Every child has the basic right to an education that promotes the development of his her potential.
Each child has a unique profile of strengths and abilities. (more...)
FREQUENTLY ASKED QUESTIONS
What Advanced Academic services are available in FCPS?
FCPS is committed to providing challenging learning experiences for all learners that build on individual strengths and optimize academic potential. In order to meet the needs and develop the potential of advanced learners, FCPS provides a continuum of advanced academic services.
- Advanced Academic Levels of Service
- Kindergarten-Grade 8 Differentiated Services
- Grades 3-6 School-Based Program
- Grades 3-8 Center Program
- Middle School Honors Program
- High School Programs
How does the school determine the appropriate level of advanced academic service for each student?
Each FCPS elementary school is staffed with an Advanced Academic Resource Teacher (AART). The AART collaborates with the school staff to determine the appropriate level of advanced academic services. Parents may refer their child for advanced academic services by contacting the AART at the local school. Ongoing observation and assessment ensures that student needs are being met.
Who can provide additional information about advanced academic services?
For additional information about the screening process or advanced academic opportunities at your child’s school, contact the principal or Advanced Academic Resource Teacher at your local elementary school or the Director of Student Services at the middle school. For information on countywide services for advanced learners, visit the Advanced Academic Opportunities web site at www.fcps.edu/DIS/gt or call the Advanced Academic Programs office at 703-846-8670.
ELEMENTARY
Critical and Creative Thinking Strategies (Level I)
What services are available for all students in grades K-6?
Response Lessons are provided for all K-2 students in critical and creative thinking through learning activities that are connected to the FCPS Program of Studies. Model Thinking Lessons are provided for all grades 3-6 students that represent a broad range of thinking strategies which extend and enrich the FCPS Program of Studies (POS) and the Virginia Standards of Learning (SOL). The lessons support differentiation within the classroom. Grade-level specific lessons are available in math, language arts, social studies, and science.
Who teaches the Critical and Creative Thinking Strategy lessons and when are they taught?
Critical and Creative Thinking Strategy lessons are available to all FCPS teachers through 24/7 Blackboard. Advanced Academic Resource Teachers model the lessons for other teachers in the school. Teachers then integrate and apply appropriate thinking strategies into grade-level lessons throughout the year according to the FCPS Program of Studies.
Differentiated Services (Level II)
How are students identified for Differentiated Lessons in Areas of Academic Strength, Grades K-6 (level II)?
Students who exhibit a need for additional challenge in an area of academic strength are considered for Differentiated Services within the classroom. These services are specifically planned for the identified child to provide more challenging content, assignments, resources and/or instructional grouping within the classroom. The Advanced Academic Resource Teacher collaborates with the classroom teachers to provide additional challenges and resources within the general education program.
Do Differentiated Services change or do they always stay the same?
Differentiated Services are determined based on student needs and therefore may change over time. For example, a group of students might require additional challenge in math for a specific unit. These students might work together in a small group on math extension activities instead of basic skills. Or a student may have extensive knowledge on a particular science or social studies topic. In this case, the student might work on an independent research project on that topic. Services are tailored to the individual student and the content area(s) and/or the unit of study.
What is the Young Scholars Model?
Young Scholars (YS) is a K-8 model that is designed to increase the proportion of historically underrepresented students in advanced academic programs. School administrators, teachers, and Advanced Academic Resource Teachers work together to find and nurture advanced academic potential in young learners. Through flexible grouping, summer school, and after-school programs, students are provided an educational setting that raises their personal expectations and prepares them for more challenging and rigorous courses as they advance in grade level. Young Scholars is a county-wide initiative.
Part-Time AAP Services (Level III)
How are students identified for the grades 3-6 part-time AAP services (levels II and III)?
All students are considered for school-based services on an ongoing basis. Parent/guardians of students currently enrolled in FCPS may also initiate screening for the school-based program by submitting the AAP School-Based Services (Levels II-III) Referral Form to the school's Advanced Academic Resource Teacher. The Local School Advanced Academic Screening Committee considers ability and achievement test scores, the Gifted Behavior Rating Scale (GBRS), progress reports, and parent/guardian input to determine the need for advanced academic services.
Who serves on the Local School Advanced Academic Programs Screening Committee?
