2012-2017 Local Plan for the Education of the Gifted

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Halifax County Public Schools

Local Plan for the Education of the Gifted

2017-2022

Plan Document Information

LEA #: 041

Superintendent: Dr. Mark Y. Lineburg

Mailing Address: P.O. Box 1849 Halifax, Va. 245658

Gifted Education Coordinator/Designee:

Pamela Eakes: Supervisor of Federal Program/Gifted Education

Email: [email protected]

Phone #: 434-476-2171

Local School Board Chairperson: Karen Hopkins

Date Approved by School Board: June 12, 2017

General Information regarding the Gifted Program in Halifax County Public Schools

Area of Giftedness Identified by the Division and grades:

Grades K – 5 General Intellectual Aptitude (GIA)

Grades 6 – 12 Specific Academic Aptitude (SAA)

n/a Career and Technical Aptitude (CTA)

n/a Visual and/or Performing Arts Aptitude (VPA)

Part I: Statement of Philosophy and Local Operational (8VAC20-40-60A.1)

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

The mission of Halifax County Public Schools is to provide for students an educational environment that is stable

and safe with caring and well-trained teachers and to provide the resources needed to enable the students to

compete in a global community.

All children in Halifax County have the right to an education commensurate with their ability to learn.

Curriculum and instruction for gifted learners should be appropriately differentiated in grades K through 12 to

accommodate the accelerated aptitudes in their areas of strength.

Curriculum and instructional strategies for identified gifted learners should provide accelerated and enrichment

opportunities that recognize their needs for advanced content and pacing of instruction. Intellectual stimulation

is just as important as challenging curriculum. Such curriculum and instruction are offered continuously and

sequentially to support the achievement of student outcomes and to provide the support necessary for these

students to work at increasing levels of complexity that differ significantly from those of their age-level peers.

Abilities and talents of students, rather than tradition of programs, shall govern the activities of program

participants. However, gifted learners, like other students, need to be taught basic skills and to be provided

opportunities for enrichment as well as acceleration. The progress an individual makes is measured against

“self” and is an indicator of program success. An educational program that meets the unique and varied needs

of gifted learners should be an integral and established part of the total school program.

The Halifax County School Board actively promotes and supports appropriately differentiated educational

curriculum and instructional strategies that reflect research appropriate for gifted learners

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B. Division Operational Definition of Giftedness

Gifted students are students whose abilities and potential for achievement are such that they require

appropriately differentiated curriculum and instruction adapted or modified to accommodate their accelerated

aptitudes in their areas of strength.

Halifax County Public School System is committed to identifying gifted students in K-12 and providing these

students with learning experiences that will help them achieve optimum growth in critical and creative thinking

abilities. These students possess intellectual strength in academic areas assessed through multiple sources of

information. Information is obtained through nationally norm-referenced tests (Cognitive Abilities Test), a

teacher checklist for rating students’ characteristics, student portfolio of work samples, composite student

profile, and other relative obtainable information that evidences a need for gifted instruction. In order to

facilitate students’ maximum growth, enrichment opportunities are provided through differentiated instruction

and content. These activities enrich and extend the K-12 curriculum.

Part II: Program Goals and Objectives (8VAC20-40-60A.2)

A. Identification:

To review and revise, when deemed appropriate, the screening and identification process of all students, including underserved populations based upon current research and best practices for gifted learners and their instruction.

B. Delivery of Services:

To assure sequential and continuous delivery of services, team planning will be incorporated into scheduling of gifted specialists.

To provide and maintain adequate classroom space for quality delivery of gifted services.

C. Curriculum and Instruction:

To continue to incorporate problem-based learning curriculum.

To assure that science, math, and technology are incorporated into curriculum design and delivery.

To incorporate 21st Century Skills of collaboration, communication, critical thinking and technology in curriculum design and delivery.

To correlate with the Virginia Standards of Learning.

