FCPS' Philosophy of AAP

For more than a decade, FCPS’ philosophy of AAP is not to label students as gifted, but to instead focus on instructional needs of individual students. Needs can be met through multiple opportunities on the FCPS continuum of services. The local norms approach aligns practice with philosophy.

Referral Pathways

The information below offers details about how students are screened for Full-Time Advanced Academic Programs' (AAP) services. There are two screening pathways:

• Grade 2 Universal Screener Referrals - Students in grade 2 may be identified for screening based on their performance on a universal screening assessment (e.g., Cognitive Abilities Test (CogAT), Naglieri Nonverbal Ability Test (NNAT)); or
• Staff and Family Referrals - Students may be identified for screening based on a direct referral (a request) from their teachers, parent/guardian, or other person who knows and works with the student. This option is accessed by many FCPS parents who seek this level of service for their students. Approximately 70% of the students screened for Full-Time placement come through this pathway.

Universal Screener Referral

The Grade 2 universal screener referral captures the top 10% of students in grade 2. It uses universal testing data from:

• NNAT
• CogAT

Note: Test scores are not weighted in the holistic process and do not give a complete picture of a student profile. 

Each school has a unique group of students who may require advanced differentiation based on one of many measures considered. This referral pathway is also one way to ensure that a student whose family may not yet be familiar with FCPS AAP and the referral process is not missed for consideration.

The Grade 2 universal screener referral is not a determination of eligibility. Multiple pieces of data must be considered in eligibility decision processes (Virginia Department of Education Regulations Governing Educational Services for Gifted Students).

Test Scores are Part of Holistic Consideration

Test scores are not weighted more heavily in the portfolio review process. No part of the screening portfolio is weighted when considering whether a student may need a different placement to meet their advanced learning needs. All elements are considered holistically in the process:

• Referral forms
• Progress reports
• Work samples
• Gifted Behaviors Rating Scale
• Parent questionnaire
• Test scores

More information about elements included in screening portfolios can be found on the FCPS main AAP web page under “Presentations: Learn about Advanced Academic Programs and Services.”

Local Building Norms

The universal screening referral is an example of using "local building norms" as one element to identify students who may need AAP services. Using local building norms, students are compared to students at their local building to find the top students within the school. This approach aligns with the FCPS focus on identifying differentiation needs rather than labeling students as gifted.

Some benefits of using local building norms to help identify students for differentiated instruction through the AAP continuum of services include:

• Allows consideration of local school context to find top students who may not have an academic peer group in their current setting, and
• Captures a more accurate representation of talent and instructional needs across all schools.

Learn more about local building norms (BoardDocs)

Using local building norms may mean that some students will have a universal screener referral from their school with comparatively lower scores than students from another school with higher test scores overall.  That is how local norming is calculated. However, there is also a national norm component for the universal screener referral. With national norms, students are compared to test scores nationally.

It is important to remember that being in the universal screener referral pathway is not an advantage in the screening process. Whether from a universal screener referral or a referral, the same process follows — a portfolio for holistic review and consideration for eligibility is created at the local school and is submitted to a central screening committee for consideration. The parent/staff referral pathway is easily accessible and creates a fair opportunity for screening. 

Release of Test Scores

Score reports are sent to all schools at the same time and are distributed from local schools to families. Mailing times may differ based on external factors.

Staff and Family Referral 

In addition to the Grade 2 universal screener referral, students can be screened for Full-Time AAP services when a referral form is submitted from parents and guardians. 

See Pathways to Full-Time Level IV Services

Referrals are the primary and most frequently accessed pathway for students to be considered for Full-Time services. Parents who want their student screened for AAP should refer their student rather than focus on the Grade 2 universal screener referral, as the Grade 2 universal screener referral is not advantageous or complete.

Staff and Family Referrals vs. Grade 2 Universal Screener Referral

Having a Grade 2 universal screener referral does not mean the student has an advantage or is screened differently. If a student is not in the  universal screener referral pathway, parents or teachers who think the student should be screened should submit a referral form for the student to be considered.

Whether a student portfolio for screening is initiated via universal screener, staff, or family referral, the same process follows: 

• The local school creates a file with a collection of materials to be considered holistically.
• It is forwarded to the central selection committee.
• It is reviewed with all the files from the school by a similar committee of six readers.
• Parents are notified of the determination in April.

Other AAP Opportunities

The window for referring a student for Full-Time AAP services is Aug 23-Dec 15. If a parent chooses not to refer a student or misses the window, many other AAP opportunities are available. AAP curriculum is accessible in every K-6 classroom without referral or eligibility. Parents can also submit a referral for Subject-Specific or Part-Time AAP Services at any point in the school year. 

In fact, AAP curriculum and strategies are available to all classes beginning in kindergarten. There are multiple pathways for students to access AAP on the K-12 continuum of services. Full-Time placement is one of many services on the AAP continuum and is only available in grades 3-8. Beginning in middle school, AAP honors coursework is open enrollment and does not include an identification process. Advanced coursework at the high school level is all open-enrollment and includes opportunities for honors, AP, IB, dual enrollment, and other opportunities for students to develop their talent and interest areas.

In grades 7-12, students can self-select the specific course areas where they want or need a greater degree of challenge in interest or strength areas. 

Glossary of Terms

Here are definitions for words people use when talking about the identification process (e.g. universal screener, screening, Full-Time, and eligibility)