The Local School Advanced Academic Programs Screening Committee consists of at least three people to include the Advanced Academic Resource Teacher, principal/administrator designee, and classroom teacher(s). A guidance counselor, reading teacher, media specialist, ESOL teacher, and/or other specialists may also serve on the committee.
What are the school-based services for students in grades 3-6?
Advanced Academic school-based services are delivered to eligible students in grades 3-6 through a collaborative model that supports a continuum of advanced academic services. The model is designed to strengthen direct services for advanced learners and to enhance the quality of instruction offered to all students. The Advanced Academic Resource Teachers collaborate with classroom teachers to design differentiated lessons that challenge students to learn at a faster rate, think on a higher level, and/or study sophisticated and complex content through extensions of the FCPS Program of Studies for students identified for differentiated lessons in areas of academic strength (level II). Students identified for school-based (level III) services receive direct services from the Advanced Academic Resource Teacher either in a pull-out program or through small-group interaction within the general education classroom.
MIDDLE SCHOOL
AAP Services (Level II - IV)
What services are available for students in middle school?
Honors courses offer students who demonstrate previous high achievement in specific areas of strength the opportunity to experience the Extended Program of Studies at greater levels of depth and complexity. Honors classes offer a rigorous and challenging curriculum in the four core subject areas. They also offer students an opportunity to develop relationships with peers who will then attend the same high school. Honors classes are available in all middle schools.
What subject areas offer middle school Honors classes?
Honors classes are available in the four core academic areas of English, mathematics, social studies, and science. Honors classes use a Fairfax County Public Schools-developed middle school curriculum that extends the FCPS Program of Studies in depth and complexity. The curriculum is based on the Parallel Curriculum Model, a nationally endorsed model for high-ability learners.
How and when are students screened for middle school Honors?
The selection process begins in March when elementary schools send information to the middle schools regarding students' academic records. The information sent to middle schools is part of the students' cumulative files. Middle schools use this information to make decisions. Notification letters are then mailed to parents/guardians in the spring.
What criteria are used to determine student eligibility for middle school Honors classes?
Students are placed in Honors English, Honors Science, and Honors Social Studies based on the recommendations of a screening committee after a comprehensive evaluation of ability and achievement test data, grades, the Gifted Behavior Rating Scale (GBRS), and teacher recommendations. Students are placed in Algebra I Honors, Mathematics 7 Honors or Mathematics 7 as indicated by math test results.(LINK to math info from Gateways)
How do I refer my child for Honors classes in middle school?
All sixth grade students are considered for Honors classes. The middle school placement committee looks at all available data and carefully considers each student's areas of strength. If parents/guardians feel that their child would benefit from Honors classes (or from additional Honors classes), they may contact the middle school principal and provide any additional information to support Honors placement.
My son or daughter was placed in middle school Honors in more than one subject, and I would like my child to take only certain Honors classes. What should I do?
Contact the middle school director of student services to discuss the proposed change. Additionally, placement decisions can be reviewed at any time during the year to determine whether a class is the most appropriate match for a student.
How much homework is involved in middle school Honors?
The amount of homework will vary depending on the instructional decisions made by the individual teacher and student learning styles. For more information on homework policies, refer to Regulation 3205, available online.
Are students re-screened for eighth grade Honors?
Students enrolled in seventh grade Honors classes carry over their placement into eighth grade unless there is a question regarding whether or not the placement is appropriate. In such cases, the principal at the middle school reviews the information and makes a decision.
My child has been in an elementary full-time AAP (level IV) center. What options are available at the local middle school?
Rising seventh grade level IV center-eligible students may attend the assigned full-time level IV center. They also automatically qualify for Honors English, Honors Social Studies, and Honors Science classes at their local middle schools. Parents/guardians help students make the decision whether or not to leave the level IV center at the end of the students' sixth grade year.
How is the middle school AAP level IV center program different from the middle school Honors?
The level IV center program for students in grades 7 and 8 offers identified students a full-time, highly challenging instructional program in all core subjects: English, mathematics, social studies, and science. Honors classes are designed to provide opportunities for all students to develop academic strengths through a more rigorous and challenging program in identified subject areas.
FULL-TIME AAP(LEVEL IV) CENTER PROGRAM
In what grades are students eligible to attend a full-time AAP (level IV) center?
