Gifted Services

students with ozobotElementary School Gifted Services

Identified gifted students and students on monitor status (when at all possible) are cluster grouped with age-level peers in a regular mixed ability (heterogeneous) classroom at each grade level. Gifted and/or monitor students should make up between one-third and one-half of a given class, given that there are enough identified gifted students to make up that proportion at the grade level.

The gifted resource teacher will work within the classroom and/or with small groups of high-ability students outside of the classroom to provide a learning environment specifically designed to meet the needs of advanced learners.

The gifted resource teacher and the classroom teacher plan and deliver differentiated lessons. Teachers co-plan weekly, and communicate with one another and parents to increase learning opportunities for gifted students.

Depending upon the needs of the child, a student may participate in content-area acceleration, primarily in the areas of mathematics and language arts. This will be determined through diagnostic testing. Through diagnostic assessment and curriculum compacting, these students can be afforded an opportunity to pursue independent study in areas of interest.

Grade Level Acceleration

The opportunity is available for highly gifted children to be referred for grade-level acceleration (skipping a grade). Parents or school personnel may make the referral based upon a student demonstrating significantly advanced achievement and ability levels. Prior to recommending acceleration for a gifted student, the committee for identification and placement shall obtain information about the psychological and educational status through formal and expert evaluation. Such information shall be used by the committee to determine if acceleration is needed and the specific services which will be provided.

middle school students in breakout gameMiddle School Gifted Services

Identified gifted students and students on monitor status in middle school are cluster grouped with age-level peers in a regular mixed ability (heterogeneous) classroom. Gifted and/or monitor students should make up between one-third and one-half of a given core class. Academically gifted students are encouraged to enroll in the most challenging courses available to them. Talented students in art and music are encouraged to enroll in elective courses in their talent area.

Gifted students will have the opportunity to participate in the Gifted Resource Elective course, which utilizes high interest topics on process skills such as creative problem solving, critical thinking, and research skills.

High-ability students are encouraged to take advanced coursework in mathematics and may begin a foreign language. These last two choices will result in their grades being Carnegie Credits, which will carry forward as a part of their high school transcript.

As the need is made apparent, the student may take part in an independent study in a particular area of interest or concern. This may be especially beneficial in the visual/performing arts.

Qualified students may choose to obtain credits in designated courses without completing the requirement of 140 clock hours of instruction. The process for the Accelerated Credit Option is located in the Program of Studies booklet.

high school students on computersHigh School Gifted Services

Opportunities for acceleration and advanced coursework are available. Academically gifted students are encouraged to enroll in the most challenging courses available to them. Talented students in art and music are encouraged to enroll in elective courses in their talent area. Cluster grouping students in courses in grades 9-12 is encouraged.

Challenging and advanced curriculum, including Advanced Placement (A.P.), International Baccalaureate (I.B.), and advanced classes are offered for gifted and high-ability students.

In partnership with the University of Richmond Jepson School of Leadership Studies, Hanover County offers the innovative Emerging Leaders Program. This program is through application only. If accepted, they will take part in the Summer Leadership Institute at University of Richmond, and the Academic Year Continuation as a part of their senior year coursework.

Dual enrollment allows high school students to meet requirements for graduation while simultaneously earning college credits. These enrollment options cover specific courses at J. Sargent Reynolds Community College, Randolph-Macon College, and Virginia Commonwealth University.

Qualified students may obtain Carnegie credits/verified credits in designated courses without completing the required 140 hours of instruction. The process for Accelerated Credit Option is in the Program of Studies booklet.

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