Revised June 2016

Falls Church City Public Schools

Local Plan for the Education of the Gifted 2016-2021

LEA# Superintendent

Falls Church City Public Schools Dr. Toni Jones

Asst. Superintendent

Lisa High

Gifted Education Jeanne Administrator Seabridge

Local School Board Chairperson Date Approved by School Board

Justin Castillo June 14, 2016

Title

Asst. Superintendent of Curriculum Innovation & Personnel

Address

800 West Broad Street, Suite 203, Falls Church, VA

Telephone E-mail Title

703-248-5604 [email protected] Director of Teaching, Learning, and Achievement

Address

800 West Broad Street, Suite 203, Falls Church, VA

Telephone E-mail

703-248-5636 [email protected]

Falls Church City Public Schools

Local Plan for the Education of the Gifted 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

Falls Church City Public Schools

LOCAL PLAN FOR THE EDUCATION OF THE GIFTED

Table of Contents Section Part I

Description Statement of Philosophy and Local Operational Definition of Giftedness for the School Division (8VAC20-40-60A.1)

Page 5

  Part II

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

6

  Part III

Screening, Referral, Identification, and Service Procedures

9

  Part IV

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

19

  Part V

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

21

  Part VI

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

21

  Part VII

Program of Differentiated Curriculum and Instruction (8VAC20-4060A.11)

29

  Part VIII

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

32

  Part IX

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

34

  Part X

Procedures for Annual Review for Effectiveness (8VAC20-4060A.14)

37

Part XI

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

38

  Part XII

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

45

   

Transition Plan  

Local Plan for the Education of the Gifted 3

46

Falls Church City Public Schools

General Information regarding the Gifted Program in Falls Church City 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 General Intellectual Aptitude (GIA) Specific Academic Aptitude (SAA) - Mathematics Specific Academic Aptitude (SAA) - English Career and Technical Aptitude (CTA) Visual and/or Performing Arts Aptitude (VPA) - Choose an item.

Grades Served N/A K-12 K-12 N/A N/A

(Please highlight, copy, and insert SAA and/or VPA rows as necessary to reflect all areas of giftedness served by the school division.)

Local Plan for the Education of the Gifted 4

Falls Church City Public Schools

Part I: Statement of Philosophy and Local Operational Definition of Giftedness for the School Division (8VAC20-40-60A.1)

Falls Church City Public Schools Mission Statement The Falls Church City Public Schools, in partnership with our families and community, educates and challenges every student to succeed and become a responsible and contributing member of the global community. A. Division Statement of Philosophy for the Education of Gifted Students Falls Church City Public Schools is committed to providing services that meet the academic needs of gifted learners. Education for the gifted must enhance aptitude, foster achievement, and nurture creativity through systematic, continuous services designed to help each child realize his or her potential as a learner. Instruction must be designed and paced to challenge each learner at the appropriate level and to stimulate complex thinking and problem solving.

B. Division Operational Definition of Giftedness Gifted students are considered to be those with abilities and instructional needs that differ from their local peers to a degree that differentiated educational opportunities and/or special programs must be provided to further develop their potential. Such students demonstrate or have the potential to demonstrate superior reasoning; persistent intellectual curiosity; advanced use of language; exceptional problem solving; rapid acquisition and mastery of facts, concepts, and principles; and creative and imaginative expression across a broad range of intellectual disciplines compared to others of the same age, experience, or environment. FCCPS seeks to find those students who demonstrate remarkable strength and performance in the specific academic aptitude areas of English/Language Arts and/or Mathematics.

Local Plan for the Education of the Gifted 5

Falls Church City Public Schools Part II: Program Goals and Objectives (8VAC20-40-60A.2) A. Identification:  Goal: FCCPS will adjust our current identification process to better identify students with superior specific aptitudes in mathematics and/or English compared to their peers of the same age, experience, or environment.  Goal: FCCPS will continue to refine the identification procedure so that it is accurate, reliable and inclusive of underrepresented student populations.

B. Delivery of Services:  Goal: FCCPS will provide accelerated math for 3rd, 4th, and 5th grade Gifted Level Two students who demonstrate superior specific aptitude in mathematics. Students in grades 6-12 are already provided with this opportunity.  Goal: FCCPS will look at strengthening enrichment opportunities for students during Tiger Pause, FLEX, and outside of the school day. Information about the enrichment opportunities will be communicated to parents via a quarterly newsletter.  Goal: FCCPS will continue to improve appropriate delivery of services through differentiated content, process, & product, according to a student’s readiness, interest & learning style.  Goal: FCCPS will add an additional gifted education teacher at TJES in order to increase services in the Academic and Creative Endeavors (ACE) Program for grades 3-5. C. Curriculum and Instruction:  Goal: In order to meet their needs and develop their abilities, advanced learners require a differentiated curriculum that is engaging, complex, and differentiated in the depth, breadth, and pace of instruction through a broad range of opportunities that enrich and extend the Program of Studies. The K-12 International Baccalaureate (IB) curriculum framework will be used to identify how content, process, and product are differentiated for advanced learners.  Goal: FCCPS will add the Middle Year’s Programme (MYP) and increase access to courses in the Diploma Programme (DP), Advanced Placement (AP), and Dual Enrollment (DE) courses of study.  Goal: FCCPS will add AP Computer Science Principles, AP Computer Science, and AP Statistics as course offerings at GMHS. Local Plan for the Education of the Gifted 6

Falls Church City Public Schools  Goal: The TJES elementary math curriculum will be revised to incorporate opportunities for acceleration through a compacted curriculum model where on grade level and above grade level standards are correlated, taught, and assessed.  Goal: The MEHMS gifted education teacher will work closely with the MYP Coordinator and classroom teachers by supporting with Service Learning, the Personal Project and in ensuring that the MYP Units are differentiated with challenging content and learning activities for gifted learners. D. Professional Development:  Goal: FCCPS will offer appropriate staff development in Differentiated Instruction, Response to Intervention\Intelligence, International Baccalaureate IBO, Advanced Placement (AP), recognizing and understanding the characteristics and behaviors of gifted students, and recognition of giftedness in underrepresented groups.  Goal: The gifted education teacher will work collaboratively with teachers by modeling best practices in classroom instruction and assessment, support with curriculum writing, communication with parents of gifted students, and in the acquisition of resources to enhance learning for advanced students.  Goal: Falls Church City Public Schools will provide funding for teachers to obtain their gifted endorsement and/or obtain training in the area of gifted education.  Goal: The gifted education teacher(s) will meet with new teachers during the New Teacher Orientation in August to explain the Local Plan for the Education of the Gifted. E. Equitable Representation of Students:  Goal: FCCPS is committed to the search for and identification of gifted students among all ethnic, racial, and socioeconomic groups, English language learners and students with disabilities. o Design and implement a process for identifying students in these groups by collaborating with ESOL, special education and general education teachers. o Use of norm referenced non-verbal assessments and other appropriate sources of data documenting student strengths, interests and needs. o Encourage underrepresented students to participate in enrichment opportunities and to take advantage of open enrollment for acceleration, IB, Honors, DE, and AP courses in the secondary schools. F. Parent and Community Involvement:  Goal: Increase school level communication concerning the advanced academic program. The gifted education teacher and enrichment coordinator at each school will employ multiple forms of communication to disseminate information regarding Local Plan for the Education of the Gifted 7

