted and twice-exceptional with students of similar and differing abilities; andb. Development of activities to encourage parental and community involvement in the education of the gifted, including the establishment and maintenance of an effective advisory committee.

2. Understanding of the characteristics of gifted students, including:a. Varied expressions of advanced aptitudes, skills, creativity, and conceptual understandings;b. Methodologies that respond to the affective (social-emotional) needs of gifted students; andc. Gifted behaviors in special populations (i.e., those who are culturally diverse, economically disadvantaged, mentally disabled or physically disabled).

3. Understanding of specific techniques to identify gifted students using diagnostic and prescriptive approaches to assessment, including:

a. The selection, use, and evaluation of multiple assessment instruments and identification strategies;b. The use of both subjective and objective measures to provide relevant information regarding the aptitude/ability or achievement of potentially gifted students;c. The use of authentic assessment tools such as portfolios to determine performance, motivation/interest and other characteristics of potentially gifted students;d. The development, use, and reliability of rating scales, checklists, and questionnaires by parents, teachers and others;e. The evaluation of data collected from student records such as grades, honors, and awards;f. The use of case study reports providing information concerning exceptional conditions; andg. The structure, training, and procedures used by the identification and placement committee.

4. Understanding and application of a variety of educational models, teaching methods, and strategies for selecting materials and resources that ensure:

a. Academic rigor through the development of high-level proficiency in all core academic areas utilizing the Virginia Standards of Learning as a baseline;b. The acquisition of knowledge and development of products that demonstrate creative and critical thinking as applied to learning both in and out of the classroom; andc. The development of learning environments that guide students to become self-directed, independent learners.



5. Understanding and application of theories and principles of differentiating curriculum designed to match the distinct characteristics of gifted learners to the programs and curriculum offered to gifted and twice-exceptional students, including:

a. The integration of multiple disciplines into an area of study;b. Emphasis on in-depth learning, independent and self-directed study skills and metacognitive skills;c. The development of analytical, organizational, critical, and creative thinking skills;d. The development of sophisticated products using varied modes of expression;e. The evaluation of student learning through appropriate and specific criteria; andf. The development of advanced technological skills to enhance student performance.

6. Understanding of contemporary issues and research in gifted education, including:a. The systematic gathering, analyzing, and reporting of formative and summative data; andb. Current local, state, and national issues and concerns.

Competency Target audience Professional Development Opportunities

Projected Timeline

Principles of integration in general education (Interaction, Community Involvement)

Gifted Resource Teachers,Gifted Contacts,Gifted Advisory Committee,Parents of Gifted,Administrators,Special Education Teachers,Gifted Clustered Teachers,

Gifted Parent Nights,Pre-service sessions, Local , State, National Conferences/Meetings

Annually

Characteristics of gifted (academic and social behaviors)

Gifted Resource Teachers,Gifted Contacts,Gifted Advisory Committee,Parents of Gifted,Administrators,Special Education Teachers,General Education Teachers

Gifted Parent Nights,Pre-service sessions, Local , State, National Conferences/Meetings

Annually

Techniques to identify gifted students (diagnostics, instruments, portfolios, etc.)

Gifted Resource Teachers,Gifted Contacts,Supervisor of Testing and Research

Local , State, National Conferences/Meetings

Annually

Application of teaching models and teaching strategies

Gifted Resource Teachers,Administrators,Special Education Teachers,General Education

Pre-service,Staff Development

Bi-annually



Competency Target audience Professional Development Opportunities

Projected Timeline

TeachersApplications of theory and principles, differentiated curriculum (independent study, advance technology skills, etc.)

Gifted Resource Teachers,Administrators,Special Education Teachers,General Education Teachers

Pre-service,Staff Development

Bi-annually

Contemporary issues and data in gifted education

Gifted Resource Teachers,Gifted Advisory Committee,Parents of Gifted,Administrators,Special Education Teachers,Gifted Clustered Teachers,

Local , State, National Conferences/Meetings

Annually



Part X: Procedures for Annual Review of Effectiveness (8VAC20-40-60A.14)

This section provides the procedures for the annual review of the effectiveness of the school division's gifted education program, including the review of screening, referral, identification, and program procedures toward the achievement of equitable representation of students, the review of student outcomes and the academic growth of gifted students. School divisions may decide to focus on one or more areas to review each year. However, reviews shall be based on multiple criteria and shall include multiple sources of information.

Review all or portions of the plan, instruments or program beginning at the first gifted advisory committee meeting of each year as deemed appropriate by the gifted advisory committee.

Review of program may include review of student achievement data. Allow public to review and comment on all or portions via the division’s website. Make updates to plan, instruments, or program, as appropriate. Submit to Superintendent for review. Submit to School Board for approval. Post current plan on website and corrections, as appropriate.



Part XI: Procedures for the Establishment of the Local Advisory Committee (8VAC20-40-60B)

Each school division shall establish a local advisory committee composed of parents, school personnel, and other community members who are appointed by the school board. This committee shall reflect the ethnic and geographical composition of the school division. This section should include the school division’s procedures for the establishment of the local advisory committee for the gifted program.

Categories

Number of Invitees to Serve on Committee

Parents 21Teachers (including gifted, general ed., special ed., art and music)

7

Administrators/Guidance Staff 5Support staff (SAO) 5Community representatives of business,

industry, arts

2

Community persons who are not parents of

identified students

2

Students 3



Part XII: Assurances (8VAC20-40-60A.6; A.7; A.8; A.9)

In accordance with the Regulations Governing Educational Services for Gifted Students, the following assurance must be provided by the school division:

Assurances that student records are maintained in compliance with applicable state and federal privacy laws and regulations;

Assurances that (i) the selected and administered testing and assessment materials have been evaluated by the developers for cultural, racial, and linguistic biases; (ii) identification procedures are constructed so that those procedures may identify high potential or aptitude in any student whose accurate identification may be affected by economic disadvantages, by limited English proficiency, or by disability; (iii) standardized tests and other measures have been validated for the purpose of identifying gifted students; and (iv) instruments are administered and interpreted by trained personnel in conformity with the developer’s instructions;

Assurances that accommodations or modifications determined by the school division’s special education Individual Education Plan (IEP) team, as required for the student to receive a free appropriate public education, shall be incorporated into the student’s gifted education services; and

Assurances that a written copy of the school division’s approved local plan for the education of the gifted is available to parents or legal guardians of each referred student, and to others upon request.

Pursuant to these requirements, I hereby certify that the school division is in compliance with this language.

Deran R. Whitney, Ed.D. Division Superintendent’s Signature Printed Name Date


General Information regarding the Gifted Program in Suffolk...

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