• Gifted Education
  • Screening Processes
  • FAQs
  • Resources

Gifted Education Program Philosophy

Vision Statement: In 2012, we envision that every Chesterfield school will be a thriving, dynamic and inspiring educational environment that produces self-directed learners and stimulates citizens of all ages to trust in, invest in, and benefit from public education.

Mission Statement: The mission of Chesterfield County Public Schools is to work in partnership with students, families and the community to ensure that each student acquires the knowledge, skills and core values necessary to achieve personal success and to enrich the community.

As part of the vision and mission of Chesterfield County Public Schools, the Gifted Education Program recognizes and identifies diverse gifted learners and provides a comprehensive program that

  • Provides an appropriately differentiated instructional program responsive to student ability and learning needs
  • Assists students in achieving maximum use of potential to achieve personal success
  • Provides a continuum of program service options
  • Addresses the social and emotional needs of diverse gifted students
  • Supports an educational environment that challenges gifted learners and enables students to perform at levels of excellence
  • Facilitates the development of self-directed learners

In accordance with the guidelines established by the Virginia Department of Education, exemplary program standards for gifted learners will be achieved through the collaborative efforts of the school division, students, parents, and community.

Gifted Education Advisory Committee
Proposed Revised Regulations Governing Educational Services for Gifted Students

Program Design
Chesterfield County Public Schools provides a continuum of services in specific areas of aptitude for gifted students from kindergarten through grade twelve. Students in grades K-2, who are eligible for services in English and/or mathematics, receive in-class differentiation in the area(s) identified. An Instructional Consultant provides resource materials and collaborative services to the classroom teacher to enhance student learning.

In grades 3-5, gifted students are identified in the areas of English and/or mathematics. The option for school-based or center-based placement is determined by an assessment of the student's needs as demonstrated on the Student Profile. Gifted students in the school-based program are cluster grouped and receive in-class differentiation in the area(s) identified. The center-based program provides comprehensive services for students who demonstrate exceptional ability and performance.

Gifted students in grades 6-8 are identified in the areas of English, mathematics, science, and/or history and social studies. The option for school-based or center-based placement is determined by an assessment of the student's needs as demonstrated on the Student Profile. School-based programs provide curriculum differentiation to cluster groups of students within the Honors program in each identified area. The center-based program provides comprehensive services for students who demonstrate exceptional ability and performance in multiple academic areas.

The high school Honors program in English, mathematics, science, and history/social sciences provides rigorous curriculum experiences for gifted students in grades 9-12. Additional offerings include Advanced Placement courses and dual enrollment opportunities. Regional programs and specialty centers provide comprehensive services for students with high ability and interest in specific areas.

The high school options include:
Center for the Arts, Thomas Dale High
Center for Learning and Teaching Through Technology, Matoaca High
Center for Mass Communication, Manchester High
Maggie L. Walker Governor's School for Government and International Studies, Richmond
Appomattox Regional Governor's School for the Arts and Technology, Petersburg
Mathematics and Science High School, Clover Hill High
Center for the Humanities, Monacan High
International Baccalaureate Program, Meadowbrook High and Midlothian High
Center for Pre-Engineering Studies, L.C. Bird High
Center for Coordinated Studies, Fulghum Center
Spanish Immersion, Manchester High
Center for Leadership and International Relations, James River High

ADVISORY COMMITTEE
The Gifted Education Advisory Committee is appointed by the school board governing Chesterfield County Public Schools. Selection of members is based upon a balanced representation of parents, professional staff, and community members from each of the five magisterial districts. Committee members are appointed in May of each year and serve a three-year term. Each year, the committee produces a Report to the Superintendent and School Board.

 

Gifted Education Dept.
Instructional Division Center
Chesterfield County Public Schools
IDC 594-1767
600 Southlake Blvd., Suite 800
Richmond, VA 23236

Screening, Identification, and Placement Processes


*Nomination Deadline for 5th Grade Students is October 15
*Nomination Deadline for 2nd-4th and 6th-12th is January 15
*Nomination Deadline for K-1 is March 15

The identification process begins with a pool of candidates being referred to the Gifted Education Identification and Placement committee in the school. A pool of potential candidates is created by the following means

· Referral by
- Parent or community member
- Student through self-nomination or peer nomination
- Professional staff

· Review of standardized achievement test scores by the building principal or designee

· Surveys - Teachers utilize a behavioral checklist of gifted characteristics to identify students for referral. The descriptors are multicultural to assist in recognizing students from under-represented populations.

· Transfer Students - any student who has been identified as eligible for gifted education services in another school division shall be referred for assessment.

Gifted Education Coordinators at each school receive cultural sensitivity training that promotes awareness of and sensitivity to cultural factors that influence the referral and assessment of potential gifted students.