Falls Church City Public Schools student eligibility, programs and services, special programs and events, professional development, and other opportunities for teachers, parents and students. (Website, blog, Schoology, Twitter, Facebook, Newsletter, FAQ video, etc.)  Goal: Each school year the gifted education teacher(s) and enrichment coordinator will present during a Parent Coffee and/or Parent University event on topics related to advanced academic services.  Goal: A link directly to the Gifted Education page on the Curriculum Innovation website will be added to the FCCPS Home Page for easier access. The Gifted Education Administrator will continually update the gifted programs website to inform parents and community members of the most current information regarding programs and services. Links to all school based gifted education websites will be added.  Goal: Increase communication and vertical articulation of K-12 advanced academic services to all administrators, teachers, parents, and community members through the creation of a pamphlet which will be made available online and in hard copy at the school levels.

Local Plan for the Education of the Gifted 8

Falls Church City Public Schools

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 - English and/or Mathematics In Kindergarten through second grade, the enrichment coordinator will collaborate with the classroom teachers to provide differentiated instruction in all classrooms and special project opportunities for students that focus on critical thinking and problem solving. An observation log is utilized by the enrichment coordinator to record behaviors of students who demonstrate potential for superior aptitudes. The observation, teacher referral and norm-referenced assessments in mathematics and/or reading are used to determine which K-2 students would benefit from additional pull out enrichment services on a quarterly basis. During the second grade year all students will be screened using norm-referenced ability and achievement assessments in English and mathematics. At the end of second grade the Screening Identification and Placement Committee (SIP) will analyze the assessment information from multiple data sources and determine the eligibility status of each student. Students will be formally identified for the Academic and Creative Endeavors Program (ACE) in June of their second grade year. FCCPS seeks to find eligible candidates from all populations within the school division including children in all underrepresented populations. To this end, the gifted education teacher at each school site routinely confers with specialists in the areas of ESOL, special education and counseling. Nonverbal ability tests will be used as a measure for our screening process in order to identify students from underrepresented groups. Students are screened each year for advanced academic services using multiple criteria which includes nationally norm-referenced aptitude and/or achievement tests, teacher observation/checklist, and/or other evidence that supports a need for advanced academic services. Our process ensures that no single criterion makes a student eligible or ineligible for the school division’s advanced academic program. For each identified student, the Screening Identification and Placement Committee (SIP) shall determine which service option offered by the division most effectively meets the learning needs of the student.

Local Plan for the Education of the Gifted 9

Falls Church City Public Schools

Grade Administered / Completed By Level(s)  

Enrichment Coordinator General Education Teacher

   

Parent/Guardians Enrichment Coordinator Gifted Education Teacher General Education Teacher

  

Parent/Guardians Gifted Education Teacher General Education Teacher

9-10

  

Counselors General Education Teacher GT/DP Coordinator

11-12

  

Counselors General Education Teacher GT/DP Coordinator

K-1

2-5

6-8

Students Data Used for Screening                        

STAR Math and STAR Reading PALS DRA Teacher Observation Rating Scales (TORS) Naglieri Nonverbal Ability Test (NNAT) Parent Observation Rating Scales (PORS) CogAT Stanford (Mathematics and English) STAR Math and STAR Reading Math Characteristics Rating Scale (MCRS) English Characteristics Rating Scale (ECRS) Math and Reading Benchmarks Grades 3-5 Standards of Learning Tests (SOLs) Parent Observation Rating Scales (PORS) CogAT Stanford (Mathematics and English) STAR Math and STAR Reading Math and Reading Benchmarks Standards of Learning Tests (SOLs) Iowa Algebra Aptitude Test PSAT Standards of Learning Tests (SOLs) STAR Math and STAR Reading Dual Enrollment Placement Exam Scores

     

PSAT Advanced Placement Exam Scores Standards of Learning Tests (SOLs) STAR Math and STAR Reading Dual Enrollment Placement Exam Scores International Baccalaureate Exam Scores

Local Plan for the Education of the Gifted 10

Falls Church City Public Schools

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 – English and/or Mathematics All Falls Church City Public School students have access to a continuum of advanced academic services. Parents or legal guardians, teachers, professionals, students, peers, self or others may refer their children for services at any time. Parents may refer their own children by filling out a Parent Observation Rating Scale (PORS). Standardized testing at all grade levels is reviewed in search of potential candidates for referral. In addition, the records of transfer students are included in the referral process. The appropriate referral forms are obtained upon request in each school’s main office by contacting the building principal, gifted education teacher, or guidance counselor; referral forms are also available on the school website. The completed referral form is returned to the attention of the chairperson of the Screening, Identification and Placement Committee (SIP). Referral information is provided periodically by way of the school division’s GT brochure, school newsletters, PTA/PTSA newsletters, GT Advisory Committee activities, and open meetings. Referral forms are also available in Spanish. Once a student is referred, the gifted education teacher will begin to collect a variety of data about the student’s performance and specific aptitude in mathematics and/or English. FCCPS will receive permission from a parent or legal guardian before assessing a student for gifted services. Parents and legal guardians will be notified of the committee’s decision within 90 instructional days of the receipt of parental consent for assessment. Parents have the right to appeal any decision of the Screening, Identification and Placement Committee (SIP). This procedure involves a committee, the majority of whose members did not serve on the initial SIP committee, and shall inform parents or legal guardians, in writing, of the appeal process. Requests filed by parents or legal guardians to appeal any action of the SIP committee shall be filed within 10 instructional days of receipt of notification of the action by the division. The process shall include an opportunity to meet with an administrator to discuss the decision. A parent or legal guardian of an identified student may appeal any action taken by the school division to change the student’s identification for, placement in, or exit from the school division’s gifted education program.

Local Plan for the Education of the Gifted 11

Falls Church City Public Schools

Referral Timeline 

Referrals can be submitted by school professional staff, parents/guardians, students, peers, self, or others at any time during the school year.



The gifted education teacher will begin to collect a variety of data about the student’s performance, aptitudes, behaviors, and interests.



The school division will receive permission from a parent or legal guardian prior to assessing a student for gifted services.



Within 90 instructional days of the receipt of parental consent for assessment the SIP Committee reviews the data to determine eligibility status and notifies the parents and/or legal guardians of the committee’s decision.



Upon verification of GT identification from another school division, transfer students will receive services until such time that the SIP committee meets to determine eligibility.



After a parent or guardian has been notified that the child is eligible to receive services, a consent form must be signed before the child receives the GT services.



Requests filed by parents or legal guardians to appeal any action of the identification and placement committee shall be filed within 10 instructional days of receipt of notification of the action by the division. The process shall include an opportunity to meet with an administrator to discuss the decision.