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D. Professional Development:

To provide professional development opportunities for all instructional personnel concerning the characteristics and needs of gifted learners including culturally diverse, economically disadvantaged, and/or physically disabled.

To provide professional development opportunities prior to screening and identification to ensure division-wide understanding and application of best practices for identifying and serving all eligible gifted students.

To ensure that gifted specialists are current with best practices for curriculum and instructional strategies for gifted learners.

E. Equitable Representation of Students

To use multiple assessment criteria to ensure equitable representation of students within the gifted program.

To analyze current identification procedures, as necessary, based on available current research and data.

To provide staff development to teachers in characteristics and needs of students from underrepresented and twice-exceptional populations.

F. Parent and Community Involvement:

To increase involvement between students, parents and community through technology, brochures, and local media.

To develop and implement partnership activities that promote interaction between community leaders and students.

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

A: Screening Procedures (8VAC20-40-60A.3)

Screening Procedures for General Intellectual Aptitude

Screening students for the gifted program occurs annually. Referrals for screening should be made to gifted

specialists for students in kindergarten through grade 5 by parents or legal guardians, teachers, other

professionals, students, peers, self or others. Referrals for screening should be made to the school counselors at

the middle or high school counselors for students in grades 6-10 by parents or legal guardians, teachers, other

professionals, students, peers, self or others. Screening information is obtained through nationally norm-

referenced tests. (Cognitive Abilities Test), a teacher checklist for rating student’s characteristics, student

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portfolio of work samples, composite student profile, and other relative obtainable information that evidences a

need for gifted instruction. Screening committees meet to determine the need for gifted services at the

elementary and secondary level. At the middle and high school levels, students have the opportunity to self-

select Honors.

At the high school, Advanced Placement and Dual Enrollment classes are also offered mainly in grades 11 and 12

but some are offered in 9 and 10. These do not have a screening process attached to them but does incur

testing with a specific cognitive abilities test provided by the college or program of advanced studies.

Grades K-3 – Elementary Gifted Program

Gifted specialists provide all kindergarten teachers with a KITE (Kindergarten Introduction to Thinking and

Exploring) notebook that contains enrichment activities that extend the curriculum and offer opportunities to

demonstrate strengths in divergent and creative thinking. Teachers are encouraged to use these resources with

all students in an effort to recognize strengths in students. These work samples can be added to gifted

screening portfolios. Schools administer the CogAT to all second graders and to other K-3 students who are

referred for gifted screening. A composite score in the top 15% of the national percentile (85-99%) on the

CogAT is used to determine a second grade pool of candidates who are automatically screened for the

Elementary Gifted Program. In addition, students may be referred for gifted screening by parents/legal

guardians, teachers, principals, peers, professionals, self, or others. Referrals are submitted in January, and

deadlines and key information are disseminated through the division website, school newsletters, Instant Alert

phone calls, local newspapers, and local radio stations. Administrative staff and teachers receive information

regarding the procedures related to the referral and screening process.

Part I: Statement of Philosophy and Local Operational Definition of Giftedness for the School Division (8VAC20-

40-60A.1)

The division-wide Gifted Screening Committee reviews and evaluates the Student Portfolio. After reviewing the

following data, eligibility for gifted services is determined based on an identification matrix.

The division-wide Gifted Screening Committee reviews and evaluates the Student Portfolio. After reviewing the

following data, eligibility for gifted services is determined based on an identification matrix.

Process for Identification of the Gifted grade K-3

Data used for identification

Cognitive Abilities Test scores

Student Portfolio

Teacher Checklist for Rating Student’s Characteristics

Composite Student Profile

Teacher Narrative

Additional data (optional)

Parents and guardians receive notification of eligibility or ineligibility by mail.

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Grades 4-5 – Elementary Gifted Program

Students may be referred for gifted screening by parents/legal guardians, teachers, principals, peers,

professionals, self, or others. Referrals are submitted in January, and deadlines and key information are

disseminated through the division website, school newsletters, Instant Alert phone calls, local newspapers, and

local radio stations. Administrative staff and teachers receive information regarding the procedures related to

the referral and screening process.