Referral forms are available in all schools/guidance departments. Referrals are ongoing. No single instrument, score, or criterion is used to exclude or include a child for eligibility. Students are determined eligible for gifted education services through the assessment of student products, record of observation of in-class behaviors, behavioral characteristics rating scales, individual interviews, individual or group aptitude test(s), individual or group achievement test(s), record of previous grades, individual valid measures such as case study reports concerning exceptional populations and/or appropriate data from other school divisions.

A minimum of five members serves on the standing Identification/Placement Committee in each school. This committee reviews information on all referrals and determines if the student should be recommended for assessment or monitored for future referral. A Student Profile is compiled for each student recommended for assessment. The Committee examines all criteria on the Student Profile, determines eligibility, and appropriate service option(s).

Appeals

Parents/guardians who have initial questions regarding the Identification and Placement Committee eligibility decision shall contact the building principal or designee. The parent/guardian may submit a written request of the appeal to the principal within 10 instructional days from receipt of the committee's decision. The written request of appeal should include specific concerns related to the eligibility decision that the parent/guardian would like to have considered in the review. The principal will refer the appeal to the Instructional Specialist for Gifted Education and the division's Appeals Committee.

The division's Appeals Committee, appointed by the Instructional Specialist for Gifted Education, is comprised of at least five members who were not involved in the student's eligibility decision. The members represent the following categories:

  • principals
  • assistant principals
  • guidance counselors
  • psychologists
  • Gifted Education Department staff members

The committee reviews all information used in determining student eligibility. Appeals are heard within 20 instructional days from the receipt of the written request. Parents/guardians receive written notification within 7 instructional days of the committee's decision.

  • Due to the nature of program services, specific assessments approved by the Appeals Committee may be considered for additional review, including certain standardized norm-referenced test data. During the appeals process, aptitude and achievements measures from outside the school division may be considered if administered, interpreted and submitted by a qualified licensed psychologist.

Gifted Education Resources for Parents

Associations for Gifted Education
Gifted Education Awards and Scholarships

Journals and Periodicals for Parents and Educators of Gifted Children

Selected Readings for Parents of Gifted Children

Learning About Giftedness
Betts, G. & Kercher, J. (2000). Autonomous learner model (rev.). Greeley, CO: Alps Publishing.

Castellano, J. A., & Diaz, E. I. (2002). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Boston: Allyn and Bacon.

Clark, B. (2001). Growing up gifted: Developing the potential of children at home and at school (6th Edition). New York: Prentice Hall.

Colangelo, N. & Davis, G. (Eds.) (2003). Handbook of gifted education (3rd ed.). New York: Allyn & Bacon.

Esquivel, G. B., & Houtz, J. C. (Eds.) (2000). Creativity and giftedness in culturally diverse students. Cresskill, NJ: Hampton.

Ford, D.Y., Harris, J.J. (1999). Multicultural gifted education. New York: Teachers College Press.

Galbraith, J. Gifted kids survival guides. Minneapolis: Free Spirit Publishing.

Goertzel, V., Goertzel, M.G., Goertzel, T.G. & Hansen, A.M.W. (2004). Cradles of eminence: Childhoods of more than four hundred famous men and women, 2nd edition. Scottsdale: Great Potential Press.

Kerr, B. (1997). Smart girls - revised edition: A new psychology of girls, women and giftedness. Scottsdale: Gifted Psychology Press.

Kerr, B. and Cohn, S. (2001). Smart boys: Talent, manhood & the search for meaning. Scottsdale: Great Potential Press.

Piirto, J. (2004). Understanding those who create, 3rd edition. Scottsdale: Great Potential Press.

Roeper, A. (1995). Annemarie Roeper - selected writings and speeches. Minneapolis: Free Spirit.

Watts, J. (1989). In search of perspective. Scottsdale: Great Potential Press.
Social and Emotional Issues
Adderholdt-Elliot, M., Goldberg, J. (1999). Perfectionism - what's bad about being too good? (rev. ed.). Minneapolis: Free Spirit Publishing.

Cohen, C. (2000). Raise your child's social IQ: Stepping stones to people skills for kids. Silverspring MD: Advantage books.

Delisle, J., & Galbraith, J. (2002). When gifted kids don't have all the answers: How to meet their social and emotional needs. Minneapolis: Free Spirit Publishing.

Cohen, L. M., & Frydenberg, E. (1996). Coping for capable kids: Strategies for parents teachers and students. Waco, TX: Prufrock Press.

Duke, M.P., Nowicki. S., Martin, E.A. (1996). Teaching your child the language of social success. Atlanta: Peachtree.

Frankel, F. (1996). Good friends are hard to find: Help your child find, make and keep friends. Los Angeles: Perspective Publishing.

Greenspon, Thomas (2002). Freeing our families from perfectionism. Minneapolis: Free Spirit Publishing.

Halsted, J. W. (2001). Some of my best friends are books: Guiding gifted readers from preschool to high school, 2nd edition. Scottsdale: Great Potential Press.

Hipp, E. (1999). Fighting invisible tigers: A stress management guide for teens. (rev.) Minneapolis: Free Spirit Publishing.

