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Newport News Public Schools
Mission Statement:
In the Gifted Services learning community, we are committed to enriching and extending student
learning by fostering analytical thinking to empower students to become self-directed learners. Through
a foundation of collaboration, creative and critical thinking, we cultivate an atmosphere that celebrates
diverse learning styles. We create a vibrant and inclusive environment where every student is engaged
and inspired to explore the joy of learning.
Vision Statement:
Our vision is to Empower-Engage-Enrich-Explore.
B. Division Operational Definition of Giftedness
This section should include an operational definition for each area of giftedness (general
intellectual aptitude, specific academic aptitude, visual and/or performing arts aptitude, or
career and technical aptitude) identified and served by the division. An operational definition
provides the concrete, observable, and/or measurable criteria for ‘giftedness’ used by the
division in the identification process. Such a definition might include a listing of the evidence
of student readiness for gifted educational services, e.g. evidence of gifted behaviors as
determined by a valid and reliable teacher checklist or evidence of superior academic
performance based on a norm-referenced assessment of aptitude.
General Intellectual Aptitude (GIA): The Newport News Public Schools' operational definition of
"gifted students" encompasses students in public elementary, middle, or high schools, starting from
kindergarten through twelfth grade. These students exhibit exceptional levels of achievement or
display the potential for achieving at significantly higher levels when compared to their peers of the
same age, experience, or environment. Their aptitudes and potential for achievement are of such
remarkable quality that they necessitate specialized educational programs tailored to meet their
distinct academic needs.
General Intellectual Aptitude (GIA):
Students identified for the General Intellectual Aptitude program have demonstrated abilities in the
top 90th percentile ranking on at least one nationally norm-referenced aptitude test. Additional
indicators of exceptional ability include but are not limited teacher observation forms, family
observation forms, current grades, and/or formative/summative assessments. The identification
committee may identify provisional students for a one-year placement in the gifted program. Highly
capable students in, but not limited to a gifted cluster classroom, may enter a TAG Talent Pool
program, where formal evaluation in the spring assesses eligibility for the gifted program. If a
student is deemed eligible, they are offered placement in a gifted cluster program.
Local Plan for the Education of the Gifted
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