Gifted Education Advisory Committee Role in Norfolk Public Schools ❏ Pp

BCFB. GIFTED EDUCATION ADVISORY COMMITTEE TO THE SCHOOL BOARD

Gifted Education Advisory Committee (GEAC)

A local advisory committee for gifted education (“Advisory Committee”) shall be established by the Superintendent on behalf of the School Board as mandated in the legal reference to this Policy. The Superintendent shall promulgate regulations to require the Advisory Committee to comply with state law and Virginia Board of Education regulations.

The School Board shall determine the membership of the Advisory Committee in accordance with state law and Virginia Board of Education regulations.

A. PURPOSE The purpose of the Advisory Committee is to advise the School Board of the educational needs of all gifted students in the School Division.

B. DUTIES The duties and responsibilities of the Advisory Committee shall be to:

1. Review annually the local plan for the education of gifted students, including revisions; 2. Determine the extent to which the local plan for the previous year was implemented; 3. Develop annual goals and priorities; 4. Represent the community and advocate for the gifted; 5. Encourage a collaborative relationship between School Division staff and the community; 6. Become knowledgeable about current programs, research, and best practices in gifted education and its relationship with general education; 7. Focus attention on issues relative to improving the educational services for gifted students; 8. Seek out and consider data relevant to the current gifted programs; and 9. Submit comments and recommendations of the advisory committee in writing to the Superintendent and the School Board.

C. MEMBERS/TERMS OF OFFICE/APPOINTMENT/REPRESENTATION 1. The membership of the Advisory Committee will be appointed by the School Board from recommendations of the full Advisory Committee. 2. The term of membership will be three (3) years. With the recommendation of the nominating committee and the endorsement of a majority of voting members, members may serve additional terms in accordance with the bylaws of the Advisory Committee. 3. Voting membership of the Advisory Committee will include up to a maximum of twenty-four (24) persons, including at twelve (12) members representing parents of students in the gifted program. Others members can be, community representatives, business leaders, educators from higher education, a secondary gifted student and Norfolk Public Schools staff members. 4. The Norfolk Pubic Schools representatives can include the following persons who have an interest in gifted education: the program director, other administrative personnel (including principals) and educators from the following areas: arts, elementary, middle, and secondary levels.

Norfolk City School Board Polices and Regulations Page 1 of 2 5. The voting membership of the Advisory Committee shall reflect the ethnic and geographical composition of the School Division.

D. OPERATING PROCEDURES/OFFICERS 1. The Advisory Committee shall maintain current bylaws and standing rules to govern the operation of the Advisory Committee. 2. The Advisory Committee shall develop a calendar for regular meetings which include at least five meetings per year. 3. Officers shall be elected by the voting members according to procedures established in the Advisory Committee's bylaws.

E. REPORTS The written annual review of the Local Plan by the Advisory Committee shall be made in accordance with state law and Virginia Board of Education regulations and submitted to the School Board and Superintendent by the Advisory Committee.

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Legal Ref.: Code of Virginia, 1950, as amended, sections 22.1-16, 22.1-253.13:1 Standard 1, 22.1-81.1, 22.1-86, 22.1- 275.1 Board of Education, Regulations Governing Educational Programs for Gifted Students, 8 VAC 20-40-60(B); No Child Left Behind Act of 2002, 20 USC 7114(c)(1)

Cross Ref: BCF. Advisory Committees to the School Board IGBB. Programs for Gifted Students

Adopted by Norfolk School Board on April 15, 2015.

Norfolk City School Board Policies and Regulations Page 2 of 2 Gifted Education Advisory Board – School Board Establishment Document A local advisory committee for gifted education (“Advisory Committee”) shall be established by the Superintendent on behalf of the School Board as mandated in the legal reference to this Policy. The Superintendent shall promulgate regulations to require the Advisory Committee to comply with state law and Virginia Board of Education regulations.

The School Board shall determine the membership of the Advisory Committee in accordance with state law and Virginia Board of Education regulations.

A. Purpose

The purpose of the Council is to be active advocate for gifted education and a liaison between the community of Norfolk and the administration of Norfolk Public Schools in meeting the needs of the gifted students.

B. Duties

The duties and responsibilities of the Advisory Committee shall be to:

1. Review annually the local plan for the education of gifted students, including revisions; 2. Determine the extent to which the local plan for the previous year was implemented; 3. Develop annual goals and priorities; 4. Represent the community and advocate for the gifted; 5. Encourage a collaborative relationship between School Division and the community; 6. Become knowledgeable about current programs, research and best practices in gifted education and its relationship to general education; 7. Focus attention on issues relative to improving the education services for gifted students; 8. Seek out and consider data relevant to the current gifted programs; and 9. Submit comments and recommendations of the advisory committee in writing to the Superintendent and the School Board.

C. Members/Terms of Office/Appointment/Representation 1. The membership of the Advisory Committee will be appointed by the School Board from recommendations of the full Advisory Committee. 2. The term of membership will be three (3) years. With the recommendation of the nominating committee and the endorsement of voting members, members may serve additional terms in accordance with the by-laws of the Advisory Committee. 3. Voting members of the Advisory Committee will include up to a maximum of twenty-four (24) persons, including at least twelve (12) members representing parents of students in the gifted program. Other members can be community representatives, business leaders, educators from higher education, a secondary gifted student and Norfolk Public School staff members. 4. The Norfolk Public School representatives can include the following persons who have an interest in gifted education: the program director, other administrative personnel (including principals) and educators from the following areas: arts, elementary, middle and secondary levels. 5. The voting membership of the Advisory Committee shall reflect the ethnic and geographical composition of the School Division. D. Operating Procedures/Officers 1. The Advisory Committee shall maintain current bylaws and standing rules to govern the operation of the Advisory Committee. 2. The Advisory Committee shall develop a calendar for regular meetings which shall include at least five meetings per year. 3. Officers shall be elected by voting members according to procedures established in the Advisory Committee’s bylaws.

E. Reports

The written annual review of the Local Plan by the Advisory Committee shall be made in accordance with state law and Virginia Board of Education regulations and submitted to the School Board and Superintendent by the Advisory Committee.

[Citations follow]

Norfolk Public School Gifted Education Advisory Committee Roster The GEAC keeps an updated roster of active members, and also currently maintains inactive members who do not currently comply with the GEAC bylaws. GEAC continues work at maintaining this roster and information.

