Local Plan for the Education of the Gifted

Orange County Public School

Local Plan for the Education of the Gifted

2012-2017 LEA# 068 Superintendent Dr. Robert Grimesey Mailing Address 200 Dailey Drive Orange, VA 22960 Gifted Education Coordinator/ Designee

Carol Hunter Title Address Telephone E-mail

Academic Gifted Coordinator 200 Dailey Dr. Orange, VA 540-661-4550 [email protected]

Local School Board Chairperson

Mr. Jerry Bledsoe

Date Approved by School Board

July 10, 2012

Orange County Public Schools


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 Gifted 2

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



Table of Contents Part I Statement of Philosophy and Local Operational Definition of Giftedness

for the School Division (8VAC20-40-60A.1)

p. 5-6

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

p. 6-7

Part III Screening, Referral, Identification, and Service Procedures (8VAC20-40-60A.3)

p. 8-16

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

p. 17-18

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

p. 19

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

p. 20-25

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

p. 26-27

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

p. 28

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

p. 29-31

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

p. 32

Part XI

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

p. 33

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

p. 34



General Information regarding the Gifted Program Orange County 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 Served General Intellectual Aptitude (GIA) Specific Academic Aptitude (SAA) - English 3-12 Specific Academic Aptitude (SAA) - Mathematics 3-12 Career and Technical Aptitude (CTA)

Visual and/or Performing Arts Aptitude (VPA) - Choose an item.

(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

In the Orange County Public Schools, we believe that academic gifts can

be nurtured. It is the mission of the Orange County Public School System to properly identify and provide appropriate educational services to gifted learners among all ethnic, racial and socioeconomic groups. Gifted students are considered to be those who exhibit above average ability, task commitment and creativity at a level such that differentiated educational opportunities must be provided to further affirm and develop their potential. It is the vision of the Orange County Public Schools that these students, and all other children in the school system, will reach their fullest potential. To achieve this end, the staff of the Orange County Public School System understands the need and is committed to:

• identifying the gifted learner • providing an accepting, stimulating, encouraging, anticipatory environment

which allows for discovery, growth and challenge • providing a differentiated K-12 curriculum • staffing with certified individuals who are knowledgeable concerning the

needs, interests and abilities of gifted learners and providing them with professional development through local, state, and national opportunities

• providing opportunities for dialogue among parents, staff and community

By providing such a course for the gifted student there will be a ripple effect to benefit all students with the end result being an enriched, enhanced general program.

B. Division Operational Definition of Giftedness This 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. Specific Academic Aptitude: The Orange County Public School division seeks to find those students who demonstrate, or show the potential to demonstrate, above average ability, task commitment and creativity in the areas of mathematics and English. The intersection of these three characteristic provides the opportunity for academic giftedness. Beginning in Kindergarten student performance will be monitored and achievements in the areas of mathematics and/or English will be



documented. In the spring of the second grade year and through 12th grade, the eligible student will demonstrate strength in English and/or mathematics through a norm referenced achievement test, reports from parents and teachers and examples of student work. Such strengths include evidence that the student is performing significantly above his/her chronological peers in English or Mathematics.

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:

The division’s five year goal is to establish and implement a uniform screening policy with special emphasis on underrepresented student populations, in addition to its standard referral process for the identification of gifted students.

a. Consistent procedures and instruments will be developed to ensure the identification of gifted students is based on appropriate and fair assessment of students.

b. Data regarding student eligibility will be reviewed annually as part of the program evaluation. Modifications to the identification process may be made at any point within the life of the plan based on data presented and the availability of resources.

B. Delivery of Services:

The division’s five year goal is to provide appropriate and differentiated instruction to meet the needs of all identified gifted students with a balance of classroom differentiation, competitions, and small‐group activities in a variety of settings.

a. The delivery of services will provide differentiated instruction and curriculum to enrich and /or provide appropriate rigor to the existing educational opportunities.

b. The delivery of services will facilitate student’s movements to the appropriate level of enriched and/or accelerated services for their strength area(s).

