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Newport News Public Schools
Baccalaureate Program, and similar data points used to monitor the overall progress
of identified gifted students.
Part VII: Program of Differentiated Curriculum and Instruction (8VAC20-40-60A.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.
General Intellectual Aptitude
● Differentiated instruction for gifted and advanced learners is distinguished by the
incorporation of appropriately leveled content, enriched with critical thinking, problem-
solving, complexity, depth, and variations in pacing. The Gifted Services Programs,
including the Gifted Resource Program, gifted cluster program, the TAG Talent Pool
program, Honors classes, Advanced Placement Program, the International Baccalaureate
Program, and the Governor’s School for Science and Technology, adhere to best-practices
curricula and teaching strategies specifically tailored for gifted students. These programs
provide:
o Advanced content and accelerated pacing of instruction
o Problem-solving emphasis
o Higher-level thinking that fosters creativity and the generation of innovative
products
o Exploration of issues, themes, and real-world problems within and across areas of
study
o Opportunities for original research and production
o Advanced language acquisition
o World Language curriculum opportunities
This comprehensive approach ensures that gifted learners receive a tailored educational experience
that challenges them to excel and thrive across various domains.
Some differentiation strategies used in the district included:
● Analytic Sorts: sorting information into specific categories based upon concepts
● Anchor Activities: enrichment activities that vary in difficulty and interest to extend
learning after a lesson
● Bloom’s Taxonomy: increasing levels of thinking through complexity and assignments
Local Plan for the Education of the Gifted
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