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New gifted education supervisor outlines multi-criteria identification, equity steps and 2025–2030 plan
Summary
Dornsuela Williams McCrory, the district’s new supervisor of gifted education, presented Chesapeake Public Schools’ identification process, screening practices and a proposed five-year local plan focused on equitable access and expanded services.
Dornsuela Williams McCrory, the newly appointed supervisor of the Office of Gifted Education, presented an overview of Chesapeake Public Schools’ gifted-identification procedures, current services and a proposed five-year local plan during the board meeting.
McCrory told the board the district uses a multi-criteria identification process consistent with Virginia Department of Education regulations that combines quantitative and qualitative evidence — including first-grade Naglieri nonverbal testing, second-grade Cognitive Abilities Test screening and portfolio samples in early grades — rather than relying on a single test score.
Why it matters: The district emphasized equity and broader identification methods to reduce historical underrepresentation of gifted learners from culturally, linguistically and economically diverse backgrounds.
Details from the presentation: McCrory said Chesapeake has formal identification for general intellectual ability in grades 3–12 and for visual and performing arts in grades 9–12. The division administers universal screening: more than 92% of first- and second-grade students participate annually in the Naglieri and cognitive tests. The district currently reports more than 8,300 students receiving talent-development services and over 4,000 students receiving formal gifted services K–12.
McCrory outlined supports that include clustered gifted services at elementary schools, gifted specialists who coach and co-teach, and secondary-level advanced programming such as International Baccalaureate and Governor’s STEM Academy pathways. The district also created a new twice-exceptional specialist position to serve students who are both gifted and have a disability.
She described a proposed local plan for 2025–2030 that focuses on identification, service delivery, professional development and equitable representation. Professional learning activities cited included attendance at a Virginia Association for the Gifted seminar and online training such as “Making Thinking Visible.” McCrory said the district will continue to refine the local plan with the Gifted Education Advisory Committee and pursue the Virginia Department of Education technical review in the next academic year.
Board members thanked McCrory; Dr. Brittany Walker called gifted instruction “a unique skill set” and welcomed her to Chesapeake. McCrory said staff will continue to expand services and staffing to better meet student needs.
What’s next: The advisory committee will continue local-plan development and the district plans targeted professional development and staffing increases to support gifted services across grades K–12.
