Advanced Academics & Talent Development Frequently Asked Questions (FAQ)

1. APS uses the collaborative cluster model to meet the needs of gifted learners. In this model, students who are identified as gifted in a content area are grouped with at least 10 (per School Board Policy I-8.1) other students identified in this same area with a teacher who has earned at least 40 hours of training in gifted education and/or has an endorsement in gifted education (per School Board G-2.14 PIP 9).  Each school has one Advanced Academic Coach (AAC) who supports this model. For more detailed information, please see the 2022-2027 APS Gifted Services Local Plan approved by the Superintendent and the School Board.

Previously, APS used the pull-out model for gifted services which means students who were identified as gifted would be taken out of the classroom for a 30-45 minute period each week for instruction with the resource teacher for the gifted.  We know students who are identified as gifted need challenge all day, every day and not just for this small amount of time each week. Also, each school has one resource teacher for the gifted who services multiple grade levels:  K-5 (elementary), 6-8 (middle), and high (9-12). The collaborative cluster model uses the resource teacher for the gifted as an instructional coach working with the cluster teacher for ongoing planning so that daily differentiated instruction is achieved.

The cluster teacher is the primary deliverer of gifted service within this model.  Each school has one AAC who supports cluster teachers on a weekly basis with modeling,  planning, and at times co-teaching and delivering differentiated instruction.

Each school has a consistent Canvas Gifted Services template for administrators and staff with resources to support the collaboration between the AAC and the school staff.  The template also offers multiple professional learning opportunities such as ways to extend content using curricular resources written for gifted learners and understanding the needs of diverse gifted students and how to advocate for students who show potential.

Visit the main Gifted Services page and scroll down to the AAC section.

In a collaborative cluster model, each school’s AAC works collaboratively with each grade levels cluster teachers to provide comprehensive services to gifted learners.  Please visit Expectations for AACs and Cluster Teachers to see more specifics. In addition the K-5 AAC group contributes lessons using resources written for gifted learners for all teachers to use to extend standards and challenge and engage all learners.  This Elementary Gifted Services Canvas course is linked to the Elementary Canvas Template in the Teacher Resources section for all teachers.

In a collaborative cluster model, each school’s AAC works collaboratively with each grade levels cluster and/or intensified teachers to provide comprehensive services to gifted learners.  Please visit Expectations for AACs and Cluster Intensified Middle School to see more specifics.

In a collaborative cluster model, each school’s AAC works collaboratively with intensified/AP/IB teachers to provide comprehensive services to gifted learners.  Please visit Expectations for AACs Intensified/AP/IB Teachers to see more specifics.  In addition, HS AACs manage the school based application process for the Summer Residential Governor’s School and participate in countywide events to support VPA auditions and the selection of students representing APS at the state level.

This will depend on the number of clusters teachers the AAC works with on a weekly basis. The more clusters teachers at each grade level, the less time the AAC will have to support additional teachers. When available, AACs attend collaborative learning team meetings to share and/or model critical and creative thinking strategies to challenge and engage all learners using the APS Critical and Creative Thinking Framework.

Our model for delivery gifted services is a collaborative cluster model as outlined in our 2022-2027 APS Gifted Services Local Plan. We know that gifted learners need a comprehensive approach to services throughout the instructional day and not just one or two lessons a week. Each school has one Advanced Academic Coach (AAC) to support all subject areas in multiple grade levels and they each manage the screening and identification process.

Gifted Services created a professional learning cycle to support school-based ongoing professional learning for teachers. It is flexible in nature and supports personalized learning for teachers. In collaboration with the AAC, the learning cycle can be implemented with one teacher, a small group and/or large group of committed professionals. In addition, there are multiple online webinars and self-paced sessions in which teachers can access at any time. APS staff can access these trainings on the APS intranet.

Per VDOE gifted regulations 8 VAC 20-40-40, students can be referred for gifted services in grades K-12. Families and/or staff members may initiate the screening process by submitting a referral form to the AAC or principal. After a referral is received, an ability assessment is scheduled and is a mandatory part of the screening process.

The VDOE outlines gifted regulations (8 VAC20-40-40) school systems must follow require an ability assessment as part of the screening and identification process.

This process is outlined in the Eligibility section.

Students may be screened for gifted services once a year. Screening typically happens in the spring of each year with a referral deadline of April 1. (If this deadline falls during spring break, referrals will be accepted on the first day back from break.)

You may submit the referral form electronically to your school’s resource teacher for the gifted and/or your school’s principal. If your child went through the screening process last spring, they are eligible to go through the screening process again in the next year’s spring screening cycle.

Students do not have to be identified as gifted to have their academic and social emotional needs met. Every teacher in APS is charged with differentiation of instruction for all their learners. Teachers use ongoing assessments to plan lessons based on student readiness and interests. The AAC is a support in the building in terms of planning with teachers to meet the needs of advanced learners and to give all students opportunities for challenging and engaging lessons.

As part of the Military Interstate Children’s Compact Commission (MIC3), if your child was identified as gifted in another school district, please share this documentation with the registrar at the school.  The principal, AAC, and the Supervisor of Advanced Academics & Talent Development will review the documentation to find the best match between services from your prior district and what APS offers.

Students who are new to APS and who have been previously identified for gifted services will be eligible for the same level of service as outlined by the previous school district. In this situation, it is not necessary to go through the screening process. Parents/Guardians are asked to share the previous record of gifted services and/or previous record of eligibility for gifted services with the school registrar and/or the Advanced Academic Coach (AAC) and/or the Principal.  Upon receiving this information, your child will then be clustered in their area of identification and begin receiving gifted services.

New to APS students may be screened in the fall for gifted services.  To begin this process, please submit a referral form to the resource teacher for the gifted and/or principal. Please note:  our screening process includes multiple data points to include behaviors and characteristics of diverse learners observed by the school.  It is important to give school personnel time to get to know your child’s strengths and interests.  For this reason, the Virginia Department of Education guidelines gives schools 90 school days to process a new referral.

The Gifted Services Office and AACs focus on talent development for all learners especially Young Scholars.  With a talent development mindset, school teams are talent scouts rather than deficit detectives offering ongoing and frequent opportunities for all learners to engage in engaging, critical and creative thinking lessons while offering appropriate support.

Yes, in APS we are looking for potential ability in learners rather than focusing on different achievement levels.

Effective Practices for Identifying and Serving English Learners in Gifted Education: A Systematic Review of the Literature 

• Acquire the new language at a faster than typical rate,
• Demonstrate an ability to code switch or translate at an advanced level,
• Show aptitude for negotiating between cultures,
• Display inventive leadership and/or imaginative qualities,
• Read significantly beyond grade level in the heritage language,
• Effectively assume adult responsibilities at a young age,
• Exhibit notable street smarts and/or rapid integration into American culture, or
• Problem-solve in creative, nonconforming ways*All of these characteristics are part of our Gifted Behavior Commentary document as way to inclusively identify ELs for gifted services.

Yes, student can be identified as gifted and can have a IEP and/or a 504 plan. Both services are important and one should not be seen as more important than the other. In APS, we focus on the strengths each student has and put accommodations in place to support learning needs. There is also an emphasis on developing resiliency and advocacy.

What the Teacher Might See and What the Parent Might See

Beyond the Neuropsychological Evaluation: Finding the Right Professionals to Support Your 2e Child’s NeedsTwice Exceptionality:  The Road Less Traveled 

A multi-pronged approach should focus on their intellectual, physical, and social/emotional environments.

The NAGC Parent TIP sheets suggest ways to support your child at home.