Process for Identification of the Gifted grades 4 & 5



Student Portfolio



Teacher Narrative

Additional data (optional)


Grades 6-10 – Secondary Gifted Program

Students may be referred for gifted screening by parents/legal guardians, teachers, principals, peers,

professionals, self, or others. Referrals are submitted in January, and deadlines and key information are

disseminated through the division website, school newsletters, Instant Alert phone calls, local newspapers, and

local radio stations. School Counselors receive information regarding the procedures related to the referral and

screening process. The division-wide Gifted Screening Committee reviews and evaluates the Student Portfolio.

After reviewing the following data, eligibility for gifted services is determined based on an identification matrix.



Student Portfolio



Teacher Narrative

SOL scores

Academic Grades


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Grades 9-12 – Advanced Placement and Dual Enrollment

These courses have specialized testing and requirement attached to them based on the college or program

used. For admission into these courses, testing must be completed prior to enrollment. Dates and times of

these test can be obtained in the guidance department at the high school. A school counselor can also assist in

what requirements are necessary for course credit such as grades.

B. Referral Procedures (8VAC20-40-60A.3)

Referral procedures for General Intellectual Aptitude

Parents or students interested in participation in the Elementary Gifted Program must contact the child’s

principal, gifted specialist, or classroom teacher (grades K-5) to initiate the referral. Parents or students

interested in participation in the Secondary Gifted Program must contact the child’s school counselor (grades 6-

12) to initiate the referral. After receiving a referral, the gifted specialist begins collecting the required data for

the screening process. Referrals for gifted screening follow an established timeline.

Transfer students who were identified and serviced in gifted programs in their previous schools will be given

immediate consideration at the time of their enrollment.

C. Identification Procedures (8VAC20-40-60A.3)

Multiple Criteria Listing (8 VAC 20-40-40D.3)

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

Assessment of appropriate student products, performance, or portfolio

Record of observation of in-class behavior

Appropriate rating scales, checklists, or questionnaires

Individual interview

Individual or group-administered o nationally norm-referenced aptitude test(s) (must be included for GIA) and/or o nationally norm-referenced achievement test(s)

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

Additional valid and reliable measures or procedures

Specify: State Standards of Learning assessment scores

Additional identification information for General Intellectual Aptitude.

Criteria from the list above are used to determine eligibility for gifted services. Multiple criteria are considered

and no single piece of information determines eligibility or ineligibility. If a child is determined ineligible for

gifted services, a parent/legal guardian may appeal this decision to an appeals committee within ten days of

receiving notification. If the appeals committee upholds the ineligible status, the student may be referred again

the following school year.

D. Placement Procedures (8VAC20-40-60A.3)

1. Identification/Placement Committee (8VAC 20-40-40D)

a. This section includes the number of persons comprising the Identification/Placement Committee by category.

General Intellectual Aptitude (Elementary)

7 Classroom Teacher(s)

4 Gifted Education Resource Teacher(s)

1 Assessment Specialist(s)

1 Gifted Education Coordinator

Other(s) Specify:

Specific Academic Aptitude (Secondary)

4 Classroom Teacher(s)

1 Gifted Education Resource Teacher(s)

2 Counselor(s)

1 Assessment Specialist(s)

1 Gifted Education Coordinator

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Other(s) Specify:

b. The Division Level is the type of Identification/Placement Committee the division uses.

2. Eligibility (8VAC20-40-60A.3)

General Intellectual Aptitude (Elementary)

A. The Aptitude (Cognitive Abilities) Test for grade 2 is administered by the classroom teachers, grades

K-1 and 3-5 is administered by gifted specialists. It is scored by offsite (2nd grade) and gifted specialist.

It is provided to the committee by the testing specialist and gifted specialists.