C. Curriculum and Instruction:

The division’s five year goal is to provide a specialized instructional program built on an advanced studies curriculum that includes components such as critical thinking/problem solving, creative thinking, independent research, and social/emotional skills to advance and enrich the curriculum offerings for identified students in the Academic Gifted Program. The goal of the program is to document students’ growth through the use of a student goal setting protocol. Curriculum development will include integration of multiple content areas, opportunities for individual and small group instruction, as well as school and division competitions, and support for students’ social-emotional development and career interests.



D. Professional Development:

The division’s five year goal is to provide staff development for gifted resource teachers and general education teachers in

• differentiated instructional methods. Through local, regional, and university‐based

endeavors, professional development will be built upon relevant, research‐based theory and application.

• professional development will be targeted to meet the needs of individual school

improvement plans and allow teachers to grow continuously in their knowledge and skills with regard to their work with gifted students and their families.

E. Equitable Representation of Students: The division’s five year goal is to support appropriate representation of students from all

ethnic and socio‐economic groups based on annual analysis of membership across all the areas of giftedness.

To that end, this plan establishes procedures to nurture academic giftedness for all students, being particularly mindful of students from diverse cultural or linguistic backgrounds with the establishment of the A-List Gifted Identification.

Relevant and current research will be reviewed annually to incorporate recent information into the identification process.

Relevant and current research will be reviewed annually to incorporate recent information into the recruiting and retention of students from at risk populations in advanced studies curriculum.

F. Parent and Community Involvement:

The division’s five year goal is to communicate and provide opportunities for all gifted learners, their parents and others in the educational and general community to become better informed regarding the education of the gifted.

The division will employ multiple forms of communication to distribute information about student eligibility, programs and services, special programs and events, professional development, and other opportunities for parents and community members to become involved in gifted education.

The division will provide at least two parent/community information sessions 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. Screening Procedures for Specific Academic Aptitude in English and Mathematics

a. Screening procedures at all grades include the ongoing monitoring of grade level benchmarks, pre and post test assessments and student performance.

b. Observation lesson data, for students in grades K through 2, is recorded and reviewed annually.

c. PALs data is reviewed regularly for all K-3 students. d. Standards of learning scores are reviewed annually for students in grades 3 through

12. e. ESOL teachers work with the gifted education staff to identify students who

demonstrate high interest high ability behaviors. f. OCPS’s Director of Special Education and school psychologists provide information

to the Academic Gifted Coordinator and Gifted Resource Teachers regarding students who have a single score on the individualized assessment that falls in the above average or upper extreme range. Records for these students are reviewed by the gifted education staff to determine if parents should be contacted for permission to evaluate.

The A-Cubed Cohort Screening Procedures

a. Orange County Public Schools recognizes that some traditional screening measures are weak in the identification of students from diverse cultural and linguistic backgrounds. In addition, Orange County Public Schools understands that all students need affirmation with regard to their academic potential, advocates to support them as they meet academic challenges, and access to advanced academic opportunities. Considering these factors, the OCPS has developed a screening process that focuses on the general population and results in an identified screening pool, A-Cubed Cohort.

b. The gifted resource teacher in grades K-2 presents observation lessons in each K-2 classroom a minimum of six times in each school year. These observation lessons parallel the general education curriculum and extend the instruction to include conceptual, creative/critical thinking, problem solving skills and provide an opportunity to observe motivation and task commitment. Before the first observation lesson the gifted resource teacher meets with the grade level teachers to review the Observation Record which highlights the characteristics of gifted learners.



c. As the observation lesson is presented, the classroom teacher uses the Observation

Record to make note of students who demonstrate behaviors consistent with those outlined on the Observation Record.

d. Periodically throughout the school year and specifically during the third grading

period, the names of highly able students in grades K-2 who were noted through the observation lessons are reviewed at grade level meetings where the results of additional screening measures are compiled. Students who show a pattern of achievement are identified for A-List Gifted services.