A parent or legal guardian of an identified student may appeal any action taken by the school division to change the student’s identification for, placement in, or exit from the school division’s gifted education program at any time.



Students who have been found ineligible, including those whose status has been appealed, shall not be evaluated more than once in a twelve month period.

Local Plan for the Education of the Gifted 12

Falls Church City Public Schools 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) Specific Academic Aptitude - English and/or 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:  VA Standards of Learning Assessments  Math and Reading Benchmarks 2. Additional identification information for Specific Academic Aptitude English and/or Mathematics

The enrichment coordinator at grades K-2 screens students using STAR Early Literacy, STAR Reading, STAR Math, Naglieri, Parent Observation Rating Scales, Teacher Observation Rating Scales and other relevant criteria to identify a pool of potential gifted students. The Screening, Identification and Placement Committee (SIP) will place identified students in Level One or Level Two groupings at grades 3 -5. Level One and Level Two students are cluster grouped where they will receive differentiation services in the classroom as well as enrichment services during Tiger Pause. In addition to these services Local Plan for the Education of the Gifted 13

Falls Church City Public Schools Level Two students will be provided pull out services in English/Language Arts and/or accelerated math in the classroom. At the middle school level, there will be open enrollment in advanced/accelerated courses. This will expand core curriculum and FLEX enrichment group options for students. Provisions for instructional differentiation shall be made in those courses to meet enrolled gifted and talented students’ academic needs. At the high school level, there is open enrollment in Honors, Dual Enrollment, Advanced Placement, and/or International Baccalaureate courses. Provisions for instructional differentiation shall be made in those courses to meet enrolled gifted and talented students’ academic needs. Multiple criteria are reviewed and no one data source will determine eligibility or ineligibility. For a student who falls into one of the VA Department of Education recognized subgroups additional measures may be used to determine eligibility. 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. Specific Academic Aptitude – English and/or Mathematics 4

Classroom Teacher(s) (one from each grade level)

1

Gifted Education Resource Teacher(s)

1

Counselor(s) School Psychologist(s) Assessment specialist(s)

1

Principal(s) or Designee(s) Gifted Education Coordinator

1

Other(s)

Specify: Specialist

b. Type of Identification/Placement Committee This section indicates the type of Identification/Placement Committee the division uses. School-level

Division-level

Local Plan for the Education of the Gifted 14

Falls Church City Public Schools 2. 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 - English and/or Mathematics The following is the criteria that may be considered in the identification process for Specific Academic Aptitude (English and/or Mathematics). A description of the eligibility process used by the committee to make decisions regarding eligibility for services follows. Eligibility decisions shall be made within 90 instructional days of the school division’s receipt of the parent’s or legal guardian’s consent for assessment. Administered/ Completed by st Naglieri (1 Grade) General Education Teacher CogAT (2nd Grade) General Education Teacher th Stanford 10 (2nd -12 Grades) General Education Teacher rd th Standards of Learning (3 -12 Grades) General Education Teacher or Testing Coordinator Math Characteristics Rating Scale General Education Teacher (MCRS) and English Characteristics Rating Scale (ECRS) Measure

Pearson Scoring Services Riverside Scoring Services Pearson Scoring Services Pearson Access

Provided to the committee by Testing Coordinator Testing Coordinator Testing Coordinator Testing Coordinator

Gifted Specialist

Gifted Specialist

Scored by

STAR Math/Reading

General Education Teacher

Renaissance Learning

Gifted Specialist

Parent Observation Rating Scale (PORS)

Parent or legal guardian

Gifted Specialist

Gifted Specialist

DRA Iowa Algebra Aptitude Test

Teacher or Other School professional General Education Teacher

Teacher or other school professional General Education Teacher

Teacher or other school professional Gifted Specialist

PSAT (9th -12th Grades)

Counseling Department

Scoring Services

Advanced Placement Exams (11th -

AP Coordinator

AP Scoring Services

Counseling Department AP Coordinator

International Baccalaureate Exams (11th -12th Grades)

International Baccalaureate Coordinator

IBO Scoring Services

12th Grades)

Local Plan for the Education of the Gifted 15

International Baccalaureate

Falls Church City Public Schools

Local Plan for the Education of the Gifted 16

Falls Church City Public Schools All eligibility elements are collected by the gifted education teacher who then summarizes the data for the SIP Committee to analyze. In each case, the data is double-checked by committee members as part of the decision-making process. Our process ensures that no single criterion makes a student eligible or ineligible for the school division’s advanced academic program. For each identified student, the identification/ placement committee shall determine which service option offered by the division most effectively meets the learning needs of the student. The Screening, Identification and Placement Committee (SIP) will meet by the end of June of each academic year. Transfer students or new referrals are considered on a case by case basis. Eligibility decisions are made within 90 instructional days of receipt of permanent records and/or consent for assessment. Although eligibility is determined by the end of each academic year, special considerations may require reconvening the SIP committee after pupil records have been received. 1. Determination of Services (8VAC20-40-60A.3) This section describes the process of determining appropriate educational services for identified K-12 students. Specific Academic Aptitude – English and/or Mathematics FCCPS offers a continuum of services in order to foster academic growth in each of its gifted students. Students will be placed in one of the following levels. 





Level One – This level of academic intervention is available for students who master academic content with limited teacher support and need differentiation in addition to what they receive in the regular classroom. Additional differentiation opportunities will be provided by a gifted education teacher or a FCCPS cohort group of teachers during 3rd through 5th grade Tiger Pause or FLEX Time. Tiger Pause, and FLEX Time are used to remediate and/or provide enrichment to students in appropriate areas. Level Two - In addition to differentiation of the curriculum in the general education classroom and Tiger Pause, those students who need extra support for appropriate challenge will receive services from the gifted education teacher to enrich and extend their understanding of the core curriculum. Students who need intense support for academic progress will receive more in-depth, individualized support from the gifted education teacher and/or placement in advanced/ accelerated groupings/courses. Level Three - Students with extraordinary abilities that are beyond the majority of their grade level GT identified peers may qualify for a Gifted Instructional Plan (GIP). As each student’s individual strengths and abilities are unique, services specific to the student’s needs are reviewed in order to determine and design appropriate services. The Assistant Superintendent of Instruction must approve all Gifted Instructional Plans. Local Plan for the Education of the Gifted 17