B. The Achievement Test is administered by the classroom teachers/testing specialist. Scored by the off site and

provided to the committee by the testing specialist.

C. The teacher narrative is administered by the current classroom teacher, scored by the gifted specialist and

division screening committee, and provided to the committee by the gifted specialists.

D. The characteristic checklist and the academic performance portfolio is administered by the current classroom

teacher/gifted specialists, scored by the gifted specialist and division screening committee, and provided to the

committee by the gifted specialists.

E. The work portfolio is administered by the classroom teacher and the referred student, scored by the

screening committee and provided to the committee by the gifted specialist.

Specific Academic Aptitude (Secondary)

A. The Aptitude Test for grades 6-10 is administered, scored, and provided to the committee by the school

counselors. For grades 9-12 it is administered, scored, and provided to the committee by the college

placement counselor. For grades 11-12 it is administered, scored, and provided to the committee by the school

counselors for advanced placement courses.

B. The Achievement Test is administered by the classroom teachers/testing specialist. It is scored by the off site

or testing specialist and provided to the committee.

C. The teacher narrative, the characteristic checklist, and the academic performance portfolio, are administered

by the current classroom teacher, scored and provided to the committee by the gifted specialists

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D. The work portfolio is administered by the referred student, scored by the placement committee and provided

to the committee by the classroom teacher.

The annual referral process starts at the beginning of the second semester.

Parents or legal guardians of referred students receive written notification of any additional testing that may be

required during the identification process and complete a consent for assessment form.

The identification/placement committee will review assessment information of nominated students referred for

the gifted program. Eligibility decisions are based on attainment of a set cut-off score on the division matrices

for gifted education services. By consensus, the committee may determine eligibility even if a child’s score is

below the cut-off. Halifax County Public Schools will not determine or deny eligibility for gifted services based

on a singular criterion.

Following the determination of eligibility, appropriate service options are recommended by the

identification/placement committee through a review of the students’ profile, matrices, and available service

options.

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The Director of Gifted Education contacts parents or legal guardians by letter, informing them of identification

and placement decisions and providing opportunities for parents or guardians to meet and discuss any concerns

with an administrator and/or to file an appeal. If a student is found eligible for gifted services, parents are also

informed that they may decline these services. Parents or legal guardians must also sign a permission for

placement prior to placement of a gifted student in the appropriate service option. This form is also used as

documentation for any changes in placement.

Specific Academic Aptitude (Secondary)--- please make necessary changes as needed

At the secondary level, academic achievement is reflected by standardized test scores and grades, as well as

work habits and task commitment. These are the primary criteria considerations for matching students to

specific content service options.

Determination of Services (8VAC20-40-60A.3)


Parents/legal guardians and school personnel facilitate a learning environment that ensures that each child

receives the appropriate level of gifted services. Halifax County Public Schools offers a diverse curriculum that

provides all identified students with learning opportunities to engage in advanced subject matter. This helps

prepare students for more rigorous classes as they advance in grade level. All gifted students in grades K-5

receive gifted resources as needed and/or participate in a differentiated curriculum through a pull-out program.

Secondary Level – complete as needed

Specific Academic Aptitude

The placement of gifted students into the secondary honors program, advanced placement or dual enrollment

classes ensures that each student receives services that meet grade level expectances as well as a differentiated

curriculum that challenges gifted learners. The curriculum is rigorous and prepares students for academic

success and the ability to utilize upper level thinking skills necessary for the 21st century. All courses are

specially designed for students that can grasp advanced subject matter independently and in a variety of ways

display this knowledge.

2. Eligibility (8VAC20-40-60A.3)

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


Deadlines and key information are disseminated through the division website, school newsletters, Instant Alert

phone calls, local newspapers, and local radio stations. Administrative staff and teachers receive information

regarding the procedures related to the referral and screening process. Parents of students who are

recommended for gifted screening have the right to decline.

