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Board hears proposed revisions to gifted program; middle-school elective and field experiences highlighted
Summary
Staff presented proposed updates to the division’s gifted plan, including expanded elementary pull-out services, division-wide field experiences, a middle-school academic enrichment elective and professional development for gifted resource teachers.
Division staff presented proposed revisions to Isle of Wight County Schools’ gifted plan at the March 13 meeting, reporting several changes already implemented and additional revisions planned. The revisions grew from an academic-rigor committee that developed three-year action plans for gifted programming and related instruction.
Existing steps that staff cited include a middle-school academic-enrichment elective and elementary STEAM field experiences; staff said the elective and field trips have produced positive feedback. Proposed changes in the draft plan include weekly 120-minute pull-out sessions for identified elementary students in grades 3–5 (cluster grouping plus pull-out), continued monthly talent-development visits for K–2, division-wide field experiences in fall and spring, and twice-yearly gifted seminars for high-school students. The proposal also includes a book-study and professional development series for gifted resource teachers focused on increasing academic rigor across classrooms.
Staff emphasized the plan is a “read” (presentation) and that they sought feedback from gifted resource teachers, parents, central-office staff and administrators before advancing formal amendments. Board members and the superintendent praised the initiative and asked how many students are identified: staff reported about 425 students currently identified as gifted in the division. Staff and the superintendent said additional funding and support may be sought to expand some elements and that any major plan changes would be brought back to the board for approval.
Why it matters: the revisions aim to increase rigorous learning opportunities for high-achieving students at all levels and to provide teachers with strategies to raise academic challenge across the curriculum.
What’s next: staff will solicit additional feedback, incorporate it into the plan as needed, and return to the board for formal approval of the revised gifted plan.
