Chesapeake Public Schools details K‑2 universal screening, cluster model and supports for twice‑exceptional students

Dornswalo Wilkins‑McCorey, Supervisor of the Office of Gifted Education for Chesapeake Public Schools, outlined the district’s approach to identifying and serving gifted students, saying the district uses universal screening for all K‑2 students and places identified learners in gifted cluster classrooms.

"In Chesapeake Public Schools, we begin with universal screening for all students in grades K-2," Wilkins‑McCorey said, explaining that initial screening does not require parent permission and is used to build a candidate pool for further evaluation. She said screening tools are designed to capture advanced creative thinking and analytical reasoning, and that nationally, "students identifying as gifted usually score in the 90th percentile or above on these ability measures." Parents of students identified as candidates are notified and asked for permission for formal evaluation.

The district administers ability tests and compiles portfolios before eligibility decisions. Wilkins‑McCorey named the Nonverbal Naglieri Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) as the ability assessments used and said portfolios and teacher and parent input are reviewed by a gifted eligibility committee to make final determinations. "When the gifted eligibility committee made final identification decisions, they also considered input from the classroom teacher and of course from you, the parents, and any other supplemental data provided," she said.

After evaluation, students receive one of three statuses: eligible, monitor, or ineligible. "Students found eligible for gifted services are placed in a gifted cluster classroom and receive support from their classroom teacher with additional help from a gifted specialist assigned to their school," Wilkins‑McCorey said. She explained that monitor students have shown potential or strong performance on at least one ability test, may participate in cluster settings to allow for a year’s growth, and can be reevaluated the following spring. Parents of students found ineligible may request retesting the next school year by completing a referral on the Chesapeake Public Schools gifted web page.

Wilkins‑McCorey described the cluster model as delivering gifted programming primarily in students’ home schools. Gifted cluster teachers receive specialized professional development and in‑person coaching from gifted specialists. "A gifted specialist is a valuable resource. They might provide resources, model lessons, coach teachers and students, or even co‑teach with a classroom teacher," she said.

Gifted and monitor students receive quarterly gifted progress reports in ParentVUE that track critical thinking, creative thinking, collaboration, independent learning and group skills. Instruction in cluster classrooms is aligned with the Virginia Department of Education Standards of Learning (SOLs); Wilkins‑McCorey said the core content remains the same as other grade-level classes, but teachers use specific strategies to differentiate and enrich instruction across subject areas.

She listed sample instructional strategies and materials used for higher‑order thinking and differentiation, including RAFT, Jigsaw, Mind Maps, Socratic Seminar, Choice Boards, SCAMPER, Kaplan’s Depth and Complexity, William & Mary units, and Hands‑on Equations.

The presentation also covered supports for twice‑exceptional (2E) students—those identified as gifted who also have disabilities. The district has a 2E gifted specialist who focuses on students’ strengths first and consults with both gifted and special education staff to support executive functioning, organization and tailored systems for case managers and students.

Wilkins‑McCorey closed by noting the Gifted Education Advisory Committee advises the School Board on gifted needs and reviews the local plan; the committee will meet in October, November, February and May. She invited parents and community members to contact the Office of Gifted Education or their school’s gifted specialist for more information and future program updates.

The presentation did not include any formal motions or votes.