2018-2019 Active GEAC Roster

Name School Email Appointment Zone/Representation Year Areas

Jessica Huntoon Taylor Elementary School [email protected] Reappointed Norfolk, VA 23508 Academy for Discovery at 2016 -Slate Chair 2018-2019 Lakewood Maury High School

Baseemah Cumberbatch Suburban Park Elementary [email protected] Reappointed -Smith Young Scholars Program 2016 Norfolk, VA 23505 Norview High School -Slate Vice-Chair 2018-2019

Vicky Greco Larchmont Elementary School [email protected] Reappointed Norfolk, VA 23508 Rosemont Academy for 2016 -Slate Nominations Chair International Studies 2018-2019 Academy for Discovery At Lakewood Maury High School

Thomas Ambler Norfolk, [email protected] Reappointed Larchmont Elementary VA 23508 2016 Blair Middle School Maury High School

Granby High School [email protected] William (Louie) Jordan Reappointed Norfolk, VA 23503 2016

Tanya Lewis Norfolk, Academy of International Studies at [email protected] Reappointed VA Rosemont 2016

Nathaniel Kinnison Norfolk, Larchmont Elementary School [email protected] Board Appt. VA Academy for Discovery at 2016 Lakewood Blair Middle School

Chrintiina Ohlrogge Norfolk, Appointed 2016 Young Scholars Program- [email protected] VA Academy of International Studies at Rosemont

1 Joseph Anotolin Norfolk, Lake Taylor High School GEAC [email protected] Appointed 2016 VA STEM Advocate

Granby High School Julie Morgan [email protected] Board Appt. Norfolk, VA, 23503 2016

Suburban Park Elementary Diane Wishart [email protected] Board Appt. Norfolk, VA 23508 2016

Charlos Washington Norfolk, Maury High School [email protected] Board Appt. VA 23508 2016 Res.Nov. 2017

2018-2019 Inactive GEAC Members

Member Meetings Attended in 2017- Email Appointment 2018 Year

Cora Freeman November 2017 [email protected] Board Appt. Norfolk, VA 23513 December 2017 2016

Tracy Barclift None in the 2017-2018 School [email protected] Board Appt. Norfolk, VA 23513 Year 2016

Keisha Jackson None in the 2017-2018 School [email protected] Board Appt. Portsmouth, VA 23704 Year 2016

Frankie McCarty None in the 2017-2018 School Reappointed Norfolk, VA 23518 Year [email protected] 2016

Susan Goldman None in the 2017-2018 School NA Reappointed Norfolk, VA 23518 Year 2016 Ms. Goldman in the 2016 school year had notified current the current chair Tom Ambler of illness preventing her from serving

Andrea Tate None in the 2017-2018 School [email protected] No Current Norfolk, VA 23508 Year Reappointmen None in the 2016-2017 School t Year

Norfolk Public School Gifted Education Advisory Committee Roster

The Norfolk Public Schools GEAC works with the Office of Academic Rigor, and our school board liaison Ms. Tanya Bhasin to maintain and recruit a diverse and active membership. As noted above our membership is listed in two sections, active and inactive. While we are grateful for all who show a desire to participate and support the needs of our gifted learners, it is understood that consistent attendance is necessary to the progress of such a committee. Due to continued or frequent inactivity the members listed in the inactive membership of the GEAC are not in compliance with the committee attendance policy as outlined in the GEAC bylaws noted in the excerpt pertaining to the local plan provided on the next page.. Monthly emails are sent to remind participants of these meetings, and no notice at this time has been provided by these members indicating a desire to continue their term of service. A final notice will be sent prior to the August meeting, outlining the GEAC bylaws for attendance, and a final reminder if there is a wish to continue to serve that email communication is needed. After the August 7th, 2018 meeting these members no longer be listed on the GEAC roster.

Terms of Membership a. Voting Members 1. Each voting member is appointed for a three-year term that may be renewable upon nomination by the Nominating Committee and then by a majority vote of the Advisory Committee. 2. To assure continuity of the Advisory Committee, terms of members shall be staggered so that one-third of the basic membership rotates each year. 3. A secondary student will serve a one-year term which shall be rotated among the different high schools. b. Honorary Members 1. An honorary member will serve as long as he/she desires to retain the membership. Section 4 – Resignations and Removal a. Resignation – Resignations shall be made in writing to the Chair of the Advisory Committee. Voting members choosing not to renew their terms shall notify the Chair prior to the expiration of their term. b. Removal – Members shall attend meetings on a regular basis and three consecutive absences from scheduled meetings may cause the replacement of the member; provided, however, that if a member is absent from any meeting while on an Advisory Committee- approved leave of absence, not to exceed one year, such absence shall not be taken into account in determining whether the member is subject to removal. All requests for leaves of absence shall be submitted in writing (which can include via e-mail) to the Chair at least one week in advance of the period for which leave is requested.

Norfolk Public Schools Gifted Education Advisory Committee 2017-2018 Annual Report

1 Table of Contents

Section 1 - Gifted Education Advisory Committee Letter to the Board ❏ pp. 3-4 Section 2 - Gifted Education Advisory Committee Role in Norfolk Public Schools ❏ pp. 5-8 Section 3 - Norfolk Public School Programming and Delivery Overview ❏ pp. 9-16 Section 4 - Norfolk Public Schools Gifted Education Identification ❏ pp.17-19 Section 5- Norfolk Public Schools Gifted Education and Community Engagement ❏ pp.20-22 Section 6 - Norfolk Public School Gifted Education Advisory Committee Roster ❏ pp.23-26 Section 7 - Norfolk Public Schools Gifted Education Advisory Committee 2018-2019 Meeting Dates ❏ pp.27-28

Section 1 - Gifted Education Advisory Committee Letter to the Board

3 Dear Ladies and Gentlemen of the School Board,

As we start a new school year, the Gifted Education Advisory Committee would like to provide the Norfolk Public School Board with the annual general overview of the information reviewed by the GEAC, the current highlights of Norfolk's Gifted Education Programs, and recommendations from the GEAC that have been produced throughout the school year. This information is based on the GEAC and Office of Academic Rigor 2017-2018 school year findings. As in the past we do this now to begin the discussion for the upcoming 2019-2020 Educational Plan and Budget. Our desire is to see action and feedback by the board in regards to the recommendations made by the GEAC, with the goal of the overall success of the program for gifted students and students who seek rigorous coursework offered by Norfolk Public Schools via the Office of Academic Rigor.

The GEAC continues to maintain the belief that a rigorous education should be constantly present and visible in our school system, and available to ALL students. We ask that the school board recognize that NPS Gifted Services does require further budgetary care and attention to ensure our community sees resources supporting raising the ceiling is a regular routine in all of our schools, instead of inconsistently applied due to limited resources. Intermittent application of thinking strategies diminishes their effectiveness. Norfolk Public Schools works with all of our students to learn basic thinking skills and practice them, but we need to strengthen our Office of Academic Rigor to support and promote equity of higher level thinking strategies on a daily basis. We as the GEAC ask the board to make a formal written commitment of their expectations for the success of our identified gifted learners, and how we will be accountable for their growth.

