Gifted Education

The Program of Advanced and Creative Experiences (PACE) targets students who have been identified as intellectually gifted across all core subject areas. Students identified for PACE display many characteristics of giftedness and consistently perform in the top five to six percent in the classroom and on assessments in the classroom and on standardized assessments. 

The Specific Academic Gifted Experiences (SAGE) program targets students who have been identified as gifted in one, two, or three core subject areas. Students identified for SAGE display many characteristics of giftedness and consistently perform in the top five to six percent in the classroom and on assessments in their identified subject area(s).

The Studies of Advanced Reasoning (SOAR) program targets students whose performance is less consistently within the top five to six percent, yet demonstrate evidence of the potential for giftedness. Such students are placed in the SOAR program for a defined period of time, usually one year, after which their need for gifted placement is reviewed.

The Program for Artistically Advanced Services (PAAS) serves students who demonstrate advanced abilities in the areas of instrumental music, theatre, visual arts, and/or vocal music.

The PAAS-Apprentice program is designed to meet the needs of students who demonstrate some advanced potential but whose indicators of artistic giftedness are inconsistent or inconclusive. Students identified for the PAAS-Apprentice program are enrolled for a defined period of time and are assessed for the PAAS/PAAS-Apprentice program again at the end of that period.

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.

To be given an opportunity to take advanced classes, students must meet the following criteria:

• 6th Grade Advanced Courses: Must have earned an "A" (90-100) as the final grade in all four core subjects in 5th grade and have score a 485 or higher on both the Reading 5 and Math 5 Standards of Learning (SOL) assessment. Transfer students to our district must have all A's for final grades in 5th grade and will have available assessments reviewed at J.E.J. Moore Middle School to see if they qualify. Rising 7th graders - the student was in advanced classes in the 6th grade during the previous school year and earned "A's" or "B's" as final grades in the core subjects.
• 7th and 8th Grade Advanced Courses: Placement will be determined by a combination of data sources, including Standards of Learning assessment scores, final grades, teacher and parent input. Final decisions will be made by the school principal. 

Due to the rigorous pace and curriculum of the advanced courses, students will not be considered for placement in advanced classes after the first quarter has ended.
 
Level Changes: Students who wish to opt out of advanced classes to regular classes will not be permitted to do so after first grading period report cards are issued. Therefore, if your child is in advanced classes, and you find they are not maintaining your academic expectations, you need to be sure to request to have them removed prior to the end of the first nine weeks. 

Honors courses on all levels refine basic skills stressed in earlier courses and lead students to perfect analytical, evaluative, and critical skills. Students are expected to have increased independence in study habits and in decision making. The student:

1. Must have received a grade of "A" in the regular prerequisite course or at least "B" in the honors prerequisite course for the previous year. 
2. Consideration will be given to performance on the most recent standardized test scores, as well as Standards of Learning assessments.
3. May not drop after the first grading period report cards are issued.

Exceptions will only be made by the principal with input from the counselor and teacher. Once a student qualifies and enrolls in an honors course, they may remain there if they continue to make satisfactory progress.

The following regulations will apply:

1. Students must meet course prerequisites as established by the college and PGHS.
2. Students must complete the college application form, pass Placement Test (if required), and have parental approval.
3. Students must pay in full the total cost for tuition, books, and supplies at the beginning of each semester of the course where applicable. No application fee is required.
4. Class grades are weighted and assigned quality points as follows: yearly credit will be A+=5.5, A=5.0, B+=4.5, B=4.0, C+=3.5, C=3.0, D+=2.5, D=2.0, and F=O.
5. To continue in a second semester course, the student must receive a final first semester grade of C or better. Any student who does not meet this standard must meet with his counselor. Decisions regarding classes to be taught each semester depend upon student enrollment, availability of faculty, facilities, and financial resources.
    

Families are encouraged to review the division's most recent edition of Prince George County Public Schools' Course Registration Guide for additional information regarding dual enrollment opportunities for students. 

Generally, the admissions process for regional programs, including ARGS, MLWGS, and CodeRVA, is designed to identify students with a strong interest and desire to pursue advanced studies in the program areas offered by each of the campuses. Maggie L. Walker Governor's School offers learning opportunities centered around government and international studies and CodeRVA Regional High School specializes in preparing high school students for college and careers in computer science and coding. 

The Appomattox Regional Governor's School for the Arts and Technology provides specialized focus areas for students to study alongside their academic pursuits during 9th through 12th grade. Those focus areas include: Dance, Instrumental and Vocal Music, Technology, Theatre Arts (including Theatre, Musical Theatre, and Technical Theatre), and Visual Arts.

Except in cases where extenuating circumstances exist, typically, applications are accepted only from students during their eighth-grade year of school. 

For more specific information about each of these programs, visit the individual campus' website.

Offered each summer to identified Program of Artistically Advanced Services (PAAS) students, the Summer Fine Arts Academy provides hands-on experiences for elementary students in 4th and 5th grades (vocal music and visual arts) and secondary students 6th through 12th grades (vocal music, instrumental music, visual arts, and theatre).

The experience culminates in a fine arts showcase that highlights the talents and skills of students to families and the community at the end of the multi-day learning event.