a. Additional screening measures could include

i. PALs scores, benchmark scores, student work samples, teacher/parent anecdotal records

e. In the second semester, the Cognitive Abilities Test is administered to all second graders. This assessment has three subtests: Verbal, Quantitative and Non-Verbal. The three part assessment, with its ability to disaggregate the non-verbal score, is effective in identifying students from culturally and linguistically diverse backgrounds.

f. To account for the screening of students from culturally and linguistically diverse backgrounds who enter the OCPS after second grade or whose academic giftedness does not manifest before the end of second grade, School Wide Enrichment opportunities such as, Geography and Spelling Bees, 24 Math Tournaments, Science Fairs, Summer Regional and Residential Governor’s Schools, honors and dual enrollment classes, History Day events, Speech and Writing competitions, as well as the regular monitoring of RtI data, will serve as opportunities to observe gifted characteristics.

g. In the last marking period, the names of students who were noted through the School

Wide Enrichment will be reviewed at grade level meetings where the results of additional screening measures are compiled. Students who show a pattern of achievement are identified for A-Cubed services.

a. Additional screening measures could include

i. PALs scores, SOL scores, grades, benchmark scores, student work samples, teacher/parent anecdotal records



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 Specific Academic Aptitude in English and Mathematics

A. Original Referrals: Students may be referred for the gifted program in grade K‐12 by a member of the school

staff, an administrator, a parent, another student, community members, or by the student him/herself. Students must be enrolled in Orange County Public Schools to be considered for referral to the Academic gifted Program. Initial Nomination Forms are available

• on the Orange County Public School website ( www.ocss-va.org) • from the Academic Gifted Coordinator at the Taylor Education and Administration

Complex 200 Dailey Drive, Orange, VA 22960 • or from the gifted resource teacher or guidance counselor at each school.

Referrals are accepted for the fall and Spring Testing Windows. As indicated on the

Initial nomination form, all forms must be returned to the building level Gifted Resource Teacher on or before the deadline indicated on the form.

B. Transferring Students with GT Identification: Students who transfer into the division with an identification of giftedness from a

previous school division, either in Virginia or outside the state, will be reviewed in the following manner.

• Parents will be asked to submit notification of identification forms for students who have already been found eligible for gifted program at their previous school. These will be reviewed by the Gifted Resource Teacher, the building principal and the Academic Gifted Coordinator.

• Once it has been determined that the student’s strengths fall in the area of specific academic aptitude in mathematics or English, the student will receive provisional placement in the Orange County Public Schools’ Academic Gifted Program. Provisional identifications will be reviewed at the exit year from each building.


http://www.ocss-va.org/


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 criteria.

Specific Academic Aptitude - English and mathematics

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:



1

1

1

1

2. Additional identification information for Specific Academic Aptitude in English and Mathematics

Specific academic aptitude identification is based on a holistic assessment of the multiple criteria data gathered within the school division by its personnel. Assessment data is collected by the gifted resource teacher at each elementary and middle school and by the Academic Gifted Coordinator at the high school.

• The Gifted Resource Teacher and/or the Academic Gifted Coordinator administer specific subtests of norm‐referenced achievement measures beginning in spring of second grade.

• A teacher with knowledge of the student completes The Gifted Behavior Rating Scale with Commentary. Those scores are entered on the Academic Gifted Profile by the gifted resource teacher.

• The gifted resource teacher and/or the Academic Gifted Coordinator conduct and score student interviews. Interviewers are provided a list of characteristic commonly found in gifted students by which to evaluate responses.

• The gifted resource teacher and/or the Academic Gifted Coordinator review and score the student portfolio. Students are encouraged to submit 6 to 10 items that reflect personal achievement. Scorers are provided with guidelines for the assessment of the portfolio artifacts.

• Parents are encouraged to complete a questionnaire, however, these are not scored and do not become an official part of the Academic Gifted Identification Profile.

All scores are depicted in standard, comparable forms; • either holistic 1, one (below average) to 4, four (upper extreme) or • percentiles

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. Click here to select area of giftedness.