Providing strong educational structures maintained by the Office of Academic Rigor under the direction of Curriculum and Instruction Department is key to strong instructional practices being implemented in all classrooms. This critical strategy will support growth not only in our gifted learners, but all learners, as provided for in our Local Plan for the Education of Gifted via instructional models that support differentiation. When we add value to our gifted learners growth, then it is guaranteed that we are providing a level of education that challenges ALL students to grow in our service delivery. NPS has shown a commitment to improving our accreditation status and equity in education for all of our students. The services provided by meeting the needs of gifted learners is one way to support the district's goals to work towards full accreditation, and close the achievement gap.

In the past it has been tradition for the GEAC chair to write a formal letter outlining a basic overview of the GEAC’s thoughts and recommendations for the year. As the GEAC continues to work towards stronger communication with the board, we have altered the format of the report to provide a more structured overview of the GEAC’s work, where the services of the Office of Academic Rigor stand, areas of growth and success, and formal recommendations from the GEAC. Our hope is to set a precedent for structure for our committee, and organized communication with the school board.

Thank you in advance for taking the time to review the sections of the Local Gifted Plan that we have highlighted, the successes of our districts program, and our recommendations for our continued growth.

Yours in Education,

Jessica Huntoon Gifted Education Advisory Committee Chair 2017-2018

Section 2 - Gifted Education Advisory Committee Role in Norfolk Public Schools

5 The Roles and Responsibilities of the NPS Gifted Education Advisory Committee

The below information are excerpts from the NPS Local Gifted Education Plan in terms of the role of the GEAC. The GEAC has had a steady membership through the past few years, but would like to work to increase consistent and active membership from all areas that are served by Norfolk Public Schools. Our current roster is listed in the addendum. Please note that the information below has been abridged to be used as a reference point for noting our glows as the GEAC and as a school system, where we can grow, and recommendations by the GEAC to promote this growth. The full listing of information can be found the NPS Local Gifted Education.

Norfolk Public Schools Local Gifted Education Plan pp. 44-48

Part XI: Procedures for the Establishment of the Local Advisory Committee (8VAC20-40-60B) Each school division may establish a local advisory committee composed of parents, school personnel, and other community members who are appointed by the school board. This committee shall reflect the ethnic and geographical composition of the school division. This section should include the school division’s procedures for the establishment of the local advisory committee for the gifted program if the division has elected to establish a committee.

These are the Bylaws of the NPS Gifted Education Advisory Committee: Bylaws Article II – Purpose Section 1 The purpose of the Advisory Committee shall be as stated in the NPS-approved policy document titled “Gifted Education Advisory Committee to the School Board” (the “Policy Document”), which is “to advise the School Board of the education needs of all gifted students in the School Division.” Section 2 Functions of the Advisory Committee shall be as stated in the Policy Document. Article III – Membership Section 1 – Classes of Membership The membership shall be composed of a maximum of 24 persons, as stated in the Policy Document. a. Voting Members – All members of the Advisory Committee shall be voting members. b Ex Officio Member - The Senior Coordinator of the Office of Academic Rigor shall be an ex officio member. Local Plan for the Education of the Gifted 44 Norfolk Public Schools c. Honorary Members – Are those individuals who have demonstrated consistent interest in and support for public education to the Norfolk community and who would be willing to help extend the visibility of gifted education within the public and private sector. Section 2 – Appointment to Membership The membership shall be appointed by the following procedures: a. Voting Members – A Nominating Committee shall present a list of prospective candidates drawn from an on-going list of prospective appointees maintained by the Nominating Committee, keeping in mind representation of community demographics, special interests and geographical considerations. Approval shall be given by the NPS School Board as provided in the Policy Document. Proposed candidates shall be forwarded as needed by the Nominating Committee to the NPS School Board. b. Ex-officio Member – Whoever holds this position in accordance with Article III, Section 1b, shall serve on the Advisory Committee in non-voting, advisory position. c. Honorary Members – Nominations will be accepted from current Advisory Committee members and Office of Academic Rigor staff. The Nominating Committee will contact those proposed as honorary members and will 6 present the names of those accepting membership for approval by a majority of Advisory Committee members. Whoever accepts this membership shall serve in a non-voting capacity, but shall be invited to attend any and all regularly scheduled meetings for input and information. Section 3 – Terms of Membership a. Voting Members 1. Each voting member is appointed for a three-year term that may be renewable upon nomination by the Nominating Committee and then by a majority vote of the Advisory Committee. 2. To assure continuity of the Advisory Committee, terms of members shall be staggered so that one-third of the basic membership rotates each year. 3. A secondary student will serve a one-year term which shall be rotated among the different high schools. b. Honorary Members 1. An honorary member will serve as long as he/she desires to retain the membership. Section 4 – Resignations and Removal a. Resignation – Resignations shall be made in writing to the Chair of the Advisory Committee. Voting members choosing not to renew their terms shall notify the Chair prior to the expiration of their term. b. Removal – Members shall attend meetings on a regular basis and three consecutive absences from scheduled meetings may cause the replacement of the member; provided, however, that if a member is absent from any meeting while on an Advisory Committee- approved leave of absence, not to exceed one year, such absence shall not be taken into account in determining whether the member is subject to removal. All requests for leaves of absence shall be submitted in writing (which can include via e-mail) to the Chair at least one week in advance of the period for which leave is requested. Local Plan for the Education of the Gifted 45 Norfolk Public Schools Section 5 – Vacancies A vacancy in a voting position shall be filled in accordance with the Policy Document. Article IV – Officers Section 1 – Personnel

Section 3 – Regular and Special Meetings Regular meetings shall be held at least five (5) times during the year. All meetings are open to interested observers. Special meetings may be called by the Chair or by a written request of three members submitted to either the Chair or Vice Chair. The Chair shall give the membership as much notice as possible of the time, place and purpose of the special meeting.

Section 5 – Attendance at Meetings A member shall attend regularly scheduled Advisory Committee meetings. Unsatisfactory attendance could result in the member being removed from the Advisory Committee in accordance with Article III, Section 4b.