The Director of Gifted Education contacts parents/legal guardians by letter, informing them of identification and

placement decisions. Opportunities are also provided for parents/legal guardians to meet and discuss any

concerns with an administrator and/or to file an appeal.

If a student is found eligible for gifted services, parents are also informed that they may decline these services.

Parents or legal guardians must also sign a permission for placement prior to placement of a gifted student in

the appropriate service option. In addition, any change in placement requires written notification to parents or

legal guardians.

Dismissal from the program may be necessary based on but not limited to work ethic, lack of academic progress,

a drop in numerical grade average below an 84, and/or stamina for the rigor presented in upper level

coursework. Once again, written notification to parents or legal guardians is required.

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


Students in the gifted program are continuously monitored and evaluated to determine whether the service

placement best meets the students’ academic needs. A change in placement decision is based on a review of

performance, achievement, and product production. A change could be recommended after:

Student and teacher conference

Parent or legal guardian communication and/or conference

Parent or legal guardian, student and teacher conference

An effort is made to determine the reason that the current program placement has not met the student’s

learning needs. A change of placement or another service option will be considered when deemed appropriate.

Change of placement is tracked using appropriate form.

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

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Service Options are Continuous and Sequential


A gifted specialist meets with identified gifted students in their home schools to provide accelerated and

enrichment opportunities. These opportunities recognize students’ needs for advanced content and pacing of

instruction, original research or production, problem finding and solving, and higher level thinking.

Services for grades K-5 are provided on a pull-out basis. Identified students in Grades K-2 meet with gifted

specialists every other week for one hour to one hour and a half. In grades 3-5, identified students meet with

gifted specialists weekly (grade 3 for three hours, grade 4 for four hours and grade 5 for five hours).

Additionally, gifted specialists meet with classroom teachers to collaborate ways to differentiate and accelerate

instruction.

Secondary

At the middle school level, identified students participate in Honors classes in English, science and social studies.

Differentiation is provided by the teachers in each Honors class.

In the high school, students participate in Honors, Dual Enrollment and/or Advanced Placement classes.

Differentiation is provided by the teachers. Students can enroll in the Associate’s Degree program offered in the

high school by local community colleges.

A. Service Options Provide Instructional Time with Age-level Peers


Students at the elementary level spend the majority of their time in heterogeneous groups. Instruction is

differentiated in the regular classroom setting. At the middle school level, students are grouped in Honors

classes for English, science and social studies. Electives are heterogeneously grouped. At the high school level,

students are heterogeneously grouped in elective classes.

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


The pull-out gifted program at the elementary level provides gifted learners with the opportunity to interact

with other gifted students. At the middle school level, identified gifted learners have the opportunity to work

with their academic peers during Honors classes. At the high school, participation in Honors, Dual Enrollment

and/or Advanced Placement provides students time with their intellectual and academic peers.

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C. Service Options Provide Instructional Time to Work Independently


Gifted students are given the opportunity to work independently in the gifted resource classes, regular

education classes, Honors, Dual Enrollment and/or Advanced Placement.

D. Service Options Foster Intellectual and Academic Growth


Curriculum and instruction for gifted students will be differentiated in content, process and product emphasizing

analysis, synthesis, and evaluation. Such curriculum and instruction are offered continuously and sequentially to

support the achievement of student outcomes and to provide the support necessary for these students to work

at increasing levels of complexity that differ significantly from those of their age-level peers.

Procedures for Assessing Academic Growth in Gifted Students


In the elementary gifted program, gifted specialists use nontraditional assessment tools such as rubrics,

portfolios, and performance based assessments. Daily assessment is made of student performance and

products, and nine-week evaluations are sent to parents. Oral presentations and other products are part of the

assessment process in grades K-12 gifted program. Opportunities are made to present projects to a wider

audience (parents, businesses, etc.) at the elementary and secondary levels. Academic tests in Honors and Dual

Enrollment class, as well as, scores on AP tests are also used to assess student achievement at middle and high

school levels.