Classroom Teacher(s) Gifted Education Resource Teacher(s)

Counselor(s)

School Psychologist(s)

Assessment Specialist(s)



1

Principal(s) or Designee(s)

Gifted Education Coordinator

Other(s) Specify:

b. Type of Identification/Placement Committee This section indicates the type of Identification/Placement Committee the

division uses.

School-level Division-level

3. 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.

Specific Academic Aptitude in English and Mathematics

Measure Administered/ Completed by Scored by Provided to the

committee by Ex. Behaviors checklist

Current classroom teacher School gifted education teacher

School division gifted education coordinator

Gifted Behavior Rating Scale with Commentary

Current classroom teacher Classroom teacher Classroom teacher

Iowa Test of Basic Skills

Gifted Resource teacher Gifted Resource Teacher

Gifted Resource Teacher

Portfolio Student Gifted Resource Teacher and Classroom teacher


Interview Gifted Resource Teacher/Student



Referrals are solicited from teachers, parents, the student, and community members with knowledge of the student. Referral forms are available from and collected by each school’s gifted resource teacher. Referrals are accepted during the fall and spring testing windows. Results of the eligibility process are provided to parents/guardians within 90 days from receipt of permission to test.



Academic Gifted Screening, Nomination and Identification Timeline Fall 2013 Testing Window

Date Procedure School Parent comments

Ongoing Screening Monitoring student achievement

Monitoring student achievement

On or before 10-18-2013

Nomination 1. Initial Nomination Form 2. Gifted Behavior Rating Scale with Commentary 3. School based portfolio 4. Progress reports

1. Initial Nomination Form 2. Parent/Guardian Questionnaire (optional)


Nomination Referral review Permission to test letter sent home

Nomination forms, rating scale including student work must be complete before permission to test letter can be sent home.


Nomination Parent signs and returns permission to test form

10/25/2013 to 12/6/2013

Testing ITBS Portfolio Interview

26 days for testing

12/9 to 12/18/2013

Identification Student Profiles are reviewed at school level committees

12/9: OES 12/10: PHMS 12/11: LES 12/13: LGES and LGMS 12/16: GBES 12/17-18 make-up day

On or before 1/24/2013

Notification Notify parents of committee decision

Attend a conference to review student profile



Academic Gifted Screening, Nomination and Identification Timeline Spring 2014 Testing Window

Date Procedure School Parent comments

Ongoing Screening Monitoring student achievement

Monitoring student achievement


Nomination 1. Initial Nomination Form 2. Gifted Behavior Rating Scale with Commentary 3. School based portfolio 4. Progress reports

1. Initial Nomination Form 2. Parent/Guardian Questionnaire (optional)

Nomination forms, rating scale including student work must be complete before permission to test letter can be sent home.


Nomination Referral review Permission to test letter sent home

P/T Conferences March 6-7 Have permission to test letters ready for P/T Conferences


Nomination Parent signs and returns permission to test form

3/7/2013 to 4/18/2014

Testing ITBS Portfolio Interview

28 days for testing

4/21to May 1/2014

Identification Student Profiles are reviewed at school level committees

April 21: LES April 22: LGES April 23: LGMS April 24: PHMS April 28: OES April 29: LGPS April 30: GBES May 1: OES

On or before May 23 2014

Notification Notify parents of committee decision

Attend a conference to review student profile



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


During the school level gifted identification meeting, each referred student’s profile is presented to the committee by the Gifted Resource Teacher and/or the Academic Gifted Coordinator. The presentation reviews the subtest scores from

o the achievement testing, o the teacher checklists, o and the interview and o portfolio scores

After discussion of data, consensus is formed. No one single criterion on the student profile sheet may deny or guarantee access to gifted service. The eligibility committee looks for a pattern of achievement in ability, task commitment and creativity. Student ratings typically fall in the above average or upper extreme in each area of the profile. The committee questions and discusses all areas of the profile to determine a pattern of achievement. The committee also considers each student’s risk factors during eligibility. The committee determines the student’s strengths in relation to Orange County Public School’s definition of giftedness, which includes evidence of above average ability, task commitment and creativity. The committee may

o find the student eligible, o defer a decision until more evidence can be gathered or o find the student ineligible

Results of the eligibility process are provided to parents/guardians through a conference and in writing within 90 days from receipt of permission to test.