Falls Church City Public Schools Grades K-2: The enrichment coordinator will collaborate with the classroom teacher to provide differentiated instruction in all classrooms as well as special project opportunities for students. Grades 3-5: Students identified for the gifted program in grades 3-5 are placed in balanced clusters in their classrooms. All GT students receive differentiated services in the regular classroom and during Tiger Pause. Level Two students may receive pull out or push in services from the gifted specialist. Grades 6-8: Students identified for the gifted program in grades 6-8 enroll in advanced curriculum. In seventh and/or eighth grade, students may earn high school credit in math, foreign language and/or career and technical classes. Students receive differentiated services in the regular classroom and participate in specialized FLEX enrichment courses. The gifted education teacher will provide enrichment opportunities for students during FLEX. In addition, the gifted education teacher will collaborate with classroom teachers on differentiation strategies to meet the needs of GT students and to offer push in support when appropriate. Grades 9-12: High school students have several options available. They may enroll in accelerated programs of study and in honors and other advanced courses, including Advanced Placement and Dual Enrollment classes, and classes designed to prepare students for or within the International Baccalaureate Diploma Program (IBDP). Eleventh and twelfth grade students may also enroll in individual IB classes and complete the program of studies leading to the IB Diploma. Instruction in advanced and AP/IB/DE courses will be differentiated to meet the needs of GT identified students. Other academic programming opportunities include distance/online learning, IB self-taught/school supported literature studies (for students with a native fluency in languages other than English), Dual Enrollment, Virginia Summer Residential Governors schools, attendance at the Arlington Career Center, and Thomas Jefferson High School for Science and Technology, a Governor’s magnet school, which requires a separate screening and selection process for acceptance into the program. All FCCPS schools have been authorized or are in the process of being authorized by the International Baccalaureate Organization to offer the International Baccalaureate Programs (PYP, MYP, DP). The IBO programs provide an academically challenging framework for all students in grades K through 12.

Local Plan for the Education of the Gifted 18

Falls Church City Public Schools

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 – English and/or Mathematics All parents/guardians are notified when their child is being considered for identification. When testing data is missing, parental permission for individual testing of a child may be sought. This may be done verbally or in writing. If a child is found eligible for services, parents receive a notification letter. A permission form for the student to receive gifted services is included. If a student is not found eligible, parents receive a notification letter. A document outlining the appeals process is included with the letter. Grades 2: All parents of 2nd graders will be notified when the screening process begins in the spring. A letter will be sent home requesting completion of the Parent Observation Rating Scale. The SIP Committee meets between April and June of each academic year. When the SIP Committee needs additional information to make a decision, it may request other testing. A form is sent to the parents/ guardians for signature. The returned form is kept in the student’s file. In June, parents/guardians receive notice of the identification and/or placement status of their child. Attached to the notice is a form asking the parents/guardians to grant (or deny) permission for the student to participate in the program prior to the start of the academic year or delivery of services. Information about the appeals process is also included. Grades 3-8: A letter will be sent to parents of any student (1) new to FCCPS who has a record of GT identification from a previous school reflecting 96th percentile or higher performance. The letter will stipulate that their child will initially receive Level One GT services provisionally for up to one year, or until it is determined a different level of service is needed. (2) Students referred by teachers for services; (3) and students referred by parents or themselves. Included in the letter is a description of the program and the identification/ placement processes. Parents will also receive the Parent Observation Rating Scale (PORS) to complete at this time. Grades 6-12: Counselors work individually with students for appropriate class placement according to achievement and ability.

Local Plan for the Education of the Gifted 19

Falls Church City Public Schools The appeals process is as follows: 1) The notification letter to parents/guardians regarding placement or identification decisions includes a description of the appeals process. 2) Within 10 working days after receiving notification from the school regarding a placement or identification decision, parents/guardians who would like to pursue an appeal must request a conference with the School Appeals Committee, made up of the principal and a school psychologist, to discuss the placement/identification decision. A conference will be scheduled within 30 working days. 3) At the conference, parents are provided the opportunity to state their appeal. They may opt to provide the School Appeals Committee with data from outside sources or other pertinent information. Within five working days of the conference, the School Appeals Committee will review the case and respond in writing with a decision. 4) Within 10 working days of receipt of this letter parents/guardians may file an appeal of the School Appeals Committee’s decision in writing to the Division Appeals Committee, made up of the Assistant Superintendent and Director of Special Education and Student Services. Either party may request a conference. 5) The Division Appeals Committee will review the case within 20 working days, and on procedural and/or substantive grounds, may overrule the decision of the School Appeals Committee. The review may be a paper review or a hearing, at the Division Appeals Committee’s discretion. The Division Appeals Committee shall respond in writing with a decision within 20 working days. This step is the final appeal level and decision of the division committee shall stand.

Local Plan for the Education of the Gifted 20

Falls Church City Public Schools

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. Specific Academic Aptitude – English and/or Mathematics Each year, school staff reviews the instructional services to be provided to students in grades K-12 by gathering and examining data. A change in placement may be the result of a lack of progress in an academic area, a drop in achievement on standardized test scores, or data indicating a need for a more advanced program of services. Additionally, to ensure that students’ instructional needs are met, a parent/guardian, teacher, administrator, or student may request a change in delivery of gifted services at any time during the academic year. Throughout the school year, parents may be asked to meet with the gifted education teacher and/or the classroom teacher if their child is showing a lack of progress in an academic area, and/or experiencing a drop in achievement on standardized test scores. Prior to a change of placement decision being made steps will be put into place to support the student. If a change in the level of services is still deemed necessary, parents/guardians will be informed in writing of the placement decision and the appeals process.

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.

Specific Academic Aptitude – English and/or Mathematics

Local Plan for the Education of the Gifted 21

Falls Church City Public Schools A. Service Options are Continuous and Sequential

Local Plan for the Education of the Gifted 22

Falls Church City Public Schools

Local Plan for the Education of the Gifted 23

Falls Church City Public Schools B.

Service Options Provide Instructional Time with Age-level Peers This section includes a description of the instructional strategies or program model that allows gifted students to interact with their age-level peers during the school day and week.

Specific Academic Aptitude (Language Arts, Mathematics) Gifted students are provided with multiple opportunities to interact with their age-level peers during the school day and week. Elementary (Grades K-5)  Students in kindergarten through fifth grade are grouped heterogeneously. They have ample opportunity to interact with their grade level peers throughout the day. Students receive differentiation in content, process, and product, which is designed to allow students to develop advanced skills, to encourage creative/productive thinking, and to engage in problem finding and problem solving.  The enrichment coordinator works closely with teachers in grades K-2 to provide in class enrichment opportunities in critical thinking and problem solving. At the end of second grade students are formally identified. Middle School (Grades 6-8)  Students are grouped heterogeneously in science and social studies as well as in all Encore classes.  Students have the opportunity to pursue enrichment opportunities with their peers during FLEX based on interest. High School (Grades 9-12)  High School offers a wide range of course options in which students may enroll including heterogeneously grouped courses.  Students have the opportunity to explore enrichment opportunities with their peers based on interest after school and/or during Mustang Block.