Full-time AAP (level IV) center placements are for grades 3-8.
May a child be referred for full-time AAP placement more than one time?
Yes. Children in grades 3-8 may be referred once each school year. Parents, who would like their child considered for full-time AAP placement, must complete a referral form each year and submit it to the Advanced Academic Resource Teacher at the local elementary school or the Director of Student Services at the middle school by the published deadline.
What is the full-time AAP placement (level IV) program?
The level IV program provides full-time academic placement for highly gifted students. Teachers follow a curriculum framework to differentiate the depth, breadth, and pace of instruction based on the FCPS Program of Studies. Students work with academic peers in all core subject areas.
Where are Full-time Advanced Academic (Level IV) centers located?
Level IV centers are located at the following schools:
| ELEMENTARY SCHOOLS | Grades |
Phone |
||
| 1 | BELVEDERE | 3-5 |
(703) 916-6800 |
|
| 2 | BULL RUN | 3-6 |
(703) 227-1400 |
|
| 3 | CANTERBURY WOODS | 3-6 |
(703) 764-5600 |
|
| 4 | CHURCHILL ROAD | 3-6 |
(703) 288-8400 |
|
| 5 | CLEARVIEW | 3-6 |
(703) 708-6000 |
|
| 6 | COLVIN RUN | 3-6 |
(703) 757-3000 |
|
| 7 | FOREST EDGE | 3-6 |
(703) 935-8000 |
|
| 8 | GREENBRIAR WEST | 3-6 |
(703) 633-6700 |
|
| 9 | HAYCOCK | 3-6 |
(703) 531-4000 |
|
| 10 | HUNTERS WOODS | 3-6 |
(703) 262-7400 |
|
| 11 | KEENE MILL | 3-6 |
(703) 644-4700 |
|
| 12 | LORTON STATION | 3-6 |
(571) 642-6000 |
|
| 13 | LOUISE ARCHER | 3-6 |
(703) 937-6200 |
|
| 14 | MANTUA | 3-5 |
(703) 645-6300 |
|
| 15 | McNAIR (Fall 2009) | 3-6 |
(703) 793-4800 |
|
| 16 | MOSBY WOODS | 3-6 |
(703) 937-1600 |
|
| 17 | OAK HILL | 3-6 |
(703) 467-3500 |
|
| 18 | RIVERSIDE | 3-6 |
(703) 799-6000 |
|
| 19 | SANGSTER | 3-6 |
(703) 644-8200 |
|
| 20 | SPRINGFIELD ESTATES | 3-6 |
(703) 921-2300 |
|
| 21 | STRATFORD LANDING | 3-6 |
(703) 619-3600 |
|
| 22 | SUNRISE VALLEY | 3-6 |
(703) 715-3800 |
|
| 23 | WHITE OAKS | 3-6 |
(703) 923-1400 |
|
| 24 | WILLOW SPRINGS | 3-6 |
(703) 679-6000 |
| MIDDLE SCHOOLS | Grades |
Phone |
||
| 1 | FROST | 7-8 |
(703) 426-5700 |
|
| 2 | GLASGOW (Houses grade 6 center program as well as the center program for grades 7 and 8. |
6-8 |
(703) 817-8300 |
|
| 3 | HUGHES | 7-8 |
(703) 715-3600 |
|
| 4 | JACKSON | 7-8 |
(703) 204-8100 |
|
| 5 | KILMER | 7-8 |
(703) 846-8800 |
|
| 6 | LAKE BRADDOCK | 7-8 |
(703) 426-1000 |
|
| 7 | LONGFELLOW | 7-8 |
(703) 533-2600 |
|
| 8 | RACHEL CARSON | 7-8 |
(703) 925-3600 |
|
| 9 | ROCKY RUN | 7-8 |
(703) 802-7700 |
|
| 10 | SANDBURG | 7-8 |
(703) 799-6100 |
|
| 11 | TWAIN | 7-8 |
(703) 313-3700 |
How is transportation provided to a full-time AAP (level IV) center?
FCPS provides transportation for students who have accepted placement to a level IV center. Level IV centers mail bus routes to parent/guardians.
What are Local Level IV Services?