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. Specific Academic Aptitude in English and Mathematics Notification Procedures: General Information:

• Academic Gifted information meetings are held annually to help parents and the community members become better informed regarding the education of the gifted.

• Information is shared between the division’s building level administrators, the ESOL Coordinator and the Director of Special Education to provide examples of behaviors seen in gifted students from those populations. Such information highlights the division’s desire to purposefully seek referral of such students.

Permission for Evaluation:

• Parents/guardians are notified by letter when the identification process begins. o The letter asks for parent permission to complete the testing required

for Academic Gifted identification. o The mailing includes information about the county definition and the

data that will be collected as part of the identification process. o The identification process begins when the signed permission to test

has been received. Permission for Placement

• Once the Gifted Identification Committee has reached a decision regarding gifted identification, parents are notified

o by phone to set up a conference to review the Student’s Academic Gifted Profile,

o at a conference, and o in writing by letter signed by the building principal.

• Procedures for appealing the identification outcome, change in placement or exit decisions are outlined in writing

• A description of the Academic Gifted program is included in the notification letter.

• After the eligibility meeting and distribution of letters of notification, the profile sheet and the signed permission to serve letter are filed in the confidential section of the student’s cumulative folder. Additional eligibility protocols may be stored in the cumulative folder. All records are maintained in compliance with applicable state and federal privacy laws and regulations.

Notification of Right to Appeal:



• After the eligibility meeting, parents/guardians of those students found ineligible are notified of the decision of the committee

o by phone to set up a conference to review the Student’s Academic Gifted Profile o at a conference and o in writing by letter signed by the building principal

This letter includes information on the right to appeal and Describes the appeals process

Appeals Process:

• Parents/guardians wishing to appeal an eligibility decision must file a letter stating the reason for

the appeal within thirty (30) days of the date of notification. Those reasons may indicate concerns about the achievement testing; social or emotional concerns; or individual (other) concerns. This letter should be addressed to the building principal.

• Upon receipt of the appeals letter, the building principal notifies the Academic Gifted Coordinator, who assembles the division appeals committee. This committee will be provided with the original eligibility documents for review. The appeals committee is a totally separate entity; no members of the previous eligibility committee serve on the appeals committee. It is made up of:

o the elementary or secondary director of education, o a building principal, o a classroom teacher, o and a gifted resource teacher.

The Academic Gifted Coordinator serves only as the liaison to the appeals committee, to expedite additional testing, collection of data, or fulfilling the requests from the appeals committee.

• The committee reviews the existing data to determine one of two paths:

o The committee may uphold the original decision or o the committee may request that specific, additional information be collected to assist in

making the decision. • Once the committee has received additional requested data, a decision committee meeting will be

held within fifteen working days. • The parent/guardian is informed in writing of its decision. That letter will include an invitation to

meet with the Academic Gifted Coordinator to review the appeals committee’s collection of data.



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.


• Once initial placement is determined, recommended, and approved by the parent/guardian, no changes in placement will be made without direct communication with the parent/guardian. Changes in services may be recommended by a parent/guardian, a building administrator, one or more core teachers, or by the Gifted Resource Teacher working with the specific student.

• Identified students are reviewed at the exit year of elementary, middle school to identify a student’s changing needs. This review may result in a change of services as well as prepare the receiving school for the student’s academic needs.

o Instructional services can be changed through a conference with parents/guardians, teacher, school gifted coordinator, and/or school administrator and noted on the Delivery of Services Plan.

o Parents/guardians and all other division staff directly involved with the intellectual, academic, and social needs of the student will be involved in a discussion regarding the need for a change in service options and alternative arrangements that will meet the student’s learning needs more appropriately. That meeting will be summarized by the building administrator or the Academic Gifted Coordinator, and the recommendations will be used to determine alternative service options.