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 (Language Arts, Mathematics) Gifted students are provided time and opportunity for content enrichment and acceleration. Elementary (Grades K-5)  At the K-2 level, the enrichment coordinator provides consultation to, modeling for, and direct teaching to students. Local Plan for the Education of the Gifted 24

Falls Church City Public Schools  Enrichment opportunities are provided for 2nd grade students during Tiger Pause.  In 3rd through 5th grade the gifted education teacher works in the classroom with large and small groups and outside the classroom with small pull out groups of students. Emphasis is placed on developing higher order thinking and problem solving skills related to the regular classroom activities.  Level Two gifted students who are identified Specific Academic Aptitude in English/Language Arts receive pull out services by the. These services accelerate, enrich, and extend their thinking beyond the regular classroom curriculum.  Level Two gifted students who are identified Specific Academic Aptitude in mathematics receive math acceleration in the classroom with the classroom teachers. The gifted education teacher collaborates with the classroom teacher and provides support in various ways through push in, resources, and strategies.  Level One and Level Two students receive gifted services during grades 3-5 Tiger Pause. These services include the use of the M2 and M3 curriculum for mathematics and Interdisciplinary Units of study designed for gifted students. Middle School (Grades 6-8)  The gifted education teacher consults with classroom teachers as needed to provide for differentiation whereby identified gifted students work in small cluster groups with their intellectual peers. The gifted education teacher also provides appropriate instructional materials to supplement the regular curriculum for all identified gifted students. The gifted education teacher works with students in push in groups to extend the regular curriculum. In addition to working with intellectual peers in the classroom, students participate in FLEX enrichment classes with the gifted specialist and/or grade level teachers.  Gifted students identified in mathematics have the opportunity to enroll in accelerated math courses. There are three levels at each grade. The math levels range from Math 6 to Honors Geometry in grades six through eight.  Gifted students identified in English/ Language Arts have the opportunity to enroll in Honors English during all three years while in attendance at MEHMS. High School (Grades 9-12)  The school counselors and IB Coordinator provide consultation to classroom teachers for differentiation in the classroom with identified gifted students. Counselors and the IB Coordinator advise students as they select academically appropriate Honors, Advanced Placement, International Baccalaureate, and Dual Enrollment courses and access co-curricular and extra-curricular enrichment opportunities. 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 (Language Arts, Mathematics) Local Plan for the Education of the Gifted 25

Falls Church City Public Schools Various instructional strategies are used to enable gifted learners to work independently. Elementary (Grades K-5)  Gifted learners are provided opportunities to explore, develop, and research areas of individual interest or skill through the use of inquiry models, accelerated learning, curriculum compacting, and enrichment options.  In 5th grade students participate in Exhibition as part of the Primary Years Programme. Middle School (Grades 6-8)  Students are provided a variety of opportunities both within the classroom and through extra-curricular activities to work independently on projects based on their own interest. Specific options include: National History Day, Science Fair, Stock Market Game, Stock Market Game’s InvestWrite contest, Philosophy Slam. High School (Grades 9-12)  Students are provided a variety of opportunities both within the classroom and through extra-curricular activities to work independently on projects based on their own interests. Specific options include: International Baccalaureate (IB) Internal Assessment projects, IB Extended Essay, IB Creativity, Action and Service projects, National History Day, Science Fair, Robotics Club, Poetry Out Loud, Model United Nations, Odyssey of the Mind, Rhetoric Club.  In 10th grade students participate in the Personal Project as part of the Middle Years Programme. 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 (Language Arts, Mathematics) A variety of developmentally appropriate instructional strategies are used to foster intellectual and academic growth. Elementary (Grades K-5)  Teachers employ a wide variety of instructional strategies designed to foster academic growth. These strategies include, but are not limited to, ongoing diagnostic assessments, student acceleration, curriculum compacting, FLEXible skills grouping, and provision for student choice in short-term extension projects and independent/small group investigations. Middle School (Grades 6-8)  Teachers employ a wide variety of instructional strategies designed to foster academic growth. These strategies include, but are not limited to, ongoing Local Plan for the Education of the Gifted 26

Falls Church City Public Schools diagnostic assessments, student acceleration, curriculum compacting, FLEXible skills grouping, and provision for student choice in short-term extension projects and independent/small group investigations. Project-based learning activities are infused into the fabric of the regular curriculum that offer opportunities for gifted students to extend their learning to meet their academic goals (Presidential Campaign project; Project Citizen). High School (Grades 9-12)  Teachers employ a wide variety of instructional strategies designed to foster academic growth. In addition, each student has a career/college preparation plan that states specific academic goals. These goals are reflected in students’ yearly course of study. Within these courses, teachers utilize ongoing diagnostic assessments, student acceleration, and provision for student choice in short-term extension projects and independent/small group investigations. Project-based learning activities and independent research are infused into the fabric of the regular curriculum that offers opportunities for gifted students to extend their learning to meet their academic level. Students extend growth outside of the classroom through internships and extra-curricular creativity, action and service projects. 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 (Language Arts, Mathematics) Falls Church City Public Schools is committed to providing an enriching and differentiated experience for all students. To that end, units and lessons are designed in such a way that the achievement and progress of advanced learners becomes a natural and routine occurrence. Teachers make use of pretests, as well as formative and summative assessments to help guide their teaching and evaluate the academic growth of their students. Elementary (Grades K-5) Assessment strategies will be varied and aligned to both curriculum and instructional expectations. Among the tools used for assessing academic growth in gifted students are:  oral presentations  anecdotal records  teacher observations  standardized testing results  teacher created assessments  rubrics  conferences between gifted specialists and general education teachers Middle School (Grades 6-8) Local Plan for the Education of the Gifted 27

Falls Church City Public Schools Assessment strategies will be varied and aligned to both curriculum and instructional expectations. Among the tools used for assessing academic growth in gifted students are:  oral presentations  anecdotal records  teacher observations  standardized testing results  teacher created assessments  rubrics  conferences between gifted specialists and general education teachers  portfolios High School (Grades 9-12) Assessment strategies will be varied and aligned to both curriculum and instructional expectations. Among the tools used for assessing academic growth in gifted students are:  International Baccalaureate Diploma Program/Advanced Placement exam performance, Virginia Standards of Learning assessment performance  teacher created assessments and course grades  anecdotal records  teacher observations  conferences between teachers and counselors  extra-curricular participation and performance record  Career/college plan – self assessment

Local Plan for the Education of the Gifted 28

Falls Church City Public Schools

Part VII: Program of Differentiated Curriculum and Instruction (8VAC20-4060A.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 (Language Arts, Mathematics) The Falls Church City Public Schools use a standard International Baccalaureate framework for curriculum and instruction. The core academic and encore areas are differentiated using this framework to provide for choices, divergent thinking, discovery, and problem solving. It results in products that integrate, extend, or create new understandings for the student. The IB continuum of international education for 3-19 year olds is unique because of its academic and personal rigour. We challenge students to excel in their studies and in their personal growth. We aim to inspire a quest for learning throughout life that is marked by enthusiasm and empathy. The IB aspires to help schools develop wellrounded students with character: students who can respond to challenges with optimism and an open-mind; students confident in their own identities; students who make ethical decisions; students who join with others in celebrating our common humanity; students who are prepared to apply what they learn in real world, complex and unpredictable situations. The IB offers high-quality programmes of international education that share a powerful vision. An IB education is informed by the values described in the learner profile and: •

centres on learners – the IB’s student-centred programmes promote healthy relationships, ethical responsibility and personal challenge

•

develops effective approaches to teaching and learning – IB programmes help students to develop the attitudes and skills they need for both academic and personal success

•

works within global contexts – IB programmes increase understanding of languages and cultures, and explore globally significant ideas and issues

•

explores significant content – IB programmes offer a curriculum that is broad and balanced, conceptual and connected.

IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, openminded, caring, risk-takers, balanced, and reflective. These attributes of internationally minded people represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. (The IB Continuum of International Education, International Baccalaureate Organization, 2015)

Local Plan for the Education of the Gifted 29

Falls Church City Public Schools Primary Grades K-1  

Students will have opportunities for extension and acceleration through the use of centers, differentiated instruction from the regular education teacher, and both whole and small group instruction from the enrichment coordinator. Delivery of instruction is designed to promote the development of advanced skills and use of extended knowledge through active participation in meaningful learning tasks.

Elementary Grades 2-5      

Students will have regular opportunities for extension and acceleration through centers, and differentiated in-class instruction from the general education teacher. Delivery of instruction is designed to promote the development of specific higher-order thinking skills and use of extended knowledge by active participation in problem-based learning tasks. Extension, compacting, and/or accelerating the core curricula in English/Language Arts and mathematics. A transdisciplinary, student centered inquiry approach to learning is fostered through the Primary Years Programme. Special enrichment opportunities are available during Danny Time and Tiger Pause. The PYP Exhibition promotes original research or production, problem finding and solving, higher level thinking that leads to the generation of products, and a focus on issues, themes, and ideas within and across areas of study.

Middle Grades 6-8       

Students will be offered advanced learning activities requiring higher-order thinking skills through appropriately planned and sequentially designed lessons and units in core academic areas. Students may produce individual projects appropriately planned and matched to their higher abilities, skills, and knowledge in one of the four core academic disciplines. In mathematics and language arts identified students may participate in advanced and/or accelerated classes as appropriate. Identified students will receive enrichment through FLEX classes designed to enrich and extend the regular curriculum. MYP Units of Study (Inquiry statements, global contexts, approaches to learning, and real world authentic projects and assessments) MYP Interdisciplinary Units of Study MYP Service Learning

Secondary Grades 9 -12  

Counselors and the IB Coordinator will review all students’ schedules individually to ensure the selection of courses that will challenge them to their full potential. Students will select topics for projects and papers in most Honors, AP, IB, and DE courses.

Local Plan for the Education of the Gifted 30

Falls Church City Public Schools           

Students in IB courses are assessed on independently designed and executed products such as laboratory work, research papers, literary analysis, and mathematical studies. In addition, they must orally defend their research and literary analyses. In each of the specific academic areas, students demonstrate application, integration, and transformation of knowledge in their IB, AP, and DE exams/ assessments. In Honors classes, students will develop and demonstrate advanced skills of analysis, synthesis, and evaluation and the ability to engage in independent problem solving. In a variety of co-curricular activities students demonstrate mastery of content, skills and successfully apply their learning in different contexts. MYP Units of Study (Inquiry statements, global contexts, approaches to learning, and real world authentic projects and assessments) MYP Interdisciplinary Units of Study MYP Service Learning MYP Personal Project promotes original research or production, problem finding and solving, higher level thinking that leads to the generation of products, and a focus on issues, themes, and ideas within and across areas of study. Diploma Programme Creativity, Action and Service (CAS) Diploma Programme Extended Essay Diploma Programme Theory of Knowledge (TOK)

Three different types of instructional design and delivery strategies are used to provide differentiation: Content – this form of differentiation addresses the new content students are acquiring. For example, the subject matter could be more complex, more abstract, or more varied (topics not usually included in schools). Content might also be organized differently. Process – this form of differentiation addresses how students process new information. For example, instruction might occur at a more rapid pace, or students might be asked to perform more complex reasoning skills than their peers: identified gifted students might be asked to analyze information when their peers are listing information. Product – the tangible evidence of a learning experience is closely tied to the content and process modifications provided for gifted learners. High quality products result from the students’ desire to expand, investigate, or develop in–depth understanding of a topic within the scope of the core curricula. Students participate with teachers in setting clear and rigorous standards for assessing the product.

Local Plan for the Education of the Gifted 31

Falls Church City Public Schools

Part VIII: Policies and Procedures for Access to Programs and Advanced 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 (Language Arts, Mathematics) The Falls Church City Public School division shall provide a program of early identification and educational services for gifted students. The education for the gifted must enhance aptitude, foster academic achievement, and nurture creativity in order to help each child realize his or her potential as a learner. Instruction must be designed and paced to challenge each learner at the appropriate level and to stimulate complex thinking and problem solving. (School Board Policy 6.24) Educational programs and services shall be designed to meet the varying needs of all students. No student shall be excluded from participating in, be denied the benefits of, or be subjected to discrimination under any educational program or activity conducted by the division due to ethnicity, language proficiency, gender, socioeconomic status or disability. The School Board shall provide a free, appropriate education, including non-academic and extracurricular services to qualified persons. (School Board Policy 9.1) At the elementary and middle school levels, once the student has been identified for gifted services based on eligibility criteria, access is then provided to appropriate leveled services and programs to meet academic needs. In addition, students who meet specific performance criteria indicating the need for more advanced study can select appropriately challenging and sequential courses in the areas of language arts and math. High school students who seek advanced academic challenge and rigor may participate in honors courses in any of the four core academic subject areas. The high school offers IB and AP courses for students seeking high level of academic challenge and college credit. Online and dual enrollment courses are also available to those students who choose to enroll in them. Annual agreements between Falls Church City Public Schools and neighboring school divisions provide the opportunity for eligible student residents to apply and be considered for admission to Thomas Jefferson High School for Science and Technology and the Arlington Career Center. Students are encouraged to pursue activities and organizations which interest them and which extend the opportunity for learning beyond the classroom setting. Activities include, but are not limited to, interscholastic and intramural sports, student government organizations, publications, service clubs, dramatic and musical productions, special interest groups, honor societies, and academic competitions. Local Plan for the Education of the Gifted 32

Falls Church City Public Schools Membership in all school sponsored student co-curricular and extra-curricular activities shall be voluntary. Such organizations may establish academic qualifications for membership where necessarily related to the purposes of the organization. (School Board Policy 9.42)

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Falls Church City Public Schools

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. Local Plan for the Education of the Gifted 34

Falls Church City Public Schools 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 metacognitive 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. Specific Academic Aptitude (Language Arts, Mathematics) The School Board will provide a program of high-quality professional development as part of the license renewal process, to assist teachers and principals with acquiring the skills needed to work with gifted students. In addition, the School Board shall provide teachers and principals with high-quality professional development each year in methods for assessing the progress of individual students (SB Policy 8.54.) A. The focus of professional development in the area of gifted education will be informed by the VA Teacher Licensure regulations and the 2010 NAGC best practices standards. The evidence-based practices itemized within the 2010 National Association for Gifted Children (NAGC) standards that are foundational to the division’s approach to professional development: 

6.1.1 Educators systematically participate in ongoing, research-supported professional development that addresses the foundations of gifted education, characteristics of students with gifts and talents, assessment, curriculum planning and instruction, learning environments, and programming.