Local Level IV Services provide an important option for advanced learners who need the challenge of a full-time AAP center curriculum and do not want to leave their local school. They also provide another avenue of access for advanced academic services to students who may need to practice and strengthen their basic skills but have the capacity to think, reason, and problem solve at advanced levels.
How does Local Level IV differ from the Full-time AAP Center?
The teachers in both settings are trained in gifted education and teach the same advanced academic curriculum to students who are ready for a highly challenging instructional program in the four core subject areas. The main difference is in the make-up of the class. All of the students in a full-time AAP center-based class have been identified as center-eligible by a central selection committee and will be coming from several neighborhood schools to comprise the center class. In a Local Level IV classroom, the students are a mix of students who are center-eligible and high achieving students who are capable of working at advanced levels, all enrolled in their local school.
Many schools that offer Local Level IV services add students to the Level IV class in areas of academic strength through flexible grouping. This is an important avenue of access for students who have traditionally been underrepresented in advanced academic programs.
Will Local Level IV Services replace the existing full-time AAP center programs?
No, Local Level IV Services are not an attempt to close the existing full-time AAP centers; they are designed to provide access to the advanced academic level IV curriculum to more students. Families of eligible students have a choice about which option best meets their student's academic and social-emotional needs while access to curriculum and teachers trained in working with advanced learners is expanded to reach more students who are ready in areas of academic strength.
How is it determined which schools will provide Local Level IV Services?
Elementary schools that are interested in providing this level of service with strong community support submit a proposal to their Cluster Assistant Superintendent. The proposal is reviewed, discussed, and then forwarded to the Assistant Superintendent for Instruction and the Advanced Academic Programs office. The proposal includes a rationale for providing Local Level IV Services, an implementation timeline, professional development plans for teachers, and staff and community input.
Which elementary schools offer Local Level IV Services?
| ELEMENTARY SCHOOLS | Grades |
Phone |
||
| 1 | ALDRIN | 3 |
(703) 904-3800 |
|
| 2 | ANNANDALE TERRACE | 3-5 |
(703) 658-5600 |
|
| 3 | BEECH TREE | 3-5 |
(703) 531-2600 |
|
| 4 | BRADDOCK | 3-6 |
(703) 914-7300 |
|
| 5 | CAMELOT | 3-6 |
(703) 645-7000 |
|
| 6 | CAMERON | 3-6 |
(703) 329-2100 |
|
| 7 | CENTREVILLE | 3-6 |
(703) 502-3500 |
|
| 8 | CHERRY RUN | 3-6 |
(703) 923-2800 |
|
| 9 | CHESTERBROOK | 3-6 |
(703) 714-8200 |
|
| 10 | CLERMONT | 3-4 |
(703) 921-3400 |
|
| 11 | COLUMBIA | 3-5 |
(703) 916-2500 |
|
| 12 | CROSSFIELD | 3 |
(703) 295-1100 |
|
| 13 | FAIRVIEW | 3 |
(703) 503-3700 |
|
| 14 | FAIRHILL | 3-4 |
(703) 208-8100 |
|
| 15 | FLINT HILL | 3-6 |
(703) 242-6100 |
|
| 16 | FLORIS | 3-6 |
(703) 561-2900 |
|
| 17 | FORESTVILLE | 3-6 |
(703) 404-6000 |
|
| 18 | FREEDOM HILL | 3 |
(703) 596-7800 |
|
| 19 | GLEN FOREST | 3-6 |
(703) 578-8000 |
|
| 20 | GREAT FALLS | 3-6 |
(703) 757-2100 |
|
| 21 | LEES CORNER | 3-4 |
(703) 227-3500 |
|
| 22 | LITTLE RUN | 3-4 |
(703) 503-3500 |
|
| 23 | MARSHALL ROAD | 3-4 |
(703) 937-1500 |
|
| 24 | OAK VIEW | 3-6 |
(703) 764-7100 |
|
| 25 | OAKTON | 3 |
(703) 937-6100 |
|
| 26 | POWELL | 3-6 |
(571) 522-6000 |
|
| 27 | SILVERBROOK | 3 |
(703) 690-5100 |
|
| 28 | SPRING HILL | 3-6 |
(703) 506-3400 |
|
| 29 | TIMBER LANE | 3-6 |
(703) 206-5300 |
|
| 30 | WAKEFIELD FOREST | 3-5 |
(703) 503-2300 |
|
| 31 | WASHINGTON MILL | 3-4 |
(703) 619-2500 |
|
| 32 | WESTLAWN | 3-4 |
(703) 241-5100 |
|
| 33 | WOLFTRAP | 3-6 |
(703) 319-7300 |
If my local school offers Local Level IV Services, what are my choices and how do I indicate my decision?