• Parents wishing to withdraw their child from gifted services should complete the withdrawal/exit

form and return it to the academic gifted coordinator. A withdrawn/exited gifted identified student may be activated again upon written request to the academic gifted coordinator by the student’s parent/guardian.



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 Sequential This 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. SAA programs need to provide evidence that service options are continuous and sequential from identification until twelfth grade.


Students identified for A-List Gifted and Specific Academic Aptitude receive Level 1-2 services. Elementary through High School

Level 1

School Wide Enrichment Model • K-12 Destination Imagination • Competitions, for example

Writer’s Eye, History Day, Market Day, Geography Bee, 24 Math Tournament, Spelling Bee, Science Fair

• After school interest workshops and club activities • Eco-Scholars Summer Program

Level 2 Grades 3-5 Collaborative/Consultative Model Differentiated Lessons

Possible Examples • Level Readers • Whole School Cluster

Grouping • Hands on Equations • Compacted math

Level 2 Grades 6-8 Collaborative/Consultative Model

• Leveled reading instruction

• Rigorous math pathway Accelerated Course work in area for strength

• Algebra 1 • Geometry • Foreign Language


• Honors Courses • AP • Dual Enrollment • Independent Study • Mentor Programs • Career and College

Counseling

Students identified for Specific Academic Aptitude receive Level 3 services

Grades 3-12

Level 3 Grades 3-5 Advanced Academic Program

• Small group instruction with gifted resource teacher


• Exploratory class with gifted resource teacher


• BRVGS • Independent

studies



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

This section includes a description of the instructional strategies or program mode that allows gifted students to interact with their age-level peers during the school day and week.

Specific Academic Aptitude in English and Mathematics: highlighted areas indicate service options that provide instructional time with age-level peers.

Students identified for A-List Gifted and Specific Academic Aptitude receive Level 1-2 services.

Elementary through High School

Level 1 School Wide Enrichment Model

• K-12 Destination Imagination • Competitions, for example












Counseling

Students identified for Specific Academic Aptitude receive level 3 services

Grades 3-12







studies



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. Specific Academic Aptitude in English and Mathematics highlighted areas indicate service options that provide instructional time with intellectual peers.


Level 1













Counseling

Students identified for Specific Academic Aptitude receive level 3 services

Grades 3-12







studies



D. Service Options Provide Instructional Time to Work Independently This 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.

Specific Academic Aptitude in English and Mathematics: highlighted areas indicate service options that provide instructional time to work independently.


Level 1













Counseling

Students identified for Specific Academic Aptitude receive level 3 services.

Grades 3-12







studies



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. Specific Academic Aptitude in English and Mathematics

1. The Orange County Public Schools Academic Gifted Program is committed to helping

each child reach their full potential so as to be prepared for success in post secondary education or in the work place. This support includes instruction that centers around

a. A firm foundation in the Standards of Learning curriculum b. Opportunities to make connections between core content c. Opportunities to develop creative productive problem solving skills d. Life and career skills: collaboration, goal setting, and leadership skills

2. Building on this foundation, academic growth is fostered through diverse instruction strategies that nurture the student’s ability to develop, implement and assess his/her academic strengths and weaknesses. These instructional strategies may include but are not limited to the following

a. Choice b. Cluster grouping c. Community Resource Collaborations d. Compacting e. Competitions and Challenges f. Concept driven instruction g. Contracts h. Cross Grade grouping i. Direct instruction/mini lessons/targeted instruction j. Essential Questions k. Graphic Organizers l. Habit of Mind m. Independent Study n. Inquiry Learning o. Know-Understand-and Do p. Know-Want to know-and Learn (K-W-L) q. Learning center based instruction r. Literature Circles s. Mentorships/internships t. Open ended assignments u. Research v. Role playing w. Simulations x. Socratic Seminars



y. Tiered assignments

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

Specific Academic Aptitude in English and Mathematics Assessment for learning begins in the general education classroom where students are assessed with their peers. Growth is measured in the general education classroom for students receiving level 1 and 2 service. Beginning with level 3 service, the gifted resource teacher and the student set achievement targets in the form of learning goals. This is a dynamic process and involves the student, gifted resource teacher, classroom teacher and parent. It begins