E. High School Math

Advanced Placement sequence of coursework for high school math follows the following system: Algebra I,

Geometry, and Algebra II. The prerequisites for a student to register for Algebra II are: he or she must pass 1

SOL of the identified math sequence and have a grade point average of 85. The reason for this alignment is to

recognize students who are prepared for Algebra II or Algebra, Functions, and Data Analysis.

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F. Middle School Math

In the 2017-2018 school year, 7th grade will offer Algebra I and Algebra IA to students; 8th grade will offer

Algebra II, Algebra I, and Algebra IB to students.

In the 2018-2019 school year, 7th grade will off Algebra IA to students; 8th grade will offer Algebra II, Algebra I,

and Algebra IB to students.

In the 2019-2020 school year, 7th grade will offer Algebra IA to students; 8th grade will offer Algebra I and

Algebra IB to students.

Students registering for math honors are required to have an SOL of 475 or higher and a GPA of a 94 average.

Students must maintain a GPA of an 86 at a 2nd nine week interim or will be placed in an alternative class (Math

7or Pre-Algebra 8) after the following sequence of communication with parents. First, a phone call will be made

and documented by the teacher at interim (4 ½ weeks) to discuss student performance. Next, at 9 weeks, the

teacher will have a face to face conference with the parent to discuss student progress. Third, a second phone

call will be made and documented at 13 weeks to discuss an exit decision based on student performance. Last, a

meeting will occur between the parent, student, and principal to make an exit decision.

G. Middle School Reading

Rising 6th, 7th, and 8th grade honor students will participate in an outside summer reading project designed by

middle school teachers.

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


At the elementary level, curriculum is designed to offer advanced content and pacing of instruction, self-

selected research, problem solving/higher level thinking skills, and a focus on themes, issues and ideas across

areas of study. Pull-out sessions begin with activities to stimulate and strengthen higher level thinking skills.

Gifted learners then participate in units of study created with advanced content and designed to promote

analysis, synthesis, and evaluation of information. Students develop and strengthen research skills as they

gather data pertaining to student choice research topics with the end goal of presenting their research to peers,

evaluators, and community leaders.

Units are created by gifted specialists in order to extend and enrich the curriculum. Students are engaged in

activities that exceed those of their current grade level. Each unit allows students to participate in real-life

problem solving. They are encouraged to look for problems and use creative thinking to develop solutions. The

units incorporate the four core subjects in a differentiated curriculum framework. Evidence includes:

Mathematics

Weekly “Math Brain Ticklers” are designed to challenge students with real-life math word problems that require multi-step solutions. Students are also given the opportunity to create their own problems to share with peers.

“Math Talks” allow students to compare strategies used to correctly solve math problems. Students are encouraged to discuss the different methods used each week.

Market Day, a fourth grade unit, is designed to incorporate economic decisions as an entrepreneur. These skills culminate during Market Day when students are allowed to sell and purchase original products from peers.

Advanced Math – This unit is offered to fifth grade gifted students, as well as those who scored a 600 on the fourth grade Virginia Standards of Learning Mathematics test. Gifted Specialists work with sixth grade math teachers in an effort to bridge the gap between elementary math and pre-algebra concepts.

Math Mania Day is designed to allow students to compete with peers in a math competition and use engineering skills to complete a STEM activity with required components.

Language Arts

First and second graders explore various folk tales from countries around the world. These enrich their understanding of different cultures and offer opportunities for students to extend their reading comprehension skills.

Third graders are involved in a mystery unit. Students learn to use inferences to discover the missing components of the story. Students analyze cause and effect relationships dealing with story structure. All story elements are explored to enhance comprehension of the plot.

Poetry is an emphasis with fourth grade gifted students. Students learn about different types of poetry and create their originals, using vivid vocabulary. In addition to writing, students use critical thinking skills when interpreting poems.