6.1.2 The school district provides professional development for teachers that models how to develop environments and instructional activities that encourage students to express diverse characteristics and behaviors that are associated with giftedness.

Local Plan for the Education of the Gifted 35

Falls Church City Public Schools 

6.1.3 Educators participate in ongoing professional development addressing key issues such as anti-intellectualism and trends in gifted education such as equity and access.



6.1.4 Administrators provide human and material resources needed for professional development in gifted education.

B. Training opportunities in the following areas of gifted education will be provided to all teachers of the gifted and school administrators in the division. Some of the focus areas include, but are not limited to:          

Introduction to gifted education Differentiating instruction for advanced learners in all grade levels Socio-emotional needs of gifted learners Finding and nurturing advanced academic potential in underrepresented populations Meeting the needs of twice exceptional students Strategies for challenging and engaging advanced learners Engaging strategies and practices for diverse learners in Advanced Placement, International Baccalaureate, Dual Enrollment courses Identifying and nurturing gifted students who are under-achieving Goal-setting for and assessing growth of gifted students Leveled services for gifted learners

C. An action plan to identify methods and resources for professional development will include provisions for:           

Division and school-wide professional development opportunities College level courses On-line courses Workshops/presentations State and local conferences Division and school-wide professional development opportunities Self-study Co-teaching and peer review experiences School/program visits International Baccalaureate and Advanced Placement/College Board trainings Personal/professional development goal setting

Local Plan for the Education of the Gifted 36

Falls Church City Public Schools

Part X: Procedures for Annual Review of Effectiveness (8VAC20-4060A.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. The annual review of the effectiveness of the FCCPS program of services for gifted education will focus on the series of goals and objectives outlined in Part II of the local plan. Following the identification of specific criteria/indicators for each of the above program components, data/evidence shall be collected and reviewed by staff and members of the advisory committee (e.g. Number of students identified by grade level, gender, ethnicity, subgroups (ELL, Special Education, SES). Number of students enrolled in advanced/IB, AP, and DE courses by grade level, gender, ethnicity and subgroups. Number of GT students achieving pass advanced on SOL exams. Number of teachers participating in professional development activities, advanced studies.). Program needs and strengths will be identified and, if necessary, addressed. An evaluation focusing on all goals expressed in the Local Plan for the Education of the Gifted will occur annually. Evidenced-based practices included in the 2010 National Association of Gifted Children (NAGC) standards will inform evaluation processes and procedures. They include: 

2.6.2 The evaluation plan is purposeful and evaluates how student-level outcomes are influenced by one or more of the following components of gifted education programs: a. identification, b. curriculum, c. instructional programming and services, d. on-going assessment of student learning, d. counseling and guidance programs, e. teacher qualification and professional development, f. parent/guardian and community involvement, g. programming resources, and h. programming design, management, and delivery.



2.6.3 Educators disseminate the results of the evaluation, orally and in written form, and explain how they will use the results.

Local Plan for the Education of the Gifted 37

Falls Church City Public Schools

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 if the division has elected to establish a committee. Through its school-community relations programs, the School Board will encourage the community to take an active interest in the schools and participate in planning activities; to place a high priority on education and make funds available for an educational system that supports learning for all children; and to establish partnerships with the schools to enhance learning opportunities. Schoolcommunity relations are essential to securing public input and public support for educational programs. (Policy 5.1) All citizens of the school division community will be encouraged to express ideas, concerns, and judgments about the schools to the school administration and to the School Board. Residents who are particularly qualified because of interest, training, or experience will be encouraged to assume an active role in school affairs. From time to time such persons may be invited by the School Board to serve on advisory committees or to assume some other position of service to assist the School Board in maintaining a high quality of education for its students. The School Board and the administration will give due consideration to the advice they receive from individuals and community groups interested in the schools, especially those individuals and groups they have invited to advise them regarding specific concerns, but will use their best judgment in arriving at decisions. (Policy 5.13) CITIZENS' ADVISORY COMMITTEES A. Generally The School Board will appoint citizens' advisory committees mandated by Virginia law and regulations of the State Board of Education and when the School Board determines such groups may usefully provide advice for the school division. The School Board may establish additional committees, on a permanent or an ad hoc basis, as needed. The School Board will maintain a liaison with each advisory committee. B. Purpose of School Board Citizens' Advisory Committees & Coordination with the School Board Strategic Plan These committees are established to study in detail issues of importance to the School Board. On an annual basis, the School Board will give direction for tasks to be accomplished each school year so that the advisory committee’s work will be Local Plan for the Education of the Gifted 38

Falls Church City Public Schools coordinated with the School Board’s strategic plan. Their advisory role includes the presentation of an annual report to the Board, with updates as deemed necessary, to inform School Board members on the relevant issues. The committees will also fulfill any state requirement for advisory committees such as for Special Education, Gifted Education, Family Life Education, School Health and Career and Technology Education. Advisory committees may publish their meeting minutes on the schools’ Web site, make recommendations about other information to place on the site and otherwise assist in disseminating information about their work to the public, consistent with rules governing confidentiality. The advisory committees’ work and recommendations are important to the School Board’s strategic mission, but findings and recommendations are advisory. The committees cannot exercise functions legally within the jurisdiction of the Board or the administration, including decisions to implement recommendations. The committees cannot exercise supervision over any employee of the Board and may not place significant demands on staff (or staff members of committees) to perform work. Such requests for work to be done by staff members must be brought to the School Board by the committee liaison and must be reviewed by the Superintendent. Work which does not place a significant demand for additional time, such as distributing information already available, is not included in this restriction. If an advisory committee receives a complaint about personnel, the committee will refer individuals raising such personnel matters to Policies 8.12, Complaints about Employees, and 5.4 Complaints from the Public. C. Membership of School Board Advisory Committees Criteria for selection: Committee members should be interested in the welfare of the schools generally, should have particular knowledge or expertise or be particularly interested in the committee’s area of concentration, and be willing to give the time and effort required by committee membership. When selecting among candidates for committee membership, the School Board will look to create a committee membership as a whole that is as representative as possible of the community served by the Board. In addition, the Board will look to create a strong base of expertise in the area of focus for each committee. Committee members are expected to focus on their areas of interest by looking at how the programs affect the student population as a whole, not by focusing on the particular impact of such programs on individual children. Residency: There will be a preference to appoint City of Falls Church residents to positions on advisory committees. However, the School Board may consider filling a position with a non-resident if: (1) there are no applicants who are City of Falls Church residents, or (2) there are applicants who have particular abilities/expertise or Local Plan for the Education of the Gifted 39

