Referrals & Identification

Gifted Programs: Supporting Our Learners with Exceptional Abilities

Prince George County Public Schools' mission centers around the district's desire to keep our students as 'True North' through every program to support learning.

The division takes pride in offering programs for our students with exceptional intellectual abilities, helping them reach their full potential and ensuring they are supported both intellectually and emotionally. This is done through engaging programs and initiatives aimed at providing students with the resources they need to succeed from kindergarten through to receiving their diploma as Prince George High School Royals.

Understanding the Referral Process

Teachers, parents, students, and others who believe a child may need gifted services are encouraged to discuss the programs with their student's teacher(s), the school's gifted resource teacher, principal, counselor, or Melanie Barron Ficke, Coordinator of Gifted Education.

A thorough referral process is conducted each spring and leads to the screening of many students for gifted services. Referrals, including self-referrals, can be made throughout the school year by submitting a referral form, located in the school counseling office. Data is collected during the screening process In the following areas:

Ability / Achievement Testing
Gifted Characteristics
Grades
Classroom Products
Relevant Honors Previously Earned

No one criterion can qualify a student for, nor keep a student out of, the programs for the gifted. Decisions for identification are made by the school's Identification/Placement Committee. Placement in any gifted programs requires written permission of the student's parent/guardian.

IN DETAIL: Eligible Student Criteria

Students found eligible for General Intellectual Aptitude (GIA) or Specific Academic Aptitude (VAA) programming are enrolled in PACE or SAGE, respectively, after indentification by a division-wide eligibility committee made up of highly qualified members who review the following quantitative and qualitative criteria. Potentially gifted students may also be enrolled in the SOAR program. The eligibility committee focuses on the pattern of data that emerges during the review rather than on any one individual score.

Demonstrate gifted characteristics as evidenced by a score at, near, or above 57 on the Slocumb-Payne inventory completed by all core area teachers and parents.

Demonstrate a high level of achievement and task commitment as evidenced by passing classroom grades in advanced, honors, AP, and dual enrollment classes. In classes without those designations, an A is looked at as favorable, but not necessarily an indicator of a need for gifted services.
Demonstrate high level of achievement, creativity and task commitment as evidenced by the criteria met on advanced performance tasks in math, science, social studies, and English.
Demonstrate a high level of achievement, creativity, and task commitment as evidenced by honors and awards in relevant areas at a school-wide, state, regional or national level.
Demonstrate high level of ability and creative thinking as evidenced by scores at, near or above the 95th percentile on a nationally standardized ability test.
PACE students are students who demonstrate general intellectual giftedness consistently within all core disciplines (math, English, science, and social studies). SAGE students demonstrate specific academic giftedness consistently in one, two, or three core areas. SOAR students are the students whose indicators of giftedness are inconsistent or inconclusive, containing just a few strong pieces of data. They are placed in SOAR for a set period, usually one year. All SOAR students are assessed again at a time designated on their acceptance letter. Transfer students who were placed in a gifted program by a sending school will have their placement reviewed by each school’s Transfer Gifted Eligibility Committee so that the student’s prior placement can be honored. This decision is expected to be made as soon as possible and no more than 20 school days after registration is completed.

Students found eligible under Visual and/or Performing Arts Aptitude (VPA) are enrolled in the Program of Artistically Advanced Services (PAAS) after being identified by a division-wide eligibility committee made up of highly qualified members who review the following quantitative and qualitative criteria. Potentially gifted students may also be enrolled in the program as a PAAS Apprentice. The eligibility committee focuses on the pattern of data that emerges during the review rather than on any one individual score.

Instrumental Music eligibility requirements include:

Participation in band program for a minimum of two years
Demonstration of advanced technical skill through performance of assigned scales/rudiments, prepared piece, and sight-reading exercise
Demonstration of advanced aural theory skill through completion of GIA aptitude assessment

Theatre eligibility requirements include:

Demonstration of advanced technical skill through performance of a monologue, cold read, and group improvisation activity

Visual Arts eligibility requirements include:

Demonstration of advanced technical skill through portfolio materials, still life, and squiggle drawings.

Vocal Music eligibility requirements include:

Demonstration of advanced technical skill through performance of prepared repertoire and sight-reading exercises
Demonstration of advanced aural theory skill through completion of GIA aptitude assessment

PAAS-Instrumental Music, PASS-Theatre, PAAS-Visual Arts, and PAAS-Vocal Music students are ninth through eleventh graders who demonstrate giftedness consistently across the focus area. PAAS Apprentice students are those in grades four through eight and/or whose indicators of giftedness are inconsistent or inconclusive, containing just a few strong pieces of data. They are placed in the Apprentice program for a set period and must repeat the adjudication process for potential continuation of PAAS services. All Apprentice students are assessed again at a time designated on their initial acceptance letter. Transfer students who were placed in a gifted program by a sending school will have their placement reviewed by each school’s Transfer Gifted Eligibility Committee so that the student’s prior placement can be honored. This decision is expected to be made as soon as possible and in no more than 20 school days after initial registration is completed.

About Our Identification Timeline

Identification and recruitment windows are place at various points during a given school year. For the most current information regarding these timelines, visit the Gifted Programs main page by clicking HERE and navigating to the current school's identification windows section.