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Socratic Seminars are used to discuss situations and events. Students respond to articles and issues using the Socratic process. These encourage students to listen and respond critically but respectfully to peers’ comments.

Debates are used during our units. Students learn to gather information so they can be informed of issues. They then debate with peers. These are especially effective during our Campaign Trail unit and our ocean conservation unit.

Self-selected research is emphasized throughout all grade levels. Students are guided through the process of research each year in order to become independent learners.

Science

First and second graders explore the climate, animal and plant adaptations, and resources of various countries.

Third grade students participate in activities that require reasoning and logic investigations through our Mystery Central unit.

Fifth grade gifted students investigate ocean and salt marsh ecosystems through our unit. Students have the opportunity to use their acquired knowledge to experience some of these components in a real-life setting through a field trip to Virginia Beach.

Social Studies

Opportunities to compare and contrast cultures are given to students through self-selected research, forms of writing, and a study of countries around the world.

Students immerse into the life of different social classes of the Middle Ages through a medieval unit. They experience food, architecture, economy, customs, and the overall way of life during that period.

The history of advertising is explored and advertising techniques are analyzed among peers. This knowledge is transferred to a student-created product which is marketed and advertised.

At the middle school level, the gifted program consists of Honors classes in English, science and social studies.

The classes focus on application of advanced content, critical thinking and problem solving skills. Differentiation

of instruction is provided to identified students based on their learning profile and areas of strength.

At the high school level, a full range of challenging courses is provided, including Honors, Dual Enrollment and

Advanced Placement classes. Differentiation of instruction is provided. Qualified students can enroll in the

Associate’s Degree program in ninth grade.

Part VII: Policies and Procedures for Access to Programs and Advanced Courses (8VAC20-

40-60A.12)


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All children in Halifax County have the right to an education commensurate with their ability to learn.

Curriculum and instruction for gifted learners should be appropriately differentiated in grades K through 12 to

accommodate the accelerated aptitudes of identified students in their areas of strength.

Elementary

Provides procedures for identifying elementary and secondary students for gifted services. Information is then

shared through local school and community communications as previously stated, and it is posted on the Halifax

County Elementary website halifax.k12.va.us

Each elementary school is staffed with four gifted specialists serving seven schools. The gifted specialists

collaborate with school staff to educate them concerning the identification procedures. They offer assistance as

needed with assembling student work portfolios and grade appropriate examples. After obtaining parents’

permission, gifted specialists administer CogAT (Level 7) to referred students (excluding second grade students

who are tested division-wide).

Curriculum and instructional strategies for identified gifted learners provide accelerated and enrichment

opportunities. Such curriculum and instruction are offered continuously and sequentially to support the

achievement of student outcomes and to provide the support necessary for these students to work at

increasing levels of complexity that differ significantly from those of their age-level peers.

For further information in regards to the Elementary Gifted Program, access the Halifax County Public Schools

Elementary Gifted website. Information can also be obtained by contacting the school’s gifted specialist or the

Supervisor of Gifted Education.

Specific Academic Aptitude – Secondary

Gifted education at the secondary level is provided by classroom teachers. The curriculum meets all state

mandates but is presented in an accelerated manner to meet gifted learner’s needs. Specific aptitude

testing for honors is collected through scores received on the CogAt (Levels 12-17) depending on the grade

level. Specific testing for dual enrollment and advanced placement courses are based on the college and the

advanced placement program of choice.

Any further information can be received by the student’s school counselor or the Supervisor of Gifted

Education.

halifax.k12.va.us

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

Elementary gifted specialists are required to complete twelve credits in required courses in

Gifted Education. Upon completion of the twelve required credit hours, gifted specialists will apply to have the

Gifted Education Endorsement added to the Virginia state teaching license.

The Supervisor of Gifted Education and /or the gifted specialist will provide information on the identification and

screening process for gifted education. This will include providing information on the characteristics of gifted

students, with an emphasis on underserved populations.

