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Newport News Public Schools
o Individual work with the school counselor or other school personnel
o Adaptation of expectations to meet the student's needs while maintaining program
standards
o The plan of action must incorporate a time for a follow-up conference and specify
educational goals. Throughout the interim period, teachers are obligated to keep families
informed weekly about the student's progress.
● At the follow-up conference, teachers, school personnel, and the Supervisor of Gifted Services
will convene to review the student's progress and determine the next course of action.
● If a change of placement is imminent, families will receive notification via a letter from the
Supervisor of Gifted Services, including details about the appeals process. Families will be
informed of any change in placement within 45 working days of the decision.
● Families retain the right to request a change in any placement at any time through a written letter.
Upon receiving the request, the Supervisor of Gifted Services will initiate the necessary steps to
transition the student. Any change in placement will be implemented within 5 working days of
the parental request.
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. Families/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.
General Intellectual Aptitude
• Students in grades K-1 will participate in the Explorers Talent Development
Program (K-1). The Explorers Talent Development Program (K-1), includes
push-in/pull-out sessions or whole-class lessons focused on higher-level thinking
skills, enriching the learning experience as part of the Talent Development
Program. Teachers will then collaborate with kindergarten and first grade teachers
to identify students who demonstrate gifted characteristics, higher level thinking
and problem-solving skills. These students will create a pool of potential students
for referral in first grade for gifted assessment for the Expedition Program
beginning in second grade. The goal of the Explorers Talent Development
Program (K-1) is developing a talent pipeline for the second grade program.
• Students in grade 2 may participate in the Expedition Program (2nd grade). In
second grade, the program includes pull-out sessions. Lessons/units are focused
on higher-level and analytical thinking skills, creativity, research, Socratic
Local Plan for the Education of the Gifted
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