7 Glows ❏ The Gifted Education Advisory Committee has maintained its current level of membership from the previous 2018-2019 year. ❏ The GEAC membership currently standing has regularly attended committee meetings throughout the 2018-2019 school year. ❏ The Office of Academic Rigor Senior Coordinator Ms. Valerie Tuck, and interim Ms. Andrea Disney consistently attended and actively engaged in guiding the GEAC meetings. ❏ NPS School Board Liaison Ms. Tanya Bhasin consistently attended and participated in all meetings, and worked to keep an open line of communication with the school board. ❏ NPS Senior Administrators, Dr. Kipp Rodgers, and Dr. Michael Cataldo attended meetings as possible during the 2018-2019 school year, and in relation to questions posed by the GEAC. ❏ We were saddened at the resignation of Mr. Charlos Washington, but the NPS GEAC is grateful for his time and service, and wish him well on his deployment as a member of our United States Military.

Grows ❏ The GEAC wishes to continue to expand the membership of the committee, and find other productive community members who share the common interest of working to grow our Gifted Education Program ❏ The GEAC does currently have inactive members of the GEAC that have been provided notification of their absence, and the GEAC strives to maintain an active role. ❏ The GEAC desires to grow our communication with the NPS Board of Education as a whole in the hopes of creating stronger dialogue about the needs of our gifted learners with all NPS Board of Education Members ❏ The GEAC membership desires feedback from the NPS school board on a consistent basis in regards to areas in need of focus, and recommendations provided by the GEAC ❏ The application for the GEAC and other advisory committees is not easily found or to be found at all currently on the NPS website as an opportunity to join.

Recommendations ❏ The GEAC recommends public notification for current vacancies on the NPS GEAC committee for the upcoming school year via the NPS website, community organizations, and within schools that have limited representation. ❏ The GEAC recommends making the GEAC application easily accessible via the school website. ❏ The GEAC recommends that NPS Central Administration work to foster involvement in the GEAC by school level administration. ❏ The GEAC recommends and has passed a group motion formally requesting an annual meeting between the NPS Board of Education and the Gifted Education Advisory Committee. ❏ The GEAC recommends, and is working to implement a training workshop for September 11th, 2018. This workshop is intended for all GEAC members, in partnership with our senior school administration, school board, and Office of Academic Rigor Coordinator to provide guidance for the upcoming school year. ❏ The GEAC recommends that the NPS board of education approve the current active membership and remove those noted as inactive in the addendum section. ❏ The GEAC recommends and requests that when the GEAC provides feedback to the Board of Education that a formal response or acknowledgement of recommendations with some form of resolution is provided.

Section 3 - Norfolk Public School Programming and Delivery Overview

9 Norfolk Public School Programming and Delivery Overview The below information are excerpts from the NPS Local Gifted Education Plan, in relation to the model of programming and delivery of services at the elementary, middle, and high school levels. The GEAC in this past year has had vigorous dialogue in regards to the implementation of the model, and the difficulties that have been encountered in delivering these services consistently and equitably throughout the district. The GEAC in the 2018-2019 school year will continue to work with the Office of Academic Rigor and Testing and Accountability to gain deeper insight into data associated specifically to our gifted learners.

Norfolk Public Schools Local Gifted Education Plan pp. 4 Part I: Statement of Philosophy and Local Operational Definition of Giftedness for the School Division (8VAC20-40-60A.1) A. Division Statement of Philosophy for the Education of Gifted Students The mission of Norfolk Public Schools, the cornerstone of a proudly diverse community, is to ensure that all students maximize their academic potential, develop skills for lifelong learning and are successful contributors to a global society, as distinguished by: • Courageous advocacy for all students • Family and community investment • Data-driven personalized learning • Strong and effective leadership teams • Shared responsibility for teaching and learning • Access to rigorous and rewarding college and career readiness opportunities Gifted students reflect the diverse makeup of our city. In order to meet the needs of a diverse group, multiple criteria are used to identify students and arrays of service options are available. Teachers of the gifted deliver advanced curricula and instruction at the elementary, middle and high school levels in order to equip students with higher level thinking skills and in-depth content knowledge that will support their advance intellectual and personal development.

Norfolk Public Schools Local Gifted Education Plan pp. 31-36 Part VI: Evidence of Appropriate Service Options (8VAC20-40-60A.10) This section provides evidence that gifted education service options from kindergarten through twelfth grade are offered continuously and sequentially, with instructional time during the school day and week to (i) work with their age-level peers, (ii) work with their intellectual and academic peers, (iii) work independently; and (iv) foster intellectual and academic growth of gifted students. Parents and legal guardians shall receive assessment of each gifted student’s academic growth. Career and Technical aptitude programs and Visual and/or Performing Arts programs are offered at the discretion of the school division. A. Service Options are Continuous and Sequential This section provides evidence that the division’s program of curricula and instruction for gifted learners is continuous and sequential. GIA programs need to provide evidence from kindergarten through twelfth grade. SAA programs need to provide evidence that service options are continuous and sequential from identification until twelfth grade. General Intellectual Aptitude and Specific Academic Aptitude (all disciplines) Norfolk Public Schools provides a continuum of gifted services through various instructional models, programs and enrichment services to meet the instructional needs of gifted students in grades K- 12. Students who are identified twice- exceptional are provided accommodations or modifications via an Individual Education Plan (IEP), a 504 plan, and/or support provided by the special teacher, the gifted resource teacher, in collaboration with the classroom teacher. The Virginia Standards of Learning provide the framework for all students’ curricula needs including gifted