Parent/guardians of students at schools that offer Local Level IV Services have two choices if they wish their level IV- eligible child to participate in the full-time AAP (level IV) curriculum. The eligibility letter mailed to parent/guardians includes a Permission Form. Parent/guardians may elect to keep the child at the local school and receive Level IV Services OR request that the child be placed in the full-time AAP (level IV) center based on your FCPS street address.
If my local school does NOT offer Local Level IV Services, what are my choices and how do I indicate my decision?
Parent/guardians of students found eligible for full-time AAP (level IV) center placement are assigned to a full-time AAP (level IV) center based on their address. The eligibility letter mailed to parent/guardians includes a Permission Form. If your local school does not offer Local Level IV services and you choose not to send your child to the available full-time AAP (level IV) center, your child may participate in the school-based (level III) program at your local school.
What do I do with the Permission Form?
The Permission Form contains all necessary instructions. The form is completed and returned to the Advanced Academic Programs office by the due date.
What are the student-teacher ratios for students who receive Local Level IV Services and full-time AAP (level IV) center classes?
The staffing formula for Local Level IV Services and full-time AAP (level IV) centers is the same as for general education classes.
Are there space limitations?
No, all students found eligible for the Level IV services are guaranteed placement.
How are teachers chosen to teach Local Level IV Services?
Teachers are selected by the school principal. All FCPS teachers must hold a valid Virginia Teaching License. Teachers are required to receive an endorsement in Gifted and Talented Education on their state license or an FCPS endorsement in working with advanced learners within five years of accepting an AAP assignment.
How much homework can students expect to receive?
Schools with full-time AAP (level IV) centers follow the same regulation guidelines as the general education program. FCPS regulation number 3205 states, "On average, homework across disciplines should not exceed 0.5 hours for primary level, 1 hour at the upper elementary level, 1.5 hours at the middle school level, and 2 hours at the high school level." For more information on homework policies, refer to Regulation 3205, available online.
Are there orientations/tours for students who are eligible for full-time AAP (level IV) center placement?
Yes, information regarding orientations and tours is included in the eligibility letters mailed to parents/guardians. Orientations occur in May. The specific dates are determined by each level IV center school.
What happens if my child is found eligible for the full-time AAP (level IV) center program but chooses not to attend the designated center or receive Local Level IV Services?
Students found eligible for the full-time AAP (level IV) center program may defer eligibility by noting so on the parent/guardian Permission Form. Students may activate their eligibility status at a later date by submitting the Reactivation Form to the Advanced Academic Programs Office and including a copy of the eligibility letter. The Reactivation Form is available at www.fcps.edu/DIS/gt/forms.html. Students may also be considered for school-based services at the local school.
Can a sibling of a student in the full-time AAP (level IV) center be transferred to the same school?
A parent or guardian may request a student transfer for his or her school-aged child (K-12) for the next school year during transfer season. Student transfers are made on a space available basis and must meet one of the requirements in regulation 2230:
(1) boundary adjustment;
(2) family relocation;
(3) childcare hardship;
(4) medical, emotional, social, family adjustment; or
(5) sequential curricular program (high school only).
Parents/guardians are advised to review the student transfer regulation and frequently asked questions before making a request. Student transfer Information
AAP SCREENING, TESTING, AND IDENTIFICATION
How do parent/guardians refer FCPS students for full-time AAP (level IV) center screening?
Parent/guardians of students currently enrolled in FCPS may initiate full-time AAP (level IV) center screening by submitting the AAP (Level IV) Referral Formto the Advanced Academic Resource Teacher at the local school according to the published timeline. This is the only action that is required to initiate the screening process. The referral form is located in the Parent Information Packet for AAP Screening, Testing and Identification which is available at all FCPS elementary and middle schools and on the Advanced Academic Programs website at www.fcps.edu/DIS/gt.
What tests are used to screen students for Advanced Academic services?
