Frequently Asked Questions (FAQs)

The screening process follows a holistic portfolio approach, considering multiple criteria. which aligns with the Virginia Code 8VAC20-40-40.

• Standardized ability test scores (e.g., NNAT, CogAT)
• Standardized achievement test scores (MAP and SOLs)
• Observations of gifted behaviors
• Work samples 
• Progress reports 
• Long-term growth reports 
• Teacher narratives 

The screening process includes multiple phases:

• Phase 1: Initial identification through various assessments and teacher referrals.
• Phase 2: Collection and review of student data, including work samples, standardized test scores, and teacher observations.
  Phase 3: The Central Office Screening Committee reviews all collected data holistically to determine eligibility.

• Phase 1- All students 
• Phase 2: 45% of students in third grade made it to Phase 2
• Phase 3: 28% of students in third grade made it to Phase 3
• Final Eligibility: 17% of students in third grade were found eligible in at least one subject area.

During Phase 1 of the AAS identification process in ACPS, your child was referred either through a submitted referral (by a teacher, parent/guardian, or another stakeholder) or an automatic referral based on academic criteria of 85th percentile or higher or Young Scholars eligibility.

Third grade is ACPS’s universal screening grade, which tests all students. Students who received an automatic referral met one of the following criteria: 

• Students with an ability score (Cognitive Abilities Test or Nagerli Nonverbal Abilities test ) in the 85th percentile or higher on any subtest of a nationally normed ability test. 
• Students with a recent achievement score in the 85th percentile or higher on any subtest of a nationally normed achievement test (Fall MAP scores).
• Students who are in the top 15% of their school grade level on a gifted rating scale 
• All Young Scholars students  
• All students eligible for GIA services 

This automatic screening referral made up about 45% of the grade level. 

During this phase, the school-based screening committee created a screening portfolio using multiple indicators to determine the need for advanced services. It includes ability tests such as the Naglieri Nonverbal Ability Test or Cognitive Abilities Test, achievement tests such as the MAP and SOLs, teacher observations, rating scales, student work samples, and growth reports. The school-based screening committee then reviewed the data on the screening summary sheet to determine if your child met the criteria to move on to Phase 3. Typically, a portfolio moved to Phase 3 if it had at least three areas in the 85th percentile higher and/or above average range or higher.

The Central Office Screening Committee uses a case study approach to review all aspects of a student’s academic profile. No single factor determines eligibility; instead, a variety of data points are analyzed to ensure fairness. Typically, students who were found eligible demonstrated advanced strengths across at least three or more data points in the 95th percentile or higher or advanced range, such as ability tests, achievement tests, rating scales, or advanced areas on student work, progress reports, and long-term growth reports.

The committee is made up of school system professionals who are trained in the holistic screening process. Each file is read by a minimum of four and up to six committee members to determine eligibility. A consensus of four readers determines the eligibility decision. To ensure consistency in the screening process, an oversight committee has reviewed all decisions of ineligibility.

Assessments are designed to be culturally and linguistically responsive. Factors such as language proficiency and cultural background are considered when evaluating a student’s potential.

Yes, students with disabilities (Twice-Exceptional or 2E learners) may qualify if they demonstrate exceptional abilities despite challenges. The committee considers how disabilities intersect with advanced learning needs.

• Grades 4-5 students: Can begin services two instructional days after returning the Permission to Place form.
• Grade 3 students: Will start SAA services at the beginning of their 4th-grade year.

For ability scores on the CogAT or NNAT, typically an advanced score is 96 percentile or higher. 

For achievement scores, typically an advanced score on an SOL is 565 or higher and on a MAP score is 95 percentile or higher. 

Progress report grades in the advanced range are typically 3.6 or higher 

The HOPE scale advanced range uses local norms and the advanced range is: 

• The academic subscale is 35 or higher. 
• The social subscale is 30. 

An advanced work product is typically 3.7 or higher.

While your child is performing above average in multiple areas—approximately one standard deviation above the norm—this level of performance typically falls within the high-average range. Although your child had multiple check marks on the Phase 2 decision chart, the data indicates that they are still performing within the normative range for third-grade students. The check marks reflect areas that were carefully reviewed, but they do not necessarily mean that your child is functioning in the advanced range of grade-level expectations. AAS services are generally designed for students who demonstrate performance significantly beyond grade-level expectations.

Yes, advanced services identification does not always rely only on static advanced scores. ACPS looks at long-term growth percentile ranks or rates of improvement over time. A student who is rapidly outpacing their peers in progress might be flagged for further evaluation, even if their scores aren’t yet in the "advanced" range. Some students may not score high for reasons unrelated to their ability (language barriers, disabilities, emerging potential not yet fully realized due to access, etc.).  That is why we work to recognize and support students whose abilities may not be fully captured by test scores alone — especially those who are growing quickly.

No, test scores alone do not determine eligibility. The committee evaluates multiple factors to ensure a comprehensive and equitable decision. One piece of data does not find a child eligible or ineligible for services.

Growth reports are usually just one part of a broader screening process. They work best when paired with other data like achievement tests, teacher narratives, and classroom performance.  Sometimes students who are not performing at the very top of a normative curve, yet show unusually high growth, can help identify students from underrepresented populations. Rapid growth in advanced areas can signal a need for more challenging instruction.

Parents/guardians have the right to appeal within 10 instructional days after receiving the decision letter. Appeals can be submitted via PowerSchool using the Advanced Academic Services Appeal form. All appeals must be submitted by May 15, 2025. You can also refer for services during the next screening cycle at the start of the school year.