10 students. Students identified gifted are in need of something different in the way of content, process, and the way they are able to produce products to demonstrate their learning or academic growth. The following instructional models, programs, and services demonstrate how NPS provides a continuum of services for its gifted population in grades K-12. Enriched Classroom Instruction (Grades K-1) Kindergarten and first grade students who are found eligible receive differentiated instruction in their regular classroom(s). The classroom teacher works in collaboration with the gifted resource teacher. Gifted Cluster Grouping Model/Gifted Teacher of Record (Grades 2- 5) As best practice for gifted students, school administrators should cluster students, in groups of 8 to 10 children, in elementary grades 2 through 5 who have been found eligible for gifted services with their intellectual peer group. Gifted students need to spend time learning with others of like ability to experience challenge and make academic progress. (Winebrenner & Brulles, 2008) A highly qualified classroom teacher provides differentiated instruction to all students including gifted students identified (GIA/SAA) each day of the week. The gifted resource teacher pulls students identified (GIA/SAA) in either reading or math. The gifted resource teacher collaborates with the homeroom teacher to ensure that the gifted learners’ needs are met in all other subject areas. The principal at the school level ensures differentiation occurs in each classroom. Summer Enrichment Program: “Camp Einstein” (Grades K- 5) High ability and gifted students who have completed Kindergarten through 5 grades are offered the opportunity to attend the summer enrichment program entitled Camp Einstein. This 4-week enrichment opportunity for students to engage in courses of their interest and choosing. Some available courses are: Fun with Chemistry, Spanish, French, Computer Programming, Lego Dacta, and Piano are a few of the offerings during the summer. A fee is associated to participate in this camp. Scholarships may be available. Middle School: Young Scholars Program (YS) (Grades 6-8) Norfolk Public Schools serves highly gifted students in middle school are encouraged to apply to the Young Scholars Program. The Young Scholars Program is the ONLY program exclusively for gifted learners. The program is based on Dr. George Betts’s Autonomous Learner Model which promotes and strengthens independent learning strategies. YS students attend the Rosemont School and transportation is provided for all students. Students who interested in the YS program complete and application, interview with a panel of teachers to share their interest in learning, present a product of their choosing during the interview, and provide a writing sample as part of the process. The selection process is rigorous and competitive. Each sixth grade cohort consists of 35 to 40 students at each location. Cohorts are grouped with intellectual peers for core courses and grouped with age peers for electives. Additional Middle School Options for Gifted Learners (Grades 6-8) Norfolk Public Schools offers high-ability middle school student the opportunity to apply to Blair Middle School’s Pre-Medical and Engineering Program, The Academy of International Studies at Rosemont (AOIS) and /or the Academy for Discovery at Lakewood. These programs are NOT gifted programs, but they do offer high level of rigor many gifted students require. Each program has an application process and interested students and/or parents should contact the individual school(s) for more information regarding the process. A gifted resource teacher (GRT) is assigned to each middle school to facilitate the use of pre-Advanced Placement strategies in core courses with gifted students identified (GIA/SAA). These gifted resource teachers collaborate with counselors as well as classroom teachers to provide social emotional support to our middle school gifted students. Middle School Extended Day Enrichment Options: (Grades 6-8) Middle school gifted students engage in after school enrichment opportunities such as Future Problem Solving Competition and Courtroom Law, which is a mentorship program with local attorneys from the Norfolk-Portsmouth Bar association. The Office of Academic Rigor continues to explore expansion of these enrichment opportunities.

11 High School Options for Gifted Students (Grades 9-12) Advanced Courses Norfolk Public Schools serves high school gifted students through accelerated honors and Advanced Placement courses. Each high school is assigned a gifted resource teacher to collaborate with AP and honors teachers individually, by department, and school-wide to facilitate researched based strategies. These strategies increase student engagement, promote rigorous critical thinking, and problem solving skills. Specialty Programs Norfolk Public Schools offers high-ability students rigorous specialty programs which require an application: Academy of the Arts at Booker T. Washington, International Baccalaureate Program at Granby High, Military Science Academy at Lake Taylor, Medical Program at Maury, and the Leadership Academy at Norview High School. Once again, these are not gifted programs, but each program provides the gifted learner a higher level of rigor and concentration in their area of interest. B. Service Options Provide Instructional Time with Age-level Peers This section includes a description of the instructional strategies or program model that allows gifted students to interact with their age-level peers during the school day and week. General Intellectual Aptitude / Specific Subject Area Aptitude (K-12) Students identified (GIA/SAA) matriculate with their age level peers through the school day. Cross-grade flexible groupings may occur in instances when teachers and principals determine this instructional approach is appropriate in meeting the need of the gifted learners. This is a data based decision. NPS does not have a grade skipping policy per se; however, this option is at the discretion of the school principal with guidance from the senior coordinator for Academic Rigor, the executive director and/or the deputy superintendent of Teaching and Learning, keeping the academic performance as well the social emotional needs of the child in the center of the instructional placement. Service Options Provide Instructional Time with Intellectual and Academic This section includes a description of the instructional strategies used in the division to accelerate and enrich the content for gifted learners beyond the grade- level or course expectations for all learners. The description should include how these academic needs are met during the school day and week. General Intellectual Aptitude/Specific Academic Aptitude (K-12) Kindergarten and first grade students, who are identified, have their instructional needs met within the classroom. Gifted students in second through fifth grade, matriculate with their academic peers via the Cluster Model. This researched based model is the placement of 8 to 10 students in a mixed-ability classroom with a teacher who is trained to differentiate the curriculum and instruction for gifted learners. (Winebrenner & Brulles, 2008) Middle school students are able to select honors and high school credit-bearing classes. In these classes, acceleration is supported through the use of Pre- Advance Placement strategies in the four core subjects. Additionally, the use of extension menus, tiered lessons, and assignments of graduated difficulty continue to be offered as they were in elementary school. High school students are able to select courses commensurate with their abilities such as honors and Advanced Placement courses. Each high school in Norfolk has specialty program that attract our brightest student population. Additionally, talented high school students are provided the opportunity to select advanced electives, submit applications and auditions for the Strolling Silver Strings, the Jazz Ensemble, and the Governor’s School for the Visual and Performing Arts, NORSTAR, and the Summer Residential Governor’s School. Each program has a separate application process and audition required for selection and participation. C. Service Options Provide Instructional Time to Work Independently This section includes a description of the instructional strategies or program model used in the division to allow gifted learners to work independently during the school day and week. General Intellectual Aptitude/Specific Academic Aptitude (K-12) Norfolk Public School uses the “Cycle of Results” to assess when a high-ability or gifted student has mastered the required content. The use of enrichment activities, depth of knowledge lessons, independent research projects, menus and centers that

12 focus on critical and creative thinking are used to ensure that gifted learners have an opportunity to work independently during the school day and week. Middle and high school students are provided menus and choice boards to allow students to select work according to preference and ability. On many assignments, students are able to use rubrics to self-mediate their level of learning and performance. Students identified GIA in grades 6-8 and attend the Young Scholars Program are taught based on the Autonomous Learner Model which promotes scholarship and strategies for independent lifelong learning. D. Service Options Foster Intellectual and Academic Growth This section includes a description of the instructional strategies used in the division to foster intellectual and academic growth during the school day and week. General Intellectual Aptitude/Specific Academic Aptitude The following are some of the strategies used to accelerate and enrich content for gifted learners: 1. Pre-assessment 2. Curriculum compacting 3. Acceleration through telescoping 4. Independent study 5. Autonomous Learner Model 6. Individual and small group investigation 7. Research, self-directed learning 8. Problem-based learning 9. Jigsaw cooperative learning 10. Literature circles 11. Learning contracts 12. Tiered lessons 13. Paul’s Reasoning Model 14. Taba Model of Concept Development 15. Mentoring 16. Simulations 17. Competitions 18. Varied pacing models E. Procedures for Assessing Academic Growth in Gifted Students This section includes a description of the procedures used by the division to assess the academic growth for gifted learners. General Intellectual Aptitude/Specific Academic Aptitude Gifted students who receive services within the school building in clustered settings, honors and advanced courses, and specialty courses are expected to demonstrate mastery of the core curriculum for that course through teacher designed formative and summative assessments, as well as through district and Commonwealth assessments. The results from these tests are used to determine differentiation needs relative to the core curriculum. Examples include but not limited to: • Pre-and post-assessments • Informal observations in the classroom and daily performance • Benchmark Data • SOL testing • SAT and PSAT scores • International Baccalaureate Tests • Advanced Placement Tests • Public performances and demonstrations for authentic audiences • Oral or visual products or exhibits • Student journals or logs • Peer reviews • Self-evaluations • Rubrics Additionally, other data points used to monitor progress of our high-ability and gifted learners is the numbers of students scoring at the advanced level on the SOL tests, numbers of students taking AP courses and scoring in advanced levels, numbers of students enrolled in the Governor’s School for the Arts and accepted to the Summer Residential Governor’s School as well as data points that demonstrate the increase number of gifted learners graduating from high school.

