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    Important Information About Gifted Eligibility:

     

    When schools closed in March due to COVID-19, gifted resource teachers across the division had finished
    approximately half of the gifted evaluation process -- collecting student work samples, teacher observations,
    and ability testing information. Based upon guidance provided by the Virginia Department of Education and the
    National Association of Gifted Children (NAGC) as well as extensive conversations with supervisors of gifted
    education from across the state, the LCPS Gifted Department made the decision to put the process on hold until
    students returned to school. The Gifted Department will resume the eligibility process during the month of
    September for students who were referred for an evaluation last spring. The plan is to complete the process by
    early October and notify parents/guardians of eligibility decisions by mid-October. Some students may be asked
    to meet with their gifted resource teacher in person at school to complete any missing work samples or testing.
    New students found eligible for gifted services will begin classes starting the week of October 19.

     

    The Gifted Department does realize that some students who are being evaluated for gifted services may need
    enrichment opportunities at the beginning of the school year to meet their educational needs. Students will
    have access to choice boards through the gifted resource teacher at their school. Choice boards provide a variety
    of engaging enrichment activities for students to stretch their thinking and challenge their creativity. Parents
    may also access parent resources and enrichment resources on the NAGC website to find challenging activities.

     

     

    Click here to visit the LCPS Gifted Education Website.

     

     

    LCPS Gifted Education Brochure

     

     

     
     

    SEARCH

     

    The Loudoun County SEARCH program focuses on thinking skills and is designed to foster a classroom environment that encourages students to develop an excitement for learning and discovery. SEARCH teachers work within the classroom to stimulate curiosity, practice problem solving strategies, incorporate cooperative learning activities, provide opportunities for students to use higher level thinking skills, and to identify students with exceptional ability. During the lessons the primary classroom teacher makes observations to gain insight into the students’ various skills, strengths, and learning styles. Both teachers work cooperatively to recognize and develop the potential for excellence in each student. The SEARCH teacher is available to assist in the development of lesson plans and activities that promote higher level thinking, model or provide tips for differentiating instruction, and to offer teachers enrichment resources to use with students who have been formally identified for gifted services. The Loudoun County SEARCH lessons are organized under the learning keys listed below and are aligned with the Virginia Standards of Learning.

      
     
    The SEARCH curriculum is problem solving based and spirals developmentally through five components: perceiving, reasoning, connecting, creating, and evaluating. Each grade level learns about each component at increasingly more complex and abstract levels.
     
    Perceiving is understanding and learning with one’s senses. Concrete spatial and visual activities are provided and students are encouraged to look at objects in many different ways. Pattern recognition and prediction skills develop and are used along with reasoning skills.  

    Reasoning is using information to find answers that can be proven, are logical, and make sense. Reasoning activities begin at the simple level of recognizing, labeling, classifying, and comparing attributes of concrete objects. As students mature, reasoning activities become more abstract as students use analysis and logic to solve problems.

    Connecting means linking information and ideas to see how they fit together. At the basic level, students identify and extend patterns using concrete objects. More abstract problem solving involves interpreting and extending numeric patterns, determining relationships between concepts, and making generalizations. Students make connections between cause and effect.

    Creating is putting ideas, information, or objects together in a new or different way. Students learn to be flexible and fluent in their thinking with familiar objects as well as unusual and/or real life problems. Original ideas are elaborated with humor and/or beauty to provide clarity and completeness. Student products may be visual, verbal, spatial, or kinesthetic.

    Evaluating is using information to make a decision. Students begin evaluating by determining what the facts are and what considerations are important in making a decision. Students learn to develop criteria and rank solutions or choices according to the criteria when making decisions.
     
     
     
     
     

    FUTURA

     
        The Loudoun County FUTURA program seeks to enhance and to develop the intellect of fourth and fifth grade students who have been formally identified as generally intellectually gifted. Students attend the FUTURA center for one day each week and are immersed in lessons that correlate the themes Structures and Systems to the Virginia Standards of Learning Objectives for the core content areas.
     
         The program stresses higher level thinking skills that include analysis, synthesis, and evaluation. Differentiation of instruction is key in planning the learning activities to meet the individual needs of the exceptional students. The FUTURA teachers provide opportunities for the students to stimulate curiosity, engage actively in problem solving, discuss current trends and issues in society, work cooperatively, create, debate, and to promote special interests.