How We Challenge Advanced Learners

The foundation of our gifted programs is curriculum and instruction designed to challenge and engage advanced learners. The emphasis is on critical and creative thinking, and problem-solving.  Students have ongoing opportunities for reflection and self-assessment that help them develop an understanding of the characteristics, demands, and responsibilities of advanced intellectual development.

FCPS has adopted the notion of ascending levels of intellectual demand as articulated through the Parallel Curriculum Model (Tomlinson et.al, 2002).  Three assumptions of the model are in alignment with our notion of giftedness in children and the need to provide a continuum of gifted services.  These assumptions are as follows:

1. There is no one size fits all approach to teaching gifted learners and it is important to design curriculum that taps the potential of many learners.
2. Curriculum and instruction for advanced learners must be flexible enough to address the needs of a diverse population of gifted.
3. Teachers, as curriculum decision makers, play an important role in the development of high potential (Tomlinson et.al, 2002).

The Parallel Curriculum Model serves as a guide for designing and selecting curricula and instruction for gifted learners that is engaging, complex, and differentiated in the depth, breadth, and pace of instruction.  Units and model lessons promote an understanding of broad-based interdisciplinary concepts, foster the development of higher level thinking skills, guide the student toward expertise, and nurture student self-understanding, self-direction, and interpersonal skills.

Resources and units published for advanced learners in combination with units and lessons developed by Fairfax County Public Schools staff supports a differentiated curriculum framework in the four core subjects at every grade level.  An accelerated mathematics curriculum allows students to complete middle school mathematics by the end of sixth grade.  These resources are available on the GT Programs 24/7 (Blackboard) site and are distributed to schools by the GT programs office. 

In addition to the middle school GT center program, every middle school offers Honors classes in the four core subject areas.  The Honors classes are extended in depth and complexity through the Parallel Curriculum Model.  The middle school GT center and Honors program are supported by a differentiated framework that provides guidance for teachers to choose appropriate curriculum and instructional materials to use with their high ability learners. 

Instruction in pre-IB or Honors classes in English, mathematics, science, and social studies is provided in all high schools.  The Advanced Placement (AP) Program, the International Baccalaureate (IB) Program, and the Thomas Jefferson High School for Science and Technology provide additional curricular options for high school students to accelerate and pursue in-depth studies in areas of academic strength.  Both AP and IB programs offer open enrollment.   Thomas Jefferson High School for Science and Technology, a regional governor's magnet school, offers a comprehensive college preparatory program emphasizing the sciences, mathematics, and technology.

While effective implementation is the responsibility of the principal and teachers in each school, the central office staff provides training and support.  Teachers who work in advanced academic programs receive ongoing professional development in models and strategies that support differentiation for advanced learners.

We continually revise and improve our programs and services in response to research and feedback from experts in the field of gifted education, teachers, parents, and gifted learners.  We welcome your comments and will continue to strive to make Fairfax County Public Schools gifted and talented programs a model for the country.

Carol V. Horn, Ed.D.
Coordinator, Advanced Academic Programs
Fairfax County Public Schools
Carol.Horn@fcps.edu

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