13 Glows Elementary, Middle, High ❏ The Norfolk Public Schools elementary gifted program served approximately 5,800 students in the 2017-2018 school year. Elementary ❏ Camp Einstein summer enrichment camp continues to serve the NPS community and sustain itself financially. ❏ The Norfolk Public Schools elementary gifted program continues to offer the WordMasters analogy competition in via elementary schools when staffing is available. ❏ The Norfolk Public Schools elementary gifted program continues to offer the Future Problem Solving competition in via elementary schools when staffing is available. Middle ❏ The Norfolk Public Schools Young Scholars Program at Rosemont has exceeded its’ projected enrollment for the 2018-2019 school year. ❏ Over 400 applications were submitted for district wide specialty programs gifted, and non gifted programming. Many times our specialty programs attract our gifted learners. ❏ The Norfolk Public Schools middle school gifted program continues to provide the Future Problem Solving competition ❏ The Courtroom Law Program continues to provide students the opportunity to experience and participate in authentic courtroom experience ❏ Norfolk Public Schools was able to continue to select at least one middle school student from each middle school to participate in William and Mary’s Camp Launch summer enrichment program High ❏ The Norfolk Public Governor's School for the Arts in the 2017-2018 school year had 56 NPS students entered in GSA in the Fall of 2017-18. ❏ Norfolk Public Schools Specialty Programs continued to be popular in the 2017-2018 school year. Specialty programs tend to attract our gifted learners. ❏ Norfolk Publics Schools had 1192 students participate in Advance Placement testing taking a total of 2416 exams in the 2017-2018 school year.

Grows Elementary ❏ The Norfolk Public School elementary cluster model cannot be fully confirmed of full implementation in each building with fidelity. ❏ Communication practices to parents at all levels of gifted programming vary from each school, and in some cases are not evident. ❏ The GEAC and Office of Academic Rigor are aware of a variety of inconsistencies in programming offered at the elementary level. It is understood that each school has different needs, but some basic structures should be implemented across the board. ❏ Currently Norfolk Public Schools does not have data reports at the elementary school level that specifically document the success of elementary gifted learners in the follow areas: SOL advanced pass rates, benchmark assessments, grade level promotion rates.

14 Middle ❏ The Norfolk Public Schools middle school model of delivery in enrichment programs and practices shows inconsistency of implementation. ❏ Communication between stakeholders, especially parent and GRT’s is varied throughout the district. ❏ The GEAC and Office of Academic Rigor are aware of a variety of inconsistencies in programming offered at the middle school level. Many times the role of the middle school GRT appears to be unknown by the parent community, and also in some schools higher level courses are not always available. ❏ Currently Norfolk Public Schools does not have data reports at the middle school level that specifically document the success of middle school gifted learners in the follow areas: SOL advanced pass rates, benchmark assessments, grade level promotion rates, enrollment in honors level programming, enrollment in high school credit bearing courses, pass advanced rates on SOL’s as well as the overall pass rate of identified students, and acceptance into NPS high school specialty programming. High ❏ Norfolk Public Schools Advance Placement(AP) course offerings are not equitably available at all high schools. ❏ Advance Placement programs in some buildings lack experienced teachers due to frequent turn over. ❏ GRT’s at the high school level serve at least 1,679 students total between the five high schools and in conjunction with their middle school assignment in students during the 2017-2018 school year. The large student population in some school assignments, and itinerant status limit the amount of instructional support a GRT can offer at buildings. ❏ The GEAC and Office of Academic Rigor are aware of of inconsistencies in programming offered at the high school level. Specifically in regards to equity of AP course offerings in the 5 high schools. ❏ Currently Norfolk Public Schools does not have data reports at the high school level that specifically document the success of high school gifted learners in the follow areas: SOL advanced pass rates, benchmark assessments, grade level promotion rates, enrollment in honors level programming, enrollment in high school credit bearing courses, pass advanced rates on SOL’s as well as the overall pass rate of identified students, enrollment in AP courses, passing scores in AP courses, graduation rates, and advanced diploma graduation rates.

Recommendations Elementary, Middle, High -Overall Recommendations ❏ The GEAC recommends that the name of the Office of Academic Rigor be changed to something that includes the term “Gifted” such as The Office of Gifted Education to help the community easily locate and recognize the purpose of this office. ❏ The GEAC recommends continuation of the current delivery model, but strongly recommends a one to one GRT ratio per building to ensure rigorous thinking routines are a regular part of all instruction. ❏ The GEAC recommends a review of each buildings’ Gifted Education Services, communication practices, and instructional role of the GRT in their individual buildings in an effort to develop common norms for all elementary programs beyond the basic clustering of students. ❏ The GEAC recommends a full comprehensive program review to include the following: ❏ Building level assessment of administrator efficacy to implementation of gifted services in their building in accordance with the local gifted plan ❏ Types of services being offered in each school ❏ Current student to teacher ratio based off individual assignments GRT, and notation of extremely high or low ratios

