Gifted and Talented

Cunningham Park Elementary School

Susan Johanson, Enrichment Specialist


Gifted and Talented (GT) Programs - Levels of Service

Fairfax County Public Schools (FCPS) offers a continuum of gifted service for all students in grades K-8.  Learning experiences are designed to develop higher-level thinking through enrichment, acceleration, and extension of the Program of Studies.  Teachers, administrators, and GT resource teachers work together to provide the following Levels of Service:

Level I GT services provide lessons in critical and creative thinking skills for all FCPS students in grades K-6.

Level II GT services include differentiated instruction at an advanced level for many FCPS students through collaboration between the classroom teacher and the GT resource teacher. The Young Scholars Model included in this level is designed to find and nurture gifted potential in students from historically underrepresented populations through more challenging curriculum and instruction. Middle school students who take one or two honors classes are receiving Level II services.

Level III GT services for identified students include the GT school-based program in grades 3-6; in middle school, students take three honors classes.

Level IV services are for those students found eligible for the full-time GT center program in grades 3-8 or taking full Honors at the middle school.

SCREENING

Multiple criteria are reviewed to determine eligibility for all FCPS gifted services.  Formal identification begins with Level III services. The local school GT committee determines student eligibility for school-based GT services.  The countywide GT Central Selection Committee determines eligibility for GT center placement.

TESTING

Each October/November all FCPS second grade students, as well as students in third through seventh grade who are missing an ability test score, are administered the Cognitive Ability Test and/or the Naglieri Nonverbal Test.  A second grade GT center screening pool is established using these test results.  Students in the second grade poo! are automatically screened for GT center placement.  Parents/guardians may exercise their one-time retest option during the October/November testing cycle.

REFERRAL

Parents/guardians of students not in the second grade screening pool may initiate the GT center screening process by completing and submitting a Gifted and Talented GT Center form to the local school principal no later February 8. 2008.  No late referrals will be accepted.  Second graders not in the pool and all third through seventh graders are screened only by referral.  Forms are available on the GT web site and in the Parent Information Packet available at the local school.

For additional information contact:
Local FCPS elementary or middle school
GT Programs Office at Lacey Center 703-846-8670
GT web site: http://www.fcps.edu/DIS/gt

Differentiation in the Classroom

Each learner brings a unique profile to the classroom. Readiness level, interest, ability, motivation, learning style, and past experiences influence a student’s interaction with the teacher and the curriculum. This interaction is what we call learning. The characteristics and behaviors the child displays guide the teacher’s strategies, pace and entry point into the curriculum. At times students require the curriculum to be differentiated or modified, to provide appropriate challenge.

How Do Teachers Differentiate?
Not every lesson requires students to be doing different things, but it does require them to think differently and apply what they know. Teachers challenge students by asking open-ended questions that stimulate discussion and build concepts at the student’s readiness level. At times student assignments may vary depending on the depth and complexity needed to challenge the learner. This may be done through learning centers, flexible grouping, or individual assignments.

What Can Parents/Guardians Do?
Keep the lines of communication open and professional. Your child’s teacher has been trained to identify student needs and is experienced with applying sound educational strategies to meet these needs. By working collaboratively, the parents and teachers can assure a positive and simulating learning environment that respects and builds on the uniqueness of each child.

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This page was last updated September 7, 2008.
Site designed and maintained by Pamela Hock     mailto:pamela.hock@fcps.edu