Parents have access to all screening files for their child and may request a copy from the school. However, the Phase 3 screening committee and appeals committee do not generate individual reports as to the reason behind eligible or ineligible decisions.

Yes, please reach out to the screening lead at your child’s school. After meeting with the screening lead, and you still have additional questions, you are encouraged to reach out to an administrator at the school level or in the AAS office.

Yes, ACPS does universal screening in grade 3 for rising grade 4 SAA services.

We understand how important timely communication is, and we appreciate your patience as we screened close to 1700 students this year. The screening process involves multiple steps to ensure a fair, accurate, and thorough review of each student’s strengths and needs. Here's what that typically includes:

1. Multiple Data Sources Are Collected and Reviewed
   
   We gather a variety of data—such as test scores, classroom performance, teacher input, and observational data—to make well-informed decisions. This takes time to coordinate and analyze properly.
2. Screening Happens in Phases
   
   Screening is often conducted in phases, starting with all students and narrowing down to those who may need further evaluation. Each phase requires time to complete, especially when working with large groups.
3. We Follow a Careful Review Process
   
   Every child’s data is reviewed by a team of educators to ensure fairness and consistency. This collaborative review helps prevent rushed or inaccurate decisions.
4. Scheduling and Staffing Can Impact Timelines
   
   Like many school processes, screening timelines can be influenced by school calendars, staff availability, and testing schedules—especially when juggling multiple grade levels or schools.
5. Our Goal Is Accuracy, Not Speed
   
   While we do our best to complete the process efficiently, accuracy and equity are our top priorities. Taking the necessary time ensures that each child receives the most appropriate support and opportunities.

Yes, ACPS offers gifted services under the title Advanced Academic Services (AAS).

Over the years, ACPS has heard and listened to families and educators discuss what the impact of labeling a student as “gifted” can mean. The association with the previous program's title has not always been positive. The name Advanced Academic Services (AAS) better aligns with identifying different advanced levels of services to meet the needs of students. It focuses on developing a student’s potential rather than a label assigned to a child.

In ACPS, we believe all students have the fundamental right to an education that promotes the development of their potential. Each child has a unique profile of academic strengths and abilities. ACPS is committed to providing challenging learning experiences for all students that build on individual strengths and optimize abilities, including Advanced Academic Services (AAS), formally known as Talented and Gifted Services.

Additionally, ACPS’s beliefs, policies, and procedures are grounded in equity and inclusion. We believe in developing the strengths and talents of all students and offer a continuum of AAS to meet a range of student needs, which also aligns with the Talent Development Model. The Talent Development theoretical framework posits that schools should identify services necessary to develop high potential. Giftedness is not viewed as an absolute or fixed state of being. Instead, it is considered a developmental set of behaviors that can be applied to problem-solving situations. Gifted behaviors emerge in certain people, at certain times, and under certain circumstances.

ACPS identifies students in need of Advanced Academic Services (AAS) who have the potential to achieve at high academic levels. ACPS addresses the various levels of advanced academic interventions the schools and staff will provide for students through an advanced academic services model incorporating the Multi-Tiered System of Support (MTSS) across grades K-12 using a three-tiered system.

ACPS offers a continuum of AAS to nurture skills acquisition, beginning in kindergarten and continuing through grade 12. This K-12 continuum provides increasing levels of challenge and is designed to emphasize the importance of matching services to student needs with flexible entry points. All children have the opportunity to work at a level of challenge that promotes continuous intellectual growth. Through advocacy and a continuum of differentiated services in ACPS, the unique needs of students will be valued and nurtured to challenge students' minds, meet their emotional needs, and prepare them to thrive in a diverse and ever-changing world. 

ACPS offers a Talent Development Model, Young Scholars, General Intellectual Aptitude (GIA) Services, Specific Academic Aptitude Services (SAA), Honors, Dual-Enrollment, Governor’s School, and Advanced Placement courses.

The National Association for Gifted Children (NAGC) advises schools to adopt an MTSS framework for supporting gifted learners. ACPS implements a three-tiered continuum of services model for K-12 students that aligns with this framework, incorporating Advanced Academic Services (AAS). 

A Multi-Tiered System of Support (MTSS) is a framework used in schools to provide different levels of instructional and behavioral support to students based on their individual needs. It integrates data-driven decision-making, progress monitoring, and evidence-based practices to help all students succeed. 

According to the NAGC (p. 2, 2020), “An MTSS framework can support gifted students by providing a systematic approach to identify their needs, providing the appropriate level of challenge, and monitoring progress over time.” The model suggests that Tier I is for about 80% of students and aligns with the district curriculum and grade-level content with some remediation or advancement of material. All students have access to differentiated resources and instruction. For Tier II, the focus would be on extra challenges or extra help, and for Tier III, the focus would be on intense interventions. The ultimate goal is to expand our notion of advanced services to discuss different levels or tiers of rigor based on the duration, frequency, and intensity of services.  

In this presentation, we break down the various math course options and pathways available to rising 6th graders and beyond in ACPS for the 2025 school year. From foundational courses to advanced tracks, students and parents will gain a clear understanding of the opportunities for academic growth and enrichment. We also discuss what honors courses will look like, highlighting the key differences and expectations for those looking to challenge themselves. Finally, we touch on some of the recent changes in the AAS math curriculum to help families prepare for the upcoming school year.