The Cognitive Abilities Test (CogAt) and the Naglieri Nonverbal Ability Test (NNAT) are administered to all FCPS second grade students during September/October. Students in grades 3-8 who are missing an ability test score are also tested. Parents of students in grades 3-8 may request a one-time retest option for either theCogAT or the Naglieri by informing the school at the start of the school year.
Parent/guardians of students not enrolled in and attending FCPS are responsible for obtaining test results. Group ability test results will only be accepted from George Mason University (GMU), FCPS, and/or other school districts. Individual intelligence assessments administered by private psychologists will be accepted if conducted by a state licensed psychologist and the report is accompanied by a copy of the license. Please note that results must be reported as standard age scores.
Testing may also be obtained from George Mason University Psychological Clinic (telephone 703-993-4200, website http://cap.gmu.edu).
What ability tests are accepted for screening for Advanced Academic Programs?
List of Approved Ability Tests
- Cognitive Abilities Test (CogAT) Form 5
- Naglieri Nonverbal Ability Test (NNAT)
- Cognitive Assessment System (CAS)
- Wechsler Intelligence Scale for Children (WISC IV)
- Stanford-Binet Intelligence Scale, Riverside
- Differential Ability Scales (DAS)
- Otis-Lennon School Ability Test (OSLAT) 7th Edition
What is the Cognitive Abilities Test (CogAT)?
The Cognitive Abilities Test is a group ability test that measures general intellectual ability. The test consists of three batteries: Verbal, Quantitative, and Nonverbal. Each battery is designed to assess a group of general abstract reasoning skills that research suggests are related to learning and problem solving.The Verbal and Quantitative Batteries require the student to use verbal and mathematical concepts that are acquired from experiences both in and out of school. The Nonverbal Battery uses geometric shapes and figures that have little direct relationship to formal school instruction.
What is the Naglieri Nonverbal Ability Test?
The Naglieri Nonverbal Ability Test (NNAT) is a group ability test that does not require English language skills and knowledge that is taught in school. This test allows students to demonstrate their ability to think and reason by figuring out problems that are presented through a complex series of geometric shapes and designs. The Naglieri Nonverbal Ability Test allows students to demonstrate advanced levels of reasoning without word knowledge, mathematics, or reading skills. The content of the Naglieri Nonverbal Ability Test is completely nonverbal, the instructions are brief, and the questions may be solved using only the information that is presented in each diagram.
What are the similarities and differences between the two tests?
Both tests use a multiple choice format. The CogAT is timed and has three sections which yield three sub scores, one for each section. The NNAT is also timed and has one section and one score. The highest possible score for each sub test of the CogAT and the NNAT is 150. On the new version of the NNAT (NNAT 2) the highest score is 160. The average score for each test is 100.
Both the CogAT and the NNAT are nationally norm-referenced group ability tests administered as part of the FCPS testing program. The tests are given according to a child's grade level and the score is based on his/her age. In Fairfax County Public Schools, the tests are administered by classroom teachers, usually in multiple settings. Occasionally, other staff, such as the counselor, administrator, or testing coordinator may administer the tests.
How can I prepare my child to take the tests? Can I see sample questions or practice sheets?
Sample questions are practiced by students as part of the test preparation. Sample tests are not commercially available. The best test preparation is a good night's sleep and a healthy breakfast.
What do the different terms that are found on the score report mean?
Percentile Rank
This shows the relative standing of a student in comparison with other students of the same age or grade. For example, 95% means that a student scored higher than 95% of other students in the same age or grade taking the test during the same time of year (fall, winter, or spring).
Stanine
This indicates the student's relative standing in the national norm group and ranges from 1 - 9 with a mean of 5.
Standard Age Scores (SAS) on the CogAT and Nonverbal Ability Index (NAI) on the NNAT
These scores may be interpreted in terms of how many standard deviation units the score is above or below the mean for the age group. An SAS or NAI of 100 is zero deviations from the mean. The three digit SAS score for the CogAT and the three digit NAI score on the NNAT are used to select a second grade pool of candidates for the full-time AAP (level IV) center program. They are also reviewed as one of the criteria that must be submitted in a screening file.
Can students be re-tested?
