Elementary Young Scholars

"Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor."

National Excellence:  A Case for Developing America’s Talent, U.S. Department of Education, 1993

*What if I have a student who I think should be a Young Scholar but is not yet identified?

A Young Scholar can be identified in any grade, K-12. If a teacher or other staff member knows a student who fits the Young Scholars profile, a team should meet to discuss the possibility of identifying the student officially in the Student Information System (SIS).  The staff member who knows the student best should contact the parent/guardians to share observations of the student's potential and describe the supports and opportunities available to Young Scholars. Then the student can be marked as a Young Scholar in SIS.  This coding ensures continued support through transitions to middle and high school as well as enables FCPS to collect data to show the impact of the Young Scholars model on student access and achievement in the K-12 experience.

All Young Scholars are identified for a type of AAP service (e.g. subject specific advanced differentiation, part-time, or full-time services in elementary -- or is enrolled in honors/AP/IB/dual enrollment in secondary). Young Scholars is layered in addition to the AAP service.  In considering whether a student should be identified as a Young Scholar, teachers should discuss what they notice about the student's behaviors compared to other students of similar age, background, and experience and determine unique supports that will ensure K-12 success in advanced coursework and prepare for postsecondary goals. What will be affirming to their scholarly identity?  What school or self advocacy would be helpful?  Are there any additional opportunities or supports that would be important to facilitate/guide the Young Scholar to access?    

Note:  Once identified as a Young Scholar, the YS flag will remain in SIS, regardless of whether the student continues on with advanced academic interventions.  This enables FCPS to examine longitudinal data about the model's impact and serves as important data for continuous improvement.  

*What tools are available to guide discussions about whether a student should be identified as a Young Scholar? 

There are multiple ways in which the traits, behaviors, and aptitudes that define giftedness may be displayed.  While demonstration of traditionally recognized gifted traits may be an indicator, the range of exceptional behaviors that indicate a student's potential may go beyond academic achievement.  The following tools can support conversations to view a student more holistically:

*What tools are available for classroom teachers to use to identify critical and creative thinking potential? 

FCPS K-12 Critical and Creative Thinking (CCT) strategies are designed to provide all students with opportunities to process information, make thinking visible, and move towards a deeper understanding of content. 

Critical thinking and creative thinking are interrelated processes essential to problem solving and may involve applying logic or reasoning or constructing something new. Based on the type of thinking that is helpful in a particular lesson, these strategies can be applied to any content area, skill, or understanding that students are developing. 

Over time, students should be able to identify areas where various types of thinking and associated strategies would be helpful to apply in situations they encounter.