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27 Aug 2010

 



 

Gloucester County Public Schools Mission Statement

The Gloucester County Public Schools will provide a safe environment in which all students have the right to learn. Through the process of continuous improvement in achievement, Gloucester County Public Schools will assist and expect students to acquire knowledge and skills to become literate, contributing citizens in a democracy.

Consistent with the standards of accreditation, programs and strategies should address:

  • Diverse needs of all learners, including at-risk, average, disabled, gifted, and minority populations.
     

GCPS Division Statement of Philosophy for Education of the Gifted   

Students need curricula and instructional strategies designed to enhance the quality of their own lives and to help them make significant contributions to society. Gloucester County Public Schools will provide appropriately differentiated educational services in accordance with the abilities and aptitudes of identified students from kindergarten to graduation. Identified students will be provided with opportunities to think abstractly, work at various rates and levels of complexity, and pursue tasks independently while learning with others of like abilities and interests, as well as developing social and academic relationships with students of all abilities and interests.

In accordance with state regulations, the Office of Gifted Education Services is governed by our Local Plan for the Education of the Gifted. The current Local Plan is for the 2010-2015 time period.
 

Gifted Education Services Model

Gifted Education services are provided to eligible students in public elementary and secondary schools, K-12.  Using a philosophy of talent development, students are served with a focus on student strengths and aptitudes.  Services are provided within the context of their daily classes and as part of the integrated school day.

In accordance with state regulations, students are identified for gifted education services in two areas:

 General Intellectual Aptitude (GIA): 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 beyond their age-level peers.

 Specific Academic Aptitude (SAA):  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 beyond their age-level peers in selected academic areas. Specific academic areas include English, history and social science, mathematics, or science.

Gloucester County Public Schools cluster groups students identified for gifted services in General Intellectual Aptitude and Specific Academic Aptitude within schools based on a variety of assessment data. Students identified in the area of General Intellectual Aptitude are clustered by grade level at the elementary level and by content area at the middle school level. Students identified in the area of Specific Academic Aptitude are clustered in the corresponding academic area at the elementary, middle, and high school level.

At the secondary level, identified students in GIA or SAA are encouraged to select Advanced Placement classes, dual enrollment classes, Honors classes, or to apply to Chesapeake Bay Governorís School or New Horizons Governorís School.
 

Differentiated Instruction for High-Ability Learners

The Virginia Standards of Learning define the core curriculum for all students. Classroom teachers develop differentiated instructional options for identified students in their classrooms based on the core curriculum.  Differentiation will be based on student strengths and shall include accelerated instruction, advanced content, in-depth study, complexity of process, critical inquiry, problem-based learning, and divergent products. The implementation of the differentiated instruction will be monitored and evaluated for effectiveness by the building administrator and/or Instructional Services staff members.

The framework of differentiated instruction described by Tomlinson (1999) provides the foundation for instruction for students identified for gifted services.  Instructional strategies will be selected primarily based on student readiness, learning profile, and interest. Teachers are expected to use the following:

  • Curriculum compacting as a means of moving students through skills and content previously mastered. Students will then be provided with opportunities of enrichment and/or acceleration related to the content area
  • Pre-assessment of content and skills to determine student readiness and level of appropriate instruction
  • Appropriate subject and grade-level acceleration based on end-of-year assessments, end of unit assessments, benchmark assessments, and well-constructed teacher-made assessments
  • Tiered instruction that provide for grade-level and above-grade level assignments
  • Use of advanced reading materials in all subject areas, appropriate to the studentís reading ability and achievement level and which offer challenging and complex concepts
  • Original, in-depth, content-based independent study that allows students to develop knowledge and skills in areas of interest or ability; these options shall be offered in relation to content-area courses
  • Flexible grouping within classes and content areas

Assessment is used to match identified students with appropriate curriculum and instruction services.

  •  Student work will be assessed using rubrics, peer-evaluation, self-evaluation,  checklists, content mastery, benchmark assessments, and end-of-course assessments

  •  Progress of students will be monitored and progress will be reported during the year to parents/guardians.
     

Elementary Services:  Appropriate differentiation in the areas of strength (i.e., language arts, mathematics, or all core content areas).

  • Opportunities for advanced or accelerated studies, as appropriate.

  • Semester reports provide documentation of services.

Middle School Services:  Appropriate differentiation in the areas of strength (i.e., language arts, mathematics, or all core content areas).

  • Opportunities for advanced and accelerated studies, as appropriate, especially in mathematics and language arts.

  • Semester reports provide documentation of services.

High School Services:  Students at the high school level are served through various options.

  • Opportunities for advanced and accelerated studies, as appropriate, especially in mathematics and language arts, including Honors, Dual-Enrollment, and Advanced Placement.

  • Two Academic Year Governorís School Programs: Governorís School for Science Technology at New Horizons and Chesapeake Bay Governorís School.

  • Student progress is reported through the studentís report card.

  • Opportunities to work with teachers, administrators, and guidance counselors for career/college planning.
     

Gifted Services Grade Level Contacts

Our network of Gifted Services Grade Level Contacts consists of GCPS teachers who have received high levels of training in gifted education, with the majority holding an endorsement in gifted education through the Virginia Department of Education. There is one grade level contact at each elementary school and two per grade level at each middle school.


Advanced Academic Services

Advanced Placement, Dual Enrollment, Honors Classes, Academic and Summer Governorís School are available to students in Grades 9-12. Visit the link provided for more information on the Governorís School programs or download this brochure.

The Middle Peninsula Summer Regional Governorís School is available to students in Grades 4-7 as of the spring application deadline.

All students are considered for placement in accelerated math courses beginning in 6th grade and all students participate in World Geography in 8th grade. All students may also elect to take a Foreign Language course in the 8th grade.

In the 2007-2008 academic year, Page and Peasley middle schools began implementing the William and Mary Language Arts Curriculum for High-Ability Learners, Grades 6-8, as a core framework for advanced middle-school Language Arts. These units comprise a research-based, high-level curriculum for all student populations with a focus on literary analysis, literary interpretation, and persuasive writing. Due to the rigorous reading and writing incorporated in these instructional units, careful consideration of student strengths and readiness will be used to match students with this curriculum option.


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