• with an informal evaluation of the student’s understanding on a content area or skill set and

• is followed by reflections on goal(s) agreed upon by teacher and student

Working within these perimeters, instruction, which includes collaboration between the

teacher the student and engages the students in self assessment throughout the course of study, begins with a review of the Habits of Mind or appropriate related strategy and targets application of the chosen strategy to a content area. These self assessments are reported to parents at the end of each semester. This feedback is designed

• to help the student develop meta-cognitive skills, • to understand what success looks like, • to use evaluative data to make changes in academic behavior, • and to communicate achievement with parents, and other educators.



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.

Specific Academic Aptitude in English and Mathematics OCPS advanced studies curriculum forms the core of curriculum and instruction for gifted students. It is built around three components:

• Curriculum developed to provide age appropriate academic challenge • Based on pre-assessment to ensure that grade level Standards of Learning are acquired • Incorporates student and grade level goals and expectations into the design of both

accelerated and enriched Language Arts and Math instruction Foundations for OCPS Academic Gifted Curriculum and Instruction Based on the work of Carol Ann Tomlinson, Teaching for Understanding, Mary Slade Landrum, Consultation in Gifted Education and Joseph Renzuli, The School Wide Enrichment Model and Marcia Gentry, Total School Cluster Grouping, OCPS modifies curriculum and instruction for Academic Gifted Students in several ways:

• Content that extends grade level curriculum and o Focuses on broad issues, themes or problems o Makes connections between disciplines o Allows for in depth learning o Provides choices for learning

• Skill o Develops independent study skills o Develops research skills and methods o Develops habits of the practitioner o Supports higher level thinking o Encourages open ended tasks



• Outcomes

o Products that resemble the real life work/solutions of practitioners o Encourage unique solutions

• Assessment

o Measure achievement against pre-determined goal o Focuses on self awareness and meta-cognition o Encourages self understanding

Maximum differentiation is achieved when students are cluster grouped with teachers trained in the principles of differentiation and the characteristics of the gifted learner.



Part VIII: Policies and Procedures for Access to Programs and Advance 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 student. Specific Academic Aptitude in English and Mathematics Curriculum and scheduling at the elementary, middle and high school allow for the flexible scheduling where ever feasible.

• At all grade levels, targeted Subject Acceleration: students for whom in class differentiation does not provide an adequate challenge in either language arts or mathematics may move to another classroom on or above grade level to receive instruction commensurate with the student’s unique abilities.

• Middle School acceleration: upon demonstrating the pre-requisite skills middle school students may take classes such as foreign language, Algebra I, and Geometry for high school credit.

• High School acceleration; upon demonstrating the pre-requisite skills high school students may enroll in Advance Placement, Dual Enrollment or virtual classes for college credit.

• Whole Grade Level Acceleration is considered for students with exceptional academic gifts. OCPS uses the Iowa Acceleration Scale (IAS) as a guide in making decisions with regard to whole grade acceleration.

o School level response to intervention teams or professional learning communities evaluate student progress, when whole grade level acceleration is being considered: Academic Gifted Coordinator and/or the Gifted Resource Teacher provide

the IAS and review the protocol with the building principal, classroom teacher and parents. These individuals form the acceleration review committee.

The school level gifted resource teacher, classroom teachers, parents and building principal complete assessments and surveys outlined in IAS.

Once information on student aptitude, achievement and ability have been determined and the school and social factors checklist have been completed, the above mentioned committee meets to review information and make a decision based on IAS guidelines. When appropriate the principal and teacher from the receiving school/grade level are invited to this meeting.



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 gifted students with students of similar and differing abilities; and b. 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; and c. Gifted behaviors in special populations (i.e., those who are culturally diverse, economically disadvantaged, 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; and g. 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; and c. 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 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 meta-cognitive 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; and f. 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; and b. Current local, state, and national issues and concerns.