Neihart, M. Reis, S.M., Robinson, N.M., & Moon, S. M. (Eds.). (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.

Kerr, B. (1997). Smart girls - revised edition: a new psychology of girls, women and giftedness. Scottsdale: Great Potential Press.

Kerr, B. and Cohn, S. (2001). Smart boys: Talent, manhood & the search for meaning. Scottsdale: Great Potential Press.

Little, J. (1990). Hey world here I am. New York: Harper.

Smutny, J. (2002). Underserved gifted populations: Responding to their needs and abilities (perspectives on creativity research). New Jersey: Hampton Press.

Smutny, J. (1998). The young gifted child: Potential and promise - an anthology (perspectives on creativity). New Jersey: Hampton Press.

Webb, J.T., Meckstroth, E.A., Tolan, S.S. (1982). Guiding the gifted child: A practical source for parents and teachers. Scottsdale: Great Potential Press.

Journals and Periodicals for Parents and Educators of Gifted Children

Creative Kids, a magazine for students. Prufrock Press, 800.998.2208; www.prufrock.com
Gifted and Talented International.The journal of the World Council for Gifted and Talented children is a peer-reviewed journal published twice a year. The journal publishes manuscripts that are based on research in the field of gifted education, including intervention studies of classroom practice, methods employed in the education of gifted students, and cross-cultural studies on topics of interest to the field. For information, contact Joyce VanTassel-Baska, Editor, c/o Center for Gifted Education, College of William and Mary, PO Box 8705, Williamsburg, VA 23185-8705

Gifted Child Quarterly is the official publication of the National Association for Gifted Children (NAGC). It contains articles of interest to professionals and those with some reading experience in the field of gifted education. The journal also publishes quantitative or qualitative research studies as well as manuscripts which explore policy and policy implications. Prufrock Press, 800.998.2208; www.prufrock.com

Gifted Child Today (G/C/T)offers educators practical and timely information about motivating and educating talented learners. It avoids jargon and provides useful classroom projects written by educators who work with gifted, creative, and talented children. Prufrock Press, 800.998.2208; www.prufrock.com

Gifted Education Communicator, published quarterly by the California Association for the Gifted (CAG), geared for all parents and educators of the gifted; available with or without CAG membership. CAG, 15141 E. Whittier Blvd., Suite 510, Whittier, CA 90603, 562.789.9933; e-mail: CAGOffice1@aol.com; www.CAGifted.org

Gifted Education International, published three times a year for the international community. For information, contact Belle Wallace, Editor, c/o A B Academic Publishers, PO Box 42, Bicester, Oxon, OX6 7NW, England

Gifted Education Press Quarterly uses a newsletter format to provide articles on unusual topics in gifted education. For subscription information, contact Maurice Fisher, www.cais.com/gep/.
Imagine. A periodical for middle and high school students who want to take control of their learning and get the most out of their precollege years. Published five times a year by Johns Hopkins University's Center for Talented Youth. www.jhu.edu/gifted/imagine/

Journal for the Education of the Gifted (JEG) is the official publication of The Association for the Gifted (TAG), and is committed to the analysis and communication of knowledge and research in the field of gifted education. It is aimed at the experienced reader of the literature. Prufrock Press, 800.998.2208; www.prufrock.com.

The Journal of Secondary Gifted Education (JSGE) offers education professionals a mixture of innovative theory and research focused on adolescents. It is designed especially for professionals interested in secondary and post-secondary programs for gifted and talented children. Prufrock Press, 800.998.2208; www.prufrock.com.

Parenting for High Potential
is NAGC's quarterly magazine designed for parents. Each issue includes special features, expert advice columns, software and book reviews, ideas from parents, and a pull-out children's section. Prufrock Press, 800.998.2208; www.prufrock.com.

Roeper Review, published quarterly, focuses on current research and issues that relate to the lives and experiences of gifted children. For educators, counselors, and parents who have had some experience in reading in the field. www.roeperreview.org/.

Understanding Our Gifted, published quarterly, addresses the intellectual, social, and emotional needs of gifted youth through regular columns and feature articles. Provides practical information on current issues in a clear, interesting writing style. Open Space Communications, Inc., 800.494.6178; www.openspacecomm.com.

Associations for Gifted Education
Virginia Association for the Gifted (VAG) is a statewide organization of parents, educators, and community leaders that advocates appropriate instruction for all gifted learners.

Virginia Association for the Gifted
P.O. Box 26212
Richmond, VA 23260-6212
http://www.vagifted.org

National Association for Gifted Children (NAGC) is a not-for-profit organization of parents, teachers, educators, other professionals, and community leaders who unite to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be able to develop their potential with appropriate educational experiences.

National Association for Gifted Children
1707 L Street, NW Suite 550
Washington, D.C. 20036
http://www.nagc.org

Other Resources

BRIGHT vs. GIFTED Information Chart

Frequently Asked Questions of the National Association for Gifted Children