Parent/guardians of students enrolled in and attending FCPS may request one re-test in grades three through seven. This test may be administered during the fall testing cycle. Please let the testing coordinator and Advanced Academic Resource Teacher at your local school know at the start of the school year if you wish to have your student re-tested. Additional testing may be obtained from George Mason University Psychological Clinic (703-993-4200, http://cap.gmu.edu/). Students must wait at least 6 months before retaking any group ability test or individual intelligence test. Students may take a different approved group test or individual intelligence test administered by a state licensed psychologist within a 6 month period.
How is the second grade pool of candidates for the full-time AAP ( level IV) center program determined?
The second grade pool is determined through a review of the second grade CogAT and NNAT test results. Each year the benchmark score varies slightly. Second grade students not in the screening pool and third through seventh graders may be screened by referral. Administrators, teachers, or parent/guardians may submit a referral.
Why are the cutoffs for the 2nd grade pool different each year?
The make-up of the 2nd grade pool is determined by student performance on the two tests. It is difficult to predict how the students will do from year to year and, therefore, the benchmark or cutoff scores vary accordingly. This score is usually in the 130's.
If my child is not in the 2nd grade pool, can he/she still be considered for center placement?
The second grade pool is a starting point. It is a means to identify a group of second grade candidates for the full-time AAP (level IV) center program. It does not have a limiting effect because any parent/guardian, teacher, and/or administrator may refer a child and many do. Students who are referred receive the same consideration as students who are in the pool. All files are screened at the same time by the Central Selection Committees that meet in March/April.
The AAP (Level IV) Referral Form is located in the Parent Information Packet for Screening, Testing, and Identification which is available at your local school or on line at the Advanced Academic Programs website www.fcps.edu/DIS/gt/forms.html.
How important are the test scores in determining eligibility for full-time AAP (level IV) center placement?
Test scores are just one piece of data considered when a file is reviewed for full-time AAP (level IV) center placement. The Level IV Center Central Selection Committee, made up of FCPS teachers, specialists, and administrators, considers multiple criteria, including: ability and achievement test scores, the Gifted Behaviors Rating Scale (GBRS), student progress reports, and other optional information such as the Parent/Guardian Questionnaire.
How do teachers contribute to the screening process?
Teachers may refer students for advanced academic services by completing and submitting the AAP (Level IV) Referral Form. In addition, classroom teachers are members of the Local Screening Committee. The Local Screening Committee reviews student work samples, anecdotal evidence of students' academic potential, and teacher input in order to complete the Gifted Behaviors Rating Scale with Commentary (GBRSw/C) www.fcps.edu/dis/gt/forms.html.
To complete the GBRSw/C, students are rated in four areas: exceptional ability to learn, exceptional application of knowledge, exceptional creative/productive thinking, and exceptional motivation to succeed. In the commentary portion of the GBRSw/C, teachers and educational specialists provide relevant anecdotal information that supports the rating scale.
Please note that because input from FCPS staff is included in the GBRS w/Commentary, recommendations from individual FCPS teachers will not be accepted.
How do parents contribute to the screening process?
Parents may refer students for advanced academic services by completing and submitting the AAP (Level IV) Referral Form. In addition, parents can submit optional information to the school. This optional information could include a Parent/Guardian Questionnaire, a maximum of four single-sided 8 1/2" x 11" pages of student work (one page of work produced at school will be provided from the school to make a maximum of five work sample pages), and a maximum of five single-sided 8 1/2" x 11" pages of certificates, awards, honors accomplishments, letters of commendations, report of previous participation in GT programs and academic extracurricular activities.
When is notification of eligibility sent to parent/guardians?
For spring screening, notification of eligibility is mailed in May. For fall screening, eligibility notification is mailed in January.
How are students assigned to Level IV Centers?
Full-time AAP (level IV) center assignments are based on the student's address. The eligibility letter indicates the appropriate Level IV center. Transportation information is mailed in August.
What are procedures for appealing an ineligibility decision?
Parent/guardians of students not selected for the full-time AAP (level IV) center program may submit an appeal. Only parents or guardians may submit an appeal. Appeal information is contained in the ineligibility letter. Appeals must contain new information not contained in the original screening file. Parents/guardians of an FCPS student may obtain a copy of the screening file from the local school Advanced Academic Resource Teacher.