OCPS recognizes the importance of providing systematic, school centered, and meaningful professional development opportunities for teachers and parents. In that regard, professional development falls into four categories:

1. Gifted Resource teacher meetings are held regularly to review critical aspects of the Academic Gifted program including but not limited to: identification timelines, assessment training, school wide enrichment activities, and to discuss other critical issues.

2. School level professional development provides the Academic Gifted Program with the opportunity to support individual school improvement plans. These are based on school need a sample prepared for the 2011-2012 follows:

Topic Description Comments Characteristics of the Gifted Learner and Identification

Overview of OCPS definition of gifted and characteristic of gifted learners

• With an emphasis on positive and negative behaviors

• Includes a highlight of characteristics in African American populations.

Description of the identification process.

Models pre-assessment strategy, cooperative groups, and comprehension review

Characteristic of the Gifted Learner and Instructional Strategies

Overview of • OCPS definition of gifted and • The characteristics of the gifted learner.

Followed by ideas on how to use interest surveys and make instructional modifications targeted to high interest high ability learners.

Instructional strategies include modification by choice, content and pace. Compacting curriculum, extension menu, centers/stations

Instructional Strategies Designed to Support Rigor

Workshop format that includes an • Overview of differentiated instruction • While using cooperative groups and

choice as a method for sharing information about strategies designed to bring learning to application level.

Use four corners strategy and gallery walk to look at four instructional strategies developed at William &Mary: Research Model, Hamburger Model for Persuasive Writing, Taba Model for Concept Development, Concept Mapping



Quick Enrichment Activities

Overview of gifted program and characteristics of gifted learner followed by low preparation high impact strategies for extending learning.

Use four corners strategy and Gallery Walk to review topics like:

• Anchor activities • Product Cards • Do nows • Strategic Learning

3. OCPS participates in and supports teacher’s participation in professional associations such as

a. Virginia Association for the Gifted b. Northern Virginia Council for Gifted and Talented Education c. National Association for the Gifted d. PD360 and e. Virginia Association for Supervision and Curriculum Development

4. OCPS hosts a minimum of two parent information nights to support professional development among parent and community members. A sample of those opportunities for the 2011-2012 school year follow:

a. Supporting Achievement and Success Seminar: October 8, 2011 b. Blue Ridge Virtual Governor’s School Parent Information Nights: October

11 and 18, 2011 c. NVCGTE Educator and Parent Seminar: April 21, 2012



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.

1. Review calendar to determine the aspect of the current local plan to be evaluated. 2. Review the goals and objectives for the components being reviewed. 3. Develop critical questions to be answered when determining the effectiveness in

achieving the goal. 4. Determine the sources of information needed to answer the critical question(s), being

mindful that more than one source will provide a better evaluation. Data sources could include: gifted resource teachers, classroom teachers, parents, administrators, and community members.

5. Compile, review and draw conclusions based on information collected. 6. Present finding to school board.

7. Proposed review schedule

Component/Year 2012‐2013 2013‐2012 2014‐2015 2015‐2016 2016‐2017 Identification X X X X x Curriculum/instruction X X Parent/community outreach

X X

Professional development

X X X

Program evaluation x



Part XI: Procedures for the Establishment of the Local Advisory Committee (8VAC20-40-60B) Each school division may 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. 1. Each spring, building administrators and gifted resource teachers will be provide

candidates for the Local Gifted Advisory Committee (L-GAC). 2. The Academic Gifted Coordinator will work with the directors of elementary and

secondary education to invite the candidates to serve on the L-GAC. Being mindful that those invited should reflect the geographic and ethnic composition of the school division.

3. Invitations to join the committee are sent to the above named individuals asking them to serve for two year terms.

4. Proposed new members to the OCPS L-GAC will be appointed by the local school board. The term of service for those appointed follows the school calendar.



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.

Division Superintendent’s Signature Printed Name Date


Documents

Local Plan for the Education of the Gifted