Local Plan



  • General Information
  • Philosophy and Operational Definition
  • Program Goals and Objectives
  • Screening
  • Notification
  • Change in Instructional Services
  • Evidence of Appropriate Services Option
  • Differentiated Curriculum and Instruction
  • Access to Programs
  • Personal and Professional Development
  • Annual Review
  • Local Advisory Committee Procedures
  • Assurances
  • Philosophy and Operational Definition

Suffolk Public Schools Board is committed to excellence in education, equality of educational opportunity, and the recognition of each student’s individuality. As students differ in their rate of physical, mental, emotional and social growth and vary in their needs and abilities, learning opportunities shall be provided which are consistent with personal development and potential. Programs shall emphasize diagnostic and prescriptive instruction, allowing an individual approach to each student’s learning style and educational needs.  The educational program shall introduce each student to a variety of interests and subject areas that offer exposure to the range of opportunities available in later years. These experiences produce the basis for further education and further employment.  As students demonstrate increased maturity, they assume more responsibility for their decisions regarding education.

The school environment should be responsive and conducive to learning. The physical environment facilitates and enhances the learning experiences available to each student. A responsive environment includes competent, dedicated teachers using a variety of techniques and a classroom atmosphere where students can function and develop according to their abilities. Safety, physical comfort, and appearance also are vital environmental components.

  • Screening

The gifted process begins when the student is referred for gifted services.  Written parental permission is obtained, and a student profile is developed using multiple criteria which may include creativity tests, a teacher checklist for rating behavioral characteristics, scholastic performance, ability testing, previous placement, and a finished product from the student.

Eligibility is determined by the gifted placement committee which may consist of the building principal, classroom teachers, a guidance counselor, a resource teacher and gifted personnel. Eligibility decisions are based on multiple criteria including standardized testing, behavior, and academic data.  This process is completed within 90 days of the initial referral or when the student enters the candidate pool through the general screening process. All students who are referred are screened. Referred students may be reviewed annually for eligibility.

The search for and the identification of gifted students is a continuous process.  Announcements are placed using community and school media. Gifted resource teachers conduct workshops which clarify the characteristics of the gifted student. Special emphasis is placed on the recognition of potentially gifted students in underserved populations.

Referrals can be made by teachers, school administrators, parents, community members, peers, and self.  The form is located on this website under forms and can also be obtained from the school guidance office.


Following the determination of eligibility, parents are notified in writing and written permission is obtained for placement.

Appeal Process

If a student has been determined ineligible, parents are notified of the committee’s decision in writing and the right to appeal and review all testing data.  Parents who wish to appeal must first meet with the advanced instruction specialist or gifted resource teacher to review eligibility data.  If parents still wish to appeal the decision they must submit a formal request in writing.  An appeals committee then meets to determine the decision based on evidence shown at the meeting and the parent is informed in writing of the decision.

The appeals committee consists of a majority of individuals not on the original identification placement committee.  After the parent(s) or designee present their appeal, and the committee confers, a majority vote is needed to change the decision of the identification placement committee.

The appeal committee shall consist of:

  • A principal or assistant principal
  • The Deputy Superintendent or designee
  • An Instructional Coordinator
  • Two gifted resource teachers
  • A Lead teacher


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