Falls Church City Public Schools connections to the Falls Church community which would be valuable to the committee's work or needed to ensure membership qualifications required for the committee, even though they are not Falls Church City residents. D. Duties of the School Board Liaison The liaison to School Board advisory committees will serve as a link between the committees and the Board. The liaison is not a voting member of the advisory committee, and can make no commitment for the School Board as a whole. The liaison will keep abreast of issues facing the advisory committee. The liaison will make good faith efforts to attend the regularly scheduled meeting of the advisory committee. If the liaison is unable to attend, the Board member should notify the Committee Chair or staff liaison prior to the meeting and should follow-up after the meeting concerning the business transacted. By the end of August of each year an annual election of the advisory committee chairman will be held. The liaison will preside over the election of the advisory committee chairman. The chairman will serve until his or her successor is elected. During the year if the chairman resigns or his/her term has expired, the School Board liaison will serve as the chairman until the successor is elected. The election of the successor will be held at the next meeting of the committee. E. Applications, Appointments, and Resignations Applications: For new members: interested persons may contact the Deputy Clerk of the School Board to obtain an application, information about advisory committees and vacancies. Completed applications should be returned to the Deputy Clerk of the Board. The School Board encourages staff to suggest individuals whose expertise would contribute to the membership of committees. For current members whose terms are expiring: The Vice- Chair of the School Board will conduct and coordinate the centralized recruitment effort for advisory committee members with the administrative support of the Deputy Clerk of the School Board. The Deputy Clerk will regularly notify the Board of committee terms which are expiring in the spring. No later than early April, the School Board liaison for the committee will consult with the committee chair and then will contact those members whose terms are expiring to determine their interest in continuing to serve on the committee. The Board liaison will report the results of the contacts to the Vice-Chair. Appointments: All applicants for non-staff positions on advisory committees will be interviewed by a team of two School Board members including the ViceLocal Plan for the Education of the Gifted 40

Falls Church City Public Schools Chairman of the Board and the current School Board liaison to the committee. Interviews will be conducted using a standard protocol in order to determine comparable information for all applicants. The team of School Board members will provide the applications and interview information for all applicants, along with their appointment recommendations to the Superintendent for inclusion in the School Board packet for the meeting at which appointments are scheduled to be made. The School Board will review all the information and will vote on the appointment. After the School Board action, all applicants, appointed and not appointed, will be notified by letter from the School Board Chairman. Copies of the letters will be sent to the liaison and the Committee Chair. Newly appointed and reappointed members will be invited to participate in taking an oath of office at a regular school board meeting. Applications will be kept on file for a year. Candidates who have previously applied may reactivate their applications for consideration for new vacancies by contacting the Deputy Clerk. The Superintendent will ensure that newly appointed advisory committee members are provided an orientation and given the descriptions of the duties of the committee, the names of members, and copies of any applicable School Board or State policies and regulations. Vacancies & Resignations: Vacancies in the regular order (as when a member indicates no interest in continuing to serve as a committee member) will be filled in the late spring for terms beginning July 1. Vacancies on committees will be advertised in April for June appointments and in September for November appointments. Deadlines and procedures for applications will be publicized. Resignations by committee members should be made in writing to the School Board. After the Board has received the resignations, the vacancy will be advertised. Committee members will notify the committee chairman if they move out of the City of Falls Church. If a Falls Church City resident advisory committee member moves from the City, his or her committee membership automatically terminates, and the School Board will act to fill the unexpired term, unless the School Board acts under its authority to appoint non-residents.

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Falls Church City Public Schools F. Duties of the Committee Chair The chair will be selected from among the non-staff members of the committee. The chairs will prepare agendas for regular committee meetings in consultation with staff liaisons and School Board liaisons. The chairs of the advisory committees will notify the School Board liaisons of the scheduled meetings, keep them informed of the status of the committee's work, and consult with them concerning any questions or concerns about the functioning of the committee. The chair of each advisory committee shall present an annual written report of one or two pages and an oral report of approximately five minutes to the School Board according to a schedule established by the Superintendent. This schedule will be distributed annually to committee chairs and School Board liaisons. G. Operations, Quorum, Attendance and Alternate Members Advisory committees will operate as public bodies. Each advisory committee must have a quorum, a simple majority of the members Who are currently appointed, present to take official action on business. Committees can meet and discuss matters in the absence of a quorum. Annual reports should be prepared by the non-staff members of a committee and approved by official action of the committee. All committee members are expected to attend the meetings of their committee. If a member misses two consecutive meetings without advance explanation, the chairman may determine how to manage the impact of absences on the committee’s work. It is within the chairman’s discretion whether to report the absences to the School Board and request the School Board to declare the seat vacant and appoint a replacement, giving priority consideration to the alternate. The chair may also consider absences as a factor in considering a recommendation for reappointment of a member. To ensure that committees have sufficient members to conduct their business, the School Board may appoint an individual to serve as an alternate member to a particular committee. The appointment of an alternate member will be in addition to any required numbers of members, and will not increase the quorum requirements for the committee. The appointment shall be for the same length of service as a regular member. The alternate member may take the place of any regular member who is absent or disqualified, in hearing and determining any matter before the committee.

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Falls Church City Public Schools H. Administrative support for advisory committees: The School Board, in the annual budget, will provide administrative support for advisory committees in the form of an individual responsible for taking and maintaining minutes of the committee actions, for compliance with the public meeting notice requirements, and for posting of approved information for the advisory committee on the school division website. Administrative support will be equitably allocated among the advisory committees. The school division website will be available for posting of information about the advisory committees including their agendas, minutes and reports. Control and responsibility for posting content remain with the school division. Gifted and Talented Advisory Committee a.

Responsibilities:  To aid the Superintendent and School Board in matters pertaining to the education and identification of gifted and talented students in the school system; and  To review annually the adopted Plan for Instruction for Gifted and Talented Students, and review the extent to which the plan for the previous year was implemented, and make recommendations for amendment to the plan.

b. Appointment Month: May and June c. Term: July 1 through June 30 for three years d. Composition: Eight members reflecting the ethnic and geographical composition of the school division, including:  Seven community members; and  One student Composition of Local Advisory Committee (LAC) Gifted Advisory Committee Members:  James Weatherly, Chair  Constance Hipolit (community)  Carolyn Bruce (parent)  Janet Kahn (parent)  Kim Martin (parent)  Shilpa Satoskar (parent)  Komal Bazaz Smith (parent)  

Blaise Sevier, Grade 12 (Student Liaison) Michael Ankuma (School Board Liaison) Local Plan for the Education of the Gifted 43

Falls Church City Public Schools Staff Representatives:  Lisa High, Assistant Superintendent  Jeanne Seabridge, Director of Teaching, Learning, & Achievement  Candice Davis, Curriculum Innovation and Personnel Specialist II  Kelly Brown, IB Coordinator & GMHS GT Specialist  Pam Wilkie, MEH GT Specialist  Heidi Lang, TJES GT Specialist  Beth Green, MDES GT Specialist Categories Parents Teachers Administrators Support Staff Community Students

Number Represented 6 4 2 1 1 1

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Falls Church City Public Schools

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

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Falls Church City Public Schools

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Falls Church City Public Schools

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