The Supervisor of Gifted Education will disseminate district information and evaluate program effectiveness.

Gifted specialists are encouraged to attend workshops, training and conferences from various professional

organizations and universities. The gifted specialists will meet periodically with regular classroom teachers to

collaborate and share instructional strategies that are effective with gifted students. The gifted specialists meet

weekly to develop and refine curriculum and instructional strategies to assure sequential and continuous

delivery of services district-wide. The team will also discuss students’ needs and plan opportunities for students

to share projects and products on a district level with their academic peers. During these weekly meetings, the

staff will plan and participate in individual and district-wide staff development as needed.

Secondary level courses have teachers that are qualified by the state to teach in their subject areas. Each

teacher has had training to meet the needs of a variety of learners including those in advanced classroom

settings. Through differentiation of instruction, all students are challenged to meet high expectations and

perform with in a setting of rigor appropriate for their grade level and academic needs. Teachers meet to discuss

and plan for students with accelerated thought process and that aspire for academic excellence. Many 21st

century skills are embedded in the curriculum that helps prepare today’s learners for future success in a variety

of areas.

Part VIII: Procedures for Annual Review of Effectiveness (8VAC20-20-40-60A.14)

Multiple assessment criteria is used to ensure equitable representation of gifted students. Current research is

used to analyze and modify assessment tolls used for identification. Gifted specialists provide information and

support to classroom teachers in order to better serve underrepresented and twice-exceptional populations.

Gifted specialist analyze current screening procedures annually to ensure all students’’ strengths and modalities

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are recognized. Current screening procedures are also evaluated to ensure consistency across the division. The

effectiveness of program procedures are discussed, analyzed, and evaluated weekly by gifted specialist. Student

outcomes and academic growth are monitored and measured using SMART (Specific Measurable Achievable

Realistic Time-bound) Goals.

The gifted specialist and Supervisor of Gifted Education will assess the effectiveness of the school division’s

gifted education program each year through reviews of student and parent surveys, student identification

multiple criteria, and underrepresented populations data. The data will be compiled for the Local Advisory

Committee for their last meeting of the school year. The committee will review the data and write observations,

conclusions, commendations and recommendations which will be presented dot the School Board in June. Any

modifications to the local plan will be presented at the June School meeting.

For students at the secondary level (grades 6-10), academic grades and work ethic are vital for continues

participation. Students that are in good standing will remain in the honor’s setting. Any student not meeting

academic strides along the way would meet with the teachers and parents to determine whether the current

placement is beneficial to the student. Once the determination to remove them from the program is made, they

would need to show growth and appropriate development to return in the future.

Students in the high school level must complete the testing to enter dual enrollment classes or advance

placement classes. There are specific criteria for each of those classes that must be met and a grade that must

be received in order for it to count for credit. Each course would come with a syllabi of the requirements.

Further information on credits for these courses can be obtained through the student school counselor at the

high school level.

Part IX: Procedures for the Establishment of the Local Advisory Committee (8VAC20-40-

60B)

The Local Advisory Committee shall be appointed annually by the local school board upon recommendation of

the Supervisor of Gifted Education. The committee shall be composed of parents, school personnel, and other

community members. This committee shall reflect the ethnic and geographical composition of the school

division. A minimum of one parent per elementary school, two parents from the middle school, two parents

from the high school, one representative from central office, one gifted staff member and two community

representatives shall comprise the committee. The committee shall have two responsibilities: (1) to review

annually the local gifted plan for the education of gifted students, and (2) to determine the extent to which the

plan for the previous year was implemented. The findings of the annual program effectiveness and the

recommendations of the advisory committee shall be submitted annually in writing to the school division

superintendent and the local school board.

6

The Local Advisory Committee shall meet a minimum of twice annually. Additional meetings shall be scheduled

as deemed necessary.

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.

Documents

2012-2017 Local Plan for the Education of the Gifted