15 ❏ Academic data of NPS gifted learners to show current success rate ❏ Equity of honors level course, middle school high school course enrollment, and Advance Placement programming opportunities in each building ❏ Methods of communication currently in place by the Office of Academic Rigor and GRTs to assess consistency of practices. ❏ In regards to the recommendation for a comprehensive program review and data collection the GEAC recommends that the Norfolk Public Schools Board of Education and Central Administration formally draft a statement of their expectation for the success of our identified gifted learners, and how we will be accountable for their growth. Elementary ❏ The GEAC recommends a review of each elementary school administrations’ efficacy to the service model, to ensure a 100% participation in the best practices outlined in the Local Gifted Plan, and provide support for any school administration that are unable to fully implement the model via the Office of Academic Rigor and Central Administration. ❏ The GEAC recommends that the GRT’s role in the building in relation to the Local Gifted Plan should be evaluated. Based on the current plan elementary GRT’s are required to pull students for small group instruction, and provide instructional support. The GEAC understands that one person fulfilling multiple roles may be difficult to fulfill in the spirit of the Local Gifted Plan. ❏ The GEAC recommends collaboration with Testing and Accountability to work towards securing data specific to our gifted learners vs. our total student population. As noted in all areas above there are many data points that need to be reviewed by the Norfolk Public Schools Board of Education, the Norfolk Public Schools Central Administration, the GEAC, and all building level administrators to begin understanding where are gifted learners needs truly are. Middle ❏ The GEAC recommends the continued awareness and work to ensure that all middle schools can offer advanced course opportunities such as honors and high school credit bearing courses in all subject areas and buildings. ❏ The GEAC recommends and regularly scheduled internal review of the Young Scholars efficacy to the program, maintenance of training of staff, SOL data, and enrollment to monitor the continued progress of the program since its’ transition into one program at Rosemont Academy for International Studies. High ❏ The GEAC recommends the continued awareness of the districts efforts in Advance Placement testing, and work towards finding ways to implement course equitably in all high schools. ❏ The GEAC recommends the reinstatement of one specialist position to support specifically Advance Placement testing and courses. Currently this position not only supports Advance Placement, but all of the needs associated with gifted testing. ❏ The GEAC recommends a clarification of what gifted services are available beyond Advance Placement testing with the understanding that AP courses are not always a best fit for all gifted learners, and to work to provide more opportunities at the high school level. ❏ The GEAC recommends specific support for college and career readiness efforts specifically towards our identified gifted learners.

Section 4 - Norfolk Public Schools Gifted Education Identification

17 Norfolk Public Schools Gifted Education Identification The Gifted Education Advisory Committee spend the majority of the Fall of 2017 reviewing data provided by the Senior Coordinator at that time Ms. Valerie Tuck in relation to gifted identification in Norfolk. The focus centered on Norfolk Public Schools high identification rate of students. Currently the national average of students enrolled in identified gifted programming is 6% according to the National Association for Gifted Children, and we have also been provided data stating in the past it has even been as high as 9%. Being provided with this data it was evident that Norfolk Public Schools may be over-identifying students due to our current cut scores. In the 2017-2018 school year 18% of NPS students were identified as gifted. The GEAC has recommended changes to the cut score for identification, but with the understanding that as we increase these scores to work on more accurate identification of our gifted population that we ensure that any potential cultural bias that could be an effect of this change is proactively addressed prior to implementation.

Norfolk Public Schools Local Gifted Education Plan pp. 21 ➢ Tier 1 is composed of students scoring between 90-99% or better on Criterion 1(either: CogAT, ITBS, or ITED) plus receive at least one cumulative superior score on one of the other criteria. The other criteria are Parent Rating Form (Criterion 2), Teacher Rating Form (Criterion 3), Student Portfolio (Criterion 4), and Observation/Interview (Criterion 5). ➢ Tier 2 is composed of students who score between 80-89% on Criterion 1 plus receive at least two superiors or better on the remaining criteria. ➢ Tier 3 is composed of students who score between 70-79% on Criterion 1 plus receive at least three superior or better on the remaining criteria. ➢ *Note: Because no single criterion can exclude or include a child for eligibility, students who score below 70% on Criterion 1 must score cumulative superior on all remaining criteria to be considered eligible.

Glows ❏ Norfolk Public Schools gifted identification process provides an assessment tool deliberately selected to allow for equitable identification practices. ❏ Norfolk Public Schools gifted identification testing in 1st grade continues to successfully transition to online testing per reporting from previous Office of Academic Rigor Coordinator Ms. Tuck. ❏ Norfolk Public Schools Office of Academic Rigor noted throughout the 2017-2018 school year its continued efforts to promote the understanding of the needs of twice-exceptional children and appropriate identification of these children.

Grows ❏ Currently Norfolk Public Schools identified approximately 18% of the student population. This is almost 2 times the national average, which shows that Norfolk Public Schools is may be over-identifying students. ❏ Identification of students in Norfolk Public Schools is not equal among elementary schools, and in some cases has large disparities.

Recommendations ❏ The GEAC recommends that Norfolk Public Schools increases the tier 3 cut score be moved to 85% with the intention of revisiting to potential to move the cut score to 90% when the Local Plan for Gifted Education comes up for revision. ❏ The GEAC recommends that Norfolk Public Schools, when making this change works to ensure that potential cultural bias be identified prior to this change and appropriate steps are taken by the Office of Academic Rigor are taken to support this process.

Section 5 - Norfolk Public Schools Gifted Education and Community Engagement

20 Norfolk Public Schools Gifted Education and Community Engagement The Gifted Education Advisory Committee regularly discusses methods of engaging our community to showcase our Norfolk Public Schools gifted and high ability students successes, as well as to promote the opportunities that the school system makes available to students. In the past the Office of Academic Rigor has hosted fairs showcasing our students work, and offering workshops to support parents in understanding the needs of their children. We hope to continue this practice and and enhance this through the coming years. Other methods of community engagement have occurred through stakeholder surveys over the past years. Recently it has come to the GEAC’s attention that the 2017-2018 survey results were not valid, and the information was provided in a delayed manner. This delay in communication hindered the GEAC’s efforts to effectively advise the school board on areas related to stakeholder feedback. We look forward to working more closely with The Office of Academic Rigor to ensure a survey is provided for the 2018-2019 school year prior to budgetary decisions.

Norfolk Public Schools Local Gifted Education Plan pp. 8-9 F. Parent and Community Involvement: To increase communication between the Gifted Education Department, NPS employees and the community at large. 1. Ensure that the Gifted Education Advisory Committee is comprised of representation from each region in Norfolk City. 2. Continue to maintain an updated website and provide announcements concerning parent trainings related to gifted education. 3. Continue to incorporate advanced technology that is available to inform parents of events and training. 4. Provide opportunity for input on the effectiveness of our practice from all stakeholders.

21 Glows ❏ Norfolk Public Schools has held two successful community events over the past years showcasing our programs and supporting the needs of our learners. ❏ Norfolk Public Schools annually communicates with newly identified parents to clearly inform parents of identification and the NPS service model.

Grows ❏ Attendance at showcases has been limited in the past and does not show a strong representation of our communities population. ❏ Norfolk Public Schools was unable to complete a 2017-2018 stakeholder survey.

