Michael Dussault presents GIAC annual report, recommends pilots to expand gifted access

Michael Dussault, director of teaching and learning for Henrico County Public Schools, presented the Gifted Education Advisory Committee's (GIAC) annual report and outlined recommendations aimed at expanding access and strengthening talent development for advanced learners across the district.

The committee recommended four primary actions: a 30‑minute weekly talent development pilot in first grade at Title I schools; targeted math aptitude services for grades 3 through 5 to identify and support students showing advanced math potential; continued rollout of the A³ supplemental math curriculum piloted in fourth grade; and advocacy for additional staffing to sustain program quality and equitable access. "Our collective effort is to ensure that every student, including our advanced learners, thrive," Dussault said during the presentation.

Why it matters: GIAC framed the recommendations as aligned with the Henrico local gifted plan for 2026–2031 and said the changes are intended to catch students earlier so they enter middle school with stronger mathematical skills. Dussault said early access to advanced math curricula produced measurable benefits where students had the opportunity to participate, and the proposed interventions are intended to reduce gaps that appear before middle school.

Board members pressed for implementation details and equity safeguards. Ms. Shea, a committee member, noted limited community participation in GIAC and asked what specific outcomes the math services are expected to produce; Dussault said the services aim to build foundational fluency and readiness so students can use mental bandwidth for concepts in grades 5–6 rather than basic computation. "I'm glad that that's not the outcome we're pushing for," Shea said, adding she was "giddy excited" about the A³ curriculum after reviewing it.

Ms. Atkins recommended outreach to Virginia Commonwealth University's education division for guidance and urged a targeted rollout for Title I schools, noting the pilot will require resources and classroom adjustments. She also suggested pairing talent development with health professionals and family supports to address equity concerns. Dussault said the pilot has been kept deliberately small to build teacher capacity and agreed to provide a follow‑up list of the schools that have participated.

On instructional delivery, a board member asked whether A³ would be taught by classroom teachers or by gifted resource teachers (GRTs). Dussault said that during the pilot GRTs pushed into regular classrooms while mathematics specialists reviewed where A³ fit into the scope and sequence; ongoing summer and in‑service training will be provided to support implementation.

Dussault said progress will be monitored through program evaluation, disaggregated data review and stakeholder feedback; additional staffing requests will be considered in the context of division priorities, enrollment trends and available resources. The board thanked GIAC members for their work and had no further questions at the close of the discussion.

The board did not take a formal vote on any of GIAC's recommendations during this session; Dussault indicated that after the board approves the slate of officers and memberships HCPS administration will work with GIAC to move the proposals forward and provide implementation updates.