The new information along with the Full-time AAP (Level IV) Appeal Form, available at www.fcps.edu/DIS/gt/forms.html, is submitted to the Advanced Academic Programs coordinator according to the timeline.
How is the appeal decision made?
The new data is added to the original screening file for review by the appeals committee. The Advanced Academic Programs office notifies the parents/guardians and the local school of the appeals committee decision by the end of July. The decision of the appeals committee is final.
Can ineligible students be screened again?
Yes, students found ineligible for the full-time AAP (level IV) center may be considered for school-based advanced academic services at the local school. Parents/guardians of ineligible students may also refer their child for level IV center screening the following year according to the published timeline.
Are students who are eligible for the full-time AAP (level IV) center program automatically accepted to Thomas Jefferson High School for Science and Technology (TJHSST)?
No, all students wishing to attend TJHSST must follow the application for admissions procedure at: www.tjhsst.edu.
Are there summer enrichment programs for advanced academic students?
Although there are no summer enrichment programs specifically designed for advanced academic students, FCPS summer school offers many programs designed to enrich and extend student learning. The summer school catalog, with descriptions and locations of the classes, is mailed to each home in the spring.
The National Association for Gifted Children, http://www.nagc.org/ publishes a list of summer enrichment programs.
What is the International Baccalaureate (IB) program?
The International Baccalaureate (IB) program provides a comprehensive liberal arts education emphasizing analytical thinking, and reading and writing skills with an international perspective. It is an advanced level college preparatory program open to highly motivated 11th and 12th grade students who seek academic rigor. A student can earn a full IB diploma or an IB certificate for individual IB courses. All students enrolled in an IB course are required to take the end of course exam. Students must take the end of course exam to receive a .5 weighted grade. IB courses are recognized for college credit by many universities in the United States. Additional information may be obtained at http://www.fcps.edu/DIS/gt/advep.html.
What is the Advanced Placement (AP) program?
The Advanced Placement (AP) program is offered in English, social studies, science, foreign languages, and fine arts. Students can earn a full AP Diploma or take individual AP courses. Fairfax County Public Schools is one of twenty school districts, nationwide, approved to pilot an Advanced Placement (AP) Diploma. The AP Diploma program will require students to complete a broad academic program that includes five or more examinations with examination grades of 3 or higher in certain year-long courses. Both the full AP Diploma and the individual AP courses are open to any student enrolled in an AP course. The student is required to take the end-of-course AP examination to receive the .5 weighted grade. AP courses are recognized for college credit by many universities in the United States. Additional information may be obtained at http://www.fcps.edu/DIS/gt/advep.html.
What is the difference between full-time AAP (level IV) center program and the general education program?
The full-time AAP (level IV) center program for students in grades 3 through 8 offers identified students a highly challenging instructional program that follows the FCPS Program of Studies. Differentiation in the depth, breadth, and pace of instruction, along with a strong emphasis on higher level thinking skills is designed to meet the needs of advanced learners with a strong emphasis on higher level thinking skills. Adaptations are made to the curriculum in order to provide an appropriate level of challenge for advanced learners with a strong emphasis on critical and creative thinking, problem-solving, and decision-making.
The general education elementary school program offers instruction in the core curriculum as defined by FCPS Program of Studies (POS) and Virginia Standards of Learning (SOL).
What is the difference between full-time AAP (level IV) centers, foreign language immersion schools, and magnet schools?
Foreign Language immersion is a means of acquiring a foreign language through content matter instruction. Students spend half the day studying the regular grade-level curriculum in classes conducted in the foreign language. Classes the other half of the day are conducted in English. The school district determines the subjects to be taught in the foreign language. Additional information may be obtained at http://www.fcps.edu/DIS/OHSICS/forlang/partial.htm.
The magnet schools integrate the arts, science, and technology with instruction to make learning a creative, enriched experience. Students conduct research, produce live dramatic performances, compose original musical scores, design science experiments, and build museum exhibits. Additional information may be obtained at http://www.fcps.edu/about/specpro.htm#MAGNET
Entrance to magnet and foreign language immersion FCPS elementary schools are conducted on a lottery basis.
AAPACThe Advanced Academic Programs Advisory Committee (formerly GTAC) advises the FCPS School Board on the needs of gifted students and the programs that have been created to meet those needs. Regulations Governing Gifted Education in FCPS |