Recommendations ❏ The GEAC recommends that the Office of Academic Rigor work to continue showcase events, but work to schedule times and locations that may promote stronger attendance. ❏ The GEAC recommends that Norfolk Public Schools work with the GEAC to review the past district survey, and work to implement the survey as soon as possible to provide data prior to the NPS 2019-2020 budget. ❏ The GEAC recommends that with recent surveys producing low return rates online that alternatives such as paper and pencil surveys sent home via schools be provided in conjunction with the online survey to allow for equity of access for stakeholders to provide feedback. ❏ The GEAC recommends that identified students be provided with a survey as well as adult stakeholders.

Section 6 - Norfolk Public School Gifted Education Advisory Committee Roster

23 The GEAC keeps an updated roster of active members, and also currently maintains inactive members who do not currently comply with the GEAC bylaws. As we go through the coming year we will work to maintain this roster and information. At this time no current GEAC member has volunteered for the role as secretary. 2018-2019 Active GEAC Roster Name School Zone/Representation Email Appointment Areas Year

Jessica Huntoon Taylor Elementary School [email protected] Reappointed Norfolk, VA 23508 Academy for Discovery at 2016 -Slate Chair 2018-2019 Lakewood Maury High School

Baseemah Cumberbatch Suburban Park Elementary [email protected] Reappointed -Smith Young Scholars Program 2016 Norfolk, VA 23505 Norview High School -Slate Vice-Chair 2018-2019

Thomas Ambler Larchmont Elementary [email protected] Reappointed Norfolk, VA 23508 Blair Middle School 2016 Maury High School

William (Louie) Jordan Granby High School [email protected] Reappointed Norfolk, VA 23503 2016

Tanya Lewis Academy of International Studies [email protected] Reappointed Norfolk, VA at Rosemont 2016

Nathaniel Kinnison Larchmont Elementary School [email protected] Board Appt. Norfolk, VA Academy for Discovery at 2016 Lakewood Blair Middle School

Chrintiina Ohlrogge Young Scholars Program- [email protected] Appointed Norfolk, VA Academy of International Studies 2016 at Rosemont

Joseph Anotolin Lake Taylor High School [email protected] Appointed Norfolk, VA GEAC STEM Advocate 2016

Julie Morgan Granby High School [email protected] Board Appt. Norfolk, VA, 23503 2016

Diane Wishart Suburban Park Elementary [email protected] Board Appt. Norfolk, VA 23508 2016

Charlos Washington Maury High School [email protected] Board Appt. Norfolk, VA 23508 2016 Res.Nov. 2017

24 2018-2019 Inactive GEAC Members

Member Meetings Attended in Email Appointment 2017-2018 Year

Cora Freeman November 2017 [email protected] Board Appt. Norfolk, VA 23513 December 2017 2016

Tracy Barclift None in the 2017-2018 School [email protected] Board Appt. Norfolk, VA 23513 Year 2016

Keisha Jackson None in the 2017-2018 School [email protected] Board Appt. Portsmouth, VA 23704 Year 2016

Frankie McCarty None in the 2017-2018 School [email protected] Reappointed Norfolk, VA 23518 Year 2016

Andrea Tate None in the 2017-2018 School [email protected] No Current Norfolk, VA 23508 Year Reappointmen None in the 2016-2017 School t Year

Norfolk Public School Gifted Education Advisory Committee Roster The Norfolk Public Schools GEAC works with the Office of Academic Rigor, and our school board liaison Ms. Tanya Bhasin to maintain and recruit a diverse and active membership. As noted above our membership is listed in two sections, active and inactive. While we are grateful for all who show a desire to participate and support the needs of our gifted learners, it is understood that consistent attendance is necessary to the progress of such a committee. Due to continued or frequent inactivity the members listed in the inactive membership of the GEAC are not in compliance with the committee attendance policy as outlined in the GEAC bylaws noted in the excerpt pertaining to the local plan provided on the next page.. Monthly emails are sent to remind participants of these meetings, and no notice at this time has been provided by these members indicating a desire to continue their term of service. A final notice will be sent prior to the August meeting, outlining the GEAC bylaws for attendance, and a final reminder if there is a wish to continue to serve that email communication is needed. After the August 7th, 2018 meeting these members no longer be listed on the GEAC roster.

Norfolk Public Schools Local Gifted Education Plan pp. 45 Section 3 – Terms of Membership a. Voting Members 1. Each voting member is appointed for a three-year term that may be renewable upon nomination by the Nominating Committee and then by a majority vote of the Advisory Committee. 2. To assure continuity of the Advisory Committee, terms of members shall be staggered so that one-third of the basic membership rotates each year. 3. A secondary student will serve a one-year term which shall be rotated among the different high schools. b. Honorary Members 1. An honorary member will serve as long as he/she desires to retain the membership. Section 4 – Resignations and Removal a. Resignation – Resignations shall be made in writing to the Chair of the Advisory Committee. Voting members choosing not to renew their terms shall notify the Chair prior to the expiration of their term. b. Removal – Members shall attend meetings on a regular basis and three consecutive absences from scheduled meetings may cause the replacement of the member; provided, however, that if a member is absent from any meeting while on an Advisory Committee- approved leave of absence, not to exceed one year, such absence shall not be taken into account in determining whether the member is subject to removal. All requests for leaves of absence shall be submitted in writing (which can include via e-mail) to the Chair at least one week in advance of the period for which leave is requested.

Section 7 - Norfolk Public Schools Gifted Education Advisory Committee 2018-2019 Meeting Dates

2018-2019 GEAC Meeting Dates Location: Rosemont Academy for International Studies 1330 Branch Road

Meeting Dates: All dates listed below occur on the first or second Tuesday of the month. Please note no meeting will occur in the month of January.

August 7th, 2018 Slate Voting , General Interest Meeting Location Change: Academy for Discovery at :Lakewood, 1701 Alsace Ave. September 11th, 2018 Proposed Attendees and Agenda: Open to all NPS Staff interested in serving, All School Board Representatives, Current GEAC Members and Potential New Committee Applicants Review the purpose of the GEAC as outlined by NPS Administration and NPS School Board, Review of the NPS Gifted Plan - General Review, Updates,Identification of potential focus areas for the GEAC, Parliamentary Procedure, School Law Highlights relevant to Gifted Education and the needs of the GEAC, Development of Formal GEAC approved goal for the 2018-2019 school year November 13th, 2018 December 4th, 2018 February 5th, 2019 March 5th, 2019 April 2nd, 2019 May 7th, 2019 June 4th, 2019